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Explores the slave trade system that brought slaves to the Chesapeake Bay area during the eighteenth century colonial United States. Uses information from the "Trans-Atlantic Slave Trade: A Database on CD-ROM" to examine slave routes. Provides information on the origins and distribution of slaves in the Chesapeake Bay region and the experiences of slaves. (CMK)

Focuses on the history of slavery in the northern United States during the eighteenth century. Addresses the life of African Americans within the U.S. Explores issues, such as the murder of a slave holder, the Negro Election Day, and Pinkster. (CMK)

Focuses on the traveling exhibition from the Musee de Picardie in Amiens, France, called "From the Sun King to the Royal Twilight: Painting in Eighteenth Century France," that provides an overview of French paintings from the reign of Louis IV to the fall of the monarchy. (CMK)

Explores the first phase of juvenile emigration from Britain to the Americas in the 17th and 18th centuries. Finds eerie parallels with the last phase of this British social policy in the 1960s as has been discussed in the media during recent years. (SD)

Explicates George Campbell's theory of persuasion as presented in his "Philosophy of Rhetoric." Suggests that what is truly striking about his theory of persuasion is its remarkable coherence, coherence that comes into view through attention to the three most important, related terms--the sentiments, passions, and dispositions. (CR)

Contributes to scholarship on the history of business communication by examining Daniel Defoe's "The Complete English Tradesman" (1727-1728), a large instructional manual designed to prepare young tradesmen for success in the world of 18th-century business. Looks at the book's two chapters dealing with good business writing. (SR)

Argues that African Americans, not Whites, are America's rugged individualists and that the scholarly literature, written by African Americans, does not give the individualistic strategies developed by African Americans the attention it deserves. It explores the colonial origins of White communalism, Black individualism, and the positive and negative characteristics that improvisational techniques have had on African Americans. (GR)

Traces the centrality of moral education in public schools from the 16th to the late 19th century and suggests how the past can serve to inform and to direct the present. It reviews teaching methods and curricular materials used to transmit moral values as well as the views of influential thinkers concerning moral education. (GR)

Describes the philanthropic activities of Lady Elizabeth Hastings and the local provision of rural charity schools in 18th-century England. Covers Hastings' background, her establishment of girls' charity schools, charity-school curricula, the Society for the Promotion of Christian Knowledge, and charity-school teachers. Evaluates Hastings' achievements in light of contemporary standards. (DSK)

It is argued that a traditional, historically-oriented course in 17th- and 18th-century French civilization continues to be an appropriate and effective approach for undergraduate French study, in preparation for later, more sophisticated cultural analysis. Four course components are discussed: class lectures; literary text selection; textbook selection; and civilization materials. (nine references) (MSE)

Analyzes the description of letterpress printing technology in the "Encyclopedie" of Diderot and d'Alembert. Examines how the authors distilled information about mechanical arts from craft culture, the shop, and traditional apprenticeship practices. (SK)

Explores the role of women in eighteenth-century Germany's University of Halle. Reports that the school admitted both male and female students. Explains that the university's central principle, the conquest of the world through personal effort, was viewed as well suited to women, who had not been tainted by academic tradition. (SG)

Discusses the eighteenth-century view of virtue as an end in itself. Observes that property, prosperity, and individualistic attitudes were essential aspects of economic virtue, whereas majority rule became a central tenet of civic virtue. Explains that public education and governmental checks and balances were seen as means of promoting economic and civic virtue. (SG)

Examines eighteenth- and nineteenth-century British writing instruction, which consisted of precepts reinforced by practice. Notes that the gradual abandonment of Latin as the language of education and culture, the shift to a literate culture, and the proliferation of books and periodicals altered writing instruction. (SG)

Investigates the underlying rhetorical functions of how Benjamin Franklin used the medal to praise the national characters of France and the United States in those two countries, while he also used it to influence government policy in Malta and to vindicate himself from criticism in England. (KEH)

