11

Chapter FiveChapter FiveIndustrialism, Immigration, Industrialism, Immigration,

and the New Psychology:and the New Psychology:Educational Reform in the Educational Reform in the Progressive Era, 1890-1915Progressive Era, 1890-1915

Junhui LiuJunhui Liu

Fuhui Tong Fuhui Tong

Feb. 26, 2004Feb. 26, 2004

22

BackgroundBackground

1.1. Industrialization and urbanizationIndustrialization and urbanization

2.2. ImmigrationImmigration

3.3. Educational Theory DevelopmentEducational Theory Development

33

School Governance School Governance Ward board to central boardWard board to central board

Curricular DifferentiationCurricular DifferentiationUniform curriculum to diversified curriculum Uniform curriculum to diversified curriculum Committee of Ten Committee of Ten & Committee of Fifteen& Committee of Fifteen((http://www.blancmange.net/tmh/books/http://www.blancmange.net/tmh/books/

commoften/mainrpt.html)commoften/mainrpt.html)

industrial trainingindustrial training vocational curriculumvocational curriculum

44

Influential figures in this era of social and Influential figures in this era of social and educational reformeducational reform

Jacob RiisJacob Riis Joseph Mayer RiceJoseph Mayer Rice Nicholas Murray ButlerNicholas Murray Butler Samuel Chapman ArmstrongSamuel Chapman Armstrong Booker T. WashingtonBooker T. Washington Jane AddamsJane Addams John DeweyJohn Dewey Leonard AyresLeonard Ayres G. Stanley HallG. Stanley Hall the McMurrysthe McMurrys Johann Freidrich HerbartJohann Freidrich Herbart ThorndikeThorndike

55

Moira Baldwin Moira Baldwin Were special classes for the unruly, unwilling or dull Were special classes for the unruly, unwilling or dull

students industrial education classes? Baltimore made students industrial education classes? Baltimore made those special classes ungraded. Were all special classes those special classes ungraded. Were all special classes ungraded? (p.142) ungraded? (p.142)

According to the author, after the compulsory According to the author, after the compulsory attendance laws took effect, many teachers didn’t attendance laws took effect, many teachers didn’t support it because they were afraid that those students support it because they were afraid that those students who didn’t have interest in school might affect other who didn’t have interest in school might affect other students’ achievements. Therefore they put the unruly, students’ achievements. Therefore they put the unruly, unwilling or dull students in special classes. In unwilling or dull students in special classes. In Baltimore there were some ungraded classes. I am not Baltimore there were some ungraded classes. I am not quite sure if all of these classes were ungraded. But I quite sure if all of these classes were ungraded. But I really think that the teachers and superintendents would really think that the teachers and superintendents would try their best to keep those so called dull students at try their best to keep those so called dull students at school without affecting the regular students. school without affecting the regular students.

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Corrine WickensCorrine Wickens

What is the Jane Club?What is the Jane Club? On May 4, 1892, Hull-House staged an opening On May 4, 1892, Hull-House staged an opening

reception, the Jane Club, a co-operative boarding reception, the Jane Club, a co-operative boarding house for working women. Like the settlement itself, house for working women. Like the settlement itself, the club provided an alternative mode of domesticity, the club provided an alternative mode of domesticity, where women could live comfortably outside the where women could live comfortably outside the traditional family structure. The Jane Club proved to traditional family structure. The Jane Club proved to be one of the most enduring of numerous experiments be one of the most enduring of numerous experiments in co-operative living launched by Hull-House and in co-operative living launched by Hull-House and other institutions in the late nineteenth and early other institutions in the late nineteenth and early twentieth centuries. It became one of Hull House’s twentieth centuries. It became one of Hull House’s most successful and celebrated off-shoots.most successful and celebrated off-shoots.

77

Mike HaslerMike Hasler In the book (p. 112) the author refers to the NEA in a manner which does

not support the idea that the NEA is a teacher’s union responsible for collective bargaining. I’d like to know what role, if any, the NEA has/had in collective bargaining and when that role began.

