This document provides a bibliography of sources related to adolescence in early modern England, including books, articles, reports, and other documents published between the 17th and early 19th centuries. The bibliography contains over 50 entries consisting of works addressing topics like the education of children and youth, laws around marriage and illegitimate children, representations of childhood, and historical perspectives on adolescence and family life.
This document provides an author index for a document on British theology. It lists authors alphabetically from Abbey, Charles John to [Baxter, Andrew] and includes brief descriptions of each author and their works. The index contains over 100 entries of authors and their theological writings, sermons, poems, and other works related to the study of religion in Britain.
Charity Schools for the Half-Castes:Race, education and the British EmpireRajesh Kochhar
The White man’s first burden in India was his illegitimate offspring. The first British educational concerns in India arose from genetic considerations rather than the administrative. They pertained to half-castes or Eurasians, the offspring of Protestant European fathers and local women who were either Roman Catholics of Portuguese extraction or low class/low caste Hindus and Muslims. The Whites despised the half-castes, but would not leave them either on the street or in the care of their maternal side.
This bibliography contains over 60 sources used for research on Richmond, Virginia architecture and history from the 18th-19th centuries. Sources include books, articles, maps, records, drawings, censuses, and more focusing on architects like Benjamin Latrobe, buildings, neighborhoods, and events in Richmond during this time period.
This document provides a history of the Reina-Valera Bible translation into Spanish. It describes Casiodoro de Reina and Cipriano de Valera's roles in early translations in the 16th century. It then discusses the 1960 revision of the Reina-Valera translation, including the biblical scholarship of that time, debates around changes from the original translation, and both acceptance and criticism of the 1960 version. The document conveys that the 1960 revision aimed to preserve the Spanish language while incorporating ecumenism but was limited by conservative views and lack of scholarly updates.
The Bakongo people originated from the descendants of Ne Kongo Nimi who lived along the lower Congo River in what is now the Democratic Republic of Congo. The Bakongo kingdom rose to power in the 15th century under King Afonso I and engaged in trade with Portugal. However, by the 16th century the kingdom had collapsed due to invasions and control by Portugal. The Bakongo adopted Christianity and also maintained traditional religious beliefs involving ancestor spirits. Their artistic traditions included woodcarving, sculpting and textiles.
The document provides an overview of the English Renaissance period from 1485 to 1650. It discusses key developments that sparked the Renaissance, such as the introduction of humanism in universities. Notable figures that emerged during this time included poets like Petrarch, Spenser, and Shakespeare. The Protestant Reformation and reigns of monarchs like Henry VIII, Mary I, and Elizabeth I significantly impacted religion in England. The styles of poetry that developed included sonnets by Petrarch and Shakespeare that explored themes like love and loss.
The Department Of Children And Family ServicesJulia D. Weiss
The document provides an overview of the Department of Children and Family Services in Illinois. It details the number of children in state care in Illinois, Cook County, and the United States. While the department aims to provide quality care for children, it has faced criticism from groups like the ACLU over rare abuse cases. However, the document argues this negative media coverage does not reflect the reality of the care provided to most children. It provides statistics on department funding and reviews literature on the structure and goals of the department.
This document provides an author index for a document on British theology. It lists authors alphabetically from Abbey, Charles John to [Baxter, Andrew] and includes brief descriptions of each author and their works. The index contains over 100 entries of authors and their theological writings, sermons, poems, and other works related to the study of religion in Britain.
Charity Schools for the Half-Castes:Race, education and the British EmpireRajesh Kochhar
The White man’s first burden in India was his illegitimate offspring. The first British educational concerns in India arose from genetic considerations rather than the administrative. They pertained to half-castes or Eurasians, the offspring of Protestant European fathers and local women who were either Roman Catholics of Portuguese extraction or low class/low caste Hindus and Muslims. The Whites despised the half-castes, but would not leave them either on the street or in the care of their maternal side.
This bibliography contains over 60 sources used for research on Richmond, Virginia architecture and history from the 18th-19th centuries. Sources include books, articles, maps, records, drawings, censuses, and more focusing on architects like Benjamin Latrobe, buildings, neighborhoods, and events in Richmond during this time period.
