EDUCATION AND CULTURE Highlights »* Schools and Textbooks + Literature, Musi, Art + Life in the 19th Century By the early 1800s, America was clearly devel- oping a culture distinctly different from that of Europe. Geography, immigration, a deep respect for freedom, and other factors helped make our nation unique, but nothing had a greater in- fluence on American culture than the spiritual revivals of the Second Great Awakening. Under the influence of the Bible, Americans became concerned about their fellow men and future generations, Education, literature, music, and the arts all reflected the influence of Christianity. ij Education in America As the revivals of the Second Great Awaken- ing spread from the seaboard states to the fron- tier, Americans began to realize the importance of a sound education for their children. Con- vinced that a free people must be an educated people, they determined to prepare their chil- dren to maintain the freedoms that had been bestowed upon the United States of America, Thus, by the mid-1800s, American education was thriving, and the United States was the most literate nation in the world. Local Schools In the early 1800s, parents in the local com- munity controlled the curriculum, instruction, and overall operation of the local schools. Each. family paid tuition and bought books for thei own children, Education was the responsibility of the family rather than the state. In addition to reading, writing, geography, and arithmetic, students were taught spiritual and patriotic values. Most children attended a one-room school house under the direction of one teacher. ‘The Country School by Winslow Homer 121 Education in America 173Students did ass the teacher worked with other pupils. Because students could listen as the teacher taught the higher grades, they often knew the material before they ‘were taught it. A popular learning technique in schools of the 1800s was the “spelling bee,” which is still used in many schools today At first, most teachers were men, but as the century progressed, many women became teach- ers. School boards hired only those teachers who were approved by the parents. The coming of a new school teacher was a big event in most communities. Ifa teacher did his job well, he was one of the most respected people in town. Parents often could not afford to pay the teacher much money, so they made up for it by giving food, clothing, and other items produced on their farms or in their shops Traditional education. The philosophy of education followed by the early schools was ba- sically the same as that followed by Martin Lu- ther, John Calvin, John Wesley, the English and American Puritans, and most other Christians in history. It is called traditional education Snap the Whip by Winslow Homer because it passes the accumulated knowledge of the past to the present generation. Early Textbooks “The Blue-Backed Speller.” \t has been said that Noah Webster (1758-1843) taught millions to read and not one to sin. Webster, a country school teacher, influenced five generations of American children through his American Spell- ing Book, nicknamed “the Blue-Backed Speller.” After the Bible, this book was the largest single- volume seller during the 19th century. Encased ina bright blue cover, the speller taught Scrip- ture verses, character-building stories, moral lessons, geography, and sound economics along with phonics and reading. The Webster speller also taught a mastery of the English language through drills, repetition, stories, and clever devices. The Christian virtue that Webster's speller taught American schoolchildren is illustrated by the following selection from an 1816 edition He who came to save us, will wash us from all sin; Iwill be glad in his name. 174 Ch. 12 Education and Culture‘A.good boy will do all that is just; he will flee from vice; he will do good, and walk in the way of life. Love not the world, nor the things that are in the world; for they are sin. I will not fear what flesh can do to me; for my trust is in him who made the world. He is nigh to them that pray to him, and praise his name." The financial profits that Noah Webster received from the sale of his spelling book and other texts allowed him to support his family and work on the first dictionary of the American language ever published. Webster obtained a copyright to protect his claim to royalties from every speller; the American system of free enter- prise rewarded his hard work and creativity by providing this protection. McGuffey's Readers. William H. McGuffey (1800-1873) of Pennsylvania was a school- teacher, a college professor, and a Presbyterian preacher. He is best remembered for his reading textbooks, which sold over 122 million copies between 1836 and 1960; his readers had an especially strong influence in the schools of the Midwest, the West, and the South. MeGuffey’s Readers were the most widely used and distrib- uted series of schoolbooks in America. From studying McGuffey’s Readers, four generations of young people learned Christian behavior, mor- als, geography, classical poetry, common sense, and patriotism. Selections from the works of classic authors like Shakespeare, Milton, and Byron introduced millions of young Americans to great literature. Public Education In colonial times, the Puritans had started a town school system financed by local taxes in parts of New England. In the 1840s, Horace Mann (1796-1859) promoted the idea of public primary school for all children. As