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1 | |
Nineteenth-century humanitarian social reforms continued the themes of classical liberalism in the following ways |
| | A) | they reflected a belief in man's perfectibility |
| | B) | commitment to education |
| | C) | the application of "negative freedom" |
| | D) | none of the above |
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2 | |
The "public good" was an important factor in Horace Mann's early arguments in favor of |
| | A) | the abolitionist movement |
| | B) | state support for private rail construction |
| | C) | religious freedom |
| | D) | a and b above |
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3 | |
The state's role in education gradually began to increase in the 1830s in Massachusetts because: |
| | A) | the demand for education increased as the population increased |
| | B) | Orestes Brownson compellingly argued for more state involvement |
| | C) | of concerns about the increasing number of immigrants |
| | D) | none of the above |
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4 | |
Some of the effects of the westward migration of the early nineteenth century included |
| | A) | an increase in a sense of American nationalism |
| | B) | the establishment of religious, social and political values carried by the new settlers |
| | C) | increased struggle over slavery |
| | D) | b and c above |
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5 | |
Carl Kaestle's comment that "America had schools, but except in large cities, America did not have school systems" means what? |
| | A) | No one was taking responsibility for the needs of the schools and their students, such as the condition of the buildings or the competence of teachers. |
| | B) | People preferred to run the schools locally without interference from a central office. |
| | C) | Schools were too isolated outside of large cities to be organized into a school system. |
| | D) | None of the above. |
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6 | |
Industrial morality can be defined as |
| | A) | a belief in working as hard as one can while at a job |
| | B) | a company's commitment to doing business ethically |
| | C) | an attitude on the part of workers that increased productivity and benefited business at the expense of traditional values and commitments |
| | D) | none of the above |
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7 | |
Universal schooling benefited from the decline of Puritanism and the increasingly humane doctrines that accompanied this decline because |
| | A) | it was believed that mass education was the best way to equip young people with the capacity to understand the natural and social worlds and work for change. |
| | B) | ministers encouraged the perspective of humans as change agents who could improve society and this could be better accomplished with an educated populace. |
| | C) | teachers were seen as missionaries with the goal of spreading God's word. |
| | D) | a and b above |
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8 | |
An implicit Enlightenment reliance on the coercive power of the state was best reflected by |
| | A) | Thomas Jefferson's views on education |
| | B) | Horace Mann's views on education |
| | C) | The 1789 Massachusetts Elementary School Law |
| | D) | b and c above |
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9 | |
The establishment of a Catholic school system came about because |
| | A) | Irish Catholic students were treated poorly in public schools |
| | B) | Catholics came to believe that a particular kind of Christianity was being espoused in public schools and their beliefs were not welcome |
| | C) | common schools supporters did not want religion in the schools, fearing divisiveness. |
| | D) | b and c above |
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10 | |
The Massachusetts State Board's recommendation of texts for school libraries was an example of |
| | A) | anti-Catholic bias |
| | B) | Mann's attempt to reinforce "common values" in schools |
| | C) | "negative freedom" |
| | D) | a and b above |
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11 | |
Orestes Brownson saw education primarily as |
| | A) | a way for all humans to reach their potential |
| | B) | a way to get ahead in the world by acquiring specific skills |
| | C) | a means of promoting allegiance to democratic principles |
| | D) | all of the above |
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12 | |
"Normal schools" as established by Mann left the following legacy(ies): |
| | A) | the recognition that teachers needed special preparation |
| | B) | the isolation of teacher education from the rest of higher education |
| | C) | the emphasis on teachers as technicians rather than scholars |
| | D) | all of the above |
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13 | |
Mann's success with the implementation of school reform was largely due to |
| | A) | his innovative suggestions for establishing mass education |
| | B) | his convincing oratory and writing on behalf of his ideas |
| | C) | his ability to package and market already existing disparate reforms and innovations successfully. |
| | D) | b and c above. |
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14 | |
Orestes Brownson would be most likely to support which of the following in today's schools |
| | A) | vocational programs |
| | B) | magnet schools |
| | C) | decentralization |
| | D) | all of the above |
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15 | |
The feminization of teaching happened largely because |
| | A) | other employment opportunities became available for males |
| | B) | women were believed to be more intelligent than men, and therefore better teachers |
| | C) | women were seen as more virtuous than men, and therefore better role models |
| | D) | a and c above |
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16 | |
Mann was most successful in promoting school reform during his tenure as secretary of education in Massachusetts because of |
| | A) | the large budget available to his office to implement changes |
| | B) | the support he enjoyed among all segments of the population |
| | C) | his ability to make his message a powerful one through the authority of his office |
| | D) | none of the above |
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17 | |
Justifications offered for common schools included such benefits as |
| | A) | the means for the acquisition of wealth for those who worked hard enough |
| | B) | the fostering of creative intelligence among workers |
| | C) | increased productivity among workers, leading to greater profits |
| | D) | all of the above |
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18 | |
The extension of the right to vote to more white male citizens at the beginning of the nineteenth century increased support for education because |
| | A) | it was seen as important to educate the uneducated so that they could participate appropriately in America's democracy |
| | B) | it was seen as important to begin to establish shared norms about what the "right" kind of society was |
| | C) | the goal was to eventually allow everyone to vote, and education was seen as a way to support this goal |
| | D) | a and b above |
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19 | |
The Prussian school system was appealing to Horace Mann because |
| | A) | he felt that such a system could effectively support and perpetuate republican institutions |
| | B) | critical thinking was emphasized in the normal school training of teachers |
| | C) | he thought it accomplished the goal of providing an education for all young people |
| | D) | all of the above |
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20 | |
Teacher training in Massachusetts normal schools consisted mainly of |
| | A) | basic reading, writing and arithmetic with additional lessons in manners and patriotism |
| | B) | an emphasis on pedagogy, with some elementary subject matter content |
| | C) | some basics like reading and writing with a strong emphasis on history, civics and patriotism |
| | D) | a classical curriculum of Latin, literature, mathematics, and some sciences, similar to what Jefferson imagined for university education |
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2002 McGraw-Hill Higher Education