This document provides a history of the Reina-Valera Bible translation into Spanish. It describes Casiodoro de Reina and Cipriano de Valera's roles in early translations in the 16th century. It then discusses the 1960 revision of the Reina-Valera translation, including the biblical scholarship of that time, debates around changes from the original translation, and both acceptance and criticism of the 1960 version. The document conveys that the 1960 revision aimed to preserve the Spanish language while incorporating ecumenism but was limited by conservative views and lack of scholarly updates.
The Bakongo people originated from the descendants of Ne Kongo Nimi who lived along the lower Congo River in what is now the Democratic Republic of Congo. The Bakongo kingdom rose to power in the 15th century under King Afonso I and engaged in trade with Portugal. However, by the 16th century the kingdom had collapsed due to invasions and control by Portugal. The Bakongo adopted Christianity and also maintained traditional religious beliefs involving ancestor spirits. Their artistic traditions included woodcarving, sculpting and textiles.
The document provides an overview of the English Renaissance period from 1485 to 1650. It discusses key developments that sparked the Renaissance, such as the introduction of humanism in universities. Notable figures that emerged during this time included poets like Petrarch, Spenser, and Shakespeare. The Protestant Reformation and reigns of monarchs like Henry VIII, Mary I, and Elizabeth I significantly impacted religion in England. The styles of poetry that developed included sonnets by Petrarch and Shakespeare that explored themes like love and loss.
The Department Of Children And Family ServicesJulia D. Weiss
The document provides an overview of the Department of Children and Family Services in Illinois. It details the number of children in state care in Illinois, Cook County, and the United States. While the department aims to provide quality care for children, it has faced criticism from groups like the ACLU over rare abuse cases. However, the document argues this negative media coverage does not reflect the reality of the care provided to most children. It provides statistics on department funding and reviews literature on the structure and goals of the department.
European Influences on American Educational History
Colonial Period of American Education (ca. 1600-1776)
Early National Period of American Education (ca. 1776-1840)
This document provides an overview of the history, preservation, cataloguing, and collections of the library at St Fin Barre's Cathedral in Cork, Ireland. It discusses the origins and buildings that have housed the library over time. It also describes efforts to preserve manuscripts and rare books in the collection, as well as the process of cataloguing the works. The document outlines provenance of materials, including donations from bishops, institutions, and families connected to Cork. It highlights the variety of bindings and printers represented in the collections, including examples from continental Europe and Britain.
This document provides a historical overview of the origins and evolution of American public education from ancient classical foundations to the present day. It traces key developments including the establishment of public and free education, prohibition of religious establishment, inclusive education, public funding of schools, compulsory attendance, and the rise of public education accountability and standards-based curricula. Major figures and their influences are discussed for each time period.
Thorndike elementary and secondary education in the middle agesEmma Grice
This document discusses elementary and secondary education in medieval Europe based on historical evidence. It argues that:
1) Even in the early Middle Ages, there is scattered evidence that some elementary schools existed to teach basic literacy to children.
2) By the high Middle Ages, several sources indicate that elementary education was widespread, with laws requiring schools in every parish and records of thousands of children enrolled in schools in cities like Florence.
3) Secondary education in grammar, logic, and arithmetic also existed in the high Middle Ages, especially in cities, with hundreds of students enrolled in these schools.
This chapter discusses the history of literacy and education among the working classes from the 15th century to the early 19th century. It describes how the invention of the printing press made books available to more people, but taxes were later implemented to restrict access. In the late 1800s, corresponding societies formed that discussed politics and reform, with the London Corresponding Society gaining thousands of members, causing panic among British authorities. In response, public meetings were outlawed and controls imposed on printing. Later, state-supported schools replaced the societies, and commercial periodicals replaced political texts for working-class literature.
Colonial children received education through public or dame schools, where they learned reading, writing, and arithmetic. Literature developed with the works of early poets like Anne Bradstreet and Phillis Wheatley. The Great Awakening was a religious revival movement in the 1730s-1740s that increased tolerance of religious differences and led to the rise of new denominations. New ideas from the Enlightenment, such as natural rights philosophy and separation of powers, influenced colonial political thought.
This document discusses the idea of a "New World Order" proposed through the United Nations to prescribe universal values and laws. It questions whose values should be adopted, as simply imposing American or Western values is unlikely to succeed given failures in those societies and lack of willingness of others to adopt a way of life not in their interests. It also notes that no nation would willingly choose a system detrimental to themselves. Overall, it casts doubt on the feasibility and acceptability of a New World Order imposed by any one nation or culture.
