Circular and Catalogue of the Albany Female Academy PDF Download
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Author: Albany Female Academy
Publisher:
ISBN:
Category : Women
Languages : en
Pages : 362
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Book Description
Author: Albany Female Academy
Publisher:
ISBN:
Category : Women
Languages : en
Pages : 362
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Book Description
Author: Nancy Beadie
Publisher: Cambridge University Press
ISBN: 0521196280
Category : Business & Economics
Languages : en
Pages : 369
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Book Description
This book argues that schools were a driving force in the formation of social, political, and financial capital during the market revolution and capitalist transition of the early republican era. Grounded in an intensive study of schooling in the Genesee Valley region of upstate New York, it traces early sources of funding and support for education (including common schools and various forms of higher schooling) to their roots in different social and economic networks and trade and credit relations. It then interprets that story in the context of other major developments in early American social, political, and economic history, such as the shift from agricultural to non-agricultural production, the integration of rural economies into translocal capitalist markets, the organization of the Second Great Awakening, the transformation of patriarchy, the expansion of white male suffrage, the emergence of the Secondary American Party System, and the formation of the modern liberal state.
Author: Princeton University. Library
Publisher:
ISBN:
Category : Classified catalogs
Languages : en
Pages : 1248
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Book Description
Author: Massachusetts Historical Society (BOSTON, Massachusetts). Library
Publisher:
ISBN:
Category :
Languages : en
Pages : 752
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Book Description
Author: Princeton University. Library
Publisher:
ISBN:
Category : Catalogs, Classified
Languages : en
Pages : 626
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Book Description
Author: Anonymous
Publisher: BoD – Books on Demand
ISBN: 3382306689
Category : Fiction
Languages : en
Pages : 746
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Book Description
Reprint of the original, first published in 1859. The publishing house Anatiposi publishes historical books as reprints. Due to their age, these books may have missing pages or inferior quality. Our aim is to preserve these books and make them available to the public so that they do not get lost.
Author: Massachusetts Historical Society. Library
Publisher:
ISBN:
Category : America
Languages : en
Pages : 754
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Book Description
Author: John Appleton (M.D.)
Publisher:
ISBN:
Category :
Languages : en
Pages : 752
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Book Description
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 744
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Book Description
Author: Lucille M. Schultz
Publisher: SIU Press
ISBN: 0809322366
Category : Language Arts & Disciplines
Languages : en
Pages : 235
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Book Description
Lucille M. Schultz's The Young Composers: Composition's Beginnings in Nineteenth-Century Schools is the first full-length history of school-based writing instruction. Schultz demonstrates that writing instruction in nineteenth-century American schools is much more important in the overall history of writing instruction than we have previously assumed. Drawing on primary materials that have not been considered in previous histories of writing instruction—little-known textbooks and student writing that includes prize-winning essays, journal entries, letters, and articles written for school newspapers—Schultz shows that in nineteenth-century American schools, the voices of the British rhetoricians that dominated college writing instruction were attenuated by the voice of the Swiss education reformer Johann Heinrich Pestalozzi. Partly through the influence of Pestalozzi's thought, writing instruction for children in schools became child-centered, not just a replica or imitation of writing instruction in the colleges. It was also in these nineteenth-century American schools that personal or experience-based writing began and where the democratization of writing was institutionalized. These schools prefigured some of our contemporary composition practices: free writing, peer editing, and the use of illustrations as writing prompts. It was in these schools, in fact, where composition instruction as we know it today began, Schultz argues. This book features a chapter on the agency of textbook iconography, which includes illustrations from nineteenth-century composition books as well as a cultural analysis of those illustrations. Schultz also includes a lengthy bibliography of nineteenth-century composition textbooks and student and school newspapers.
