Portal de Periódicos da CAPES

Science, Education, and Antebellum Reform: The Case of Alexander Dallas Bache

1991; Cambridge University Press; Volume: 31; Issue: 3 Linguagem: Inglês

10.2307/368371

1748-5959

Hugh Richard Slotten,

Historical Education Studies Worldwide

As primary civilizing forces, science and formal education have achieved a position of dominance and prestige in modern society. In the United States, efforts to institutionalize these two cultural commitments became especially strong during the decades preceding the Civil War. Historians of science, such as Robert Bruce, have argued that the antebellum period saw the launching of American science.' During the years before the Civil War, many institutional forms were established, patterns of patronage were begun, and the scientific community was organized around professional ideals. Writing about the same period, historians of education have stressed the origins of government-supported common school systems, the rise of educational professionals and professional societies, and the growth of specialized training in higher education.2 Despite these parallel concerns, there has been little exploration of the place of science in educational reforms of this period or of the importance of education in efforts to upgrade the antebellum scientific community.