Sixteen “creeds” at the Fin de Siècle: transitioning to new pedagogical directions
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2024
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Bruno-Jofré R, Jover, G (2024). Sixteen “Creeds” at the Fin de Siècle: Transitioning to New Pedagogical Directions. Historical Reflections / Réflexions Historiques, 50(1), 64-87. https://doi.org/10.3167/hrrh.2024.500104
Abstract
This article examines the pedagogic creeds published in New York and Chicago during 1896 and 1897 in The School Journal. The configuration of ideas framing the creeds reveals the dynamics of modernities and transatlantic crossings, mainly the ideas of Georg W. F. Hegel, Herbert Spencer, Friedrich Froebel, Johann Friedrich Herbart, and Wilhelm Wundt and their contextual adaptation. The creeds are analyzed at the interplay of evolutionism and its versions, including Lamarckianism, developments in psychology, the intersection of Protestantism, and the gendered and racial ordering of society. The child study movement and theories of recapitulation also had a presence. The creeds provide a picture of the ideas at the fin de siècle. They were aimed at reform with various agendas that included social reconstruction with a modernist civilizing agenda, segregationism, and residential/boarding schools for Indigenous children. John Dewey's more well-known and influential creed brought its own unique avenues through his embracement of pragmatism.
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(2010) of the Faculty of Education, cross-appointed to the Department of History, Faculty of Arts and Science, at Queen’s University. Her research is funded by the Social Sciences and Humanities Research Council of Canada. She is a Fellow of the Royal Society of Canada in the Humanities and Social Sciences. She received the 2018 George Edward Clerk Award from the Canadian Catholic Historical Association, the 2017 Toronto Dominion Bank Award as one of the Top Ten Most Influential Hispanic Canadians, and the 2022 Distinguished Historian Award from the Triennial on the History of Women Religious, 26–29 June 2022, at the University of Notre Dame’s Cushwa Center. Email: brunojor@queensu.ca | ORCID iD: https://orcid.org/0000-0002-3218-1227
Referencias bibliográficas:
• The School Journal 53, no. 22 (1896): 662.
• One of these writings was the soon-to-be famous John Dewey, “My Pedagogic Creed,” The School Journal 54, no. 3 (1897): 77–80.
• The School Journal also included creeds written by Francis W. Parker, director of the Cook County Normal School of Chicago; Canadian James L. Hughes, public schools inspector in Toronto; Richard G. Boone, president of the State Normal College of Ypsilanti; Louis H. Jones, superintendent of public schools in Cleveland; Levi Seeley, professor of pedagogy at the State Normal School at Trenton; Edward W. Scripture, director of the Laboratory of Psychology at Yale University; R. Heber Holbrook, principal of a Pittsburgh high school; William N. Hailmann, superintendent of Indian schools between 1894 and 1897 and, at the time of publication, school superintendent in Dayton; Earl Barnes, professor of education at Stanford University; Patterson DuBois, author of well-known works on children and on religious culture; Burke A. Hinsdale, professor of pedagogy at the University of Michigan; T. G. Rooper, H.M. inspector of schools in Great Britain; John S. Clark, professor of arts education and biographer of John Fiske; Henry Sabin, school superintendent in Des Moines; and William T. Harris, Education Commissioner in the United States. Ossian Herbert Lang, ed., Educational Creeds of the Nineteenth Century (New York: E. L. Kellogg & Co., 1898), compiles 15 of the creeds (not including Sabin’s) and contains other pieces, including the speech “A Bit of a Creed,” delivered by James P. Haney, director of manual training in Manhattan, at the meeting of the New York State Art Teachers Association in March 1898; a revision of a somewhat summarized version of the codes published by George P. Brown in The Public School Journal that he edited; and fragments from Pestalozzi, Froebel, Diesterweg, Herbart, and Beneke with some analysis.
• Eric Hobsbawm, The Age of Empire, 1875–1914 (London: Abacus, 2012), 56.
• 4. Ibid., 57.
• Faith Jaycox, The Progressive Era (New York: Facts on File, 2005), 13.
• For an interpretation of the curricular debate, see Herbart Kliebard, The Struggle for the American Curriculum, 1893–1958 (New York: Routledge, 1992).
