South Dakota State University, Brookings, South Dakota, United States
In 1978 James Marten received a Bachelor of Arts degree from South Dakota State University.
University of Texas at Austin, Austin, Texas, United States
In 1986 James Marten obtained a Doctor of Philosophy degree from the University of Texas at Austin.
University of South Dakota, Vermillion, South Dakota, United States
In 1981 James Marten gained a Master of Arts degree from the University of South Dakota.
(Texas Divided is neither the history of the Civil War in ...)
Texas Divided is neither the history of the Civil War in Texas nor of secession or Reconstruction. Rather, it is the history of men dealing with the sometimes fragmented southern society in which they lived - some fighting to change it, others to preserve it - and an examination of the lines that divided Texas and Texans during the sectional conflict of the nineteenth century.
(Offering a fascinating look at how children were affected...)
Offering a fascinating look at how children were affected by our nation's greatest crisis, James Marten examines their toys and games, their literature and schoolbooks, the letters they exchanged with absent fathers and brothers, and the hardships they endured. He also explores children's politicization, their contributions to their homelands' war efforts, and the lessons they took away from the war. Drawing on the childhoods of such diverse Americans as Jane Addams, Booker T. Washington, and Theodore Roosevelt, and on sources that range from diaries and memoirs to children's "amateur newspapers," Marten examines the myriad ways in which the Civil War shaped the lives of a generation of American children.
(While information regarding children and their outlook on...)
While information regarding children and their outlook on the war is not abundant, James Marten, through extensive research, has uncovered essays, editorials, articles, poems, games, short stories and letters that tell the story of the Civil War through the eyes of children. Lessons of War: The Civil War in Children's Magazines is a collection of such items, gathered from popular children's magazines that were published during this era. The selections in Lessons of War demonstrate the depth of children's involvement in the war, from raising funds for soldiers to incorporating the war into their play activities and eagerly accepting northern political attitudes.
(The Boy of Chancellorville and Other Civil War Stories is...)
The Boy of Chancellorville and Other Civil War Stories is an unforgettable collection of stories for and about children during the Civil War, with contributions from American luminaries such as Louisa May Alcott, Ambrose Bierce, Paul Laurence Dunbar, and Walt Whitman. The book reveals that the war affected the lives of children differently than their mothers and fathers: some looked at it as a grand adventure and for others it was a puzzling, premature end to childhood. James Marten includes accounts from nearly every viewpoint-boys and girls, Northerners and Southerners, blacks and whites-and various situations, ranging from life on the home front to confronting enemy soldiers to the aftermath of the war. Each story begins with a short introduction to place it in its literary context and explains the author's connection to the war.
(The essays in this collection range from explorations of ...)
The essays in this collection range from explorations of childhood during the American Revolution and of the writings of free black children during the Civil War to children's home front war efforts during World War II, representations of war and defeat in Japanese children's magazines, and growing up in war-torn Liberia. Children and War provides a historical context for two centuries of children's multi-faceted involvement with war.
(The Civil War influenced virtually every aspect of childr...)
The Civil War influenced virtually every aspect of children's lives, and in turn, they eagerly incorporated the experience of war into their daily assumptions and activities. In this new contribution to the American Childhoods series, James A. Marten places the experiences of children living in the North during the Civil War into the larger contexts of economic, political, and cultural developments during the nineteenth century.
(Childhood and Child Welfare in the Progressive Era examin...)
Childhood and Child Welfare in the Progressive Era examines a central focus for reform efforts between 1870 and 1930: children. Progressive-era reformers, holding the middle-class childhood as ideal, found the lives of poor urban children especially troubling. Using the methods of the social sciences, they studied this population and sought government action to remedy what they saw as poor children’s deprivations.
(The Pilgrims and Puritans did not arrive on the shores of...)
The Pilgrims and Puritans did not arrive on the shores of New England alone. Nor did African men and women, brought to the Americas as slaves. Though it would be hard to tell from the historical record, European colonists and African slaves had children, as did the indigenous families whom they encountered, and those children's life experiences enrich and complicate our understanding of colonial America. Through essays, primary documents, and contemporary illustrations, Children in Colonial America examines the unique aspects of childhood in the American colonies between the late sixteenth and late-eighteenth centuries. The twelve original essays observe a diverse cross-section of children - from indigenous peoples of the east coast and Mexico to Dutch-born children of the Plymouth colony and African-born offspring of slaves in the Caribbean - and explore themes including parenting and childrearing practices, children's health and education, sibling relations, child abuse, mental health, gender, play, and rites of passage. Taken together, the essays and documents in Children in Colonial America shed light on the ways in which the process of colonization shaped childhood, and in turn how the experience of children affected life in colonial America.
