chapter 6 science, sexism, and theology: 1918-1930 presenters jennie stuhrenberg rui kang

Chapter 6Chapter 6Science, Sexism, and Science, Sexism, and Theology: 1918-1930Theology: 1918-1930

PresentersPresenters

Jennie StuhrenbergJennie Stuhrenberg

Rui KangRui Kang

Categories of QuestionsCategories of Questions

Intelligence Testing/ Ability Grouping (5)Intelligence Testing/ Ability Grouping (5) Alicia, Cindy, Dawoon, Jennie, JisookAlicia, Cindy, Dawoon, Jennie, Jisook

Historical Figures/Events (4)Historical Figures/Events (4) Junhui (W.W.1), Samantha (Bobbitt), Tamara Junhui (W.W.1), Samantha (Bobbitt), Tamara

(Walter Pierce), Tsueifen (Thomas Jesse (Walter Pierce), Tsueifen (Thomas Jesse Jones)Jones)

Women’s Education/Status/Sexism (2)Women’s Education/Status/Sexism (2) Anissa, HomayraAnissa, Homayra

Categories of Questions Cont.Categories of Questions Cont.

Curriculum(5)Curriculum(5) Fuhui (Business Ed.), Grace (Vocational Ed), Fuhui (Business Ed.), Grace (Vocational Ed),

Hee Kyoung (ESL), K. J. (Civic Ed.), Michael Hee Kyoung (ESL), K. J. (Civic Ed.), Michael (Home Econ.)(Home Econ.)

Progressive Education/Project Method (3)Progressive Education/Project Method (3) Mike, Moira, RuiMike, Moira, Rui

Others (2)Others (2) Corrine (homeroom), Linda (home visit)Corrine (homeroom), Linda (home visit)

Intelligence Tests/Ability GroupingIntelligence Tests/Ability Grouping

Jisook Kim Q: It was interesting to see Jisook Kim Q: It was interesting to see trying to separate children according to trying to separate children according to ability levels through mental tests (p. 164). ability levels through mental tests (p. 164). What kind of What kind of testtest was developed at that was developed at that time? time? A: WW I military intelligence A: WW I military intelligence testtest Stanford-Stanford-BinetBinet Intelligence Scales Intelligence Scales““Each correct Each correct answeranswer gives a credit of two gives a credit of two months‘ mental age.”months‘ mental age.”

Jennie Stuhrenberg Q: What were some of Jennie Stuhrenberg Q: What were some of the arguments in America for and against the arguments in America for and against intelligence testing in the early twentieth intelligence testing in the early twentieth century?century?

A: A: WalterWalter Lippmann, an influential political Lippmann, an influential political commentator and journalist: In 1922 he commentator and journalist: In 1922 he addressed the conditions of IQ testing, the addressed the conditions of IQ testing, the possible biases of army intelligence tests, possible biases of army intelligence tests, and the larger social problems raised by and the larger social problems raised by such classifications.such classifications.

OpinionOpinion in Favor: “According to Terman, in Favor: “According to Terman, Americans clearly exhibited a range of Americans clearly exhibited a range of different intellectual endowments and the different intellectual endowments and the new science of psychology made it new science of psychology made it possible to measure and classify those possible to measure and classify those differences.”differences.”

Cindy Warren Q: It seems that teachers Cindy Warren Q: It seems that teachers today must teach so that their students today must teach so that their students score well on standardized tests. During score well on standardized tests. During this time period, did teachers feel this this time period, did teachers feel this way? way?

A: Based on what I read, teachers did not A: Based on what I read, teachers did not receive the same pressure to “teach to the receive the same pressure to “teach to the test” as they do today .test” as they do today .

