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West Virginia edition of the Grade 3 Science text. Cover illustration is a photo of dolphins. ... Read more

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Most scholarship on American education involves metropolitan schools. The comparatively rare rural school research describes 19th- and early 20th-century rural school dynamics. But there remain thousands of rural American schools, ever pressured to consolidate because of declining economies and school resources, and lack of concern for the importance of small communities in national school reform policies. This qualitative study is organized around the socioeconomic history of a county with parallel chapters on the history of that locale's education, and on a particular school. Oral histories, interviews, county histories, newspaper accounts, and personal testimonies forcefully articulate the factors involved in the emergence, decline, and demise of a rural West Virginia high school between 1920 and 1990. In light of current school closings and funding wars across the nation, this study is particularly timely and informative. An index is provided. ... Read more

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This digital document is an article from Worldmark Encyclopedia of the States, brought to you by Gale®, a part of Cengage Learning, a world leader in e-research and educational publishing for libraries, schools and businesses.The length of the article is 11799 words.The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase.You can view it with any web browser.Details current geographical, social, and political data, historical narrative, and statistical information on the 50 states, District of Columbia, Puerto Rico, Caribbean and Pacific dependencies of the U.S. ... Read more

Customer Reviews (2)

A Story of Incompetent University Administrators Cast as Persecution of the Left
McCormick takes an old story of academic incompetence and prolongs a myth of internal McCarthyism and academic persecution generated by Mundel and others.Mundel was incredibly made a Department Chairman when she was a new academic with little experience in art and only a handful of semesters teaching at any level above graduate assistant.She had no history as an academic administrator.One does wonder how she magically garnered a Chairmanship on such thin talent and expertise.Such an appointment would otherwise be soundly criticized.No doubt Mundel had been exceptionally jealous when Schroder won the Hallmark Art Award in 1950, the year before this imbroglio.

Clearly McCormick never interviewed such key players as Schroder, whom he defames in this book, although Schroder was alive at the time of writing, still painting and recently retired after decades as a professor at the esteemed City College of New York.Schroder was in fact a lifelong liberal himself, and, with his wife Caroline Damerau, a civil rights worker before Mundel ever came to Fairmont.His wife Caroline had come to Fairmont upon their marriage at the end of World War II, having worked for Wild Bill Donovon in the OSS and for FDR himself and for the Democratic National Committee in Washington.

The Schroders were not jealous manipulative people, nor were they McCarthyites. Schroder was experienced as artist and teacher and on his way to becoming a major artist in America until his own career was derailed by this darling cause celebre of the Left and Mundel and Hand's own incompetence and pettiness. He was later honored for environmental excellence by the Hudson River Fisherman's Association and established one of the first wetland preservation parks, one of many causes he championed long before they came into fashion.

Far from teaching art as a trade, Schroder eschewed Bohemianism and its drugs and alcohol as trivialization and enervation of real painting, talent and human value.He taught art as a profession and as a spiritual glimpse into the inner workings of people.At Fairmont he pioneered an art program for returning GI's, encouraging them to release the angst, shock and inner conflict resulting from what they had seen, done and experienced in military service.He himself had been unable to serve, suffering lifelong heart defects and other effects of malaria and rheumatic fever, contracted as a child in Africa where his father had been station master and builder of schools and hospitals and, unfashionably early, envionmentalist who had warned of the coming environmental destruction of Madagascar. The family had a long liberal tradition.

McCormick does more than a disservice to these people and irresponsibly perpetuates gossip, pettiness and confusion of post War, Korean Conflict small town Appalachia isolated in an academic colony in West Virginia.

[...]

To correct the biographical details:
After attending Augsburg College and the Minneapolis School of Art (both located in Minneapolis, MN), Schroder graduated from Luther College in 1943. While at Luther, he also served as assistant faculty member in the Art Department which he helped develop. In 1944, he earned his MA degree at the University of Iowa where he was a student of Philip Guston.

