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CHRISTIANITY, THE ENLIGHTENMENT, AND PRIMARY EDUCATION:
AMERICAN CHILDREN’S TEXTBOOKS AND SCHOOLING, 1700–1810
by
Stephanie Dawn Schnorbus
A Dissertation Presented to the
FACULTY OF THE USC GRADUATE SCHOOL
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF PHILOSOPHY
(HISTORY)
August 2010
Copyright 2010 Stephanie Dawn Schnorbus
Object Description
| Title | Christianity, the Enlightenment, and primary education: American children's textbooks and schooling, 1700–1810 |
| Author | Schnorbus, Stephanie Dawn |
| Author email | sdschnorbus@gmail.com; stepheather@gmail.com |
| Degree | Doctor of Philosophy |
| Document type | Dissertation |
| Degree program | History |
| School | College of Letters, Arts and Sciences |
| Date defended/completed | 2010-05-12 |
| Date submitted | 2010 |
| Restricted until | Unrestricted |
| Date published | 2010-07-23 |
| Advisor (committee chair) | Shammas, Carole |
| Advisor (committee member) |
Mancall, Peter Willard, Dallas |
| Abstract | This dissertation explores the relationship between the history of education and the history of religion in early America with a particular focus on primary school learning. In the eighteenth century, Christian principles continued to infuse early education, but Enlightenment pedagogical concepts became increasingly influential. This dissertation studies changes in primary schooling through the examination of textbooks and schools before and after the American Revolution. How much did Enlightenment ideas change American education and did they necessitate secularization? Did the American Revolution spark important educational change?; Through a thorough examination of British America’s most printed textbook, The New England Primer, this dissertation reevaluates how the Calvinist tradition hoped to mold young minds and gauge the influence of Enlightenment ideas of pedagogy on established methods of education. Additionally, this dissertation examines the importance of theology, pedagogy, and identity in German language primers, Mohawk language primers, and English primers and spelling books. John Locke’s epistemological and pedagogical ideas influenced the number of pictures and positive examples given, but religious ideas remained central to reading textbooks before and after the Revolution.; The diversity of early American schooling can be seen quite well in the multi-ethnic, multi-denominational population of Berks County, Pennsylvania. This dissertation provides a case study of the impetus for colonial rural school establishment, and concludes that denominational competition, rather than Atlantic World pedagogical or philosophical trends, encouraged Moravians, German Lutheran and Reformed, Catholics, Anglicans, and Quakers to support rural schools. The Anglican-run German Charity Schools failed partly because the trustees discounted this motivation.; The Revolution did little to change the pattern of denominational schooling, but prompted American intellectuals like Benjamin Rush and Thomas Jefferson to think about who should be taught, what they should be taught, and how to provide schools. Entrants to the American Philosophical Society’s essay contest and contemporary essayists were especially concerned with educating the republic’s poor children. Overall, however, Enlightenment ideas and early national patriotism did not supplant Christian doctrines and desires for denominational identities in textbooks and schools, but rather supplemented them. |
| Keyword | textbook; textbooks; school; schooling; Berks County; Pennsylvania; secularization; primer; Mohawk primer; Mohawk language; American Philosophical Society; tax list; population ratio; colonial population; Pennsylvania Germans; Muhlenberg, Henry Melchior; Rush, Benjamin; Benezet, Anthony; Comly, John; Fox, George; woodcuts; illustration; Locke, John; Enlightenment; essay contest; Calvin, John; Calvinism; Moravian; German Lutheran; German Reformed; Quaker; Society of Friends; Catholic; Anglican; Society for the Propagation of the Gospel; Society for the Education of Germans; German charity schools; German free schools; free schools; charity schools; Great Awakening; Weiser, Conrad; French and Indian War; Bird, William; Tulpehocken; Oley Valley; Reading; Exeter Monthly Meeting; education; reading education; literacy; epistemology; New Born; American Revolution; War for Independence; Early Republic; colonial America; spelling book; speller; denomination; denominational; church schools; minister; schoolmaster; identity; public school; private school; tutor; catechism; Christianity; Congregationalist; illustrated alphabet; Boehm, John Philip; Lockean; Lutheran Ministerium; Webster, Noah; Philadelphia; prayer book; Protestant; Book of Common Prayer; Reformed Coetus; religious education; Royal Primer; New England Primer; secular education; teachers; Dilworth, Thomas; Jefferson, Thomas; Knox, Samuel; Smith, Samuel Harrison; Smith, William |
| Geographic subject (city or populated place) | Reading |
| Geographic subject (county) | Berks |
| Geographic subject (state) | Pennsylvania |
| Coverage date | 1700/1810 |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m3204 |
| Rights | Schnorbus, Stephanie Dawn |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Schnorbus-3853 |
| Archival file | uscthesesreloadpub_Volume40/etd-Schnorbus-3853.pdf |
Description
| Title | Page 1 |
| Full text | CHRISTIANITY, THE ENLIGHTENMENT, AND PRIMARY EDUCATION: AMERICAN CHILDREN’S TEXTBOOKS AND SCHOOLING, 1700–1810 by Stephanie Dawn Schnorbus A Dissertation Presented to the FACULTY OF THE USC GRADUATE SCHOOL UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY (HISTORY) August 2010 Copyright 2010 Stephanie Dawn Schnorbus |
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