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Renewal Process in Lowell, Massachusetts : Toward an Ecologically Sensitive Educational Model

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Renewal Process in Lowell, Massachusetts : Toward an Ecologically Sensitive Educational Model University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-1975 Renewal process in Lowell, Massachusetts : toward an ecologically sensitive educational model. Patrick J. Mogan University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Mogan, Patrick J., "Renewal process in Lowell, Massachusetts : toward an ecologically sensitive educational model." (1975). Doctoral Dissertations 1896 - February 2014. 2986. https://scholarworks.umass.edu/dissertations_1/2986 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. RENEWAL PROCESS IN LOWELL, MASSACHUSETTS: TOWARD AN ECOLOGICALLY SENSITIVE EDUCATIONAL MODEL A Dissertation Presented by PATRICK J. MOGAN Submitted to the Graduate School of the University of Massachusetts in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION September 1975 Major Subject: Education (c) Patrick J. Mogan 1975 All Rights Reserved RENEWAL PROCESS IN LOWELL: TOWARD AN ECOLOGICALLY SENSITIVE EDUCATIONAL MODEL A Dissertation by PATRICK J. MOGAN Approved as to style and content by: Dr. Gordon A. Marker, Member To Dave, Art, Tom, Gordon, and my wife, Mary — constant supporters, productive critics, and visionaries— and to the people of the Model Cities area whose plans and aspirations are reflected in this study. ABSTRACT RENEWAL PROCESS IN LOWELL, MASSACHUSETTS: TOWARD AN ECOLOGICALLY SENSITIVE EDUCATIONAL MODEL Patrick J. Mogan A.B. Boston College M.Ed. Boston University C.A.G.S. Boston University Directed by: Dr. David G. Coffing Due to a lack of educational pay-offs, the writer and the residents of the Model Cities area opted to develop a growth model rather than de- sign "add-on" compensatory programs. Through an analysis of the research and the writings of leaders in various fields, a new dimension was given to two main features of the environment which were heretofore considered negative factors: (1) the multi-ethnic composition of the city, and (2) an old manufacturing city containing most of the physical structures of its textile days. Through the planning process, it was decided to portray the city for what it actually is — a living exhibit of the proc- ess and the consequences of the American Industrial Revolution and to make those two factors the basis for an educative city. It was also assumed that the school alone, as it is presently or- ganized, nor any other single institution, can do the task of personal and community development. The home, the neighborhood, and peers are v variables at least as powerful as the school in educational development, and any educational plans that ignored these variables would tend to keep disadvantaged people in a disadvantaged state. In addressing these variables, this study presents an ecological systems model which recognizes the interdependence of economic, cultural, and social factors. To coordinate the integrated delivery of these services, a Center For Human Development was created. To provide a neutral ground where existing agencies can plan those economic and social programs to improve the conditions of living, the Human Services Corporation was formed. Both of these institutions evolved from the "grass-roots" planning of the residents of the Model Cities area. In order to create the environment for optimum development, the objectives of the Center For Human Development are: 1. Provide programs which are developmental in nature rather than reparative; 2. Provide the integration of human services so necessary for op- timal development; 3. Utilize the total environment as the context for achieving educational objectives; 4. Provide youth and adults with opportunities to learn about their own heritage and to assist them in learning about the heritages of other people; 5. Provide a dignified and active role for the parents in the de- velopment of their own children. In the development of the educative city, the creation of new institutions and new legislation was necessary. First, the physical vi infrastructure of the significant elements of the city (the canal sys- tem and the structures associated with the industrial revolution) had to be developed to portray the city as a living exhibit of the industrial revolution. This process has resulted in the Commonwealth of Massachu- setts' committing over $9,000,000. for the Lowell State Heritage Park, and also in the creation of a federal commission to submit a plan to Congress for the first Urban National Cultural Park in the United States. Actually, the search for