Dawoon Yoo Q: What is the Chautauqua Dawoon Yoo Q: What is the Chautauqua movement (p.172)? What is your opinion for movement (p.172)? What is your opinion for separating children according to their ability separating children according to their ability levels? levels? A: “The chautauqua A: “The chautauqua movementmovement grew out of grew out of summer Sunday school institutes held by the summer Sunday school institutes held by the Methodist Episcopal church during the 1870s. At Methodist Episcopal church during the 1870s. At a camp meeting in 1873, Bishop John H. Vincent a camp meeting in 1873, Bishop John H. Vincent proposed that secular as well as religious proposed that secular as well as religious education be offered at these institutes. The education be offered at these institutes. The next summer, the Chautauqua Assembly was next summer, the Chautauqua Assembly was established at Lake Chautauqua, New York, established at Lake Chautauqua, New York, offering adult education in both science and the offering adult education in both science and the humanities.” Movement lasted until @1924humanities.” Movement lasted until @1924

Alicia Kerr Q: I enjoyed the author’s Alicia Kerr Q: I enjoyed the author’s discussion on ability grouping (p. 164-discussion on ability grouping (p. 164-165), although it is quite brief. Can you 165), although it is quite brief. Can you find more information on ability grouping find more information on ability grouping and opinions of it during the early 1900s?and opinions of it during the early 1900s?

A: ”A selling point for gifted education and A: ”A selling point for gifted education and the the abilityability grouping model since it was grouping model since it was introduced in the early 1900's is that ability introduced in the early 1900's is that ability grouping is more cost-effective than the grouping is more cost-effective than the traditional mixed-ability classroom in traditional mixed-ability classroom in supplying brain-power to colleges.” supplying brain-power to colleges.”

Women’s Status and Role Women’s Status and Role Education Education

Anissa Myers Q: At this point in time Anissa Myers Q: At this point in time America was coming of age but still built America was coming of age but still built basically of the standards of the countries basically of the standards of the countries the settlers immigrated from. What was the settlers immigrated from. What was the status of women overseas at this the status of women overseas at this time? Did the evolution of education time? Did the evolution of education parallel that of other countries or where we parallel that of other countries or where we on the cutting edge so to speak in gaining on the cutting edge so to speak in gaining status?status?

A: In A: In AmericaAmerica: “By the end of the 19th : “By the end of the 19th century, however, the number of women century, however, the number of women students had increased greatly. Higher students had increased greatly. Higher education particularly was broadened by education particularly was broadened by the rise of women's colleges and the the rise of women's colleges and the admission of women to regular colleges admission of women to regular colleges and universities. In 1870 an estimated one and universities. In 1870 an estimated one fifth of resident college and university fifth of resident college and university students were women. By 1900 the students were women. By 1900 the proportion had increased to more than one proportion had increased to more than one third. Women obtained 19 percent of all third. Women obtained 19 percent of all undergraduate college degrees around the undergraduate college degrees around the beginning of the 20th century.”beginning of the 20th century.”

Homayra Moghadasian Q: Page 157 Homayra Moghadasian Q: Page 157 states that Goodsell believed that states that Goodsell believed that “because women play an essential role “because women play an essential role radiating joy among family and friends, radiating joy among family and friends, their education should equip them their education should equip them appropriately.” I thought it does not mean appropriately.” I thought it does not mean different education but maybe some extra different education but maybe some extra education for girls to prepare them for this education for girls to prepare them for this role. What do you think about this role. What do you think about this statement? statement?

A: Class Thoughts?A: Class Thoughts?

Junhui Liu Q: During this period, Europe Junhui Liu Q: During this period, Europe was in World War I. I wonder if this war was in World War I. I wonder if this war had any influence on the education then.had any influence on the education then.

A: I do not find any information about A: I do not find any information about European education and how it was European education and how it was affected by WWI. Anyone have knowledge affected by WWI. Anyone have knowledge they would like to share on this subject?they would like to share on this subject?

