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The Public Purposes of Public Education: the Evolution of Community-Centered Schooling at Benjamin Franklin High School, 1934-1944 Michael C

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The Public Purposes of Public Education: the Evolution of Community-Centered Schooling at Benjamin Franklin High School, 1934-1944 Michael C University of Pennsylvania ScholarlyCommons GSE Publications Graduate School of Education September 1995 The Public Purposes of Public Education: The Evolution of Community-Centered Schooling at Benjamin Franklin High School, 1934-1944 Michael C. Johanek University of Pennsylvania, [email protected] Follow this and additional works at: http://repository.upenn.edu/gse_pubs Recommended Citation Johanek, M. C. (1995). The ubP lic Purposes of Public Education: The vE olution of Community-Centered Schooling at Benjamin Franklin High School, 1934-1944. Retrieved from http://repository.upenn.edu/gse_pubs/182 Submitted in partial fulfillment of the requirements for the Degree of Doctor of Education in Teacher's College, Columbia University, 1995. This paper is posted at ScholarlyCommons. http://repository.upenn.edu/gse_pubs/182 For more information, please contact [email protected]. The Public Purposes of Public Education: The volutE ion of Community- Centered Schooling at Benjamin Franklin High School, 1934-1944 Abstract In 1934, Italian immigrant Leonard Covello and others set up Benjamin Franklin High School in East Harlem. Its purpose was to coordinate the educational influences emanating the neighborhood's many institutions, and to inform local citizen decision-making with intensive local social research. A leader in urban education, Benjamin Franklin High pioneered a distinctive community-centered schooling. Covello insisted that "education for social living" be based on solving real community problems in order to prepare students for leadership and civic participation. Problems ranging from poor housing to leisure opportunities to intergroup relations were channeled through Franklin's system of school-community committees. This dissertation describes the evolution of the vision, one of active public purpose, that inspired Benjamin Franklin High in its early years. How did the ideas that guided such an unusual school mission evolve? How were they shaped and changed by their interaction with local events, national trends, demographics, personalities, and social conditions? Though an institutional history, this essay attempts to capture the interplay among a wide configuration of educating agents, in particular the "messy" dynamics of a public school's relationship to its community. Fundamental tensions regarding the nature of the public purposes of schooling, as well as whose purposes are pursued, underlie this intensely local struggle. Chapter I describes the social, economic, and political context of East Harlem in the early 1930s, including the campaign to establish Benjamin Franklin. Chapter II sets out the broader conversation about community schooling in the early 1930s. Chapter III presents the life of Leonard Covello, examining the complex interplay of religious, intellectual, and personal experiences that influenced his vision of public. schooling for East Harlem. In Chapters IV and V, the challenges of promoting cultural democracy - through local research, storefront units, adult education, teacher training, curriculum and public rallies - flesh out the idea of community-centered schooling as it evolved in East Harlem. Drawing upon varied traditions of community research, early urban sociology, social Christianity and settlement house traditions, Covello shaped a distinct vision of schooling's public role in the democratic development of a diverse people. Implications for current education policy are suggested. Comments Submitted in partial fulfillment of the requirements for the Degree of Doctor of Education in Teacher's College, Columbia University, 1995. This thesis or dissertation is available at ScholarlyCommons: http://repository.upenn.edu/gse_pubs/182 This is an authorized facsimile, made from the microfilm master copy of the original dissertation or masters thesis published by UMI. The bibliographic information for this thesis is contained in UMI's Dissertation Abstracts database, the only central. source for accessing almost every doctoral dissertation accepted in North America since 1861. -M-I Diss~rtation U . Services A Bell & Howell Company 300 N. Zeeb Road, Ann Arbor, Michigan 48106 1-800-521-0600 313-761-4700· Printed in1995 by xerographic process on acid-free paper DPPT THE PUBLIC PURPOSES OF PUBLIC EDUCATION: THE EVOLUTION OF COMMUNITY-CENTERED SCHOOLING AT BENJAMIN FRANKLIN HIGH SCHOOL, 1934-1944 by Michael Charles Johanek Dissertation Committee: Professor Ellen Condliffe Lagemann. Sponsor Professor Douglass Sloan Approved by the Committee on the Degree of Doctor of Education Date.