The first woman elected superintendent of schools in Rowan County, Kentucky, Cora Wilson Stewart (1875–1958) realized that a major key to overcoming the illiteracy that plagued her community was to educate adult illiterates. To combat this problem, Stewart opened up her schools to adults during moonlit evenings in the winter of 1911. The result was the creation of the Moonlight Schools, a grassroots movement dedicated to eliminating illiteracy in one generation. Following Stewart’s lead, educators across the nation began to develop similar literacy programs; within a few years, Moonlight Schools had emerged in Minnesota, South Carolina, and other states. Cora Wilson Stewart and Kentucky’s Moonlight Schools examines these institutions and analyzes Stewart’s role in shaping education at the state and national levels. To improve their literacy, Moonlight students learned first to write their names and then advanced to practical lessons about everyday life. Stewart wrote reading primers for classroom use, designing them for rural people, soldiers, Native Americans, prisoners, and mothers. Each set of readers focused on the knowledge that individuals in the target group needed to acquire to be better citizens within their community. The reading lessons also emphasized the importance of patriotism, civic responsibility, Christian morality, heath, and social progress. Yvonne Honeycutt Baldwin explores the “elusive line between myth and reality” that existed in the rhetoric Stewart employed in order to accomplish her crusade. As did many educators engaged in benevolent work during the Progressive Era, Stewart sometimes romanticized the plight of her pupils and overstated her successes. As she traveled to lecture about the program in other states interested in addressing the problem of illiteracy, she often reported that the Moonlight Schools took one mountain community in Kentucky “from moonshine and bullets to lemonade and Bibles.” All rhetoric aside, the inclusive Moonlight Schools ultimately taught thousands of Americans in many under-served communities across the nation how to read and write. Despite the many successes of her programs, when Stewart retired in 1932, the crusade against adult illiteracy had yet to be won. Cora Wilson Stewart presents the story of a true pioneer in adult literacy and an outspoken advocate of women’s political and professional participation and leadership. Her methods continue to influence literacy programs and adult education policy and practice.

In 1911 Cora Wilson Stewart founded the Moonlight Schools in Rowan County, Kentucky, an innovative night program that taught illiterate adults to read. Hoping that 150 people would attend the first classes, Stewart was amazed that over 1,200 men and women enrolled. She quickly developed reading material for these men and women that appealed to them instead of the children's texts that most educators were using with adults. With the success of the Moonlight Schools, Stewart moved forward in her crusade against illiteracy; she quickly became the most prominent advocate for the cause on both the national and international scene. Stewart took the fight against illiteracy at a time when it was an accepted part of American life. She shocked the nation when she pointed out that 25 percent of the men who signed up for the draft in 1917 could neither read nor write. From her beginnings in the mountains of Kentucky, she went on to chair the Illiteracy Section of the World Conference of Education Associations five times; she founded the National Illiteracy Crusade in 1926. She even received one vote for president at the 1920 Democratic convention. Her crusade came despite the fact she was a victim of domestic abuse who suffered through three failed marriages. Her life reflects the challenges faced by female reformers in the early part of the 20th century.

A biography of the Kentucky women’s rights activist and progressive reformer, featuring personal interviews and recently discovered correspondence. Preeminent Kentucky reformer and women’s rights advocate Madeline McDowell Breckinridge (1872-1920) was at the forefront of social change during the late nineteenth and early twentieth centuries. A descendant of Henry Clay and the daughter of two of Kentucky’s most prominent families, Breckinridge had a remarkably varied activist career that included roles in the promotion of public health, education, women’s rights, and charity. Founder of the Lexington Civic League and Associated Charities, Breckinridge successfully lobbied to create parks and playgrounds and to establish a juvenile court system in Kentucky. She also became president of the Kentucky Equal Rights Association, served as vice president of the National American Woman Suffrage Association, and even campaigned across the country for the League of Nations. In the first biography of Breckinridge since 1921, Melba Porter Hay draws on newly discovered correspondence and rich personal interviews with her female associates to illuminate the fascinating life of this important Kentucky activist. Deftly balancing Breckinridge’s public reform efforts with her private concerns, Hay tells the story of Madeline’s marriage to Desha Breckinridge, editor of the Lexington Herald, and how she used the match to her advantage by promoting social causes in the newspaper. Hay also chronicles Breckinridge’s ordeals with tuberculosis and amputation, and emotionally trying episodes of family betrayal and sex scandals. Hay describes how Breckinridge’s physical struggles and personal losses transformed her from a privileged socialite into a selfless advocate for the disadvantaged. Later as vice president of the National American Women Suffrage Association, Breckinridge lobbied for Kentucky’s ratification of the Nineteenth Amendment, which gave women the right to vote in 1920. While devoting much of her life to the woman suffrage movement on the local and national levels, she also supported the antituberculosis movement, social programs for the poor, compulsory school attendance, and laws regulating child labor. In bringing to life this extraordinary reformer, Hay shows how Breckinridge championed Kentucky’s social development during the Progressive Era. Praise for Madeline McDowell Breckinridge and the Battle for a New South “An important contribution to American history, one that is of special significance to Kentucky history, the Progressive Era, and the women's rights movement.” —Paul Fuller, author of Laura Clay and the Women’s Rights Movement “Hay brings to life a multi-dimensional woman, emblematic of her times, with whom readers can identify and sympathize.” —Melanie Beals Goan, author of Mary Breckinridge: The Frontier Nursing Service and Rural Health in Appalachia

