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The paper presents a historical overview which begins in the year 1785, takes George Peabody through his life activities, and ends with Peabody College's becoming part of Vanderbilt University. The paper looks at a multifaceted history covering 217 years of 6 consecutive charter-connected educational institutions in Nashville, Tennessee, that culminate in the present institution, Vanderbilt University's Peabody College. It examines schooling in frontier Nashville before Tennessee became a state (1796) and before and after it became the Athens of the South; the relationship between Peabody College's predecessors and neighboring Vanderbilt University and the merger that occurred in 1979; and the philanthropic intent of George Peabody and Peabody College's continuing pursuit of his dream to uplift the U.S. South and advance the nation through professionally prepared teachers serving public schools. (BT)

This paper discusses the chance meeting at White Sulphur Springs (West Virginia) of two important public figures, Robert E. Lee and George Peabody, whose rare encounter marked a symbolic turn from Civil War bitterness toward reconciliation and the lifting power of education. The paper presents an overview of Lee's life and professional and military career followed by an overview of Peabody's life and career as a banker, an educational philanthropist, and one who endowed seven Peabody Institute libraries. Both men were in ill health when they visited the Greenbrier Hotel in the summer of 1869, but Peabody had not long to live and spent his time confined to a cottage where he received many visitors. Peabody received a resolution of praise from southern dignitaries which read, in part: "On behalf of the southern people we tender thanks to Mr. Peabody for his aid to the cause of education...and hail him benefactor." A photograph survives that shows Lee, Peabody, and William Wilson Corcoran sitting together at the Greenbrier. Reporting that Lee's own illness kept him from attending Peabody's funeral, the paper describes the impressive and prolonged international services in 1870. It also discusses historic events around the time of Peabody's death, especially the "Trent Affair," and Prime Minister Gladstone and Queen Victoria's gratefulness to Peabody for his housing gift in relieving the conditions of the poor of London. Author research information and a list of publications on Peabody are included. (BT)

This paper is about Massachusetts-born merchant George Peabody's social contacts with 10 U.S. ministers (now called ambassadors) to Britain during the 1850s and 1860s, especially Peabody's contact with John Lothrop Motley, U.S. minister to Britain at the time of Peabody's death. The paper begins with Peabody's life and commercial career; describes his transition from that of a U.S. merchant to London-based merchant banker; tells how he made his fortune; describes how and why he gave most of his fortune to found libraries, museums, and foundations; and explores why historians have called him the founder of modern American educational philanthropy. Peabody's association with Motley offers insights into Peabody's unusual funeral and helps explain why the people and press of two nations gave it so much solemnity and grandeur. The paper concludes with an assessment of George Peabody as a merchant turned international banker and educational philanthropist whose promotion of U.S.-British friendship has largely escaped historians' attention. The paper's "Afterword" sums up public memory events of Peabody since his death. Contains 194 references. (BT)

This paper describes the lives and contributions of George Peabody and his nephew Othniel Charles Marsh. Marsh influenced his uncle's gifts to science and science education, particularly in the founding of the Peabody Museum of Archaeology and Ethnology at Harvard, the Peabody Museum of Natural History at Yale, and the Peabody Academy of Science, now the Peabody Essex Museum, at Salem, Massachusetts. The paper deals with the relationship of these two men and the achievements of their lives. George Peabody became one of the most noted educational philanthropists of the 19th-century, founding numerous educational libraries and museums. O. C. (Othniel Charles) Marsh became a Yale professor of paleontology, director of Yale's Peabody Museum of Natural History, president of the National Academy of Sciences (12 years), and a noted researcher prominent in national science affairs. (EH)

This paper narrates the life of Philip Vickers Fithian, a northern tutor on a southern plantation prior to the American Revolution. Fithian's life is described from the time he was born in 1747, through his years at the College of New Jersey, renamed Princeton College in 1896 and later Princeton University, until he graduated in 1772, and until his death from exposure at the battle of White Plains, New York, in 1776. The paper recounts the times he spent as a tutor to the eight Carter children on a Virginia plantation near Williamsburg. The journals and letters Fithian wrote remained unpublished until 1900 when they were published for the first time. The value of Philip Fithian's journal and letters lies in their graphic and intimate portrait of Virginian plantation life, culture, and education. (EH)

This paper narrates the life of Ezekiel Cheever, the most famous colonial New England Latin grammar teacher of his time. Cheever came from middle class Puritan roots in England, receiving a classical education before emigrating to Boston (Massachusetts). His remarkably long teaching career of 70 years in four New England towns and the esteem shown by his famous pupils at his death tell much about how the New England colonial mind shaped U.S. education and thought. Cotton Mather preached at the funeral of Cheever, recalling the 23 years Cheever had taught in New Haven Colony (later named Connecticut), the 11 years in Ipswich (Massachusetts), the 9 years in Charlestown (Massachusetts), and the 37 years at the Boston Latin School (Massachusetts). (EH)

