By James W. Cortada
"All the evidence offers a heritage of the function of data within the usa given that 1870, while the state all started a virtually 150-year interval of financial prosperity and technological and clinical adjustments. James Cortada argues that voters and their associations used details greatly as instruments to reinforce their paintings and personal lives and they used proof to assist form how the kingdom developed during those fourteen many years. He argues that information's function has lengthy been a severe part of the paintings, play, tradition, and values of this country, and less so than throughout the 20th century while its functionality in society improved dramatically. whereas components of this tale were tested by way of millions of scholars--such because the function of radio, newspapers, books, pcs, and the web, approximately such associations as schooling, substantial company, accelerated roles of governments from city management to the nation apartment, from agriculture to the companies and data industries--All the evidence appears in any respect of those components holistically, supplying a deeper perception into the way in which the U.S. developed through the years. An advent and eleven chapters describe what this knowledge surroundings gave the impression of, the way it advanced, and the way it was once used. for an additional mammoth layer of knowledge approximately this topic the reader is directed to the specified bibliographic essay at the back of this booklet. It contains a narrative heritage, case reports within the type of sidebars, and tales illustrating key issues. Readers will locate, for instance, the tale of ways the USA postal procedure helped create present day info society, in addition to every little thing from books and newspapers to television, desktops, and the net. The build-up to what many at the present time name the knowledge Age took decades to accomplish and keeps to construct momentum. the results for the area, and never only for the USA, are as profound as any mega-trend you can still determine within the heritage of humankind. the entire evidence provides this improvement completely in an easy-to-digest layout that any lover of heritage, know-how, or the background of knowledge and company will enjoy"--
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Additional info for All the facts : a history of information in the United States since 1870
At the dawn of the twentieth century organized approaches spread to courses in high school (shop, home economics, typing, auto repair, creative writing), school clubs, organized sports, then through junior and four-year college programs. Eventually graduate schools became centers for training workers in knowledgeintensive occupations, such as in medicine, law, and business administration. 70 Two other forms of codification of information became so ubiquitous that they are barely acknowledged. Money, specifically the material object of paper currency and coinage, was the primary informational media used to transact business or I n t r o d u c i n g A m e r i c a n I n f or m at i o n ( 17 ) to measure the value of objects and services.
Living in the proximity of individuals exchanging it covered the lion’s share of expense. The act of exchange and its effect was caught nicely by Thomas Jefferson in 1813: “He who receives an idea from me receives instruction himself without lessening mine; as he who lights his taper at mine receives light without darkening me… . ”55 It was a reminder of the enabling and constraining feature of economic realities. Formal education was a sixth facilitator. Even small amounts of instruction got people to read and to count, and with a bit more education, to calculate and to measure.
More importantly, as discussed in chapter 2, the number of years of formal education by students rose over time. 74 A bigger problem relates to the legacy of slavery. During slavery, it was against local laws in southern states to teach slaves how to read and write, for fear they would be able to use communications to foment slave revolts. Perhaps 5 percent of slaves received some education, while a similar percentage of free African Americans were literate. Educational facilities for freed slaves in post–Civil War America lagged in number and quality compared to those for white students, to such an extent that the Supreme Court ruled that this disparity was unconstitutional in 1954 in the Brown v.