Académique Documents
Professionnel Documents
Culture Documents
The Timeline
1642-1776 (The Colonial Period)
1776-1850 (The National Period)
1820-1900 (The Rise of Universal Education)
1893-1918 (The Transitional Period)
1918-1949 (The Birth of the Field of Curriculum)
The Colonial Period (1642-1776)
-Massachusetts; ruled by the Puritans, theological principles
-Primary purpose: teach children to read Scriptures and notices of civil affairs
-Important subjects: reading, writing and spelling--understanding the catechism and
common law
-Reading and related language skills were basic to American education and elementary
school curriculum
Three Colonial Regions
-Colonial Massachusetts two sources
1. 1642 legislation required parents and guardians to ensure that children could read and
understand the principles of religion and the laws of the Commonwealth
2. Old Deluder Satan Act of 1647, required every town of 50 or more families to
appoint a reading and writing teacher.
The curriculum in colonial schools consisted of reading, writing, and some arithmetic
along with the rudiments of religious faith and and lessons designed to develop manners
and morals.
It was a traditional curriculum: stressing basic skills, timeless and absolute values, social
and religious conformity, faith in authority, knowledge for the sake knowledge, rote
learning and memorization.
The belief: children were born in sin, play with idleness, and childrens talk was
gibberish--strict discipline.
Colonial Schools
-Town schools: New England colonies; a locally controlled public elementary school
-Parochial and Private Schools: predominated in the middle colonies; Missionary
societies and various religious and ethnic groups established elementary schools-- three
Rs: reading, writing, arithmetic, the primer and the Bible
-Latin Grammar Schools: secondary level leading to college, attended by middle-class
boys who wanted to be merchant, business owners, professions like medicine, law,
teaching and ministry
-Academies: Est. 1751, second American institution to provide education. A practical
curriculum for those not going to college. No Latin, only English grammar, classics,
composition, rhetoric, and public speaking. Manual skills: carpentry, engraving, printing,
painting, cabinet making, farming, bookkeeping.
-Colleges: Harvard and Yale. Puritan view that ministers needed to be soundly educated
in the classics and scriptures. Competency in Latin and Greek and the classics.
Curriculum courses: Latin, grammar, logic, rhetoric, arithmetic, astronomy, metaphysics,
and natural sciences. For the ministry, curriculum courses were Greek, Hebrew, and
ancient History.
-Old Textbooks, and Old Readers: the hornbook, primer, Westminster Catechism, Old
Testament, and Bible. Drill and rote learning:
A- In Adams Fall
We sinned all
B-Thy Life to amend
This Book attend
C-The Cat doth play
And after slay...
Z-Zacheus he
Did climb the tree
His Lord to see.
The National Period (1776-1850)
-Believed that if a nation were to be free, it has to be educated
-Life, liberty and equality were emphasized in this eras great documents
1. The Declaration of Independence
2. The Bill of Rights
3. The 1785 Northwest Ordinances
Rush: Science, Progress and Free Education
Dr. Benjamin Rush represented this new era and emphasized on the classics prejudiced
the masses against institutions of learning.
To spend four or five years in learning two dead languages, is to turn our backs upon
gold mine, in order to amuse ourselves catching butterflies. If the time spent on Latin and
Greek was devoted to science, the human condition would be much improved. -Dr. Rush
Outlined plan for Pennsylvania:
-free elementary schools in every township
-free academy at the country level
-free colleges and universities at the state level for societys future leaders
Tax dollars pay for the expenses
Curriculum
Elementary level: reading, writing, and arithmetic
Secondary and College levels: English, German, the arts, sciences
All levels: good manners and moral principles
elementary-school practice.
-Education should be based on the childs natural development
-Children learn through the senses
-Deplored rote learning and advocated linking curriculum to childrens home experiences
General to Special Method
General: provided children with emotional security and affection
Special: focuses on childrens auditory and visual senses
The Object Lesson
-Children study common objects and determine an objects form, draw the object and
name it.
-From these lessons, came more formal instruction in the three Rs.
Friedrich Froebel: The Kindergarten Movement
-A German educator, developed the idea of kindergarten or childrens garden.
-Focused on the 3- and 4-year-old children; their schooling should be organized around
play and individual interests and activities.
