DOCSLIB.ORG

A Survey of Progressive Education and Its Application to Certain Schools of California

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
A Survey of Progressive Education and Its Application to Certain Schools of California University of the Pacific Scholarly Commons University of the Pacific Theses and Dissertations Graduate School 1930 A survey of progressive education and its application to certain schools of California William Wells Pratchner University of the Pacific Follow this and additional works at: https://scholarlycommons.pacific.edu/uop_etds Part of the Education Commons Recommended Citation Pratchner, William Wells. (1930). A survey of progressive education and its application to certain schools of California. University of the Pacific, Thesis. https://scholarlycommons.pacific.edu/uop_etds/900 This Thesis is brought to you for free and open access by the Graduate School at Scholarly Commons. It has been accepted for inclusion in University of the Pacific Theses and Dissertations by an authorized administrator of Scholarly Commons. For more information, please contact [email protected]. A .SURVEY OF1 ~-- PROGRESSIVE EDUCNl'ION AND I'l'S Ar!-'LICA'I'ION TO· CER'l'AIN SCHOOLS OF CALIFORNIA r-~­ A Thesis r--­ .----~-- Presented to the Department of Education College of the Pacific :- ~- -----· In partial fulfillment of the --- Requl~ements for the Degree ;.of' Master> of A~t s by William Wells !Jra t chne r June 1930 i CON!I.'El~TS f---- Chapter Page INTRODUCTION l. INADEQUACY OF OUR IR!ilSENT SCHOOLS ••••••• • •• , •••••••••• • 1 No training for self-confidence •••••••••••••• ~ •• ~. 2 Improper organi za ti on ••••••••••••••••.•••••••••.••• 2 Faulty curriculum ••••••••••••••••.•••••••••••••••• 2 r------- No training in essentials ••••••••••••••••••••••••• 3 Methods antiquated •••••••••••• • .................... · 4 i------ Time wasted ••••••••••••••••••••••••••••••••••••••• 4 Child needs disregarded ••••••••••••••••••••••••••• 4 ~---·-· Self-expression undeveloped •• , •••••••••••••••••••• 5 --- -- Proper attitudes not developed •••••••••••••••••••• 5 Selfishness developed •••••••••••••••••••.••••••••• 6 -~-- wrong psychology.. • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 6 Thinking and individualism discouraged •••••••• ~ ••• 6 Administrators have narrow vision ••••••••••••••••• 7 II. THE RIDJLillDY • ••••••••.•••••••••••• • ••••••••.•••• •.• • •• • • ~ • • 6 Socialization of education ••••••••••• ~····~~······ 9 Greater freedom in administration •• ·••••••••• •• •••• 10 Development of individual••• • ••••••••••••••••••••• ··10 Correlation of school and community •... • • • • .. • • • • • 10 · New social consciousness ••••••••••••••• • •••••••• •. 10 ~velopment of more interest ••••••••••••••••••• ~.;. 10 Better preparation for life •••••••••••••••••••• ~ •• 10 < •.- ,,.~ .- •• --· -" __ ,. '~--- ... _••• ' ·~·.:.,- ii COUTEN'I'S Chapter III. PROGHES;Hv:m EDUCAT lON DEFI1Jl!JD •••••••• ; •· •• ~ ••••••• • • . 12 . ~-----· IV. AIMS OF PROGRESS IV.m EDUCA1'ION •••••• • ••••• •......... 14 c=-·-··-· Development of good will •••••••••••••••••••••••• ·15 Development of cooperation.... • • • • • • • • • • • • • • • • • • 15 · Development of' self-control....... • • • • • • • • • • • • • • 15 Obligations incurred with accession of freedom •• 16 --·-- Development of lead~~rship....................... 