1. EDTHP 115 Announcements 2/19/03
Test, Schedule Changes, etc.
PowerPoint Presentations, Outlines, and Handouts
For next week: read Henry Giroux’s The Mouse that Roared
Paper #2 will ask you to respond to and analyze the book, The Mouse that Roared, the film, Mickey Mouse Monopoly, and the talk by Giroux
We will give you a handout on the paper on Friday

2. The History and Philosophy of Education
John Dewey on the need to articulate philosophy and understand history
Experience and Education (1938)
Democracy and Education (1916)
Common School Reform Era, s
Progressive Era, s (part I)
Philosophy and Theories of Education

3. Common Elements of Plans of Jefferson, Rush, & Webster
Uniform
Systematic—focused on building a state system of education
Serving republican purposes
Public supported

4. Why did early state plans for education fail?
Resistance to taxes
Resistance to central control
Devotion to local control and individual choice
A faith in existing educational arrangements
The population was too scattered, too varied, too lacking in surplus and taxable wealth to create the types of systematic public education envisaged by the theorists

5. What Did Schools Look Like in the Early 1800s?
American population was very rural: 95% in 1790 and 91% in 1830
The “little red schoolhouse” never really existed
60 or 70 students shut up for 6 hours a day in a small space
Young children often on uncomfortable benches too close to the fire or stove
Students from ages 2 up through 14, but sometimes older
Schools at this time reflected the diversity of America and rural communities

6. What Did Schools Look Like in the Early 1800s? (con’t.)
The pedagogical challenge of keeping order in the schoolhouse
Memorization as the main task
Most teachers not well trained
Teachers were young, only taught 2 or 3 months a year and had to combine jobs
Textbooks not standardized
Funding for education was a mix of public and private
Mix of types of schools

7. Common School Reform Era 1830-1860s(+)
Thaddeus Stevens of Pennsylvania in 1826: “Education. May the film be removed from the eyes of Pennsylvania and [may] she learn to dread ignorance more than taxation.”
Common school reformers called their efforts a “crusade.”

8. Common School Reform Leaders
Horace Mann
Secretary of the newly created Massachusetts State Board of Education,
Developed a set of arguments for the creation of Common Schools

9. Common School Reformers’ complaints about local school conditions:
School terms too short
Irregular attendance
Bad facilities
Shortsighted and penurious district control
Poor quality of teachers
Insufficient supervision
Lack of uniformity
Indifferent parental support

10. Common School Reform Agenda
Concern for non-attenders and urban children—get children into school
Increase the length of the school year
Consolidate rural districts into town systems
Develop mechanisms for state supervision and regulation
Encourage the transition from private to public control of schools
Couldn’t have common school if schools weren’t in free public schools
expertise/professionalization (through the use of normal schools)

11. Common School Reform Agenda (con’t.)
Improve efficiency and teacher quality
Create uniform textbooks, curricula
Improve school buildings
Limit corporal punishment
In general:
Standardization and Uniformity

12. Common School Reforms and Policies
Legislation/Laws
Create new institutions
Construct new school buildings
Standardize the curriculum
Improve teacher training

13. Legislation [not covered on 2/19/03]
State authority for education
Permitted residents to organize local school districts
Deliberately encourages the establishment of school districts, with elected boards that had power to levy taxes
Made Common Schools compulsory by mandating the establishment of districts, boards, taxes

14. Laws (con’t.) [not covered on 2/19/03]
Massachusetts:
1826: law requiring every town to elect a school committee responsible for schools in the town
1836: established state board of education
1852: compulsory attendance law—12 weeks of schools, at least 6 of which continuous
By states
In 1918 all 48 states

15. School Buildings

17. New Buildings and Blueprints

18. New Textbooks

22. Education During the Progressive Era, 1890s-1940s

23. Importance of Education in the Progressive Era
New Views of Children and Schooling
New Curricula
New Ways of Classifying Children
New Philosophies and Theories
New Structures: Kindergarten; Junior High; High School; Junior College
New Practices
Overall—The Establishment of Many Ideas, Structures, and Practices That Remain Today
The Progressive era
In U.S. history ( )
Industrialization, Urbanization, and Immigration
Economic, political, and social reform
Transitioning between the Common School era and the Progressive era
Urban school systems and the “one best system”
Compulsory attendance laws
The superintendency, teachers, and gender at the end of the 19th century
Specialization in education
Examples: kindergarten, the high school, universities, manual training
The transition from nineteenth-century to twentieth-century leadership
Francis Parker
William Torrey Harris
Educational Progressivism (1890s-1940s/50s)
Defining “progressivism”
Problems and challenges that reformers addressed
Writings by Rice, Todd, Spaulding, and Gove
Some general goals of progressivism
Illustrations
“Curriculum construction in 1900 and 1925,” “Teaching spelling in 1900 and 1926,” IQ testing results, reorganization of administration, country vs. city
General goals as defined by Cremin
Different types of educational progressivism
Pedagogical progressives
The role and importance of John Dewey
Goals of the pedagogical progressives
Reforms
Democracy and pedagogical progressivism
Kilpatrick and the project method
Examples and illustrations
Dewey’s schools: the Chicago School and Lincoln School
Ella Flagg Young
“Schools of Tomorrow”
Denver and Winnetka
Administrative progressives
Goals of the administrative progressives
Cubberley’s eight goals
Lewis Terman and IQ testing
Centralization and curriculum differentiation
Democracy as defined by the admin. progressives
Immigration and Americanization
The successes of the administrative progressives
Examples and illustrations: Oakland and Detroit
Other types of and takes on progressivism
George Counts and the social reconstructionists
Dare the Schools Build a New Social Order/Social Frontier
Child-centered education
Libertarians
Essentialist opposition
Life adjustment curriculum
Hybrids
Looking at the evidence
City school surveys and city school reports
Other Aspects of Progressivism during the 1920s
America after WWI
The Cardinal Principals
The American educational ladder
Teachers and unions
The National Education Association and the Progressive Education Association
The role of universities, schools of education
Rethinking the educational system: school districts, the state, and the federal government
Analyzing Education in the Progressive era
Outcomes
Impact on classrooms
Historians’ interpretations
Criticisms of progressive education (then and now)
Diversity during the Progressive era (and the beginning of Civil Rights)
Race
Booker T. Washington and W. E. B. DuBois
Class
Gender revisited
Immigrants
Other ways of considering diversity

24. General Goals of Progressive Educators
Schools should be adapted to the child, instead of adapting children to schools
Schools should meet the needs of the whole child—intellectual, physical, emotional
The curriculum and instructional practices should be “modernized”
Away from the overly rigid, mechanized, “lock-step” instruction of the 1800s
Schools should meet new needs of society