Across a range of industrial, domestic, and agricultural sites, Greer shows how repetitive discursive performances served as rhetorical tools as women workers sought to rescript power relations in their workplaces and to resist narratives about their laboring lives. The case studies reveal noteworthy patterns in how these women’s words helped to construct the complex web of class relations in which they were enmeshed. Rather than a teleological narrative of economic empowerment over the course of a century, Unorganized Women speaks to the enduring obstacles low- and no-wage women face, their creativity and resilience in the face of adversity, and the challenges that impede the creation of meaningful coalitions. By focusing on repetitive rhetorical labor, this book affords a point of entry for analyzing the discursive productions of a range of women workers and for constructing a richer history of women’s rhetoric in the United States.

In more than two hundred years of statehood, most Kentucky women have been invisible to history. Yet from the first settlement, women have been prominent contributors to Kentucky history and culture. Women in Kentucky tells the stories of the ordinary women of lonely frontier farms, the women both black and white whose lives were shaped by slavery, and the laboring women of the factories and shops in rising urban centers. Helen Deiss Irvin also profiles the exceptional Kentucky women whose lives became more visible: abolitionist Delia Webster, suffragists Laura Clay and Madeline McDowell Breckinridge, philanthropists Mary Breckinridge and Linda Neville, reformer Carry Nation, scholar and educator Sophonisba Breckinridge, and physician Louise Gilman Hutchins. Women in Kentucky casts a new light on the active and full participation of women in Kentucky's long and storied history.

Focusing on the cultural conflicts between social reformers and southern communities, William Link presents an important reinterpretation of the origins and impact of progressivism in the South. He shows that a fundamental clash of values divided reformers and rural southerners, ultimately blocking the reforms. His book, based on extensive archival research, adds a new dimension to the study of American reform movements. The new group of social reformers that emerged near the end of the nineteenth century believed that the South, an underdeveloped and politically fragile region, was in the midst of a social crisis. They recognized the environmental causes of social problems and pushed for interventionist solutions. As a consensus grew about southern social problems in the early 1900s, reformers adopted new methods to win the support of reluctant or indifferent southerners. By the beginning of World War I, their public crusades on prohibition, health, schools, woman suffrage, and child labor had led to some new social policies and the beginnings of a bureaucratic structure. By the late 1920s, however, social reform and southern progressivism remained largely frustrated. Link's analysis of the response of rural southern communities to reform efforts establishes a new social context for southern progressivism. He argues that the movement failed because a cultural chasm divided the reformers and the communities they sought to transform. Reformers were paternalistic. They believed that the new policies should properly be administered from above, and they were not hesitant to impose their own solutions. They also viewed different cultures and races as inferior. Rural southerners saw their communities and customs quite differently. For most, local control and personal liberty were watchwords. They had long deflected attempts of southern outsiders to control their affairs, and they opposed the paternalistic reforms of the Progressive Era with equal determination. Throughout the 1920s they made effective implementation of policy changes difficult if not impossible. In a small-scale war, rural folk forced the reformers to confront the integrity of the communities they sought to change.

A research-based foundational overview of contemporary adult education Foundations of Adult and Continuing Education distills decades of scholarship in the field to provide students and practitioners with an up-to-date practical resource. Grounded in research and focused on the unique needs of adult learners, this book provides a foundational overview of adult education, and an introduction to the organizations and practices developed to support adult learning in a variety of contexts. The discussion also includes select understandings of international adult education, policy, and methods alongside theoretical frameworks, contemporary and historical contexts, and the guiding principles of adult education today. Coverage of emerging issues includes the aging society, social justice, and more, with expert insight from leading authorities in the field. Many adult educators begin practice through the context of their own experiences in the field. This book provides the broader research, theory, and practice needed for a deeper understanding of adult education and its place in society. Learn the key philosophical and theoretical frameworks of adult education Survey the landscape of the field through contemporary and historical foundations Examine key guiding understandings and practices targeted to adult learners Delve into newer concerns including technology, globalization, and more Foundations of Adult and Continuing Education provides an expertly-led overview of the field, and an essential introduction to real-world practice.

Drawing on personal correspondence, conference proceedings, textbooks, and speeches, NeCamp demonstrates how the Moonlight Schools and the Americanization movement competed for public attention, the interest of educators, and private and governmental funding, fueling a vibrant public debate about the definition of literacy.