Sam F. Stack
- Published in print:
- 2016
- Published Online:
- September 2016
- ISBN:
- 9780813166889
- eISBN:
- 9780813167855
- Item type:
- chapter
- Publisher:
- University Press of Kentucky
- DOI:
- 10.5810/kentucky/9780813166889.003.0002
- Subject:
- History, American History: 20th Century
This chapter situates Arthurdale within the discourse of progressive education during the late 1920s into the early Depression era. It discusses the ideas behind progressive education and how the ...
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This chapter situates Arthurdale within the discourse of progressive education during the late 1920s into the early Depression era. It discusses the ideas behind progressive education and how the progressive education movement changed during the 1930s in response to the Depression. The chapter addresses the four major groups of influence in progressive education during this time, including the social reconstructionists, the child-centered progressives, the administrative progressives, and the community-centered progressives. Leaders of the progressive education movement included Francis Parker, John Dewey, Elsie Clapp, William Heard Kilpatrick, and George Counts. This chapter describes educators’ reactions to the problems that the Depression posed to schools and that set the stage for the Arthurdale School experiment.Less
This chapter situates Arthurdale within the discourse of progressive education during the late 1920s into the early Depression era. It discusses the ideas behind progressive education and how the progressive education movement changed during the 1930s in response to the Depression. The chapter addresses the four major groups of influence in progressive education during this time, including the social reconstructionists, the child-centered progressives, the administrative progressives, and the community-centered progressives. Leaders of the progressive education movement included Francis Parker, John Dewey, Elsie Clapp, William Heard Kilpatrick, and George Counts. This chapter describes educators’ reactions to the problems that the Depression posed to schools and that set the stage for the Arthurdale School experiment.
June Melby Benowitz
- Published in print:
- 2015
- Published Online:
- May 2016
- ISBN:
- 9780813061221
- eISBN:
- 9780813051437
- Item type:
- chapter
- Publisher:
- University Press of Florida
- DOI:
- 10.5744/florida/9780813061221.003.0002
- Subject:
- History, American History: 20th Century
This chapter explores how rightist women attempted to shape school curricula through textbook censorship and other means, including forcing resignations of teachers and school administrators who did ...
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This chapter explores how rightist women attempted to shape school curricula through textbook censorship and other means, including forcing resignations of teachers and school administrators who did not think as they did. It examines the work of Lucille Cardin Crain and her work for the Educational Reviewer, as well as the actions of women throughout the country as they fought to eliminate progressive education from public schools. Rightist women published newspapers, journal articles, and books that promoted their views on education. They were elected to school boards, and they participated in campaigns to rid schools, libraries, and the PTA of what they considered leftward-leaning ideas.Less
This chapter explores how rightist women attempted to shape school curricula through textbook censorship and other means, including forcing resignations of teachers and school administrators who did not think as they did. It examines the work of Lucille Cardin Crain and her work for the Educational Reviewer, as well as the actions of women throughout the country as they fought to eliminate progressive education from public schools. Rightist women published newspapers, journal articles, and books that promoted their views on education. They were elected to school boards, and they participated in campaigns to rid schools, libraries, and the PTA of what they considered leftward-leaning ideas.
Sam F. Jr. Stack
- Published in print:
- 2016
- Published Online:
- September 2016
- ISBN:
- 9780813166889
- eISBN:
- 9780813167855
- Item type:
- book
- Publisher:
- University Press of Kentucky
- DOI:
- 10.5810/kentucky/9780813166889.001.0001
- Subject:
- History, American History: 20th Century
The book examines the Arthurdale School, which was created during the Great Depression and dedicated to the purpose of building community and preparing students for participation in democratic ...