15 ,.--·-- Development of social mlndedness ................. 16 Fit durriculum to child •••••••••••••••• ~ •••••••• 16 c-·--- More sympathetic teachers ••••••••••••••••••••••• 17 --t----- Time for leisurely thoughtfulness ••••••••••••••• 17 Granting of greater freedom •••••••• ~~·•·•••••••• 18 Developingmore spontaiJ.eity~ ••••••••••••••••••••. 18 --· summary of progressive principles .......... •.• ••• 19 V. NEW AND OLD SCHOOLS DOMFAHED•••••••••••••••••••••• ~0 Attitude toward child ••••••••••••••••••••••• ~ ••• BO The game of wits •••••..•••••• ; •••••••••••••• ~ •• ~ 21 Results of competition compared •••• ~ ••••••••••• ~ 21. social attitudes compared ••••••••••• ~ ••••••• ~ ••• 23 Teaching methods compared ••••••••••••• ·•••••••••• 23 ~ .. Mrs. Marietta Johnson's comparison ••••• ~ •••••••• 23 Discipline and morals compared •••••••••••••••••• 24 -. -- ~. -·· =--. VI. BENEFITS O.F PHOGRESSIVE EDUCA~'ION. •• ••••• • ..... • ••• 25 -~~~ Living natural life in school •••••••••• -•••••• • • • 25 :&"Vila of marks and grades eliminated •••••••••••• 25 Greater democracy .••••••••••••- ••••••••• • .-. ~· -•• -.-. • 26 · .-:. i j i CO!lTlmTS Chupter Page r--- --,--­ The value of freedom •••••••••••••••••••••••••••• ~ •• 25 e------ ----- More self-direction ••••••••••••••••••••••••••••••• ~ 25 Greater enjoyment of school life •• .·• ..... ~ .. - ..... 26 .A purent•s testimony· ••• , ••••••••••••••• , ••••••••••• 26 VII. SOiviE PROGl~~JSS I VL~~ J?IO.NBH;HS Al': D 1'HEIJ.i ACCOMP.LI SI:Th\lflln"S •• , 2 7 l!,rancis w. Parker •••••••••••••• , ••••• , ••••••••••••• 27 Willian: James ano G, 2tanle,y Hall.., •••.•..• , ••. , •• 28 John Dewey •••.••••••• , •••• , ••.•• , •••••••••••••••••• • 28 f------ J • . L • 1~~ e r i am • • • • • • , • • • • • • • • • • • • • • • • • • • • • • • · . • • • • • • • • 2 9 -- ;villiam Kilpatrick ••••• .. .. -..•......•..•.•..... }.~adame lV)on tess or i •.. • • • • • • • • • • • • •• • • • • • • • • • • • • • • • • • • 30 Heien Parkhurst ••• ..•.•..........•.....•..•..•.•..•.• 30 ---- Frederick Burk ••• . .. .. .. ....... ~ ....•.......•.• 30 Rosa Bassett ............ , .....•. .• ....... ..... .- .. • • • • ~3.-0 Carleton Washburne ••. .- .. .. ~ ..••..•..... ~ .... 31 VIII. THE J?H0Gd!<.:83 IVl~ T~ACHJ~H. ....•........•.•..•.....•.•....•• 32 :~~ualifications •••••••••••••••••••••••••••• , •••••••• 32 New teachers vs. old teachers.~ ••••••••••••• .......... IX. PHOGHESSIVE EDUCi~~HON IN THE OLD '.'.'OHLD •• • ••••••••••••• 34 Great Britain •••••••• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 35 = -~- -­ Continent .•.••....•...••.•..............•.....•...• 35. f=_ X. WEAKNESSES OF PROGHESSIVFJ SGHOOL;J ••••••••••••••••••••• 36 Attitude of leaders •••••••• .. .. .. .. .. .. .. 36 Some fundamental defects • • • • • • • • • • • • • • • • • • • • • • • • •• • • 36 The cow pen sat ion, •••••••••••••••••••••••••••••••••• 37 ~,.. , ... iv CONTENTS Chapter J?age XI. PHOGRESS!VE EDUCATION IN CAJ,JFORNIA •••••••• • ••••• • n • . 38 :Peninsula ·School •••• , •••••••••••••••••• • •. ~ . • • • • • • 38 '------- ~====~ =----- - Winnetka School ••••••••••••• , •••••••••• ~ •• ·•• •• , ~ •• 47 Lindsay Schools ••••••.