Background/Context: This article is part of a broader investigation of the sociocultural history of rural education in Mexico that focuses on federally financed "social experiments," the main purpose of which was to find "effective" methods to educate and "civilize" the rural population, especially Indigenous people.…

This paper recounts the story of Elsie Ripley Clapp (1879-1964), an associate of John Dewey and well known in progressive education circles, who became extensively involved in rural education in Kentucky and West Virginia. The first part of the paper gives an overview of Clapp's early life in the New York City area, her educational background, her…

Profiles Margery Jacoby, a typical teacher at the turn of the century in western frontier, who secured a teaching certificate by examination at 15, took summer college courses, and was elected county superintendent at 23. Discusses women's access to higher education and administrative positions in the frontier west, teaching conditions, and…

From 1880 through the mid-1920s, reformers labored to make a "New South" through the agency of public education. During those years, North Carolina led the way in building thousands of new schoolhouses, professionalizing teacher training, and developing an elaborate educational bureaucracy. Southern educational reform turned on the…

This book examines Gallia County (Ohio) one-room schools through the oral life histories of 14 retired female teachers. Interviews with the teachers focused on conditions and practices in one-room schoolhouses in the early to mid-20th century in rural southeastern Ohio, and on the common characteristics of one-room school teachers who became rural…

This book presents the oral histories of one male and seven female retired teachers who began their careers during the 1920s and 1930s in one-room schools in the Texas hill country. These teachers continued to teach until after the desegregation of public schools in the 1960s. The married black couple included began teaching in rural Texas in 1931…

From its inception in 1914 until 1940, the New Mexico Agricultural Extension Service was quite successful in delivering educational programs to non-English speaking, Hispanic women in Santa Fe County and almost totally unsuccessful in Dona Ana County. Criteria for success were involvement of ethnic women in the program, ability to adapt national…

This part of the Country School Legacy: Humanities on the Frontier Project, funded by a grant from the National Endowment for the Humanities and sponsored by the Mountain Plains Library Association, traces the biases faced by female school teachers in Utah from the nineteenth century to the present. First, there is a description of the early…

As an examination of the role played by rural schools in the history of the Wyoming frontier and the result of an effort to locate and preserve information related to country schools, this report is part of an eight-state research effort. Periodicals, unpublished manuscripts, school records and interviews with 19 Wyoming residents reveal details…

The history of rural education in northwestern Wyoming and the accompanying bibliography of unpublished manuscripts, periodicals, school records, and oral histories comprise part of an eight-state research effort, Country School Legacy, to study the role rural schools have played in the history of the frontier and to locate and preserve…

Information from 22 oral history interviews, periodicals, unpublished manuscripts, and school records provides an indication of the role played by country schools in the history of southeastern Wyoming and forms part of an 8-state research effort to locate and preserve information related to country schools. The report focuses on six aspects of…

This handbook contains 48 articles on adult and continuing education. Part 1, which deals with adult education as a field of professional practice, includes articles on such topics as the social and historical contexts of adult and continuing education, adult education and international development, the voluntary sector and adult education, and…

At the beginning of the decennium 1910-1920 specialized courses in home economics were maintained in the land-grant institutions in the New England states, except Massachusetts, and Connecticut; in New York, at Cornell University; in Pennsylvania at Pennsylvania State College, and all of the states north of the Ohio River and west of the Allegheny…

In America, the home is the most important of all institutions. In the home, children receive the most important part of their education. It is there that physical, mental, and moral health is established. The experiences of home constitute the raw material of education. The character and the teaching, conscious or unconscious, of the home…

The first secondary schools in the United States were the Latin grammar schools. These were followed by the academies; and the academies, in turn, gave way to the public high schools. In tracing the development of dormitories in connection with public secondary schools it is necessary to determine where private education left off and public…