The Quarterly journal of the American Education Society.

Title from caption.

The Quarterly register of the American Education Society.

Title from caption.

Quarterly journal of the American Education Society.

Mode of access: Internet.

A brief view of the American Education Society : With the principles upon which it is conducted and an appeal to the Christian public in its behalf. ...

Signed, p. 2l: In behalf of the Board of Directors, E. Cornelius, Sec'ry.

Letters from John Hubbard Church to William Jenks, 1795-1798

John Hubbard Church wrote these twelve letters to his friend and classmate William Jenks between 1795 and 1798. Church wrote the letters from Boston, Rutland, Cambridge, and Chatham in Massachusetts and from Somers, Connecticut; they were sent to Jenks in Cambridge and Boston, where for a time he worked as an usher in Mr. Vinall's school and Mr. Webb's school. Church's letters touch on various subjects, ranging from his increased interest in theology and his theological studies under Charles Backus to his seasickness during a sailing voyage to Cape Cod. Church also informs Jenks of what he is reading, including works by John Locke, P. Brydone, James Beattie, John Gillies, Plutarch, and Alexander Pope. He describes his work teaching that children of the Sears family in Chatham, Massachusetts, where he appears to have spent a significant amount of time between 1795 and 1797. Church's letters are at times very personal, and he often expresses great affection for Jenks and their friendship.

The Quarterly register.

Includes section with title: Journal of the American Education Society, which was also issued separately.

The American quarterly register.

Title from caption.

A plea for the higher education of Catholic young men of America : with an exposure of the frauds of the University of Notre Dame, Ind. : preceded by a circular letter to the archbishops, bishops and prominent clergy of the United States /

Mode of access: Internet.

Address to the clergy of the Dioceses of Dublin and Glandalagh and Kildare : on the recent changes in the system of Irish national education /

Xerox reprint, 1965, by Univ. Microfilms.

Rules of the American Education Society.

Printed brown paper covers.

Address to the clergy and the people of the county of Middlesex, from the Middlesex Massachusetts auxiliary society ... in aid of the American society for educating the gospel ministry.

Mode of access: Internet.

Address to the clergy and the people of the county of Middlesex [microform] : from the Middlesex Massachusetts Auxiliary Society, established June, A.D. 1817, in aid of the American Society for Educating Pious Youth for the Gospel Ministry.

Mode of access: Internet.

The social and civil influence of the Christian ministry. A sermon, preached at the sixth anniversary of the Auxiliary Education Society of the Young Men of Boston; February 6, 1825. ...

Pages [24]-30 contain the Treasurer's account, Constitution, and a list of officers and members of the Society.

Constitution of the Education Society of the Warren Baptist Association : and circular letter to the ministers and churches on the importance of education to ministers of the Gospel.

Blank form for subscribers' names, p. 7-8.

History education and the construction of national identity in Iran

This study examined the representation of national and religious dimensions of Iranian history and identity in Iranian middle school history textbooks. Furthermore, through a qualitative case study in a school in the capital city of Tehran, teachers' use of textbooks in classrooms, students' response, their perceptions of the country's past, and their definitions of national identity is studied. The study follows a critical discourse analysis framework by focusing on the subjectivity of the text and examining how specific concepts, in this case collective identities, are constructed through historical narratives and how social actors, in this case students, interact with , and make sense of, the process. My definition of national identity is based on the ethnosymbolism paradigm (Smith, 2003) that accommodates both pre-modern cultural roots of a nation and the development and trajectory of modern political institutions. Two qualitative approaches of discourse analysis and case study were employed. The textbooks selected were those published by the Ministry of Education; universally used in all middle schools across the country in 2009. The case study was conducted in a girls' school in Tehran. The students who participated in the study were ninth grade students who were in their first year of high school and had just finished a complete course of Iranian history in middle school. Observations were done in history classes in all three grades of the middle school. The study findings show that textbooks present a generally negative discourse of Iran's long history as being dominated by foreign invasions and incompetent kings. At the same time, the role of Islam and Muslim clergy gradually elevates in salvaging the country from its despair throughout history, becomes prominent in modern times, and finally culminates in the Islamic Revolution as the ultimate point of victory for the Iranian people. Throughout this representation, Islam becomes increasingly dominant in the textbooks' narrative of Iranian identity and by the time of the Islamic Revolution morphs into its single most prominent element. On the other hand, the students have created their own image of Iran's history and Iranian identity that diverges from that of the textbooks especially in their recollection of modern times. They have internalized the generally negative narrative of textbooks, but have not accepted the positive role of Islam and Muslim clergy. Their notion of Iranian identity is dominated by feelings of defeat and failure, anecdotal elements of pride in the very ancient history, and a sense of passivity and helplessness.