Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/7789
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dc.contributor.authorZiegler, Edithen
dc.date.accessioned2011-06-27T11:52:00Z-
dc.date.issued2010-
dc.identifier.isbn9780817317096en
dc.identifier.isbn081738359Xen
dc.identifier.isbn9780817383596en
dc.identifier.isbn0817317090en
dc.identifier.urihttps://hdl.handle.net/1959.11/7789-
dc.description.abstractOn December 14, 1819, Alabama was admitted to the Union. Between then and February 1854 when the General Assembly of Alabama passed a law establishing a statewide public schooling system, the state's educational enactments were exceedingly modest and largely restricted to the chartering of private academies. Such action was barely sufficient to give substance to the constitutional piety that "Schools and the means of education shall forever be encouraged in this State." This should not, however, be taken as a sign of any particular indolence. Before the Civil War (1861-1865) the socialization of children was regarded in most parts of the United States as a parental and community matter. In Alabama, community schools were organized and survived - or did not survive - according to the wishes and wherewithal of the people they served. Educational policy was the province of elected trustees who were also responsible for building schoolhouses, employing teachers, prescribing texts, and generally operating the schools within a local area termed a township. In 1929, when modernization was still a work in progress, Edgar W. Knight, professor of education at the University of North Carolina, claimed this early model of schooling inspired a "persistent devotion to and confidence in localism in education." He saw this as a continuing blight and tut-tutted that localism "still commends itself to wide popular approval because of the deep democratic colour it is believed to wear." Geography goes some way toward explaining the localism that was Alabama's prevailing cultural condition during the nineteenth century. The state contains an area of 52,423 square miles, which, for comparative purposes, is about the same size as England. Within its borders are a number of fairly distinct regions, which are themselves composed of varying landscapes.en
dc.languageenen
dc.publisherUniversity of Alabama Pressen
dc.relation.isversionof1en
dc.titleSchools in the Landscape: Localism, Cultural Tradition, and the Development of Alabama's Public Education System, 1865-1915en
dc.typeBooken
dc.subject.keywordsHistorical Studiesen
local.contributor.firstnameEdithen
local.subject.for2008210399 Historical Studies not elsewhere classifieden
local.subject.seo2008970121 Expanding Knowledge in History and Archaeologyen
local.identifier.epublicationsvtls086599810en
local.profile.schoolSchool of Humanities, Arts and Social Sciencesen
local.profile.emaileziegle2@une.edu.auen
local.output.categoryA1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordune-20101027-101838en
local.publisher.placeTuscaloosa, United States of Americaen
local.format.pages217en
local.title.subtitleLocalism, Cultural Tradition, and the Development of Alabama's Public Education System, 1865-1915en
local.contributor.lastnameZiegleren
dc.identifier.staffune-id:eziegle2en
local.profile.roleauthoren
local.identifier.unepublicationidune:7960en
dc.identifier.academiclevelAcademicen
local.title.maintitleSchools in the Landscapeen
local.output.categorydescriptionA1 Authored Book - Scholarlyen
local.relation.urlhttp://www.uapress.ua.edu/product/Schools-in-the-Landscape,4903.aspxen
local.relation.urlhttp://trove.nla.gov.au/work/37049295en
local.search.authorZiegler, Edithen
local.uneassociationUnknownen
local.year.published2010en
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