the first sec- retary of the Massachusetts Board of Education, Horace Mann also founded the first school for the training of teachers (called a normal school). Soon, the idea of public education caught on. By 1850, most children in the well-populated parts of the North attended public elementary schools. Most states in other sections of the country had at least a few elementary schools. Many people called the new public schools free schools because parents did not have to pay tui- tion; but all taxpayers had to pay taxes to help support the schools. The public schools of the 19th century gave students a good foundation in reading, writing, arithmetic, history, litera- ture, the sciences, and basic morality. Many of the teachers were Christians, and the textbooks ‘were usually written by people who understood and believed the basic teachings of the Bible. Students also read and memorized the works of many American poets and authors. In the early 1800s, private academies sprang up in the North. Because many parents could not afford to send their children to such schools, some began to ask for tax-supported public high schools. America's first public high school was founded in Boston in 1821. The idea spread, and soon there were high schools scattered throughout Massachusetts. However, public high schools did not become widespread outside New England until after the Civil War. Higher Education Institutions of higher education also changed during this period. The older colleges became universities, adding new departments for the study of law, medicine, and science. New colleges, chartered by church organiza- tions, sprang up throughout the country, espe- cially in the Midwest. Georgia chartered the first state university in 1785, but the first state university to begin operating was the University of North Carolina in 1795. In the 1830s, educational opportunities began to open for women. In 1833, Oberlin College, in Ohio, became the first college to ‘open its doors to women. Antioch College, also in Ohio, followed Oberlin’s example. Wesleyan College, founded in Georgia in 1836, became the first college for women only. Though women, would not be widely admitted to American col- leges and universities until after 1850, a prece- dent had been established. A great Christian scientist. In 1846, the famous Swiss geologist Louis Agassiz, [’g‘a'sé"] came to the United States to teach zoology at Harvard. Agassiz soon became known as 121 Education in America 175America’s greatest science teacher for his interesting lectures. He was especially fasci- nated by the fossil specimens he had studied in Europe and in America and firmly believed that God had followed a wise master plan in His creation. When Charles Darwin published Origin of Species (1859), which suggested that living things were produced by evolution, Agassiz argued against evolution in favor of crea- tion. Asan accomplished student of the fossil record, he said that the fossil record contains no evidence for the change of one kind of living thing into another. As an opponent of evolu- tion, Agassiz taught his students that God had created the world. Louis Agassiz Libraries and Lyceums A variety of programs were instituted in the 1800s to educate the general public. Wealthy businessmen and various organizations spon- sored libraries to broaden adult education. Many industrial cities provided libraries for factory workers. In 1848, Massachusetts authorized the use of public funds to support the Boston Public Library. Soon other states, passed laws permitting local communities to found tax-supported public libraries. Lyceums [li-sé/omz] also helped meet the demand for knowledge and culture. These or ganizations conducted discussions, established libraries, and worked for the establishment of public schools. They also sponsored lecture series featuring America’s leading political and intellectual figures. The lyceum movement, which began in England, was fathered in the United States by Josiah Holbrook, a teacher and lecturer from Connecticut. Holbrook founded the first lyceum in Millbury, Connecti- cut, in 1826, Within five years, over a thousand Iyceums were scattered across the country. 176 Ch. 12 Education and Culture SECTION 12.1 REVIEW. 1, Why was the United States the most literate nation in the world in the 19th century? 2. Besides reading, writing, geography, and arithmetic, what other things were stressed in schools? 3. Why was it said that Noah Webster taught millions to read and not one to sin? 4, Name the most widely used and distributed series of schoolbooks in America. What kind of influence did they have on American young people? 5. What was the first college to accept women? ‘What was the first women only college? 