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Debates about how moral education ought to be provided have engaged many of the best minds in education and stirred public controversies throughout U.S. history. The vast array of European peoples who settled the American colonies brought a commitment to moral education and a variety of approaches to the task. While French and Spanish settlers brought Catholicism to the New World, northern European Protestants did the most to give moral education its character in the original 13 colonies. The 19th century brought an insistence on rigid self-restraint, moral purity, and cultural conformity. Public schools became the preferred educational institutions for most citizens as state systems expanded rapidly. A movement to establish nonsectarian schools grew out of Protestant social thought and modes of organization. At the same time, Sunday schools appeared to bring Christian discipline and discipleship to the working classes. As the schools of the late 19th and early 20th centuries expanded their functions, moral education was forced to compete for a place in an increasingly crowded curriculum. By the 1940s the role of moral education began to erode. Throughout the 1960s and 1970s, schools either adopted neutrality with regard to moral questions or became indifferent to them. At the same time, however, some educators and others sought to restore moral education in the schools. In more recent years, there have been efforts: (1) to take nontraditional approaches to moral education; (2) to restore virtue-centered character education; or (3) to provide public support to private schools. Few can doubt that the decision regarding whether to restore moral education in the schools will be a fateful one. (LBG)

In this volume, publishers, booksellers, journal dealers, and librarians share their views on libraries and publishing. While the information/knowledge transfer process in the entire span of the twentieth century was to be addressed by the contributors, the principal focus of every author was to be the last five decades in which the most profound, intractable, and portentous developments in the conjoined worlds of the book, the journal, information technology, and the library occurred. Chapters include: "The Growth of Printed Literature in the Twentieth Century" (Albert Henderson); "Introduction--The Change of Book and Journal Infrastructure: Two Publishers, Consolidation, and Niche Publishers" (Richard E. Abel); "Part One--Technology in Publishing: A Century of Progress" (Peter Adams); "Part Two--Differentiation of Publishing by Class of Publication" (Richard Zeldin); "Growth and Change in Trade Publishing: What I Learned at the Library" (Sam Vaughan); "Growth and Change in Trade Book Publishing: What I Learned from the Numbers" (Stephanie Oda); "Textbook Publishing" (Robert J. R. Follett); "University Press Publishing in the United States" (Peter Givler); "The Creative Role of the Professional or STM Publisher" (John Francis Dill); "Diversity and the Growth of Serious/Scholarly/Scientific Journals" (Albert Henderson); "From Bibliotheque to Omnitheque" (Allen B. Veaner); "Development of Public Libraries" (Barbara Carol Dean); "The Growth of Scholarly and Scientific Libraries" (Hendrik Edelman); "Appearance and Growth of Computer and Electronic Products in Libraries" (Ralph M. Shoffner); "The Economic Crisis in Libraries; Causes and Effects" (Michael Gorman); "The Impact of the Library Budget Crisis on Scholarly Publishing" (Jack G. Goellner); and "The Place of Scholarly and Scientific Libraries in an Increasingly and More Widespread Competitive Information Knowledge Marketplace" (Charles Hamaker). A conclusion is given (Richard E. Abel and Lyman W. Newlin), followed by a Coda (Katina Strauch and Bruce Strauch). Includes an index. (AEF)

This reference encyclopedia contains information on both the historical and contemporary aspects of humor and comedy in the United States. Arranged in an A-to-Z format, the encyclopedia is a collection of article-length essays that examine humor from many perspectives, from defining terms; to providing information on humor writers, comedians, and actors; to presenting interesting historical and background information. The encyclopedia includes 100 essays exploring such topics as gender and humor; ethnic humor; political correctness; sitcoms; language play; anti-authority humor; the academic study of humor; cartoons; and postmodernism. The encyclopedia's essays conclude with lists of related resources for further study, and over 50 photographs illustrate the text. Subject indexes allow for easy searches for specific comedians or topics. (Contains an extensive bibliography.) (BT)