educational pay-offs is resulting in the renewal of the city. The public and private sectors have adopted the educative city as its strategy for the economic, cultural, and educa- tional renewal of the city. The author believes that this process of renewal can be applied to any community. However, there must be a leadership structure committed to comprehensive educational and physical revitalization. To effect the renewal, the structure must look beyond any one discipline and be free of the conventional bureaucratic limitations. The Model Cities Program was the catalyst for such a structure in Lowell. In the absence of a suggests any vehicle committed to such comprehensive goals , the writer one, or a combination of, four vehicles as the catalytic agent. Vll PREFACE This dissertation describes what I consider to be a new and im- portant educational concept and plan. There are many experiences that influenced my thinking about this evolving model of education. Many of these experiences were not part of my work in the field of education; I have had many "teachers" outside the formal classroom. These "teachers", both positive and negative, were a part of living itself. During my life, I have been most fortunate in having a number of unique experiences which collectively suggested to me a model of educa- tion which could prove more productive than our present one. I have gradually come to understand the inter- relatedness of components of life and to see possibilities in the non-school environment for personal and community development. Some of the experiences which have shaped my perspective on education are: (a) My growing up in an ethnic community. A fuller understanding of ethnic life came to me when my army work put me in daily contact with the French civilian population in New Caledonia. (b) My experience in the field of penology— first with adults bridging the gap between prison life and free society and later with juvenile offenders at the Lyman School. The con- tinued and unquestioned perpetuation of such an apparently unsuccessful model prompted me to question what all institu- tions are actually accomplishing. viii (c) My five years of army experience in Europe, South Pacific, and the United States. I was often required to design and implement plans of action. (d) My involvement in Camp William James, an experimental Civilian Conservation Corps Camp in Tunbridge, Vermont. The experiment at Camp William James turned out to be the prototype for the Peace Corps many years later. (e) My business experience as a furniture buyer and department manager for the R. H. White Company, part of a nation-wide merchandising corporation. The fact that I was hired over more highly trained applicants because of plans I had developed for a tourist business in New Hampshire gave me an understand- ing early in life of what the business world values. (f) My educational experience in traditional education— as a prin- cipal for 13 years, an assistant superintendent for 4 years, and as a college professor. (g) My experience in the development phase of education--4 years as director of the Model Cities Education Program and as founder and executive director (currently) of the Human Ser- vices Corporation. (h) My experience working with local, state, and national agencies in improving the quality of urban life. pri- (i) My involvement in planning commissions, both public and vate, for the past 20 years. This past year, I was appointed the to a Cabinet of 8 people in the City of Lowell to plan expenditure of approximately $4 million per year under the IX Housing and Community Development Act of 1974. (j) Recently, I have been appointed to a 9-person Federal Com- mission charged with submitting a plan to the U. S. Congress for developing the first Urban National Cultural Park in the United States. x TABLE OF CONTENTS Page ACKNOWLEDGEMENTS iv ABSTRACT v PREFACE viii CHAPTER I. INTRODUCTION 1 Background 1 Process Of Model Development 4 Purpose Of This Model 7 Significance Of The Model 8 Assumptions Of The Study 11 Purpose Of This Study 12 Organization Of This Study 12 Limitations Of The Study 14 Definition Of Terms 15 II. INGREDIENTS FOR "TURNING THE CITY AROUND": A REVIEW OF THE LITERATURE 18 Integration Of Human Development Services 18 The Need For A Developmental Model 22 Early Childhood 25 Education For Social Renewal 29 The Benefits Of A Multi-Cultural Environment 34 Education Beyond The School Walls 41 Conclusion 46 III. LOWELL'S HERITAGE 47 Introduction 47 Origin Of Lowell 49 Population Growth 63 Labor Problem 64 Mill Buildings 67 Waterways 68 xi CHAPTER Page III. LOWELL'S HERITAGE (cont) Economic Decline Of Lowell 70 Period Of Urban Renewal 71 Period
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