• Shelton Stromquist, Re-inventing “The People”: The Progressive Movement, the Class Problem, and the Origins of Modern Liberalism (Champaign: University of Illinois Press, 2006), 5;
• Thomas C. Leonard, Illiberal Reformers: Race, Eugenics and American Economics in the Progressive Era (Princeton, NJ: Princeton University Press, 2016), 4.
• Jaycox, Progressive Era, vii, 93.
• Herbert Welsh, “The Position of Superintendent of Indian Schools Threatened: A Serious Danger to Be Averted” (Philadelphia: Indian Rights Association, 1894).
• Tom Pessah, “Violent Representations: Hostile Indians and Civilized Wars in Nineteenth-Century USA,” Ethnic and Racial Studies 37, no. 9 (2014): 1628–1645, here 1628, https://doi.org/10.1080/01419870.2013.767918.
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• 13. Ibid., 420, citing Wilson Jeremiah Moses, Afrotopia: The Roots of African American Popular History (Cambridge: Cambridge University Press, 1998), 229.
• See Charles Mills, The Racial Contract (Ithaca, NY: Cornell University Press, 2014).
• Stromquist, Re-inventing “The People,” 6.
• Peter J. Bowler, “Darwinism and Modernism: Genetics, Palaeontology, and the Challenge to Progressionism, 1880–1930,” in Modernist Impulses in the Human Sciences 1870–1930, ed. Dorothy Ross (Baltimore: Johns Hopkins University Press, 1994), 236–54, here 236–37.
• Lang, Educational Creeds, iii.
• Daniel Tröhler, “The Pragmatist Response to the Perils of Metropolis and Modern Industry in the Late Nineteenth Century,” in Democracy and the Intersection of Religion and Traditions: The Reading of John Dewey’s Understanding of Democracy and Education, ed. Rosa Bruno-Jofré, James Scott Johnston, Gonzalo Jover, and Daniel Tröhler (Kingston: McGill-Queen’s University Press, 2010), 17– 43; see also
• Daniel Tröhler, “The ‘Kingdom of God on Earth’ and Early Chicago Pragmatism,” Educational Theory 56, no. 1 (2006): 89–105, https://doi.org/10.1111/j.1741-5446.2006.00005.x.
• Val Marie Johnson, “‘The Half Has Never Been Told’: Maritcha Lyons’ Community, Black Women Educators, the Woman’s Loyal Union, and ‘the Color Line’ in Progressive Era Brooklyn and New York,” Journal of Urban History 44, no. 5 (2018): 835–861, https://doi.org/10.1177/0096144217692931;
• Alridge, “Of Victorianism”; Jarvis R. Givens and Ashley Ison, “Toward New Beginnings: A Review of Native, White, and Black American Education Throug the 19th Century,” Review of Educational Research 93, no. 3 (2023): 319–352, https://doi.org/10.3102/00346543221105544;
• W.E. B. Du Bois, Black Reconstruction in America: An Essay Toward a History of the Part which Black Folk Played in the Attempt to Reconstruct Democracy in America, 1860–1880 (New York: Harcourt, Brace & Co., 1935);
• Shannon L. Eickhoff, “Anna Julia Cooper: Standing at the Intersection of History and Hope,” Educational Considerations 47, no. 2 (2021), https://doi.org/10.4148/0146-9282.2251
• Neo-Hegelianism/neo-idealism reached many educational leaders and educators through William Torrey Harris.
• Thomas D. Fallace, “Was John Dewey Ethnocentric? Reevaluating the Philosopher’s Early Views on Culture and Race,” Educational Researcher 39, no. 6 (2010): 471–77, here 475, https://www.jstor.org/stable/40793355.
• Bowler, “Darwinism and Modernism,” 242.
• Fallace, “Was John Dewey Ethnocentric?”
• James Scott Johnston, “Rival Readings of Hegel at the Fin de Siècle: The Case of William Torrey Harris and John Dewey,” History of Education 42, no. 4 (2013): 423–443, here 425, https://doi.org/10.1080/0046760X.2013.795614.
• James L. Hughes, Froebel’s Educational Laws for all Teachers (New York: D. Appleton & Co., 1897).
• James L. Hughes, “My Pedagogical Creed,” The School Journal 53, no. 12 (1896): 317–318, here 317.