••••••••••••••••••••••••••••• 48 Woods School••••••••••••••·••••••••••••••••••.•••••• 52 Escalon School •••••••••••••••••••••••••••••••••• ~. b8 XII. R.E St11vlE • ••••••••••••••••••••••••••••••• ·~ •••.• ••••••••• • 62 Some short comings observed ••••••••••••••••• ~ ••••• 62 Importance of discipline •••••· ••••••••••••••••••••• 62 Meaning of true freedom in education •••••••• ~ •• ~ •• 62 Psycho-analysis of teachers recommended ••••• ; •••••• 64 Importance of tests ••••••••••• ·••••• , •••••••••••••• 65 Socialized recitation defined •••••••••• ~.~ •• ~ •••• ; 66 Overcoming difficulties in shifting "~---~-·---·-·-··- from new to old type of school •••••••••• ~ •••••• 68 Place and. value of teacher inspiration•••••••••••• 68 Need of definite standards •••••••• ~ •••••••• ·••••••• 69 Prevention of too early graduation •••••••••••••••• 69 Need of standard pr6gressive texts •••••••••••••••• 69 The twelve month school ••••••••••••••••••••••••••• 69 Training for proper use of leisure time ••...••••••. 70 True aims of progressive education •••••••• ~ ••••••• 70 The ultimate attainment of·progressive schools •••• 71 The outlook....................................... 71 BIBLIOGRAPHY ••••••••••••••••••••••••••••••••.•••••••• 72 ...... , ~;t'1 r .. .. v CONTFJV"TS Page APPENDI.X curves of learning and .forgetting ••.•••••••• • ••••••.74 Discussion of curves of learning ar.id forgetting ••• ~ ?4 ll Unit goal chart •••••••••• , ••••.•. , ••••••••••• • •• , • • 78 Discussion of unit goal chart • .•. , •.•• • ..•., •••.•••• 78 A 1------ Pipe organ reading goal chart.A••••••••••i••~···~~· 7~ Discussion of pipe organ readint- r;·oal chart •••••••• 79 A Physical educa t lon record ch~.rt ••••••••••••••••• •.. bO ·Discussion of physical education record chart .... • •• 80 A suggested report c~rds ••••••••••••••••••••••••••••• el Discussion of suggested report cards •••••••••••••••. bl A ,____ - - - List of progressive schools and administrators ••••• 82 Progressive .education reading list •• • •••••••••••••• 84 --- .. --···--···- --= ------- -··----·---- vi A new idea of education ie upon ue and i£ we are to achieve a civiJization based upon justice a~d cooperrition, realization of a greater personal freodore and the.accofuplish~ ~---·-~------ rrent of a fuller democracy, education must rave the waj. Before this goal can be full;;· rcali~ed, fnr:damental changes and adjustments muEt be aacorpliehed in our aociul r----- and industrial life_ A new education will be one of the. ,--·--- mo8t rotent factors in the reehuyinf of our national choracter. This education must be one thai. will truly equip tr:en ar.1d women with knowledge, in~piration, an0 ro~or necessary to ;------- build new institutions, and mold proeressivo idea~. be free, bound by no worn out traditions, and lirrited by no fixed procedure; not a Jreparation for life, but Jife iteolf. -·----- ~l.'he individual muet be trained to mnke e.djustrrJontc to hie environment and exercise ~:.'!elf-criticism ulonp '.Vit.h tl1•.:: lJC:\·,cr to control ~nd govern himeelf. In ehort, the ne~ educ~tion muEt be o spirituaJ a'v'.raken1np, the diecovCir;,r of trnth .•_mc1 8. traininf in the art of livirtg ond ylay. We are cominp to h~ve u now v1ow of education.