Schroder taught art at various colleges and universities including Stephens College (Columbia, MO), Illinois College (Jacksonville, IL) and Blackburn College (Carlinville, IL) before joining Fairmont State College (Fairmont, WV).He left Fairmont in 1960 for the University of Cincinnati and later joined The City University of New York where he taught from 1965 until his retirement in 1986. He served as artist-in-residence at Mercy College (Dobbs Ferry, NY) after he retired until his death on April 26, 1990.

This Nest of Vipers - Charles H. McCormick
Should be required reading at Fairmont State College.Having moved away from WV in 1950, the year of my graduation from FSC, I was unaware of this hysterical scandal until an old friend sent me a copy of it on itspublication.For shame, Fairmont!Wonder how many copies of this bookmight be found in the library at Fairmont State?One hopes at least one... ... Read more

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Chapters: Uss California, Uss West Virginia, Uss Pennsylvania, Uss South Dakota, Uss Maryland, Uss Colorado, Pennsylvania Class Cruiser. Source: Wikipedia. Pages: 37. Not illustrated. Free updates online. Purchase includes a free trial membership in the publisher's book club where you can select from more than a million books without charge. Excerpt: The second USS California (ACR-6), also referred to as "Armored Cruiser 6", and later renamed San Diego, was a United States Navy Pennsylvania-class armored cruiser. She was launched on 28 April 1904 by Union Iron Works, San Francisco, California, sponsored by Ms. Florence Pardee (daughter of California governor George C. Pardee), and commissioned on 1 August 1907, Captain V. L. Cottman in command. Joining the 2nd Division, Pacific Fleet, California took part in the Naval Review at San Francisco in May 1908 for the Secretary of the Navy. Aside from a cruise to Hawaii and Samoa in the fall of 1909, the cruiser operated along the west coast, sharpening her readiness through training exercises and drills, until December 1911, when she sailed for Honolulu, and in March 1912 continued westward for duty on the Asiatic Station. After this service representing American power and prestige in the Far East, she returned home in August 1912, and was ordered to Corinto, Nicaragua, then embroiled in internal political disturbance. Here she protected American lives and property, then resumed her operations along the west coast; she cruised off California, and kept a watchful eye on Mexico, at that time also suffering political disturbance. 1907 viewDuring that time in Mexico, she was involved in an international incident in which two of her crew were shot and killed. California was renamed San Diego on 1 September 1914, and served as flagship for Commander-in-Chief, Pacific Fleet, intermittently until a boiler explosion put her in Mare Island Navy Yard in reduced commission through the summer ...More: http://booksllc.net/?id=204098 ... Read more

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This digital document is an article from Education & Treatment of Children, published by West Virginia University Press, University of West Virginia on May 1, 2009. The length of the article is 4109 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available immediately after purchase. You can view it with any web browser.

Citation Details
Title: Using opportunities to respond in a general education classroom: a case study.(Case study)
Author: Todd Haydon
Publication: Education & Treatment of Children (Magazine/Journal)
Date: May 1, 2009
Publisher: West Virginia University Press, University of West Virginia
Volume: 32Issue: 2Page: 267(12)

Article Type: Case study

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This digital document is an article from Education & Treatment of Children, published by West Virginia University Press, University of West Virginia on November 1, 2008. The length of the article is 8536 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available immediately after purchase. You can view it with any web browser.

Citation Details
Title: Training elementary school general educators to implement function-based support.(Report)
Author: Tyler L. Renshaw
Publication: Education & Treatment of Children (Magazine/Journal)
Date: November 1, 2008
Publisher: West Virginia University Press, University of West Virginia
Volume: 31Issue: 4Page: 495(27)

Article Type: Report

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Why did Thomas Jefferson, who claimed to abhor war and fear standing armies, in 1802 establish the United States Military Academy? For more than two centuries this question has received scant attention, despite the significant contributions of both Jefferson and West Point to American history.

Thomas Jefferson's Military Academy is the most comprehensive treatment to date of the origins, purposes, and legacies of Jefferson's school on the cliffs above the Hudson River. In a series of essays, an interdisciplinary group of military historians, legal and constitutional scholars, and experts on Jefferson's thought challenge the conventional wisdom that the third president's founding of the academy should be regarded as accidental or ironic. Although Jefferson feared the potential power of a standing army, the contributors point out he also contended that "whatever enables us to go to war, secures our peace." They take a broad view of Jeffersonian security policy, exploring the ways in which West Point bolstered America's defenses against foreign aggression and domestic threats to the ideals of the American Revolution.