• Kevin Brehony, “Transforming Theories of Childhood and Early Childhood Education: Child Study and the Empirical Assault on Froebelian Rationalism,” Paedagogica Historica 48, nos. 4–5 (2009): 585–605, esp. 591, https://doi.org/10.1080/00309230903100965.
• Kristen D. Nawrotzki, “‘Like Sending Coals to Newcastle:’ Impressions from and of the Anglo-American Kindergarten Movements,” Paedagogica Historica 43, no. 2 (2007): 223–233, https://doi.org/10.1080/00309230701248321.
• Rosa Bruno-Jofré, “The Creation of the Educational State, the Normal School and the Formation of a Polity in the Emerging ‘Age of Empire,’ 1841–1918,” in Rosa Bruno-Jofré and Joseph Stafford, The Peripatetic Journey of Teacher Preparation in Canada (Leeds: Emerald Publishing, 2020).
• Johnston, “Rival Readings,” 443.
• 31. Ibid., 430; Johnston, personal communication, 18 January 2023.
• William Torrey Harris, “My Pedagogic Creed,” The School Journal 54, no. 26 (1897): 813–15, here 813, 814. Where original quotes in this article refer only to members of the male sex the authors insert sic after the masculine noun or pronoun in the interests of adopting inclusive language.
• Johnston, “Rival Readings,” 430.
• Eric Luckey, “Kindergarten for Civilization: The Intellectual Origins of the St. Louis Public Kindergarten,” Paedagogica Historica 54, no. 6 (2018): 800–821, here 808, https://doi.org/10.1080/00309230.2018.1486443.
• Dorothy W. Hewes, “Those First Good Years of Indian Education: 1894 to 1898,” American Indian Culture and Research Journal 5, no. 2 (1981): 63–82, here 65, https://doi.org/10.17953/aicr.05.2.7464820078131676.
• Luckey, “Kindergarten,” 808.
• Harris, “My Pedagogical Creed,” 815.
• See Luckey, “Kindergarten.”
• Danuta Wloka, “Public School Kindergarten in Ontario: A Historical Perspective” (MEd diss., Queen’s University, 2020), http://hdl.handle.net/1974/27770.
• Kurt F. Leidecker, “The Education of Negroes in St. Louis, Missouri, During William Torrey Harris’ Administration,” Journal of Negro Education 10, no. 4 (1941): 643–49, here 649, https://doi.org/10.2307/2293026.
• Armitage, “From Colonial History.” Following Armitage’s lead, we consulted Caroline Elkins and Susan Pedersen, eds., Settler Colonialism in the Twentieth Century: Projects, Practices, Legacies (New York: Routledge, 2005).
• William N. Hailmann, “My Pedagogic Creed,” The School Journal 53, no. 23 (1896): 685–686, here 685.
• Friedrich Froebel, Die Menschenerziehung: die Erziehungs-, Unterrichts-and Lehrkunst, angestrebt in der allgemeinen deutschen Erziehungsanstalt in Keilhau [The education of man: The Art of education, instruction, and training, aimed at the educational institute at Keilhau], vol. 1 (Keilhau: Verlag der allgemeinen deutschen Erziehungsanstalt, 1826); Friedrich Froebel, The Education of Man, trans. William N. Hailmann (New York: Appleton, 1887).
• Hailmann, “My Pedagogic Creed,” 685.
• 45. Ibid., 686.
• Jürgen Oelkers, “Remarks on the Conceptualization of John Dewey’s Democracy and Education” (lecture delivered at the Annual John Dewey Society Symposium, American Education Research Association Annual Meeting, Montreal, Canada, 11 April 2005).
• Hailmann, “My Pedagogic Creed,” 686.
• Oelkers, “Remarks.”
• The Herbart Society was founded by Charles De Garmo upon his return from Germany in 1881. Many of the writers of the creeds including Dewey and Harris were at the time members of the Society. See Andrea English, Discontinuity in Learning: Dewey, Herbart and Education as Transformation (Cambridge: Cambridge University Press, 2013).
• Hewes, “Those First Good Years,” 63.
• Hailmann, “My Pedagogic Creed,” 686.
• Hewes, “Those First Good Years,” 70, 71, 74.
