Fass' The Progressive, the Immigrant, and the School
and the School
Imperfect understanding of common school of 19thC is more
entwined in developing capitalist economy
ethos of republicanism
values of ebullient Prot mid class
broadly socializing experience.
hoped for Outcomes
rel derived morality
industriousnss oriented to social progress
virtues to effective rep citizenship
reformers labored to make a least limited exposure to pub
supported sch available to most Americans.
By late 19th C fate of republic not in ques
issues of morality, character, virtue eclipsed by economic
success, loyalty to state, incorporation of heter pop in
scholarship becomes more important.
old problems more insistent now.
probs of indust urban imm society falls on schools once
social groups seek to change schools in self-interested way:
unions, socialits, city managers, mayors, teacher's orgs,
middle-class reformers, journalists, suffragettes, women's clubs,
social workers, school prins, parents
Progressive Ed had lost the coherence since Dewey and Cremin.
look at cultural investments with which reformers endowed
trying to find essential ambiguities, latent in educational
values at the turn of the century to understand why progressive
ed has been compelling and problematic in 20th C.
Reformers articulated concerns of time but also helped set
the agenda for century to come.
Basic paradox of American culture: Amer existence based on
expansion and infusion of outsiders, yet outsiders threaten
fabric of America.
Thus: how could a culture that was newly stabilized in 19th C
maintain hist roots and be diverse?
educ was a social good
everyone should be educated and could be educated
These fundamental to progressive ed endeavors.