Learning Together

Title Page, Copyright

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Contents

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Acknowledgments

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pp. ix-x

Introduction

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pp. 1-12

Anthropologists often make the familiar strange. Similarly, historians seek to solve the puzzles posed by the origins of the ordinary. This book analyzes a practice that most Americans take for . . .

1. "Smuggling in the Girls": Colonial New England

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pp. 13-26

"In the early history of Massachusetts, and long after provision for Public Free Schools had been made," Horace Mann said in 1853, "it was a common thing for boys only to attend them. In many . . .

2. Why Educate Girls?

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pp. 27-44

The Revolution created a fresh sense of possibility among the advocates of the education of women. The reformers of the revolutionary generation made a strong case that girls had a moral, social, and civic right to thorough schooling, not simply the rudimentary . . .

3. Coeducation in Rural Common Scools

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pp. 46-77

The entry of girls into public elementary schools in the first half of the nineteenth century was a gradual, decentralized, and obscure process. The paucity of records documenting debate about . . .

4. Coeducation in Urban Public Schools

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pp. 78-113

Not until the middle of the nineteenth century did Americans begin to debate coeducation in public schools in earnest. For a variety of reasons coeducation became what a leading educational . . .

5. The Rising Tide of Coeducation in the High School

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pp. 114-145

Many of the pioneers in creating public high schools believed that the sexes should be educated separately, and in the early years often regarded public secondary education for girls as an experiment. . . .

6. King Canutes Attack the Perils of Coeducation and Women Teachers

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pp. 146-164

The rising tide of coeducation in the high school did not go unchallenged, however natural and expedient it may have seemed to most school people. Chief among the King Canutes who would . . .

7. Differentiating the High School The "Boy Problem))

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pp. 165-200

In The Saturday Evening Post in 1912 William D. Lewis, a high school principal, described how high schools cheated boys and what should be done to remedy the boy problem. The hero and the victim . . .

8. Differentiatingthe High School

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pp. 201-242

"Whether we wish it or not," M. Carey Thomas wrote in 1908, "the economic independence of women is taking place before our eyes." The changes amounted to a "stupendous social revolution," . . .

9. Feminists Discover the Hidden Injuries of Coeducation

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pp. 243-278

By the second decade of the twentieth century a few feminists were dreaming of a world in which traditional gender distinctions would wither away as a result of truly identical coeducation. One . . .

Conclusion

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pp. 279-292

Controversy over gender policy in the schools has a complex history, in part because Americans have long used debate over schooling as a way of projecting preferred gender futures for the society as a . . .

Appendix

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pp. 294-296

Notes

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pp. 297-358

Index

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pp. 359-369