Historical Events and PeopleHistorical Events and People

Tamara Carter Q: On page 173, we were told that the Tamara Carter Q: On page 173, we were told that the Masons and Ku Klux Klan prevailed in Oregon to elect Masons and Ku Klux Klan prevailed in Oregon to elect Walter Pierce as governor. I typically think of those Walter Pierce as governor. I typically think of those groups as having different goals. Can you clarify what groups as having different goals. Can you clarify what their similar interest would have been? their similar interest would have been? A: “Mizia's article provides insight to the history and A: “Mizia's article provides insight to the history and political climate of political climate of OregonOregon at that time. He points out at that time. He points out that the Scottish Rite Masons promoted the bill in the that the Scottish Rite Masons promoted the bill in the state legislature out of their belief that "all children state legislature out of their belief that "all children should be recipients of the same public school should be recipients of the same public school education so as not to promote a divided citizenry; in education so as not to promote a divided citizenry; in their thinking, Catholic and other private schools their thinking, Catholic and other private schools militated against this outcome." The measure was militated against this outcome." The measure was supported by an active Ku Klux Klan and by Walter M. supported by an active Ku Klux Klan and by Walter M. Pierce, who was running for the office of governor at Pierce, who was running for the office of governor at that time. Pierce's support of the Oregon School Law that time. Pierce's support of the Oregon School Law guaranteed him political support from the Klan, and he guaranteed him political support from the Klan, and he won the election for governor. “won the election for governor. “

Tsueifen Chen Q: Watras spent a lot of Tsueifen Chen Q: Watras spent a lot of time describing Thomas Jesse Jones and time describing Thomas Jesse Jones and his personal biases under the section of his personal biases under the section of "What was the source of the biases in the "What was the source of the biases in the social studies?" Was he implying that social studies?" Was he implying that Jones was the representative figure who Jones was the representative figure who held social bias at that time?held social bias at that time?

A: I found a reference to some works A: I found a reference to some works about him. Below is about him. Below is oneone::

Book: Book: Education for Life: Phelps Stokes Education for Life: Phelps Stokes and Thomas Jesse Jones: 1913-1937, A and Thomas Jesse Jones: 1913-1937, A Twenty-Fifth AnniversaryTwenty-Fifth Anniversary

Samantha McPhail Q: What are the other Samantha McPhail Q: What are the other six classes of everyday life that Bobbitt six classes of everyday life that Bobbitt and his graduate students listed in their and his graduate students listed in their study in Los Angeles? (page 149, 2nd study in Los Angeles? (page 149, 2nd paragraph) paragraph)

A: I did not find the answer to this A: I did not find the answer to this question, but you can read:question, but you can read:

http://www.infed.org/biblio/b-curric.htmhttp://www.infed.org/biblio/b-curric.htm

ResourcesResources

http://historymatters.gmu.edu/d/5293http://historymatters.gmu.edu/d/5293

http://www.time.com/time/time100/scientisthttp://www.time.com/time/time100/scientist/other/iq.html/other/iq.html

http://www.riverpub.com/products/clinical/shttp://www.riverpub.com/products/clinical/sbis/home.htmlbis/home.html

http://www.historymatters.gmu.edu/d/5172http://www.historymatters.gmu.edu/d/5172

http://www.historymatters.gmu.edu/d/4960http://www.historymatters.gmu.edu/d/4960

Resources ContinuedResources Continued

http://college.hmco.com/history/readerscohttp://college.hmco.com/history/readerscomp/rcah/html/ah_015600_chautauquamo.mp/rcah/html/ah_015600_chautauquamo.htmhtmhttp://educationright.tripod.com/id39.htmhttp://educationright.tripod.com/id39.htmhttp://www.wic.org/misc/history.htmhttp://www.wic.org/misc/history.htmhttp://www.eou.edu/academic/documents/rhttp://www.eou.edu/academic/documents/reports/pierce.htmeports/pierce.htmhttp://www.archdpdx.org/news2000/http://www.archdpdx.org/news2000/newsmay2000/oregon%20schoolnewsmay2000/oregon%20school%20law.htm%20law.htm

Resources ContinuedResources Continued

http://www.nathanielturner.com/http://www.nathanielturner.com/ansonphelpsstokes.htmansonphelpsstokes.htm

The Cardinal Principles of The Cardinal Principles of Secondary Education (1918)Secondary Education (1918)

HealthHealth Health instruction, physical activities, good Health instruction, physical activities, good

equipment and safe buildingequipment and safe building

Command of Fundamental ProcessCommand of Fundamental Process Writing, reading, oral and written expression, and Writing, reading, oral and written expression, and

mathmath

Worth Home MembershipWorth Home Membership Literature, music, social studies, artLiterature, music, social studies, art