6. Name America's greatest science teacher. ‘What did he say about Darwin's fossil record? Identify: spelling bee, traditional education, Horace Mann, University of North Carolina, libraries, lyceums, Josiah Holbrook Literature, Music, and Art The Schoolroom Poets ‘The development of American culture can also be seen in her literature. The early 1800s gave rise to the American novel, the short story, the essay, humorous writings, the periodical, literary criticism, and some of America’s finest poetry. The first half of the 19th century is often referred to as the Romantic era of American literature. Romantic literature emphasized man’s aspirations, emotions, individuality, personal ex- periences, and imagination; and it often reflected Jacksonian ideas about the dignity of the com- mon man. ‘Students in American schools read and memorized the works of many American poets and authors. Four New England poets, particular, had a strong impact on the lives and character of all Americans. The poetry of the Schoolroom Poets—Henry Wadsworth Long- fellow, John Greenleaf Whittier, Oliver Wendell Holmes, and James Russell Lowell—emphasized family values and patriotism. They were alsocalled the Fireside Poets, because their poetry was popular in American homes. The “elder statesman” of this poetic group, Henry Wadsworth Longfellow (1807-1882), wrote many poems, including “A Psalm of Life,” “Paul Revere’s Ride,” “The Village Blacksmith, and the longer narrative poems Evangeline, The Courtship of Miles Standish, and The Song of Hia- watha. Longfellow received recognition world- wide as a creative genius; he is the only American poet honored in England's Westminster Abbey. Having grown up as a Quaker in rural Massa- chusetts, John Greenleaf Whittier (1807-1892) expressed a deep faith in Christianity in all his poems. He strongly opposed slavery and be- lieved that it could be ended only in God's per- fect timing. Among his poems are the patriotic “Barbara Frietchie,” many Christian hymns, and “Snow-bound,” a masterpiece celebrating the New England countryside and family life. A poet, essayist, and medical doctor, Oliver Wendell Holmes (1809-1894) was noted for his patriotic verse and good common sense. When he heard that the Constitution, a warship used in the War of 1812, was to be destroyed, he wrote the poem “Old Ironsides.” The patriotic feelings produced by this work resulted in the restoration and saving of the Constitution, which can still be boarded and toured today in Boston harbor. ‘Aman of many talents—including the arts, foreign diplomacy, law, and linguistics—James Russell Lowell (1819-1891) distinguished him- self through his powerful patriotic verse. The uplifting poetry of the Schoolroom or Fireside Poets represents the best in American literature. Their poetry expresses respect for the Bible, Christian behavior, and a sense of duty to God, country, family, and neighbor. Writers of Novels and Short Stories A New York storyteller. Eventually, the tales of other writers of the times found their way into schoolbooks. Washington Irving (1783-1859) wrote many exciting tales of Dutch settlers along, the Hudson River. Stories like The Legend of Sleepy Hollow, which features Ichabod Crane and the “headless horseman,” and Rip Van Winkle earned him the title “Inventor of the Short Story.” Irving's series of humorous sketches, Knickerbocker’s His- tory of New York, became very popular in England. ‘The Leatherstocking Tales. Sometimes called America’s first novelist, James Fenimore Cooper (1789-1851) wrote exciting stories about frontier life. His books contain characters with high moral standards. Examples of his Leath- erstocking Tales include The Deerslayer and The Last of the Mohicans. New England novelists. Perhaps the two greatest novelists of the 1800s were Nathaniel Hawthorne and Herman Melville. Their under- standing of the fallen nature of man allowed them to explore, through their novels, the strug- gle between good and evil which makes for great literature. ‘Nathaniel Hawthorne (1804-1864) of Mas- sachusetts wrote many excellent works of fiction, including The House of Seven Gables and The Scarlet Letter. The Scarlet Letter, his best-known novel, illustrates the reality of sin and guilt through a story set in Puritan New England. Herman Melville (1819-1891) of New York spent several years on a whaling ship and lived among the Polynesians in the South Pacific. When Melville returned home, friends urged him to write about his adventures. Melville took their advice and wrote several adventure nov- els including Type, Omoo, and his best-known work, Moby Dick, Master of the short story. A man of great talent, Edgar Allan Poe (1809-1849) lived a lonely life marked by a spiritual emptiness which led to chronic depression. Poe's stories continue to be popular, partly because they are well written and partly because they appeal to the human sense of mystery and intrigue. He introduced the detective story as a form of litera- ture. Some of his popular tales are “The Tell- Tale Heart,” “The Fall of the House of Usher,” “The Pit and the Pendulum,” and “The Gold Bug.” His most popular poems include “The Raven” and “The Bells.” Newspapers and Magazines By the 1830s, city newspapers had become popular. Before this time, they had been printed in limited quantities for prepaid subscribers. As ordinary citizens grew more and more interested in current events, newspapers increased their circulation. First, the New York Sun began sell- ing its papers daily on street corners for a penny 12.2 Literature, Music, and Art 177copy. Within a few years, James Gordon Ben- nett’s New York Herald and Horace Greeley’s New York Tribune were competing in the New York City area. The demand for daily papers soon spread to other cities. Newspaper editors like Bennett and Greeley had great influence on public opinion. Greeley, for example, used his paper to publish his opposition to slavery and to alcohol consumption and to promote support for westward expansion. New printing presses greatly aided the newspaper business by enabling publishers to print their newspapers more efficiently. The telegraph allowed them to print current news with amazing speed. In addition to newspapers, magazines