National Teachers Association National Association of School Superintendents and the American Normal School Association

National Educational Association

88

Mike Hasler (cont.)Mike Hasler (cont.)

In the early years of the 20th century, the NEA was little concerned with teachers’ benefits, because the percentage of members who were teachers remained very low, and in part because of the wide-spread belief that teaching was s “calling” almost in a religious sense and that it was not quite “proper” for teachers to be too concerned about financial rewards and working conditions. Realistically, the NEA was more of a forum of disseminating ideas about instruction and school management than a group interested in promoting teacher’ welfare. And it was after World War II that the potentials of teacher power began to be recognized.

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Cindy WarrenCindy Warren

Since you state that some teacheres were hired to please influential people, what were the criteria used in hiring a teacher, other than just having the required educaiton? (120-121)

Also in the book of The public-school system of the United States, Rice wrote that each city was free to make its own rules in the aspect of qualifications required for granting teachers’ license, and free to place the power of appointing its teachers in the hands for any individual or individuals whom it may select for purpose.

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Alicia Kerr Alicia Kerr Can you explain Herbartianism (p137 p3) in simpler terms Can you explain Herbartianism (p137 p3) in simpler terms

(maybe I am just too tired to picture what the book is saying!) (maybe I am just too tired to picture what the book is saying!) and find out a bit more about its popularity (where in and find out a bit more about its popularity (where in American it caught on big, how it became so popular, etc.). American it caught on big, how it became so popular, etc.). Herbart is a famous German philosopher. His theories greatly Herbart is a famous German philosopher. His theories greatly influenced American educational thought from 1890 to 1910. influenced American educational thought from 1890 to 1910.

One of the most popular theory of Herbartianism is the Five One of the most popular theory of Herbartianism is the Five formal steps of Herbartian method: (1) formal steps of Herbartian method: (1) preparationpreparation - the - the review of old ideas that are related to new ones; (2) review of old ideas that are related to new ones; (2) presentation presentation - the presentation of the new material; (3) - the presentation of the new material; (3) associationassociation - the association of the new material with the old; - the association of the new material with the old; (4) (4) generalizationgeneralization - the derivation of general principles from - the derivation of general principles from the new combination(s) of ideas; and (5) the new combination(s) of ideas; and (5) applicationapplication - the - the application of new principles to specific practical situationsapplication of new principles to specific practical situations. .

1111

Linda BlackLinda Black How did Joseph Mayer (p. 119) go from physician to

education reformer and why? Dr. Joseph Mayer Rice, a pediatrician turned journalist, in a

series of articles in nine consecutive issues of The Forum magazine between 1892 and 1893 and helped to launch the progressive movement in education. Personal interest likely accounts for the reason. After a visit to public schools in 36 cites (which has also been mentioned in the chapter p 119). He takes particular issue with memorization, with learning drills, and with strict discipline. He proposes "progressive schools" and writes glowing portrayals of experimental classrooms he has visited. Thus he took on the role of educational reformer.

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Linda Black (cont.)Linda Black (cont.) Why did he and others believe that Germany had the best schools,

especially since Germany was an autocratic monarchy, quite unlike a democratic country.

Undoubtedly, political system strongly influences its educational section of a society, however, it is not the prerequisite as a foundation of the best education. In Rice’s book, he believes the difference lies in the teacher training and the requirements for admission to State Normal schools.

US: Ineffective preparation of those chosen to teach Lack of thoroughly self-educated scholars Failure to ensure capacity to teach Germany: Methods of employment (one-grade) Secure training University examination: a prelude to the real selective process.

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KJ Lowry KJ Lowry

Teachers today often state that they wish we would Teachers today often state that they wish we would not require such high level classes in high school for not require such high level classes in high school for graduation for all students. They wish only students graduation for all students. They wish only students that truly desire to learn the subject would sign up for that truly desire to learn the subject would sign up for it. This would be a lot like the diversified curriculum it. This would be a lot like the diversified curriculum allowed. I would like you to discuss your ideas on allowed. I would like you to discuss your ideas on the question asked in the last section of this chapter. the question asked in the last section of this chapter. “Did diversified curricula reinforce social biases?” Is “Did diversified curricula reinforce social biases?” Is it a good thing or not? it a good thing or not?