VocationVocation Career educationCareer education

The Cardinal Principles of The Cardinal Principles of Secondary Education (1918)Secondary Education (1918)

Civic EducationCivic Education Awareness of community, democratic Awareness of community, democratic

organization of school and group problem organization of school and group problem solvingsolving

Worth Use of LeisureWorth Use of Leisure Music, art, literature, drama, social issues, Music, art, literature, drama, social issues,

and scienceand science

Ethical CharacterEthical Character Personal responsibility and initativePersonal responsibility and initative

Progressive EducationProgressive Education

Mike: Progressive Education Association Mike: Progressive Education Association (PEA) has any lasting effects? Still exist?(PEA) has any lasting effects? Still exist?

Moira: Progressive Education was Moira: Progressive Education was successful?successful?

Rui: Influential Educators and Rui: Influential Educators and Philosophers? Related teaching Philosophers? Related teaching approaches?approaches?


Founded in 1919Founded in 1919Most recognized leader: John DeweyMost recognized leader: John DeweyOther influential leaderOther influential leader Jane Addams: believed in self-expression, Jane Addams: believed in self-expression,

learning to play, active engagement. learning to play, active engagement. Ella Flagg Young: Superintendent of the Chicago Ella Flagg Young: Superintendent of the Chicago

Board of Education, President of the NEA (1910), Board of Education, President of the NEA (1910), At a NEA convention, she contended that At a NEA convention, she contended that people who were not sending their children to people who were not sending their children to public schools should not be allowed to serve public schools should not be allowed to serve on the board of education.on the board of education.

Margaret Naumburg: inventor of art therapyMargaret Naumburg: inventor of art therapy


Harold RuggHarold Rugg

Author of “Man and his changing world”Author of “Man and his changing world” The most widely used social studies textbook in The most widely used social studies textbook in

the United Statesthe United States Attacked by business world including American Attacked by business world including American

Legion, Advertising Federation of America, New Legion, Advertising Federation of America, New York State Economic Council, National York State Economic Council, National Association of Manufacturers(NAM)Association of Manufacturers(NAM)

Promote liberalism, Keynesianism, but not Promote liberalism, Keynesianism, but not Maxism, considered progressive educationalMaxism, considered progressive educational

Rugg’s book was later banned, and in some Rugg’s book was later banned, and in some communities, the banning was celebrated with communities, the banning was celebrated with public burnings.public burnings.


Francis W. ParkerFrancis W. Parker Developed Qunicy Plan, open progressive Developed Qunicy Plan, open progressive

education schoolseducation schools Students were subjected to state exams, and Students were subjected to state exams, and

the result showed hat Quincy pupils the result showed hat Quincy pupils surpassed the scores of other school children surpassed the scores of other school children in Masschusetts.in Masschusetts.

Dewey’s laboratory school in Chicago also Dewey’s laboratory school in Chicago also had evidence of superior performancehad evidence of superior performance


Francis W. Parker:Francis W. Parker: They should graduate as good citizens, not only They should graduate as good citizens, not only

with vast knowledge, but also with heart and soul.with vast knowledge, but also with heart and soul. School motto: “Everything to help and nothing to School motto: “Everything to help and nothing to

hinder”hinder” A major research endeavor, the “eight year A major research endeavor, the “eight year

study”, demonstrated that students from study”, demonstrated that students from progressive high schools were capable, adaptable progressive high schools were capable, adaptable learners and excelled even in the finest learners and excelled even in the finest universities.universities.


1890-1930 flourishing period1890-1930 flourishing period late 1930s, criticized by conservatives late 1930s, criticized by conservatives advocating basic skills, more discipline, advocating basic skills, more discipline, curriculum theorizingcurriculum theorizing ““corrupting the minds of youth”corrupting the minds of youth”

1940s and 1950s-cold war1940s and 1950s-cold war “ “ increases juvenile delinquencyincreases juvenile delinquency ““The commies are after your kids” Hard to The commies are after your kids” Hard to

believe!believe!


