How did the federal government change from the weak apparatus of the antebellum period to the large, administrative state of the Progressive Era? To Enlarge the Machinery of Government explores the daily proceedings of the U.S. House and Senate from 1858 to 1891 to find answers to this question. Through close readings of debates centered around sponsorship, supervision, and standardization recorded in the Congressional Globe and Congressional Record during this period, Williamjames Hull Hoffer traces a critical shift in ideas that ultimately ushered in Progressive legislation: the willingness of American citizens to allow, and in fact ask for, federal intervention in their daily lives. He describes this era of congressional thought as a "second state," distinct from both the minimalist approaches that came before and the Progressive state building that developed later. The "second state" era, Hoffer contends, offers valuable insight into how conceptions of American uniqueness contributed to the shape of the federal government.

This collection of original essays examines the history of American education as it has developed as a field since the 1970s and moves into a post-revisionist era and looks forward to possible new directions for the future. Contributors take a comprehensive approach, beginning with colonial education and spanning to modern day, while also looking at various aspects of education, from higher education, to curriculum, to the manifestation of social inequality in education. The essays speak to historians, educational researchers, policy makers and others seeking fresh perspectives on questions related to the historical development of schooling in the United States.

"An analytic overview of the history of social welfare and juvenile justice in Boston..[Schneider] traces cogently the origins, development, and ultimate failure of Protestant and Catholic reformers' efforts to ameliorate working-class poverty and juvenile delinquency." —Choice"Anyone who wants to understand why America's approach to juvenile justice doesn't work should read In the Web of Class." —Michael B. Katz,University of Pennsylvania

This book examines how Massachusetts Normal Art School became the alma mater par excellence for generations of art educators, designers, and artists. The founding myth of American art education is the story of Walter Smith, the school’s first principal. This historical case study argues that Smith’s students formed the professional network to disperse art education across the United States, establishing college art departments and supervising school art for industrial cities. As administrative progressives they created institutions and set norms for the growing field of art education. Nineteenth-century artists argued that anyone could learn to draw; by the 1920s, every child was an artist whose creativity waited to be awakened. Arguments for systematic art instruction under careful direction gave way to charismatic artist-teachers who sought to release artistic spirits. The task for art education had been redefined in terms of living the good life within a consumer culture of work and leisure.