Chapter 3- Historical

Foundations of Curriculum
The Colonial Period:1642-1776
 Massachusetts- “Old Deluder Satan Act of
1647
 Middle Atlantic
 South
Colonial Schools
 Town School
 Parochial and private Schools
 Latin Grammar Schools
• Boston Latin Grammar School 1635
 The Academy
 College
Textbooks and Readers
 The Hornbook
 The New England Primer
The National Period: 1776-1850
 Benjamin Rush
 Thomas Jefferson
 Noah Webster
 William Holmes McGuffey
• McGuffey Readers
Nineteenth-Century European
Educators
 Pestalozzi
 Froebel
 Herbart
 Spencer
• What knowledge is most worth?
Universal Education
 Monitorial Schools
 Common Schools
 The Academy
 The High School
• James Conant
The Transitional Period: 1893-
1918
 Committee of Fifteen on Elementary
Education
 Committee of Ten on Secondary School
Studies
 Committee on College Entrance
Requirements
A Modern Curriculum
 Flexner
 Dewey
 Judd
 Commission on the Reorganization of
Secondary Education
• Cardinal Principles
Seven Cardinal Principles
 Health
 Command of the Fundamentals
 Worthy Home Membership
 Vocation
 Citizenship
 Leisure
 Ethical Character
Curriculum as a Field
 Bobbitt and Charters
 Kilpatrick
 The Twenty-Sixth Yearbook
 Rugg and Caswell
 Eight Year Study
 Tyler
Tyler’s Basic Principles
 What educational purposes should the
school seek to attain?
 What educational experiences can be
provided that are likely to attain these
purposes?
 How can these educational experiences be
effectively organized?
 How can we determine whether these
purposes are being attained?