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Missouri's Early Schools
Girls and Sex Education before the 1960s_x000B_
When seeking approaches for sex education, few look to the past for guidance. But Susan K. Freeman's investigation of the classrooms of the 1940s and 1950s offers numerous insights into the potential for sex education to address adolescent challenges, particularly for girls. From rural Toms River, New Jersey, to urban San Diego and many places in between, the use of discussion-based classes fostered an environment that focused less on strictly biological matters of human reproduction and more on the social dimensions of the gendered and sexual worlds that the students inhabited. The discussion-based approach emphasized a potentially liberating sense of personal choice and responsibility in young women's relationship decisions, and teachers presented girls' sex lives and gendered behavior as critical to the success of American families and, by extension, the entire way of life of American democracy.
Student Movements in the American South, 1960-1970
A Point of Pride on San Antonio's Eastside
In 1898, St. Philip’s Normal and Industrial School opened its doors in San Antonio, offering sewing classes for black girls. It was the inaugural effort in a program, founded by the West Texas diocese of the Episcopal Church, to educate and train former slaves and other African Americans in that city.
Originally tied to St. Philip’s Church, about three miles east of the downtown center, the school grew to offer high school and then junior college courses and eventually affiliated with the San Antonio Independent School District and San Antonio College. One of the few remaining historically black junior colleges in the country, St. Philip’s, whose student body is no longer predominantly black, has also been designated a Hispanic-serving institution, one of few schools to bear both designations.
Known by many as “the school that love built,” St. Philip’s College claimed in its 1932 catalog, “There is perhaps as much romance surrounding the development of St. Philip’s Junior College as there is of the ‘Alamo City’ in which it is located.”
That love story, also containing dominant strains of sacrifice, scarcity, creativity, determination, and pride, finds its full expression in this history by Marie Pannell Thurston. Based on archival research and extensive interviews with current and former alumni, faculty, and friends, St. Philip’s College presents the heartwarming and inspiring record of a school, the community that nurtures it, and the collective pride in what the institution and its graduates have accomplished.
Reexamining Secondary Education in America
Presenting the first complete history of the Progressive Education Association’s Eight-Year Study, which took place during the 1930s and the 1940s, this book corrects common misinterpretations of one of the most important educational experiments of the twentieth century and explores the study’s value for reexamining secondary education in America today.
The American Indian Movement and Community Education in the Twin Cities
In the late 1960s, Indian families in Minneapolis and St. Paul were under siege. Clyde Bellecourt remembers, “We were losing our children during this time; juvenile courts were sweeping our children up, and they were fostering them out, and sometimes whole families were being broken up.” In 1972, motivated by prejudice in the child welfare system and hostility in the public schools, American Indian Movement (AIM) organizers and local Native parents came together to start their own community school. For Pat Bellanger, it was about cultural survival. Though established in a moment of crisis, the school fulfilled a goal that she had worked toward for years: to create an educational system that would enable Native children “never to forget who they were.”
While AIM is best known for its national protests and political demands, the survival schools foreground the movement’s local and regional engagement with issues of language, culture, spirituality, and identity. In telling of the evolution and impact of the Heart of the Earth school in Minneapolis and the Red School House in St. Paul, Julie L. Davis explains how the survival schools emerged out of AIM’s local activism in education, child welfare, and juvenile justice and its efforts to achieve self-determination over urban Indian institutions. The schools provided informal, supportive, culturally relevant learning environments for students who had struggled in the public schools. Survival school classes, for example, were often conducted with students and instructors seated together in a circle, which signified the concept of mutual human respect. Davis reveals how the survival schools contributed to the global movement for Indigenous decolonization as they helped Indian youth and their families to reclaim their cultural identities and build a distinctive Native community.
The story of these schools, unfolding here through the voices of activists, teachers, parents, and students, is also an in-depth history of AIM’s founding and early community organizing in the Twin Cities—and evidence of its long-term effect on Indian people’s lives.
Collegiate and Community Culture in the Bluegrass, 1880-1917
The relationship between a town and its local institutions of higher education is often fraught with turmoil. The complicated tensions between the identity of a city and the character of a university can challenge both communities. Lexington, Kentucky, displays these characteristic conflicts, with two historic educational institutions within its city limits: Transylvania University, the first college west of the Allegheny Mountains, and the University of Kentucky, formerly “State College.” An investigative cultural history of the town that called itself “The Athens of the West,” Taking the Town: Collegiate and Community Culture in Lexington, Kentucky, 1880–1917 depicts the origins and development of this relationship at the turn of the twentieth century. Lexington’s location in the upper South makes it a rich region for examination. Despite a history of turmoil and violence, Lexington’s universities serve as catalysts for change. Until the publication of this book, Lexington was still characterized by academic interpretations that largely consider Southern intellectual life an oxymoron. Kolan Thomas Morelock illuminates how intellectual life flourished in Lexington from the period following Reconstruction to the nation’s entry into the First World War. Drawing from local newspapers and other primary sources from around the region, Morelock offers a comprehensive look at early town-gown dynamics in a city of contradictions. He illuminates Lexington’s identity by investigating the lives of some influential personalities from the era, including Margaret Preston and Joseph Tanner. Focusing on literary societies and dramatic clubs, the author inspects the impact of social and educational university organizations on the town’s popular culture from the Gilded Age to the Progressive Era. Morelock’s work is an enlightening analysis of the intersection between student and citizen intellectual life in the Bluegrass city during an era of profound change and progress. Taking the Town explores an overlooked aspect of Lexington’s history during a time in which the city was establishing its cultural and intellectual identity.
Composition Since 1966
Joseph Harris traces the evolution of college writing instruction since the Dartmouth Seminar of 1966. A Teaching Subject offers a brilliant interpretive history of the first decades during which writing studies came to be imagined as a discipline separable from its partners in English studies.
Rural School Consolidation at the Grass Roots in Early Twentieth-Century Iowa
Despite being the centerpiece of rural educational reform for most of the twentieth century, rural school consolidation has received remarkably little scholarly attention. The social history and geography of the movement, the widespread resistance it provoked, and the cultural landscapes its proponents sought to transform have remained largely unexplored. Now in There Goes the Neighborhood David Reynolds remedies this situation by examining the rural school consolidation movement in that most midwestern of midwestern states, Iowa.
A Personal History of School Reform since Sputnik
Few people have been more involved in shaping postwar U.S. education reforms--or dissented from some of them more effectively--than Chester Finn. Assistant secretary of education under Ronald Reagan, and an aide to politicians as different as Richard Nixon and Daniel Moynihan, Finn has also been a high school teacher, an education professor, a prolific and best-selling writer, a think-tank analyst, a nonprofit foundation president, and both a Democrat and Republican. This remarkably varied career has given him an extraordinary insider's view of every significant school-reform movement of the past four decades, from racial integration to No Child Left Behind. In Troublemaker, Finn has written a vivid history of postwar education reform that is also the personal story of one of the foremost players--and mavericks--in American education.
Finn tells how his experiences have shaped his changing views of the three major strands of postwar school reform: standards-driven, choice-driven, and profession-driven. Of the three, Finn now believes that a combination of choice and standards has the greatest potential, but he favors this approach more on pragmatic than ideological grounds, arguing that parents should be given more options at the same time that schools are allowed more flexibility and held to higher performance norms. He also explains why education reforms of all kinds are so difficult to implement, and he draws valuable lessons from their frequent failure.
Clear-eyed yet optimistic, Finn ultimately gives grounds for hope that the best of today's bold initiatives--from charter schools to technology to makeovers of school-system governance--are finally beginning to make a difference.