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| List of Time Lines | |
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| Preface | |
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| Thinking Critically about History: Ideological Management, Culture Wars, and Consumerism | |
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| Reasons for studying American School History | |
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| My Perspective on Educational History | |
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| Culture and Religion as a Central Themes in Educational History | |
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| Schools as One Form of Ideological Management | |
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| The Role of Racism | |
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| Economic Goals | |
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| Consumerism and Environmental Education | |
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| Religion and Authority in Colonial Education | |
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| The Role of Education in Colonial Society | |
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| Authority and Social Status in Colonial New England | |
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| Colonialism and Educational Policy | |
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| Language and Cultural Domination | |
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| Native Americans: Education as Cultural Imperialism | |
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| Enslaved Africans: Atlantic Creoles | |
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| Enslaved Africans: The Plantation System | |
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| The Idea of Secular Education: Freedom of Thought and the Establishment of Academies | |
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| Benjamin Franklin and Education as Social Mobility | |
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| The Family and the Child | |
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| Conclusion | |
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| Nationalism, Multiculturalism, and Moral Reform in the New Republic | |
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| Noah Webster: Nationalism and the Creation of a Dominant Culture | |
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| Thomas Jefferson: A Natural Aristocracy | |
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| Moral Reform and Faculty Psychology | |
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| Concepts of Childhood: Protected, Working, Poor, Rural, and Enslaved | |
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| Charity Schools, the Lancasterian System, and Prisons | |
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| Institutional Change and the American College | |
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| Public versus Private Schools | |
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| Conclusion: Continuing Issues in American Education | |
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| The Ideology and Politics of the Common School | |
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| Three Distinctive Features of the Common School Movement | |
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| Workingmen and the Struggle for a Republican Education | |
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| The Whigs and the Democrats | |
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| The Birth of the High School | |
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| The Continuing Debate about the Common School Ideal | |
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| Conclusion | |
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| The Common School and the Threat of Cultural Pluralism | |
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| The Increasing Multicultural Population of the United States | |
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| Irish Catholics: A Threat to Anglo-American Schools and Culture | |
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| Slavery and Freedom in the North: African Americans and Schools in the New Republic | |
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| Native Americans | |
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| Conclusion | |
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| Organizing the American School: The Nineteenth-Century Schoolmarm | |
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| The American Teacher | |
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| The Maternal Model of Instruction | |
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| The Evolution of the Bureaucratic Model | |
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| McGuffey's Readers and the Spirit of Capitalism | |
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| Female Teachers Civilize the West | |
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| Conclusion | |
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| Multiculturalism and the Failure of the Common School Ideal | |
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| Mexican Americans: Race and Citizenship | |
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| Asian Americans: Exclusion and Segregation | |
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| Native American Citizenship | |
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| Citizenship for African Americans | |
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| Issues Regarding Puerto Rican Citizenship | |
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| Puerto Rican American Educational Issues | |
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| Conclusion: Setting the Stage for the Great Civil Rights Movement | |
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| Growth of the Welfare Function of Schools: School Showers, Kindergarten, Playgrounds, Home Economics, Social Centers, and Cultural Conflict | |
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| Immigration from Southern and Eastern Europe | |
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| Integrated Time Line | |
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| The Kindergarten Movement | |
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| Home Economics: Education of the New Consumer Woman | |
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| School Cafeterias, the American Cuisine, and Processed Foods | |
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| The Play Movement | |
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| Summer School | |
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| Social Centers | |
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| The New Culture Wars | |
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| Resisting Segregation: African Americans | |
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| The Second Crusade for Black Education | |
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| Resisting Segregation: Mexican Americans | |
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| Native American Boarding Schools | |
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| Resisting Discrimination: Asian Americans | |
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| Educational Resistance in Puerto Rico | |
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| Conclusion: Public Schooling As America's Welfare Institution | |
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| The School and the Workplace: High School, Junior High School, and Vocational Guidance and Education | |
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| The High School | |
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| Vocational Education, Vocational Guidance, and the Junior High School | |
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| Public Benefit or Corporate Greed? | |
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| Adapting the Classroom to the Workplace: Herbart, Dewey, and Thorndike | |
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| Conclusion: The Meaning of Equality of Opportunity | |
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| Meritocracy: The Experts Take Charge | |
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| Meritocracy and Efficient Management | |
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| Measurement, Democracy, and the Superiority of Anglo-Americans | |
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| Closing the Door to Immigrants: The 1924 Immigration Act | |
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| "Backward" Children and Special Classrooms | |
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| Eugenics and the Age of Sterilization | |
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| The University and Meritocracy | |
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| Conclusion | |
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| Integrated Time Line | |
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| The Politics of Knowledge: Teachers' Unions, the American Legion, and the American Way | |
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| Keep the Schools Out of Politics: The Politics of Education | |
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| The Politics of Professionalism: Teachers versus Administrators | |
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| The Rise of the National Education Association | |
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| The Political Changes of the Depression Years | |
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| The Politics of Ideological Management: The American Legion | |
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| Selling the "American Way" in Schools and on Billboards | |
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| Conclusion | |
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| Schools, Media, and Popular Culture: Influencing the Minds of Children and Teenagers | |
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| Educators and the Movies | |
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| Should Commercial Radio or Educators Determine National Culture? | |
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| Creating the Super Hero for Children's Radio | |
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| Controlling the Influence of Comic Books | |
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| Educating Children as Consumers | |
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| The Creation of Teenage Markets | |
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| Children and Youth from the 1950s to the 21st Century | |
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| Conclusion | |
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| Education and National Policy | |
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| The Cold War and National Educational Policy | |
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| Meritocracy and The Big Test | |
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| Ideological Management: Anticommunism | |
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| Back to the Basics: Scholars and Conservatives Take Charge | |
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| The National Defense Education Act | |
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| The War on Poverty | |
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| Children's Television Workshop and Sesame Street | |
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| Conclusion | |
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| The Great Civil Rights Movement, The New Immigration, and the New Culture Wars | |
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| School Desegregation | |
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| The Reverend Dr. Martin Luther King Jr. | |
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| Native Americans | |
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| Asian Americans: Educating the "Model Minority" | |
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| Hispanic/Latino Americans | |
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| Bilingual Education: The Culture Wars Continued | |
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| The Immigration Act of 1965 and the New American Population | |
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| Multicultural Education, Immigration, and the Culture Wars | |
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| Schools and the Women's Movement | |
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| Children with Special Needs | |
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| The Coloring of Textbook Town | |
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| Liberating the Textbook Town Housewife for More Consumption | |
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| Conclusion: The Cold War and Civil Rights | |
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| Education in the Twenty-First Century | |
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| The Religious Right and School Prayer | |
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| Environmental Education: The Radical Paradigm | |
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| The Nixon Administration and the Conservative Reaction | |
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| Accountability and the Increasing Power of the Standardized Test | |
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| The Reagan, Bush, and Clinton Years: National Standards, Choice, and Savage Inequalities | |
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| The End of the Common School: Choice, Privatization, and Charter Schools | |
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| The Commercialization of Schools and Education for Consumption | |
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| Textbooks: Environmentalism as the New Enemy | |
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| No Child Left Behind: Fulfillment of the American Educational Dream? | |
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| Conclusion | |
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| Index | |