Chapter 6
Science, Sexism, and
Theology: 1918-1930
Presenters
Jennie Stuhrenberg
Rui Kang
Categories of Questions
Intelligence Testing/ Ability Grouping (5)
 Alicia, Cindy, Dawoon, Jennie, Jisook
Historical Figures/Events (4)
 Junhui (W.W.1), Samantha (Bobbitt), Tamara
(Walter Pierce), Tsueifen (Thomas Jesse
Jones)
Women’s Education/Status/Sexism (2)
 Anissa, Homayra
Categories of Questions Cont.
Curriculum(5)
 Fuhui (Business Ed.), Grace (Vocational Ed),
Hee Kyoung (ESL), K. J. (Civic Ed.), Michael
(Home Econ.)
Progressive Education/Project Method (3)
 Mike, Moira, Rui
Others (2)
 Corrine (homeroom), Linda (home visit)
Intelligence Tests/Ability Grouping
Jisook Kim Q: It was interesting to see
trying to separate children according to
ability levels through mental tests (p. 164).
What kind of test was developed at that
time?
A: WW I military intelligence test
Stanford-Binet Intelligence Scales
“Each correct answer gives a credit of two
months‘ mental age.”
Jennie Stuhrenberg Q: What were some of
the arguments in America for and against
intelligence testing in the early twentieth
century?
A: Walter Lippmann, an influential political
commentator and journalist: In 1922 he
addressed the conditions of IQ testing, the
possible biases of army intelligence tests,
and the larger social problems raised by
such classifications.
Opinion in Favor: “According to Terman,
Americans clearly exhibited a range of
different intellectual endowments and the
new science of psychology made it
possible to measure and classify those
differences.”
Cindy Warren Q: It seems that teachers
today must teach so that their students
score well on standardized tests. During
this time period, did teachers feel this
way?
A: Based on what I read, teachers did not
receive the same pressure to “teach to the
test” as they do today .
Dawoon Yoo Q: What is the Chautauqua
movement (p.172)? What is your opinion for
separating children according to their ability
levels?
A: “The chautauqua movement grew out of
summer Sunday school institutes held by the
Methodist Episcopal church during the 1870s. At
a camp meeting in 1873, Bishop John H. Vincent
proposed that secular as well as religious
education be offered at these institutes. The next
summer, the Chautauqua Assembly was
established at Lake Chautauqua, New York,
offering adult education in both science and the
humanities.” Movement lasted until @1924
Alicia Kerr Q: I enjoyed the author’s
discussion on ability grouping (p. 164165), although it is quite brief. Can you
find more information on ability grouping
and opinions of it during the early 1900s?
A: ”A selling point for gifted education and
the ability grouping model since it was
introduced in the early 1900's is that ability
grouping is more cost-effective than the
traditional mixed-ability classroom in
supplying brain-power to colleges.”
Women’s Status and Role
Education
Anissa Myers Q: At this point in time
America was coming of age but still built
basically of the standards of the countries
the settlers immigrated from. What was
the status of women overseas at this
time? Did the evolution of education
parallel that of other countries or where we
on the cutting edge so to speak in gaining
status?
A: In America: “By the end of the 19th
century, however, the number of women
students had increased greatly. Higher
education particularly was broadened by
the rise of women's colleges and the
admission of women to regular colleges
and universities. In 1870 an estimated one
fifth of resident college and university
students were women. By 1900 the
proportion had increased to more than one
third. Women obtained 19 percent of all
undergraduate college degrees around the
beginning of the 20th century.”
Homayra Moghadasian Q: Page 157
states that Goodsell believed that
“because women play an essential role
radiating joy among family and friends,
their education should equip them
appropriately.” I thought it does not mean
different education but maybe some extra
education for girls to prepare them for this
role. What do you think about this
statement?
A: Class Thoughts?
Historical Events and People
Junhui Liu Q: During this period, Europe
was in World War I. I wonder if this war
had any influence on the education then.
A: I do not find any information about
European education and how it was
affected by WWI. Anyone have knowledge
they would like to share on this subject?
Tamara Carter Q: On page 173, we were told that the
Masons and Ku Klux Klan prevailed in Oregon to elect
Walter Pierce as governor. I typically think of those
groups as having different goals. Can you clarify what
their similar interest would have been?
A: “Mizia's article provides insight to the history and
political climate of Oregon at that time. He points out
that the Scottish Rite Masons promoted the bill in the
state legislature out of their belief that "all children
should be recipients of the same public school
education so as not to promote a divided citizenry; in
their thinking, Catholic and other private schools
militated against this outcome." The measure was
supported by an active Ku Klux Klan and by Walter M.
Pierce, who was running for the office of governor at
that time. Pierce's support of the Oregon School Law
guaranteed him political support from the Klan, and he
won the election for governor. “
Tsueifen Chen Q: Watras spent a lot of
time describing Thomas Jesse Jones and
his personal biases under the section of
"What was the source of the biases in the
social studies?" Was he implying that
Jones was the representative figure who
held social bias at that time?
A: I found a reference to some works
about him. Below is one:
Book: Education for Life: Phelps Stokes
and Thomas Jesse Jones: 1913-1937, A
Twenty-Fifth Anniversary
Samantha McPhail Q: What are the other
six classes of everyday life that Bobbitt
and his graduate students listed in their
study in Los Angeles? (page 149, 2nd
paragraph)
A: I did not find the answer to this
question, but you can read:
http://www.infed.org/biblio/b-curric.htm
Resources
http://historymatters.gmu.edu/d/5293
http://www.time.com/time/time100/scientist
/other/iq.html
http://www.riverpub.com/products/clinical/s
bis/home.html
http://www.historymatters.gmu.edu/d/5172
http://www.historymatters.gmu.edu/d/4960
Resources Continued
http://college.hmco.com/history/readersco
mp/rcah/html/ah_015600_chautauquamo.
htm
http://educationright.tripod.com/id39.htm
http://www.wic.org/misc/history.htm
http://www.eou.edu/academic/documents/r
eports/pierce.htm
http://www.archdpdx.org/news2000/news
may2000/oregon%20school%20law.htm
Resources Continued
http://www.nathanielturner.com/ansonphelps
stokes.htm
The Cardinal Principles of
Secondary Education (1918)
Health