1414

KJ Lowry (cont.)KJ Lowry (cont.)

I think the social biases had already been there I think the social biases had already been there before diversified curricula. Different people before diversified curricula. Different people have distinct interest and ability. So there is no have distinct interest and ability. So there is no reason for uniform curriculum. So I think it is reason for uniform curriculum. So I think it is not a bad thing. not a bad thing.

1515

Tsueifen ChenTsueifen Chen To my knowledge, the country where I came from does not have supervisors

or superintendents in school. Can you clarify for me about what they do and how they are chosen here in the U.S.?

In Webster’s 1913 dictionary, the definition of superintendent: One who has

the oversight and charge of some place, institution, organization, or affairs, etc. with the power of direction. Supervisor is its synonym. A superintendent is the top executive of the school district, who supervises the whole school system. For example he makes sure where to build the school and works on the financing issue, or change the reading program for the 1st and 2nd grade students. Beneath the superintendent, there are assistants. The superintendent is voted by a school board, a political office anyone can run as long as you have enough money.

Development of the role of superintendent(http://www.nd.edu/~rbarger/www7suptschl.html)

system of educational administration (see handout)

1616

Heekyoung Kim Heekyoung Kim Do you agree with John Dewey's prediction that Do you agree with John Dewey's prediction that

vocational courses would be for the masses and the vocational courses would be for the masses and the humanistic or cultural studies would be geared to the humanistic or cultural studies would be geared to the well-to-do elite?well-to-do elite?

I think I agree with John Dewey’s prediction because I think I agree with John Dewey’s prediction because the history development has already showed us the the history development has already showed us the answer. I don’t know what it is in America, but in answer. I don’t know what it is in America, but in China, it is true that the masses take vocational China, it is true that the masses take vocational courses and a small part of students get liberal courses and a small part of students get liberal education and high education. After graduation the education and high education. After graduation the later get higher position and earn more money. later get higher position and earn more money. Although I don’t think they are well-to-do elite, the Although I don’t think they are well-to-do elite, the truth is that they get more money and reputation. truth is that they get more money and reputation.

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Heekyoung Kim(cont.)Heekyoung Kim(cont.)

What do educators today think about What do educators today think about curriculum differentiation in the US? curriculum differentiation in the US?

Class discussion.Class discussion.

Since most students here are or will be Since most students here are or will be educators, what are you opinions of this issue?educators, what are you opinions of this issue?

Is it still a contentious topic in America?Is it still a contentious topic in America?

1818

Junhui LiuJunhui Liu On page 120, the author discussed about the administrators in any

educational institution chosen by training and examination and those who had worked in the system for years. He did not provide his view as who are favored by educators and students. Who do you prefer?

The first training program for administrators was not established until the early years of 20th century at Teachers College of Columbia University. Until then administration was a part of teaching. As far as I know, those programs of educational administration usually require years of experience in educational institutions, and are very competitive. It is very unlikely for an applicant without any experience in the system. After the training program, administers can easily find a job and earn a decent salary. Practically speaking, a person with both academic training which enriches him with theoretical framework and working background which enriches him with practical experience can serve and run the school better.

1919

Homayra Moghadasian Homayra Moghadasian Page 127 states “Adams noticed that European Page 127 states “Adams noticed that European

immigrant women could not control their U.S-born immigrant women could not control their U.S-born children. These children looked down on their parents children. These children looked down on their parents who appeared lost in the new country.” I believe that who appeared lost in the new country.” I believe that after almost 150 years immigrant parents still have after almost 150 years immigrant parents still have the same problem in the U.S. Do you know what the same problem in the U.S. Do you know what exactly are the reasons of this conflict between exactly are the reasons of this conflict between parents and their children? parents and their children?

