A history of education 1900 - 1950

The History of Education

1900- 1950
KATHERINE BURNS , KEISHA
BRISON, GRETA SAMUELS, PAULA
CARRENO AND ERICA ROGERS

1900s

Children in Schools Children at Work

Higher Institutions of Learning Established
 Association of American  Joliet University founded in
Universities founded in 1900 1901 in Joliet, Illinois
 Goal to promote higher  Nations 1st Public Community
standards for universities College in the U.S.
 U.S. Universities become equal  Founders J. Stanley Brown and
partners with European William Rainey Harper
Universities

Mary McLeod Bethune

• African American educator,
• 1904 founded the Daytona Educational and Industrial Training School
for Negro Girls in Daytona Beach, Florida
• 1923 it merges with the Cookman Institute and becomes a
coeducational high school, which becomes - Bethune-Cookman
College, now Bethune-Cookman University.

Ivan Pavlov
1903 CLASSICAL CONDITIONING INTRODUCED AT THE
1 4 TH I N T E R N A T I O N A L M E D I C A L C O N V E N T I O N I N M A D R I D

AUTOMATIC OR REFLECTIVE RESPONSES AND NOT
VOLUNTARY BEHAVIOR

BEHAVIORISM- INDIVIDUALS' RESPONSE TO DIFFERENT
ENVIRONMENTAL STIMULI SHAPES OUR BEHAVIORS

The Binet-Simon Scale

 1905
 Alfred Binet and Theodore Simon
 Created a measurement instrument that would identify students with
mental retardation.

The Carnegie Foundation for the Advancement of Teaching

 Founded in 1905 by Andrew Carnegie chartered in 1906 by Congress
 Established a standard system for ―seating time‖ turning time spent into
High School credit
 Responsible for:
 Flexner Report
 GRE – Graduate Record Examination
 Educational Testing Service
 Motivation
 Approach builds on the scholarship of teaching and learning, where they:
 Learn from each other
 Improve on what they know works
 Continuously create new knowledge
 Take what they have learned and make it usable by others

Ella Flagg Young

 1909
 1st Female Superintendent of Chicago Public Schools

PROGRESSIVE ERA

JOHN DEWEY 1859 – 1952
FATHER OF PROGRESSIVISM
AUTHOR
THE SCHOOL AND SOCIETY 1899
THE CHILD AND THE CURRICULUM 1902
DEMOCRACY AND EDUCATION 1916
EDUCATIONAL PHILOSOPHY
INVESTIGATION
PROBLEM SOLVING
PERSONAL AND COMMUNITY GROWTH
CURRICULUM DEVELOPED BY BOTH STUDENTS AND
TEACHERS

John Dewey - INFLUENCES

Friedrich Froebel Johan Heinrich Pestalozzi

 Educating the ―whole  Children need an
child‖ emotionally secure
environment for
 Father of Kindergarten
successful learning
 Use of practical work  Sensory Learning
and direct material  Children should arrive
 Engage with the world at answers themselves
you gain and use their
understanding hands, heart and head.

Progressive Education Movement

The belief that education is based on the
idea that humans learn best in real-life
activities with people

Montessori Schools

In 1911 the first Montessori school in the U.S. opens in Tarrytown, New York.
Two years later (1913), Maria Montessori visits the U.S., and Alexander Graham
Bell and his wife Mabel found the Montessori Educational Association at their
Washington, DC, home

The Smith-Lever Act of 1914

1914 - THE SMITH-LEVER ACT ESTABLISHES
A SYSTEM OF COOPERATIVE EXTENSION
SERVICES CONNECTED TO LAND GRANT
UNIVERSITIES AND PROVIDES FEDERAL
FUNDS FOR EXTENSION ACTIVITIES.

Seven Cardinal Principles of Secondary Education

1. Health
2. Command of fundamental principles
3. Worthy home membership
4. Vocation
5. Civic education
6. Worthy use of leisure
7. Ethical character

1916

Louis M. Terman and his team of
Stanford University graduate students
complete an American version of the
Binet-Simon Scale. The Stanford
Revision of the Binet-Simon Scale
becomes a widely-used individual
intelligence test, and along with it, the
concept of the intelligence quotient (or
IQ) is born. The Fifth Edition of the
Stanford-Binet Scales is among the
most popular individual intelligence
tests today.