Written in clear and accessible prose, Thomas Jefferson's Military Academy should appeal to scholars and general readers interested in military history and the founding generation. ... Read more

Customer Reviews (1)

Excellent.
Suppose you are elected to the presidency of the United States in such a way that contemporaries and histories refer to your movement as revolutionary.Suppose you are elected to unify a polarized--and indeed lopsided--nation.Your predecessor used every power of his high office to destroy you and to quell your movement.He used the rhetoric of order to suppress dissent with powerful new legislation and new bureaucracies that would no doubt remain partisan in nature.Already in existence, of course, was the military, an organization already powerfully in your opponent's corner.He cleverly used second-tier bureaucratic appointees, like the regional US Attorneys, fully packed with his own partisans, to frustrate your causes every chance he got.You, in this case, are Thomas Jefferson, the "change" candidate of the Revolution of 1800, and in the most acrimonious election in American history, you have taken control of the executive branch by defeating President John Adams.There is only one question: what do you do to reverse John Adams's machinations enough to allow you to govern?

Ted Crackel, author of one of the finest essays in this collection, argues convincingly that President Jefferson, quickly and methodically moved to counteract Adams' residual presence in his branch by signing into law the United States Military Academy at West Point in 1802.In doing so, and in conjunction with his replacement of most other Federalist partisans in the first and second tier of federal appointments, Jefferson was moving to not only untie his own hands to govern, but to also move towards a more balanced union.The establishment of the Military Academy effectively meant that Jefferson would be able appoint future members of the US Army officer corps to an institution that would not only groom them for service, but help facilitate their Republican-ness.

Jennings Wagoner and Christine Coalwell McDonald's essay on the educational history of the academy fascinates as well, and supports Crackel's thesis.Jefferson, always one to elegantly maximize his policy-proposals towards his broader vision, saw the military academy as an opportunity to not only Republicanize the Army, but as his best shot at anational scientific university that would complement his University of Virginia in Republcanizing the nation.

Opening the volume, Don Higginbotham, David Mayer, and Elizabeth Samet all lay out various arguments connecting the Academy to the President.Higginbotham lays the groundwork for the Academy by laying out its pedagogical and institutional models.Mayer explains that a nuanced read of Jefferson's Constitutional reading allows for explanation of his perceived inconsistency in creating a national Military Academy.And Samet depicts the quiet ways in which Adams and Jefferson were alike in wanting to preserve the duty and disinterestedness of the early republic, even if they never quite saw eye to eye in the election of 1800.

Rob McDonald's essay points to our upcoming election in much the same way that Ted Crackel's does in explaining how Jefferson was the lost founder of the Military Academy.His memory was clouded as the Academy became more partisan, and the neo-Hamiltonian wing of the Republican Party (the swaggering Roosevelt-ians who are clearly the predecessors of today's neoconservative movement.)In the end he associates hope for the Academy through its appreciation and self-association with Jefferson and Jefferson's ideas.One can hope that he is right, and that the unveiling of the Thomas Jefferson Library later this Fall on the West Point campus will help open the eyes of the cadets to the rights of man, and thus, inform the greater Army with liberal principles over partisan haggling.
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This digital document is an article from Education & Treatment of Children, published by West Virginia University Press, University of West Virginia on February 1, 2010. The length of the article is 11531 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available immediately after purchase. You can view it with any web browser.