--:;S_E_P...;:1..::.1-=.;19=9=-5_ Submitted in partial fulfillment of the requirements for the Degree of Doctor of Education in Teachers College, Columbia University 1995 INFORMATION TO USERS This manuscript.has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus. some OMI Number: 9606659 thesis and dissertation copies arc in typewriter face., while others may be from any type ofcomputer primer. 'The quality or this reproduction is depeDdeDt upoD the quality or the copy submitted. Broken or indistiDct print, colored or poor quality illustrations and photographs. prim blecdthrough, substandard margim, and improper a1igmneDt can admsely affect reproduction. In the unlikely. event that the author did not send UMI a complete mam1'iaipt and there are missing pages, these will be noted. Also, if Copyright 1995 by Johanek, Michael Charles unauthorized copyright material had to be removed, a note willindicate All rights reserved. the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioDing the original. beginDiDg at the upper left-hand comer and contimJiDg from left to right inequal sectiODS with smalloverlaps. Each original is also photographed in one exposure and is included in reduced form at the back ofthe book. Photographs included in the origiDal manuscript have been reproduced xerographically in this copy. Higher quality ({' x 98 black and white photographic: prints are available for any photographs or illustratioDS UMI Microform 9606659 appearing in this for an additional clwge. Contact directly Copyrigbt 1995, by UKI company. All rights reserved. copy UMI to order. Tbis microform edition is protected against unauthorized copying under Title 17, United States Code. UMI 300 North Zeeb Road lln.D Arbor. Ifi 48103 UMI ABell &HONellln/cll'llalJQn Company 300 NoM Zeell Road. Ann~MI4S106-1346 USA 313!761-4700 8OO:521..Q600 @ Cop)Tighl Michael Charles Jobanelc 1995 All RigblS Reserved ii history, this essay attempts to capture the interplay among a wide configuration of educating agents, in particular the "messy" dynamics of a public school's ABSTRACT relationship to its community. Fundamental tensions regarding the nature ofthe THE PUBLIC PURPOSES OF PUBLIC EDUCATION: THE EVOLUTION OF public purposes of schooling, as well as whose purposes are pursued, underlie . COMMUNITY·CENTERED SCHOOLING AT BENJAMIN FRANKLIN HIGH SCHOOL,1934-1944 this intensely local struggle. Chapter I describes the social, economic, and political context of East Michael Charles Johanek Harlem in the early 1930s, including the campaign to establish Benjamin Franklin. Chapter II sets out the broader conversation about community In 1934, Italian immigrant Leonard Covello and others set up Benjamin schooling in the early 1930s. Chapter III presents the life of Leonard Covello, Franklin High School in East Harlem. Its purpose was to coordinate the examining the complex interplay of religious, intellectual, and personal educational influences emanating the neighborhood's many institutions, and to experiences that influenced his vision of public. schooling for East Harlem. In inform local citizen deCision-making with intensive local social research. A Chapters IV and V, the challenges ofpromoting cultural democracy - tttrl"ugh leader in urban education, Benjamin Franklin High pioneered a distinctive local research, storefront units, adult education, teacher training, curriculum community-centered schooling. Covello insisted that "education for social liVing" and public rallies - flesh out the idea of community-centered schooling as it be based on solving real community problems in order to prepare students for evolved in East Harlem. leadership and civic participation. Problems ranging from poor housing to Drawing upon varied traditions of community research, early urban leisure opportunities to intergroup relations were channeled through Franklin's sociology, social Christianity and settlement house traditions, Covello shaped a system of school-community committees. distinct vision of schooling's public role in the democratic development of a This dissertation describes the evolution of the Vision, one of active public diverse people. Implications for current education policy are suggested. purpose, that inspired Benjamin Franklin High in its early years. How did the ideas that guided such an unusual school mission evolve? How were they shaped and changed by their interaction with local events, national trends, demographics, personalities, and social conditions? Though an institutional They have spent their energies and love on our education, so shaping history that the grandchild of a penniless immigrant could complete these studies. Finally, the sweet strength, keen mind, and easy humor of the most beautiful person I know has made my work a rich opportunity for growth. Maria Acknowledgments del Rosario Conde's patient support and balanced judgment have
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