Health instruction, physical activities, good
equipment and safe building
Command of Fundamental Process

Writing, reading, oral and written expression, and
math
Worth Home Membership

Literature, music, social studies, art
Vocation

Career education
The Cardinal Principles of
Secondary Education (1918)
Civic Education

Awareness of community, democratic
organization of school and group problem
solving
Worth Use of Leisure

Music, art, literature, drama, social issues,
and science
Ethical Character

Personal responsibility and initative
Progressive Education
Mike: Progressive Education Association
(PEA) has any lasting effects? Still exist?
Moira: Progressive Education was
successful?
Rui: Influential Educators and
Philosophers? Related teaching
approaches?
Progressive Education
Founded in 1919
Most recognized leader: John Dewey
Other influential leader
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Jane Addams: believed in self-expression,
learning to play, active engagement.
Ella Flagg Young: Superintendent of the Chicago
Board of Education, President of the NEA (1910),
At a NEA convention, she contended that
people who were not sending their children to
public schools should not be allowed to serve
on the board of education.
Margaret Naumburg: inventor of art therapy
Progressive Education
Harold Rugg
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Author of “Man and his changing world”
The most widely used social studies textbook in
the United States
Attacked by business world including American
Legion, Advertising Federation of America, New
York State Economic Council, National
Association of Manufacturers(NAM)
Promote liberalism, Keynesianism, but not
Maxism, considered progressive educational
Rugg’s book was later banned, and in some
communities, the banning was celebrated with
public burnings.
Progressive Education
Francis W. Parker
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Developed Qunicy Plan, open progressive
education schools
Students were subjected to state exams, and
the result showed hat Quincy pupils
surpassed the scores of other school children
in Masschusetts.
Dewey’s laboratory school in Chicago also
had evidence of superior performance
Progressive Education
Francis W. Parker:
 They should graduate as good citizens, not only
with vast knowledge, but also with heart and soul.
 School motto: “Everything to help and nothing to
hinder”
 A major research endeavor, the “eight year
study”, demonstrated that students from
progressive high schools were capable, adaptable
learners and excelled even in the finest
universities.
Progressive Education
1890-1930 flourishing period
late 1930s, criticized by conservatives
advocating basic skills, more discipline,
curriculum theorizing

