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THE PROGRESSIVE MOVEMENT: EDUCATION...

ROITMAN, JOEL MORTON.

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THE PROGRESSIVE MOVEMENT: EDUCATION AND AMERICANIZATION.

Record Type:	Electronic resources : Monograph/item
Title/Author:	THE PROGRESSIVE MOVEMENT: EDUCATION AND AMERICANIZATION./
Author:	ROITMAN, JOEL MORTON.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 1981,
Description:	325 p.
Notes:	Source: Dissertation Abstracts International, Volume: 42-05, Section: A, page: 2265.
Contained By:	Dissertation Abstracts International42-05A.
Subject:	American history. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8123778

THE PROGRESSIVE MOVEMENT: EDUCATION AND AMERICANIZATION.
ROITMAN, JOEL MORTON.

THE PROGRESSIVE MOVEMENT: EDUCATION AND AMERICANIZATION. - Ann Arbor : ProQuest Dissertations & Theses, 1981 - 325 p.

Source: Dissertation Abstracts International, Volume: 42-05, Section: A, page: 2265.

Thesis (Ph.D.)--University of Cincinnati, 1981.

This work seeks to investigate the impact of the New Immigration upon educational reform during the Progressive Era. It will be demonstrated that the millions of immigrants from southern and eastern Europe acted as a tremendous spur to reform. Considerable thought was given to how these peoples, felt to be unlike those who had preceded them, could be assimilated, i.e., Americanized.Subjects--Topical Terms:

2122692
American history.

THE PROGRESSIVE MOVEMENT: EDUCATION AND AMERICANIZATION.
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245 1 4 $a THE PROGRESSIVE MOVEMENT: EDUCATION AND AMERICANIZATION.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 1981
300 $a 325 p.
500 $a Source: Dissertation Abstracts International, Volume: 42-05, Section: A, page: 2265.
502 $a Thesis (Ph.D.)--University of Cincinnati, 1981.
520 $a This work seeks to investigate the impact of the New Immigration upon educational reform during the Progressive Era. It will be demonstrated that the millions of immigrants from southern and eastern Europe acted as a tremendous spur to reform. Considerable thought was given to how these peoples, felt to be unlike those who had preceded them, could be assimilated, i.e., Americanized.
520 $a Progressivism was usually optimistic and environmental. Progressives felt that the immigrants, certainly their children, could be Americanized, provided a proper environment could be developed. With great faith in education, Progressives set to work to change the schools into agencies of cultural transformation. They abandoned the older conceptualization of education as little more than the three "R's" in favor of a broad-based, community oriented approach. The school for the first time was expected partially to replace the functions previously performed by home, family, and neighborhood.
520 $a To create the kind of education necessary to Americanize the immigrants as well as to prepare young people, children of immigrants and native Americans alike, to deal successfully with the new realities of the urban-industrial age, reformers embarked upon a host of innovative programs. Many of these were enduring reforms. A number were initiated by the Settlement Movement. Pilot programs were set up by the settlements and, if proved successful, the settlements pressed for their adoption by boards of education.
520 $a As environmentalists, Progressives viewed education as not simply schooling, even in its new, expanded form, but as anything which taught. The totality of the environment constituted a great teacher. It taught well or poorly; it created proper citizens, criminals, or people in between. The young were seen to be so many tabula rasas upon which the environment wrote. This kind of thinking explains much of the impulse for Progressive reform in a number of areas not previously considered to fall within the, then, narrow boundaries of education.
520 $a The school was the principal mechanism of Progressive educational reform. Thus it came as a great shock to Progressives to learn that public education was not functioning properly, even on the level of the three "R's." They came increasingly to feel that the schools were inefficient, i.e., too little education was being provided per tax dollar spent. Education needed to incorporate the proven methods of business and industry. There were glaring deficiencies in the physical facilities; far more important, teachers were all too often political appointees, mere party hacks having little skill or ability. Still worse, many systems were controlled by immigrant-aligned political machines, preventing old-line Americans from being able to reach the immigrant young and Americanize them. Accordingly, Progressives increasingly began to see corrupt politics as the real enemy and to, themselves, take political action.
520 $a While Progressives and immigrants could agree and cooperate in a number of areas, many aspects of educational reform included, they would break on the issue of education as Anglicization. For Progressivism was to a degree marked by ethnocentricism, although a number of important individuals stand out as clear exceptions. The Progressive's mind was essentially that of an educator, but a provincial one. He strove to regain the homogeneous sense of community of his childhood, now fading in the cosmopolitan, urban-industrial world of contemporary society and to merge the New Immigration into the remembered cultural monolith of the past. This was the fatal flaw of Progressivism in relation to the New Immigration.
590 $a School code: 0045.
650 4 $a American history. $3 2122692
690 $a 0337
710 2 $a University of Cincinnati. $3 960309
773 0 $t Dissertation Abstracts International $g 42-05A.
790 $a 0045
791 $a Ph.D.
792 $a 1981
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8123778