Life for Bao-yu after his removal into the garden became utterly and completely satisfying. Every day was spent in the company of his maids and cousins in the most amiable and delightful occupations, such as: reading, practicing calligraphing, strumming on the qin, playing Go, painting, composing verses, embroidering in coloured silks, competitive flower collecting, making flower-sprays, singing, word games, and guess fingers. In a word, he was blissfully happy. . .

Then, quite suddenly, in the midst of this placid, agreeable existence, he was discontented. He got up one day feeling out of sorts. Nothing he did brought any relief. Whether he stayed indoors or went out into the garden, he remained bored and miserable. The garden's female population were mostly still in that age of innocence when freedom from inhibition is the fruit of ignorance. Waking and sleeping they surrounded him, and their mindless giggling was constantly in his ears. How could they understand the restless feelings that now consumed him? In his present mood of discontent he was bored with the garden and its inmates; yet his attempts to find distraction outside it ended in the same emptiness and ennui.

Tealeaf saw how it was with him and racked his brains for a remedy. Unfortunately all the things he could think of seemed to be things that Bao-yu had already tried and grown tired of. But no, there was something he had not yet tried. As soon as Tealeaf thought of it, he set off to the book-stalls and bought a pile of books – books of a kind Bao-yu had never heard about – to give as a present to his young master. His purchases included: Old Inklubber's Stories Old and New; The Secret History of Flying Swallow; Sister of Flying Swallow; The Infamous Loves of Empress Wu; The Jade Ring Concubine, or Peeps in the Inner Palace… and a heap of playbooks – mostly romantic comedies and the like.

Bao-yu took one look at this gift and was enraptured; but Tealeaf uttered a warning: "Don't take these into the garden! If you do, and anyone finds out about them, I'll be in real trouble – more than just a bellyful!"

The injunction was one with which Bao-yu was most unwilling to comply. After a good deal of hesitation he picked out a few of the chaster volumes to keep by his bed and read when no one was about, and left the cruder, more forthright ones behind, hidden somewhere in his outer study.

One day after lunch – it was round about the Midwash of the third month, as our forefathers, who measured the passage of time by their infrequent ablutions, were wont to say – Bao-yu set off for Drenched Blossoms Weir with the volumes of Western Chamber under his arm, and sitting down on a rock underneath the peach-tree which grew there beside the bridge, he took up the first volume and began, very attentively, to read the play. He had just reached the line "The red flowers in their hosts are falling" when a little gust of wind blew over and a shower of petals suddenly rained down from the tree above, covering his clothes, his book, and all the ground about him. . . a voice behind him said, "What are you doing here?"

He looked around and saw that it was Dai-yu. She was carrying a garden hoe with a muslin bag hanging from the end of it on her shoulder and a garden broom in her hand.

"You've come at just the right moment," said Bao-yu, smiling at her. "Here, sweep these petals up and tip them in the water for me! I've just tipped one lot in myself."

"It isn't a good idea to tip them in the water," said Dai-yu. "The water you see here is clean, but farther on beyond the weir, where it flows past people's houses, there are all sorts of muck and impurity, and in the end they get spoiled just the same. In that corner over there I've got a grave for the flowers, and what I'm doing now is sweeping them up and putting them back in this silk bag to bury them there, so that they can gradually turn back into earth. Isn't that a cleaner way of disposing of them?"

Bao-yu was full of admiration for this idea. "Just let me put this book somewhere and I'll give you a hand."

"What book?" said Dai-yu.

"Oh. . . the Doctrine of the Mean and The Greater Learning," he said, hastily concealing it.

"Don't try to fool me!" said Dai-yu. "You would have done much better to let me look at it in the first place, instead of hiding it so guiltily."

"In your case, coz, I have nothing to be afraid of," said Bao-yu; "but if I do let you look, you must promise not to tell anyone. It's marvelous stuff. Once you start reading it, you'll even stop wanting to eat!"

He handed the book to her, and Dai-yu put down her things and looked. The more she read, the more she liked it, and before very long she had read several acts. She felt the power of the words and their lingering fragrance. Long after she had finished reading, when she had laid down the book and was sitting there rapt and silent, the lines continued to ring on in her head.

"Well," said Bao-yu, "is it good?"

Dai-yu smiled and nodded.

Bao-yu laughed: "How can I, full of sickness and woe, withstand that face which kingdoms could o'erthrow?"

Men at their birth
are naturally good.

