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INSTITUTION EDES PRICE Topic Is Curriculum Development, Centering DOCUMENT RESUME ED 119 341 EA 007 978 AUTHOR Davis, O. L., Jr., Ed. TITLE Perspectives on Curriculum Development 1776-1976. INSTITUTION Association for Supervision and Curriculum Development, Washington, D.C. PUB DATE 76 NOTE 284p.; Photos may reproduce poorly AVAILABLE FROM Association for Supervision and Curriculum Development, Suite 1100, 1701 K Street, N.W., Washington, D.C. 20006 ($9.50) EDES PRICE MF-$0.83 Plus Postage. HC Not Available from EDRS. DESCRIPTORS *Curriculum; *Curriculum Development; *Educational History; Elementary Secondary Education; *Yearbooks ABSTRACT The six major chapters of this book are deliberately couched as perspective, for they help the reader view historical facts in relationship to the past, present, and future. The authors' topic is curriculum development, centering on the opportunities for growth and development for all who are influenced or affected by the guidance of the school. These opportunities and activities are provided through the various forms and arrangements for instruction. That these supportive forms and arrangements for instruction have varied through the years of our independence as a nation is evident in the several contributions included here. Curriculum development, though relatively young as a science, has nevertheless shown much vitality in schools and schooling since our founding. Even a casual look at the record shows that many curricular practices have been adopted and abandoned, readopted and reabandoned. A historical work such as this might help us keep from being swept off our feet by every "new" panacea. The major chapter titles are "Education forAll: The Triumph of Professionalism," "Building Curriculum: Influences and Mechanisms," "Schooling and Control: Some Interpretations of the Changing Social Function of Curriculum," "Diversity and Conformity in American Curriculum," "Sisyphus Revisited," and "Sources for Curriculum History." (Author/IRT) *********************************************************************** Documents acquired by ERIC include many informal unpublished * materials not available from other sources. ERIC makes every effort * * to obtain the best copy available. Nevertheless, items of marginal * * reproducibility are often encountered and this affects the quality * * of the microfiche and hardcopy reproductions ERIC makes available * * via the ERIC Document Reproduction Service (EDRS). EDRS is not * responsible for the quality of the original document. Reproductions * * supplied by EDRSiare the best that can be made from the original. ********************************************************************* o on W Perspectives L.L.lCurrict-dtun Development 17764976 "PERMISSION TO REPRODUCE THIS U.S. DEPARTMENT OF HEALTH. COPYRIGHTED MATERIAL ST MICRO- EDUCATION A WELFARE FICHE ONLY HAS BEEN GRANTED BY NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO DUCED EXACTLY AS RECEIVED FROM TO ERIC AND ORGANIZATIONS OPERAT THE PERSON OR ORGANIZATION ORIGIN ING UNDER AGREEMENTS WITH THE NA ATING IT POINTS OF VIEW OR OPINIONS TIONAL INSTITUTE OFEDUCATION. STATED DO NOT NECESSARILY REPRE FURTHER REPRODUCTION OUTSIDE SENT OFFICIAL NATIONAL INSTITUTE OF THE ERIC SYSTEM REQUIRES PERMIS EDUCATION POSITION OR POLICY SION OF THE COPYRIGHT OWNER" Prepared by the ASCD 1976 Yearbook Committee 0. L. Davis, Jr. Chairperson and Editor r S 0 rI Association for Supervision and Curriculum Development Suite 1100, 1701 K Street, N.W. ral Washington, D.C. 20006 2 Copyright ©1976by theAssociationfor Supervision and Curriculum Development. All rights reserved. No part of this publicationmay be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher. The materials printed herein are the expressions of the writers and not necessarily a statement of policy of the Association. Stock number:610-76078 Library of Congress Catalog Card Number:76-39962 ISBN 0-87120-078-3 Foreword A. HISTORICAL CELEBRATIONwould fall flat without its due modicum of ringing words and its recognition of valiant deeds. This Yearbook, as our Association's contribution to the Bicentennial Celebration of the Ameri- can Revolution, provides both these elements in its own way. Its purpose is to celebrate the conception, birth, and growth of the idea of free public education and of a suitable curriculum for all in the schools of the United States of America, 1776 to 1976. The six major chapters of the book are deliberately couched as per- spectives, for they help the reader to view historical facts in relationship to the past, present, and future. The authors' topic is curriculum devel- opment, centering upon the opportunities for growth and development for all who are influenced or