Clio's uncertain guardians: History education at Teacher's College, Columbia University, 1906-1988.

摘要

This is a study of the shaping of the precollegiate history curriculum in the United States during the twentieth century. It focuses on three leading curriculum policy-makers in one institution: Henry Johnson, Erling Hunt, and Hazel Hertzberg. Their careers are evaluated particularly in terms of their trusteeship of a set of ideals articulated for precollegiate history in curriculum documents published between 1893 and 1909. Collectively the three case studies suggest the trajectory of a larger professional conversation concerning the curriculum in history and related fields. Henry Johnson's clearly articulated vision for history instruction in American schools becomes, in the hands of his professional successors, increasingly indistinct.;Johnson (1867-1953), the author of an influential textbook on history pedagogy and an historian of history education, was a proponent of "scientific" history in the schools, an emphasis on historical method, and a coherent and centrally-planned K-12 program. Johnson's student Erling Hunt (1901-1978), an early leader of the National Council for the Social Studies and first editor of Social Education, attempted to reconcile Johnson's ideals with those of his contemporaries. Hunt's student Hazel Hertzberg (1918-1988), receiving few clear ideals for history instruction from her mentors, pursued an eclectic mixture of interests while attempting to formulate anew some coherent vision for history and related subjects in the schools.;The study seeks in particular to account for the subjects' uncertain professional identity and reluctance to exercise professional leadership. Among other themes the study explores are justifications for history in the schools, differing conceptions of history, and the nature of the on-going curriculum conversation itself.;The study is based primarily on the subjects' personal papers and professional periodical literature. Its significance lies in its potential to inform contemporary decision-making concerning history in the schools, the insight it offers into curriculum politics, and the intrinsic interest of the three individuals profiled.