Their natures are much the same;
their habits become widely different.

If foolishly there is no teaching,
the nature will deteriorate.

The right way in teaching
is to attach the utmost importance to thoroughness.

Of old, the mother of Mencius
chose a neighborhood;

and when her child would not learn
she broke the shuttle from the loom.

Tou of the Swallow Hills
had the right method.

He Taught five sons,
each of whom raised the family reputation.

To feed without teaching
is the father’s fault.

To teach without severity
is the teacher’s laziness.

If the child does not learn,
this is not as it should be.

If he does not learn while young,
what will he be when old?

If jade is not polished,
it cannot become a thing of use.

If a man does not learn,
he cannot know his duty towards his neighbour.

He who is a son of a man,
when he is young

should attach himself to his teachers and friends,
and practice ceremonial usages.

Hsiang, at nine years of age,
could warm (his parents’) bed.

Filial piety toward parents
is that to which we should hold fast.

Jung, at four years of age,
could yield the (bigger) pears.

To behave as a younger brother towards elders,
is one of the first things to know.

Begin with filial piety and fraternal love,
and then see and hear.

Learnt to count,
and learn to read.

Units and tens,
tens and hundreds,

Hundreds and thousands,
thousand and tens of thousands.

The Three Forces
are Heaven, Earth, and Man.

The Three Luminaries,
are the sun, the moon, and the stars.

The Three Bonds are

1. the obligation between sovereign and subject,
2. the love between father and child,
3. the harmony between husband and wife.

We speak of spring and summer,
we speak of autumn and winter.

These four seasons
revolve without ceasing…

A person must be very conscious of himself at the dinner table, since it is there that he must observe an infinite number of rules in order to avoid all forms of rudeness and ill-breeding. Parting from the notion that cleanliness is never more necessary than at the table, the Child will wash his hands after all other persons superior to him have done so, taking care not to wash at the same time as these others, unless he is expressly not forbidden to do so, in which case the man-servant should be nearby to provide a towel.

The fourth Commandment of the Decalogue indicates to us in the strongest fashion the reverence and respect that must be shown toward our parents. It is the first precept imposed on us by the second tablet of the Law of Grace, and which must be obeyed in the strictest fashion after the first three precepts of the first tablet which refer to God. The Child will look with horror upon all deeds or words that may be interpreted as disobedience, contempt, mockery, or inattention toward his Parents. He will kiss their hands upon entering the house or wherever He encounters them.

1. Lynch, John. Argentine Caudillo: Juan Manuel de Rosas. Wilmington, DE: Scholarly Resources, 2001.
   This classic work is the most accessible English-language biography on Juan Manuel de Rosas; it provides a cogent explanation of how the rosista state employed state terror within Argentina.
2. Shumway, Jeffrey M. The Case of the Ugly Suitor and Other Histories of Love, Gender, and Nation in Buenos Aires, 1776-1870. Lincoln: University of Nebraska Press, 2005.
   This important book documents the rich variety of legal challenges that young people of Buenos Aires brought against parental and state authorities.
3. Stevens, Donald F. "Passion and Patriarchy in Nineteenth-Century Argentina: María Luisa Bemberg's Camila." In Based on a True Story: Latin American History at the Movies, edited by Donald F. Stevens, 85-102. Wilmington, DE: Scholarly Resources, Inc., 1997.
   Stevens's superb article compares the real life story of Camila O'Gorman with María Luisa Bemberg's film Camila (1984), which, as he argues, is a feminist critique of patriarchy and state authority. Author includes a solid bibliography of Spanish-language primary sources on O'Gorman's life.
4. Szuchman, Mark D. "A Challenge to the Patriarchs: Love Among the Youth in Nineteenth-Century Argentina." In The Middle Period in Latin America: Values and Attitudes in the 17th-19th Centuries, edited by Mark D. Szuchman, 141-65. Boulder, CO: Lynne Rienner Publishers, 1989.
   The author deftly traces how children challenged parental authority by filing lawsuits in provincial courts over spousal choices.
5. Szuchman, Mark D. Order, Family, and Community in Buenos Aires, 1810-1860. Stanford, CA: Stanford University Press, 1988.
   Szuchman discusses the impact of authoritarianism on household structure and families. He also includes seminal chapters on parental conflicts with children during the Rosas era and the Argentine state's attempts to use the educational system to socialize children.

by Janelle Collett
(Suggested writing time: 50 minutes)

The following question is based on the documents included in this module. This question is designed to test your ability to work with and understand historical documents.

