The author profiles two nineteenth-century architects of children's minds and children's spaces. More than any other two Americans Henry Barnard and Catharine Beecher defined children's educational spaces--the home and the school--and successfully specified how those spaces were to be organized and furnished, who was to govern those spaces, what was to be done in those spaces, and how men, women, and children were to think and to behave in those spaces. Barnard and Beecher both grew up and were educated in Protestant New England during the early and formative years of the New Republic. As adults, they devoted their attention toward the home and the school--the specific and clearly recognizable spaces where education occurred. Each contributed to the creation of the boundaries that define and separate home, school, and work, and specified what was to occur in those spaces. Barnard and Beecher attended to every detail of "purpose-built" spaces to create an ordered society. The spaces they designed reflected their vision of how society should be ordered. Barnard wanted to maintain an existing traditional order. To create the order Beecher wanted, a social revolution was necessary--a revolution that assigned new roles, and power, authority, dominion, and status to women.