ABSTRACT
American publishing in the long nineteenth century was flooded with readers, primers, teaching-training manuals, children’s literature, and popular periodicals aimed at families. These publications attest to an abiding faith in the power of pedagogy that has its roots in transatlantic Romantic conceptions of pedagogy and literacy.
The essays in this collection examine the on-going influence of Romanticism in the long nineteenth century on American thinking about education, as depicted in literary texts, in historical accounts of classroom dynamics, or in pedagogical treatises. They also point out that though this influence was generally progressive, the benefits of this social change did not reach many parts of American society. This book is therefore an important reference for scholars of Romantic studies, American studies, historical pedagogy and education.
TABLE OF CONTENTS
part I|60 pages
Transcendental Education
chapter 3|15 pages
Educating Jo March
part II|64 pages
Romantic Education
chapter 6|15 pages
Puppetmasters and Their Toys
chapter 7|16 pages
Storytelling and the Law
chapter 8|17 pages
“What has the artist done about it?”
part III|72 pages
Race and Romantic Pedagogies
chapter 11|19 pages
Upholding and Subverting Didacticism
chapter 12|17 pages
The “Indian Problem” in Elaine Goodale Eastman's Authorship
part IV|66 pages
Romantic Pedagogies and the Resistant Child