• William N. Hailmann, Report of the Superintendent of Indian Schools, 1895 (Washington, DC: Government Printing Office, 1895), 6.
• Nelson Maldonado-Torres, “On the Coloniality of Being: Contributions to the Development of a Concept,” Cultural Studies 21, nos. 2–3 (2007): 240–270, https://doi.org/10.1080/09502380601162548.
• Levi Seeley, The American Public School System and Its Needs from the Standpoint of German Pedagogics (Leipzig: Metzger & Wittig, 1887) (Seeley’s dissertation to obtain a Doctorate of Philosophy from the University of Leipzig);
• Levi Seeley, The Common-School System of Germany and Its Lessons to America (New York: E. L. Kellogg & Co., 1896).
• Seeley, American Public School System, 3.
• Levi Seeley, “My Pedagogic Creed,” The School Journal 53, no. 19: 525–26, here 526.
• 58. Ibid., 525.
• Seeley, Common-School System, 16.
• Seeley, “My Pedagogic Creed,” 526.
• Patterson DuBois, Beckoning from Little Hands: Eight Studies in Child-Life (Philadelphia: John D. Wattles, 1893);
• Patterson DuBois, The Point of Contact in Teaching (New York: Dodd, Mead & Co., 1896).
• Patterson DuBois, “My Pedagogic Creed,” The School Journal 54, no. 7 (1897): 205–206, here 205.
• Patterson DuBois, The Point of Contact in Teaching, 2nd ed. (London: Sunday School Union, 1907), 131.
• DuBois, “My Pedagogic Creed,” 205–206.
• See Rosa Bruno-Jofré, “To Those in ‘Heathen Darkness’: Deweyan Democracy and Education in the American Interdenominational Configuration—The Case of the Committee on Cooperation in Latin America,” in Bruno-Jofré et al., Democracy and the Intersection, 131–170.
• R. Heber Holbrook, “My Educational Creed,” The School Journal 53, no. 22 (1896): 661–662, here 661.
• 67. Ibid., 662.
• The School Journal 53, no. 22 (1896): 662.
• T. G. Rooper, “My Educational Creed,” The School Journal 54, no. 11 (1897): 322–328, here 324.
• 70. Ibid., 328.
• Richard G. Boone, “My Pedagogic Creed,” The School Journal 53, no. 14 (1896): 381;
• “The Pedagogical Creed of Richard G. Boone,” in Lang, Educational Creeds, 78–81, here 78.
• Richard G. Boone, Science of Education (New York: Charles Scriber’s Sons, 1904), 389.
• 73. Ibid., 387 (citing Alfred Fouillée, Education from a National Standpoint, trans. and ed. William J. Greenstreet (London: E. Arnold, 1892), 110).
• 74. Ibid., 388.
• 75. Ibid., 13.
• Col. Francis W. Parker, “My Pedagogic Creed,” The School Journal 53, no. 8 (1896): 189.
• Lawrence A. Cremin, The Transformation of the School (New York: Knopf, 1962), 129.
• Gregory S. Johnson, “Francis Wayland Parker: An Historical Study of the Influences on His Philosophy of Education as It Relates to Language Arts” (PhD Diss., University of the Pacific, 1973), https://scholarlycommons.pacific.edu/uop_etds/1820.
• Parker, “My Pedagogic Creed,” 189.
• Jesse Raber, Progressivism’s Aesthetic Education. The Bildungroman and the American School, 1890–1920 (London: Palgrave Macmillan, 2018), 66; see also
• Harold B. Dunkel, Herbart and Education (Toronto: Random House, 1969), 51–58.
• Parker, “My Pedagogic Creed,” 189.
• L. H. Jones, “My Pedagogic Creed,” The School Journal 53, no. 17 (1896): 461–462.
• Earl Barnes, “My Pedagogic Creed,” The School Journal 54, no. 2 (1897): 53.
• Earl Barnes, “Woman’s Place in the New Civilization,” The Annals of the American Academy of Political and Social Science 56, no. 1 (1914): 9–17.
• Mary Sheldon Barnes and Early Barnes, Studies in American History (Boston: D. C. Heath & Co., 1898), 383.
• Henry Sabin, “My Educational Creed,” The School Journal 54, no. 18 (1897): 529– 530, here 529.
