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The Elementary School in the Twentieth Century: A Social Context


by Sol Cohen — 1973

The main lines of development in elementary (and secondary) education in the United States during the twentieth century may be described as a repudiation or rejection of many, if not virtually all, of the basic pedagogical assumptions of the late nineteenth century—assumptions which Paul Woodring has conveniently dubbed the "classic thesis." The classic thesis is epitomized in two National Education Association reports: the Report of the Committee of Ten on Secondary School Studies (1893) and the Report of the Committee of Fifteen on Elementary Education (1895) . By the mid-1890s, due to the efforts of Charles W. Eliot and the prestigious Committee of Ten, it had been established that the goal of secondary education was to develop the mind through the study of academic subject matter.


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This article originally appeared as NSSE Yearbook Vol 72, No. 2.


Cite This Article as: Teachers College Record Volume 74 Number 6, 1973, p. 60-86
http://www.tcrecord.org ID Number: 19479, Date Accessed: 10/18/2017 6:23:20 PM

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