A Tradition to Live By New York Religious History, 1624–.docxaryan532920
A Tradition to Live By: New York Religious History, 1624–1740
Author(s): Thomas E. Carney
Source: New York History, Vol. 85, No. 4 (FALL 2004), pp. 301-330
Published by: New York State Historical Association
Stable URL: http://www.jstor.org/stable/23187346
Accessed: 29-01-2018 23:12 UTC
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide
range of content in a trusted digital archive. We use information technology and tools to increase productivity and
facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at
http://about.jstor.org/terms
New York State Historical Association is collaborating with JSTOR to digitize, preserve and
extend access to New York History
This content downloaded from 146.96.128.36 on Mon, 29 Jan 2018 23:12:14 UTC
All use subject to http://about.jstor.org/terms
A Tradition to Live By:
New York Religious History, 1624-1740.
Thomas E. Carney, Assistant Professor of Constitutional History,
University of Baltimore, Baltimore, Maryland
"Rellijon is a quare thing, " said Dunne's Irish wit, Mr. Dooley. "Be
itself it's all right. But sprinkle a little pollyticl^s into it an dinnymit is bran
flour compared with. Alone it prepares man f r a better life. Combined
with pollytic\s it hurries him to it."1
The issue of religion was a subject of great concern for the people of colonial New York and continues to be so for those historians who
study that place and time. Many historians of this period have focused
their attention upon the relationship of church and state in the colony.2
The purpose of this essay, however, is to look at the development of reli
gion within colonial New York society from a more dynamic perspec
tive. I will argue that the New York colonial experience represents the
development of an expectancy of religious freedom. This expectancy of
religious freedom was a shared belief held by many inhabitants of colo
nial New York: that each individual had the right to choose and prac
tice whatever religion that individual found acceptable. "Expectancy,"
as used in this discussion, is not to be confused with "expectation."
Rather, expectancy refers to a developing legal interest/right in its nas
cent form.ί This belief—this expectancy—is based, in the first instance,
1. Mr. Dooley, created by Finley Peter Dunne, quoted in Leonard W. Levy, The Establishment
Clause: Religion and the First Amendment, 2d ed., revised (Chapel Hill: University of North Carolina
Press, 1994), xivn2.
2. Patricia U. Bonomi, Under the Cope of Heaven: Religion, Society, and Politics in Colonial America
(New York: Oxford University Press, 1986), 50—54; Thomas J. Curry, The First Freedoms: Church and
State in America to the Passage of the First Amendment (New York: Oxford University Press ...
The summary provides background on William Bradford, the first governor of Plymouth Colony, and his historical work Of Plymouth Plantation. Bradford was a self-educated Puritan leader who arrived on the Mayflower and helped establish Plymouth Colony. His first-hand account Of Plymouth Plantation, written between 1630-1647, provides a clear and compelling history of the colony's founding and is a major historical source of information about the early years of Plymouth.
Islam in britain, 1558-1685 by nabil matardocsforu
This book examines the impact of Islam on Britain in the period from
the accession of Elizabeth I to the death of Charles II. Professor Matar
provides a new perspective on the transformation of British thought
and society by demonstrating how influential Islam was in the forma
tion of early modern British culture.
Christian-Muslim interaction was not, as is often assumed, primarily
adversarial and oppositional; rather, there was extensive cultural,
intellectual and missionary engagement with Islam in Britain. The
author documents the conversion of Britons to Islam and Muslims to
Anglicanism, and surveys reactions to these conversions in British
writings and society. He examines the role of the Arab-Islamic legacy
in the prisca sapientia and the impact of the Qur’an on Anglican-
Puritan political discourse; he also shows the role of Islam in the
extensive debate over coffee during the Restoration period. Professor
Matar demonstrates that in churches and in coffee-houses, in sermons,
plays, and pamphlets, Britons engaged the civilization of Islam in a
manner that superseded their engagement with any other non
Christian civilization in the early modern period. Finally, he turns to
the theological representation of Muslims in British eschatological
writings and contrasts it with the representation of the Jews.
Nabil Matar is Professor of English at the Florida Institute of
Technology. He is the author of over sixty articles on seventeenth
century English history, theology and literature and editor of Peter
Sterry: Select Writings (1994).