flourished. Some especially well-known magazines that influenced public opinion throughout the nation were the Atlantic Monthly, Harper's New Monthly ‘Magazine, and the Souther Literary Messenger. Godey’s Lady's Book, a popular magazine for women, featured articles on fashion, the home, and social issues. American Music Many Americans took an interest in classi- cal European music in the early 1800s. In the larger cities, concerts became popular. Soon schools and colleges began to offer courses in music. America also developed her ‘own distinct musical styles, includ- ing folk songs, ballads, hymns, and spirituals. In the South and on the Western frontier, revivals and camp meetings produced gospel songs such as “Wayfaring Stranger” and “The Old Ship of Zion.” The Negro spiritual made the most distinct contribution to American music. Black slaves also introduced America to the banjo, which provided musical accompani- ment for the folk songs of the period. Stephen Foster (1826-1864), the best-known American composer of the time, wrote in the style of the spiri- tuals. Foster wrote over 200 songs, including “Oh! Susanna,” “My Old Kentucky Home,” and “Old Folks at Home” (“Swanee River”). Though he did not make much money from his music, it was very popular in his time 178 Ch. 12 Education and Culture and is still sung over a century and a half after it was written. The musical educator Lowell Mason (1792— 1872) carried on the tradition of the “singing school’ started earlier by William Billings. Through these sessions, many Americans learned the basics of reading music and devel- oped an appreciation for music—both folk and classical. American Art America produced a number of fine painters in the late 1700s-early 1800s. Gilbert Stuart (1755-1828) is best remembered for his many portraits of George Washington. Charles Willson Peale (1741-1827) helped found the Academy of Fine Arts in Philadelphia and taught many of his seventeen children to paint. His son, Raphaelle Peale, painted still lifes and miniatures. Before the invention of photogra- phy, many people carried miniature paintings of their loved ones. Rembrandt Peale, another of his sons, was known for his larger portraits. ‘The paintings of Edward Hicks (1780-1849), a circuit-riding Quaker preacher, became popu- lar because of the charm of their simplicity. Hicks painted many scenes of what he called “The Peaceable Kingdom.” ‘The Peaceable Kingdom by Edward HicksAs the century progressed, other American painters established credible reputations. Asher Durand, Thomas Cole, and several others became ‘well known for their landscape paintings of scenes along the Hudson River. For this reason, they were called the Hudson River School. Other American painters turned their attention to the beauty of the rugged West. George Caleb Bingham painted scenes of life on the frontier, and George Catlin painted landscapes and por- traits of American Indians. Awildlife painter. John James Audubon, a talented naturalist and artist, painted many of the birds of America’s forests. Audubon believed that the many bird species of the lower Missis- sippi Valley should be catalogued and studied through realistic drawings. At great personal sacrifice, he took his family to Louisiana and began to document bird life there. His drawings were not only beautiful but also scientifically accurate. Audubon spent long hours in the woods of Mississippi and Louisiana observing and capturing birds and studying and drawing mammals. When Audubon displayed his work in England, his pictures brought a good price and earned the praise of the scientific community. Bunting by John James Audubon SECTION 12.2 REVIEW. 1, Describe Romantic States. 2, Name the Schoolroom Poets. How did their poetry influence American society for good? By what other name were they known? 3. Who is the only American poet to be hon- ored in England's Westminster Abbey? 4, What book illustrates the reality of sin and guilt? Who wrote it? 5. What two newspapers competed in New York? Who were their editors? 6. How did revivals in the South and on the western frontier influence the music of jerature in the United 7. Where did many Americans learn the basics of note reading and develop an appreciation for music? 8. What talented naturalist and artist painted many of the birds in America’s forests? Identify: Washington Irving, James Fenimore Cooper, Herman Melville, Edgar Allan Poe, Stephen Foster, Gilbert Stuart, Charles Willson Peale, Edward Hicks, Hudson River School Life in the 19th Century Country Living The family farm. In 1850, more than 80 percent of America’s 23 million people still lived on farms or in small towns. On a family farm, the land is owned by a family, and each family member does his share of the work. Private ownership of the land (1) instilled a sense of healthy pride, (2) produced a desire to make a well-earned profit, and (3) assured the discipline and responsibility of every family member. The Bible was the most-read book on the family farm, and Sunday was the Lord's day. A farmer faced many challenges. He had to clear his land, plow his fields, and plant his crops. Plowing was especially difficult work; the farmer had to guide the plow by hand while an ox pulled it. If he did not have an ox, he might 123 Life in the 9th Century 179have to pull the plow himself, while his wife guided it! Later in the century, inventions such as the steel plow, the reaper, and the combine helped make farming easier and more