This paper chronicles the life of Democratic Congressman "Tip" O'Neill, Speaker of the U.S. House of Representatives from 1977-1986. O'Neill's life is recounted, including: (1) encountering the patronage practice in Boston politics; (2) experiences in the Massachusetts legislature; (3) work with the Kennedy brothers and Lyndon Johnson; (4) his views on various political leaders and events during his tenure in office; and (5) his work after retirement. Contains 61 references. (EH)

This brief paper recounts the life of the extraordinary George Peabody, renowned for his educational philanthropy. Peabody is remembered for his wealth amassed as a merchant and banker, yet he also was the founder of modern educational philanthropy that lives on in seven Peabody libraries, the Peabody Conservatory of Music, three Peabody museums, and the (George) Peabody College of Vanderbilt University in Nashville. Peabody had vowed early on to endow an educational institution in every city where he had lived, worked, and prospered; this he did, fulfilling the motto accompanying his first library institute gift in 1852: "Education, a debt due from the present to future generations." (EH)

This volume provides an extensive and detailed inter-linking account of George Peabody's life. Annotated topic headings, which include people, places, events and institutions, are organized alphabetically and comprise the bulk of the document. Each entry describes the salient points of contact between George Peabody and the given topic, as well as noting pertinent resources and related topic headings. The first twenty pages offer a synopsis of Peabody along with ideas for approaching the manuscript. A thorough bibliography includes "Doctoral dissertations and master's theses"; "U.S. library unpublished letters and documents"; British library unpublished letters and documents"; "Canadian newspapers"; "U.S. newspapers"; "British newspapers"; and "Internet". (BB)

This dialogue and bibliography describe the contributions of George Peabody to rebuilding the devastated educational systems in the former Confederate states after the Civil War. At great personal expense, Peabody established the Peabody Education Fund as the first multi-million dollar foundation with the expressed purpose of providing funds to revive public education and teacher education in the South. Peabody was the founder of educational philanthropy in the United States, at a time before tax laws favored charitable giving. The extensive bibliography contains sections dealing with George Peabody: (1) manuscripts, dissertations, and theses; and (2) books, pamphlets, government documents and serials. (EH)

Photos and related illustrations in printed sources and depositories of the educational philanthropist George Peabody (1795-1869) are listed in this bibliography. Sources, including 29 works collected by Franklin Parker, are arranged alphabetically by author's last name or by title of article if no author is given. (ML)

This paper discusses philanthropic endeavors of George Peabody, a man with only 4 years of schooling, and his efforts to rebuild an education system in the south and southwest portions of the United States following the Civil War. The paper describes the difficulties faced by the $2 million Peabody Education Fund (PEF) when it was attacked by abolitionist William Lloyd Garrison because the money went to help develop education in the South. Northern acceptance of PEF came with President Andrew Johnson's visit to George Peabody and his recognition of the fund as a national gift meant to heal the divided nation. The paper describes the first administrator of the fund, Barnas Sears; integration in the schools, educational policy; and teacher training. George Peabody College for Teachers is described as it developed from a normal school in Nashville, Tennessee. Various school presidents are discussed as are attempts to link the school to Vanderbilt University, the eventual merger with Vanderbilt, and the school in recent years. Peabody Institute of Baltimore is described from a library, lecture hall and fund, in Danvers (later renamed Peabody), Massachusetts to the early cultural center opened October 25, 1866 in Baltimore, Maryland. The lecture series, building, and personalities that made it an important establishment are described. Peabody was the first conservatory of music founded in the United States, but the fourth to offer instruction. Peabody's influence on Johns Hopkins' decision to establish his philanthropic gift of a university and teaching hospital is discussed. Peabody's contributions to science are described. (DK)

During his career, George Peabody financially supported educational endeavors and went beyond the accumulation of money to leave for one's children. His support began in the mid-1800s and his educational legacy remains. He established: (1) a $2 million Peabody Education Fund to promote public schools and teacher training in 12 civil war devastated southern states; (2) three museums of science; (3) the Baltimore Peabody Institute Library and Peabody Conservatory of Music, both now part of Johns Hopkins University; (4) six institute libraries with lecture halls that served adult education; and (5) low cost model housing in London for working people where about 19,000 people still live. George Peabody influenced individuals to support education, and his legacy serves as a reminder to others. (CK)

This paper discusses the life and work of Lawrence A. Cremin (1925-1990), an important historian of U.S. education. One of Cremin's most notable works was the 1961 "Transformation of the School: Progressivism in American Education, 1876-1957." Cremin was on the faculty at Teachers College, Columbia University (New York) for 41 years. Appendices provide lists of Cremin's professional accomplishments, his books and reviews of his books, and writings about Cremin. (DB)

Presented in historical context, the books listed in this annotated bibliography offer insights into professional education concerns and can help teachers know about the great ideas and themes of their field, and what the best and most provocative books are today. The bibliography begins with books that list and annotate topically selected best education books, such as "American Education: A Guide to Information Sources" by Richard C. Durnin which has annotated entries under 108 subject-headings from academic freedom to women's education. Specific books and reports are listed under the categories: Turn of the Century, 1890-1918; Progressive Education Era; PEA's 8-Year Study, 1933-41; Social Reconstructionists, 1930s-50s; Conant Reports, 1950s-60s; The New Learning, 1960-70s; Open Education, 1965-75 (Neo-Progressives); Revisionists, Pro and Con; Lyndon B. Johnson, The "Eager Education President"; Ronald Reagan - The "Reluctant Education President"; and President Bush and America 2000. Several overviews of education history also are identified and annotated together with suggestions for locating articles and journals on current education issues. (KM)