The document discusses the English Revolution and its influences on literature. It led to the rise of metaphysical poetry characterized by intellectual concepts and strange imagery. John Donne was a prominent metaphysical poet who used elaborate metaphors. John Bunyan wrote Pilgrim's Progress, an allegorical tale of a pilgrim's spiritual journey, after being imprisoned for his faith. The document compares the unified literature of the Elizabethan period to the divided literature during the English Revolution that reflected the country's political and religious struggles.
The Restoration & 18th Century (British Literature)LitNotes
The document provides an overview of Restoration and 18th century British history, literature, and society from 1660 to 1785. It can be summarized as follows:
1) The Restoration period began in 1660 with the restoration of the monarchy under King Charles II after the English Civil Wars and Oliver Cromwell's rule. This period saw increasing prosperity, global trade, and the development of literacy and new social ideas.
2) The 18th century, also known as the Neoclassical period, Enlightenment, and Age of Reason, was characterized by the emergence of reason, science, and individualism. Important developments included the Industrial Revolution and the establishment of Britain as a dominant global power.
The document provides an overview of the Renaissance period including its key events and developments. It discusses the transition from feudalism to the rise of city-states in Italy, influenced by factors like geography, climate, and social organization. The humanist approach emphasized individual achievement and potential through education. Ideas spread through universities, travelling scholars, and royal courts. The printing press mass produced books, aiding the spread of knowledge. Exploration increased due to mindsets of curiosity and faith in human potential, and motivations like economic demands for goods and expanding Christianity and wealth of nations.
This document provides an introduction to resources for studying Mennonite history and theology. It outlines key topics such as Mennonite origins, beliefs, experiences in Russia and Canada, peace theology, and economics. Major reference works like the Mennonite Encyclopedia are summarized. The document also recommends influential books on topics like Anabaptist martyrs, biographies, theology, and identity. It serves as an overview of the most important literature for understanding the Mennonite tradition.
Philanthropists and Fund Raisers in American Higher EducationGraham Garner
John Harvard bequeathed half his estate and library to a new school in Cambridge, Massachusetts in 1638. Elihu Yale made gifts to the Collegiate School of Connecticut from 1715 to 1718, which then changed its name to Yale University in his honor. Leland Stanford founded Stanford University in 1891 with unprecedented gifts. Methodist Bishop Holland Nimmons McTyeire established Vanderbilt University in Nashville in 1875 with $1 million from Cornelius Vanderbilt, though Vanderbilt was not religious and McTyeire was his cousin. Frederick Gates convinced John D. Rockefeller to give substantial funds to establish the University of Chicago in 1889.
Education in colonial America was stratified based on class, gender, race, and religion. Children were educated to take their parent's place in society and education aimed to maintain the status quo. In New England, education had a religious purpose and all children received basic literacy instruction. Wealthier families could afford private tutors or send their children to grammar schools and colleges like Harvard. After the American Revolution, the new republic promoted universal education to create knowledgeable citizens and support democratic ideals.
Jonathan Swift was an Irish writer and clergyman in the late 17th and early 18th centuries. He was politically engaged and wrote A Modest Proposal in 1729 to satirize the political situation in Ireland under British rule. At the time, Catholic Irish people faced extreme poverty and oppression under the Penal Laws enacted by Britain. In just three sentences, the document provides biographical context on Swift and outlines the political situation in Ireland involving the subjugation of the Catholic Irish majority that informed Swift's writing of A Modest Proposal.
The document discusses discourse communities in Scots law and culture, including the natural law philosophies of prominent Scottish thinkers like Francis Hutcheson, Adam Ferguson, and Walter Scott. It examines how their work contributed to the development of legal and philosophical discourse in Scotland and the conflicts that arose from different perspectives in literature and society. Key concepts of natural law, virtue, justice, and rights are explored in the context of 18th century Scottish enlightenment thought.
European Influences on American Educational History
Colonial Period of American Education (ca. 1600-1776)
Early National Period of American Education (ca. 1776-1840)
This document provides an overview of the history, preservation, cataloguing, and collections of the library at St Fin Barre's Cathedral in Cork, Ireland. It discusses the origins and buildings that have housed the library over time. It also describes efforts to preserve manuscripts and rare books in the collection, as well as the process of cataloguing the works. The document outlines provenance of materials, including donations from bishops, institutions, and families connected to Cork. It highlights the variety of bindings and printers represented in the collections, including examples from continental Europe and Britain.