“corrupting the minds of youth”
1940s and 1950s-cold war

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“ increases juvenile delinquency
“The commies are after your kids” Hard to
believe!
Progressive Education
Regain popularity in 1960s shortly in the forms
of more radicalized versions: free school
movement, nongraded school, deschooling
proposals, emancipatory education programs
Today’s practice with philosophical roots in
progressive education include open classroom,
cooperative learning, multiage approach, whole
language, experiential education, alternative
schools
Research in progressive education: connection
with “postmodernism”
Progressive Education
References/Resources:
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http://www.uvm.edu/~dewey/articles/proged.html
http://fcis.oise.utoronto.ca/~daniel_schugurensky/
assignment1/1919pea.html
http://fcis.oise.utoronto.ca/~daniel_schugurensky/
assignment1/1901parker.html
http://fcis.oise.utoronto.ca/~daniel_schugurensky/
assignment1/1938rugg.html
http://fcis.oise.utoronto.ca~schugurensky/assign
ment1/1909ella.html
Journal of Progressive Education
Vocational Education in Agriculture
Grace: would like to know how students learn
these vocational field subjects. Information
either around 1890 or in the beginning of the
1900s.
Vocational Education in Agriculture
Typical agricultural vocational curriculum in
1890’s high school
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Agronomy
Zootechny
Dairying
Rural Engineering
Rural Economy
In 1890s