Load more

Recommended publications
  • Carleton Washburne's Course of Production
    Revista Brasileira de História da Educação ISSN: 2238-0094 Sociedade Brasileira de História da Educação Pinheiro, Nara Vilma Lima Entre produção e circulação: os estudos de Carleton Washburne via publicações da New Education Fellowship Revista Brasileira de História da Educação, vol. 21, e147, 2021 Sociedade Brasileira de História da Educação DOI: 10.4025/rbhe.v21.2021.e147 Disponível em: http://www.redalyc.org/articulo.oa?id=576166162007 Como citar este artigo Número completo Sistema de Informação Científica Redalyc Mais informações do artigo Rede de Revistas Científicas da América Latina e do Caribe, Espanha e Portugal Site da revista em redalyc.org Sem fins lucrativos acadêmica projeto, desenvolvido no âmbito da iniciativa acesso aberto BRAZILIAN JOURNAL OF HISTORY OF EDUCATION (v. 21, 2021) ORIGINAL ARTICLE B ETWEEN PRODUCTION AND CIRCULATION : C A R L E T O N W ASHBURNE ’ S S T U D I E S V I A N E W E D U C A T I O N F ELLOWSHIP ’ S PUBLICATIONS ENTRE PRODUÇÃO E CIRCULAÇÃO: OS ESTUDOS DE CARLETON WASHBURNE VIA PUBLICAÇÕES DA NEW EDUCATION FELLOWSHIP ENTRE PRODUCCIÓN Y CIRCULACIÓN: LOS ESTUDIOS DE CARLETON WASHBURNE EN PUBLICACIONES DE NEW EDUCATION FELLOWSHIP Nara Vilma Lima Pinheiro Universidade de São Paulo, São Paulo, SP, Brasil. E-mail: [email protected] A b s t r a c t : By retracing Carleton Wolsey Washburne’s professional journey, this study sought to evidence the circumstances under which his educational ideas were produced. With the intention to learn more about his journey and educational actions, important communication networks revealed themselves, showing that his actions were not isolated, but intertwined with international networks, whose discourses and practices were incorporated by individuals and institutions adept at the Éducation Nouvelle advocated by the New Education Fellowship (NEF).
    [Show full text]
  • A Community of Learners 000001 1235 Oak Street • Winnetka, IL 60093 Phone 847-446-9400 • Fax 847-446-9408
    1235 Oak Street • Winnetka, IL 60093 phone 847-446-9400 • fax 847-446-9408 www.winnetka36.org April 17, 2020 NOTICE CLOSED SESSION, ORGANIZATIONAL AND REGULAR MEETING Ms. Dawn Livingston, President of the School Board of The Winnetka Public Schools District 36, has called for a remote Executive Closed Session to be held on April 21, 2020, at 5:30 p.m., for the purpose of discussing the appointment, employment, compensation, discipline, performance, or dismissal of specific employees including hearing testimony on a complaint lodged against an employee to determine its validity (5 ILCS 120/2(c)(1)) and Collective negotiating matters between the public body and its employees or their representatives, or deliberations concerning salary schedules for one or more classes of employees. 5 ILCS 120/2(c)(2)). All action will be taken in Open Session. The annual School Board Organization meeting will be held at 7:00 p.m. Regular Meeting will follow. The meetings will be remote and accessed through zoom. Access information and link will be posted Monday, April 20, 2020, on the District Website - School Board Meeting page https://www.winnetka36.org/Page/58 Dawn Livingston Trisha Kocanda School Board President Superintendent AGENDAS ARE POSTED IN THE DISTRICT OFFICE AND ON THE DISTRICT WEBSITE WWW.WINNETKA36.ORG. A Community of Learners 000001 1235 Oak Street • Winnetka, IL 60093 phone 847-446-9400 • fax 847-446-9408 www.winnetka36.org AGENDA Winnetka School Board Remote Meeting Executive Session Tuesday, April 21, 2020 Remote Access available https://www.winnetka36.org/Page/58 5:30 p.m.
    [Show full text]
  • "Learning by Doing, by Wondering, by Figuring Things Out:" a New Look at Contemporary Homeschooling and Pedagogical Progressivism
    Skidmore College Creative Matter History Honors Theses History Spring 5-7-2021 "Learning by Doing, by Wondering, by Figuring Things Out:" A New Look at Contemporary Homeschooling and Pedagogical Progressivism Jacques Klapisch [email protected] Follow this and additional works at: https://creativematter.skidmore.edu/hist_stu_schol Part of the Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Educational Psychology Commons, Intellectual History Commons, Social History Commons, and the United States History Commons Recommended Citation Klapisch, Jacques, ""Learning by Doing, by Wondering, by Figuring Things Out:" A New Look at Contemporary Homeschooling and Pedagogical Progressivism" (2021). History Honors Theses. 6. https://creativematter.skidmore.edu/hist_stu_schol/6 This Thesis is brought to you for free and open access by the History at Creative Matter. It has been accepted for inclusion in History Honors Theses by an authorized administrator of Creative Matter. For more information, please contact [email protected]. “Learning by Doing, by Wondering, by Figuring Things Out:” A New Look at Contemporary Homeschooling and Pedagogical Progressivism By: Jacques Klapisch Advised by Professor Eric Morser Prologue: A Homeschooler Walks into a Talk Show… In 1981 the popular daytime television program, the Phil Donahue Show, was on its 15th season. Hundreds of guests had appeared on his show from Muhammed Ali to Johnny Carson to Bill Clinton which cemented Phil Donahue’s legacy as a daytime host and his show as a fixture in millions of American homes. His pioneering style of direct conversation with a live studio audience was revolutionary as those tuning in felt closer than ever to the action.
