Technology in American education 1650-1900, (United States. Office of Education. Bulletin 1962)

@book{citeulike:404709, author = {Anderson, Charnel }, citeulike-article-id = {404709}, comment = {Chalkboards were first used in 1810 in West point, but - In the 1830's educators stopped regarding the blackboard as a curious innovation and began to look upon it as essential to teaching. A lecturer in 1830 listed it as one of four essential apparatuses every school should have. One or more of these should be found in every school . . . This piece of school-furniture is almost invaluable. In some schools it has been deemed so important as to form part of the WALL, all around the room. (Adams, 1830, pp. 345-346) The Connecticut Common School Journal of February 15, 1839, advised its schools: "In all the operations performed by the pupils . . . blackboards should be used for demonstrations and illustrations." (CCSJ, 1841,p. 92) In the same journal a letter from a teacher ventured that "the most useful piece of school apparatus, may be simply a black board painted or stained black, attached to the wall or to a movable stand.... It is employed in teaching scholars of every stage of advancement." (CCSJ, 1841, p. 48-49) By the 1840's the blackboard was firmly entrenched in the school systems. Texts for teachers on the use of the blackboard began to be written. A few quotes from one of these (pp. VII and VIII) shows us, possibly with some exaggeration, that teachers were convinced that the blackboard was here to stay. I should feel in the schoolroom, without the blackboard, as though the LAST PLANK had been taken from under me! And again: The inventor or introducer of the blackboard system deserves to be ranked among the best contributors to learning and science, if not among the greatest benefactors of mankind. In 1842, the Connecticut Common School Journal dedicated five entire issues including illustrations to "Slate and Black Board Exercises for Common Schools." (http://www.pballew.net/mathbooks.html) ---=note-separator=--- Prior to 1800 American schools were mostly one-room affairs with limited resources. Here is a note from a 1961 U.S. Department of Health, Education, and Welfare, Office of Education publication called "Technology in American education, 1650-1900." The colonial schools had no blackboards, slates, or maps, although some flourishing schools could boast of owning a glove. Almost all of the school supplies for pupils were homemade. The pens were goose-quills. In fact, a teacher was sometimes hired more for his ability to cut and mend quills than for his ability to teach. If the schoolmaster was an expert penmaker, a great deal of his time would be consumed in that activity if he had a large school. Each family supplied their children with homemade ink, usually by dissolving ink powder in water. Many of the country fold gathered the bark of swamp-maple and boiled it down for ink. These homemade inks were often weak and pallid and sometimes dried up. The paper ordinarily bought for school purposes was rough and dark. Its high cost led the scholars to use it sparingly and in the new and poorer communities children frequently had to write on birch bark. The paper came in foolscap size (approximately 13" x 17") and was unruled. The pupils would fold the paper and make separate pages out of it, cover the pages with a course brown wrapping paper or wallpaper, and then carefully sew it into a "copy-book" or "sum-book." Once the copy book was made, the children had to rule the paper in preparation for writing. This was done with little strips of sheet lead or "leaden plummets" as they were called. Regardless of the primitive equipment, however, the handwriting of the colonial children seemed to suffer no visible damage. (http://www.pballew.net/mathbooks.html)}, howpublished = {{Unknown Binding}}, keywords = {blackboard, collaboration, communication, education, history, technology}, posted-at = {2005-11-22 16:48:54}, priority = {2}, publisher = {{U.S. Dept. of Health, Education, and Welfare, Office of Education}}, title = {Technology in American education 1650-1900, (United States. Office of Education. Bulletin 1962)}, url = {http://www.amazon.com/exec/obidos/redirect?tag=citeulike07-20\&path=ASIN/B0007F4FTA} }

TY - BOOK ID - citeulike:404709 L3 - citeulike-article-id:404709 TI - Technology in American education 1650-1900, (United States. Office of Education. Bulletin 1962) PB - {U.S. Dept. of Health, Education, and Welfare, Office of Education} KW - blackboard KW - collaboration KW - communication KW - education KW - history KW - technology N1 - Chalkboards were first used in 1810 in West point, but - In the 1830's educators stopped regarding the blackboard as a curious innovation and began to look upon it as essential to teaching. A lecturer in 1830 listed it as one of four essential apparatuses every school should have. One or more of these should be found in every school . . . This piece of school-furniture is almost invaluable. In some schools it has been deemed so important as to form part of the WALL, all around the room. (Adams, 1830, pp. 345-346) The Connecticut Common School Journal of February 15, 1839, advised its schools: "In all the operations performed by the pupils . . . blackboards should be used for demonstrations and illustrations." (CCSJ, 1841,p. 92) In the same journal a letter from a teacher ventured that "the most useful piece of school apparatus, may be simply a black board painted or stained black, attached to the wall or to a movable stand.... It is employed in teaching scholars of every stage of advancement." (CCSJ, 1841, p. 48-49) By the 1840's the blackboard was firmly entrenched in the school systems. Texts for teachers on the use of the blackboard began to be written. A few quotes from one of these (pp. VII and VIII) shows us, possibly with some exaggeration, that teachers were convinced that the blackboard was here to stay. I should feel in the schoolroom, without the blackboard, as though the LAST PLANK had been taken from under me! And again: The inventor or introducer of the blackboard system deserves to be ranked among the best contributors to learning and science, if not among the greatest benefactors of mankind. In 1842, the Connecticut Common School Journal dedicated five entire issues including illustrations to "Slate and Black Board Exercises for Common Schools." (http://www.pballew.net/mathbooks.html) N1 - Prior to 1800 American schools were mostly one-room affairs with limited resources. Here is a note from a 1961 U.S. Department of Health, Education, and Welfare, Office of Education publication called "Technology in American education, 1650-1900." The colonial schools had no blackboards, slates, or maps, although some flourishing schools could boast of owning a glove. Almost all of the school supplies for pupils were homemade. The pens were goose-quills. In fact, a teacher was sometimes hired more for his ability to cut and mend quills than for his ability to teach. If the schoolmaster was an expert penmaker, a great deal of his time would be consumed in that activity if he had a large school. Each family supplied their children with homemade ink, usually by dissolving ink powder in water. Many of the country fold gathered the bark of swamp-maple and boiled it down for ink. These homemade inks were often weak and pallid and sometimes dried up. The paper ordinarily bought for school purposes was rough and dark. Its high cost led the scholars to use it sparingly and in the new and poorer communities children frequently had to write on birch bark. The paper came in foolscap size (approximately 13" x 17") and was unruled. The pupils would fold the paper and make separate pages out of it, cover the pages with a course brown wrapping paper or wallpaper, and then carefully sew it into a "copy-book" or "sum-book." Once the copy book was made, the children had to rule the paper in preparation for writing. This was done with little strips of sheet lead or "leaden plummets" as they were called. Regardless of the primitive equipment, however, the handwriting of the colonial children seemed to suffer no visible damage. (http://www.pballew.net/mathbooks.html) AU - Anderson, Charnel UR - http://www.amazon.com/exec/obidos/redirect?tag=citeulike07-20&path=ASIN/B0007F4FTA ER -