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Show 104 about which to the they are organized."4 Brigham Young Academy In the Educational in 1901, after all, subjects it is boys secondary, are and girls the children given Dewey further acknowledged that lithe subject matter and whether to teach this point; Lectures or that have to be are primary.. The child-centered education and psychology that is not the The taught. 115 of such as men Parker, Hall, and Dewey found rich expression during the early period of progressive education. Dewey's Experimental of extensive century. experimentation were description on in the nineties and Marietta Johnson's Caroline Pratt's Schoolsll Parker's Cook County Normal School at the University of in these all "Or qan ic School IIPlay School II II in Chicago early scenes twentieth in New York; and \tJilliam Wirt's educational repositories were and Fairhope, Alabama; models of child-focused education. of Pratt's School vision The IIGary following typifies much of what went of child-centeredness: dreamed of a child world in which railroads and city streets, farms and factories, the stuff of which the real world is made, could be brought down to children's scale so they might grasp I had envisioned a community of children who could, in their it. own way, through the child activity which we misguidedly call play, reproduce this world and its functioning. Such a commun ity of little individuals, equals in size and strength and under standing as adults are equals in their own adult communities, would learn not only physical truths about the world, but social 4John Dewey, The School and Society (Chicago: of Chicago Press, 1900), p. 51 and p. The University 71. 5 His Democracy and John Dewey, Educational Lectures, p. 22. Education and Schools of Tomorrow even more completely outline his Play, dOing, work, spon comprehensive theories regarding children. taneous and directed activity, natural growth, and the school as an embryonic community are all treated. |