• Carroll Engelhardt, “Henry Sabin (1829–1918): ‘The Aristocracy of Character’ and Educational Leadership in Iowa,” The Annals of Iowa 48, no. 7 (1987): 388– 412, here 389, https://doi.org/10.17077/0003-4827.9194.
• Burke Aaron Hinsdale, “My Shorter Pedagogical Creed,” The School Journal 54, no. 9 (1897): 261–262, here 261, 262.
• Raber, Progressivism’s Aesthetic Education, 67.
• Edward Wheeler Scripture, “My Pedagogic Creed,” The School Journal 53, no. 21 (1896): 621–623. Scripture wrote several books, including The Problem of Psychology (London: Williams & Norgate, 1891); Thinking, Feeling, Doing (Meadville, PA: Flood & Vincent, 1895); Elements of Experimental Phonetics (New York: Charles Scribner’s Sons, 1902); Researches in Experimental Phonetics: The Study of Speech Curves (Washington, DC: Carnegie Institution, 1906).
• Daniel Tröhler, The Languages of Education, Protestant Legacies, National Identities, and Global Aspirations (London: Routledge, 2011), 136.
• Scripture, “My Pedagogic Creed,” 621, 622, 623.
• Dewey, “My Pedagogic Creed,” 77.
• John Dewey, “Interpretation of the Culture-Epoch Theory,” The Public School Journal 15, no. 5 (1896): 233–236, here 233. According to Thomas Fallace, “Repeating the Race Experience: John Dewey and the History Curriculum at the University of Chicago Laboratory School,” Curriculum Inquiry 39, no. 3 (2009): 381–405, the theory of recapitulation provided the foundation for the history curriculum at the Laboratory School. He also conceptualized Dewey—for whom transcendental laws did not exist, as he saw progress as dependent upon human invention and creativity—as a pragmatic historicist during his time at the University of Chicago.
• Johnston, “Rival Readings,” 443.
• Dewey, “My Pedagogic Creed,” 77.
• Gert Biesta, “‘Of All Affairs, Communication Is the Most Wonderful’: The Communicative Turn in Dewey’s Democracy and Education,” in John Dewey and Our Educational Prospect: A Critical Engagement with Dewey’s Democracy and Education, ed. David Hansen (New York: State University of New York Press, 2006), 23– 38, here 29.
• Dewey, “My Pedagogic Creed,” 78.
• 99.Ibid., 79.
• Rosa Bruno-Jofré, “Localizing Dewey’s Notions of Democracy and Education: A Journey Across Configurations in Latin America,” Journal of the History of Ideas 80, no. 3 (2019): 433–453, https://doi.org/10.1353/jhi.2019.0022.
• Dewey, “My Pedagogic Creed,” 79.
• Jerome S. Bruner, “After Dewey, What?” in Dewey on Education: Appraisals, ed. Reginald D. Archambault (New York: Random House, 1966), 211–228.
• Dewey, “My Pedagogic Creed,” 80.
• Stromquist, Re-inventing “The People.”
• Dewey, “My Pedagogic Creed,” 80.
• John Clark, “Professor Dewey’s Pedagogical Creed,” The School Journal 54, no. 12 (1897): 349–352, here 352.
• See Frans de Hovre, Essai de philosophie pédagogique [Educational philosophy essay], preface by J. Maritain (Brussels: Librairie Albert Dewit, 1927); Alberto Hurtado, Le Système pédagogique de Dewey devant les exigencies de la doctrine catholique [Dewey’s educational system faces the requirements of Catholic doctrine] (Belgium: Université de Louvain, 1935).
• R. Heber Holbrook, “Dr. Dewey’s Pedagogical Creed,” The School Journal 54, no. 15 (1897): 454–455, here 454.
• Rosa Bruno-Jofré, “Church, Religion and Morality,” in A Cultural History of Education in the Modern Age, ed. Judith Hartford and Thomas O’Donoghue (London: Bloomsbury, 2020), 13–35;
• Rosa Bruno-Jofré, The Missionary Oblate Sisters: Vision and Mission (Montreal: McGill-Queen’s University Press, 2005).
• Johnston, “Rival Readings.”
• Oelkers, “Remarks.”