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How a con artist "reformer" shaped America's modern public schools. Two centuries ago, London school reformer Joseph Lancaster swept into New York City to revolutionize its public schools. Pennsylvania and Massachusetts passed laws mandating Lancaster's methods, and cities such as Albany, Savannah, Detroit, and Baltimore soon followed. In Mr. Lancaster's System, Adam Laats tells the story of how this abusive, scheming reformer fooled the world into believing his system could provide free high-quality education for poor children. The system never worked as promised, but thanks to real work done by students, teachers, and families, Lancaster's failed reforms eventually led to the creation of the modern public school system. Lancaster's idea was simple: instead of hiring expensive adult teachers, Lancasterian schools made children teach one another to read, write, and behave properly. America's city leaders poured the equivalent of millions of dollars into the scheme, built specialized school buildings featuring Lancaster's teaching machines, and offered him a huge salary. In London, where Lancaster opened his first school, the enthusiasm of city leaders was quickly and similarly followed by scandal and dismay. Lancaster borrowed money—even from the king of England—and spent it on fancy carriage rides and cases of champagne. Even worse, Lancaster proved to be a sexual predator. Kicked out of London, Lancaster brought his simplistic plan to the United States. His school model didn't work any better in US cities than it had in London, and Lancaster himself never changed his abusive ways. Mr. Lancaster's System details how American cities created their first public schools out of the wreckage of Lancasterian failure. In the end, the most important people in this story are not self-proclaimed geniuses like Lancaster or elites like New York's mayor De Witt Clinton, but rather the thousands of parents and children who forced urban public schools to assume their modern shape.
One of the most important books published on slave society, Stolen Childhood focuses on the millions of children and youth enslaved in 19th-century America. This enlarged and revised edition reflects the abundance of new scholarship on slavery that has emerged in the 15 years since the first edition. While the structure of the book remains the same, Wilma King has expanded its scope to include the international dimension with a new chapter on the transatlantic trade in African children, and the book's geographic boundaries now embrace slave-born children in the North. She includes data about children owned by Native Americans and African Americans, and presents new information about children's knowledge of and participation in the abolitionist movement and the interactions between enslaved and free children.
An updated edition of the classic study that took “an enormous step toward filling some of the voids in the literature of slavery” (The Washington Post Book World). One of the most important books published on slave society, Stolen Childhood focuses on the millions of children and youth enslaved in 19th-century America. This enlarged and revised edition reflects the abundance of new scholarship on slavery that has emerged. Wilma King has expanded its scope to include the international dimension with a new chapter on the transatlantic trade in African children, and the book’s geographic boundaries now embrace slave-born children in the North. She includes data about children owned by Native Americans and African Americans, and presents new information about children’s knowledge of and participation in the abolitionist movement and the interactions between enslaved and free children. “A jarring snapshot of children living in bondage. This compellingly written work is a testament to the strength and resilience of the children and their parents.”—Booklist on the first edition
Collection of essays tracing the historical evolution of African American experiences, from the dawn of Reconstruction onward, through the perspectives of sociology, political science, law, economics, education and psychology. As a whole, the book is a systematic study of the gap between promise and performance of African Americans since 1865. Over the course of thirty-four chapters, contributors present a portrait of the particular hurdles faced by African Americans and the distinctive contributions African Americans have made to the development of U.S. institutions and culture. --From publisher description.
A chorus of Black student voices that renders a new story of US education—one where racial barriers and violence are confronted by freedom dreaming and resistance Black students were forced to live and learn on the Black side of the color line for centuries, through the time of slavery, Emancipation, and the Jim Crow era. And for just as long—even through to today—Black students have been seen as a problem and a seemingly troubled population in America’s public imagination. Through over one hundred firsthand accounts from the nineteenth and twentieth centuries, Professor Jarvis Givens offers a powerful counter-narrative in School Clothes to challenge such dated and prejudiced storylines. He details the educational lives of writers such as Zora Neale Hurston and Ralph Ellison; political leaders like Mary McLeod Bethune, Malcolm X, and Angela Davis; and Black students whose names are largely unknown but who left their marks nonetheless. Givens blends this multitude of individual voices into a single narrative, a collective memoir, to reveal a through line shared across time and circumstance: a story of African American youth learning to battle the violent condemnation of Black life and imposed miseducation meant to quell their resistance. School Clothes elevates a legacy in which Black students are more than the sum of their suffering. By peeling back the layers of history, Givens unveils in high relief a distinct student body: Black learners shaped not only by their shared vulnerability but also their triumphs, fortitude, and collective strivings.
Despite claims that written exams narrowed the curriculum, ruined children’s health, and turned teachers into automatons, once tests took root in American schools their legitimacy was never seriously challenged. William Reese puts today’s battles over standards and benchmarks into perspective by showcasing the history of the pencil-and-paper exam.
The first sustained study of the vibrant links between domestic craft and British colonialism In the eighteenth century, women's contributions to empire took fewer official forms than those collected in state archives. Their traces were recorded in material ways, through the ink they applied to paper or the artifacts they created with muslin, silk threads, feathers, and shells. Handiwork, such as sewing, knitting, embroidery, and other crafts, formed a familiar presence in the lives and learning of girls and women across social classes, and it was deeply connected to colonialism. Chloe Wigston Smith follows the material and visual images of the Atlantic world that found their way into the hands of women and girls in Britain and early America--in the objects they made, the books they held, the stories they read--and in doing so adjusted and altered the form and content of print and material culture. A range of artifacts made by women, including makers of color, brought the global into conversation with domestic crafts and consequently placed images of empire and colonialism within arm's reach. Together, fiction and handicrafts offer new evidence of women's material contributions to the home's place within the global eighteenth century, revealing the rich and complex connections between the global and the domestic.
Compiles information and interpretations on the past 500 years of African American history, containing essays on historical research aids, bibliographies, resources for womens' issues, and an accompanying CD-ROM providing bibliographical entries.