Religion and the Public Schools in Nineteenth-Century America

1997 ◽  
Vol 37 (2) ◽  
pp. 238
Author(s):  
Timothy Walch ◽  
Edward J. Power
Keyword(s):  
Nineteenth Century ◽  
Public Schools ◽  
The Public ◽  
Nineteenth Century America

Rates of Return for Land-Grant Railroads: The Central Pacific System

1970 ◽  
Vol 30 (3) ◽  
pp. 602-626 ◽  
Author(s):  
Lloyd J. Mercer
Keyword(s):  
Nineteenth Century ◽  
Economic Analysis ◽  
Economic Effects ◽  
Land Policy ◽  
Central Pacific ◽  
Rates Of Return ◽  
The Public ◽  
Nineteenth Century America ◽  
American Economy ◽  
Distribution Of Income

Land was the resource that nineteenth-century America possessed in greatest abundance. A large part of the land was initially in the public domain and was transferred to private ownership in the course of the century. Land policy, therefore, had the potential for creating significant and long lasting effects on the American economy—on the rate of settlement of the West, the distribution of income, the rate of economic growth. A substantial body of literature, much of it severely critical, has developed concerning the economic effects of nineteenth-century American land policy. Unfortunately, the criticisms often rest primarily on tales of corruption and thievery, rather than on economic analysis. Certainly many of the stories are true, but they represent an insufficient basis for evaluating the economic effects of land policy. A detailed economic analysis of individual policies is required.

Pierre de Coubertin: sport and ideology in the Third Republic, 1870–1914

2000 ◽  
Vol 8 (2) ◽  
pp. 167-171
Author(s):  
H. L. Wesseling
Keyword(s):  
Nineteenth Century ◽  
Public Schools ◽  
Olympic Games ◽  
Third Republic ◽  
Fin De Siecle ◽  
Organized Sport ◽  
The Public ◽  
The Third ◽  
Fin De Siècle

Organized sport was first developed in Germany in the form of the so-called Turnvereine, and in England at the public schools. It came to France later, at the end of the nineteenth century. Despite this, the modern Olympic Games was a French invention, the result of the ambitions and efforts of an aristocratic admirer of England, Baron Pierre de Coubertin. His ideas and attitudes were in many ways characteristic of fin-de-siècle France.

Public-Private Symbiosis in Nashville Special Education

2002 ◽  
Vol 42 (3) ◽  
pp. 368-394 ◽  
Author(s):  
Sherman Dorn
Keyword(s):  
Nineteenth Century ◽  
Twentieth Century ◽  
Public Schools ◽  
Religious Education ◽  
Private School ◽  
Local Politics ◽  
Public Schooling ◽  
Public Funds ◽  
Public And Private ◽  
The Public

The conventional historiography describing a strict public-private divide in United States schooling is misleading. The standard story claims that public schooling was a fuzzy concept 200 years ago; the division between public and private education for children thus developed largely over the nineteenth century. In the early nineteenth century, public funds went to many private schools and even large private systems, such as the New York Public School Society. In some instances, public funds went to parochial education, either explicitly or as part of an arrangement to allow for diverse religious instruction using public funds. However, the nineteenth century witnessed growing division between public and private, largely excluding religious education (or at least non-Protestant religious education). By the end of the nineteenth century, the standard educational historiography suggests, public schools meant public in several senses: funded from the public coffers, open to the public in general, and controlled by a public, democratically controlled process. Tacit in that definition was a relatively rigid dividing line between public and private school organizations. Historians know that this implicit definition of “public” omits key facts. First, the governance of public schools became less tied to electoral politics during the Progressive Era. Public schooling in nineteenth-century cities generally meant large school boards, intimately connected with urban political machines. By the 1920s, many city school systems had smaller boards in a more corporate-like structure. The consolidation of small rural school districts in the first half of the twentieth century completed this removal of school governance from more local politics. A second problem with the definition above is unequal access to quality education (however defined). Historically, the acceptance of all students was true only in a limited sense, either in access to schools at all (with the exclusion of many children with disabilities) or, more generally, to the resources and curriculum involved in the best public schooling of the early twentieth century (as with racial segregation).

The Federal Posse Comitatus Doctrine: Slavery, Compulsion, and Statecraft in Mid-Nineteenth-Century America

2008 ◽  
Vol 26 (1) ◽  
pp. 1-56 ◽  
Author(s):  
Gautham Rao
Keyword(s):  
Nineteenth Century ◽  
Law Enforcement ◽  
Henry David Thoreau ◽  
Law Enforcement Officers ◽  
The State ◽  
Public Welfare ◽  
Alexis De Tocqueville ◽  
Antebellum America ◽  
The Public ◽  
Nineteenth Century America

