| List of Time Lines | |
| Preface | |
| Thinking Critically about History: Ideological Management, Culture Wars, and Consumerism | p. 1 |
| Reasons for studying American School History | p. 1 |
| My Perspective on Educational History | p. 3 |
| Culture and Religion as a Central Themes in Educational History | p. 4 |
| Schools as One Form of Ideological Management | p. 5 |
| The Role of Racism | p. 6 |
| Economic Goals | p. 7 |
| Consumerism and Environmental Education | p. 8 |
| Religion and Authority in Colonial Education | p. 10 |
| The Role of Education in Colonial Society | p. 11 |
| Authority and Social Status in Colonial New England | p. 13 |
| Colonialism and Educational Policy | p. 20 |
| Language and Cultural Domination | p. 21 |
| Native Americans: Education as Cultural Imperialism | p. 23 |
| Enslaved Africans: Atlantic Creoles | p. 28 |
| Enslaved Africans: The Plantation System | p. 28 |
| The Idea of Secular Education: Freedom of Thought and the Establishment of Academies | p. 30 |
| Benjamin Franklin and Education as Social Mobility | p. 34 |
| The Family and the Child | p. 37 |
| Conclusion | p. 42 |
| Nationalism, Multiculturalism, and Moral Reform in the New Republic | p. 46 |
| Noah Webster: Nationalism and the Creation of a Dominant Culture | p. 51 |
| Thomas Jefferson: A Natural Aristocracy | p. 54 |
| Moral Reform and Faculty Psychology | p. 57 |
| Concepts of Childhood: Protected, Working, Poor, Rural, and Enslaved | p. 59 |
| Charity Schools, the Lancasterian System, and Prisons | p. 60 |
| Institutional Change and the American College | p. 66 |
| Public versus Private Schools | p. 72 |
| Conclusion: Continuing Issues in American Education | p. 73 |
| The Ideology and Politics of the Common School | p. 78 |
| Three Distinctive Features of the Common School Movement | p. 79 |
| Workingmen and the Struggle for a Republican Education | p. 89 |
| The Whigs and the Democrats | p. 92 |
| The Birth of the High School | p. 96 |
| The Continuing Debate about the Common School Ideal | p. 97 |
| Conclusion | p. 102 |
| The Common School and the Threat of Cultural Pluralism | p. 106 |
| The Increasing Multicultural Population of the United States | p. 107 |
| Irish Catholics: A Threat to Anglo-American Schools and Culture | p. 110 |
| Slavery and Freedom in the North: African Americans and Schools in the New Republic | p. 115 |
| Native Americans | p. 122 |
| Conclusion | p. 136 |
| Organizing the American School: The Nineteenth-Century Schoolmarm | p. 141 |
| The American Teacher | p. 143 |
| The Maternal Model of Instruction | p. 152 |
| The Evolution of the Bureaucratic Model | p. 157 |
| McGuffey's Readers and the Spirit of Capitalism | p. 164 |
| Female Teachers Civilize the West | p. 169 |
| Conclusion | p. 172 |
| Multiculturalism and the Failure of the Common School Ideal | p. 175 |
| Mexican Americans: Race and Citizenship | p. 175 |
| Asian Americans: Exclusion and Segregation | p. 182 |
| Native American Citizenship | p. 189 |
| Citizenship for African Americans | p. 196 |
| Issues Regarding Puerto Rican Citizenship | p. 203 |
| Puerto Rican American Educational Issues | p. 205 |
| Conclusion: Setting the Stage for the Great Civil Rights Movement | p. 209 |
| Growth of the Welfare Function of Schools: School Showers, Kindergarten, Playgrounds, Home Economics, Social Centers, and Cultural Conflict | p. 213 |
| Immigration from Southern and Eastern Europe | p. 214 |
| Integrated Time Line | p. 217 |
| The Kindergarten Movement | p. 218 |
| Home Economics: Education of the New Consumer Woman | p. 220 |
| School Cafeterias, the American Cuisine, and Processed Foods | p. 224 |
| The Play Movement | p. 228 |
| Summer School | p. 229 |
| Social Centers | p. 230 |
| The New Culture Wars | p. 232 |
| Resisting Segregation: African Americans | p. 234 |
| The Second Crusade for Black Education | p. 236 |
| Resisting Segregation: Mexican Americans | p. 237 |
| Native American Boarding Schools | p. 241 |
| Resisting Discrimination: Asian Americans | p. 243 |