Drawing on specific examples from the sources in the module, write a well- organized essay of at least five paragraphs in which you answer the following question:

• What ideals did the Rosas regime promote for the youth of Argentina? How did the regime enforce those ideals and how did the youth combat them?

Your essay should:

• have a relevant, clear thesis that answers the question,
• use at least six of the documents,
• analyze the documents by grouping them in as many appropriate ways as possible, not simply summarize the documents individually, and
• take into account both the sources of the documents and the creators' points of view.

Be sure to analyze point of view in at least three documents or images.

What additional sources, types of documents, or information would you need to have a more complete view of this topic?

You may refer to relevant historical information not mentioned in the documents.

Grateful acknowledgement is made to the following institutions for primary sources:

• Archivo General de la Nación,
• Archivo Histórico de la Provincia de Buenos Aires,
• Archivo Histórico de la Provincia de Córdoba,
• Planeta Publishing,
• Scholarly Resources,
• Stanford University Press, and
• Taurus Publishing.

About the Author

Jessie Hingson is an Assistant Professor of History at Jacksonville University in Jacksonville, Florida. He received his Doctorate from Florida International University and is the author of several articles on the history of race and family in post-independence Argentina. His work has been supported by grants from Fulbright, Rotary International, and the Department of Education.

About the Lesson Plan Author

Janelle Collett is the chair of the History Department at Springside School in Philadelphia, Pennsylvania, where she teaches seventh grade World History, ninth grade World History, and electives on the history of violence and nonviolence. In January of 2006, she was a member of an American History Association Conference panel, "Teaching the Nation as Imagined Community: Strategies for Understanding Nationalisms in the Classroom," and she has presented in a variety of settings on effective uses of technology in the classroom.

Between 1810 and 1860, Argentina emerged as a deeply divided nation. One of the main problems that remained unresolved throughout the 19th century was how power would be shared between Buenos Aires, the capital, and the rest of the provinces. Juan Manuel de Rosas, who ruled the country between 1829 and 1852, provided some semblance of order. However, he failed to share power with other groups, and the nation was not able to establish a lasting peace until the early 1860s. Studying this period is significant because it allows us to better understand the reasons for underdevelopment, authoritarianism, and political instability in Argentina's not so distant past and why these problems continue to exist in many parts of Latin America today.

A New and Divided Nation

After Argentina formally declared its independence from Spain in 1816, partisan wars broke out between two elite factions, Federalists and Unitarians. These groups had vastly different visions for how Argentina should be governed, but these views were based mostly on self-interest rather than ideology. Unitarians promoted the idea of centralizing power into Buenos Aires. They sought to reduce the power of the Catholic Church, which they saw as a symbol of the "colonial past." and they wanted to establish freer domestic and foreign trade. Unitarians also imagined a nation that promoted European-style "progress" and "civilization." This vision of modernization favored European immigrants over Argentina's poorer gaucho (rural itinerant workers) population and caudillos (regional strongmen). During the 1820s, Unitarian governments in control of Buenos Aires attempted to implement their reforms throughout the nation.

Opposing these efforts, Federalists emerged as a broad-based group, including ranchers and local merchants, who saw free trade and foreign competition as threats to their economic interests. Federalists tended to favor local political control and viewed Unitarians' political reforms as violations of their sovereignty. Federalists also wanted to maintain the power of the Church as an institution of social control. The Unitarians rejected what they called the "barbarism" of Federalist supporters, including Argentina's poorer gaucho (rural itinerant workers) population and their caudillo (regional strongman) leaders.

Throughout the 1820s, Unitarian governments implemented their reforms in Buenos Aires while the rest of the country fiercely resisted these efforts. Political tensions mounted when, in 1826, Unitarians tried to impose a Unitarian constitution over the rest of the country. However, in the following year, the Unitarian government in Buenos Aires resigned under pressure from powerful interests within the interior provinces. Manuel Dorrego, a Federalist, became governor. One of his first acts was to invalidate the Unitarian constitution, but he especially angered Unitarians by establishing peace with Brazil, which had been at war with Argentina since 1825. Both countries had been fighting for control of the eastern bank of the River Plate. Unitarians wanted to continue the war in order to add another province to Argentina and to prevent the loss of lands held by wealthy ranchers from Buenos Aires. However, the war was costly, and in late 1828, Dorrego accepted a British-brokered deal, which recognized the creation of a new "Uruguay" as a buffer state between the two countries. Returning from their military campaigns, Unitarian forces overthrew the Federalist government and assassinated Dorrego. The provinces did not accept the Unitarian constitution, and civil war broke out.

