For decades, educational historians have written extensively on the role of public education in assimilating immigrant students into American society during the late nineteenth and early twentieth centuries. While some scholars have extolled this history, most analyses critique public schools for stripping students of their cultural heritage. By requiring students to speak English only, celebrate Christian holidays, study whitewashed American history, enact nationalistic pageants, and salute the flag while reciting the Pledge of Allegiance, public education compelled young immigrants to turn away from, if not plainly reject, their ethnic traditions and cultural values. Why did public schools enthusiastically adopt an assimilationist function? The answer most historians give is typically located in the profound social, economic, and political changes occurring in the United States at the time. Industrialization, urbanization, and a massive expansion of commercialization destabilized the United States toward the end of the nineteenth century. Add to this the largest wave of immigration into the nation since its founding, with many newcomers arriving from southern and eastern rather than northern and western Europe, and the result was a widespread feeling of insecurity—if not outright fear—on the part of resident white citizens. Schools, especially in urban areas, reacted to these dramatic changes by becoming assimilationist. This well-established history is exactly what makes Cody Dodge Ewert’s book, Making Schools American: Nationalism and the Origin of Modern Educational Politics, so interesting. Ewert does not seek to rewrite this history; indeed, he relies on previous studies to ground his research. Instead, he offers a significantly different interpretation for why schools responded as they did to the social, economic, and political upheaval that characterized the Progressive Era. Taking a long view, Ewert notes that common school crusaders had effectively used the rhetoric of national unity to bolster support for early reforms. Yet as much as Horace Mann and others had accomplished, the state of public schooling following Reconstruction—and public support for it— remained minimal. As Ewert notes of the period, “Countless Americans still viewed
{"title":"Cody Dodge Ewert. Making Schools American: Nationalism and the Origin of Modern Educational Politics Baltimore: Johns Hopkins University Press, 2022. 196 pp.","authors":"C. Dorn","doi":"10.1017/heq.2023.18","DOIUrl":"https://doi.org/10.1017/heq.2023.18","url":null,"abstract":"For decades, educational historians have written extensively on the role of public education in assimilating immigrant students into American society during the late nineteenth and early twentieth centuries. While some scholars have extolled this history, most analyses critique public schools for stripping students of their cultural heritage. By requiring students to speak English only, celebrate Christian holidays, study whitewashed American history, enact nationalistic pageants, and salute the flag while reciting the Pledge of Allegiance, public education compelled young immigrants to turn away from, if not plainly reject, their ethnic traditions and cultural values. Why did public schools enthusiastically adopt an assimilationist function? The answer most historians give is typically located in the profound social, economic, and political changes occurring in the United States at the time. Industrialization, urbanization, and a massive expansion of commercialization destabilized the United States toward the end of the nineteenth century. Add to this the largest wave of immigration into the nation since its founding, with many newcomers arriving from southern and eastern rather than northern and western Europe, and the result was a widespread feeling of insecurity—if not outright fear—on the part of resident white citizens. Schools, especially in urban areas, reacted to these dramatic changes by becoming assimilationist. This well-established history is exactly what makes Cody Dodge Ewert’s book, Making Schools American: Nationalism and the Origin of Modern Educational Politics, so interesting. Ewert does not seek to rewrite this history; indeed, he relies on previous studies to ground his research. Instead, he offers a significantly different interpretation for why schools responded as they did to the social, economic, and political upheaval that characterized the Progressive Era. Taking a long view, Ewert notes that common school crusaders had effectively used the rhetoric of national unity to bolster support for early reforms. Yet as much as Horace Mann and others had accomplished, the state of public schooling following Reconstruction—and public support for it— remained minimal. As Ewert notes of the period, “Countless Americans still viewed","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":"63 1","pages":"425 - 427"},"PeriodicalIF":0.8,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43981123","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Marisela Martinez-Cola. The Bricks before Brown: The Chinese American, Native American, and Mexican Americans’ Struggle for Educational Equality Athens: University of Georgia Press, 2022. 216 pp.","authors":"Samantha Weiman","doi":"10.1017/heq.2023.23","DOIUrl":"https://doi.org/10.1017/heq.2023.23","url":null,"abstract":"","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":"63 1","pages":"430 - 432"},"PeriodicalIF":0.8,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46657846","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The achievements of Ethan Ris’s first book, Other People’s Colleges: The Origins of Higher Education Reform , are numerous. Rare among histories of higher education, he brings together two distinct fields, sociology and history, to contribute to three different conversations regarding (1) the history of American higher education; (2) the study of philanthropy and civil society; and (3) the history of what has been called “American Political Development.” 1 As a result, he does something even rarer—he not only offers snapshots of interesting moments in higher education that have transcended their time and place, but also presents an original theory of institutional change.