effi- cient. The farmer also had to build a cabin for his family and a bar for his livestock. Many times, his neighbors would pitch in and help with these tasks to make the work go more quickly. In time, if his farm prospered, the farmer might build a larger, wood-frame home with glass windows. By the 1900s, American farms would be the most productive farms in the world. The farm provided a number of places for children to romp and play after their chores were finished. When weather permitted, they played outdoors in the orchards, pastures, and woods. On a rainy day, they might play hide- and-seek in the barn, Between work and play, farm children never ran out of things to do. In spring and fall, younger children attended the red schoolhouse while most of their older brothers and sisters helped on the farm. In winter, older children also attended school, often walking several miles to get to school. Each family member did his share of chores. Farm life, though busy, was seasoned with fun and laughter and offered many rewards, includ- ing abundant food, safe surroundings, close family ties, and the satisfaction of a job well done. At the close of the day, families often read stories and sang together; many families finished the day with Bible reading and prayer. 180 Ch. 12 Education and Culture ‘Sometimes, several families gathered for a corn- husking, quilting party, barn raising, or church, social (picnics and games). Hunting and fishing were also popular pastimes and helped provide food for the family table. Farm life was healthy and wholesome. The plantation. Though most lived on small farms, some Southern families managed large plantations, on which they grew cash crops such as tobacco, rice, sugar cane, or cotton. Whereas farm families did all of the physical labor themselves, the plantation family man- aged the production and sale of their crops and had an overseer who supervised the slave labor on the field. By 1850, about 25 percent of white southerners owned slaves, and of that number, half had fewer than four. The majority of slaves in the South were held by a minority of rich, influential plantation owners. Life on a large, prosperous plantation was very different from life on a small family farm. Wealthier plantations looked like small villages with twenty or more outbuildings, including a separate kitchen, smokehouse (to store and cure meat), dairy, icehouse, commissary (general store), sewing room, barns, blacksmith shop, and servants’ quarters. These plantation own- ers often hosted banquets, parties, and recitals, in their large, elegant homes. Fox hunts with hounds and horses were also popular forms of entertainment. Most plantation owners hired private tutors for their children since they were isolated from cities and towns.The plantations also benefited from new inventions, especially the cotton gin, a device which removed the seeds from the cotton fibers. Before the cotton gin, one person could clean about one pound of cotton per day. The first cotton gin, invented by Eli Whitney in 1793, enabled one person to clean fifty pounds. With later models, run by water power or steam, one person could clean 1,000 pounds of cotton per day. Thus the productivity of cotton plantations increased dramatically in the 19th century. By 1850, the plantations and family farms of the South were among the most productive in the world. Southern plantations produced seven eighths of the world’s cotton, and Southern family farms grew over one half of the nation’s corn, one third of the nation’s oats, and over one quarter of the nation’s wheat. Small Town Living In 1860, only 16 percent of Americans lived in towns with populations over 8,000. Thus, most people remained close to the countryside. However, trips to town provided a special occa- sion for farm families to dress up and get away from the farm for a while. At the general store, families purchased supplies such as cloth, nails, sugar, tools, and flour, and often brought items such as eggs to trade. Children especially en- joyed the general store, for they usually left with treats such as candy sticks or licorice. The gen- eral store was not only a place of business but also a place of conversation, where customers and store clerks alike discussed political issues of the day. It has been said that many presiden- tial elections were won in the general store. In addition to the general store, most towns had a post office, schoolhouse, one or several churches, smithy (blacksmith’s shop), and other businesses. These buildings lined the main street through town. In some towns, a flour mill or sawmill sat on the banks of a nearby river, where a water wheel provided power for crush- ing grain and sawing lumber. A local sheriff and his deputies maintained law and order, while a volunteer fire department stood by for emergen- cies. The local doctor kept office at his home and often attended the sick in their own homes. ‘Most people lived in two-story wood-frame or brick houses. Some lived in apartments above businesses. They used whale oil, and later kerosene, to light their homes, and they pumped. their water from wells. They rode through town. on horseback along dirt streets or walked along wooden sidewalks to avoid the mud and dust. Children from nearby farms joined the children from town for school on weekdays, and families from miles around came to town for church each Sunday. Although people in the 19th century did not have the modern conveniences we enjoy today, ‘most had a friendly spirit and lived in harmony with their neighbors. Small towns provided ‘many opportunities for fun and fellowship. In ‘many towns, social life re- volved around the church. The services usually lasted several hours and included preaching, singing, and prayer. Sometimes a congregation might gather beside a river for a baptism. Church activities such as. missionary fund-raisers and picnics drew large crowds. Many towns organized other social activities such ‘as music and chorale socie- ties, Eventually, county fairs, traveling circuses, and ‘outdoor games like baseball became common. 