Junhui Liu Fuhui Tong Feb. 26, 2004

1. Chapter FiveIndustrialism, Immigration, and the New Psychology:Educational Reform in the Progressive Era, 1890-1915 Junhui Liu Fuhui Tong Feb. 26, 2004

2. Background • Industrialization and urbanization • Immigration • Educational Theory Development

3. School Governance Ward board to central board • Curricular Differentiation Uniform curriculum to diversified curriculum Committee of Ten & Committee of Fifteen (http://www.blancmange.net/tmh/books/commoften/mainrpt.html) industrial training vocational curriculum

4. Influential figures in this era of social and educational reform Jacob Riis Joseph Mayer Rice Nicholas Murray Butler Samuel Chapman Armstrong Booker T. Washington Jane Addams John Dewey Leonard Ayres G. Stanley Hall the McMurrys Johann Freidrich Herbart Thorndike

5. Moira Baldwin • Were special classes for the unruly, unwilling or dull students industrial education classes? Baltimore made those special classes ungraded. Were all special classes ungraded? (p.142) According to the author, after the compulsory attendance laws took effect, many teachers didn’t support it because they were afraid that those students who didn’t have interest in school might affect other students’ achievements. Therefore they put the unruly, unwilling or dull students in special classes. In Baltimore there were some ungraded classes. I am not quite sure if all of these classes were ungraded. But I really think that the teachers and superintendents would try their best to keep those so called dull students at school without affecting the regular students.

6. Corrine Wickens • What is the Jane Club? On May 4, 1892, Hull-House staged an opening reception, the Jane Club, a co-operative boarding house for working women. Like the settlement itself, the club provided an alternative mode of domesticity, where women could live comfortably outside the traditional family structure. The Jane Club proved to be one of the most enduring of numerous experiments in co-operative living launched by Hull-House and other institutions in the late nineteenth and early twentieth centuries. It became one of Hull House’s most successful and celebrated off-shoots.

7. Mike 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

8. 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.

9. Cindy 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.

10. Alicia Kerr • Can you explain Herbartianism (p137 p3) in simpler terms (maybe I am just too tired to picture what the book is saying!) and find out a bit more about its popularity (where in American it caught on big, how it became so popular, etc.). Herbart is a famous German philosopher. His theories greatly influenced American educational thought from 1890 to 1910. One of the most popular theory of Herbartianism is the Five formal steps of Herbartian method: (1) preparation - the review of old ideas that are related to new ones; (2) presentation - the presentation of the new material; (3) association - the association of the new material with the old; (4) generalization - the derivation of general principles from the new combination(s) of ideas; and (5) application - the application of new principles to specific practical situations.

11. Linda 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.

12. 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.

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

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

15. Tsueifen 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)

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

17. Heekyoung Kim(cont.) • What do educators today think about curriculum differentiation in the US? Class discussion. Since most students here are or will be educators, what are you opinions of this issue? Is it still a contentious topic in America?

18. Junhui 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.

19. Homayra Moghadasian • Page 127 states “Adams noticed that European immigrant women could not control their U.S-born children. These children looked down on their parents who appeared lost in the new country.” I believe that after almost 150 years immigrant parents still have the same problem in the U.S. Do you know what exactly are the reasons of this conflict between parents and their children? I think it is very common in America. One reason is that the parents and children may grow up in different environment and thus have different ideas about many issues. The second reason may be that there is not enough communication between the parents and children.

20. Homayra Moghadasian (cont.) • Do you think that the educational system can do anything to help this dilemma? I think the educational system really can do something to help, such as invite parents join their activities to provide them an opportunity to play and talk with their children. Both of them can learn more about each other and understand more about each other.

21. Tamara 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.

22. Rui Kang • 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 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 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 published in which he presented his exact opinion in terms of the connections among subjects? 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 transferred to another automatically and moreover, the learning one specific 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 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 the etymon. This theory main intended to answer three questions:

23. Rui Kang (cont.) 1. What happens when the same situation or stimulus acts repeatedly upon an organism--does the mere frequency of an experience cause useful modifications? 2. What happens when the same connection occurs repeatedly in a mind? 3. What effect do rewards and punishments have on connections, and how do they exert this effect? • Do you agree or disagree with his findings? And what are the practical implications of your beliefs? I think he made human’s learning procedure too simple. He wanted to show us that human and animals shared similar learning

24. Fuhui Tong • Jane Addams was a famous woman in American history. According to the reading of this chapter I think she was more like a social worker than a professional educator. I would like to know some background of her and John Dewey. Jane Addams: http://www.lkwdpl.org/wihohio/adda-jan.htm John Dewey: http://www.utm.edu/research/iep/d/dewey.htm

25. Michael Saberian • To what degree did African Americans participate in programs like the Tuskegee Institute? How important were these institutions in creating and 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 hiredas 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

26. 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)

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

28. Mandy 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://mediafilter.org/MFF/Prison.html

29. Jennie Stuhrenberg • How did the general public feel about a liberal education versus a vocational education? Which type of education did more parents support in the early 20th century? Sorry, haven’t found anything related to this issue. However, according to parents’ response to Washington’s Tuskegee Institute, I don’t think they would approve vocational education every much. In China even now parents don’t want to send their children to vocational school. It is a shame that one’s child cannot go to regular high school. What about in the US?

30. Jisook Kim • I cannot understand what the “Disversified Curricula” in this chapter is. Does it mean that schools have diverse curricula for different students? If so, what is the point of critics? I think you have got its meaning. The reason why it was criticized is what we discussed in Michael’s question. The old conception of education regard what we think normal now as cultural bias.

31. Samantha McPhail • What were the guidelines regarding flexible grading? Where did the Batavia system originate and what were the guidelines (page 134 second to last paragraph). Sorry, didn’t find the detailed guidelines. However I think that this book has explained it in page 134-135. The only book I found that mentioned Batavia system is Jon Wiles’ Curriculum essentials.It said that it began in 1875 and was about flexible grading and promotion plans that assisted teaching in bring lower learners to grade level so that they could be promoted. What is your idea about how to use flexible grading to reach such purpose?

32. Dawoon Yoo • The author said the social settlement movement that began with Hull House spread throughout the United States, Europe, Asia and even Japan. What kind of organizations was established as a result of this movement, in which country? The first settlement house was Toynbee Hall in London, founded in 1883. The first American settlement house was The Neighborhood Guild (later the University Settlement), founded by Stanton Coit, begun in 1886.Since World War II, the number of settlements has fluctuated. Today, it is estimated that there are more than 900 settlement houses in the United States, according to UNCA, an association of 156 of them. Formerly known as the National Federation of Settlements and Neighborhood Centers, UNCA was actually founded in 1911 by Jane Addams and other pioneers of the settlement movement. There is also International Federation of Settlements and Neighborhood Centers, which was organized in 1926 and now has a membership of more than 4500 settlement houses and neighborhood centers around the world.