A SCHOLARLY BOOK REPOSITORY4 start with Y start with Y
Modernity remade much of the world in the late nineteenth and early twentieth centuries and was nowhere more transformational than in the American South. In the wake of the Civil War, the region not only formed new legal, financial, and social structures, but citizens of the South also faced disorienting uncertainty about personal identity and even gender itself. Ye That Are Men Now Serve Him traces the changes in southern gender roles during the New South period of 1877–1915 and demonstrates that religion is the key to perceiving how constructions of gender changed.
The Civil War cleaved southerners from the culture they had developed organically during antebellum decades, raising questions that went to the very heart of selfhood: What does it mean to be a man? How does a good woman behave? Unmoored from traditional anchors of gender, family, and race, southerners sought guidance from familiar sources: scripture and their churches. In Ye That Are Men Now Serve Him, Colin Chapell traces how concepts of gender evolved within the majority Baptist and Methodist denominations as compared to the more fluid and innovative Holiness movement.
Grounded in expansive research into the archives of the Southern Baptist Convention; Methodist Episcopal Church, South; and the Holiness movement, Chapell’s writing is also enlivened by a rich trove of primary sources: diaries, sermons, personal correspondence, published works, and unpublished memoirs. Chapell artfully contrasts the majority Baptist and Methodist view of gender with the relatively radical approaches of the emerging Holiness movement, thereby bringing into focus how subtle differences in belief gave rise to significantly different ideas of gender roles.
Scholars have explored class, race, and politics as factors that contributed to contemporary southern identity, and Chapell restores theology to its intuitive place at the center of southern identity. Probing and illuminating, Ye That Are Men Now Serve Him offers much of interest to scholars and readers of the South, southern history, and religion.
Most notable among Hearst's competitors was New York City's The World, owned and managed by a European Jewish immigrant named Joseph Pulitzer. The Yellow Journalism describes how these two papers and others exploited the scandal, corruption, and crime among the city's most influential citizens, and its most desperate inhabitants--a policy that made this "journalism of action" remarkably effective, not just as a commercial force, but also as an advocate for the city's poor and defenseless. Spencer shows how many of the innovations first introduced during this period--from investigative reporting to the use of color, entertainment news, and cartoons in papers--have had a lasting effect on journalism; and how media in our day reflects the Yellow Press's influence, but also its threatened irrelevance within the broader realities of contemporary society.
For thirty years poet Jana Harris researched the diaries and letters of North American pioneer women. While the names and experiences of the authors varied, Harris found one story often connected them: their most powerful memories were of courtships and weddings. They dreamed of having a fine wedding while they spent their lives hauling water, scrubbing floors, and hoping for admirers. Many married men they hardly knew.
Based on primary research of nineteenth-century frontier women, Harris uses her compelling poetry to resurrect a forgotten history. She captures the hope, anxiety, anger, and despair of these women through a variety of characters and poetic strategies, while archival photographs give faces to the names and details to the settings. Harris’s meticulous research and stirring words give these pioneer women a renewed voice that proves the timelessness of the hopes and fears of love and marriage.
Lucille M. Schultz's The Young Composers: Composition's Beginnings in Nineteenth-Century Schools is the first full-length history of school-based writing instruction. Schultz demonstrates that writing instruction in nineteenth-century American schools is much more important in the overall history of writing instruction than we have previously assumed.
Drawing on primary materials that have not been considered in previous histories of writing instruction—little-known textbooks and student writing that includes prize-winning essays, journal entries, letters, and articles written for school newspapers—Schultz shows that in nineteenth-century American schools, the voices of the British rhetoricians that dominated college writing instruction were attenuated by the voice of the Swiss education reformer Johann Heinrich Pestalozzi. Partly through the influence of Pestalozzi's thought, writing instruction for children in schools became child-centered, not just a replica or imitation of writing instruction in the colleges.
It was also in these nineteenth-century American schools that personal or experience-based writing began and where the democratization of writing was institutionalized. These schools prefigured some of our contemporary composition practices: free writing, peer editing, and the use of illustrations as writing prompts. It was in these schools, in fact, where composition instruction as we know it today began, Schultz argues.
This book features a chapter on the agency of textbook iconography, which includes illustrations from nineteenth-century composition books as well as a cultural analysis of those illustrations. Schultz also includes a lengthy bibliography of nineteenth-century composition textbooks and student and school newspapers.
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