ABOUT THIS BOOK

Vividly revealing the multiple layers on which print has been produced, consumed, regulated, and contested for the purpose of education since the mid-nineteenth century, the historical case studies in Education and the Culture of Print in Modern America deploy a view of education that extends far beyond the confines of traditional classrooms. The nine essays examine “how print educates” in settings as diverse as depression-era work camps, religious training, and broadcast television—all the while revealing the enduring tensions that exist among the controlling interests of print producers and consumers. This volume exposes what counts as education in American society and the many contexts in which education and print intersect.
Offering perspectives from print culture history, library and information studies, literary studies, labor history, gender history, the history of race and ethnicity, the history of science and technology, religious studies, and the history of childhood and adolescence, Education and the Culture of Print in Modern America pioneers an investigation into the intersection of education and print culture.

AUTHOR BIOGRAPHY

Adam R. Nelson is associate professor of educational policy studies and history at the University of Wisconsin–Madison. He is author of Education and Democracy: The Meaning of Alexander Meiklejohn, 1872–1964 and The Elusive Ideal: Equal Educational Opportunity and the Federal Role in Boston’s Public Schools, 1950–1985. John L. Rudolph is professor of curriculum and instruction and of history of science at the University of Wisconsin–Madison. He is author of Scientists in the Classroom: The Cold War Reconstruction of American Science Education.

REVIEWS

“This welcome volume conceives of education broadly enough to encompass children and adults, Catholics and Protestants, books and television, African Americans and whites, the hearing and the deaf.”—Joan Shelley Rubin, University of Rochester

“The essays demonstrate the richness and diversity of evidence available for the study of modern print culture in the United States and present an engaging variety of critical perspectives on the history of education.”—Thomas Edward Augst, coeditor of Libraries as Agencies of Culture

TABLE OF CONTENTS

Preface
Introduction: Education, Print Culture, and the Negotiation of Meaning in Modern America
Adam R. Nelson

Part 1: Librarians as Educators
Which Truth, What Fiction? Librarians' Book Recommendations for Children, 1876–1890
Kate McDowell
A "Colored Authors Collection" to Exhibit to the World and Educate a Race
Michael Benjamin

Part 2: Children's Experience of Print
Merry's Flock: Making Something Out of Educational Reform in the Early Twentieth Century
Ryan K. Anderson
Printed Presence: Twentieth-Century Catholic Print Culture for Youngsters in the United States
Robert A. Orsi

Part 3: Workers as Readers, Reading as Work
Unschooled but Not Uneducated: Print, Public Speaking, and the Networks of Informal Working-Class Education, 1900–1940
Frank Tobias Higbie
"Write as You Fight": The Pedagogical Agenda of the Working Woman, 1929–1935
Jane Greer
"A Gentleman Is No Sissy": Reading, Work, and Citizenship in the Civilian Conservation Corps
Catherine Turner

Part 4: Print, Education, and the State
State Regulation of the Textbook Industry
Adam R. Shapiro
Teaching Reading with Television: Constructing Closed Captioning Using the Rhetoric of Literacy
Greg Downey

Conclusion
Education, Work, and the Culture of Print: Directions for Future Research
James P. Danky

Contributors

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