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An experienced teacher of reading and writing and an award-winning historian, E. Jennifer Monaghan brings to vibrant life the process of learning to read and write in colonial America. Ranging throughout the colonies from New Hampshire to Georgia, she examines the instruction of girls and boys, Native Americans and enslaved Africans, the privileged and the poor, revealing the sometimes wrenching impact of literacy acquisition on the lives of learners. For the most part, religious motives underlay reading instruction in colonial America, while secular motives led to writing instruction. Monaghan illuminates the history of these activities through a series of deeply researched and readable case studies. An Anglican missionary battles mosquitoes and loneliness to teach the New York Mohawks to write in their own tongue. Puritan fathers model scriptural reading for their children as they struggle with bereavement. Boys in writing schools, preparing for careers in counting houses, wield their quill pens in the difficult task of mastering a "good hand." Benjamin Franklin learns how to compose essays with no teacher but himself. Young orphans in Georgia write precocious letters to their benefactor, George Whitefield, while schools in South Carolina teach enslaved black children to read but never to write. As she tells these stories, Monaghan clears new pathways in the analysis of colonial literacy. She pioneers in exploring the implications of the separation of reading and writing instruction, a topic that still resonates in today's classrooms. Monaghan argues that major improvements occurred in literacy instruction and acquisition after about 1750, visible in rising rates of signature literacy. Spelling books were widely adopted as they key text for teaching young children to read; prosperity, commercialism, and a parental urge for gentility aided writing instruction, benefiting girls in particular. And a gentler vision of childhood arose, portraying children as more malleable than sinful. It promoted and even commercialized a new kind of children's book designed to amuse instead of convert, laying the groundwork for the "reading revolution" of the new republic.
Examining the aspects of childhood in the American colonies between the late 16th and late 18th centuries, this text contains essays and documents that shed light on the ways in which the process of colonisation shaped childhood, and in turn how the experience of children affected life in colonial America.
Essays, poems, and stories which depict the lives of children during colonial times.
Reproduction of the original: Child Life in Colonial Days by Alice Morse Earle
Paints a picture of life of children in the American colonies: daily chores, routines, and play; distinct religious and social attitudes that dictated how children were raised and what they were taught in New England and in the South.
"This little book had been prepared to meet the needs of the classes in civics in our New Hampshire schools and of the many citizens who desire more definite knowledge of New Hampshire government"--Preface