{"title":"Ethan Ris. Other People’s Colleges: The Origins of Higher Education Reform Chicago, IL: University of Chicago Press, 2022. 368 pp.","authors":"Emily J. Levine","doi":"10.1017/heq.2023.19","DOIUrl":"https://doi.org/10.1017/heq.2023.19","url":null,"abstract":"The achievements of Ethan Ris’s first book, Other People’s Colleges: The Origins of Higher Education Reform , are numerous. Rare among histories of higher education, he brings together two distinct fields, sociology and history, to contribute to three different conversations regarding (1) the history of American higher education; (2) the study of philanthropy and civil society; and (3) the history of what has been called “American Political Development.” 1 As a result, he does something even rarer—he not only offers snapshots of interesting moments in higher education that have transcended their time and place, but also presents an original theory of institutional change.","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":"63 1","pages":"435 - 437"},"PeriodicalIF":0.8,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46274058","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract While a number of recent studies highlight John Stuart Mill’s role as a “teacher of the people,” his reflections upon the political significance of higher education have received relatively little attention. I argue that Mill’s 1867 St. Andrews Address was both a defense of liberal education against influential arguments for religion- and science-based models of higher education, and a call for elites educated in reformed universities to shape a public vision for the construction of a polity committed to liberal principles. I conclude that Mill’s St. Andrews Address can contribute to debates about the role of the university in contemporary liberal societies.
{"title":"John Stuart Mill on the Political Significance of Higher Education","authors":"L. Ward","doi":"10.1017/heq.2023.22","DOIUrl":"https://doi.org/10.1017/heq.2023.22","url":null,"abstract":"Abstract While a number of recent studies highlight John Stuart Mill’s role as a “teacher of the people,” his reflections upon the political significance of higher education have received relatively little attention. I argue that Mill’s 1867 St. Andrews Address was both a defense of liberal education against influential arguments for religion- and science-based models of higher education, and a call for elites educated in reformed universities to shape a public vision for the construction of a polity committed to liberal principles. I conclude that Mill’s St. Andrews Address can contribute to debates about the role of the university in contemporary liberal societies.","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":"63 1","pages":"336 - 356"},"PeriodicalIF":0.8,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44360653","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The articles in this issue travel across time—from the late eighteenth century to the 1960s—as well as across three continents and a variety of subfields.They range in focus from primary schooling to postsecondary levels of education. And, collectively, they formwhat theHEQ editorial team affectionately calls a “potpourri” issue—onewithout a uniting theme beyond the high quality of the work it contains. While diverse thematically, however, the articles in this issue do offer some new ways of looking at an enduring question that has been on our minds lately: Why do we have public education? The question is salient right now for several reasons. Perhaps most immediately, it’s because the first article in this issue, “The Extent andDuration of Primary Schooling in Eighteenth-Century America,” takes up the question fairly directly. Carole Shammas argues that participation in a transatlantic commercial society was a driving concern behind taxpayer-supported education in the early republic. In making such an argument, she builds on a long tradition of scholars who see the influence of capitalism in the emergence of public schools. And in this case, she offers some compelling new evidence in support of that position. We’ve also been thinking about this question because we have been remembering Carl Kaestle, who passed away in January of this year. Kaestle was a leading figure among a generation that transformed the field in the 1970s and 1980s, giving Americans a newway of looking at the history of education. InPillars of the Republic—a book that mostHEQ readers will have on their shelves—Kaestle advanced the idea that America’s common schools were shaped in form and practice not just by the nascent demands of capitalism, but also by the dominant values of Protestant Christianity and the secular religion of republicanism.1 Of course, the question of the public and its education extends to the postsecondary level, as well. In this issue, Lee Ward’s “John Stuart Mill on the Political Significance of Higher Education” probes the university and its public function in mid-nineteenthcentury Great Britain. Specifically, Ward looks at Mill’s 1867 address as a way of identifying British concerns over which course of studies—classical, liberal, scientific,
{"title":"The Public and Its Education","authors":"A. Angulo, J. Schneider","doi":"10.1017/heq.2023.16","DOIUrl":"https://doi.org/10.1017/heq.2023.16","url":null,"abstract":"The articles in this issue travel across time—from the late eighteenth century to the 1960s—as well as across three continents and a variety of subfields.They range in focus from primary schooling to postsecondary levels of education. And, collectively, they formwhat theHEQ editorial team affectionately calls a “potpourri” issue—onewithout a uniting theme beyond the high quality of the work it contains. While diverse thematically, however, the articles in this issue do offer some new ways of looking at an enduring question that has been on our minds lately: Why do we have public education? The question is salient right now for several reasons. Perhaps most immediately, it’s because the first article in this issue, “The Extent andDuration of Primary Schooling in Eighteenth-Century America,” takes up the question fairly directly. Carole Shammas argues that participation in a transatlantic commercial society was a driving concern behind taxpayer-supported education in the early republic. In making such an argument, she builds on a long tradition of scholars who see the influence of capitalism in the emergence of public schools. And in this case, she offers some compelling new evidence in support of that position. We’ve also been thinking about this question because we have been remembering Carl Kaestle, who passed away in January of this year. Kaestle was a leading figure among a generation that transformed the field in the 1970s and 1980s, giving Americans a newway of looking at the history of education. InPillars of the Republic—a book that mostHEQ readers will have on their shelves—Kaestle advanced the idea that America’s common schools were shaped in form and practice not just by the nascent demands of capitalism, but also by the dominant values of Protestant Christianity and the secular religion of republicanism.1 Of course, the question of the public and its education extends to the postsecondary level, as well. In this issue, Lee Ward’s “John Stuart Mill on the Political Significance of Higher Education” probes the university and its public function in mid-nineteenthcentury Great Britain. Specifically, Ward looks at Mill’s 1867 address as a way of identifying British concerns over which course of studies—classical, liberal, scientific,","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":"63 1","pages":"309 - 312"},"PeriodicalIF":0.8,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47562268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
DENTON AND GEORGE have attempted to test my findings about school attendance with multiple regression analysis. The comparison of results obtained through different statistical means is an interesting and instructive undertaking. It is a pity, therefore, that their paper does not permit such a comparison.
