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Named one of the Ten Best Books about New York City by the New York Times
Finalist for the 2006 History of Education Society's Outstanding Book Award Winner of the 2005 Annual Archives Award for Excellence in Research Using the Holdings of the New York State Archives presented by the Board of Regents and the New York State Archives Historians of religion and public schooling often focus on conflict and Bible Wars, pitting Catholics and Protestants against one another in palpitating narratives of the embattled development of American public schooling. The War That Wasn't tells a different story, arguing that in nineteenth-century New York State a civil system of democratic, local control led to adjustments and compromises far more than discord and bitter conflict. In the decades after the Civil War, New Yorkers from rural, one-room schools to big city districts hammered out a variety of ways to reconcile public education and religious diversity. This book recounts their stories in delightful and compelling detail. The common school system of New York State managed to keep the peace during a time of religious and ethnic pluralism, before sweeping educational reforms ended many of these compromises by the turn of the twentieth century.
"An Unlikely Union unfolds the dramatic story of how two of America's largest ethnic groups learned to love and laugh with each other in the wake of decades of animosity. The vibrant cast of characters features saints such as Mother Frances X. Cabrini, who stood up to the Irish American archbishop of New York when he tried to send her back to Italy, and sinners like Al Capone, who left his Irish wife home the night he shot it out with Brooklyn's Irish mob. Also highlighted are the love affair between radical labor organizers Elizabeth Gurley Flynn and Carlo Tresca; Italian American gangster Paul Kelly's alliance with Tammany's "Big Tim" Sullivan; hero detective Joseph Petrosino's struggle to be accepted in the Irish-run NYPD; and Frank Sinatra's competition with Bing Crosby to be the country's top male vocalist. In this engaging history of the Irish and Italians, veteran New York City journalist and professor Paul Moses offers an archetypal American story. At a time of renewed fear of immigrants, it demonstrates that Americans are able to absorb tremendous social change and conflict--and come out the better for it."--Publisher's description.
A sample of nearly 12,000 Irish, Italians, Jews, Blacks, and non-immigrants from Providence, Rhode Island provides the material for assessment of variations in educational patterns and economic success.
Originally published in 1988, this title looks at the importance of the Catholic school in American education from 1830 to 1980. The articles in this collection illuminate the patterns of development. The most prevalent theme is that of school controversy, involving either Catholic conflict with public education and the wider culture on the one hand, or internal dissension within the Catholic community regarding the desirability of separate schools on the other. Taken together, these essays serve as pieces of a mosaic, interesting in themselves yet corporately providing a comprehensive picture of the history of Catholic schooling in America. They remind us that these institutions grew up as a response to particular forces at work in the wider society as well as within the Catholic community itself.
Academies were a prevalent form of higher schooling during the eighteenth and nineteenth centuries in the United States. The authors in this volume look at the academy as the dominant institution of higher schooling in the United States, highlighting the academy's role in the formation of middle class social networks and culture in the mid-nineteenth century. They also reveal the significance of the academy for ethnic, religious, and racial minorities who organized independent academies in the face of exclusion and discrimination by other private and public institutions.
A lively, street-level history of turn-of-the-century urban life explores the Americanizing influence of the Irish on successive waves of migrants to the American city. In the newest volume in the award-winning Penguin History of American Life series, James R. Barrett chronicles how a new urban American identity was forged in the streets, saloons, churches, and workplaces of the American city. This process of “Americanization from the bottom up” was deeply shaped by the Irish. From Lower Manhattan to the South Side of Chicago to Boston’s North End, newer waves of immigrants and African Americans found it nearly impossible to avoid the Irish. While historians have emphasized the role of settlement houses and other mainstream institutions in Americanizing immigrants, Barrett makes the original case that the culture absorbed by newcomers upon reaching American shores had a distinctly Hibernian cast. By 1900, there were more people of Irish descent in New York City than in Dublin; more in the United States than in all of Ireland. But in the late nineteenth century, the sources of immigration began to shift, to southern and eastern Europe and beyond. Whether these newcomers wanted to save their souls, get a drink, find a job, or just take a stroll in the neighborhood, they had to deal with entrenched Irish Americans. Barrett reveals how the Irish vacillated between a progressive and idealistic impulse toward their fellow immigrants and a parochial defensiveness stemming from the hostility earlier generations had faced upon their own arrival in America. They imparted racist attitudes toward African Americans; they established ethnic “deadlines” across city neighborhoods; they drove other immigrants from docks, factories, and labor unions. Yet the social teachings of the Catholic Church, a sense of solidarity with the oppressed, and dark memories of poverty and violence in both Ireland and America ushered in a wave of progressive political activism that eventually embraced other immigrants. Drawing on contemporary sociological studies and diaries, newspaper accounts, and Irish American literature, The Irish Way illustrates how the interactions between the Irish and later immigrants on the streets, on the vaudeville stage, in Catholic churches, and in workplaces helped forge a multiethnic American identity that has a profound legacy in our cities today.
This book brings readers into classrooms and communities to explore critical curriculum issues in the United States throughout the twentieth century by focusing in on the voices of teachers, administrators, students, and families. Framed by an enduring question about curriculum, each chapter begins with an essay briefly reviewing the history of topics such as student resistance, sociopolitical and culturally-centered curricula, curriculum choice, the place and space of curriculum, linguistic policies for sustaining cultural heritages, and grading and assessment. Multiple archival sources follow each essay, which allow readers to directly engage with educators and others in the past. This promotes an in-depth historical analysis of contemporary issues on teaching for social justice in the fields of curriculum studies and curriculum history. As such, this book considers educators in the past—their struggles, successes, and daily work—to help current teachers develop more historically conscious practices in formal and informal education settings.