    [Show full text]
  • National Register of Historic Places Continuation Sheet
    NPS Form 10-900 0MB NO. 10244018 (R*v. W6) United States Department of the Interior National Park Service National Register of Historic Places SEP 1 0 Registration Form NATION NATIONAL HISTORIC LANDMARK NOMINATION F5G'.ST£Fi This form Is for use In nominating or requesting determinations of eligibility for Individual properties or districts. See Instructions In Gu/dt//ntt for Completing National Register Forma (National Register Bulletin 16). Complete each Item by marking "x" In the appropriate box or by entering the requested Information. If an Item does not apply to the property being documented, enter "N/A" for "not applicable." For functions, styles, materials, and areas of significance, enter only the categories and subcategorles listed In the Instructions. For additional space use continuation sheets (Form 10-900a). Type all entries. 1. Namt of Proptrty historic name Crow Island School___________________________________________ other names/site number NA_____________________________________________ 2. Location street & number 1112 Willow Road not for publication city, town Wirmetka vicinity________ State Illinois code IL county Cook code 031 zip code 60093 3. Claaalfleatlon Ownership of Property Category of Property Number of Resources within Property _ private "X bulldlng(s) Contributing Noncontrlbutlng J£ public-local district 1 ____ buildings public-State site ____ ____sites public-Federal structure ____ ____ structures object ____ ____ objects 1 0 Total Name of related multiple property listing: Number of contributing resources previously listed In the National Register NA 4. State/Federal Agency Certification Asthe designated authority under the National Historic Preservation Act of 1966, as amended, I hereby certify that this ^nomination EU request for determination of eligibility meets the documentation standards for registering properties In the NatlorjftHftglster of Historic Places and meets the procedural and professional requirements set forth In 36 CFR Part 60.
    [Show full text]
  • Progressive Education 2012
    A History of Progressive Education Title Slide History of Progressive Education in Winnetka We are so glad to talk with you this morning about Progressive Education. It is our district’s philosophy. It is our passion. It is our guiding principal as we teach your children each and every day. As we gathered information for this presentation, we borrowed generously from Gazette articles by Susan Whitcomb, William Meuer and Jan Tubergen as well as the “Philosophy in Brick” display co- authored by our very own Eva Tarini! Education has always been important to the Winnetka community. To understand the foundation of our schools - progressive education - it is important to start at the beginning. 1 Room School House It is October 1, 1859. A one-room schoolhouse has just opened on the southeast corner of Maple and Elm. The teacher was paid $20 a month and taught 25 students, which was one quarter of the population. She taught all ages and subjects as well as lit the fire in the morning and swept the floors at night. Mostly likely, her pupils were children of newly-arrived immigrants who did not speak English. Desks bolted in a Row The curriculum was based on the Chicago Public Schools, which was traditional schooling consisting of rote learning – “lockstep” with all children marching through subject textbooks all together in class. The environment and form of education was so rigid, with the teacher leading drills and hearing recitations, that even the desks were bolted to the floor. If students misbehaved, they were harshly punished. Industrialization At this same time, after the end of the Civil War, the United States was experiencing rapid industrialization and undergoing the transition from an agricultural to an urbanized society.
