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ABSTRACT DAVIS, JENNIFER M. North ABSTRACT DAVIS, JENNIFER M. North Carolina Textbooks in the 19th Century: “To Interest and Instruct the Boys and Girls of North Carolina.” (Under the direction of John K. Lee). This historical study analyzes 19th century North Carolina history books. It focuses on continuity in North Carolina public school history textbooks from 1851, when the first textbook was published, to 1889, when the last known North Carolina history book of the century was published. In determining how much continuity exists among these books, this study considers controversies or cultural shifts textbook authors may have addressed in their books. Textbook content often reflects the political, cultural, or societal norms of leaders and authors, whether in historical or contemporary times. Textbooks are essentially society’s letter to their young about what knowledge and values are most important. In North Carolina, textbooks were also evidence of a growing public education movement. By the mid-19th century, North Carolina was situated near the top among Southern states’ education programs. This placement was partly due to the fact that leaders simultaneously encouraged the growth of free, universal education for all white students in the state while depending upon educators to teach these students North Carolina’s social norms and status quos. Leaders viewed education both as a major component of progress and as an institution that could maintain tradition and morality in a changing society. In this context, educators and textbook authors attempted to teach future generations socially accepted historical knowledge of and love for their state. Analysis of North Carolina history textbooks reveals the positive portrayals of North Carolina’s history and society that writers hoped to impart to readers. Political or social upheavals such as the Civil War or Reconstruction were a context for textbook authors to offer students historical interpretations of these events that justified or even glorified North Carolina’s actions in history. While textbook authors varied in the degrees to which they attempted to instill patriotism in their readers or by the amount of detail they included about a given topic, the basic interpretation of North Carolina’s history as inspiriting and working toward positive completion remained unchanged from 1851 to 1889. Authors shared similar purposes for writing textbooks that aimed to provide students with positive views of their state provided by North Carolina natives. They also presented similar themes highlighting North Carolina’s historical love and defense of freedom and her position of moderation in social or political matters. While authors did not always interpret specific historical events the same, they highlighted similar themes about the state’s history. Changes in textbooks were usually inspired more by new historical events than by a desire to retreat from a basic summation of North Carolina history that emphasized the state’s proud historical origins, contributions to United States history, and desirableness as a place to live. North Carolina Textbooks in the 19th Century: “To Interest and Instruct the Boys and Girls of North Carolina” by Jennifer Marie Davis-Doyle A dissertation submitted to the Graduate Faculty of North Carolina State University in partial fulfillment of the requirements for the degree of Doctor of Philosophy Curriculum and Instruction Raleigh, North Carolina 2013 APPROVED BY: ________________________________ ________________________________ John K. Lee Candy Beal Chair of Advisory Committee _______________________________ ________________________________ James Crisp Meghan Manfra ii DEDICATION First and foremost I dedicate this work to God. I’m thankful that research, nor accomplishment, has altered the person I am or desire to be. While time consuming, my dissertation did not become my ‘way of life’ nor does the ‘title’ this dissertation grants change me. I’m still the same person, with perhaps more patience, perseverance, and a stronger sense of self-accomplishment. I relate with the Apostle Paul when he said, “I have finished my course, I have kept the faith.” (2 Timothy 4:7) To my parents, Mom and Dad, thank you both for your constant and loving support over the years of my schooling. Thank you for your believing in me, for always encouraging me to follow my dreams and ambitions, for allowing me to pursue my own interests, and for patiently enabling me with the necessary time to study, research, travel, write, etc. I owe a great debt of gratitude for the schooling that allowed me to even arrive at this level of study and achievement. It must have been that “one dollar per A” agreement we had starting in the first grade that made me love education so much. Thank you, too, for