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ED310968.Pdf DOCUMENT RESUME 2D 310 968 SO 020 194 AUTHOR Rutkowski, Edward, Ed. TITLE Journal of the Midwest History of Education Society. Volume 17, 1989. INSTITUTION University of Northern Iowa, Cedar Falls. Coll. of Education. PUB DATE 89 NOTE 208p.; Papers and proceedings of the Annual Meeting 6f the Midwest History of Education Society (24th, Chicago, IL, October 28-29, 1988). Document contains a few illustrations that may not reproduce well. PUB TYPE Collected Works Conference Proceedings (021) -- Collected Works - Serials (022) JOURNAL CIT Journal of the Midwest History of Education Society; v17 1989 EDRS PRICE MFO1 /PC09 Plus Postage. DESCRIPTORS Adult Education; Armed Forces; Compulsory Education; *Educational Change; Educational Facilities Design; *Educational History; *Foreign Countries; Illiteracy; Literacy; *Progressive Education; Social Change IDENTIFIERS Addams (Jane); Deneen (Charles); Dewey (John); Dundel (Harold); India; Merbart (Johann Friedrich); Northwest Territories; Norway; Orton (Edward); Owen (Robert); Siedenberg (Frederick); South Africa; Washington (Booker T) ABSTRACT The 18 papers of this conference were divided into five topics rank;ing from literacy to the history of progressive reform to history of education from an international perspective. Part 1 includes: "Isabella Graham and Joanna Bethune's Early American Experiments in Educating Illiterates" (L. Townsend); "The Dilemma of Equivalency: American Colleges and the Evaluation of Armed Services Training in the 1940s" (A. D. Rose); and "An Analysis of Historical Studies of Literacy Standards from Three Epochs in American Elementary Education" (K. Hanus). Part 2 includes: "John Dewey: 'Philosophy and Education in Their Historic Relations'" (J. J. Chambliss); "Addams's Pragmatic Impact on Adult Education" (M. T. Colky); "Charles Deneen and Illinois Education Reform during the Progressive Era" (E. E. Gordon); "Progressive Education and School Architecture" (D. Nelson); and "The Hessian Hills School, 1930-1941: Social Reconstructionism in Practice" (K. M. Campbell). Part 3 includes: "The Career of Edward Orton, the First President of the Ohio State University" (K. A. Work; D. L. Shaver); "Booker T. Washington and the Movable School" (E. H. Goldstein); and "Frederick Siedenberg, S. J.: Catholic, Priest, and Progressive, a Contradiction in Terms" (M. C. Schiltz). Part 4 includes: "Pre-British European Educational Activities in India" (K. C. Thottopuram); "Educationfor Subjugation and Liberation: The Historical Context of Peoples' Education in South Africa" (T. Reagan); "An Historical Overview: Educational Assimilation of the Saami in Norway" (G. Roland); and "Dunkei's Herbart Revisited: The Milieu in which He Worked" (E. V. Johanningmeier). Part 5 includes: "Education and Reform atRobert Owen's New Lanark" (G. Gutek); "The Old Northwest Revisited: Education before the Era of the Common Schools" (C. R. Wolf); and "The Passage of Compulsory Attendance Laws, 1870-1915" (M. J. Eisenberg). The conference program, minutes of the business meeting, and a directory of attendance are included. (JB) Journal of the Midwest Historyof 7.4 Education Society CYZ Volume 17, 1989 Papers and proceedings of the 24thmeeting "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproducedaS received from the person ororganization originating it O Minor changes have been madeto Improve reproduction duality Points of view ot Othnions s ta ted inthis docu- merit do not necessarilyrepresent official OERI pavan or policy Published by the Department of Educational Psychology 0 and Foundations College of Education, University of Northern Iowa car) BEST COPYAVAILABLE the Distributed and Publishedfor the Society by Psychology andFoundations, Department of Educational Iowa, College of Education,University of Northern Cedar Falls, Iowa Copyright 1989 bythe Midwest History of EducationSociety Edited by Edward Rutkowski inquiries should be sentto: Any subscriptions or Education Society Journal of theMidwest History of Education Center,Room 513 University of NorthernIowa Cedar Falls, Iowa50614 3 Journal of the Midwest History of Education Society Volume 17, 1989 Papers and proceedings of the 24th meeting Published by the Department of Educational Psychology and Foundations College of Education, University of Northern Iowa ; Contents Part I INQUIRY INTO HISTORICAL METHODS, LANGUAGES, AND LITERACY Isabella Graham and Joanna Bethune's Early American Experiments in Educating Illiterates Lucy F. Townsend Northern Illinois University 1% The Dilemma of Equivalency: American Colleges and the Evaluation of Armed Services Training in the 1940's Amy D. Rose Northern Illinois University .11£ An Analysis of Historical Studies of Literacy Standards from Three Epochs in American Elementary Education. Karen Hanus Cedar Falls Community School District I 30 Part II THE HISTORY OF PROGRESSIVE EDUCATIONAL REFORM John Dewey: "Philosophy and Education in their Historic Relations" J.J. Chambliss Rutgers University 1./(3 Addams's Pragmatic Impact on Adult Education Michael T. Colky College of Saint Francis, Joliet v 55 Charles Deneen and Illinois Education Reform During the Progressive Era Edward E. Gordon De Paul University k----- 58 Progressive Education and School Architecture Donna Nelson City of Chicago Public Schools ./.,-- 68 The Hessian Hills School, 1930-1941: Social Reconstructionism in Practice Katherine M. Campbell Boston University 1-/'. 78 Part IL. EDUCATORS AND THEIR CONTRIBUTIONS TO EDUCATION The Career of Edward Orton, the First President of the Ohio State University Kevin A. Work Donald L. Shaver Bowling Green State University 1787 Booker T. Washington and the Movable School Erwin H. Goldstein University of Nebraska, Lincoln t/ 98 Frederick Siedenberg.S.J.: Catholic, Priest, and Progressive, a Contradiction in Terms. Mary C. Schiltz Loyola University, Chicago /107 Part IV EDUCATIONAL HISTORY FROM AN INTERNATIONAL PERSPECTIVE Pre-British European Educational Activities in India K.C. Thottopuram City Colleges of Chicago 18 Education for Subjugation and Liberation: the Historical Context of Peoples Education in South Africa Timothy Reagan Central Connecticut State University 1-7133 An Historical Overview: Educational Assimilation of the Saami in Norway Grete Roland Loyola University, Chicago 1142 Dunkel's Herbart Revisited: the Milieu in which he worked Erwin V. Johanningmeier / University of South Florida 150 Part V CRITICAL CONCERNS AND ENDEAVORS ON THE HISTORY OF AMERICAN EDUCATION Education and Reform at Robert Owen's New Lanark Gerald Gutek Loyola University, Chicago 64 The Old Northwest Revisited: Education Before the Era of the Common Schools Charles R. Wolf College of Saint Francis V1.71 The Passage of Compulsory Attendance Laws, 1870-1915 ' Martin J. Eisenberg Knox College 184 Part VI PROGRAM AND PROCEEDINGS oi Program 199 Wi Minutes of the Business Meeting 202 Directory of Attendance 4"'03 4 Part I INQUIRY INTO HISTORICAL METHODS, LANGUAGES, AND LITERACY Isabella Graham's and Joanna Bethune's Early American Experiments in Educating Illiterates Lucy Forsyth Townsend Northern Illinois University In recent decades, the problem of illiteracy has generated much publicity. Yet this problem is not new to our continent. Over the cen- turies, Americans have used a variety of means to tackle the problem, including schools and associations. Some of these efforts developed into well-entrenched institutions. Others flourished for a time and then died out. Two Puritan women who were deeply committed toeducating the illiterate poor of New York City experimented with Sunday schools and infant schools. In the 1820s, the Sunday schools in their union were educating around eight thousand illiterates. Joanna Bethune's infant schools, while recognized as successfully meeting the needs of young, impoverished children, flourished for around a decade but soon died out. This paper will explore the lives and contributions of the leaders of these educational institutions: Isabeila Graham and her daughter Joanna Beth- une. Family Background Isabella Marshall (afterwards Graham) was born in Scotland in 1742 to a pious, affluent Presbyterian family. From ages ten to seventeen,she attended a boarding school, where she received a good education for a girl of her time. In 1765 she married Dr. John Graham, a surgeon in the army, and moved with him to Fort Niagara,Canada, where he was stationed with the Royal American regiment. Soon thereafter she received news of the death of her infant son, who had remained in Scotland. She had four more children, her daughter Joanna being born in 1770. at Fort Niagara. Three years later, as the family was planning to leave the army and settle in New England, Dr. Graham transferred to the island of Antigua. There he died suddenly of a fever, forcing his wife, at thirty-one years of age, to return to her native Scotland 0 5 As a widow, Isabella Graham lost both financialsecurity and social class. Her mother had died shortly before her return, and herfather had lost all his money. Thus, on only a widow's pension, shehad to provide for her aging father and four children. The familymoved to a small cottage, and, during the first difficult years, atemainly porridge and potatoes. Isabella Graham opened a smallschool and later established a boarding school for young women in Edinburgh.Although
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