This document provides a historical overview of the origins and evolution of American public education from ancient classical foundations to the present day. It traces key developments including the establishment of public and free education, prohibition of religious establishment, inclusive education, public funding of schools, compulsory attendance, and the rise of public education accountability and standards-based curricula. Major figures and their influences are discussed for each time period.
Thorndike elementary and secondary education in the middle agesEmma Grice
This document discusses elementary and secondary education in medieval Europe based on historical evidence. It argues that:
1) Even in the early Middle Ages, there is scattered evidence that some elementary schools existed to teach basic literacy to children.
2) By the high Middle Ages, several sources indicate that elementary education was widespread, with laws requiring schools in every parish and records of thousands of children enrolled in schools in cities like Florence.
3) Secondary education in grammar, logic, and arithmetic also existed in the high Middle Ages, especially in cities, with hundreds of students enrolled in these schools.
This chapter discusses the history of literacy and education among the working classes from the 15th century to the early 19th century. It describes how the invention of the printing press made books available to more people, but taxes were later implemented to restrict access. In the late 1800s, corresponding societies formed that discussed politics and reform, with the London Corresponding Society gaining thousands of members, causing panic among British authorities. In response, public meetings were outlawed and controls imposed on printing. Later, state-supported schools replaced the societies, and commercial periodicals replaced political texts for working-class literature.
Colonial children received education through public or dame schools, where they learned reading, writing, and arithmetic. Literature developed with the works of early poets like Anne Bradstreet and Phillis Wheatley. The Great Awakening was a religious revival movement in the 1730s-1740s that increased tolerance of religious differences and led to the rise of new denominations. New ideas from the Enlightenment, such as natural rights philosophy and separation of powers, influenced colonial political thought.
This document discusses the idea of a "New World Order" proposed through the United Nations to prescribe universal values and laws. It questions whose values should be adopted, as simply imposing American or Western values is unlikely to succeed given failures in those societies and lack of willingness of others to adopt a way of life not in their interests. It also notes that no nation would willingly choose a system detrimental to themselves. Overall, it casts doubt on the feasibility and acceptability of a New World Order imposed by any one nation or culture.
A Tradition to Live By New York Religious History, 1624–.docxaryan532920
A Tradition to Live By: New York Religious History, 1624–1740
Author(s): Thomas E. Carney
Source: New York History, Vol. 85, No. 4 (FALL 2004), pp. 301-330
Published by: New York State Historical Association
Stable URL: http://www.jstor.org/stable/23187346
Accessed: 29-01-2018 23:12 UTC
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide
range of content in a trusted digital archive. We use information technology and tools to increase productivity and
facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at
http://about.jstor.org/terms
New York State Historical Association is collaborating with JSTOR to digitize, preserve and
extend access to New York History
This content downloaded from 146.96.128.36 on Mon, 29 Jan 2018 23:12:14 UTC
All use subject to http://about.jstor.org/terms
A Tradition to Live By:
New York Religious History, 1624-1740.
Thomas E. Carney, Assistant Professor of Constitutional History,
University of Baltimore, Baltimore, Maryland
"Rellijon is a quare thing, " said Dunne's Irish wit, Mr. Dooley. "Be
itself it's all right. But sprinkle a little pollyticl^s into it an dinnymit is bran
flour compared with. Alone it prepares man f r a better life. Combined
with pollytic\s it hurries him to it."1
The issue of religion was a subject of great concern for the people of colonial New York and continues to be so for those historians who
study that place and time. Many historians of this period have focused
their attention upon the relationship of church and state in the colony.2
The purpose of this essay, however, is to look at the development of reli
gion within colonial New York society from a more dynamic perspec
tive. I will argue that the New York colonial experience represents the
development of an expectancy of religious freedom. This expectancy of
religious freedom was a shared belief held by many inhabitants of colo
nial New York: that each individual had the right to choose and prac
tice whatever religion that individual found acceptable. "Expectancy,"
as used in this discussion, is not to be confused with "expectation."
Rather, expectancy refers to a developing legal interest/right in its nas
cent form.ί This belief—this expectancy—is based, in the first instance,
1. Mr. Dooley, created by Finley Peter Dunne, quoted in Leonard W. Levy, The Establishment
Clause: Religion and the First Amendment, 2d ed., revised (Chapel Hill: University of North Carolina
Press, 1994), xivn2.