I think it is very common in America. One reason is I think it is very common in America. One reason is that the parents and children may grow up in different that the parents and children may grow up in different environment and thus have different ideas about environment and thus have different ideas about many issues. The second reason may be that there is many issues. The second reason may be that there is not enough communication between the parents and not enough communication between the parents and children. children.

2020

Homayra Moghadasian (cont.)Homayra Moghadasian (cont.)

Do you think that the educational system can Do you think that the educational system can do anything to help this dilemma? do anything to help this dilemma?

I think the educational system really can do I think the educational system really can do something to help, such as invite parents join something to help, such as invite parents join their activities to provide them an opportunity their activities to provide them an opportunity to play and talk with their children. Both of to play and talk with their children. Both of them can learn more about each other and them can learn more about each other and understand more about each other. understand more about each other.

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Tamara CarterTamara Carter On page 119, the book says that “Most of the teachers in the

United States did not have any education beyond grammar school.” Can you find out more about this?

In the book “The public-school system of the United States”,

Rice mentioned that the great problem in the consideration of the American school system is the teachers. He pointed out the situation of the teacher education, “they are no more constitute expert pedagogical qualifications than they do expert medical or legal qualifications” (p.14). Not more than a small percentage of persons engaged in teaching in the public schools then were normal-school graduates.

2222

Rui Kang Rui Kang On page p140, paragraph three, the author mentioned that Thorndike found that On page p140, paragraph three, the author mentioned that Thorndike found that

"there was no direct transfer of abilities from one activity to another". In "there was no direct transfer of abilities from one activity to another". In paragraph four of the same page; it says that “the capacity of any study to paragraph four of the same page; it says that “the capacity of any study to improve students’ abilities in other functions was not clear either.” There seems improve students’ abilities in other functions was not clear either.” There seems to be some contradiction here or just the fact that Thorndike is a very careful to be some contradiction here or just the fact that Thorndike is a very careful man. Can you find any evidence such as articles and books Thorndike man. Can you find any evidence such as articles and books Thorndike published in which he presented his exact opinion in terms of the connections published in which he presented his exact opinion in terms of the connections among subjects? among subjects?

I think Thorndike wake the formal principles of uniform curriculum. I don’t I think Thorndike wake the formal principles of uniform curriculum. I don’t think that they are contradicted. Thorndike thought that one ability could not be think that they are contradicted. Thorndike thought that one ability could not be transferred to another automatically and moreover, the learning one specific transferred to another automatically and moreover, the learning one specific subject didn’t surely prove one specific ability. I couldn’t Thorndike’s opinion subject didn’t surely prove one specific ability. I couldn’t Thorndike’s opinion about connections among subjects, but in fact one of his most popular theories about connections among subjects, but in fact one of his most popular theories is his connectionism. For him all types of learning were based on some kind of is his connectionism. For him all types of learning were based on some kind of connection. For example, people can guess the meaning of a new word from connection. For example, people can guess the meaning of a new word from the etymon. This theory main intended to answer three questions: the etymon. This theory main intended to answer three questions:

2323

Rui Kang (cont.)Rui Kang (cont.)

1. What happens when the same situation or stimulus acts repeatedly 1. What happens when the same situation or stimulus acts repeatedly upon an organism--does the mere frequency of an experience cause useful upon an organism--does the mere frequency of an experience cause useful modifications? modifications?

2. What happens when the same connection occurs repeatedly in a mind? 2. What happens when the same connection occurs repeatedly in a mind? 3. What effect do rewards and punishments have on connections, and 3. What effect do rewards and punishments have on connections, and

how do they exert this effect? how do they exert this effect? Do you agree or disagree with his findings? And what Do you agree or disagree with his findings? And what

are the practical implications of your beliefs?are the practical implications of your beliefs? I think he made human’s learning procedure too I think he made human’s learning procedure too

simple. He wanted to show us that human and simple. He wanted to show us that human and animals shared similar learninganimals shared similar learning

2424

Fuhui TongFuhui Tong

Jane Addams was a famous woman in American Jane Addams was a famous woman in American history. According to the reading of this chapter I history. According to the reading of this chapter I think she was more like a social worker than a think she was more like a social worker than a professional educator. I would like to know some professional educator. I would like to know some background of her and John Dewey.background of her and John Dewey.

