March/April 2008

Professional Pages Book Review

Encyclopedia of the New American Nation:

The Emergence of the United States, 1754-1829

The contributing writers both entertain and enlighten readers. Some myths and misconceptions are exposed and corrected. Women, "War Hawks'" agitation in bringing on the War of 1812, whaling, the various types of work performed during the era (1754 to 1829), minorities, slavery, and even county fairs are among the topics included in the encyclopedia. The writers discuss many questions concerning the "Who, What Where, When, (and most importantly) Why" in the growth of the American Nation during its formative era.

Some brief commentaries on various sections will give the reader an idea of the scope of the set. I have a few minor quibbles about the format. Hopefully, these comments will better inform the reader's decision on whether or not to purchase the encyclopedic set.

Women, who in the past received short shrift, are extensively covered. Their roles changed and developed between the years 1754 -1829. The section of women's articles is broken up into eight subsections. The differences between races in relation to women are covered, as well. For example, the literacy gap between the sexes narrowed to almost nil in New England by 1829. Private academies played a major role by increasing women's educational levels. On the negative side, in 1807 unmarried propertied women lost the vote in New Jersey, as did free blacks, aliens, and untaxed men. All had had the right given to them in 1776. Divorce grants varied by region; in New England it was easier than elsewhere. Most of the divorce requests were granted only after many years of abandonment. Courtship receives its own section. Women moved out of the home to become wage earners after the Revolution. Many were either single or widowed. Religious revivals, especially the "Second Great Awakening" and republican values influenced women as well. Women were to teach and live as examples of republican virtue, setting the standard for their families. On the negative side, Native American women and slave women's lives deteriorated drastically during the period. For teachers, these topical entries are excellent ways not only to expose students to the study of gender roles, but also to explore how women took an active part in the development of the new American nation.  

Donald Hickey, a leading historian of the War of 1812, corrects some of the myths concerning the "War Hawks'" role in pushing the United States into war. By searching through Congressional Records, he proves that the "War Hawks" played no more of a role than did any other political faction.

In the section on work, a good example of the articles included is one on indentured servitude. The author, Michael Zuckerman, writes a very vivid description of what the institution was and who the servants were. Many came from both the United Kingdom and other European countries. After the Transportation Act of 1718, more convicted felons were included.

The whaling industry rose to prominence during this era. Nancy Shoemaker, the entry's author, shows clearly how whaling spread America's economic influence around the world. As U. S. whalers cruised across both the Atlantic and Pacific Oceans, with them went the influence and culture of the United States. For the first half of the nineteenth century, U. S. ships dominated this trade as well as other sailing industries.

Slavery is covered in great detail. As with the Women entries, there are eight sub-sections, covering twenty-four pages and detailing numerous topics of slavery. Some articles cover runaway slaves, slave patrols, slave rebellions, and the slave trade. At the conclusion of the American Revolution, many northerners called for the elimination of slavery. Southerners responded that ending the institution would destroy the South's economy and society. Southerners had seen first-hand the fighting abilities of Blacks. During the American Revolution many Northern regiments had Blacks in their ranks. The British too used Black troops as combat soldiers. This was especially true during their Southern campaigns. The British actively encouraged slaves to desert their masters. To them, Black freedom meant White death.  There is an excellent chart showing the distribution of slavery in 1830 (Vol.#3, p.185). (More on charts and maps later). Runaway slaves and slave patrols both demonstrate the depth of Southern fears of slaves. The worst fears for most Whites in the North and South were slave rebellions, which were savagely suppressed. Overall, the section on slavery includes many articles that provide good jumping off points for student research.   

Architecture is seldom taught in high schools. Teachers can expand students' knowledge of sectional differences by using building styles. The building styles in the North, South, East, and West reflect cultural, sectional, and climatic differences. High school students could learn about sectionalism as a main unit through architecture, which highlights regional trends and differences visually.

In the New American Nation encyclopedia set, many minorities receive coverage where in the past they have been excluded. The Quakers are a prime case in point. They founded a colony only to be hated and maligned for their pacifist beliefs.

Lastly, the inclusion of an entry on fairs shows students a more human level of life during the era of 1754 to 1829. For the many pupils from urban environments who haven't been to a county fair, the article on fairs would provide them with an introduction to an important aspect of rural life.

My main complaint with the encyclopedia is the size of both the charts and maps. I'm not put off by them being in black-and-white as I am by their small size. All could be a page. Also, in a few instances, the major rivers are not identified on the maps. For New York State students, many document-based questions require the ability to recognize and identify rivers and other natural landmarks. The maps in the Encyclopedia of the New American Nation provide little support for this learning expectation.

Nevertheless, the number of charts, maps, and images enhances the whole educational experience. Teachers and students can use the visual materials to learn not only about geographical features but also how people dressed, what homes they dwelt in, and even how the printed documents appeared.

The further readings and cross references supply myriad avenues for continuing research. In each section, the user is shown various web sites and printed materials to expand his/her knowledge and fields of interest. For more obscure topics, the reader can find good sources to augment research. The cross-references lead the researcher to materials that he/she may not have thought to use. Also, both the further readings and cross references steer the user to good and peer-reviewed materials, important resources for students, especially those who need to learn to evaluate information, to compare and contrast research web sites and materials. Students need to learn to make critical decisions on whether or not to incorporate documents in their work.

Although not aimed at the reluctant reader, he/she will benefit from use of this encyclopedic set. Many teenagers will find useful articles in this encyclopedia to wet their research appetites. The reading varies from the fifth grade level to the first year of college. Most entries could easily be read and comprehended by nearly every reader. However, a few entries do require good concentration. For example, Ms. Joanne Freeman's entry, "Duels," demands a high reading level and concentration. (The reviewer has read her Affairs of Honor, written for the college student.) For the lower level, as noted above, Ms. Shoemaker's, "Whaling" covers the subject well and has good information for all. The median reading level is middle high school, or approximately sophomore or junior year. Students reading any selection would receive clearly written and verifiable information for their research. Younger students or those new to English would be advised to have a dictionary nearby. Generally, all users, students, faculty, and general public, will gain valuable insights into the formation of the early republic. Teachers will find that this encyclopedic set provides good background topical summaries for their students. As an added benefit, students will be exposed to concise and literate writing.

In conclusion, I highly recommend the set for both schools and colleges. The Encyclopedia of the New American Nation: The Emergence of the United States, 1754-1829, edited by Paul Finkelman, is an excellent jumping off point for students, teachers, and faculty. All will learn and gain new appreciation for this vital period in the creation of the early American republic. The inclusion of women and minorities broadens its appeal as a starting source for research. The listings of further readings give excellent suggestions for deeper study.

Richard E.B. Lord is just finishing his sixth year as a school library media specialist at Belmont Preparatory High School. Prior to this, for 14 years he was a public librarian in the Queens Borough Public Library system. He is active in both professional and living history organizations.

Professional Pages Book Reviews are a KQWeb feature edited by Carolyn Karis.