Students in Massachusetts and Indiana can
choose agricultural course of study versus other
tracks such as classical course of study, modern
language, manual training
Vocational Education in Agriculture
In some states, agricultural offered only in
9th and 10th grades due to high dropout
rates before 11th grade.
In the 1890’s and early 1900’s, secondary
agriculture was taught primarily by science
and chemistry teachers using the scientific
and experimental methods of teaching.
Vocational Education in Agriculture
Smith-Hughes Act: establishment of the
Federal Board for Vocational Education
Two major changes in curriculum
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Occupational Analysis
Cross section approach to the curriculum
Agricultural Vocational Education in
Texas
Prairie View Normal School for Negroes
Texas Industrial Institute and College (San
Antonio)
John T. Ellen School in Austin
Supported by National Association of
Manufacturers
The Cardinal Principles in 1918 endorsed
vocational education, a differentiated curriculum,
and a comprehensive high school rather than a
separate trade school
Agricultural Vocational Education in
Texas
The Smith-Hughes Act (1917) and
George-Deen Act (1936) provided funds
A concern raised by The Governor’s
Conference on Technical Vocational
Education in 1973 “75 percent of
secondary students were being prepared
for college entrance, while labor force
required only 20 percent with bachelor or
higher degrees.”
Vocational Education
Resources:
http://pubs.aged.tamu.edu/jae/pdf/vol27
/27-03-08.pdf.
http://www.tsha.utexas.edu/handbook/o
nline/articles/view/VV/kdves.html
Bilingual Education
Heekyoung: would like to know how to
teach immigrant students with different
language background at schools in
1918-1930. Should all instruction be in
English?
Bilingual Education
Benjamin Rush: eager to promote a common tongue,
but felt the goal could better be achieved by
voluntary than dictatorial means
Until 1830s, no uniform language policy. Bilingual
education was likely to be accepted in areas where
language minority groups had influence and to be
rejected where they had none.
Joe Perlmann: “The debates did not focus on
whether kids would learn math better in German or
in English, or whether they are emotionally better off
learning German skills first. The central issues, the
ones that were always raised, had to do with being a
good American and creating a good America.”
Bilingual Education
William Torrey Harris (St. Louis school
superintendent in the 1870s and later U.S.
commissioner of Education) believed that the
schools must “Americanize” language minority
children. At the same time, he preached cultural
tolerance
in the year 1900, 600,000 (4%) elementary
school children receive instruction partly or
exclusively in German.
Bilingual Education
Henry Ford made attendance at after-hour English
classes mandatory for their foreign-born workers
After the Spanish-American War, the U.S.
government imposed English as the medium of
instruction in Puerto Rico
Theodore Roosevelt: “We have room for but one
language in this country…”
After World War I, anti-German feeling, banning
German in some states
After 1924 by late 1930s, bilingual education is less
of an issue due to the strictest immigration quotas
Bilingual Education
1848 Treaty of Guadalupe Hidalgo implied
language rights to Mexicans
1855, California legislature mandated Englishonly instruction
The contrast between New Mexico and Texas
Beginning in 1919, Texas legislature made it a
criminal offense to teach in any other language
“Spanish detention”
Bilingual Education
Resources
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http://ourworld.compuserve.com/homepages/
JWCRAWFORD/BECh1.htm
http://www.tsha.utexas.edu/handbook/online/a
rticles/view/BB/khb2.html
Business Education
Fuhui: What is the reason that most
businesses began to divide their tasks into
men’s and women’s spheres around 1920
(such as clerical work), however, the
educational requirement of male and
female students in business schools
remained same and even some classes
are dominated by women students?
Business Education
I guess that it might arouse political
controversies if the school system had
stated explicitly the different requirements
for boys and girls. Anyway, it did not seem
to be necessary since the society had
already shaped some trends there, and
most boys and girls seemed to have
internalized the society’s beliefs too. The
classes dominated by women were usually
home economics and various clerical
training.
Two More Questions
Corrine: interested in “efficiency
movement”
Linda: interested in home visit by teachers
Taylorism and School
Administration
Frederick W. Taylor was an efficiency expert
Scientific management
Taylor’s major influence on American
schools is standardized testing
Other aspects of influence include
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How to make better use of buildings and
classroom space
Treat students like workers
Require teachers to document their teaching
activities in order to minimize “waste”
Taylorism and School
Administration
I guess that teachers paid regular visits to
students homes (not necessarily every
student’s home every time) was just part
of the routine that they should document.
The then school administrators believed
that this procedure would enhance
efficiency and students’ discipline.
Taylorism and School
Administration
Resource:

http://radicalpedagog
y.icaap.org/content/is
su3_2/rees.html
Home Economics
Michael: would like to know the connection
between home economics instruction and
commercial culture through such devices
as the department store and the
Sears/Roebuck catalog.
Home Economics
New scholarship in American women’s
history suggests that home economics
was a progressive field that brought
science to the farm home and women into
higher education and leadership positions
in higher education and leadership
positions in public education, academia,
government, and industry.
Home Economics
At the turn of the 20th century, home
economy was linked to the revitalizatioin of
agriculture and rural communities
By the 1920s home economists at Cornell
was best known for research in human
nutrition, child development
Other fields include fiber science, design
and consumer economics, and this made
home economics central to the growth of
the consumer economy as well.
Home Economics
Resources:
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http://rmc.library.cornell.edu/homeEc/masterla
bel.html
http://rmc.library.cornell.edu/homeEc/default.h
tml
http://rmc.library.cornell.edu/homeEc/interview
.html
www.sears.com
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