Professional Documents
Culture Documents
David Comp
International Higher Education Consulting
http://ihec-djc.blogspot.com/
Laboratory Schools 2
respected. This paper will analyze historical writings on The University of Chicago
Laboratory Schools from 1896 to 1904. These dates coincide with the tenure of John
Dewey at the University of Chicago (1894 to 1904) until his departure to Columbia
University. While the focus of this paper is on the founding and early years of the
University of Chicago Laboratory Schools (known as the Dewey School from 1896 to
1901) no analysis can be complete without significant attention paid to John Dewey and
his work at the University of Chicago to establish the school. When searching for
secondary sources to conduct this analysis, the goal was to select resources from different
time periods. This goal was accomplished by having sources from 1936, 1967 and two
Authors’ Backgrounds
After reading these four secondary sources on the history of the University of
Chicago Laboratory Schools I determined that the first step in my analysis should focus
on the authors themselves. Specifically, I wanted to learn more about their various
backgrounds and, if possible, their motives for writing about the University of Chicago
Laboratory Schools. Understanding an author’s background helps the reader gain a better
understanding of the story/portrayal the author is sharing and provides some context
about any assumptions they are making. Ida DePencier, author of The History of the
Laboratory Schools: The University of Chicago, 1896-1965 (1967), was a beloved 5th
grade teacher at the University of Chicago Laboratory Schools for many years who lived
to celebrate the 100th anniversary of the Laboratory Schools at the age of 102. Ida
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DePencier was also involved in writing Experiencing Education: 100 Years of Learning
William Harms is currently the Senior News Editor of the University of Chicago
News Office. It is unclear what Harms’ affiliation was with the University of Chicago
Laboratory Schools in 1996. However, it is very likely the he was employed by the
University of Chicago and perhaps even in the News Office as he is today. Additionally,
if Harms had school aged children prior to or into the mid-1990’s it is possible that they
Katherine Camp Mayhew and Anna Camp Edwards’ book The Dewey School
was first published in 1936 and later reprinted in 1965 by a new publishing company.
Katherine Mayhew and Anna Edwards were sisters and former teachers at the University
of Chicago Laboratory Schools when they researched this book. Katherine Mayhew
as a History teacher followed by a time as a special tutor working with all departments
(ages) at the school. The initial work on this book was conducted by Alice Dewey (wife
of John Dewey) with Katherine Mayhew but after Mrs. Dewey’s death in 1927, Anna
Edwards joined her sister to complete the book (p. x). It’s interesting to note that John
Dewey himself wrote the introduction to this book. It’s not surprising that DePencier,
Harms, Mayhew and Edwards were all affiliated with the University of Chicago
Laboratory Schools in some capacity. Their views all shed a positive light on the
The final author, Gra Borup-Nielsen, provides a foreign perspective. In her book,
A Study of the Two Experimental Schools of C.N. Starcke and John Dewey (1995),
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Borup-Nielsen attempts to identify the similarities between the two experimental schools
founded by these two professors and to find a connection between the two since data
suggest that the two were unaware of the work of the other. C.N. Starcke of Denmark
founded an experimental school at the turn of the 20th century in Copenhagen, from 1899-
1911 (p. x). As Borup-Nielsen points out, little is known about C.N. Starcke in the
United States (p. x). It’s important to note that Gra Borup-Nielsen is the granddaughter
of C.N. Starcke and this relationship poses certain questions on the motives and biases of
the author. Is Borup-Nielsen trying to bring a certain prestige to her grandfather’s school
and educational philosophy (and to a certain extent her own family lineage) by
identifying and comparing similarities between him and Dewey (who is known
worldwide) or is she simply providing a comparative analysis of these two men, their
philosophies and their schools to add a different perspective to the great body of literature
on John Dewey? In other words, are her motives in writing her book personal, academic
It is safe to say that many of John Dewey’s essays and papers were consulted by
the authors while researching their books. This is especially true in The Dewey School
works were consulted and incorporated into their research. In addition, given their
affiliation with the University of Chicago Laboratory Schools and relationships with both
John Dewey and his wife Alice, Mayhew and Edwards were able to obtain rich
qualitative data from their colleagues and friends at the school. Katherine Mayhew and
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Anna Edwards were also able to successfully integrate many secondary resources from
journal articles and books from the 1920’s and 1930’s into their research.
Chicago, 1896-1965 (1967) she follows a similar approach of consulting other resources
for her research. However, it seems the majority of her information is taken from her
own experiences and memory. When she does refer to other resources they tend to be
primarily from Dewey’s essays, papers, and some other key individuals and internal
comparative research. She does this in order to help identify the similarities between
Starcke and Dewey’s schools. Borup-Nielsen also sites several other resources including
Katherine Mayhew and Anna Edwards’ The Dewey School and Ida DePencier’s The
described.