This book examines the evolution in the education of New Zealand women from 1900 through 1975. Early in the century, differences in boys' and girls' schooling were more visible on the secondary than the elementary level. At the same time, a government report concluded that many parents felt girls needed little more than half the education of boys. Textbooks reflected a perception of the inferior position of women in society. There was special instruction for boys in woodworking, but the girls learned "home science." Literature for girls was chosen for its moral content. Because girls were given little instruction in mathematics and science, there were few women available to teach the subjects. Boys learned about agriculture, while girls learned domestic skills. Physical training was viewed as unladylike, while the arts, particularly singing, were encouraged. Popular attitudes encouraged women to stay at home. Experts blamed education for poor health among women. By mid-century, the government removed many vocational restrictions on women. The world wars had put more women in the workplace. Separate schools were maintained for the Maori, but the students were barred from speaking their native language. Educators sought to make Maori girls good farm wives. There are still differences in the ways schools teach boys and girls. Future planning must account for the fact that women will continue to seek work outside the home. Contains 94 references. (SG)

This book is intended as a further resource for instructors, advanced students, or others especially interested in art education in the early years of the 20th century. The book presents school art in the early years of cars, airplanes, telephones, cinema, assembly line production, efficiency experts, progressives in politics and education, playgrounds, mental hygiene, psychoanalysis, ragtime, the Arts and Crafts Movement, the ideals of "city beautiful,""school beautiful," and "house beautiful," and modernism in the arts. As an expansion of the 20 pages of chapter 2 of the basic text, "School Art in American Culture, 1820-1970," the book extends discussion, illustrations, and appendixes. It can be read as an independent book, but it is organized to extend each section of chapter 2 with minimal repetition. Thus the book's first chapter recalls relevant external influences: events, changes, attitudes; technological and intellectual currents; and movement in literature, music, theater, dance, and film. Chapters 2 and 3, respectively, are devoted to the visual arts and education. The seven chapters that follow give a detailed account of pervasive changes in art education in its status, organizations, publications, purposes, issues, and research; in the relations to manual training and industrial education; and in the curriculum of drawing and painting, design, the crafts, picture study, art history, and appreciation. The closing chapter provides a summary and a brief projection into the 1920s. To give the book a measure of self-sufficiency, late 19th century conditions are briefly recalled where appropriate, with references to the basic text. (BT)

This unit of study (for grades 5-8) about immigrants to the United States at the turn of the century and into the 20th century contains four elements: (1) a set of reproductions of documents; (2) a list of documents with their specific archival reference numbers and a brief synopsis of their historical significance to the unit's theme; (3) 11 classroom activities; and (4) an issue of "Cobblestone" magazine related to the subject matter of this study. The unit helps students develop knowledge of social studies content and improves their skill at understanding such information by introducing them to primary historical documents. This concrete approach advances students to higher-level thinking and offers experience and practice of the following: collecting, organizing, interpreting, and weighing the significance of factual evidence to achieve a systematic analysis of primary source documents; comparing and contrasting evidence from different sources; identifying factual information and separating it from opinion; identifying points of view and biases; and developing defensible inferences, conclusions, and generalizations from factual evidence. (BT)

This book reviews the history of American Catholic higher education since 1900, with special attention to institutional and intellectual dimensions. Throughout, an "internalist" perspective is taken which attempts to tell the history of Catholic higher education as it appeared to those who were actors in the story, thus emphasizing the ideological dimensions which motivated Catholic educators. After an introduction which looks at the status of Catholic higher education in 1900, the material is organized chronologically in 14 chapters which discuss: (1) organizational challenges as the century opens; (2) rationalizing the Catholic system; (3) the impact of World War I; (4) Catholic colleges from 1900 to 1930; (5) the intellectual context in the period between the wars; (6) the beginnings of the Catholic renaissance; (7) the Catholic revival at its peak--about 1928; (8) increases in graduate programs by institutions; (9) difficulties during the thirties; (10) World War II and institutional shifts; (11) assimilative tendencies and curricular crosscurrents; (12) the backlash against the Catholic revival; (13) transition to a new era; and (14) the end of an era. (Contains extensive reference notes for each chapter.) (DB)

This encyclopedia contains articles reviewing important aspects of Native American life in the United States during the 20th century. Articles are arranged alphabetically by subject and were written by Native Americans, historians, anthropologists, and other specialists. Overview articles cover subjects such as art, economic conditions, educational policy, government policy, health, languages, law, public opinion, Red Power, religion, and reservations. Educational topics include tribal colleges, higher education, public schools, Bureau of Indian Affairs schools, churches and education, and federal educational legislation. A general listing of articles by subject is found at the beginning of the volume and complements a more detailed subject index at the end. More than half of the articles are devoted to 20th century Native nations. The subject index breaks tribes down according to geographic regions. Following each article are suggestions for further reading and cross-references to related encyclopedia topics. Also included are lists of contributors and maps. (LP)

