Chapter Nine Outline

In the late 1800's many changes were taking place in the US due to the large influx of immigrants. This caused the economy to shift from mostly rural and agricultural to higher concentrations of urban development, large corporations and large unions.

When highschool became officially public and free in 1874,  it was no longer serving just the elite, but became   an "institution serving the masses" 

A debate began over how to structure a curriculum that would serve both college bound and non-college bound students. 

A difference in curriculum for these 2 types of students created a potential for a social class system of education to develop.  (Rich kids are educated for college, poor kids are educated for the factory jobs)

Non college bound students applied pressure to the administors to offer an education that would be useful for highschool graduates going directly into the workforce.

With that student request in mind, schools turned to the demands of the labor market and industry to develop a curriculum that would teach children how to be efficient workers.  This marked the beginning of corporate influence over school curriculum.

The growing national concern about the economic position of the US relative to other industrialized countries, such as Germany, was a major factor in incorporating job training into the schools.

"In the world's race for commercial supremacy we must copy and improve upon the german method of education" (which included vocational and trade schools) (quote from the 1905 report of the Commitee on Industrial Education of the National Association of Manufacturers p.256)

 The function of education was to guide students into their proper place in the corporate structure. High schools became responsible for socialization of its students.  Extracurricular activities were developed to create a mini-society in which students would learn cooperation and develop leadership potential. 

"...One could argue that schooling, as a way of developing human capital became the most important goal of the educational system in the twentieth century" (Spring 243)

Surrounding this topic questions were raised-Does better education increase wealth of society or of industry?  Had schools turned into factories and children into future factory workers?

With the newfound focus on educating for the workplace, came new theories of instruction and classroom organization.  There were three major influences during this time:

Johann Herbart-  (1776-1841) German Psychologist who placed a strong emphasis on order and                  detailed planning- invented the lesson plan which opened the way for beaurocratic control of                         teachers curriculum

                        Edward Thorndike-(1874-1949) deeply concerned with the control of human behavior.  Believed         that intelligence is determined by nature (not nurture) and that it can be scientifically measured.

                        John Dewey- (1859-1952) believed that without social experience and real world application that                  abstract knowledge is useless. Emphasized student activities, group work and cooperation

It was assumed that schools were an excellent place to objectively measure the students capabilities and determine their most efficent placement in society.  This became a mask for the social-class and racial discrimination that was a major theme in 20th century education.