Citation Details
Title: Using story grammar to assist students with learning disabilities and reading difficulties improve their comprehension.(Report)
Author: Maria Earman Stetter
Publication: Education & Treatment of Children (Magazine/Journal)
Date: February 1, 2010
Publisher: West Virginia University Press, University of West Virginia
Volume: 33Issue: 1Page: 115(37)

Article Type: Report

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This digital document is an article from Cities of the United States, brought to you by Gale®, a part of Cengage Learning, a world leader in e-research and educational publishing for libraries, schools and businesses.The length of the article is 521 words.The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase.You can view it with any web browser.Provides a wide range of hard-to-locate data to answer questions concerning American cities. Includes thorough coverage of the area's largest or fastest-growing cities, or those with a particular historical, political, industrial or commercial significance. ... Read more

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This digital document is an article from Cities of the United States, brought to you by Gale®, a part of Cengage Learning, a world leader in e-research and educational publishing for libraries, schools and businesses.The length of the article is 397 words.The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase.You can view it with any web browser.Provides a wide range of hard-to-locate data to answer questions concerning American cities. Includes thorough coverage of the area's largest or fastest-growing cities, or those with a particular historical, political, industrial or commercial significance. ... Read more

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Customer Reviews (1)

Whole Language On Trial
This book chronicles one of America's most notorious "censorship" sagas,which occurred in Kanawha County, West Virginia, during 1974.

The public schools introduced an ambitious new curriculum called "Interaction: a Student-Centered Language Arts and Reading Program, K-12."Some locals objected: heck no.

"Interaction" consisted of 800 activity cards, dozens of games, 80 hours of recording, and 175 paperback volumes, lots ofwhich might be called hip, the kind of reading that sophisticated adults could pick for themselves, but why do you want to impose it on 12-year-olds?

Now we get to the crux of the matter. Having provoked the locals and the locals having responded in a way that was predictable, the Education Establishment whined sanctimoniously: CENSORSHIP.

The liberal media had a lot of fun with this. Here are some headlines: "Books Under Fire!...School Censorship Rise Cited...Public School Book Censors Try It Again....The New Right: Threat To Democracy."

I'd say there is a scam here. Who censored whom? This new material disdained (i.e., "censored") much that was taught before, the way it was taught, and the values of this community.

James Moffett was the head author of "Interaction," and he is also the author of this book. He is a smart, sensitive guy; but he is also a high priest of Progressive Education. He weaves what for him is a self-evident tapestry: the locals are authoritarian, fascist, primitive, fundamentalist hicks, whereas he and his ilk are bearers of civilization.

One interesting question is, how does Moffett get to be in charge of this massive project? I submit the answer is simple. He embraces the Party Line, and accepts as obvious every tenet of progressive education. Moffett is the true believer in this story.

Which brings us to the reason I ordered this book. Moffett is an evangelist for Whole Language, which is a gussied-up version of Whole Word, which I take to be a hoax. The big reason he wants all these different kinds of books in schools is that he believes that children learn to read only if they are enticed and seduced by a deeply literary environment.

Conversely, he doesn't think phonics helps at all. In fact, he believes that phonics is synonymous--are you ready?--with dumbing down. Moffett basically suspects that phonics is a plot intended to force the children of West Virginia to read (the Bible, e.g.) at a simple, literal level.

Here are some of the astonishing things he says:

"In my textbooks and workshops for teachers I recommend [favoring] the whole-sentence and full-text methods and to regard phonics as probably not necessary for reading."

"The problem here is that these two methods emphasize the smallest units of language -- syllables and isolated words -- and this more technical and mechanistic approach makes it harder for children to associate reading with meaning."

"Almost invariably parents and others not having these professional reasons side with phonics because it suits the conservative cast of mind.`God believes in the beauty of phonics' means that those who see themselves as God's spokespeople prefer phonics, precisely, I think, because it shuts out content by focusing the child on articles of language too small to have any meaning."

"How to limit what they may find to read out of school? A good way is to cripple literacy at the outset, to make reading so technical and meaningless youngsters will...simply not seek books any further or will find the act of reading so painful that they virtually give it up."

See how fascinating this story has gotten. I believe that Moffett has everything backwards (having accepted the sophistries of Frank Smith and Ken Goodman), and that most children do learn to read by mastering those small units which he disparages. In short, the entire epic collapses of its own big lie, that kids need Whole Language. The locals wanted to "censor" books that were forced on them for false reasons.

Moffett wrote this book in 1988 and hardly a dozen years later the Educational Establishment had turned away from Whole Language. ... Read more