Women's Education in the United States, 1780-1840
Margaret Nash's groundbreaking Women's Education in the United States, 1780-1840 examines education from the early national period through the formation of the institutions that are widely recognized as the forerunners of the women's college movement. Nash argues that in this period education was not as strongly gendered as other historians have posited. The rising rhetoric of human rights, Enlightenment thought, and evangelical Christianity, in an age of dynamic economic change, helped...
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Archival research yields new insights on higher education for women in early America. Nash (curriculum and instruction, U. of California, Riverside) argues that in this period, education was less strongly gendered than some historians have posited, and that the rising rhetoric of human rights, Enlightenment thought, and evangelical Christianity in an age of dynamic economic change helped build a broad ideological base for the teaching of women. Education was key to class formation, and Nash believes that class and race were more salient than gender in the construction of educational institutions. Annotation ©2005 Book News, Inc., Portland, OR
1Introduction12"Is not woman a human being?" : discourses on education in the early national period153"Cultivating the powers of human beings" : curriculum and pedagogy in schools and academies in the new republic354Female education and the emergence of the "middling classes"535"Perfecting our whole nature" : intellectual and physical education for women in the antebellum era776Possibilities and limitations : education and white middle-class womanhood99AppInstitutions considered in this study, by state and year of data117
\ From the Publisher\ "'Some books are to be tasted, others to be swallowed, and some few to be chewed and digested,' Francis Bacon wrote in one of his famous essays. At the very least, Margaret A. Nash's study of women and American higher education should be savored, since Women's Education in the United States, 1780-1840 is an intellectual treat. Long before colleges and universities admitted women, a growing variety of academies, institutes, and seminaries opened the higher learning to a small but significant cohort of white middle class students. Nash's elegant book brings to life the social, economic, and political forces that shaped these institutions during their formative decades. And she uncovers the diverse impulses, including the sheer love of learning, that drove women to seek advanced studies. Scholars who think they understand the story of women and higher education in its earliest manifestations are in for a surprise. Nash has set a new standard in her field."--William J. Reese, University of Wisconsin-Madison\ \ \