Working Conditions of Teachers

The American Federation of Teachers addressed many
issues for teachers in 1916. They wanted to improve
teaching conditions, increase pay, and provide benefits
for teachers.

Dewey's
education
philosophy
helped forward
the progressive
education
movement, and
spawned the
development of
experiential
education
programs and
experiments

John Dewey & Progressivism

John Dewey, considered as one of the greatest thinkers of
the 20th century, contributed greatly to the field of early
education and changed the structure of classroom. Dewey
believed educators had a duty to move beyond rigid and
traditional instruction to a more progressive approach to
learning. This approach included encouraging students to
ask questions, work in teams, and engage in dialogue in the
classroom. Dewey also thought this would help children
develop socially and encourage their overall participation.
Instructors observed the interests of students and assisted
them and essentially the instructors and students learned
together. Dewey’s invaluable contribution to learning is the
reason he is known as the father of modern education.

Nursery Schools

The Bureau of Educational Experiments is founded in
New York City by Lucy Sprague Mitchell with the
purpose of studying child development and children's
learning. It opens a laboratory nursery school in 1918
and in 1950 becomes the Bank Street College of
Education. Its School for Children is now "an
independent demonstration school for Bank Street
College." This same year (1916), Mrs. Frank R. Lillie
helps establish what would become the University of
Chicago Nursery School.

1917
Implementation of
intelligence testing
for the United
States Army paved
the way for
educational
standardized
testing

1919

The Progressive All states have laws
Education Association is providing funds for
founded with the goal of transporting children to
reforming American school.
education.

The Progressive Education Association Doctrine Inspired by
John Dewey

1. The conduct of the pupils shall be governed by themselves, according to the
social needs of the community.
2. Interest shall be the motive for all work.
3. Teachers will inspire a desire for knowledge, and will serve as guides in the
investigations undertaken, rather than as task-masters.
4. Scientific study of each pupil’s development, physical, mental, social and
spiritual, is absolutely essential to the intelligent direction of his development.
5. Greater attention is paid to the child’s physical needs, with greater use of the
out-of-doors.
6. Cooperation between school and home will fill all needs of the child’s
development such as music, dancing, play and other extra-curricular activities.
7. All progressive schools will look upon their work as of the laboratory
type, giving freely to the sum of educational knowledge the results of their
experiments in child culture.

Novack, 2005

Classical Conditioning of
Children

IN 1920 JOHN B. WATSON AND HIS
ASSISTANT ROSALIE RAYNER CONDUCT
THEIR EXPERIMENTS USING CLASSICAL
CONDITIONING WITH CHILDREN. OFTEN
REFERRED TO AS THE LITTLE ALBERT
STUDY, WATSON AND RAYNER'S WORK
SHOWED THAT CHILDREN COULD BE
CONDITIONED TO FEAR STIMULI OF
WHICH THEY HAD PREVIOUSLY BEEN
UNAFRAID. THIS STUDY COULD NOT BE
CONDUCTED TODAY BECAUSE OF
ETHICAL SAFEGUARDS CURRENTLY IN
PLACE.

Progressive Education 1921 - 1930

Lewis M. Terman

 Lewis M. Terman was a psychologist
who developed some of the earliest and
most successful measures of individual
differences. He joined the faculty of
Stanford University in 1910, he revised
the Binet-Simon intelligence scale and
published the Stanford-Binet IQ test
(1916), which soon was adopted in the
U.S. During World War I.
 Terman developed group intelligence
testing for the U.S. Army, and in 1921 he
launched a long-term program of
―intellectually superior‖ which were
studies on gifted children. He wrote The
Measurement of Intelligence (1916) and
coauthored Genetic Studies of Genius.

Lewis M. Terman cont’d

―Intellectually Superior‖
 Herman's "Termites" as they are known were chosen to test the early ripe-early rot myth.
 High IQ children had intellectual success or failure as adults.
 According to Terman, unusually precocious children were more likely to turn out well
than poorly in their later lives.
 Terman found that the gifted were taller, healthier, physically better developed, superior
in leadership and social adaptability, dispelling the often held contrary opinion.