Regain popularity in 1960s shortly in the forms Regain popularity in 1960s shortly in the forms of more radicalized versions: free school of more radicalized versions: free school movement, nongraded school, deschooling movement, nongraded school, deschooling proposals, emancipatory education programsproposals, emancipatory education programsToday’s practice with philosophical roots in Today’s practice with philosophical roots in progressive education include open classroom, progressive education include open classroom, cooperative learning, multiage approach, whole cooperative learning, multiage approach, whole language, experiential education, alternative language, experiential education, alternative schoolsschoolsResearch in progressive education: connection Research in progressive education: connection with “postmodernism”with “postmodernism”


References/Resources:References/Resources: http://www.uvm.edu/~dewey/articles/proged.htmlhttp://www.uvm.edu/~dewey/articles/proged.html http://fcis.oise.utoronto.ca/~daniel_schugurensky/assihttp://fcis.oise.utoronto.ca/~daniel_schugurensky/assi

gnment1/1919pea.htmlgnment1/1919pea.html http://fcis.oise.utoronto.ca/~daniel_schugurensky/assihttp://fcis.oise.utoronto.ca/~daniel_schugurensky/assi

gnment1/1901parker.htmlgnment1/1901parker.html http://fcis.oise.utoronto.ca/~daniel_schugurensky/assihttp://fcis.oise.utoronto.ca/~daniel_schugurensky/assi

gnment1/1938rugg.htmlgnment1/1938rugg.html http://fcis.oise.utoronto.ca~schugurensky/assignmenthttp://fcis.oise.utoronto.ca~schugurensky/assignment

1/1909ella.html1/1909ella.html Journal of Progressive EducationJournal of Progressive Education

Vocational Education in AgricultureVocational Education in Agriculture

Grace: would like to know how students learn Grace: would like to know how students learn these vocational field subjects. Information these vocational field subjects. Information either around 1890 or in the beginning of the either around 1890 or in the beginning of the 1900s.1900s.


Typical agricultural vocational curriculum in Typical agricultural vocational curriculum in 1890’s high school1890’s high school AgronomyAgronomy ZootechnyZootechny DairyingDairying Rural EngineeringRural Engineering Rural EconomyRural Economy

In 1890sIn 1890s Students in Massachusetts and Indiana can Students in Massachusetts and Indiana can

choose agricultural course of study versus other choose agricultural course of study versus other tracks such as classical course of study, modern tracks such as classical course of study, modern language, manual traininglanguage, manual training


In some states, agricultural offered only in In some states, agricultural offered only in 99thth and 10 and 10thth grades due to high dropout grades due to high dropout rates before 11rates before 11thth grade. grade.

In the 1890’s and early 1900’s, secondary In the 1890’s and early 1900’s, secondary agriculture was taught primarily by science agriculture was taught primarily by science and chemistry teachers using the scientific and chemistry teachers using the scientific and experimental methods of teaching.and experimental methods of teaching.


Smith-Hughes Act: establishment of the Smith-Hughes Act: establishment of the Federal Board for Vocational EducationFederal Board for Vocational Education

Two major changes in curriculumTwo major changes in curriculum Occupational AnalysisOccupational Analysis Cross section approach to the curriculumCross section approach to the curriculum

Agricultural Vocational Education in Agricultural Vocational Education in TexasTexas

Prairie View Normal School for NegroesPrairie View Normal School for NegroesTexas Industrial Institute and College (San Texas Industrial Institute and College (San Antonio)Antonio)John T. Ellen School in AustinJohn T. Ellen School in AustinSupported by National Association of Supported by National Association of Manufacturers Manufacturers The Cardinal Principles in 1918 endorsed The Cardinal Principles in 1918 endorsed vocational education, a differentiated curriculum, vocational education, a differentiated curriculum, and a comprehensive high school rather than a and a comprehensive high school rather than a separate trade schoolseparate trade school

Agricultural Vocational Education in Agricultural Vocational Education in TexasTexas

The Smith-Hughes Act (1917) and The Smith-Hughes Act (1917) and George-Deen Act (1936) provided fundsGeorge-Deen Act (1936) provided fundsA concern raised by The Governor’s A concern raised by The Governor’s Conference on Technical Vocational Conference on Technical Vocational Education in 1973 “75 percent of Education in 1973 “75 percent of secondary students were being prepared secondary students were being prepared for college entrance, while labor force for college entrance, while labor force required only 20 percent with bachelor or required only 20 percent with bachelor or higher degrees.”higher degrees.”

