Chapter Five
Industrialism, Immigration,
and the New Psychology:
Educational Reform in the
Progressive Era, 1890-1915
Junhui Liu
Fuhui Tong
Feb. 26, 2004
1
Background
1.
Industrialization and urbanization
2.
Immigration
3.
Educational Theory Development
2

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/commoft
en/mainrpt.html)

industrial training
vocational curriculum
3

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
4
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
5
school without affecting the regular students.
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.
6
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
7
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.
8
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.
9
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.
10
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.
11
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.
12
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?
13
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.
14
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)
15
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.
16
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?
17
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.
18
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.
19
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.
20
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.
21
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:
22
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
23
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/addajan.htm
John Dewey:
http://www.utm.edu/research/iep/d/dewey.htm
24
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 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.
25
http://www.cr.nps.gov/museum/exhibits/tuskegee/index.htm
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)
26
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., 190245; 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
27
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
28
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?
29
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.
30
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?
31
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.32