Born on September 3, 1891, in Thorntown, Indiana, to a Quaker family. Woody would remain in Indiana for his B.A., which he obtained from Indiana University. Later he could go on to earn his PhD in 1918 from Columbia University. Woody wrote a great deal about Quakers, formally known as the Religious Society of Friends, but later focused strongly on education. In addition to "Early Quaker Education in Pennsylvania," 1920, he also wrote "Quaker Education in the Colony and State of New Jersey" published in 1923. In 1929, he was an awarded a Guggenheim Fellowship to study political education on Russian citizens. Woody was interested in and researched learning processes across a variety of people and places. One of his most famous works is A History of Women's Education in the United States, published in 1929. This new edition is dedicated to the Friends Meeting in Washington D.C. and its library.

This landmark volume is the first in a century to examine the “Second Period” of Quakerism, a time when the Religious Society of Friends experienced upheavals in theology, authority and institutional structures, and political trajectories as a result of the persecution Quakers faced in the first decades of the movement’s existence. The authors and special contributors explore the early growth of Quakerism, assess important developments in Quaker faith and practice, and show how Friends coped with the challenges posed by external and internal threats in the final years of the Stuart age—not only in Europe and North America but also in locations such as the Caribbean. This groundbreaking collection sheds new light on a range of subjects, including the often tense relations between Quakers and the authorities, the role of female Friends during the Second Period, the effect of major industrial development on Quakerism, and comparisons between founder George Fox and the younger generation of Quakers, such as Robert Barclay, George Keith, and William Penn. Accessible, well-researched, and seamlessly comprehensive, The Quakers, 1656–1723 promises to reinvigorate a conversation largely ignored by scholarship over the last century and to become the definitive work on this important era in Quaker history. In addition to the authors, the contributors are Erin Bell, Raymond Brown, J. William Frost, Emma Lapsansky-Werner, Robynne Rogers Healey, Alan P. F. Sell, and George Southcombe.

The Quaker Family in Colonial America is a book by J. William Frost.

This brief, interpretive history of American schooling focuses on the evolving relationship between education and social change. Like its predecessors, this new edition adopts a thematic approach, investigating the impact of social forces such as industrialization, urbanization, immigration, globalization, and cultural conflict on the development of schools and other educational institutions. It also examines the various ways that schools have contributed to social change, particularly in enhancing the status and accomplishments of certain social groups and not others. Detailed accounts of the experiences of women and minority groups in American history consider how their lives have been affected by education, while "Focal Point" sections within each chapter allow the reader to hone in on key moments in history and their relevance within the broader scope of American schooling from the colonial era to the present. This new edition has been comprehensively updated and edited for greater readability and clarity. It offers a revised final chapter, updated to include recent change in education politics and policy, in particular the decline of No Child Left Behind and the impact of the Common Core and movements against it. Further additions include enhanced coverage of colonial and early post-colonial American schooling, added materials on persistent issues such as race in education, an updated discussion of the GED program, and a closer look at the role of technology in schools. With its nuanced treatment of both historical and contemporary factors influencing the modern school system, this book remains an excellent resource for investigating and critiquing the social, economic, and cultural development of American education.