Drinking a glass of tap water, strolling in a park, hopping a train for the suburbs: some aspects of city life are so familiar that we don’t think twice about them. But such simple actions are structured by complex relationships with our natural world. The contours of these relationships—social, cultural, political, economic, and legal—were established during America’s first great period of urbanization in the nineteenth century, and Boston, one of the earliest cities in America, often led the nation in designing them. A richly textured cultural and social history of the development of nineteenth-century Boston, this book provides a new environmental perspective on the creation of America’s first cities.

Eden on the Charles explores how Bostonians channeled country lakes through miles of pipeline to provide clean water; dredged the ocean to deepen the harbor; filled tidal flats and covered the peninsula with houses, shops, and factories; and created a metropolitan system of parks and greenways, facilitating the conversion of fields into suburbs. The book shows how, in Boston, different class and ethnic groups brought rival ideas of nature and competing visions of a “city upon a hill” to the process of urbanization—and were forced to conform their goals to the realities of Boston’s distinctive natural setting. The outcomes of their battles for control over the city’s development were ultimately recorded in the very fabric of Boston itself. In Boston’s history, we find the seeds of the environmental relationships that—for better or worse—have defined urban America to this day.

Why—contrary to much expert and popular opinion—more education may not be the answer to skyrocketing inequality.

For generations, Americans have looked to education as the solution to economic disadvantage. Yet, although more people are earning degrees, the gap between rich and poor is widening. Cristina Groeger delves into the history of this seeming contradiction, explaining how education came to be seen as a panacea even as it paved the way for deepening inequality.

The Education Trap returns to the first decades of the twentieth century, when Americans were grappling with the unprecedented inequities of the Gilded Age. Groeger’s test case is the city of Boston, which spent heavily on public schools. She examines how workplaces came to depend on an army of white-collar staff, largely women and second-generation immigrants, trained in secondary schools. But Groeger finds that the shift to more educated labor had negative consequences—both intended and unintended—for many workers. Employers supported training in schools in order to undermine the influence of craft unions, and so shift workplace power toward management. And advanced educational credentials became a means of controlling access to high-paying professional and business jobs, concentrating power and wealth. Formal education thus became a central force in maintaining inequality.

The idea that more education should be the primary means of reducing inequality may be appealing to politicians and voters, but Groeger warns that it may be a dangerous policy trap. If we want a more equitable society, we should not just prescribe more time in the classroom, but fight for justice in the workplace.