Vocational EducationVocational Education

Resources:Resources:

http://pubs.aged.tamu.edu/jae/pdf/vol27/27http://pubs.aged.tamu.edu/jae/pdf/vol27/27-03-08.pdf-03-08.pdf..

http://www.tsha.utexas.edu/handbook/onlihttp://www.tsha.utexas.edu/handbook/online/articles/view/VV/kdves.htmlne/articles/view/VV/kdves.html

Bilingual EducationBilingual Education

Heekyoung: would like to know how to Heekyoung: would like to know how to teach immigrant students with different teach immigrant students with different language background at schools in language background at schools in 1918-1930. Should all instruction be in 1918-1930. Should all instruction be in English?English?


Benjamin Rush: eager to promote a common tongue, Benjamin Rush: eager to promote a common tongue, but felt the goal could better be achieved by voluntary but felt the goal could better be achieved by voluntary than dictatorial meansthan dictatorial means

Until 1830s, no uniform language policy. Bilingual Until 1830s, no uniform language policy. Bilingual education was likely to be accepted in areas where education was likely to be accepted in areas where language minority groups had influence and to be language minority groups had influence and to be rejected where they had none.rejected where they had none.

Joe Perlmann: “The debates did not focus on whether Joe Perlmann: “The debates did not focus on whether kids would learn math better in German or in English, kids would learn math better in German or in English, or whether they are emotionally better off learning or whether they are emotionally better off learning German skills first. The central issues, the ones that German skills first. The central issues, the ones that were always raised, had to do with being a good were always raised, had to do with being a good American and creating a good America.”American and creating a good America.”


William Torrey Harris (St. Louis school William Torrey Harris (St. Louis school superintendent in the 1870s and later U.S. superintendent in the 1870s and later U.S. commissioner of Education) believed that the commissioner of Education) believed that the schools must “Americanize” language minority schools must “Americanize” language minority children. At the same time, he preached cultural children. At the same time, he preached cultural tolerancetolerance

in the year 1900, 600,000 (4%) elementary in the year 1900, 600,000 (4%) elementary school children receive instruction partly or school children receive instruction partly or exclusively in German.exclusively in German.


Henry Ford made attendance at after-hour English Henry Ford made attendance at after-hour English classes mandatory for their foreign-born workersclasses mandatory for their foreign-born workersAfter the Spanish-American War, the U.S. After the Spanish-American War, the U.S. government imposed English as the medium of government imposed English as the medium of instruction in Puerto Ricoinstruction in Puerto RicoTheodore Roosevelt: “We have room for but one Theodore Roosevelt: “We have room for but one language in this country…”language in this country…”After World War I, anti-German feeling, banning After World War I, anti-German feeling, banning German in some statesGerman in some statesAfter 1924 by late 1930s, bilingual education is less After 1924 by late 1930s, bilingual education is less of an issue due to the strictest immigration quotasof an issue due to the strictest immigration quotas


1848 Treaty of Guadalupe Hidalgo implied 1848 Treaty of Guadalupe Hidalgo implied language rights to Mexicanslanguage rights to Mexicans

1855, California legislature mandated English-1855, California legislature mandated English-only instruction only instruction

The contrast between New Mexico and TexasThe contrast between New Mexico and Texas

Beginning in 1919, Texas legislature made it a Beginning in 1919, Texas legislature made it a criminal offense to teach in any other languagecriminal offense to teach in any other language

““Spanish detention”Spanish detention”


ResourcesResources http://ourworld.compuserve.com/homepages/http://ourworld.compuserve.com/homepages/

JWCRAWFORD/BECh1.htmJWCRAWFORD/BECh1.htm http://www.tsha.utexas.edu/handbook/online/http://www.tsha.utexas.edu/handbook/online/

articles/view/BB/khb2.htmlarticles/view/BB/khb2.html

Business EducationBusiness Education

Fuhui: What is the reason that most Fuhui: What is the reason that most businesses began to divide their tasks into businesses began to divide their tasks into men’s and women’s spheres around 1920 men’s and women’s spheres around 1920 (such as clerical work), however, the (such as clerical work), however, the educational requirement of male and educational requirement of male and female students in business schools female students in business schools remained same and even some classes remained same and even some classes are dominated by women students?are dominated by women students?