affected by the guidance of the school. These opportunities and activities are provided through the various forms and arrangements for instruction. That these supportive forms and arrangements for instruction have varied through the years of our independence as a nation is evident in the several contributions included here.Curriculum development, though relatively young as a science, has nevertheless shown much vitality in schools and schooling since our founding. Even a casual look at the rec- ord shows that many curricular practices have been adopted and aban- doned, readopted and reabandoned. One value of a historical work such as this may be to help us to keep from being swept off our feet by every iii 4 iv Perspectives on Curriculum Development1776-1976 "new" panacea that is proposed, by makingus aware that the idea has actually been tried before and has not livedup to its glowing promises. Such a historical account should also sensitizeus to the true value and worth of curricular insights and practices thatwere attempted and that may have been rejectedor discontinued before being adequately tried and recognized. History,even that of curriculum development, has its lessons. Not all these lessonsare of failure; some are records of re- markable success. The perspectives given relateto both. A unique feature of this book is the insertion,among the major chapters, of a number of vignettes. Theseare brief statements bringing to today's readers an immediate sense of the feeling, thinking,experi- encing, and undergoing of great persons and ideas in thehistorical growth of curriculum. A second feature of the Yearbook consists of the illustrationsused throughout. These are supplied from the historical filesof the Library of Congress. The importance of the inclusion of these originaland for the most part previously unpublished photographs is thatin these pages the reader can observe, in theprocess of teaching and learning, the children and young people and their teachers in various periodsof our history. This again is closeness and immediacy; and such closenesscan be a moving and instructive experience for the reader. The ringing words and the recognition of the valiant deedsare here in this our own celebration of the nation's Bicentennial. Wehope that all persons concerned with the theory, practice, andevaluation of cur- riculum development will learn much from thispresentation of perspec- tives. Only so will we be enabled to free ourselves frommany of the mistakes and failures of the past and thus tomove on to new and sounder planes of endeavor. DELMO DELLA-DORA, President 1975-76 Association for Supervision and Curriculum Development Contents Foreword De lmo Della-Dora Prologue: Curriculum Across Two Hundred Years of Independence 0. L. Davis, Jr. Education for All: The Triumph of 17 Professionalism Walter Doyle Bicentennial Vignettes Noah Webster: American Language for 76 Americans Karen Solid Lindley Murray: Father of English 77 Grammar in American Schools Sandra Kuhlman "The Advantage of the Public School" 78 Timothy H. Morissey William Holmes McGuffey and His 79 Readers Charles Burgess Education for Girls: To Which Ends? 80 Timothy H. Morissey vi Perspectives on Curriculum Development 1776-1976 Building Curriculum: Influences and Mechanisms 83 Francis P. Hunkins Bicentennial Vignettes "Philosophy Can Bake No Bread" 130 Charles Russell Susan Blow Founds the Public 131 Kindergarten Eric C. Lundgren Dewey's School: No Playground but a 133 Structured Laboratory Marilyn Maxson Bobbitt's Principle 134 Francis P. Hunkins Purposes of Education for the Nation 136 Larry L. Krause Schooling and Control: Some Interpretations 139 of the Changing Social Function of Curriculum Gerald A. Ponder Bicentennial Vignettes Collings' Experimental School in Rural 168 Missouri, 1917 Earl Kenyon Washburne's Winnetka Plan: Less a Plan 169 than Ideas Marilyn Maxson Rugg's Textbooks: Bootstrap Curriculum 171 Development and Bookburning in America Marilyn Maxson Accreditation Standards and Curriculum 173 Larry L. Krause Diversity and Conformity in American 175 Curriculum Ambrose A. Clegg, Jr. Bicentennial Vignettes Hilda Taba, Curriculum Worker 214 Patricia A. Moseley Life and Death of Building America 215 Marilyn Maxson David Eugene Smith: Father of 217 Mathematics Education Merle B. Grady The Eight-Year .Study 221 Elaine F. McNally 7 L. Contents vii Sisyphus Revisited 223 David Turney Bicentennial Vignettes Hollis Caswell, Builder of the Curriculum 240 Field Terry Hobbs Heller Segregation and the Supreme Court, 241 1896-1954Richard L. Simms Sputnik Launches NDEA 243. Pat Simpson On the Meaning of Education: LBJ 245 Char la McCoy Sources for Curriculum History 247 Walter Doyle and Gerald A. Ponder
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