(In the early years of the Republic, as Americans tried to...)
In the early years of the Republic, as Americans tried to determine what it meant to be an American, they also wondered what it meant to be an American child. A defensive, even fearful, approach to childhood gave way to a more optimistic campaign to integrate young Americans into the Republican experiment. In Children and Youth in a New Nation, historians unearth the experiences of and attitudes about children and youth during the decades following the American Revolution. Beginning with the revolution itself, the contributors explore a broad range of topics, from the ways in which American children and youth participated in and learned from the revolt and its aftermaths, to developing notions of ideal childhoods as they were imagined by new religious denominations and competing ethnic groups, to the struggle by educators over how the society that came out of the Revolution could best be served by its educational systems.
(After the Civil War, white Confederate and Union army vet...)
After the Civil War, white Confederate and Union army veterans reentered - or struggled to reenter - the lives and communities they had left behind. In Sing Not War, James Marten explores how the nineteenth century's "Greatest Generation" attempted to blend back into society and how their experiences were treated by nonveterans.
(Prominent historians and rising scholars explore issues i...)
Prominent historians and rising scholars explore issues important to both the Civil War era and to the history of children and youth, including the experience of orphans, drummer boys, and young soldiers on the front lines, and even the impact of the war on the games children played in this collection. Each essay places the history of children and youth in the context of the sectional conflict, while in turn shedding new light on the sectional conflict by viewing it through the lens of children and youth. A much needed, multi-faceted historical account, Children and Youth during the Civil War Era touches on some of the most important historiographical issues with which historians of children and youth and of the Civil War home front have grappled over the last few years.
(America’s Corporal rectifies this startling gap in our un...)
America’s Corporal rectifies this startling gap in our understanding of the decades that followed the Civil War. Drawing on a variety of primary sources including memoirs, lectures, newspapers, pension files, veterans’ organization records, poetry, and political cartoons, James Marten brings Tanner’s life and character into focus and shows what it meant to be a veteran - especially a disabled veteran - in an era that at first worshipped the saviors of the Union but then found ambiguity in their political power and insistence on collecting ever-larger pensions. This biography serves as an examination of the dynamics of disability, the culture, and politics of the Gilded Age, and the aftereffects of the Civil War, including the philosophical and psychological changes that it prompted.
(In the decades after the Civil War, urbanization, industr...)
In the decades after the Civil War, urbanization, industrialization, and immigration marked the start of the Gilded Age, a period of rapid economic growth but also social upheaval. Reformers responded to the social and economic chaos with a “search for order,” as famously described by historian Robert Wiebe. Most reformers agreed that one of the nation’s top priorities should be its children and youth, who, they believed, suffered more from the disorder plaguing the rapidly growing nation than any other group. Children and Youth during the Gilded Age and Progressive Era explores both nineteenth century conditions that led Progressives to their search for order and some of the solutions applied to children and youth in the context of that search.
In 1978 James Marten received a Bachelor of Arts degree from South Dakota State University. In 1981 he gained a Master of Arts degree from the University of South Dakota. In 1986 Marten obtained a Doctor of Philosophy degree from the University of Texas at Austin.
From 1978 to 1980 James Marten was a teacher at Woodbine High School in Iowa. From 1984 to 1985 he served as an assistant instructor at the University of Texas at Austin. From 1986 to 1992 Marten was an assistant professor at Marquette University and an associate professor from 1992 to 2000. In 2000 he was appointed a professor of history there. Marten edited the Journal of the History of Childhood and Youth from 2013 to 2018.
(The essays in this collection range from explorations of ...)2002
(Prominent historians and rising scholars explore issues i...)2012
(While information regarding children and their outlook on...)1998
(The Boy of Chancellorville and Other Civil War Stories is...)2001
(Offering a fascinating look at how children were affected...)1998
(In the decades after the Civil War, urbanization, industr...)2014
(The Civil War influenced virtually every aspect of childr...)2004
(In the early years of the Republic, as Americans tried to...)2009
(After the Civil War, white Confederate and Union army vet...)2011
(Childhood and Child Welfare in the Progressive Era examin...)2004
(America’s Corporal rectifies this startling gap in our un...)2014
(Texas Divided is neither the history of the Civil War in ...)1990
(The Pilgrims and Puritans did not arrive on the shores of...)2006
James Marten is a member of the Organization of American Historians, the Southern Historical Association, the South Dakota State Historical Society.
On December 30, 1977, James Marten married Linda Carol Gist. They have two children: Lauren Ruth, Eli James.