2. Patricia U. Bonomi, Under the Cope of Heaven: Religion, Society, and Politics in Colonial America
(New York: Oxford University Press, 1986), 50—54; Thomas J. Curry, The First Freedoms: Church and
State in America to the Passage of the First Amendment (New York: Oxford University Press ...
The summary provides background on William Bradford, the first governor of Plymouth Colony, and his historical work Of Plymouth Plantation. Bradford was a self-educated Puritan leader who arrived on the Mayflower and helped establish Plymouth Colony. His first-hand account Of Plymouth Plantation, written between 1630-1647, provides a clear and compelling history of the colony's founding and is a major historical source of information about the early years of Plymouth.
Islam in britain, 1558-1685 by nabil matardocsforu
This book examines the impact of Islam on Britain in the period from
the accession of Elizabeth I to the death of Charles II. Professor Matar
provides a new perspective on the transformation of British thought
and society by demonstrating how influential Islam was in the forma
tion of early modern British culture.
Christian-Muslim interaction was not, as is often assumed, primarily
adversarial and oppositional; rather, there was extensive cultural,
intellectual and missionary engagement with Islam in Britain. The
author documents the conversion of Britons to Islam and Muslims to
Anglicanism, and surveys reactions to these conversions in British
writings and society. He examines the role of the Arab-Islamic legacy
in the prisca sapientia and the impact of the Qur’an on Anglican-
Puritan political discourse; he also shows the role of Islam in the
extensive debate over coffee during the Restoration period. Professor
Matar demonstrates that in churches and in coffee-houses, in sermons,
plays, and pamphlets, Britons engaged the civilization of Islam in a
manner that superseded their engagement with any other non
Christian civilization in the early modern period. Finally, he turns to
the theological representation of Muslims in British eschatological
writings and contrasts it with the representation of the Jews.
Nabil Matar is Professor of English at the Florida Institute of
Technology. He is the author of over sixty articles on seventeenth
century English history, theology and literature and editor of Peter
Sterry: Select Writings (1994).
The document discusses the English Revolution and its influences on literature. It led to the rise of metaphysical poetry characterized by intellectual concepts and strange imagery. John Donne was a prominent metaphysical poet who used elaborate metaphors. John Bunyan wrote Pilgrim's Progress, an allegorical tale of a pilgrim's spiritual journey, after being imprisoned for his faith. The document compares the unified literature of the Elizabethan period to the divided literature during the English Revolution that reflected the country's political and religious struggles.
The Restoration & 18th Century (British Literature)LitNotes
The document provides an overview of Restoration and 18th century British history, literature, and society from 1660 to 1785. It can be summarized as follows:
1) The Restoration period began in 1660 with the restoration of the monarchy under King Charles II after the English Civil Wars and Oliver Cromwell's rule. This period saw increasing prosperity, global trade, and the development of literacy and new social ideas.
2) The 18th century, also known as the Neoclassical period, Enlightenment, and Age of Reason, was characterized by the emergence of reason, science, and individualism. Important developments included the Industrial Revolution and the establishment of Britain as a dominant global power.
The document provides an overview of the Renaissance period including its key events and developments. It discusses the transition from feudalism to the rise of city-states in Italy, influenced by factors like geography, climate, and social organization. The humanist approach emphasized individual achievement and potential through education. Ideas spread through universities, travelling scholars, and royal courts. The printing press mass produced books, aiding the spread of knowledge. Exploration increased due to mindsets of curiosity and faith in human potential, and motivations like economic demands for goods and expanding Christianity and wealth of nations.
This document provides an introduction to resources for studying Mennonite history and theology. It outlines key topics such as Mennonite origins, beliefs, experiences in Russia and Canada, peace theology, and economics. Major reference works like the Mennonite Encyclopedia are summarized. The document also recommends influential books on topics like Anabaptist martyrs, biographies, theology, and identity. It serves as an overview of the most important literature for understanding the Mennonite tradition.
Philanthropists and Fund Raisers in American Higher EducationGraham Garner
John Harvard bequeathed half his estate and library to a new school in Cambridge, Massachusetts in 1638. Elihu Yale made gifts to the Collegiate School of Connecticut from 1715 to 1718, which then changed its name to Yale University in his honor. Leland Stanford founded Stanford University in 1891 with unprecedented gifts. Methodist Bishop Holland Nimmons McTyeire established Vanderbilt University in Nashville in 1875 with $1 million from Cornelius Vanderbilt, though Vanderbilt was not religious and McTyeire was his cousin. Frederick Gates convinced John D. Rockefeller to give substantial funds to establish the University of Chicago in 1889.
