The Era of Adjustment: Progress and Regress

The Era of Adjustment: Progress and Regress

From 1920 to 1954 the United States was progressing as a world power and protector of democracy across the globe. Despite the onset of the great depression in 1929, unprecedented influxes of wealth spread to many citizens in the first and final years of the era. Having established its place in the international community as a democratic leader, the need to stress assimilation internally diminished as a priority in schools. The changes in American culture and history of the time are similarly embodied in the developments that were occurring in schools. To decide whether schools were progressing during this era is to analyze whether the changes ultimately fostered growth in children and prepared them as members of vibrant societies. Progress must also be widespread for it to be affective. Regress alternatively, is to only provide a thorough education and opportunities to few students. This era is not a perfect example of educational progression, however, as a whole I feel it was a step in the right direction based on its emphasis on more child centered education, implementation of more dynamic curriculums and the emerging importance of education. However, the widespread use of testing and exclusionary classes did hinder many students from benefiting during this era. During this time period, school leaders and middle and upper class parents alike sought for a more supportive school environment for their children. (Graham 2005) Many believed that American democracy could be reached by directly serving the children rather than having the children serve the nation, as it was thought during the previous era of assimilation. (Graham 2005) “Child- Centered” schools emerged across the country were meant to provide individual children support in their intellectual, social and moral growth. More flexible curriculums were put in place to fit the children’s need as well as more dynamic activities to teach children, such as hands on projects instead of traditional lesson plans. (Graham 2005) Additionally, subjects such as music, dance, and art were offered and seen as important in terms of stimulating child development. These changes are unarguably progressive. While the previous generation may have had neater penmanship, children who experienced these new changes were able to develop intellectually and appreciate their education as something other than a chore. Another progressive trend of the era was captured in the elevated role of the teachers and educators. Leaders such as Lucy Mitchell and Carelton Washburne were advocates of child-centered school (Mitchell especially) and additionally, marked a trend in educators taking their job seriously and training teachers for the future. In addition to changing curriculum and organization in private and public schools, both Mitchell and Washburne were responsible for preparing future educators. Increasing numbers in Departments of educations prepared schoolteachers and administrators to work in a variety of settings, with more knowledge in specific areas. (Graham 2005) While the gearing of education for the benefit of each individual child and the increase in the importance and training of educators are progressive moves since they better prepare children for future in a competitive world, some acts found in this era were regressive and hindered many students. Psychologist Lewis Terman, was a staunch advocate of using IQ test to determine which children were gifted in schools. (Graham 2005) The Stanford-Binet test in schools contained many innate flaws and was skewed to benefit those of affluence. (Graham 2005) Additionally, the appearance of “gifted and talented” classes in wealthier high schools only further excluded children from lower classes whose needs were overlooked compared to the white children of means. These acts were regressive because previous class and race biases were embedded in their practice and they prevented under privileged students from having the opportunity to succeed. This in-turn widened the achievement gap, which solidified to socioeconomic discrepancies that are still prevalent today. Overall, I conclude that the adjustment era from 1920-1954 was progressive because of the values it embodied. The emphasis on the development of child is important in fostering more intellectual and capable adults and societies. The importance on the role of teachers and educators that occurred during this era is also a step in the right direction, as they should be recognized for their immense influence. While, these ideals are all progressive in nature, some of the results upon their execution were regressive and widened the achievement gap. It was the white affluent parents who sought attention for their child and could afford to send their kids to more expensive, usually private, child-centered schools. Additionally, testing and advanced courses also catered to the middle and upper classes that could afford such luxuries. Minorities and those of lower economic means were either dismissed or left behind even in this era of adjustment.

Works Cited

Graham Patricia, A. (2005). Schooling america how the public schools meet the nation 's changing needs. New York: Oxford University Press.

Cited: Graham Patricia, A. (2005). Schooling america how the public schools meet the nation 's changing needs. New York: Oxford University Press.