    [Show full text]
  • A Thesis Presented in Partial Fulfillment of the Requirements for the Degree of Master of Arts
    A STUDY OF THE CIRCUMSTANCES SURROUNDING THE DISSOLurICN OF THE PROORESSIVE EDUCATI CN ASSOCIATHN A Thesis Presented in Partial Fulfillment of the Requirements for the Degree of Master of Arts by Wa lter Aloysius ~hott, Jr. , B.S. The Ohio St ate University 1965 Approved by ACKNCWLEDGEMENTS The author wishes to acknowledge the advice and assistance of Dr. Bernard Mehl and Dr. Robert B. Sutton of the Chio State University School of Education in the preparation of this thesis. The counsel and concern of these two educators have been most helpful and sustaining. ii TABLE OF CONTENTS Page ACKNOWLEDGEMFNTS . ii Chapter I. JNTRODUCTICN . 1 Purpose of the Study • • • • • • • • • • • • • • • • • • • 2 Ll..m.itations of the study •• . 2 Definitions •••••••• . 2 Footnotes • • • • • •• . 9 II. A CURSORY HISTORY OF THE PROGRESSIVE EDUCATICN ASSOCIATICN • 10 Footnotes . 36 III. THE CHANGJNG PHILOSOPHIES OF THE P.E.A •• . 40 The Original Philosophy • • • • • • • . • • • • • • . 40 The Second Philosophy of the P.E.A. • • . • • • 42 The Third Philosophy of the P.E.A. • • . • • • 43 The Philosophy of 194 7 • • . 46 Footnotes . • • • • 49 IV• S'CJMWl.RY AND COMCLUSICNS . so Footnotes . 54 BIBLIOORAPHY . 55 APPENDIX • • . .. 57 iii CHAPTER I INTRODUCTION The term "progressive educati on 11 has been one of reverence to many and it has been one of anathema to many professional and lay persons for many years. The term has, with some success eluded precise definition. Progres­ sive education has meant different concepts to different people. There is little doubt, I believe, that it has had a profound influence upon education. In the preface to his book Progressive Education at the Crossroads, Dr.
    [Show full text]
  • CONTROL of the CURRICULUM and the COMPETENCE By
    CONTROLOF THE CURRICULUMAND THE COMPETENCE OF TEACHERS by Alan Scott Carson Thesis Submitted for the Degree of Doctorate of Philosophy Department of Philosophy of Education Institute of Education, University of London January 1980 f7 Abstract The question of who ought to have control of the curriculum was dormant a issue poked alive by a succession educational ideologues, government commissions and concerned segments of the public, since the 1960s. For the free school movement, community education movement, Plowden Report, Great Debate and Taylor Report each had recommendations for who ought to determine the aims, content and methods of curriculum - an issue that in earlier days had been of rather less concern than the matter of what ought to be on the curriculum. The most frequently supported contenders for control of the curriculum are students, parents, the teaching profession, educational experts, the state or some form of participatory arrangement that would include some or all of these. What is of particular interest to the philosopher in this are the lines of justification that can be offered for these potential decision-makers. There are, of course, different sorts of argument, for example moral and political justifications. But fundamental is the issue of competence. If we are concerned about the quality of education we provide children, we must know who is the most competent to determine curriculum. This thesis considers the question 'Who is most competent to control the curriculum? ', and in doing so takes, one by one, the various potential decision-makers and considers from the point of view of competence the case that can be made in their favour.
    [Show full text]
  • American Educators Visit Soviet Schools, 1925–1929
    50 Historical Studies in Education / Revue d’histoire de l’éducation ARTICLES / ARTICLES The “Educational Laboratory”: American Educators Visit Soviet Schools, 1925–1929 Hannah Lindsay Rudderham University of Ottawa ABSTRACT Progressive educators who travelled to the Soviet Union in the 1920s were often enthusiastic about the schools they visited, despite the fact that early Soviet educational reform had been chaotic and largely unsuccessful. The accounts of five such visitors, John Dewey, Scott Nearing, Lucy L.W. Wilson, Carleton Washburne, and George S. Counts are examined here. They show that this discrepancy between perception and reality was not the result of naivety or even self- censorship. Rather, I argue that the progressive education movement’s utopian outlook was a key factor in these educators’ reception of Soviet schools, enabling them to recognize serious shortcomings, while maintaining they were among the most important schools in the world. In their orientation to the future, they viewed Soviet schools as a laboratory, whose findings could advance the cause of the broader progressive education movement. RÉSUMÉ Les éducateurs progressistes qui se sont rendus en Union soviétique dans les années 1920 étaient souvent enthousiasmés par leurs visites dans les écoles, malgré le fait que les premières réformes éducatives soviétiques aient été largement chaotiques et infructueuses. Les récits de cinq de ces visiteurs, John Dewey, Scott Nearing, Lucy L. W. Wilson, Carleton Washburne et George S. Counts sont étudiés ici. Ces derniers démontrent que le décalage entre les percep- tions et la réalité ne découlait pas de la naïveté ni même de l’auto-censure. La vision utopique du mouvement éducatif progressiste était plutôt le facteur-clé de cette façon qu’avaient les éducateurs de percevoir les écoles soviétiques, leur permettant d’en reconnaître les grandes imperfections tout en maintenant le fait qu’elles comptaient parmi les plus importantes écoles du monde.