 Terman's points of view regarding gifted youth include:

 They are the top 1 percent in intelligence
 They should be identified as early as possible in childhood
 They should be accelerated through school
 They should have a differentiated curriculum and instruction
 They should have specially trained teachers
 They should be viewed as a national resource for the betterment of society
 They should be allowed to develop in whatever directions their talents and interests
dictate

Council for Exceptional Children (CEC)

 Founded at Columbia University’s Teachers College (1922) Elizabeth Farrell
was unanimously elected president at that first meeting, and the Council
adopted what it called its three "aims":
 To unite those interested in educational problems of "special children."
 To emphasize the education of "special children" rather than his/her
identification.
 To establish professional standards for teachers in the field of special
education.

Abigail Adams

 Establishes the Ruggles Street
Nursery along with help from Mrs.
Henry Greenleaf Pearson. Ruggles
nursery is one of the first educational
nurseries in the U.S. , which later
becomes Eliot-Pearson’s Children’s
school and is now affiliated with Eliot-
Pearson Department development at
Tufts University.
 Elizabeth Pearson established the
Ruggles Street Nursery School in
Boston to serve children living in
poverty in 1922.
 Dedication to the study and wellbeing
of children, families, and their
communities.

Max Wertheimer

 Gestalt Theory(1924):
Emphasis on learning through
insight and grasping the whole
concept, which becomes
important in the 20th century
with development of cognitive
views of learning and teaching.

 Gestalt is a psychology term
which means "unified whole". It
refers to theories of visual
perception. These theories
describe how people tend to
organize visual elements into
groups or unified wholes when
certain principles are applied.
These principles are:

Functionalism

“Essence or shape of an entity's complete form"
 The Gestalt Principles
 Similarity
 Is when objects look similar to one another. People often perceive
them as a group or pattern.

Functionalism Cont’d

Continuation
 Continuation occurs when the eye is compelled to move through one object
and continue to another object.

 Closure
 Closure occurs when an object is incomplete or a space is not completely
enclosed. If enough of the shape is indicated, people perceive the whole by
filling in the missing information.

 Proximity
 Proximity occurs when elements are placed close together. They tend to be
perceived as a group.

 Figure and Ground
 The eye differentiates an object form its surrounding area. a form, silhouette, or
shape is naturally perceived as figure (object), while the surrounding area is
perceived as ground (background).

Tennessee VS John Scopes(Monkey Trial)

 In 1925 John Scopes a High school Biology teacher was on
trial and charged with the crime of teaching
evolution(Darwin).
 The religious creationists adopted the age-old tactic of
ridiculing their opponents' position. John Scopes was
convicted.
 Traditionalists worried that everything valuable was ending.
Younger modernists no longer asked whether society would
approve of their behavior, only whether their behavior met
the approval of their intellect. Intellectual experimentation
flourished. Americans danced to the sound of the Jazz
Age, showed their contempt for alcoholic
prohibition, debated abstract art and Freudian theories. In
a response to the new social patterns set in motion by
modernism, a wave of revivalism developed, becoming
especially strong in the American South.
 Controversy of evolution versus creationism still continue
today.

The Scholastic Aptitude Test (SAT)

 First administered in 1926.
 Based on Army Alpha test.
 First called the Scholastic Aptitude Test, then the Scholastic
Assessment Test, and now SAT.
 Test is intended to assess a student's readiness for college. SAT assesses
how well the test takers analyze and solve problems—skills they learned
in school that they will need in college.

Jean Piaget

 In 1929 Piaget’s book is published ―The
Child’s Concept of the word‖
 He becomes an important influence in
Cognitive Developmental psychology and
education.
 The Child's Conception of the World explores
the ways in which the reasoning powers of
young children differ from those of adults.
 He has studies on what conceptions of the
world does the child naturally form at the
different stages of its development.
 The extent that the child distinguishes the
external world from an internal or subjective
world and what limits does he or she draw
between the self and objective reality.

Piaget’s Stages of Development and Cognitive
theory

The Great Depression

 Economic depression which followed World War II and is
commonly used as an example of how far the world's economy can
decline. The depression originated in the U.S., after the collapse in
stock prices that began around September 4, 1929, and became
worldwide news with the Stock Market Crash of October
29, 1929( Black Tuesday).
 Economy is down leaving people homeless, hungry, layoffs. Schools
are closed, teachers laid off and lower salaries.