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The book examines the Arthurdale School, which was created during the Great Depression and dedicated to the purpose of building community and preparing students for participation in democratic society. In an effort to relieve the suffering resulting from the Depression, Congress passed the National Industrial Recovery Act in 1933, and, as part of the act, $25 million was given to President Roosevelt and Secretary of the Interior Harold Ickes to build subsistence homestead communities. Subsistence homesteads were designed to give people enough land to farm and provide for their food for their own use. These New Deal reformers also believed that the subsistence homestead could build a sense of community, alleviating the alienation resulting from economic displacement. Seeking sites for the social experiment to begin, Eleanor Roosevelt visited the coal camps in north central West Virginia. Feeling sympathy for the plight of these Appalachian people, and aware of the political unrest in the area, she returned to Washington and convinced her husband that these devastated coal families needed to be chosen to develop the first subsistence homestead community, Arthurdale. She also believed that the children of the displaced miners needed a special kind of education, one grounded in the philosophy of progressive education. Education was to serve as the center of community life, a process that brought people together in a sense of ownership and a restored sense of human dignity.Less
The book examines the Arthurdale School, which was created during the Great Depression and dedicated to the purpose of building community and preparing students for participation in democratic society. In an effort to relieve the suffering resulting from the Depression, Congress passed the National Industrial Recovery Act in 1933, and, as part of the act, $25 million was given to President Roosevelt and Secretary of the Interior Harold Ickes to build subsistence homestead communities. Subsistence homesteads were designed to give people enough land to farm and provide for their food for their own use. These New Deal reformers also believed that the subsistence homestead could build a sense of community, alleviating the alienation resulting from economic displacement. Seeking sites for the social experiment to begin, Eleanor Roosevelt visited the coal camps in north central West Virginia. Feeling sympathy for the plight of these Appalachian people, and aware of the political unrest in the area, she returned to Washington and convinced her husband that these devastated coal families needed to be chosen to develop the first subsistence homestead community, Arthurdale. She also believed that the children of the displaced miners needed a special kind of education, one grounded in the philosophy of progressive education. Education was to serve as the center of community life, a process that brought people together in a sense of ownership and a restored sense of human dignity.
Carlos Kevin Blanton
- Published in print:
- 2015
- Published Online:
- May 2015
- ISBN:
- 9780300190328
- eISBN:
- 9780300210422
- Item type:
- chapter
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300190328.003.0003
- Subject:
- History, Latin American History
George I. Sánchez was a devotee of the intellectual tenets of the Progressive Education Movement, particularly its social reconstructionist wing, and of the New Deal. The GEB funded a small division ...
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George I. Sánchez was a devotee of the intellectual tenets of the Progressive Education Movement, particularly its social reconstructionist wing, and of the New Deal. The GEB funded a small division within New Mexico's state educational bureaucracy for Sánchez to give him the opportunity to preach reform for the state's schools. A crusading bureaucrat, Sánchez generated a great deal of controversy over his advocacy of studying racial prejudice and for proposing a restructuring of school funding mechanisms that would take initial steps to equalize New Mexico's poorest and wealthiest schools. Sánchez's schemes to turn New Mexico into a hotbed of educational progressivism and research on Mexican Americans generated dangerous controversy.Less
George I. Sánchez was a devotee of the intellectual tenets of the Progressive Education Movement, particularly its social reconstructionist wing, and of the New Deal. The GEB funded a small division within New Mexico's state educational bureaucracy for Sánchez to give him the opportunity to preach reform for the state's schools. A crusading bureaucrat, Sánchez generated a great deal of controversy over his advocacy of studying racial prejudice and for proposing a restructuring of school funding mechanisms that would take initial steps to equalize New Mexico's poorest and wealthiest schools. Sánchez's schemes to turn New Mexico into a hotbed of educational progressivism and research on Mexican Americans generated dangerous controversy.
Matthew Bowman
- Published in print:
- 2014
- Published Online:
- April 2014
- ISBN:
- 9780199977604
- eISBN:
- 9780199363926
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199977604.003.0007
- Subject:
- Religion, History of Christianity
Chapter 6 pivots back to liberal evangelicals, exploring the ways they tried to cope with this “new New York.” Using the Union School of Religion at Union Theological Seminary, an experimental Sunday ...
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Chapter 6 pivots back to liberal evangelicals, exploring the ways they tried to cope with this “new New York.” Using the Union School of Religion at Union Theological Seminary, an experimental Sunday school run by the Methodist George A. Coe in the 1910s and 1920s, as a lens, it examines the tensions that emerged between Coe’s liberal evangelicalism and the more progressive and pluralist ideology of many of his followers. Union Seminary’s decision to shut down the school illustrates both the clear boundaries, but also the ultimately tenuous nature, of liberal evangelicalismLess
Chapter 6 pivots back to liberal evangelicals, exploring the ways they tried to cope with this “new New York.” Using the Union School of Religion at Union Theological Seminary, an experimental Sunday school run by the Methodist George A. Coe in the 1910s and 1920s, as a lens, it examines the tensions that emerged between Coe’s liberal evangelicalism and the more progressive and pluralist ideology of many of his followers. Union Seminary’s decision to shut down the school illustrates both the clear boundaries, but also the ultimately tenuous nature, of liberal evangelicalism
