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If All the World were Chicago: American Education in the Twentieth Century

Published online by Cambridge University Press:  24 February 2017

Marvin Lazerson
Marvin Lazerson*
Affiliation:
Faculty of Education, University of British Columbia
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Extract

Most historians have a favorite time and place that we believe is truly central to understanding the past, a time and place that illuminates an era or sets the conditions of the future. For many years, that time and place for me has been late nineteenth and early twentieth century Chicago.

Type
Articles
Information
History of Education Quarterly , Volume 24 , Issue 2 , Summer 1984 , pp. 165 - 179
Copyright
Copyright © 1984 by History of Education Society 

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References

Notes

1. On the riot and the Commission, see Tuttle, William, Race Riot: Chicago in the Red Summer of 1919 (New York, 1970) and Waskow, Arthur I., From Race Riot to Sit-In, 1919 and the 1960s (Garden City, N.Y., 1966), pp. 60–104.Google Scholar

2. Myrdal, Gunnar, An American Dilemma: The Negro Problem and Modern Democracy (New York, 1969; first edition published in 1942).Google Scholar

3. Chicago Commission on Race Relations, The Negro in Chicago: A Study of Race Relations and a Race Riot (New York: 1968; first published in 1922), p. xxiii.Google Scholar

4. Ibid., pp. 194–230.Google Scholar

5. Ibid., pp. 231–271. The Lowden quotation is from Tuttle, pp. 279–280.Google Scholar

6. The Negro in Chicago, pp. 643–644.Google Scholar

7. Quoted in Diner, Stephen J., A City and Its Universities: Public Policy in Chicago, 1892–1919 (Chapel Hill, 1980), p. 84.Google Scholar

8. Educational Commission of the City of Chicago, Report (Chicago, 1899). See also Wrigley, Julia, Class Politics and Public Schools: Chicago, 1900–1950 (New Brunswick, 1982), pp. 92–104.Google Scholar

9. See, e.g., Haley, Margaret, Battleground: The Autobiography of Margaret A. Haley. Edited by Reid, Robert L. (Urbana, Ill., 1982), pp. 35–36.Google Scholar

10. Lagemann, Ellen Condliffe, Private Power for the Public Good: A History of the Carnegie Foundation for the Advancement of Teaching (Middletown, Conn., 1983), p. 157.Google Scholar

11. On social science and social decision making, see the discussion in Lindblom, Charles E. and Cohen, David K., Usable Knowledge: Social Science and Social Problem Solving (New Haven, 1979).Google Scholar

12. See Diner, , A City and its Universities and Furner, Mary O., Advocacy and Objectivity: A Crisis in the Professionalization of American Social Science, 1865–1905 (Lexington, 1975) for excellent discussions of these issues.Google Scholar

13. Karl, Barry D., Charles E. Merriam and the Study of Politics (Chicago, 1974), p. 201.Google Scholar

14. Ibid., especially p. 118–139, 226–259.Google Scholar

15. Ibid., pp. ix, 118.Google Scholar

16. Urban, Wayne J., Why Teachers Organized (Detroit, 1982), p. 67; Haley, , Battleground, p. 28.Google Scholar

17. Haley, , Battleground, pp. 283, 88–89, 113–114.Google Scholar

18. Lazerson, Marvin, “Teachers Organize: What Margaret Haley Lost,” History of Education Quarterly 24 (Summer 1984):CrossRefGoogle Scholar

19. Counts, George S., School and Society in Chicago (New York, 1928), esp. ch. 8; Wrigley, , Class Politics. Google Scholar

20. Cremin, Lawrence A., The Transformation of the School: Progressivism in American Education, 1876–1957 (New York, 1961), p. 141; Mayhew, Katherine Camp and Edwards, Anna Camp, The Dewey School (New York, 1966), p. 464. Cremin, pp. 135–142 is an excellent summary, but nothing substitutes for the discussion by Mayhew and Edwards, two former teachers at the school.Google Scholar

21. Dewey, John, School and Society (Chicago, first pub. in 1899), p. 34; Mayhew, and Edwards, , Dewey School, p. 460.Google Scholar

22. Mayhew, and Edwards, , Dewey School, pp. 97, 202, 251–252, 370.Google Scholar

23. Ibid., pp. 251–252.Google Scholar

24. On educational institutions as autonomous agencies, see Walzer, Michael, Spheres of Justice (New York, 1983).Google Scholar

25. Dewey, , School and Society, p. 7.Google Scholar