From the president of Wesleyan University, an eloquent defense of liberal education, seen against the backdrop of its contested history in America Winner of the 2016 Frederic W. Ness Book Award sponsored by the Association of American Colleges and Universities Contentious debates over the benefits--or drawbacks--of a liberal education are as old as America itself. From Benjamin Franklin to the Internet pundits, critics of higher education have attacked its irrelevance and elitism, often calling for more vocational instruction. Thomas Jefferson, by contrast, believed that nurturing a student's capacity for lifelong learning was useful for science and commerce while also being essential for democracy. In this provocative contribution to the disputes, university president Michael S. Roth focuses on important moments and seminal thinkers in America's long-running argument over vocational vs. liberal education. Conflicting streams of thought flow through American intellectual history: W. E. B. Du Bois's humanistic principles of pedagogy for newly emancipated slaves developed in opposition to Booker T. Washington's educational utilitarianism, for example. Jane Addams's emphasis on the cultivation of empathy and John Dewey's calls for education as civic engagement were rejected as impractical by those who aimed to train students for particular economic tasks. Roth explores these arguments (and more), considers the state of higher education today, and concludes with a stirring plea for the kind of education that has, since the founding of the nation, cultivated individual freedom, promulgated civic virtue, and instilled hope for the future.

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Text extracted from opening pages of book: HISTORICAL FICTION and other Reading References for Classes in JUNIOR AND SENIOR HIGH SCHOOLS Compiled by HANNAH _ LOGASA The University of Chicago Home-Study Department Author of The High School Library, The Study Hall FOURTH REVISED AND ENLARGED EDITION Philadelphia McKinley Publishing Co. 1949 SYMBOLS USED IN THIS WORK * Especially valuable x Junior high school level Copyright, 1949 McKinky Publishing Co. Made in the United States [ 2] TABLE OF CONTENTS'-PACE Symbols usecrm tms woric _ r v .. A . K, .... r: --. 2 Preface to the Fourth Revised and Enlarged Editioi.: .....: ..: .*.: .*..: ....: .. r.: .?... $ Introduction ., .*...... 5 ANNOTATED LIST OF HISTORICAL MATERIAL ANCIENT HISTORY I. Primitive life 13 II. Oriental life '. 17 III. Ancient Greece and her civilization 21 IV. Early Rome and the Roman Empire 25 MEDIEVAL AND MODERN EUROPE I. Traditional and legendary history: Empire of Charlemagne and the invasion of the Northmen, 600-1000 31 II. Medieval life institutions, 1000-1400 35 III. Renaissance and the Reformation to 1643 44 IV. Absolutism and the struggle for colonial and commercial supremacy, 1643-1786 56 V. French revolution and the Reign of Napoleon Bonaparte, 1789-1815 61 VI. Reaction, revolution and the nationalizing of the European states, 1815-1871 66 VII. Democracy, Liberalism, and the nineteenth-century expansion of Europe, 1871-1914 70 VIII. The World War, 1914-1918 73 IX. Post-War Europe, and Spheres of Influence, 1918-78 X. World War II and after 86 CANADA I. Discovery, exploration, colonization, 1000-1673 91 II. Anglo-French rivalry, 1673-1867 93 III. Confederation, and after, 1867-97 LATIN AMERICA I. Discovery, exploration and conquest, 1400-1808 102 II. Struggles for independence, 1808-1867 106 III. Experiments in democratic government, and development, looe-luv UNITED STATES HISTORY I. Discovery and exploration, 1400-1607 v .......... 116 II. Colonization and the struggle for supremacy in North America, 1607-1753 118 III. Revolution and the establishment of the American Nation, 1763-1789.... 127 IV. Nationalism and democracy, 1789-1829 135 V. Expansion, 1829-1861 } g VI. Conflict, 1861-1865 -* * J* i VII. Reconstruction and consolidation, 1865-1897 lol VIII National expansion and the new democracy, 1897-1914 loo IX. The World War, 1914-1918 #] X. The United States since the World War, 1918-1942 174 XL World War II and after 179 APPENDIX I. Islands of the Sea 183 II. Selected List of Source Books Ancient History; v { JJ Medieval and Modern European History --.. *&* United States History } Jg World War II and after * j Author and title index iyD [ 3] THE FOURTH REVISED AND ENLARGED EDITION The present revision consists of over 900 new titles. Three hundred of the older titles were omitted, not because they were no longer useful, but in order to make room for the newer material. A new section, Islands of the seas has been added to the Appendix. These small land areas have become of increasing importance because of their geographic location, political influence, and economic possibili ties. The larger islands, and continents that play a world role were not included in this section. Added also, were two sections of World War II, and after. These will be found in their chronological order. For different reasons compiling this work has presented problems. A few might be mentioned: ( a) The periodcovered by this revision coincided with the world conflict. Few books on various periods, and phases of history were published, e. g., Ancient history; World War I. This had its effect on the proportion of material in the list. ( b) The book output was marked by a change of format in many books. The binding, margins, paper, and print was not up to pre-war standards. This has a bearing on the life of the physical book, and its possible rebinding. ( c) The language in some of the books was frank, and in other cases crude. In each such case the book had to be judged

With this first of eight volumes, the eminent economist Fritz Machlup launches his monumental inquiry into the production of knowledge as an economic activity. Volume I presents the conceptual framework for this inquiry and falls into three parts: Types of Knowledge, Qualities of Knowledge, and Knowledge as a Product. Originally published in 1981. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.

"In 1909 Francisco Ferrer founded La Escuela Moderna with a curriculum based on the natural sciences and moral rationalism, freed of all religious dogma and political bias. Although students received systematic instruction, there were no prizes for scholarship, no marks or examinations, indeed no atmosphere of competition, coercion, or humiliation. The classes, in Ferrer's words, were guided by the "principle of solidarity and equality." For this he was murdered in 1909 by the combined forces of Spain's ruling Church and State." "Outraged by Ferrer's execution and influenced by his teaching methods, anarchists, artists, and educators joined forces to carry on his work. Between 1910 and 1960 anarchists across the United States established more than twenty schools where children might study in an atmosphere of freedom and self-reliance in contrast to the formality and discipline of the traditional classroom. These "Modern Schools" sought to abolish all forms of authority, political and economic as well as educational, and to usher in a new society based on the voluntary cooperation of free individuals. Their object, during an era of war, social ferment, and government repression, was to create not only a new type of school, but also a new culture, a new life, a new world." "Among the participants in the Modern School Movement were anarchists Emma Goldman and Alexander Berkman, feminist Margaret Sanger, authors Will and Ariel Durant, and groundbreaking artists Robert Henri, George Bellows, and Man Ray. Based on extensive interviews with former pupils and teachers, this work is an investigation into the potential of educational alternatives."--BOOK JACKET.