the ‘good genes’ that aided and abetted this endeavor. I love you both. You are indeed the best parents ever. Dad, I’m forever grateful for your critical analysis of my dissertation, practicing defense with your questions and observations, and your ‘Martha Stewart’ touch on my dissertation defense reception – even with those UNC napkins! Brian, you have been most understanding and helpful. Thank you for the special times of iii getting away from ‘dissertating’ to go places and have fun. The water skiing, snow skiing, beach trips, trip to Maui, and vacations in general were a life-saver. I love you and thank you for your willingness to marry me even while in the middle of a dissertation! Someone has said, “A good marriage is like a casserole, only those responsible for it knows what goes in it.” You’ve stood by me while seeing what goes into dissertating; thank you. A special thank you to Mrs. Mozelle West, who has been an inspiration and a breath of fresh air. Thank you for your spiritual support and your assistance with covering the bases with prayer when it was time to be concerned about certain aspects of this journey. Your constant interest and intercession helped keep the worries away. I would like to extend a huge thanks to my advisor, Dr. John Lee, for his tireless hours of counsel and guidance; and to committee members Dr. James Crisp, Dr. Candy Beal, and Dr. Meghan Manfra for their investment in me. All of you provided an incredible team of expertise for which I am most grateful. While it is virtually impossible to name everyone who has encouraged and supported me over the years of this undertaking, I would like to express my gratitude to all of my friends, family, and church family who showed an interest and offered reassurance. Not the least of these was Amanda Nelson, who volunteered to edit my dissertation rough draft, and still maintained her best friend status after doing so. iv Lastly, in memory of my Granddaddy Davis, who loved history; I know he would have cheered this accomplishment. I regret we could not share this ‘journey through history’ together as we did the ‘tour of Normandy’ in France. I shall carry on his love of history. v BIOGRAPHY Jennifer Marie Davis-Doyle was born to the greatest parents in the world, Rev. Phil and Joan Davis, in Nashville, Tennessee, on June 20, 1978. At ten days old, Jennifer claimed home to Cordova, Alabama, until she was two years old. From there she spent her next nine years, including kindergarten and grade school, in Mantachie, Mississippi, where she grew up listening to her Dad’s preaching and singing in church before she could read or write. In the middle of her sixth grade year, Jennifer moved to Dunn, North Carolina. Her favorite subject soon became social studies and history, later confirmed by favorite Triton High School teacher Jim Currin. By the time of graduation she had two long-term goals: 1) marry the cutest boy ever who she met at Bible School at age 14, and 2) teach college history. The next four years at Meredith College rendered a major in history, minor in Spanish, and certification to teach social studies grades 9-12. An additional two years at North Carolina State University rendered a Masters degree in history with a minor in English. Following graduation, Jennifer’s dream of teaching college was fulfilled as she became an adjunct history professor at Campbell University, where she continues to teach Western Civilization, North Carolina History, and U.S. History. In 2009, on a carriage ride through Central Park, New York, on New Year’s Eve, with her Dad presiding, Jennifer did exchange marriage vows with that cutest boy ever from Bible School, after dating him for fifteen years. vi When not in the classroom at Campbell University or at the lake skiing, Jennifer can be found sitting on the church pew between that cute boy and her Mom…still listening to her Dad’s sermons and singing in church. Additionally, she enjoys teaching youth and playing the piano. vii TABLE OF CONTENTS CHAPTER 1 – INTRODUCTION ..……………………………………………………1 Theoretical Framework…………………………………………………………..4 Statement of the Problem………………………………………………………12 CHAPTER 2 – LITERATURE REVIEW……………………………………………..14 Textbooks in the 19th century: Forming an historical narrative………………..15 Overview of 20th century textbook studies: Adding to the historical narrative..26 Nineteenth century North Carolina: Support for public schools as a tool for controlled social advancement…………………………………………………………….59 North Carolina’s social advancement as education protected the status quo….64 North Carolina 19th century textbooks………………………………………...76 CHAPTER 3 – METHODS…………………………………………………………...82 Organization…………………………………………………………………...89 Limitations……………………………………………………………………..95 CHAPTER 4 – FINDINGS……………………………………………………………98
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