Laboratory Schools (1996), William Harms and Ida DePencier make reference to other
resources including writings by Dewey himself, reports and documents from previous
teachers and other followers of Dewey’s educational philosophy, and the three other
books analyzed in this study. It’s clear that there are specific resources the authors are
consulting but they are not cited in any formal manner or found in any reference section.
This book is what I refer to as “coffee table history.” It’s the perfect book to place on
your coffee table. The resources Harms and DePencier refer to in their book are few but
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substantial for the type of story they want to portray in celebrating the 100th anniversary
Establishment of the Dewey School and Reorganization into the Laboratory School
In order to fully understand and appreciate the factors that led to the establishment
of the University of Chicago Laboratory Schools one must not only inform themselves on
John Dewey and his educational philosophy but also on William Rainey Harper, the first
president of the University of Chicago. Two years prior to coming to the University of
Chicago to Chair the Department of Philosophy in 1896, John Dewey wrote to President
Harper informing him what other institutions, including Cornell, Harvard, and Columbia,
were doing in the fields of pedagogy and experimental psychology (Harms and
DePencier, p. 3). It is notable that in 1894, when John Dewey wrote President Harper,
the University of Chicago was only two years old and it was already being compared to
the Ivy League. Today, Ivy League institutions and the University of Chicago are
A third individual who was influential to the organization and early development
of the University of Chicago Laboratory Schools was Colonel Francis Wayland Parker.
The following brief description provides some historical context and reveals the
relationships between John Dewey, William Rainey Harper and Colonel Francis Parker.
After the war, Colonel Parker served as the school Superintendent in Quincy,
Massachusetts and then came to Chicago in 1880 to serve as Principle of the Cook
County Normal School. In 1899 a wealthy philanthropist from Chicago, Mrs. Emmons
Blaine, wanted to start a private school called the Chicago Institute to serve as a teachers
college under the leadership of Colonel Francis Parker. Mrs. Blaine’s commitment to
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provide one million dollars was very appealing to President Harper and the Chicago
Institute became the School of Education at the University of Chicago in 1901 (Harmes
and DePencier, p. 7) or 1902 (Mayhew and Edwards, p. 12). The Dewey School had
already been operational under the direction of John Dewey and the University’s
Department of Pedagogy for approximately five years by the time the Colonel Parker and
his Chicago Institute began their affiliation with the University of Chicago. Both Dewey
and Parker were progressive but held many differing views on education. Parker’s school
was heavily endowed while Dewey’s school had no endowment. For a couple of years,
the University of Chicago operated two separate elementary schools, the Dewey
Laboratory School and the Parker University Elementary School (Harms and DePencier,
p. 7). In 1902 (Harmes and DePencier, p. 8) or 1903 (Mayhew and Edwards, p. 14),
Colonel Parker died and after much discussion between President Harper and his
administrators, President Harper agreed to merge the two schools along with two other
local schools (The Chicago Manual Training School and the South Side Academy) and
John Dewey became head of the School of Education at the University of Chicago
(Mayhew and Edwards, p. 14). As noted, there are two significant discrepancies in the
dates of Colonel Parker’s Chicago Institutes incorporation into the University of Chicago
and Colonel Parker’s death between William Harms and Ida DePencier’s Experiencing
(1996) and Katherine Mayhew and Anna Edwards’ The Dewey School (1936).
John Dewey, founder and head of the University of Chicago Laboratory Schools
Laboratory Schools 8
Laboratory Schools primarily focuses on John Dewey. When reading various resources
one can learn much about his life, his educational philosophy and the influences on his
Schools. All four resources selected for this analysis provide comprehensive information
on the man who is John Dewey. Authors Harms and DePencier (in both of her
contributions) outline John Dewey’s background but are not too detailed. These books,
however, are not “scholarly” in nature as The Dewey School book is by Katherine
Mayhew and Anna Edwards. This is not to say that an educational researcher
investigating the University of Chicago Laboratory Schools should not read Harms and
DePencier’s works. Mayhew and Edwards provide much more detailed information on
Dewey’s life and educational philosophy and support their descriptions by incorporating
primary source data such as excerpts or full length addresses and reports into their
chapters. Gra Borup-Nielsen focuses specifically on John Dewey and his approach to
education in an effort to compare philosophies with her grandfather C.N. Starcke. She
writes about John Dewey as a person but does not elaborate on the history of the
Ida DePencier (in both of her books) and William Harms provide excellent
background information on Colonel Parker. They provide clear information on his life in
New England both prior to and after the Civil War and the impact he had on education in
Chicago upon his arrival in 1880. DePencier and Harms also provide an excellent
description on Colonel Parker’s educational philosophy and his interactions with John
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Dewey. Katherine Mayhew and Anna Edwards provide much more detailed information
on Colonel Parker and his influence and involvement at the University of Chicago. Their
book is much more detailed in describing the history of the University of Chicago
Laboratory Schools. As with DePencier and Harms, Mayhew and Edwards provide
excellent information on Colonel Parker’s early life influences and the importance he
held in education in New England and Chicago. Gra Borup-Nielsen does not cover
Chicago Laboratory Schools, specifically the first years of the school, without giving
significant credit given to William Rainey Harper. President Harper, along with John D.