Jane Addams: Jane Addams: http://www.lkwdpl.org/wihohio/adda-http://www.lkwdpl.org/wihohio/adda-jan.htmjan.htm

John Dewey: John Dewey: http://www.utm.edu/research/iep/d/dewey.htmhttp://www.utm.edu/research/iep/d/dewey.htm

2525

Michael SaberianMichael Saberian To what degree did African Americans participate in programs like the To what degree did African Americans participate in programs like the

Tuskegee Institute? How important were these institutions in creating and Tuskegee Institute? How important were these institutions in creating and maintaining the black middle class? maintaining the black middle class?

In1881. It was at Tuskegee, in the heart of the American South, that Washington founded the "Tuskegee Normal School for Colored Teachers." He built the school (later known as Tuskegee Institute) into a major center for African-American education. With his efforts, the enrolment of students increased. They are important as African-American students learned the best methods of labor which could benefit their family and how to do trade with White Neighbors which was favored by Washington because “something in human nature made an individual appreciate deserving individuals no matter what color of skin those individuals had” (p. 125)

In 1896, George Washington Carver, a reputed African-American scientist later, was hired as head of the new Department of Agriculture by Washington at Tuskegee Institute. He was committed to increasing African-American farmers' economic independence. Tuskegee Airmen also contributed to the integration in US military.

http://www.cr.nps.gov/museum/exhibits/tuskegee/index.htm

2626

Michael Saberian (cont.)Michael Saberian (cont.)

.Also, why should notions of progression towards the liberal arts away from vocational training is considered a cultural bias? Would not one consider pursuing lucrative vocational education on the part of working class people merely an expression of pragmatism?

Actually I don’t agree with them. I am one of them who have the same consideration as you. The main objective of education had changed during this period of time. I think what Urban and Wagoner said in their book”American Education: a history”:

“The vocational curriculum was an attempt to accommodate the different economic roles that students would play in their later lives. In this case, I may say that the system provided equal opportunity for all students to develop to the fullest of their abilities.” (What do Americans think of vocational education now? In China there is still bias about vocational education)

2727

Anissa MyersAnissa Myers I would like to know a little more of the specifics of Butler's Bill and other I would like to know a little more of the specifics of Butler's Bill and other

ramifications it had on teaching.ramifications it had on teaching.

Nicholas Murray Butler 1862-12/7/1947, Educator; headed Columbia Univ., 1902-45; Nobel Peace Prize, 1931.

To be put in short, Butler’s Bill was on centralization of school administration.

Decentralize Immigrants (Italian and Eastern European Jewish): maintain local control over schools

Centralize upper class Anglo Saxons, by controlling the system they could transform the immigrants into true Americans “Americanize”.

Butler’s view was that schools were not only inefficient, but that they were “riddled with politics.” The trustees were “as a rule, utterly unknown and insignificant persons, often active local politicians, and not always, it is believed, above preying upon the schools.”

http://www.mapsites.net/gotham/es/_annamootlevin_es.htm

2828

Mandy BiggersMandy Biggers I was intrigued by the comment (p. 122) that it cost less to put children in school

then to put them in prison. Is this still the case? How much do we spend per day

on students vs. prisoners? Does it vary by county or state? big challenge Let us have a look at Texas: in the last ten years, the Texas prison system has

experienced rapid growth. Ten years ago, the population of the system was approximately 28,000. Today, it is greater than 49,000. Along with this growth in population has come an increase in the cost of incarceration. In 1980, the cost was $13 per prisoner per day. In 1990, the comparative average cost was $42.47

I believe the figure should vary among counties or states. see handout about the annual cost of education since 1900s till 1970s) Find TDCJ (Texas Department of Criminal Justice) Cost-Per-Day (1990) on

http://www.ucc.uconn.edu/~logan/http://www.ucc.uconn.edu/~logan/ http://mediafilter.org/MFF/Prison.htmlhttp://mediafilter.org/MFF/Prison.html

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Jennie StuhrenbergJennie Stuhrenberg

How did the general public feel about a liberal How did the general public feel about a liberal education versus a vocational education? Which type education versus a vocational education? Which type of education did more parents support in the early of education did more parents support in the early 20th century? 20th century?