"The Restorer of the Laws"

In response to the discord, different regions of the country experienced the rise of brutally repressive regimes ruled by caudillos, who re-established order. Beginning in 1829, Juan Manuel de Rosas, a wealthy rancher and Federalist, asserted his control over Buenos Aires and the rest of the nation. Supported by a powerful, large land-holding class, Rosas governed through a combination of patronage and state violence. Seen by his supporters as "The Restorer of the Laws," he sanctioned property confiscation, execution, torture, and forced exile against Unitarian suspects and other political enemies.

Historians often underscore Rosas's brutality against his foes by pointing to the headings on most official documents: "Long Live the Federation! Death to the Savage Unitarians!" By 1835, Rosas dominated the other provinces, expanded the Indian frontier, awarded land to influential people and loyalists, and exported wool and hides to meet the demands of Western Europe. In 1852, the dictator's reign ended when other Federalists, tired of his meddling in provincial affairs, defeated him at the Battle of Caseros.

Youth and the Rosas State

The political violence, civil strife, and authoritarianism of the early 19th century deeply affected the daily lives of young people. One consequence was the weakening of powers that fathers, as patriarchs, had within the household. Colonial authorities long recognized the traditional legal concept of patria potestad, whereby absolute authority within families was given to male heads. This meant that patriarchs would have, in theory at least, the last word over their children's life decisions, particularly relating to education, work, and marriage. After independence, however, patriarchal authority began a slow decline. Hundreds of male heads of families were imprisoned, killed, drafted into Unitarian or Federalist armies, or took extended leaves for business or seasonal labor.

For middle class and elite families, Argentina's political leaders viewed schools as one of the most important institutions of civil life and social control. The idea was that teachers would aid in the state's efforts to incorporate children into the political system. Indeed, scholars have shown that primary and secondary schools were crucial in educating an entire generation of new Argentine citizens. Thousands of boys and girls were not only taught grammar and arithmetic, but also a deep respect for authority and patriotic values.

The Rosas state moved aggressively to employ lower-class youngsters when the wars and civil strife of the early 19th century caused labor shortages, especially in rural areas. Social critics also saw lower-class children as a potential source of social disorder and sought to harness their energies as laborers. Law enforcement officials restricted youngsters' mobility by strictly enforcing passport and anti-vagrancy laws.

In towns across Argentina, the conchabo system gave local police broad authority to draft children to work in public works projects, private homes, factories, or wherever laborers were needed. The office typically in charge of placing young workers was called the defensor de menores, a public institution dating back to the colonial period. The defensor drew up labor agreements that tied young people to particular jobs, but these contracts had the unintended effect of giving young people some degree of freedom from parental authority.

Argentina's laws also allowed children to be entrusted with decisions related to marriage and property. Girls could marry and hold a dowry at the age of 12. Boys could not marry until they turned 14. This is not to say that parents or their children sought marriage contracts at these early ages. By law, girls and boys had to wait until they were 23 and 25 years old, respectively, before they could marry without permission from their parents. After 1810, however, young people were marrying at younger ages and had more input into selecting spouses. This included choosing mates who were closer to their own ages and sometimes outside their familial socio-economic and racial boundaries.

Parents lamented with growing frequency and alarm the rebelliousness of their children and attempted to control their behavior through legal means. Many of these disputes appeared in lawsuits, or disensos, filed by parents asserting their parental rights and obligations in order to guide the behaviors of their children. Sons and daughters also sued their parents, seeking the right to marry freely partners of their own choosing.

While these individual actions played out in the courts, authorities under Rosas dealt harshly with youngsters who violated legal and social conventions. In 1847, Camila O'Gorman, the daughter of a prominent merchant, and Ladislao Gutiérrez, a Catholic priest, caused a huge public scandal when they ran away together. The following year, the couple was captured. Rosas personally ordered their execution for violating the social order. According to the dictator, their actions were a direct attack on his authority and that he wanted to make an example out of them.

