observatoriaОбсерватория культурыObservatory of Culture2072-31562588-0047Russian State Library10.25281/2072-3156-2019-16-3-310-320observatoria-788Research ArticleКАФЕДРАCURRICULUMАмериканские учебники XIX в. как культурологические источники: проблема производства и использования19th-Century Ame­rican Schoolbooks as Primary Sources in Cultural Studies: Their Production and Usehttps://orcid.org/0000-0002-2478-8061СметанинаКарина ЮрьевнаSmetaninaKarina Yu.

факультет иностранных языков и регионоведения, кафедра региональных исследований,аспирант

Ленинские горы, д. 1, стр. 13, Москва, 119991, Россия

ORCID 0000-0002-2478-8061; SPIN 5482-8020

1, Building 13, Leninskie Gory Str., Moscow, 119991, Russia

ORCID 0000-0002-2478-8061; SPIN 5482-8020

karin.smetanina@gmail.comМосковский государственный университет им. М.В. ЛомоносоваРоссияM.V. Lomonosov Moscow State UniversityRussian Federation201914062019163310320Copyright © Сметанина К.Ю., 20192019Сметанина К.Ю.Smetanina K.Y.© 2026 ФГБУ "Российская государственная библиотека". Все права защищены. Воспроизведение без письменного разрешения запрещено.© 2026 Russian State Library. All rights reserved. Reproduction without written permission is prohibited.https://observatoria.rsl.ru/jour/article/view/788

Статья посвящена вопросам использования американских школьных учебников XIX в. по национальной истории в качестве источников историографического и культурологического исследований. Актуальность данной темы определяется тем, что исторически в США развивались и сосуществовали несколько регионов, по своим экономическим, культурным и идеологическим характеристикам сильно различавшиеся между собой. Следовательно, широкая политическая автономия отдельных штатов, в круг компетенций которых традиционно входит управление системой образования, дает повод предположить, что трактовка американской истории в школьных учебниках, созданных и применявшихся в разных частях страны, могло отражать лишь систему ценностей жителей отдельных штатов.

В основу проведенного исследования был положен принцип историзма, который позволил подробно рассмотреть такие темы, как авторство, география издания и использования учебников по истории в контексте меняющихся социокультурных реалий США XIX века.

В результате были сделаны следующие выводы. Зарождение системы всеобщего народного образования, а также стремительное развитие полиграфии в Новой Англии обусловили появление там в 1820-х гг. целой плеяды авторов самых востребованных учебников по истории США. Одновременно с ростом количества и влияния издательских фирм в Нью-Йорке и Филадельфии центр производства учебной литературы во второй половине XIX в. переместился в Средне-Атлантические штаты.

Континентальная экспансия США создала предпосылки для массовой внутренней миграции населения, которое в числе другого имущества перевозило школьные учебники. Поскольку система школьного образования вплоть до конца XIX в. была новым и плохо развитым институтом, который еще не пользовался должным авторитетом у населения страны, руководители школ и учителя были не в состоянии обязать родителей покупать утвержденные школой, округом или штатом книги. Это привело к проблеме «учебного плюрализма» и распространению пособий северных авторов по всей территории США. Одновременно с этим высокая доходность бизнеса по продаже учебников привела к проблеме «перепроизводства» школьных книг.

The article focuses on the 19th-century American history schoolbooks as primary sour­ces in historiography and cultural studies. The re­levance of the topic is determined by the fact that historically several regions with different econo­mic, cultu­ral and ideological characteristics existed and deve­loped in the USA. Therefore, broad political powers of the state governments that traditionally made laws in the field of education may give us the reason to assume that the narration of the American history in books produced and used in different parts of the country might have reflected values and beliefs of those particular states.

The study was based on the principle of historicism, which let us closely analyze such questions as the authorship, places of schoolbook publishing and areas of their distribution with re­ference to the changing sociocultural realia of the 19th-century America.

The following conclusions were drawn. The advent and development of public education as well as the blossom of the printing industry in New England contributed to the fact that in the 1820s there emerged a big group of authors who wrote the most popular American histories. Simultaneously with the growth of the number and influence of publi­shing firms in New York and Philadelphia, the center of the textbook production moved to the Mid-Atlantic Region in the latter half of the century.

The United States territorial acquisitions of the 19th century predetermined the mass migration of the American citizens who amongst other possessions carried their children’s textbooks to new places. Due to the fact that the system of public edu­cation was still in its juvenile years and did not enjoy authority among the citizens, school administrations and teachers were not able to make parents buy new schoolbooks from the lists approved by schools, counties, or states, which led to the problem of textbook diversity and to the distribution of the northern books throughout the whole country. Concurrently, high profits in textbook business attracted many people who tried to write and sell as many histories as possible. This resulted in the problem of oversupply of schoolbooks.

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The authors declare that there are no conflicts of interest present.