{"title":"Reply","authors":"Patricia Katz, S. Pedro, K. Michaud","doi":"10.2307/368041","DOIUrl":"https://doi.org/10.2307/368041","url":null,"abstract":"DENTON AND GEORGE have attempted to test my findings about school attendance with multiple regression analysis. The comparison of results obtained through different statistical means is an interesting and instructive undertaking. It is a pity, therefore, that their paper does not permit such a comparison.","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":"14 1","pages":"233 - 234"},"PeriodicalIF":0.8,"publicationDate":"2023-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/368041","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48295118","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The educational mission of most western schools today includes the nurturing of children’s sexual upbringing, which many scholars see as a way of controlling their sexuality and forming them into “sexual citizens.” This article examines how official Swedish school guidelines and textbooks have mediated sexuality norms through education on masturbation. The professional discourse on masturbation started to change during the first half of the twentieth century, when masturbation shifted from being perceived as something harmful to something accepted as natural and harmless. This article focuses on a period following that shift in opinion: circa 1945-2000. The analysis shows that boys’ sexuality during this time received more attention than girls’, and a strong new norm about sex contributed to masturbation taking on less importance than heterosexual intercourse within a relationship. This article shows how state-controlled curricula have created norms about gender and sexuality, thus contributing to the development of a sexual citizenship.
{"title":"The Textbook Masturbator: A Renegotiated Discourse in Official Swedish Sex-Education Guidelines and Textbooks, circa 1945–2000","authors":"Sara Backman Prytz","doi":"10.1017/heq.2023.24","DOIUrl":"https://doi.org/10.1017/heq.2023.24","url":null,"abstract":"\u0000 The educational mission of most western schools today includes the nurturing of children’s sexual upbringing, which many scholars see as a way of controlling their sexuality and forming them into “sexual citizens.” This article examines how official Swedish school guidelines and textbooks have mediated sexuality norms through education on masturbation. The professional discourse on masturbation started to change during the first half of the twentieth century, when masturbation shifted from being perceived as something harmful to something accepted as natural and harmless. This article focuses on a period following that shift in opinion: circa 1945-2000. The analysis shows that boys’ sexuality during this time received more attention than girls’, and a strong new norm about sex contributed to masturbation taking on less importance than heterosexual intercourse within a relationship. This article shows how state-controlled curricula have created norms about gender and sexuality, thus contributing to the development of a sexual citizenship.","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":"1 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47742203","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This article argues that the “airlift” language often used to describe the eight hundred Kenyan students who attended US and Canadian universities between 1959 and 1963 is misleading. It assumes that the students were being plucked out of substandard education, yet these youth had received some of the most rigorous education in the world—even though it was colonial education intended to inculcate in them British cultures and mores. The students took this education seriously because they knew it would help improve their economic status as well as that of their families. These elite students were not necessarily concerned with the politics of decolonization or the nation-state, as most studies of colonial elites at the end of empire have tended to claim. They were interested in uplifting their economic status. This uplifting was in and of itself a political act—even though it was not politically motivated.
{"title":"The “Airlift” Generation, Economic Aspiration, and Secondary School Education in Kenya, 1940-1960","authors":"K. Mutongi","doi":"10.1017/heq.2023.15","DOIUrl":"https://doi.org/10.1017/heq.2023.15","url":null,"abstract":"Abstract This article argues that the “airlift” language often used to describe the eight hundred Kenyan students who attended US and Canadian universities between 1959 and 1963 is misleading. It assumes that the students were being plucked out of substandard education, yet these youth had received some of the most rigorous education in the world—even though it was colonial education intended to inculcate in them British cultures and mores. The students took this education seriously because they knew it would help improve their economic status as well as that of their families. These elite students were not necessarily concerned with the politics of decolonization or the nation-state, as most studies of colonial elites at the end of empire have tended to claim. They were interested in uplifting their economic status. This uplifting was in and of itself a political act—even though it was not politically motivated.","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":"63 1","pages":"378 - 398"},"PeriodicalIF":0.8,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46234881","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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