A biographical sketch of Robert Michels (1876-1936), a political sociologist and economist who taught in Germany, Switzerland, Italy, and the United States is presented. In his best known work, "Political Parties: A Sociological Study of Oligarchical Tendencies of Modern Democracy," he put forth his "iron law of oligarchy" which purported to explain how political parties inevitably become undemocratic and elitist. A reference list includes Michels's writings, books in which Michels's ideas are mentioned, and biographical sketches. (DB)

Materials concerning education in England and Wales are presented in this annotated bibliography containing an introduction and 13 topical chapters. The introduction features a brief history of state education in England and Wales and an essay on educational structure and the school ladder under the Educational Reform Act of 1988 (ERA 88). The chapters in the book are: (1) Education Reform Act of 1988 (ERA 88); (2) Administration; (3) History of Education; (4) Early Childhood Education; (5) Primary (Elementary) Education; (6) Secondary Education; (7) Teacher Education; (8) Higher Education; (9) Postschool (age 16+) Further and Adult Education; (10) Vocational Training and Technical Education; (11) Science, Mathematics, and Engineering Education; (12) Wales and Welsh Language; and (13) Women's and Girls' Education. A list of journals used in compiling the bibliography, as well as an author index and a subject index are included. (DB)

As a leader of social change in the South, Myles Horton (1) unionized southern textile workers and coal miners and advanced civil rights through his Highlander school; (2) conducted Highlander workshops for black leaders; (3) first popularized the song "We Shall Overcome"; and (4) initiated Citizenship Schools to help blacks register to vote. As a youth, he questioned racial inequality. He was dismayed at unfair labor practices in a Tennessee factory and urged workers to organize. Horton wanted to create a school that would serve poor people in labor and racial strife and help them to gain freedom, dignity, and justice. Studying sociology at the University of Chicago in 1930-31, Horton recognized that conflict redirected thinking. Highlander Folk School, inspired by Danish folk schools, was opened in Monteagle, Tennessee in 1932. Horton's wife Zilphia introduced many cultural programs at Highlander. During 1953-61, as Highlander's civil rights activities increased, so did segregationist attacks on the school. Horton is remembered for his efforts to fight for a better world. (A "Myles Horton Chronology 1905-1990" and a 35-item bibliography are included.) (NLA)

Brief annotations are presented for 72 entries on education in Wales and on teaching the Welsh language in Wales. Entries include books, government reports, and journal articles. Several citations compare bilingual teaching in Wales, Canada, the USSR, the United States, Scotland, Ireland, and the Province of Brittany in France. The collection includes a biographical entry on Welsh scholar William Rees (1887-1978). (Author/LB)

This study provides a comprehensive history of state education in England and Wales and asks why state education was delayed longer in these two countries than in other developed nations. Section 1 provides a history of early church and private schools and traces Britain's educational development up to the reforms of 1988. From the year 600 to 1988 the varied and complex school systems show that England and Wales educated their elites but delayed extending higher education to the working class until the 1960s and 1970s. Then the countries attempted to equalize educational opportunities largely through comprehensive schools. Section 2 explains school structure, organization, administration, and changes under the Education Reform Act of 1988 (ERA) and offers insight into education policy changes that show a change of direction from a child-centered, progressive, teacher-guided system to the conservative, differentiated, central government-directed, industry-serving school system of today. Section 3 provides a glossary of abbreviations, acronyms, and commonly used terms in education in England and Wales. (NL)

The Chinese university students who protested in Spring 1989 were concerned about inflation, shortages of goods and services, and pay inequities. They disliked corruption, bribery, and unfair favoritism, and wanted more press freedom and more independence for their student organizations. Most of all, they wanted more dialogue with aging leaders about their role in China's future. Low-paid or jobless city dwellers felt a common cause with protesting students. Farmers, who were far removed, adopted a wait-and-see attitude toward student protests. The leadership was split. Deng Xiaoping, outraged by the protests and alarmed that further unrest would wreck economic advances, wanted student protests crushed. Moderates, preferring reconciliation with students, were headed by Zhao Ziyang, who counseled against violent suppression. On May 17, Deng won the Politburo Standing Committee vote for military suppression, and the students were bloodily evicted from the square on June 4. Fall 1989 university enrollments nationwide were cut 5 percent. All students had to attend political re-education classes. Faculty at Beijing University and elsewhere had to attend Communist political study sessions. The clash and the military put-down discredited the Party in student minds and hearts. The hopes that impelled intellectuals to support Communism were shattered. The urban population at least is disillusioned. Farmers, slower to change, will likely side ultimately with urban intellectuals moving toward democracy. (JB)