A leading authority's panoramic history compares the experiences of immigrant-ethnic groups, African-Americans, and Native Americans to each other and in relation to the national political culture. Winner of the John Hope Franklin Prize (1991) Winner of the Theodore Saloutos Award from the Immigration History Society (1993) Do recent changes in American law and politics mean that our national motto — e pluribus unum — is at last becoming a reality? Lawrence H. Fuchs searches for answers to this question by examining the historical patterns of American ethnicity and the ways in which a national political culture has evolved to accommodate ethnic diversity. Fuchs looks first at white European immigrants, showing how most of them and especially their children became part of a unifying political culture. He also describes the ways in which systems of coercive pluralism kept persons of color from fully participating in the civic culture. He documents the dismantling of those systems and the emergence of a more inclusive and stronger civic culture in which voluntary pluralism flourishes. In comparing past patterns of ethnicity in America with those of today, Fuchs finds reasons for optimism. Diversity itself has become a unifying principle, and Americans now celebrate ethnicity. One encouraging result is the acculturation of recent immigrants from Third World countries. But Fuchs also examines the tough issues of racial and ethnic conflict and the problems of the ethno-underclass, the new outsiders. The American Kaleidoscope ends with a searching analysis of public policies that protect individual rights and enable ethnic diversity to prosper. Because of his lifelong involvement with issues of race relations and ethnicity, Lawrence H. Fuchs is singularly qualified to write on a grand scale about the interdependence in the United States of the unum and the pluribus. His book helps to clarify some difficult issues that policymakers will surely face in the future, such as those dealing with immigration, language, and affirmative action.

"Profound, vital and correct. Hirsch highlights the essence of our American being and the radical changes in education necessary to sustain that essence. Concerned citizens, teachers, and parents take note! We ignore this book at our peril."-- Joel Klein, former Chancellor of New York City Public Schools Now in paperback, the bestselling author of Cultural Literacy delivers a powerful manifesto on the failures of America's early education system and its impact on our current national malaise, advocating for a shared knowledge curriculum students everywhere can be taught--an educational foundation that can help improve and strengthen America's unity, identity, and democracy. In How to Educate a Citizen, E.D. Hirsch continues the conversation he began thirty years ago with his classic bestseller Cultural Literacy, urging America's public schools, particularly at the elementary level, to educate our children more effectively to help heal and preserve the nation. Since the 1960s, our schools have been relying on "child-centered learning." History, geography, science, civics, and other essential knowledge have been dumbed down by vacuous learning "techniques" and "values-based" curricula; indoctrinated by graduate schools of education, administrators and educators have believed they are teaching reading and critical thinking skills. Yet these cannot be taught in the absence of strong content, Hirsch argues. The consequence is a loss of shared knowledge that would enable us to work together, understand one another, and make coherent, informed decisions. A broken approach to school not only leaves our children under-prepared and erodes the American dream but also loosens the spiritual bonds and unity that hold the nation together. Drawing on early schoolmasters and educational reformers such as Noah Webster and Horace Mann, Hirsch charts the rise and fall of the American early education system and provides a blueprint for closing the national gap in knowledge, communications, and allegiance. Critical and compelling, How to Educate a Citizen galvanizes our schools to equip children with the power of shared knowledge.

“An incisive study of the Western world’s shift from institutional religion to more personal beliefs in the second half of the nineteenth century . . . This is intellectual history at its most comprehensive and convincing.” — Publishers Weekly (starred review) The late nineteenth century was an age of grand ideas and great expectations fueled by rapid scientific and technological innovation. In Europe, the ancient authority of church and crown was overthrown for the volatile gambles of democracy and the capitalist market. If it was an age that claimed to liberate women, slaves, and serfs, it also harnessed children to its factories and subjected entire peoples to its empires. Amid this tumult, another sea change was underway: the religious revolution. In The Religious Revolution , Dominic Green charts this profound cultural and political shift, taking us on a whirlwind journey through the lives and ideas of Ralph Waldo Emerson and Walt Whitman; of Éliphas Lévi and Helena Blavatsky; of Wagner and Nietzsche; of Marx, Darwin, and Gandhi. Challenged by the industrialization, globalization, and political unrest of their times, these figures found themselves connecting with the religious impulse in surprising new ways, inspiring others to move away from the strictures of religion and toward the thrill and intimacy of spirituality. The modern era is often characterized as a time of increasing secularism, but in this trenchant new work, Green demonstrates how the foundations of modern society were laid as much by spirituality as by science or reason. The Religious Revolution is a narrative tour de force that sweeps across several continents and five of the most turbulent and formative decades in history. Threading together seemingly disparate intellectual trajectories, Green illuminates how philosophers, grifters, artists, scientists, and yogis shared in a global cultural moment, borrowing one another’s beliefs and making the world we know today.

Does the American Dream still exist when nearly 30 million Americans live in families in which workers find a paycheck and poverty in the same envelope? Just as Michael Harrington's The Other America shocked the nation with its disclosure of poverty in the 1960s, John E. Schwarz and Thomas J. Volgy's The Forgotten Americans exposes the breadth of poverty that exists today among responsible, hardworking Americans. At the end of the prosperous 1980s, the number of Americans living in working-poor families equaled the combined populations of the nation's 25 largest cities. Contrary to conventional wisdom, this situation is not largely confined to minorities, women, the undereducated or young adults. It is commonplace for workers from nearly all segments of society to be employed in low-paying jobs even during good economic times. The Forgotten Americans reveals the betrayal of the hopes and expectations of these industrious people through broad-based factual evidence and the real-life stories of individual families. Their hardship has been ignored at enormous cost to them and the country. Numerous problems at the forefront of national debate--welfare dependency, crime, and the inadequate performance of many American school children--are closely connected to the existence of working poverty on a large scale. Unless corrective action is taken, the country risks the creation of a deeply fractured society arising from the despair of millions of employed people who have discovered that practicing the work ethic yields little reward. The problem is staggering and often misunderstood by politicians, the media, and the public. Once Schwarz and Volgy have outlined the implications of this social and economic tragedy, they propose effective solutions that require simple changes to existing policies--solutions that are politically feasible and can be accomplished without new taxes.