By focusing on people rather than statistics, this study explores the many literacy agents, methods, and materials used at different times and places in American history. This first comprehensive history of how the American people achieved varying degrees of literacy from early colonial times to the modern era demonstrates that literacy education is not synonymous with schooling. By focusing on people, rather than statistics, it explores the many literacy agents, methods, and materials used at different times and places, including literacy among women and minority groups. Before the 20th century, family and church were frequently central to literacy development. Family literacy is essential to awaken the personal responsibility and motivation necessary for children to obtain a love for reading. This effort requires more intensive collaboration procedures between the home and the school, some of which are detailed in this important study. The authors define literacy as the degree of interaction with written text that enables individuals to be productive members of their society. Before the rise of enforced, tax-supported, compulsory schooling, Americans became literate in myriad ways including domestic education, dame schools, subscription schools, moving schools, self-study, and tutoring. Women received fewer literacy opportunities than men until the 20th century. The struggle for African American literacy was also the first step toward individual freedom and dignity. Unfortunately, for Native Americans, literacy in English frequently had negative connotations because it often formed part of the effort to exterminate Native American culture. Based largely on primary materials, this historical survey reveals important lessons from the past that can be applied to achieve higher levels of 21st-century literacy.