In antebellum America, as in pre-industrial England, it was commonplace to witness civilians accompanying sheriffs and justices, scouring the countryside in search of scoundrels, scalawags, and other law-breakers. These civilians were the posse comitatus, or uncompensated, temporarily deputized citizens assisting law enforcement officers. At its core, the posse comitatus was a compulsory institution. Prior to the advent of centralized police forces, sheriffs and others compelled citizens to serve “in the name of the state” to execute arrests, level public nuisances, and keep the peace, “upon pain of fine and imprisonment.” Despite its coercive character, though, the posse was widely understood as one among many compulsory duties that protected the “public welfare.” Americans heeded the call to serve in local posses, explained jurist Edward Livingston, because of communal “ties of property, of family, of love of country and of liberty.” Such civic obligations, wrote Alexis de Tocqueville in 1835, illustrated why Americans had such a pressing “interest in … arresting the guilty man.” At once coercive and communitarian, lamented Henry David Thoreau, the posse comitatus exemplified how those that “serve the state … with their bodies,” were “commonly esteemed good citizens.”

scholarly journals Tragic Victims of Mania a Potu (“Madness from Drink”): A Study of Literary Nineteenth-Century Female Drunkards

Text Matters ◽  
2021 ◽  
pp. 299-318
Author(s):  
Irina Rabinovich
Keyword(s):  
Nineteenth Century ◽  
Social Climate ◽  
The Other ◽  
Medical Attention ◽  
High Class ◽  
The Public ◽  
Nineteenth Century America ◽  
Female Writers ◽  
The One ◽  
Dangerous Behaviors

Temperance literature, though widely popular in America and Britain between 1830–80, lost its allure in the decades that followed. In spite of its didactic and moralistic nature, the public eagerly consumed temperance novels, thus reciprocating contemporaneous writers’ efforts to promote social ideals and mend social ills. The main aim of this paper is to redress the critical neglect that the temperance prose written by women about women has endured by looking at three literary works—two novellas and one confessional novelette—written by mid-nineteenth-century American female writers. These works serve as a prism through which the authors present generally “tabooed” afflictions such as inebriation among high-class women and society’s role in perpetuating such behaviors. The essay examines the conflicting forces underlying such representations and offers an inquiry into the restrictive and hostile social climate in mid-nineteenth-century America and the lack of medical attention given to alcohol addicts as the possible causes that might have prompted women’s dangerous behaviors, including inebriation. This paper also demonstrates the cautious approach that nineteenth-century female writers had to take when dealing with prevalent social ills, such as bigotry, hypocrisy and disdain directed at female drunkards. It shows how these writers, often sneered at or belittled by critics and editors, had to maneuver very carefully between the contending forces of openly critiquing social mores, on the one hand, and not being censored, on the other.

Public Monopoly

2017 ◽  
Author(s):  
Robert N. Gross
Keyword(s):  
Nineteenth Century ◽  
Public Schools ◽  
Public School ◽  
School Attendance ◽  
The United States ◽  
Catholic School ◽  
School Systems ◽  
Public Officials ◽  
The Public ◽  
Public School Systems

Chapter 1 explores the rise of public school systems in the United States in the middle of the nineteenth century. It discusses the ways in which the growth of public school systems accompanied new economic theories about how education should be organized noncompetitively. As public schools rose in numbers and in stature, private schools dependent on parental tuition payments declined. By the 1870s, scholars and public officials began to view educational competition as detrimental to the public good. This implicit support for public monopolies introduced conflict when Catholic school attendance surged at the end of the nineteenth century.

scholarly journals Managing the Muses: Musical Performance and Modernity in the Public Schools of Late-Nineteenth Century Toronto

2013 ◽  
Author(s):  
Geoffrey Booth
Keyword(s):  
Nineteenth Century ◽  
Public Schools ◽  
Middle Class ◽  
Historical Analysis ◽  
Late Nineteenth Century ◽  
Acoustic Environment ◽  
The Public ◽  
School Music ◽  
Late Nineteenth ◽  
Article Analyse

Abstract:This paper employs the lens of sensory historical analysis to examine public school music in the making of a modern middle class in late-Victorian Toronto. Its aim is to show how this subject both shaped and was shaped by the culture of modernity which increasingly pervaded large urban centres such as Toronto during the course of the nineteenth century. The paper goes beyond pedagogic and bureaucratic justification, to present the evolution of school music within a much broader acoustic framework, that is, to weave it into the increasingly-urban soundtrack of Toronto, to gain some appreciation of how it would have been heard and understood at the time. Its aim is to offer historians of education an understanding of what actually occurred in the classrooms of Toronto during the period by listening to these experiences and the acoustic environment in which they would have been understood.Résumé:Cet article analyse le rôle joué par les cours de musique dans les écoles publiques de Toronto dans le processus de formation de la classe moyenne à l'époque victorienne. L'auteur propose une analyse historique sensorielle afin de démontrer comment cette matière scolaire a influencé et était influencée par la culture de modernité dont s'imprégnaient graduellement les grands centres urbains au cours du dix-neuvième siècle. Au-delà des justifications pédagogiques et bureaucratiques, il présente l’évolution des cours de musique dans un cadre élargi en lien avec la musique diffusée dans cette ville aux sonorités de plus en plus urbaines. Il veut ainsi favoriser une meilleure compréhension de ce qu'était le contexte sonore et sa réceptivité chez les auditeurs à cette époque. Ce texte trace pour les historiens de l'éducation un portrait de l'évolution de l'enseignement de la musique dans les classes torontoises dans le contexte particulier de la nouveauté musicale.

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