The document summarizes the development of the American curriculum from 1830 to the present. It describes the common school movement from 1830-1890 which aimed to provide universal public education. It then discusses the influence of various interest groups on the curriculum, including humanists, social efficiency educators, developmentalists, and social meliorists. John Dewey is discussed as trying to synthesize these positions and advocating for a pragmatic, problem-solving approach focused on the interests and experiences of students.

1. The Struggle for the American Curriculum Curriculum Ferment 1830-Present

2. The Common School Movement 1830-1890

15. Horace Mann and the Common School

23. The Parochial School Movement

24. The Kalamazoo Case

30. Joseph Mayer Rice Rice undertook a survey of the public schools in1892. He published a series of muckraking articles in the magazine The Forum in 1892 and collected into the book “ The Public School System of the United States ”. His criticism mobilized parents against the corrupt politicians who, in practicing graft and patronage, had allowed many public schools to fall into lamentable disrepair. ,"It is indeed incomprehensible ," he wrote, "that so many loving mothers … are willing, without hesitation, to resign the fate of their little ones to the tender mercies of ward politicians, who in many instances have no scruples in placing the children in class-rooms the atmosphere of which is not fit for human beings to breathe, and in charge of teachers who treat them with a degree of severity that borders on barbarism.”

38. Education and Efficiency School efficiency experts advocated programs of study that prepared individuals specifically and directly for the role that they would play as adult members of the social order. To go beyond what someone had to know in order to perform that role successfully was simply wasteful. Social utility became the supreme criterion against which the value of school studies was measured...

40. Administrative “Trust”

41. Elwood P. Cubberly

42. Franklin Bobbitt Proponent of platoon system developed by Superintendent Willard Wirt in Gary, Indiana. Bobbitt saw students as "raw materials" that need to be trained for future roles that they will perform in society they "should not be taught what they will never use. That was waste. In order to reduce waste, educators had to institute a process of scientific measurement leading to a prediction as to one's future role in life. That prediction would then become the basis of a differentiated curriculum“"The elimination of waste in education" (1912);

43. David Snedden Worked "to enlarge the scope of vocational education & to create socially efficient curriculum". Curricula built around specific needs of future jobs with objectives of teaching what was need to function in the future role. Viewed Junior High School as a time when differences in student abilities become apparent, therefore requiring differentiated curricula.

44. Leonard Ayres Laggards in our schools (1909) Studied effects of retardation in schools (retardation = atypical progression through grades) Findings: "retardation represented a great loss in efficiency" this was because the 'college-repertory' curriculum that had held sway from so long needed to be replaced by a curriculum attuned to the needs of a new population and a new industrial order". He develops the Index of Efficiency for determining the productivity/efficiency of schools.

45. Charles S Meek

46. Boise in 1908

47. Boise 1919

48. Steunenberg Assassination

49. Trial of the Century Prosecution Team Defense Team

50. National Media Attention

51. Boise Boosterism

52. 709 Thatcher

53. Tourtellotte and Hummel Plans for Boise High

54. Boise High - East Wing

55. Boise High Main and East Wing

56. First Survey 1908 Calvin Kendal

57. Second Survey 1913 George Strayer Edward C. Elliot

58. A “Practical” Curriculum

59. A “Practical” Curriculum

60. Jessie Sears

61. 1919 Boise Survey

62. Efficient organization

63. Efficient organization

64. More Male Administrators

65. Standardized Tests

66. Spelling Results by School

67. Retardation and “laggards”

68. Eugenics

69. Racial Purity

70. I.Q. Testing

71. Louis Terman Created the “Stanford-Binet” IQ test in 1916

73. I.Q. Testing WWI

81. Lester Frank Ward Dynamic Sociology 1913

102. Colonel Francis Parker Applied Dewey’s principles to a create a Progressive school in Chicago. Dewey sent his own children to Parker’s school