Scottish Highlanders and Native Americans - by Margaret C Szasz
About this item
Highlights
- The Society in Scotland for the Propagation of Christian Knowledge (SSPCK) was founded in 1709 by Scottish Lowlanders for the education of Highlanders: specifically to convert them from the Gaelic language to English, from the Episcopal faith to Presbyterianism, and from latent Jacobitism to loyalty to the crown.
- Author(s): Margaret C Szasz
- 302 Pages
- History, Social History
Description
About the Book
Featuring more than two dozen illustrations, Scottish Highlanders and Native Americans brims with intriguing comparisons and insights into two cultures on the cusp of modernity. It is a benchmark in emerging studies of comparative education and a major contribution to the growing literature of cross-cultural encounters.Book Synopsis
The Society in Scotland for the Propagation of Christian Knowledge (SSPCK) was founded in 1709 by Scottish Lowlanders for the education of Highlanders: specifically to convert them from the Gaelic language to English, from the Episcopal faith to Presbyterianism, and from latent Jacobitism to loyalty to the crown. In a transatlantic translation of this effort, the "Scottish Society" also established itself in the New World to educate and assimilate Iroquois, Algonquin, and southeastern Native peoples.
In this first book-length examination of the SSPCK, Margaret Connell Szasz explores the origins of the Scottish Society's policies of cultural colonialism and their influence on two disparate frontiers. Drawing intriguing parallels between the treatment of Highland Scots and of Native Americans, she incorporates multiple perspectives on the cultural encounter, juxtaposing the attitudes of Highlanders and Lowlanders, English colonials and Native peoples, while giving voice to the Society's pupils and graduates, its schoolmasters, and religious leaders.
Featuring more than two dozen illustrations, Scottish Highlanders and Native Americans brims with intriguing comparisons and insights into two cultures on the cusp of modernity. It is a benchmark in emerging studies of comparative education and a major contribution to the growing literature of cross-cultural encounters.