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From sermons in stone to studies in ...

Dyson, Jon-Paul Charles.

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From sermons in stone to studies in science: The transformation of 19th-century juvenile natural history.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	From sermons in stone to studies in science: The transformation of 19th-century juvenile natural history./
作者:	Dyson, Jon-Paul Charles.
面頁冊數:	454 p.
附註:	Source: Dissertation Abstracts International, Volume: 63-01, Section: A, page: 0331.
Contained By:	Dissertation Abstracts International63-01A.
標題:	History, United States. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3039891
ISBN:	0493531416

From sermons in stone to studies in science: The transformation of 19th-century juvenile natural history.
Dyson, Jon-Paul Charles.

From sermons in stone to studies in science: The transformation of 19th-century juvenile natural history. - 454 p.

Source: Dissertation Abstracts International, Volume: 63-01, Section: A, page: 0331.

Thesis (Ph.D.)--State University of New York at Buffalo, 2002.

This dissertation seeks to explain the social, cultural, and economic factors that transformed the ways nineteenth-century American children learned about, encountered, and understood the natural world. It highlights the interests, tastes, and fears of the middle-class as key factors in the transformation of children's relationship to nature. Developments such as the quest for gentility and refinement, the evolution of religious practices and beliefs, the print revolution, the popularity of Romanticism, the marginalization of women, the rise of professionalization, the impact of industrialization, and the growth of cities all helped shape nineteenth-century children's relationship to nature.

ISBN: 0493531416Subjects--Topical Terms:

1017393
History, United States.

From sermons in stone to studies in science: The transformation of 19th-century juvenile natural history.
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520 $a This dissertation seeks to explain the social, cultural, and economic factors that transformed the ways nineteenth-century American children learned about, encountered, and understood the natural world. It highlights the interests, tastes, and fears of the middle-class as key factors in the transformation of children's relationship to nature. Developments such as the quest for gentility and refinement, the evolution of religious practices and beliefs, the print revolution, the popularity of Romanticism, the marginalization of women, the rise of professionalization, the impact of industrialization, and the growth of cities all helped shape nineteenth-century children's relationship to nature.
520 $a For much of the seventeenth and eighteenth centuries adults had taught children to see nature as a world of wonders in which God acted out his Providential design. During the early republic, however, Americans, especially women, increasingly valued more refined and genteel interpretations of nature that invoked discrete segments of nature for their ability to cultivate morals, evidence the existence of God, and mold children's behavior. The print revolution that swept America during this period abetted this process. During the second quarter of the nineteenth century, increasing numbers of adults began to use religious publications, schoolbooks, literature, and domestic amusements to involve children with the natural world in ways that were variously religious or Romantic. As a result nature became an accepted and valued segment of middle-class life. Ironically, however, these efforts also helped separate religious from secular interpretations of nature, and changes in fashions, literary techniques, and parenting techniques allowed children more autonomy to interpret nature as they wished.
520 $a In the last half of the nineteenth century, adults continued to rely on nature as a means of training up children in the ways they should go. Writers, teachers, and reformers increasingly encouraged children's interactions with nature as means of buttressing the values, goals, and property of the middle-class. In the process of doing this, male cultural authorities emphasized the importance of children's contact with (and conquest of) nature, even as they marginalized older religious and feminine approaches to nature that had focused on getting children to see meanings and messages that supposedly inhered in nature.
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