A Shared History: Writing in the High School, College, and University, 1856-1886

A Shared History: Writing in the High School, College, and University, 1856-1886

by Amy J. Lueck

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Overview

In the nineteenth century, advanced educational opportunities were not clearly demarcated and defined. Author Amy J. Lueck demonstrates that public high schools, in addition to colleges and universities, were vital settings for advanced rhetoric and writing instruction. Lueck shows how the history of high schools in Louisville, Kentucky, connects with, contradicts, and complicates the accepted history of writing instruction and underscores the significance of high schools to rhetoric and composition history and the reform efforts in higher education today.
 
Lueck explores Civil War- and Reconstruction-era challenges to the University of Louisville and nearby local high schools, their curricular transformations, and their fate in regard to national education reform efforts. These institutions reflect many of the educational trends and developments of the day: college and university building, the emergence of English education as the dominant curriculum for higher learning, student-centered pedagogies and educational theories, the development and transformation of normal schools, the introduction of manual education and its mutation into vocational education, and the extension of advanced education to women, African American, and working-class students.
 
Lueck demonstrates a complex genealogy of interconnections among high schools, colleges, and universities that demands we rethink our categories and standards of assessment and our field’s history. A shift in our historical narrative would promote a move away from an emphasis on the preparation, transition, and movement of student writers from high school to college or university and instead allow a greater focus on the fostering of rich rhetorical practices and pedagogies at all educational levels. As the definition of college-level writing becomes increasingly contested once again, Lueck invites a reassessment of the discipline’s understanding of contemporary programs based in high schools like dual-credit and concurrent enrollment.
 

Product Details

ISBN-13: 9780809337422
Publisher: Southern Illinois University Press
Publication date: 12/27/2019
Series: Writing Research, Pedagogy, and Policy Series
Edition description: 1st Edition
Pages: 272
Product dimensions: 6.00(w) x 9.00(h) x 0.70(d)

About the Author

Amy J. Lueck is an assistant professor of English at Santa Clara University. Her work has been published in College English, Rhetoric Review, and Composition Studies.
 

Table of Contents

List of Illustrations and Table ix

Preface xi

Acknowledgments xix

Introduction; High Schools, Higher Learning, and Our Histories 1

Inventing the High School 7

Disciplinary Boundaries and Beginnings 11

Why Louisville? 14

Part 1 Establishing the First "Higher Schools" in Louisville

1 The Idea(l) of the High School 27

Public and Private Goods 29

Growing Out of and Serving the Common Schools 33

Establishing the High Schools 38

2 A Polished, Practical, or Profound Education: Collegiate Curricula in the First Ten Years 45

Rhetoric and Writing at Male High School 47

Rhetoric and Writing at Female High School 58

3 Practical Rhetoric and Progressive Pedagogies in the High Schools 73

The New Education and William N. Hailmann 80

Circulating the New Education 84

Beyond Treatises and Speeches 88

The Ambiguous Legacy of the New Education 92

Interchapter: The Civil War Years 94

Part 2 Higher Learning in Transformation

4 The "Absurd Effort": The University Idea and the Changing High School 101

A "University of Public Schools" 104

Changing the High Schools, Changing Writing Instruction 107

Women's Higher Schooling 119

Composition across the Public Schools 125

5 "Just on the Border of the Intellectual World": Central Colored High School 128

Legislating Learning 133

The "A" Grade 137

High School Beginnings, Again 142

"Incapable of Teaching High-School Classes" 148

6 Inventing the High School, Inventing Composition 154

"They Have Tightened the Screws on the Secondary Schools" 162

Composing First-Year Writing in the College 166

Conclusion: Blurring the Boundaries 170

Dual Enrollment 172

Translanguaging Higher Learning 175

What College-Level Writers Do 178

A History for the Present 181

Notes 187

Bibliography 215

Index 237

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