-Child-centered curriculum based on love, trust, and freedom.
-Songs, stories, colorful materials and games were part of the formal curriculum.
The Froebel Gifts
-The child could manipulate objects (spheres, cubes, and circle), shape, and construct
materials (clay, sand, cardboard) and engage in playful activities (build castles and
mountains, run, and otherwise exercise).
Johann Herbart: Moral and Intellectual Development
-German philosopher who contributed to moral development in education and for his
creation of a methodology of instruction designed to establish a highly structured mode of
teacher.
-For him, the chief aim of education was moral development, which he considered to be
basic and necessary to all other educational goals or purposes.
The Five Major Kinds of Ideas as the Foundation of Moral Character
1. The idea of inner freedom; action based on ones personal conviction
2. The idea of perfection; harmony and integration of behavior
3. The idea of benevolence; concerned with social welfare of others
4. The idea of justice; reconcile his individual behavior with that of the social group
5. The idea of retribution; reward or punishment accrues to certain kinds of behavior
Herbert Spencer: Utilitarian and Scientific Education
-English social scientist who based his ideas of education on Charles Darwins theory of
biological evolutions survival of the fittest.
-Simple societies evolve to more complex social systems characterized by an increased
variety of specialized professionals and occupations.
-Only intelligent and productive populations adapt to environmental changes.
Secondary Schools
-The common school created the basis for tax-supported and locally controlled
elementary school education.
By 1900, children ages 6 to 13 were enrolled in public elementary school.
Academies
-In 1800, the academy began to replace the Latin grammar school; by 1850, it dominated
the school landscape.
-Academy offered a wide range of curricula; designed to provide a practical program for
terminal students as well as a college-preparatory course of study.
-Academy taught useful things and subjects of modern nature
-By 1828, academy taught 50 different subjects: Latin, Greek, English grammar,
geography, arithmetic, algebra, composition and declamation, natural philosophy,
rhetoric, philosophy, US History, French, chemistry, logic, and astronomy.
-By 1837, the Board of Regents reported 72 different subjects.
The Transitional Period: 1893-1918
-More and more subjects were added to the curriculum. As a result, there was a growing
need to bring some order and unity to curriculum.
Reaffirming the Traditional Curriculum: Three Committees
National Education Association (NEA): Committees to determine schools curricula
1. The Committee of Fifteen on Elementary Education
-Stressed the three Rs
2. The Committee of Ten on Secondary School Studies
-Identified nine academic subjects as central to the high school curriculum
3. The Committee on College Entrance Requirements
-Recommended strengthening the college-preparatory aspect of the high school
curriculum and number of credits required in different subjects for college admission
-Their reports standardized the curriculum for much of the 20th century.
Harris and Eliot: Two Conservative Reformers
If the rising generation does not grow up with democratic principles, the fault will lie in
the system of popular education. Lift all classes of people into preparation in civilized life
and instill social order
Vocational Education
NEAs Committee on the Place of Industries in Public Education advocated maunal
activities at the elementary level and testing of childrens aptitudes as a basis for
subsequent choice of specific pursuits either in vocations or in higher schools and
manual training for some high school students.
4. Emphasized that curriculum making cuts across subject matter and that a curriculum
specialist need to be a specialist in any subject but should be professional in method or
process
Kilpatrick: The Progressive Influence
-Emphasized the learner rather than subject matter and social activities rather than
cognitive ones.
-Curriculum circled on classroom and school social activities, group enterprises, and
group projects
-The Project Method (later called purposeful activity) was introduced
Purposing, planning, executing, judging
-Subjects of Study (field trips, community activities)
Observation, play, stories, and hard work
Rugg and Caswell: The Development Period
-Integrated history, geography, civics and economics collectively as social studies
-Coordinated instructional activities with subject matter and students needs and interests
-Course of study as guides teachers use in planning their daily lessons, not as plans to
follow in details
-They saw curriculum as a process involving scientific steps of development,
organization, instruction, and evaluation
-Curriculum must address students needs and interests, social functions and organized
knowledge
-Scope represented broad themes
-Sequence depended on childrens interests and experiences
-Subject Matter should match the social functions and the learners interests; knowledge
gained should be measured