Revolution in social sciences Sarah Nichols

Introduction During the late 19th century America experienced a series of changes in social ideals, which shaped the way education systems, laws and social sciences developed across the US. These changes were mainly proposed through new developments in science, the most notable of which was Darwin's “On the Origins of Species” which introduced the theory of evolution. This prompted Social Darwinism as well as a series of other theories applied to social structures which helped to shape the beliefs of the generation.

Revolution in social Sciences Increasing amount of science applied to social issues The majority opinion before had rejected government interference with society Richard T. Ely -Believed that Laissez-faire was extremely dangerous economic problems were merely moral problems which required “the united efforts of the Church, state and science” Edward L. Yeoman's proposed “Social Darwinism”- twisting Darwin's ideas into promoting that the survival of the fittest was applicable to members of society that society could do “nothing at all” and that maybe “in four or five thousand years evolution may have carried men beyond this state of things”

Law and history New emphasis on studying institutions as they really are Represented in “The Common Law” (1881) by Oliver Wendell Holmes Jr. Rejected that traditional law should be practiced just because “it was laid down in the time of Henry IV” argued that they should be used according to the “felt necessities at the time” (for example, the will of the people)

John Dewey trying to reform education with laws was “futile” education should teach children good citizenship and transmit knowledge professor at Chicago University and studied the implications evolution and science had on education Wrote “The School and Society”(1899), in which he defined most of his theories on education leader in the “Progressive Education” movement

Progressive Education Traditionally education was measured on the memorization of facts movement placed emphasis on how well a student can relate the material to the real world ‘Forward thinking’ teachers were appalled by the conditions in local schools which were overcrowded Since most women worked they saw public playgrounds and nurseries as essential Adult education programs were important since at the time most adults were uneducated.

Charlotte Perkins Gilman Suffered from post-partum depression Patient of neurologist S. Weir Mitchell “have your child with you all the time”, and “never touch a pen, brush, or pencil as long as you live”. Mitchell -women were attuned to childbearing and that other lifestyles would only serve to exhaust their nervous energy went on to become a famous writer Serves as one of the leading examples of the untold story unaffected by the era of educational and social changes

Conclusion Although the late 19th century proposed many significant changes in the way people thought, it fell short in its execution. Minorities and poor people were largely unaffected by these changes, and their lives continued mostly the same as the generations before. However, the 1880s-1890s did succeed in changing the way that people thought which would proceed to shape further generations.