Camila's story is often seen as an example of the extreme measures the Rosas state took to control the behaviors of Argentina's younger population. Indeed, Rosas wanted to make an example out of the young couple. However, this story of forbidden love is also representative of how young people challenged authority as ideas of republicanism, equality, and individualism swept through the Americas. The execution of the young couple (along with the fact that Camila was eight months pregnant at the time of her death!) undermined support for the Rosas regime. Moreover, Camila's story resonates even today as a reminder of the legacy of authoritarianism in Argentina's history. María Luísa Bemberg wrote and directed the feature film, Camila (1984), as a harsh critique of patriarchy and military rule.

This teaching module incorporates a variety of primary sources that shed light on the shifting boundaries of parental roles and expectations, young people's behaviors, and social status in early to mid-19th century Argentina.

One strategy is to divide the sources into two sets. The first set might include evidence on the expectations that both parents and political leaders had for children. Parents, especially fathers, in early 19th century Argentina wanted their children to marry for particular strategic reasons (e.g., to maintain wealth across generations) rather than for romantic love. In addition, Argentina's leaders sought to socialize children by closely regulating dress, public behavior, and education. Young people today should have little difficulty understanding the weight of parents' expectations on their lives and the rules that authorities create to govern their conduct. Thus, it might be a good exercise to relate these ideas to the students' lives.

A second set of documents would be organized around the variety of ways in which Argentina's youth responded to the rules and regulations that governed their lives. The evidence from the era shows that young people adopted a variety of political viewpoints. Manuelita Rosas's portrait, for example, represents one way in which young people supported the regime. However, legal documents reveal the willingness and capability of young people to use the court system to advance their interests, which were often at odds with those of their parents. Camila's story demonstrates one young person's challenge to both parental and state authority. This evidence not only demonstrates sharp generational differences but also how legal institutions became increasingly involved in family matters as parental authority began to wane.

Examining official records, however, presents special challenges. For example, legal language may be confusing, and biases may be difficult to detect. Nevertheless, it is possible to make sense of these documents by following some general advice.

First, it is necessary to understand that the primary role of civil courts in any adversarial system is to satisfy demands. Typically, this involved two parties, who were recognized as legitimate groups before the courts. Children or their legal guardians had the right to sue, especially when property or transfer of wealth was involved.

Second, gather basic information from the document about what happened. The "facts" of a case might be incongruous with our own understanding of prevailing norms and practices. For example, students today might have a hard time reconciling the fact that people in their early 20s were still considered minors.

Discussion Questions

• What areas of young people's lives did parental and state authorities try to control in Argentina during the early 19th century?
• What strategies did young people in early 19th-century Argentina use to resist parental control?

Lesson Plan: Love and Rebellion in Argentina

by Janelle Collett

Time Estimated: four 50-minute classes

Objectives

1. Synthesize understanding of primary sources with understanding of secondary sources.
2. Understand why the Rosas regime asserted its authority in this case and the larger implications for how an unstable state responds to threats to their power.
3. Debate how a state can best maintain order.

Materials

• "To the Spirits of Camila O'Gorman" [Poem]
• "Camila O'Gorman" [Painting]
• Adolfo O'Gorman to Juan Manuel de Rosas [Letter]

Day One

Hook
Read out loud "To the Spirits of Camila O'Gorman." Make sure students are not given the introduction.

Ask students to write a short story imagining who she was and what happened to her.

Have students volunteer to share their stories.

As a class, identify patterns in the stories. What were they able to infer about Camila O'Gorman from the poem?

Homework
Students must read the introduction to "To the Spirits of Camila O'Gorman" in order to find out the story of what actually happened to her AND the introduction to the Teaching Module, "Youth, Love, & Authority in Argentina" (19th c).

Day Two

Background
Discuss "Youth, Love, & Authority in Argentina."

Create a timeline as a class, including the most significant events that occurred in Argentina between 1810 and 1860.

Who was Camila O'Gorman? Why is her fate significant to understanding this period in Argentina?

Examine "Camila O'Gorman" Painting

• How has the artist portrayed Camila? Does she look like a criminal? Like an innocent victim?
• How do you believe the artist felt about her execution?

Read the letter from Adolfo O'Gorman to Juan Manuel de Rosas out loud.

• Why did Adolfo O'Gorman write this letter? (What was his purpose?)
• What arguments does he use to try to persuade Juan Manuel de Rosas to agree with him?

Day Three

Four Corners Debate!