| Educational Resistance in Puerto Rico | p. 244 |
| Conclusion: Public Schooling As America's Welfare Institution | p. 246 |
| The School and the Workplace: High School, Junior High School, and Vocational Guidance and Education | p. 252 |
| The High School | p. 253 |
| Vocational Education, Vocational Guidance, and the Junior High School | p. 264 |
| Public Benefit or Corporate Greed? | p. 272 |
| Adapting the Classroom to the Workplace: Herbart, Dewey, and Thorndike | p. 280 |
| Conclusion: The Meaning of Equality of Opportunity | p. 290 |
| Meritocracy: The Experts Take Charge | p. 295 |
| Meritocracy and Efficient Management | p. 297 |
| Measurement, Democracy, and the Superiority of Anglo-Americans | p. 306 |
| Closing the Door to Immigrants: The 1924 Immigration Act | p. 312 |
| ''Backward'' Children and Special Classrooms | p. 313 |
| Eugenics and the Age of Sterilization | p. 315 |
| The University and Meritocracy | p. 316 |
| Conclusion | p. 324 |
| Integrated Time Line | p. 325 |
| The Politics of Knowledge: Teachers' Unions, the American Legion, and the American Way | p. 329 |
| Keep the Schools Out of Politics: The Politics of Education | p. 329 |
| The Politics of Professionalism: Teachers versus Administrators | p. 331 |
| The Rise of the National Education Association | p. 335 |
| The Political Changes of the Depression Years | p. 338 |
| The Politics of Ideological Management: The American Legion | p. 345 |
| Selling the ''American Way'' in Schools and on Billboards | p. 347 |
| Conclusion | p. 354 |
| Schools, Media, and Popular Culture: Influencing the Minds of Children and Teenagers | p. 358 |
| Educators and the Movies | p. 360 |
| Should Commercial Radio or Educators Determine National Culture? | p. 367 |
| Creating the Super Hero for Children's Radio | p. 372 |
| Controlling the Influence of Comic Books | p. 376 |
| Educating Children as Consumers | p. 378 |
| The Creation of Teenage Markets | p. 380 |
| Children and Youth from the 1950s to the 21st Century | p. 382 |
| Conclusion | p. 384 |
| Education and National Policy | p. 389 |
| The Cold War and National Educational Policy | p. 391 |
| Meritocracy and The Big Test | p. 396 |
| Ideological Management: Anticommunism | p. 398 |
| Back to the Basics: Scholars and Conservatives Take Charge | p. 399 |
| The National Defense Education Act | p. 402 |
| The War on Poverty | p. 404 |
| Children's Television Workshop and Sesame Street | p. 409 |
| Conclusion | p. 417 |
| The Great Civil Rights Movement, The New Immigration, and the New Culture Wars | p. 421 |
| School Desegregation | p. 422 |
| The Reverend Dr. Martin Luther King Jr. | p. 425 |
| Native Americans | p. 427 |
| Asian Americans: Educating the ''Model Minority'' | p. 431 |
| Hispanic/Latino Americans | p. 435 |
| Bilingual Education: The Culture Wars Continued | p. 437 |
| The Immigration Act of 1965 and the New American Population | p. 440 |
| Multicultural Education, Immigration, and the Culture Wars | p. 442 |
| Schools and the Women's Movement | p. 446 |
| Children with Special Needs | p. 447 |
| The Coloring of Textbook Town | p. 449 |
| Liberating the Textbook Town Housewife for More Consumption | p. 453 |
| Conclusion: The Cold War and Civil Rights | p. 454 |
| Education in the Twenty-First Century | p. 459 |
| The Religious Right and School Prayer | p. 459 |
| Environmental Education: The Radical Paradigm | p. 460 |
| The Nixon Administration and the Conservative Reaction | p. 465 |
| Accountability and the Increasing Power of the Standardized Test | p. 468 |
| The Reagan, Bush, and Clinton Years: National Standards, Choice, and Savage Inequalities | p. 470 |
| The End of the Common School: Choice, Privatization, and Charter Schools | p. 474 |
| The Commercialization of Schools and Education for Consumption | p. 479 |
| Textbooks: Environmentalism as the New Enemy | p. 486 |
| No Child Left Behind: Fulfillment of the American Educational Dream? | p. 487 |
| Conclusion | p. 490 |
| Index | |
| Table of Contents provided by Blackwell. All Rights Reserved. |
