In this well-documented account, W. Nikola-Lisa explores how science and technology changed the face of America’s colleges and universities during the nineteenth century, bringing much needed reform to the classical liberal arts curriculum. The author’s detailed narrative explores the origins of the classical liberal arts curriculum, the rise of “mutual education societies,” the push to establish independent polytechnic institutes, and the creation of “schools of science” at established colleges and universities. Additionally, as the title suggests, the author explores the pedagogical changes brought about by these initiatives, especially in the area of science and technology where hands-on experiential laboratory instruction slowly became the norm rather than the exception.  

In this well-documented account, W. Nikola-Lisa explores how science and technology changed the face of America’s colleges and universities during the nineteenth century, bringing much needed reform to the classical liberal arts curriculum. The author’s detailed narrative explores the origins of the classical liberal arts curriculum, the rise of “mutual education societies,” the push to establish independent polytechnic institutes, and the creation of “schools of science” at established colleges and universities. Additionally, as the title suggests, the author explores the pedagogical changes brought about by these initiatives, especially in the area of science and technology where hands-on experiential laboratory instruction slowly became the norm rather than the exception.  

In this well-documented account, W. Nikola-Lisa explores how science and technology changed the face of America’s colleges and universities during the nineteenth century, bringing much needed reform to the classical liberal arts curriculum. The author’s detailed narrative explores the origins of the classical liberal arts curriculum, the rise of “mutual education societies,” the push to establish independent polytechnic institutes, and the creation of “schools of science” at established colleges and universities. Additionally, as the title suggests, the author explores the pedagogical changes brought about by these initiatives, especially in the area of science and technology where hands-on experiential laboratory instruction slowly became the norm rather than the exception.