Education in colonial America was stratified based on class, gender, race, and religion. Children were educated to take their parent's place in society and education aimed to maintain the status quo. In New England, education had a religious purpose and all children received basic literacy instruction. Wealthier families could afford private tutors or send their children to grammar schools and colleges like Harvard. After the American Revolution, the new republic promoted universal education to create knowledgeable citizens and support democratic ideals.
Jonathan Swift was an Irish writer and clergyman in the late 17th and early 18th centuries. He was politically engaged and wrote A Modest Proposal in 1729 to satirize the political situation in Ireland under British rule. At the time, Catholic Irish people faced extreme poverty and oppression under the Penal Laws enacted by Britain. In just three sentences, the document provides biographical context on Swift and outlines the political situation in Ireland involving the subjugation of the Catholic Irish majority that informed Swift's writing of A Modest Proposal.
The document discusses discourse communities in Scots law and culture, including the natural law philosophies of prominent Scottish thinkers like Francis Hutcheson, Adam Ferguson, and Walter Scott. It examines how their work contributed to the development of legal and philosophical discourse in Scotland and the conflicts that arose from different perspectives in literature and society. Key concepts of natural law, virtue, justice, and rights are explored in the context of 18th century Scottish enlightenment thought.
1. Julia D. Weiss
Adolescence
Adolescence in Early Modern England Bibliography
P. Ariès. Centuries of Childhood: A Social History of Family Life. Trans. R. Baldick. New York:
Vintage, 1965 [orig. 1960].
W. Arnall, The complaint of the children of Israel representing their grievances under the penal
laws, and praying that if the tests are repealed, the Jews may have the benefit of his
indulgence in common with all other subjects of England: in a letter to a reverend high
priest of the Church by laws established, London, Printed for W. Webb, 1736.
W. Bayly, A grievous lamentation over thee O England or, the greatest part of thy inhabitants,
who have withstood the day of their visitation: with the word of the Lord to thy rulers
and teachers, who continue persecuting and oppressing the dear children and people of
the Most High, London, 1663.
City of London (England). Corporation, The Report of the governours of the corporation for
improving and relieving the poor of this city of London, and liberties thereof, London,
Printed by James Flescher, 1655.
A. Croke, W. Scott, B. Stowell, T. S. Horner, H. Liddiard, A report of the case of Horner against
Liddiard, upon the question of what consent is necessary to the marriage of illegitimate
minors; determined, on the 24th May 1799, in the Consistorial Court of London, by… Sir
William Scott…with an introductory essay upon the theory and the history of laws
relating to illegitimate children, and to the encouragement of marriage in general,
London, Printed by A. Strahan, for J. Butterworth, 1800.
H. Cunningham, Children and Childhood in Western Society since 1500 (London 1995)
H. Cunningham, The Children of the Poor: Representations of Childhood since the
Seventeenth Century (Oxford 1991).
J. Demos, V. Demos, Adolescence in historical perspective, Journal of Marriage and the Family,
1969, vol. 31.
J. Demos, Past, Present and Personal: The Family and Life Course in American History, New
York, Oxford University Press, 1986.
K. DeVries, Teenagers at War During the Middle Ages, from: The Premodern Teenager: Youth
in Society, 1150-1650, http://www.deremilitari.org/devries2.htm
V. Fildes, Women as Mothers in Pre-Industrial England (London 1990), (ed.).
G. Firmin, A sober reply to the sober answer of Reverend Mr. Cawdrey, to A serious question
propounded viz. whether the ministers of England are bound by the word of God to
baptize the children of all such parents, which say they believe in Jesus Christ, but are
grossly ignorant, scandalous in their conversations, scoffers at godliness, and refuse to
submit to church discipline…: also, the question of Reverend Mr. Hooker concerning the
baptisme of infants: with a post-script to Reverend Mr. Blake, London, Printed by J.G.
and to be sold by Robert Littlebury, 1653.
A. Fletcher and S. Hussey eds., Childhood in Question. Children, parents and the state
(Manchester & New York 1999).
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