Head Start, the federal program that provides preschool education, health, and social services for children from poor families, is one of the United States' most popular government programs. Created in 1965, it has endured as a symbol of commitment to children, serving just fewer than one million children a year in neighborhood sites across the…

The struggle to provide primary education for the Catholic poor in England and Wales dominated the agenda of English Catholic leaders in the last half of the nineteenth century. This effort occurred within the larger framework of a national educational revolution that slowly pushed the government into providing public education for the first time.…

In 1738, the English evangelist George Whitefield traveled to the new colony of Georgia intending to establish "a house for fatherless children." Inspired by both August Hermann Francke, the German Pietist who had great success educating and maintaining poor orphans in Halle, and by charity schools established in Great Britain,…

Vast changes took place in urban benevolence toward poor females in the first half of the nineteenth century. Agencies started by upper-class women as private organizations to support needy women became agencies run by salaried, professional, male charity workers whose job it was to train and discipline poor females. (RM)

Discusses the character and motives of Lady Noel-Byron, briefly married to Lord Byron, for involving herself in philanthropic work. Examines the various influences that aroused Lady Bryon's interest in education and describes her involvement in implementing her philanthropic endeavors, such as opening a school for poor children. (CMK)

Introduces three articles that assess the state of higher education history by turning away from the research university. Explains that the articles (1) focus on books that have influenced the historiography of religion, community colleges, and the poor and (2) discuss how recent research might change conceptions of higher education history. (CMK)

Considers historical treatments of the poor and higher education by discussing one book from each of the following categories: (1) traditional/omission; (2) increased inclusion; (3) center of analysis; (4) issue specific; and (5) broader social analysis. Comments on the contributions and limitations of each work. (CMK)