Cover
Series
Title
Copyright
Dedication
Contents
List of Illustrations and Table
Preface
Acknowledgments
Introduction: High Schools, Higher Learning, and Our Histories
Inventing the High School
Disciplinary Boundaries and Beginnings
Why Louisville?
Part One. Establishing the First
“Higher Schools” in Louisville
1. The Idea(l) of the High School
Public and Private Goods
Growing Out of and Serving the Common Schools
Establishing the High Schools
2. A Polished, Practical, or Profound Education: Collegiate Curricula
in the First Ten Years
Rhetoric and Writing at Male High School
Rhetoric and Writing at Female High School
3. Practical Rhetoric and Progressive Pedagogies in the High
Schools
The New Education and William N. Hailmann
Circulating the New Education
Beyond Treatises and Speeches
The Ambiguous Legacy of the New Education
Interchapter: The Civil War Years
Part Two. Higher Learning in Transformation
4. The “Absurd Effort”: The University Idea and the Changing
High School
A “University of Public Schools”
Changing the High Schools, Changing Writing
Instruction
Women’s Higher Schooling
Composition across the Public Schools
5. “Just on the Border of the Intellectual World”: Central Colored
High School
Legislating Learning
The “A” Grade
High School Beginnings, Again
“Incapable of Teaching High-School Classes”
6. Inventing the High School, Inventing Composition
“They Have Tightened the Screws on the Secondary
Schools”
Composing First-Year Writing in the College
Conclusion: Blurring the Boundaries
Dual Enrollment
Translanguaging Higher Learning
What College-Level Writers Do
A History for the Present
Notes
Bibliography
Index
About the Author
About the Series
Back Cover