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One nation under God: Nationalism, m...

Case Western Reserve University.

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One nation under God: Nationalism, morality and ideological indoctrination in American common school readers, 1800-1860.

Record Type:	Electronic resources : Monograph/item
Title/Author:	One nation under God: Nationalism, morality and ideological indoctrination in American common school readers, 1800-1860./
Author:	Connor, Susan Marie.
Description:	311 p.
Notes:	Adviser: Roger Salomon.
Contained By:	Dissertation Abstracts International58-12A.
Subject:	Education, History of. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9818194
ISBN:	9780591696165

One nation under God: Nationalism, morality and ideological indoctrination in American common school readers, 1800-1860.
Connor, Susan Marie.

One nation under God: Nationalism, morality and ideological indoctrination in American common school readers, 1800-1860. - 311 p.

Adviser: Roger Salomon.

Thesis (Ph.D.)--Case Western Reserve University, 1997.

I examined five representative common school readers, published between 1800 and 1860 and aimed at children aged 10-16, in order to test theories regarding the use of the American public school system during this period as a tool for social control and a means of assimmilating immigrant groups into a Protestant American mainstream. I classified selections by type--moral, religious, patriotic, educational or entertaining--as a means of identifying trends in content. I also analyzed attitudes toward race and gender issues evinced by these readers and considered a sampling of the published opinions of public figures, journalists, educators and textbook compilers regarding the form and purpose of public education during this era. My investigation revealed that school books in this period served as a primary tool for indoctrinating American youth with a feeling of national pride and an idealized sense of self and community, utilizing a conservative Protestant framework which was promoted as nondenominational moral instruction. School texts promoted an ideal of cultural hegemony in which every American child should ascribe to a white, middle-class, Protestant model of national identity and proper action. The neo-Marxist view that the American public school system evolved in the nineteenth century as a tool to oppress and control the masses was not directly supported by analysis of individual school texts. I found that readers published earlier in the century were more likely to present a world view which went beyond white, rural America, although non-Caucasians were consistently presented as morally and intellectually inferior. In addition, while earlier compilers generally portrayed women as naturally endowed with a greater array of moral weaknesses then men, they also showed a greater concern for addressing issues of both male and female character. By the 1850s, readers focused almost exclusively on the moral training of their male readership, ignored issues of cultural or racial diversity, and paid little attention to the moral and spiritual state of female students.

ISBN: 9780591696165Subjects--Topical Terms:

599244
Education, History of.

One nation under God: Nationalism, morality and ideological indoctrination in American common school readers, 1800-1860.
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020 $a 9780591696165
035 $a (UMI)AAI9818194
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100 1 $a Connor, Susan Marie. $3 1043447
245 1 0 $a One nation under God: Nationalism, morality and ideological indoctrination in American common school readers, 1800-1860.
300 $a 311 p.
500 $a Adviser: Roger Salomon.
500 $a Source: Dissertation Abstracts International, Volume: 58-12, Section: A, page: 4651.
502 $a Thesis (Ph.D.)--Case Western Reserve University, 1997.
520 $a I examined five representative common school readers, published between 1800 and 1860 and aimed at children aged 10-16, in order to test theories regarding the use of the American public school system during this period as a tool for social control and a means of assimmilating immigrant groups into a Protestant American mainstream. I classified selections by type--moral, religious, patriotic, educational or entertaining--as a means of identifying trends in content. I also analyzed attitudes toward race and gender issues evinced by these readers and considered a sampling of the published opinions of public figures, journalists, educators and textbook compilers regarding the form and purpose of public education during this era. My investigation revealed that school books in this period served as a primary tool for indoctrinating American youth with a feeling of national pride and an idealized sense of self and community, utilizing a conservative Protestant framework which was promoted as nondenominational moral instruction. School texts promoted an ideal of cultural hegemony in which every American child should ascribe to a white, middle-class, Protestant model of national identity and proper action. The neo-Marxist view that the American public school system evolved in the nineteenth century as a tool to oppress and control the masses was not directly supported by analysis of individual school texts. I found that readers published earlier in the century were more likely to present a world view which went beyond white, rural America, although non-Caucasians were consistently presented as morally and intellectually inferior. In addition, while earlier compilers generally portrayed women as naturally endowed with a greater array of moral weaknesses then men, they also showed a greater concern for addressing issues of both male and female character. By the 1850s, readers focused almost exclusively on the moral training of their male readership, ignored issues of cultural or racial diversity, and paid little attention to the moral and spiritual state of female students.
590 $a School code: 0042.
650 4 $a Education, History of. $3 599244
650 4 $a History, United States. $3 1017393
650 4 $a Literature, American. $3 1017657
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690 $a 0520
690 $a 0591
710 2 $a Case Western Reserve University. $3 1017714
773 0 $t Dissertation Abstracts International $g 58-12A.
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790 1 0 $a Salomon, Roger, $e advisor
791 $a Ph.D.
792 $a 1997
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9818194