Examines within Laurence Sterne's "Tristram Shandy" two representative orientations (reasons and experience) as indices of popular attitudes about the rhetorical arts during the eighteenth century. Argues that, as a satire on rhetorical pretensions and excess, this novel is an important document in the venerable battle between the ancients and the moderns. (KEH)

Investigates the sociological backgrounds of German lawyers of the Holy Roman Empire through an analysis of the dissertations and disputations written during the seventeenth and eighteenth centuries. Focuses on their university education, family circumstances, and careers. Creates an information data bank to carry out the project. Predicts further research possibilities for the study. (RW)

This study of newspaper advertisements in London and Philadelphia in the mid-eighteenth century reveals similarities in the public lectures and private instruction/evening schools offered for adults. Differences illustrate how colonial Americans were able to modify British institutions for their own needs. (SK)

Uses examples from literature and history to discuss the persistence into the eighteenth century, generally considered the time of the Enlightenment, of traditional French literary concepts and intellectual constructs for understanding the New World and its people.

Describes database and index design and data collection methods for compilation of the National Tune Index, a comprehensive, multifaceted tool for research in and analysis of eighteenth century American and British secular music, restoration of early American theater works, and identification of specific tune or text fragments. (MBR)

Adam Smith used selections from English literature in his classroom during the eighteenth century because he believed that vernacular literature could provide a ready context for the teaching of ideological, social, and moral lessons. He believed that higher education should prepare students for the real business of the real world. (RM)

This study of selected London newspapers between 1742 and 1765 reveals that advertised educational opportunities for adults, such as public lectures, lecture courses, and private instruction, were relatively expensive. Prior to 1760 medical and scientific topics were emphasized; an emerging interest in dancing, fencing, and music is also noted. (SK)

Provides alternative strategies for teaching about the 13 colonies and linking politics with social, economic, and demographic trends. Relates how syntheses of various studies modify earlier historiographical theories into a better interpretation. (TRS)

Describes the life and work of John Howard, the great English prison reformer, who pioneered in exposing certain inequities of the English social system through his publications, his investigation of prison conditions first hand, and his appearances before Parliament. (CT)

Presents a brief history of John Dickinson, Charles Nisbet, Benjamin Rush and educational philosophies of the late eighteenth century. Discusses the traditional "classical" education of Dickinson and Nisbet and the more practical theories of Rush, who advocated "instruction in the useful arts and sciences" in order to facilitate settlement of the young country. (GEA)

Traces the progress of the Society for Promoting Christian Knowledge's (England) charity school movement in the early eighteenth century and its shift from promotion of catechistical instruction to putting children to work in workhouses that served to banish idleness and beggary. (GEA)

Cites evidence of Gothic strains in eighteenth-century rhetorical practice. Uses a narrative account by Edmund Burke to illustrate representative Gothic themes, images, and strategies. Judges the Gothic voice to be significant as an instance of the ways in which general aesthetic sensibilities are deployed for rhetorical ends. (MS)

Discusses the life of William Billings, an early American composer and a leader in one of the earliest forms of organized music education in the United States: singing schools and singing societies. Examines his contributions to the U.S. musical heritage and briefly surveys his publications. (GEA)

Compares John Tuft's music education textbook with two of Thomas Walter's music education textbooks to determine who was the first music education textbook author. Concludes that Walter was Tufts' primary musical source and that he can be credited with writing the first U.S. music textbook. (GEA)

Traces the development of the study of geology and geological education in the United States during the 1700's. Addresses the influences of world travel, agriculture, and medicine on the inclusion of earth science into college curricula and self-instruction "civility books." (TW)

The French Enlightenment spawned intellectual activities and concepts that had positive impact on the genesis and development of special education, including altering societal perceptions of handicapped persons, devising training methods still used today, and imbuing special education with a spirit of hope and optimism. (Author/CB)