Jump to ContentJump to Main Navigation
School, Society, & StateA New Education to Govern Modern America, 1890 – 1940$
Users without a subscription are not able to see the full content.

Tracy L. Steffes

Print publication date: 2012

Print ISBN-13: 9780226772097

Published to Chicago Scholarship Online: March 2013

DOI: 10.7208/chicago/9780226772127.001.0001

Show Summary Details
Page of

PRINTED FROM CHICAGO SCHOLARSHIP ONLINE (www.chicago.universitypressscholarship.com). (c) Copyright University of Chicago Press, 2020. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in CHSO for personal use.date: 08 April 2020

Urban School Reform, Professionalization, and the Science of Education

Urban School Reform, Professionalization, and the Science of Education

Chapter:
(p.15) One Urban School Reform, Professionalization, and the Science of Education
Source:
School, Society, & State
Publisher:
University of Chicago Press
DOI:10.7208/chicago/9780226772127.003.0002

In a series of chapters published in the Forum in 1892, Joseph Mayer Rice criticized St. Louis schools for their “absolute lack of sympathy for the child.” His critique of the interjection of politics into school administration and his argument that professional expertise and merit should run the schools reflected a growing critique in the 1890s of city governance in general and school governance in particular, and pointed to two of the major lines of reform activity over the next fifty years: Efforts to revise pedagogy and broaden the school curriculum and aims on the one hand, and efforts to transform school governance on the other. This chapter analyzes urban school reform and professionalization, arguing that both shaped the growth of state power in America, and examines how the reform of urban schools catalyzed the development of the science of education and provided an important impetus and audience for new education expertise.

Keywords:   Joseph Mayer Rice, urban schools, school reform, professional expertise, pedagogy, professionalization, science of education, state power, America, school administration

Chicago Scholarship Online requires a subscription or purchase to access the full text of books within the service. Public users can however freely search the site and view the abstracts and keywords for each book and chapter.

Please, subscribe or login to access full text content.

If you think you should have access to this title, please contact your librarian.

To troubleshoot, please check our FAQs, and if you can't find the answer there, please contact us.