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Savage childhood: The scientific con...

Green, Amy Susan.

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Savage childhood: The scientific construction of girlhood and boyhood in the Progressive Era.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Savage childhood: The scientific construction of girlhood and boyhood in the Progressive Era./
Author:	Green, Amy Susan.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 1995,
Description:	292 p.
Notes:	Source: Dissertations Abstracts International, Volume: 57-04, Section: A.
Contained By:	Dissertations Abstracts International57-04A.
Subject:	American studies. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9537747

Savage childhood: The scientific construction of girlhood and boyhood in the Progressive Era.
Green, Amy Susan.

Savage childhood: The scientific construction of girlhood and boyhood in the Progressive Era. - Ann Arbor : ProQuest Dissertations & Theses, 1995 - 292 p.

Source: Dissertations Abstracts International, Volume: 57-04, Section: A.

Thesis (Ph.D.)--Yale University, 1995.

This item must not be sold to any third party vendors.

My dissertation examines the ideas of Progressive Era educators and psychologists who invoked the authority of nature (as biology, heredity, environment) to regulate the meanings of childhood in a newly urban world. This cadre of experts inspired two professional movements, Child Study and Nature Study. The first section of my dissertation explores the underlying assumptions which galvanized the Child Study movement. Child Study experts not only viewed the child as an object of nature subject to the same methods of investigation as birds, fish, and plants, but they maintained that the child, in its progression from infancy to adolescence, recapitulated each stage of human evolution, beginning with the savage and climaxing with the civilized. By applying empirical science and evolutionary paradigms to their study of children, Child Study experts believed that they had "discovered" the definitive stages of childhood development. The second section of my dissertation examines the agrarian ideals which underlay the "scientific discovery" of the child, and which, in turn, fueled the Nature Study movement at the turn of the century. Using their memories of their own rural childhoods in support of their scientific theories, these experts argued that the country, not the city, was the ideal staging ground for the future members of a modern nation. Nature Study, a movement to make the study of nature a central component of the public school curriculum, would provide a vehicle for institutionalizing these ideas. Nature Study and Child Study employed ideas of nature--evolutionary and agrarian, scientific and romantic--to preserve American ideals of rural living and individualism in the face of mounting social complexity and cultural diversity. These two movements promulgated ideas of childhood that accommodated both the ideological forces of progress and nostalgia so characteristic of the Progressive Era.Subjects--Topical Terms:

2122720
American studies.

Savage childhood: The scientific construction of girlhood and boyhood in the Progressive Era.
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245 1 0 $a Savage childhood: The scientific construction of girlhood and boyhood in the Progressive Era.
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300 $a 292 p.
500 $a Source: Dissertations Abstracts International, Volume: 57-04, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
502 $a Thesis (Ph.D.)--Yale University, 1995.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a My dissertation examines the ideas of Progressive Era educators and psychologists who invoked the authority of nature (as biology, heredity, environment) to regulate the meanings of childhood in a newly urban world. This cadre of experts inspired two professional movements, Child Study and Nature Study. The first section of my dissertation explores the underlying assumptions which galvanized the Child Study movement. Child Study experts not only viewed the child as an object of nature subject to the same methods of investigation as birds, fish, and plants, but they maintained that the child, in its progression from infancy to adolescence, recapitulated each stage of human evolution, beginning with the savage and climaxing with the civilized. By applying empirical science and evolutionary paradigms to their study of children, Child Study experts believed that they had "discovered" the definitive stages of childhood development. The second section of my dissertation examines the agrarian ideals which underlay the "scientific discovery" of the child, and which, in turn, fueled the Nature Study movement at the turn of the century. Using their memories of their own rural childhoods in support of their scientific theories, these experts argued that the country, not the city, was the ideal staging ground for the future members of a modern nation. Nature Study, a movement to make the study of nature a central component of the public school curriculum, would provide a vehicle for institutionalizing these ideas. Nature Study and Child Study employed ideas of nature--evolutionary and agrarian, scientific and romantic--to preserve American ideals of rural living and individualism in the face of mounting social complexity and cultural diversity. These two movements promulgated ideas of childhood that accommodated both the ideological forces of progress and nostalgia so characteristic of the Progressive Era.
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