The Great Depression cont’d

 Teachers and the education of children suffered:
 Children dropped out of school to sell newspapers and shine shoes.
Students were also forced to wear worn out, mended clothes and
were too embarrassed to go to school.
 People couldn't pay their property taxes so school districts were
lacking funds. Few teachers were hired and there wasn't enough
money to buy books and supplies. Students were forced to use worn
textbooks which sometimes had pages missing.
 Students were forced to bring their own supplies to school. Since
many parents couldn't afford to buy these supplies, students
dropped out.
 Schools were forced to drop classes like home economics, physical
education, art, and foreign languages. Just the basic courses of
reading, writing, and arithmetic were taught.

Alvarez vs. The Board of Trustees of the Lemon
Grove School.
• 1931
• San Diego, CA
• Lemon Grove school creates a segregated building for Mexican students.
The building is old and not suitable for these students.
• Board of trustees do this because they said Mexican students were slower
learners, and needed special education.
• Mexican students refused to go this ―new building‖ everyone called ―La
Caballeriza‖ (the barnyard)
• The Mexican community took the school to court where the judge
concluded:
―I understand that you can separate a few children, to improve their
education they need special instruction; but to separate all the Mexicans in
one group can only be done by infringing the laws of the State of California.
And I do not blame the Mexican children because a few of them are behind
(in school work) for this segregation. On the contrary, this is a fact in their
favor. I believe that this separation denies the Mexican children the
presence of the American children, which is so necessary to learn the
English language."

Presidential Election 1932

•F R A N K L I N D E L A N O R O O S E V E L T I S E L E C T E D P R E S I D E N T

•I N H I S F I R S T “ H U N D R E D D A Y S ” H E P R O P O S E D T H E “ N E W
DEAL” DUE TO THE UNEMPLOYMENT CRISIS IN THE NATION.

•H E W A S R E - E L E C T E D I N 1 9 3 6 B Y GRAND MAJORITY.

Anna Eleanor Roosevelt

•C H A N G E S T H E R O L E O F T H E F I R S T L A D Y B Y U S I N G
HER KINDNESS TO HELP PEOPLE.

•S H E T R A V E L E D A L L O V E R T H E W O R L D T O F E E D
HUNGER AND HELP NEEDED FAMILIES.

•S H E A L S O W A S V E R Y V O C A L A N D S U P P O R T I V E O F
THE CIVIL RIGHTS MOVEMENT AND THE AFRICAN
AMERICAN RIGHTS.

•A F T E R R O O S E V E L T ' S D E A T H I N 1 9 4 5 , S H E B E C O M E S
THE AMERICAN SPOKESPERSON IN THE UNITED
NATIONS.

Because of the Great The Work Progress
Depression, millions
were unemployed. Administration
Numbers were
increasing until Franklin
Roosevelt signed a
project that allowed
those unemployed to
work in public sites.
The Work Progress
Administration (WPA)
was a relief program that
put Americans to work
in order to gain some
financial balance. Out of
the 10million
unemployed, 3 million
were helped .
Most work sites were
public schools and
parks.

The Ballpoint Pen

 1938
 Biro became very frustrated with the smudges and
stains caused by fountain pens.
 Ladislas Biro and his Brother Georg improved the
invention of John Loud’s 1888 ballpoint pen in
Hungary.
 They created it more designs and better ink to use in
them.

Yellow School Bus

•I N 1 9 3 9 , F R A N K W . C Y R , A P R O F E S S O R A T C O L U M B I A
UNIVERSITY, ORGANIZED A NATIONAL CONFERENCE ON
STUDENT TRANSPORTATION.
•H I S I S S U E W A S T H E D I F F E R E N T M E T H O D S O F S C H O O L
TRANSPORTATION WERE UNSAFE AND NEEDED TO BE
STANDARD.
•S T U D E N T S U S E D H O R S E - D R A W N W H E A T
WAGONS, TRUCKS AND EVERYDAY VEHICLES TO GET TO
SCHOOL.
•B E C A U S E O F T H E C O N F E R E N C E , T H E P O P U L A R Y E L L O W
SCHOOL BUS WAS AND STILL IS THE STANDARD FORM OF
SCHOOL TRANSPORTATION TODAY.