Sorry, haven’t found anything related to this issue. Sorry, haven’t found anything related to this issue. However, according to parents’ response to However, according to parents’ response to Washington’s Tuskegee Institute, I don’t think they Washington’s Tuskegee Institute, I don’t think they would approve vocational education every much. In would approve vocational education every much. In China even now parents don’t want to send their China even now parents don’t want to send their children to vocational school. It is a shame that one’s children to vocational school. It is a shame that one’s child cannot go to regular high school. What about in child cannot go to regular high school. What about in the US? the US?

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Jisook KimJisook Kim

I cannot understand what the “Disversified I cannot understand what the “Disversified Curricula” in this chapter is. Does it mean that Curricula” in this chapter is. Does it mean that schools have diverse curricula for different schools have diverse curricula for different students? If so, what is the point of critics? students? If so, what is the point of critics?

I think you have got its meaning. The reason I think you have got its meaning. The reason why it was criticized is what we discussed in why it was criticized is what we discussed in Michael’s question. The old conception of Michael’s question. The old conception of education regard what we think normal now as education regard what we think normal now as cultural bias.cultural bias.

3131

Samantha McPhail Samantha McPhail What were the guidelines regarding flexible grading? Where What were the guidelines regarding flexible grading? Where

did the Batavia system originate and what were the guidelines did the Batavia system originate and what were the guidelines (page 134 second to last paragraph). (page 134 second to last paragraph).

Sorry, didn’t find the detailed guidelines. However I think that Sorry, didn’t find the detailed guidelines. However I think that this book has explained it in page 134-135.this book has explained it in page 134-135.

The only book I found that mentioned Batavia system is Jon The only book I found that mentioned Batavia system is Jon Wiles’Wiles’ Curriculum essentials. Curriculum essentials. It said that it began in 1875 It said that it began in 1875 and was about flexible grading and promotion plans and was about flexible grading and promotion plans that assisted teaching in bring lower learners to grade that assisted teaching in bring lower learners to grade level so that they could be promoted.level so that they could be promoted.

What is your idea about how to use flexible grading What is your idea about how to use flexible grading to reach such purpose?to reach such purpose?

3232

Dawoon Yoo Dawoon Yoo The author said the social settlement movement that began The author said the social settlement movement that began

with Hull House spread throughout the United States, Europe, with Hull House spread throughout the United States, Europe, Asia and even Japan. What kind of organizations was Asia and even Japan. What kind of organizations was established as a result of this movement, in which country? established as a result of this movement, in which country?

The first settlement house was Toynbee Hall in London, The first settlement house was Toynbee Hall in London, founded in 1883. The first American settlement house was The founded in 1883. The first American settlement house was The Neighborhood Guild (later the University Settlement), Neighborhood Guild (later the University Settlement), founded by Stanton Coit, begun in 1886.Since World War II, founded by Stanton Coit, begun in 1886.Since World War II, the number of settlements has fluctuated. Today, it is the number of settlements has fluctuated. Today, it is estimated that there are more than 900 settlement houses in the estimated that there are more than 900 settlement houses in the United States, according to UNCA, an association of 156 of United States, according to UNCA, an association of 156 of them. Formerly known as the National Federation of them. Formerly known as the National Federation of Settlements and Neighborhood Centers, UNCA was actually Settlements and Neighborhood Centers, UNCA was actually founded in 1911 by Jane Addams and other pioneers of the founded in 1911 by Jane Addams and other pioneers of the settlement movement. There is also International Federation of settlement movement. There is also International Federation of Settlements and Neighborhood Centers, which was organized Settlements and Neighborhood Centers, which was organized in 1926 and now has a membership of more than 4500 in 1926 and now has a membership of more than 4500 settlement houses and neighborhood centers around the world.settlement houses and neighborhood centers around the world.