This is a paper edition reprint of study originally published in 1988 by the U. of California Press. The title refers to the historical process by which Washington was made into a heroic myth by the American people, and also to discussion of Washington's own active role in the process--evidence of his strong talent, often overlooked, as a political actor. The author is a historian affiliated with San Francisco State University. Annotation copyrighted by Book News, Inc., Portland, OR

Mostly hidden from public view, like an embarrassing family secret, scores of putative locks of George Washington’s hair are held, more than two centuries after his death, in the collections of America’s historical societies, public and academic archives, and museums. Excavating the origins of these bodily artifacts, Keith Beutler uncovers a forgotten strand of early American memory practices and emerging patriotic identity. Between 1790 and 1840, popular memory took a turn toward the physical, as exemplified by the craze for collecting locks of Washington’s hair. These new, sensory views of memory enabled African American Revolutionary War veterans, women, evangelicals, and other politically marginalized groups to enter the public square as both conveyors of these material relics of the Revolution and living relics themselves. George Washington’s Hair introduces us to a taxidermist who sought to stuff Benjamin Franklin’s body, an African American storyteller brandishing a lock of Washington’s hair, an evangelical preacher burned in effigy, and a schoolmistress who politicized patriotic memory by privileging women as its primary bearers. As Beutler recounts in vivid prose, these and other ordinary Americans successfully enlisted memory practices rooted in the physical to demand a place in the body politic, powerfully contributing to antebellum political democratization.

This book includes a set of rigorous and accessible studies on the topic of “research evidence” from a variety of levels and educational vantage points. It also provides the reader with thoughtful commentaries from leading thinkers in the field. The complex process of acquiring, interpreting, and using research evidence makes for a rich and under examined area in educational research, practice and policymaking. Policy makers, practitioners and scholars are in need of additional knowledge and practical steps in terms of the uptake of evidence into practice. In addition, sharpening understanding in terms of the ways in which research evidence is shaped or adapted at different educational levels (school, district, state, federal) as well the factors that support or constrain the acquisition and use of research evidence is of immediate use. While professional support for evidence-based practice in schools has never been stronger, credible research has found only weak large-scale effects. This book provides us with key insights about the nature of this problem and a comprehensive approach to its solution; it is a major step toward realizing the considerable potential for school improvement of reciprocal working relationships among policy, practice and research communities. Ken Leithwood, Emeritus Professor, OISE/University of Toronto The problem of scant research use at school sites is old, but the federal to classroom level scope of this book is unique. The authors' analysis of the current status leads to despair, but they provide a clear and compelling path forward. Michael Kirst, Professor Emeritus, Stanford University; President, California State Board of Education. We have come a long way since the linear "Research, Dissemination, Utilization" models of knowledge use of the 1970s and 80s. Each chapter in this book lays out new directions for understanding how individuals, relationships and systems advance or impede the movement of new ideas into policy/practice. Taken together, they redefine knowledge use as a dynamic process that affects and is affected by specific characteristics of the social structures in which is occurs. It is a "must read" both for those interested in educational change and organizational theory. Karen Seashore Louis, Regents Professor, University of Minnesota

George Washington is remembered for leading the Continental Army to victory, presiding over the Constitution, and forging a new nation, but few know the story of his involvement in the establishment of a capital city and how it nearly tore the United States apart. In George Washington’s Final Battle, Robert P. Watson brings this tale to life, telling how the country's first president tirelessly advocated for a capital on the shores of the Potomac. Washington envisioned and had a direct role in planning many aspects of the city that would house the young republic. In doing so, he created a landmark that gave the fledgling democracy credibility, united a fractious country, and created a sense of American identity. Although Washington died just months before the federal government's official relocation, his vision and influence live on in the city that bears his name. This little-known story of founding intrigue throws George Washington’s political acumen into sharp relief and provides a historical lesson in leadership and consensus-building that remains relevant today. This book will fascinate anyone interested in the founding period, the American presidency, and the history of Washington, DC.

George Washington—a man of honor, bravery and leadership. He is known as America’s first President, a great general, and a humble gentleman, but how did he become this man of stature? The Education of George Washington answers this question with a new discovery about his past and the surprising book that shaped him. Who better to unearth them than George Washington’s great-nephew, Austin Washington? Most Washington fans have heard of “The Rules of Civility” and learned that this guided our first President. But that’s not the book that truly made George Washington who he was. In The Education of George Washington, Austin Washington reveals the secret that he discovered about Washington’s past that explains his true model for conduct, honor, and leadership—an example that we could all use. The Education of George Washington also includes a complete facsimile of the forgotten book that changed George Washington's life.

This bold and necessary book points out a simple and overlooked truth: most schools never had girls in mind to begin with. That is why the world needs what Sally Nuamah calls feminist schools, deliberately designed to provide girls with achievement-oriented identities. And she shows why doing so would help all students, regardless of their gender.