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Show 184 progressive educational calls lithe inextricable through education, 10rmoni sm movement found relationships and reform of between social reform, reform education,"26 the religious thrusts in seemed to encourage reform of di fferent sorts. Mormon response, social reform much was church and public educators focused as expression through what Cremin evidenced by their response to education, and to correlation. Jane Addams fundamental I Hull on less apparent. reform through child-centeredness, But social reform, as House and the settlement movement in to Mormon educational thought. In the To be sure, and of education to practical typified by general, not was Reform of decadent institu- tions and environments had little relevance in a burgeoning society characterized by cooperative industry and commerce, agarianism, and by the absence of tenements, the squalor, and building of homes, roads, dams, general the the extreme poverty and crime. clearing subduing of the earth had great of But sagebrush, and in significance. Cremin sug- gests that social reform--including progressive education's interest in reform--is knew what they Progressive education's reformers inherently negative. opposed, but not really what they affirmed.27 contrast, the Mormon concept of reform (identified In with salvation, with 26Cremin, p. 85. See also David Noble, The Progressive Mind, Rand McNally and Company, 1970), p. 53, and 1890-1917 (Chicago: From Aracadv to Academe-Patrica A. Graham, Progressive Education: A History of the Progressive Education Association, 1919-1955 Noble sees muckraklng York: Teachers Colleoe Press, 1967), pp. 8-12. In and education as fundamental to the progressive's mind-set. "was a Graham's analysis, pre-uor l o War I moe ment essentially continuous with the soclal and P?lltlcal progressl of last quarter vism that flourished in the the.nlneteenth cnury. i education was "part of that qene ra l i zed pr oqres s vr sm whose (New. progrssive educton Progressive symbol was Jane Addams 27Cremin, p. I Hull 348. House. II |