12.3 Life in the 19th Century 181City Living Due to the steady growth of industry, America's cities grew rapidly in the 19th cen- tury. By 1860, about 20 percent of the population lived in cities, as com- pared to only 5 percent in 1790. Describing the cities of the 1800s, a commen- tator of the time wrote: “In the streets all is hurry and bustle; the very carts, instead of being drawn by horses at a walking pace, are often met at a gallop... The whole population seen in the streets seems to enjoy this bustle and add. to it by their own rapid pace, as if they were all going to some place of appointment and were hurrying on under the apprehension of being too late.”? City streets were indeed a noisy, hec- tic scene. Newspaper boys shouted from street corners; vendors advertised their goods from stands along streets and sidewalks; horses, carts, and carriages clogged the streets; and pedestri- ans crowded the sidewalks. The city offered many goods and services unavailable in small towns and farming commu- nities. A tailor, cobbler (shoemaker), milliner (hatmaker), and dressmaker might all be found within a block of each other. Families could buy their meat from the butcher, stroll next door to the bakery for bread, and then pick up their vegetables at the grocer’s shop down the street. Horse-drawn cabs and streetcars provided public transportation, and most large cities had a train station as well. Education was available through the local school, public libraries, and lyceums (lecture halls). Popular entertainment included live theatrical productions and musical concerts in ornate theaters. 182 Ch. 12 Education and Culture Improved Living In the early 1800s, towns and cities lacked good water, adequate lighting, and police and fire protection. The people relied on a night ‘watcher who lit the street lamps, called out the hour of the night, and sounded alarm in case of fire. Most people drew water from private wells and disposed of their own garbage. Due to poor sanitation, sickness and disease were a common problem. By the late 1800s, new inventions and tech- nology improved town and city life dramati- cally. The telegraph and railroad provided faster communication and transportation, gas lights brightened dark city streets and lit up homes and businesses, and more efficient plumbing systems provided clean, running water. Many cities es- tablished garbage collection services, organized professional police and fire departments, and paved their dirt streets with brick, cobblestone, or even asphalt. After the invention of safety elevators, city skylines began to rise as growing businesses and shrinking lots demanded taller buildings. Thus, America reached for the sky and continued to grow and prosper.SECTION 12.3 REVIEW 1, What was a family farm? What three things give value to private ownership of land? 2. What inventions made farm life easier and more efficient? 3. How did the plantation differ from the small family farm? 4, Who invented the cotton gin? What effect did it have on the cotton industry? 5. What could be purchased at a general store? ‘Why was conversation at the store important? 6. In what ways were cities different than towns? 7. How did technology improve living in the late 1800s? Identify: night watcher, gas lights, indoor plumbing People: Know the following people and be able to explain their importance to American history. 1, Noah Webster 2. William H. McGuffey 3. Horace Mann 4. Louis Agassiz 5. Josiah Holbrook 6. Henry Wadsworth Longfellow 7. John Greenleaf Whittier 8. Oliver Wendell Holmes 9. James Russell Lowell 10. Washington Irving 11, James Fenimore Cooper 12. Nathaniel Hawthorne 13, Herman Melville 14, Edgar Allan Poe 15. Stephen Foster 16. Lowell Mason 17. Gilbert Stuart 18. Charles Willson Peale 19, Edward Hicks 20. John James Audubon 21. Eli Whitney Places: Know the following places and their significance. 1. University of North Carolina 2. Oberlin College 3. Wesleyan College ‘Terms: Define the following terms. traditional education . Blue-Backed Speller . MeGuffey’s Readers lyceums Romantic era Schoolroom or Fireside Poets The Scarlet Letter Hudson River School general store eeroueene Concepts to Consider: Think critically about this time period and answer the following questions using complete sentences on a separate sheet of Paper. 1. Why were Americans concerned with their children receiving a good education? Who controlled the early American school? 2. What does the selection from Webster's speller ‘on pp. 174-175 teach children? What other things did he and McGuffey teach? 3. What did the poetry of the Schoolroom Poets reflect? Why were these poets also called Fireside Poets? What does this tell us about family entertainment in the home? 4, How did the family farm show the value of private ownership of land? 5. Compare and contrast country life, town life, and city life. Chapter 12 Review 183