Rockefeller, had the early vision to make the University of Chicago a world class
institution of higher education. During the first few years of the University of Chicago’s
existence, President Harper was charged with the task of recruiting educational leaders
from across the country to become faculty members. Although John Dewey was first to
make contact with President Harper, it was President Harper who understood and agreed
with Dewey’s vision and invited Dewey to Chair the Department of Philosophy and
allowing him to develop the University of Chicago into a leader in pedagogy. Ida
DePencier and William Harms do a wonderful job of describing President Harper’s role
in bringing Dewey to the University of Chicago and in working with both John Dewey,
Colonel Parker and others during the early years of the schools. Katherine Mayhew and
Anna Edwards provide very detailed descriptions on President Harper’s involvement and
on the decision making processes of early issues such as the Dewey/Parker two
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elementary schools conflict. Mayhew and Edwards elaborate on the discussions among
the President Harper and the Trustees to ultimately merge the two schools. As described
above with Colonel Parker, Gra Borup-Nielsen does not cover President William Rainey
Curriculum
While this analysis paper could focus entirely on the curriculum of the University
include it as only one small part of my analysis. It is safe to say that all four resources
provide sufficient attention to pedagogy and the curriculum of the University of Chicago
Laboratory Schools in their early years. In Ida DePencier’s solo work The History of the
Laboratory Schools: The University of Chicago, 1896-1965 and Katherine Mayhew and
Anna Edwards, The Dewey School, you feel the excitement and sense of pride of the
authors when describing the curriculum. This, of course, should be expected by former
teachers of the schools. Also, given the relationship that Katherine Mayhew and Anna
Edwards had with John Dewey and his wife Alice (appointed by John Dewey to head the
elementary school in 1903) their writings reflect their commitment and devotion to
the curriculum and pedagogy created by Dewey for his schools. She provides specific
information on such headings as trial and error, educational effort, instructor’s attitude,
geography, nature study, history, arithmetic and mathematics applied. These subject
approaches and schools of John Dewey and her grandfather C.N. Starcke.
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University of Chicago Laboratory Schools. DePencier adds good insight into the early
success of the Laboratory Schools. In addition, she describes two variables that make the
Laboratory Schools a success. First is the Parent Association which dates back the
earliest years of the schools. Parent involvement has always been encouraged and has
always been an important factor in the development of the school. Second, to understand
the University of Chicago Laboratory Schools (as well as the University of Chicago) you
Earlier, I described this book as “coffee table history.” This book has over 100
pages and the layout allows for glossy pictures and creative formatting. This is an
excellent resource on the history of the University of Chicago Laboratory Schools that
would be interesting to the casual reader as well as for the educational researchers
The Dewey School (1965) by Katherine Camp Mayhew and Anna Camp Edwards
This book is the most detailed book I read for this analysis as well as the longest
at 489 pages. This is a must read for the educational researcher as it provides in depth
analysis and description of the John Dewey, the University of Chicago Laboratory School
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and the other individuals who played a significant role in its establishment. It also
incorporates primary resources by John Dewey and others which the other books do not.
A Study of the Two Experimental Schools of C.N. Starcke and John Dewey
This book by Gra Borup-Nielsen was the least informative in terms of historical
information on the founding of the University of Chicago Laboratory Schools of the four
books I selected for this analysis. Borup-Nielsen provides excellent analysis of Dewey’s
educational philosophy and the curriculum of the Laboratory Schools. This book
contributes to the scholarship on John Dewey but the name is a bit deceiving.
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References
DePencier, Ida. (1967). The history of the Laboratory Schools: The University of
learning at The University of Chicago Laboratory Schools. Orland Park, IL: Alpha Beta
Press.
Mayhew, K.C. & Edwards, A.C. (1966). The Dewey School: The Laboratory