    [Show full text]
  • American Library History: 1876-1 9 76
    ILLINOIS UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN PRODUCTION NOTE University of Illinois at Urbana-Champaign Library Large-scale Digitization Project, 2007. Library Trends I'OLUME 25 0 NUMBER 1 JULY, 1976 American Library History: 1876-1 9 76 HOWARD W. WINGER Issue Editor COiVTRIBCTTORSTO THIS ISSC'E HOIVARD \V, WINGER . 3 Introduction The SPttlng JOHN CALVIX COLSON. 7 The Writing of American Library History, 1876-1976 HAVNES .Mc MtiLLEN . 23 The Distribution of Libraries Throughout The United States ROBERT B. mwNs , 55 The Grorvth of Research Collections I RANK L. SCHICK . 81 Statistical Reporting of American Library De\elopments \CALTER C.ALLEN . 89 Library Buildings Thc. Librarj Profrssion DONALD G. DAVIS, JR. 113 Education tor Librarianship PEGGY SVLLIVAN . 135 Library Associations J. I'ERIAM DANTON . 153 The Library Press EDICARD G.HOLLEY . 177 Librarians, 1876-1976 I$'. BOYD RAYWARD . 209 Librarianship in the New il'orld and the Old: Some Points of ContacL Orgufiiw' 0,f Library Rrsfiii?'cec KATHRYN 1.LTtIER HENDERSOS . 227 "Treated witlr a Degree ot L'nitormity and Common Sense": Descriptiie Cataloging in the United States-1876-1975 DORALYN J. tIICKLY . 273 Subject Xnalpsis: .An IntetpretiLe Surtev EDITH SCOTT . 293 The E\,olution of Bibliographic Systems in the United States, 1876.1945 BARBARA EVANS MARKLSON . 311 Bibliographic Systems, 1915-1976 .4p(ts u; Lihrrq SprI'/(t SARA INNIS PENLVICK . 329 Librar) Se.r\ice to Children and Young People FRITZ VEIT , 361 Library Senice to College Students IHFRBERT BLOOM . 379 Adult Senices: "The Book That Leads You On" ELlN B. CHRISTIANSON . 399 Special Libraries: Putting Knowledge to i\'ork Introduction HOWARD W.
    [Show full text]
  • Carleton W. Washburne: His Administrative and Curricular Contributions in the Winnetka Public Schools, 1919 Through 1943
    Loyola University Chicago Loyola eCommons Dissertations Theses and Dissertations 1988 Carleton W. Washburne: His Administrative and Curricular Contributions in the Winnetka Public Schools, 1919 Through 1943 William G. Meuer Loyola University Chicago Follow this and additional works at: https://ecommons.luc.edu/luc_diss Part of the Education Commons Recommended Citation Meuer, William G., "Carleton W. Washburne: His Administrative and Curricular Contributions in the Winnetka Public Schools, 1919 Through 1943" (1988). Dissertations. 2573. https://ecommons.luc.edu/luc_diss/2573 This Dissertation is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Dissertations by an authorized administrator of Loyola eCommons. For more information, please contact [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License. Copyright © 1988 William G. Meuer CARLETON W. WASHBURNE: HIS ADMINISTRATIVE AND CURRICULAR CONTRIBUTIONS IN THE WINNETKA PUBLIC SCHOOLS, 1919 THROUGH 1943 by William G. Meuer A Dissertation Submitted to the Faculty of the Graduate School of Loyola University of Chicago in Partial Fulfillment of the Requirements for the Degree of Doctor of Education June 1988 William G. Meuer Loyola University of Chicago CARLETON W. WASHBURNE: HIS ADMINISTRATIVE AND CURRICULAR CONTRIBUTIONS IN THE WINNETKA PUBLIC SCHOOLS, 1919-1943. This historical study examines Carleton W. Washburne's (1889 - 1968) educational innovations as superintendent of schools in Winnetka, Illinois, from 1919-43. Washburne brought the Winnetka schools national and international recognition as a center of "progressive education" or more commonly called "the Winnetka Plan." Chapter I establishes the topic by defining terms.