This collection of essays presents narratives describing the role of classroom teachers in the development of public education in 20th century United States. Following a preface, the book is organized into four parts. The first part, Women's Work, includes "Having a Purpose in Life: Western Women Teachers in the Twentieth Century" (Courtney Ann Vaughn-Roberson); "The Intersection of Home and Work: Rural Vermont Schoolteachers, 1915-1950 (Margaret K. Nelson); and "Becoming the 'New Women': The Equal Rights Campaigns of New York City Schoolteachers, 1900-1920" (Patricia Carter). The second part, Teachers and Their Communities, contains "African-American Teachers in Buffalo: The First One Hundred Years" (Phyllis McGruder Chase); "Female Schoolteachers as Community Builders" (Margaret K. Nelson); "Religious Discrimination, Political Revenge, and Teacher Tenure" (Joseph W. Newman); and "One Who Left and One Who Stayed: Teacher Recollections and Reflections of School Desegregation in New Orleans" (Alan Wieder). Part three, Professionals or Workers? consists of: "The Social Status of Women Teachers in the Early Twentieth Century" (Patricia Carter); "The Complex Vision of Female Teachers and the Failure of Unionization in the 1930s: An Oral History" (Richard A. Quantz); and "Teachers and the Workplace" (Richard J. Altenbaugh). The final section, Conclusions, consists of "Interpretive Method in Historical Research: Ethnohistory Reconsidered" (Richard A. Quantz); and "The History of Teaching: A Social History of Schooling" (Richard J. Altenbaugh). (LL)

This book highlights the stories of 60 of this century's female athletes who pioneered, participated in, or continue to compete in women's sports. Following forewords by Billie Jean King, Anita DeFrantz, and Deborah Slaner Anderson, the volume contains biography, history, an annotated bibliography, and statistics on women athletes from the late 19th century to the present. Sixty biographies of influential athletes are illustrated with a photo of each athlete. The athletes profiled represent the following sports categories: auto racing, aviation, basketball, bowling, cycling, dog sledding, field hockey, figure skating, golf, gymnastics, horse racing, skiing, softball, squash, speed skating, swimming and diving, tennis, track and field, and volleyball. Each biography lists the athlete's birth date and place, parents' names (when available), information about how she became involved in her sport, athletic achievements, and the records set and championships earned. A chapter on basic resources includes an annotated bibliography that lists books by sport and a directory of organizations and foundations that promote women's sports in the United States. Four appendixes provide lists of Olympic medalists, selected event and award winners, organizations' acronyms, and a subject index. (LL)

This book examines the historic developments of art education in the context of general educational trends and currents of social forces. The work is divided into 8 chapters. Chapter 1, "Art Education: Its Social Context", sets the philosophic basis for the book. Chapter 2, "Western Origins of Art Education", surveys educational practices from classical times to the 18 century. The next 3 chapters are devoted to developments in the 19 century. Chapter 3, "The Visual Arts and the Industrial Revolution", explores the organization of art education in academies for artists, the development of specialized trade schools for industrial workers, and the scholarly study of art by laymen in colleges and universities. Chapter 4, "The Invention of Common School Art", deals with the rise of the common school in response to the Industrial Revolution and the forms of art education within its curriculum that led to the industrial drawing movement of the 1870s. Chapter 5, "The Stream of Romantic Idealism in Art Education", draws together the influence of the romantic movement in such manifestations as the kindergarten movement, the role of women in education, and the picture study and school decoration movements. The remaining chapters cover art education through the 20th century. Chapter 6, "Social Darwinism and the Quest for Beauty", describes the period prior to World War I, and discusses the impact of the child study movement and the effects of social Darwinism on art education. The impact of the arts-and-crafts movement on teaching practices is also discussed. Chapter 7,"The Expressionist and Reconstructionist Streams in Art Education," covers the period between the First and Second World Wars, and explores art education in the context of the progressive education movement. Chapter 8 summarizes the developments from the end of World War II to the present. The chapter ends with the development of an interpretive perspective based on the idea that several streams of influence effect the development of art education. The book includes notes, references, and an index, and short biographical sketch of the author. (MM)