| OCR Text |
Show 177 itself, intrinsically moral. that all 10re specifically, Parker maintained expressive acts--music, art, speech, writing, painting, model ing--were ethical. Even something and indirect ethical II religious However indebted to spokesmen as mundane overtones. as woodwork had direct 12 religion, Parker and other progressive seemed to be drawn to a modified religion characterized by non-sectarian, social and ethical thrusts somewhat related Social in Gospel. Parker,13 too narrow mental To but to a so Dewey goes matter of fact, a morals which socially needed, and, stated acts ." concept of religion is discernible greater degree in John Dewey. turn without vention and tradition liAs extent this conception of goody-goody what is some as to the other morals one are as side, ability a to as do con list of definitely morality in the broadest broad a senti- a side, over-emphasizing limit morals to to define on gives them lion Dewey indicts reference to effective on to the acts which concern terms: our 12parker, Talks on Pedagogics, pp. 346-49. See also Parker's Notes of Talks on Teachin (New York: E. L. Kellogg and Company, This work precedes the period under investigation, 1883 pp. 167-82. but it is fundamental to an understanding of Parkerls educational philosophy. See also Randolph Bourne, The Gary Schools (Boston: Houghton Mifflin Company, 1916), p. 54. The religious currents in parts of progressive educationls origins and operation are at least indirectly demonstrated by the Gary Schools--perhaps as the best exam ple of early progressive education. As early as 1912, the Gary system allowed UP to four hours per week released time for religious study in neighboring churches. The schools did not engage in religious activ ity, but William Wirt and others who best knew the Gary system felt that this 01 an characterized education which sought lito meet the demands ot'the individual child, and to make everything in the com munity which is truly educational, or which, for any reason, parents educational, contribute to the and children believed to be , genuinely 1 i fe of the schoo 1 Crusader commun i ty. II 13Jack Campbell, Colonel Francis w. ParkeThe Childrenls 43. (New York: Teachers College Press, 1967), p. |