    [Show full text]
  • Ideology and Reception of Textbooks Under Italian Fascism
    CHILDREN’S UTOPIA / FASCIST UTOPIA: IDEOLOGY AND RECEPTION OF TEXTBOOKS UNDER ITALIAN FASCISM A Dissertation Presented to the Faculty of the Graduate School of Cornell University in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy by Sylvia Tamara Hakopian August 2017 Copyright © 2017 Sylvia Tamara Hakopian All Rights Reserved CHILDREN’S UTOPIA / FASCIST UTOPIA: IDEOLOGY AND RECEPTION OF TEXTBOOKS UNDER ITALIAN FASCISM Sylvia Tamara Hakopian, Ph.D. Cornell University 2017 ABSTRACT Capitalizing on children’s “extraordinary ability to learn,” Italian Fascist dictator Benito Mussolini decreed an order to issue five elementary school textbooks, known as the Libro unico dello Stato in 1926. Reaching across Italy’s geographic and multicultural barriers, the purpose of this state-issued textbook was to standardize Italian schooling and create a unified body of Fascist subjects. Yet, Fascist Italy’s new curricula proved anything but uniform, as the regime issued two distinct rural and urban editions of the Libro unico between 1929 and 1944 following Mussolini’s decree. Exploring tensions within the regime’s ideas on nationalism in a study that combines literary, theoretical, and historical analyses, my dissertation, Children’s Utopia / Fascist Utopia: Ideology and Reception of Textbooks under Italian Fascism, argues that the Libro unico served purposefully to stratify and not unify Italy’s student body at the primary school. Approaching my study of the regime’s education reforms, pedagogic manuals, and scholastic reading material through an Althusserian framework, my work diverges from the issues which current scholarship has tended to focus on (i.e. militarism, Aryanism, questione meridionale) and in this way offers a new perspective on Fascist cultural history.
    [Show full text]
  • Naughty but Nice: Commercial Illustrator Gillette Elvgren
    GAZETTE Spring/Summer 2020 Volume 27 No. 1 http://www.winnetkahistory.org Naughty but Nice: Commercial Illustrator Gillette Elvgren Upcoming Events by Helen Weaver Due to the coronavirus dates are subject to For 15 years from the early 1940s until change. Please check our the late 1950s, Winnetka was the home base of Gillette (Gil) Elvgren, a highly website for updates. successful commercial artist, best known www.winnetkahistory.org for his paintings of scantily clad women published in advertising calendars for the WHS Annual Meeting Brown & Bigelow Company. Elvgren, his Tuesday, May 19, 6:30 PM wife Janet and their children Karen, Gil @ Community House Jr., and Drake, lived in a rented house on Foxdale from 1941-1951. The Elvgrens Winnetka then bought a French Provincial house at Featuring the presentation, 1153 Pine Street, designed by Russell S. “Smart and Gutsy Winnetka Walcott in 1920. Elvgren converted the Women in History” by attic into a studio and painted more than speaker Holly Marihugh. 20 paintings a year there until 1956 when continues on page 3 Gillette Elvgren and Chicago model Myrna Hansen pose for a publicity photo c. 1950. Deep Family Roots in Winnetka Inspire by Holly Marihugh Piloting a Thunderbird Huey Service to Country and Community helicopter over the Mekong Delta in Vietnam took Phil Hoza a long way from the North Shore. But WHS Annual Gala, through a twist of fate, sudden fire “History Pops!” from Viet Cong forces changed the outcome of Hoza’s life and even- Saturday, June 13, 6:30 PM tually returned him safely to his Celebrating “History Pops!” family here.
    [Show full text]