Business EducationBusiness Education

I guess that it might arouse political I guess that it might arouse political controversies if the school system had controversies if the school system had stated explicitly the different requirements stated explicitly the different requirements for boys and girls. Anyway, it did not seem for boys and girls. Anyway, it did not seem to be necessary since the society had to be necessary since the society had already shaped some trends there, and already shaped some trends there, and most boys and girls seemed to have most boys and girls seemed to have internalized the society’s beliefs too. The internalized the society’s beliefs too. The classes dominated by women were usually classes dominated by women were usually home economics and various clerical home economics and various clerical training.training.

Two More QuestionsTwo More Questions

Corrine: interested in “efficiency Corrine: interested in “efficiency movement”movement”

Linda: interested in home visit by teachersLinda: interested in home visit by teachers

Taylorism and School Taylorism and School AdministrationAdministration

Frederick W. Taylor was an efficiency expertFrederick W. Taylor was an efficiency expert

Scientific managementScientific management

Taylor’s major influence on American schools Taylor’s major influence on American schools is standardized testingis standardized testing

Other aspects of influence includeOther aspects of influence include How to make better use of buildings and How to make better use of buildings and

classroom spaceclassroom space Treat students like workersTreat students like workers Require teachers to document their teaching Require teachers to document their teaching

activities in order to minimize “waste”activities in order to minimize “waste”


I guess that teachers paid regular visits to I guess that teachers paid regular visits to students homes (not necessarily every students homes (not necessarily every student’s home every time) was just part student’s home every time) was just part of the routine that they should document. of the routine that they should document. The then school administrators believed The then school administrators believed that this procedure would enhance that this procedure would enhance efficiency and students’ discipline. efficiency and students’ discipline.


Resource: Resource: http://http://

radicalpedagogy.icaaradicalpedagogy.icaap.org/content/p.org/content/issu3_2/rees.htmlissu3_2/rees.html

Home EconomicsHome Economics

Michael: would like to know the connection Michael: would like to know the connection between home economics instruction and between home economics instruction and commercial culture through such devices commercial culture through such devices as the department store and the as the department store and the Sears/Roebuck catalog.Sears/Roebuck catalog.


New scholarship in American women’s New scholarship in American women’s history suggests that home economics history suggests that home economics was a progressive field that brought was a progressive field that brought science to the farm home and women into science to the farm home and women into higher education and leadership positions higher education and leadership positions in higher education and leadership in higher education and leadership positions in public education, academia, positions in public education, academia, government, and industry. government, and industry.


At the turn of the 20th century, home At the turn of the 20th century, home economy was linked to the revitalizatioin of economy was linked to the revitalizatioin of agriculture and rural communitiesagriculture and rural communitiesBy the 1920s home economists at Cornell By the 1920s home economists at Cornell was best known for research in human was best known for research in human nutrition, child developmentnutrition, child developmentOther fields include fiber science, design Other fields include fiber science, design and consumer economics, and this made and consumer economics, and this made home economics central to the growth of home economics central to the growth of the consumer economy as well.the consumer economy as well.


Resources:Resources: http://rmc.library.cornell.edu/homeEc/http://rmc.library.cornell.edu/homeEc/

masterlabel.htmlmasterlabel.html http://rmc.library.cornell.edu/homeEc/http://rmc.library.cornell.edu/homeEc/

default.htmldefault.html http://rmc.library.cornell.edu/homeEc/http://rmc.library.cornell.edu/homeEc/

interview.htmlinterview.html www.sears.comwww.sears.com

Our VIEWS of History Our VIEWS of History

chapter 6 science, sexism, and theology: 1918-1930 presenters jennie stuhrenberg rui kang

Documents