In 1959 Shirley turned 6 years old. Her excitement grew as fall approached because she would be going to school for the first time. What she didn’t understand was that 1959 was to be different. The US Federal Court had ordered Prince Edward County, Virginia, where Shirley lived, to desegregate its schools. And the county school board, rather than integrate their system as ordered, closed all the public schools.Continue Reading →
Mary Garrett and the “Friday Evening” group next turned their attention on ways to provide opportunities for women at the Johns Hopkins University. The women of the “Friday Evening” formed the Women’s Medical School Fund Committee in response to a nation-wide appeal for philanthropic assistance initiated by University president D.C. Gilman. Proposing to raise $100,000 for the endowment of the medical school if the trustees would agree to admit women on the same terms as men, the committee embarked upon a major public relations effort to promote medical education for women. When they finished, the Johns Hopkins University—and medical education in the United States—would never be the same.Continue Reading →
John Dewey was the most significant educational thinker of his era and, many would argue, of the 20th century. As a philosopher, social reformer and educator, he changed fundamental approaches to teaching and learning. His ideas about education sprang from a philosophy of pragmatism and were central to the Progressive Movement in schooling.Continue Reading →
Traditional settings for company towns were for the most part where extractive industries existed– coal, metal mines, lumber — and had established a monopoly franchise. Dam sites and war-industry camps founded other company towns. Since company stores often had a monopoly in company towns, it was possible to pay in scrip (a term for any substitute for legal tender). Typically, a company town is isolated from neighbors and centered on a large production factory, such as a lumber or steel mill or an automobile plant; and the citizens of the town either work in the factory, work in one of the smaller businesses, or is a family member of someone who doesContinue Reading →
Froebel’s idea – the kindergarten idea – of the child and its powers, of humanity and its destiny, of the universe, of the whole problem of living, is somewhat different from that held by the vast majority of parents and teachers. It is imperfectly carried out, even in the kindergarten itself, where a conscious effort is made, and is scarcely ever attempted in the school.
His plan of education covers the entire period between the nursery and the university, and contains certain essential features which bear close relation to the gravest problems of the day. If they could be made an integral part of all our teaching in families, schools, and institutions, the burdens under which society is groaning to-day would fall more and more lightly on each succeeding generation. These essential features have often been enumerated. I am no fortunate herald of new truth. I may not even put the old wine in new bottles; but iteration is next to inspiration, and I shall give you the result of eleven years’ experience among the children and homes of the poorer classes.Continue Reading →
A recognition of the necessity for kindergarten culture, and its speedy adoption by all the States of the Union as a part of the public school system, is a most important and urgent necessity, and would prove of great benefit to the coming generations. It has been delayed, perhaps, not so much from a lack of appreciation of its beneficial results, as from the fact that the masses have not as yet been able to comprehend its educational value. They have looked upon it as a work of charity, and have been unable to grasp the fact that instruction and play can and must go hand in hand.
The Kindergarten takes hold of the child at the most important epoch of life,- the formative period. Impressions precede expressions, and we should be most careful that the child receive none but the best impressions, especially when we consider that these will be lasting and affect his whole after life.Continue Reading →
The whole design of the Kindergarten system is to rear virtuous, self-governing, law-abiding citizens. The Kindergarten system, if faithfully followed, would prevent criminals. And what estimate shall be placed upon an instrumentality which saves the child from becoming a criminal, and thus not only saves the state from the care and expense incident to such reform, but also secures to the state all that which the life of a good citizen brings into it?Continue Reading →