• Write the following statement on the board: "A government has the right to use violence to enforce the law."
• In each of the four corners of the room, hang a poster with one of the following statements: "Strongly Agree," "Agree," "Disagree," and "Strongly Disagree."
• Instruct students to stand in the corner of the room with the poster that states the position they want to argue.
• Once students are in the corner of their choice, instruct them to discuss with their group why they all chose that position. As a group, they must construct an argument and evidence to support that argument. Then, they must choose a group leader.
• Group leaders present their argument and evidence to the class.
• When group leaders are finished presenting, students may change corners if they have been persuaded to another point of view.

Homework
Students will each write a paragraph defending the point of view written on the poster they chose at the end of class yesterday.

Day Four

Debrief

• Which group was most persuasive in their arguments? What did they do differently that made them so persuasive?
• Which group would Juan Manuel de Rosas have agreed with? Adolfo O'Gorman? Camila O'Gorman? Juan Leon Palliére?
• What drives a government to be so extreme in its enforcement of the law?
• What drives individuals to disobey a government that is all-powerful and willing to use violence to punish disobedience?
• Is there any way for a government to maintain order if individuals disobey the law other than violence?

Differentiation

Advanced Students
After the debate, instead of a paragraph, students will write an essay for homework answering the question, "What are the strengths and weaknesses of an authoritarian regime?"

Less Advanced Students
Allow one more day for activity. As a class, fill out a SCARABS sheet for each of the three primary sources.

• Subject of the primary source
• Context: what was happening when it was created?
• Author or creator
• Reason the source was created
• Audience: for whom was this source created?
• Bias of creator of source
• Significance of the source (why is it important?)

In 1958, Dr. John Nietz, an emeritus professor of Education at the University of Pittsburgh, donated 9,000 old textbooks from his personal collection to the Pitt library. 19th Century Schoolbooks offers full-text access to 140 of these volumes as well as two surveys of historic schoolbooks created by Nietz. The books are available as page images as well as searchable text. An index of the collection provides bibliographic records for all 16,000 volumes in Nietz's collection.

The collection focuses on standardized textbooks on general subject matters (most often reading, spelling, geography, arithmetic, and history), published or circulated between 1800 and 1899 for use in K-12 schools. The site allows for several types of searches: basic, boolean, proximity, and bibliographic searches, for those seeking a specific search-term, and a helpful browsing feature for those who simply want to see a sampling of what the collection offers. Clicking on a letter of the alphabet will allow you to browse all titles that begin with that letter.

This site will be most immediately useful to those studying the history of U.S. education, but other historians can find much here that could be of use in their classes. One intriguing aspect of the site is its revelations about the social values of a bygone time. The proliferation of textbooks on elocution and oratory, for example, attests to the earnest emphasis on spoken words in the 19th century: how to pronounce them, how to voice them clearly and "correctly"; how to emote words for dramatic recitations.

Texts like Dr. Scudder's Tales for Little Readers, About the Heathen vividly demonstrate the condescending curiosity in 19th-century Orientalism. Chapter Two, "The Colors and Ornaments of the Hindoos," explains to the child-reader that some heathens are red, some are black, and many of them are beautiful, especially the "children of Brahmins and others, who are delicately brought up."

Entries such as The Ladies' Reader: designed for the use of schools and family reading circles, are valuable for exploring gender. This reader contains selections from famous literary works deemed appropriate for female sensibilities.

Teachers of early American history might find it useful to examine the New England Primer, a valuable resource reproduced in its entirety. The New England Primer was a standard reader used for over two centuries, making it one of the foremost influential pedagogical texts in U.S. history. Examining each page of the Primer, visitors can study its juxtapositions of Puritan theology with elemental reading lessons, as in its famous Rhymed Alphabet (Letter J: "Job feels the Rod / Yet blesses God").

The full texts of two treatises written by Nietz on textbooks are also useful resources: Old Textbooks (1961) and The Evolution of American Secondary-School Textbooks (1966). These texts provide a good historical overview and introduction to the subject matter, as well as providing insight into the approach to analyzing textbooks in the 1960s.

Additional reference materials include Using Textbooks as a Research Resource: A Bibliography, which offers an annotated list of scholarly works that utilize children's textbooks as primary sources. The bibliography includes works from as early as 1908, providing a rare longitudinal glimpse of the field of education-history. One limitation in this bibliography is that it contains no works more recent than the 1990s.

A resource page provides links to related websites, such as the American Antiquarian Society's Pedagogical Juvenile Books collection. The entries are representative (not comprehensive) of special collections and rare-book rooms in U.S., British, and Canadian libraries. Some links are out of date. Overall, this website offers much that is useful in studying the history of American children's education.