Yellow School Bus (con’t)
•T H E C O N F E R E N C E C H O S E T H E C O L O R
YELLOW, BECAUSE IT WAS A BRIGHT COLOR
THAT COULD BE SEEN CLEARLY AT DAYLIGHT
AND NIGHTLIGHT.
•A L S O , I T W A S H I G H L Y V I S I B L E F O R O T H E R
MOTORISTS WHICH ALLOWED THE STUDENTS
TO RIDE IN A SAFE VEHICLE.

Deviation IQ

 1939
 David Wechsler develops ―The Wechsler Adult Intelligence
Scale‖
 Wechsler believed that intelligence could be best measured
by assessing an individual’s performance on a wide array of
tests.
 He also introduces the concept of ―Deviation IQ‖ which
calculates the scores on how far they differ from another
individual’s score in the same age range.

References 1900 -1910

 John Dewey
 http://education.stateuniversity.com/pages/2336/Progr
essive-Education.html
 Child Labor 1900
 http://kclibrary.lonestar.edu/decade00.html
 Children in schools 1900
 http://library.thinkquest.org/J002606/early1900s.html
 Johan Pestalozzi
 http://education.stateuniversity.com/pages/2319/Pestal
ozzi-Johann-1746-1827.html

References 1911 - 1920

 Novack, G. (2005). John Dewey’s Theories of
Education. from
http://www.marxists.org/archive/novack/works/1
960/x03.htm

References 1921-1930

 Abigail Eliot
http://www.concordlibrary.org/scollect/Fin_Aids/O
Texts/eliot.html
 Famous trials in the U.S.
http://law2.umkc.edu/faculty/projects/ftrials/scopes/scopes.htm
 The Daily: History Page, Multiple choice page on SAT
http://www.thedaily.com/page/2012/04/06/040612-opinions-history-sat-keenan-1-3
 Useful charts- Piaget’s stages of development
http://www.usefulcharts.com/psychology/piaget-stages-of-cognitive-development.html
 Max Wertheimer’s Biography
http://psychology.about.com/od/profilesmz/p/max-wertheimer.htmcom- Max
Wertheimer’s Biography
 Jean Piaget, NNDP
 http://www.nndb.com/people/359/000094077/
 Jean Piaget: How a child thinks (video)
http://www.youtube.com/watch?v=Jw33CBsEmR4


 http://www.sandiegohistory.org/journal/86spring/lemongrove.htm
 http://www.whitehouse.gov/about/presidents/franklindroosevelt
 http://www.whitehouse.gov/about/first-ladies/eleanorroosevelt
 http://www.history.com/this-day-in-history/fdr-creates-the-wpa
 http://www.life123.com/hobbies/First-Ball-Point-Pen
 http://www.transportationheroes.org/heroDetail.php?id=19
 http://www.pearsonassessments.com/NR/rdonlyres/6F6A90D0-
9EF9-41CC-BF21-EB3FE7E9A5B2/0/Assess_Focus_Spring_02.pdf
 http://allpsych.com/researchmethods/distributions.html

 Effects of WWII:
http://en.wikipedia.org/wiki/Effects_of_World_War_II
 Servicemen's Readjustment Act
http://www.ourdocuments.gov/doc.php?flash=true&doc=76
• Kathleen Casey-Kirschling
http://usatoday30.usatoday.com/news/nation/2005-12-29-first-boomer_x.htm
 Mendez vs. Westminster
http://en.wikipedia.org/wiki/Mendez_vs._Westminster:_For_All_the_Children
 ENIAC
http://inventors.about.com/od/estartinventions/a/Eniac.htm
 National School Lunch Act
http://www.fns.usda.gov/cnd/lunch
 Everson V. Board of Education
http://www.law.cornell.edu/supct/html/historics/USSC_CR_0330_0001_ZS.html
 McCollum V. Board of Education
http://www.oyez.org/cases/1940-1949/1947/1947_90
 Higher Education for American Democracy
http://en.wikipedia.org/wiki/Higher_Education_for_American_Democracy
 Public Law 81-740
https://www.ffa.org/documents/about_publiclaw105225.pdf

Progressive Education 1900-1950

 1900-1910 by Greta Samuels
 1911-1920 by Keisha Brison
 1921-1930 by Erica Rogers
 1931-1940 by Paula Carreno
 1941-1950 by Katherine Burns

A history of education 1900 - 1950

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