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³ Quoted in Max Eastman, “The Hero as Teacher: The Life Story of Dewey, John,” in Heroes I Have Known: Twelve Who Lived Great Lives (New York, 1942), 288.Google Scholar

⁴ Quoted in Coughlan, Neil, Young John Dewey: An Essay in American Intellectual History (Chicago, 1972), 92.Google Scholar

⁵ Quoted in ibid, 93.Google Scholar

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⁷ Quoted in Eastman, Heroes I Have Known, 300.Google Scholar

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⁹ Quoted in Willinda Hortense Savage, “The Evolution of John Dewey's Philosophy of Experimentalism as Developed at the University of Michigan” (Ed.D. diss., University of Michigan, 1950), 64–65.Google Scholar

¹⁰ Royce, Josiah, “Present Ideals of American University Life,“ Scribner's Magazine 10 (Sept. 1891): 383.Google Scholar

¹¹ Quoted in Savage, “John Dewey's Philosophy of Experimentalism as Developed at the University of Michigan,” 153.Google Scholar

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¹⁶ Herbert Palmer, George, Gould Schurman, Jacob, and Benjamin Andrews, E. had all refused offers from Harper, and Harper had been cautioned against making an offer to Charles S. Peirce, before, in search of new names, he accepted Dewey's name from Tufts. See George Dykhuizen, The Life and Mind of John Dewey (Carbondale, Ill., 1973), 77.Google Scholar

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²³ Herbert Mead, George, “The Philosophies of Royce, James, and Dewey in Their American Setting,“ International Journal of Ethics 40 (Jan. 1930): 231; and Dewey, John, “George Herbert Mead,” Journal of Philosophy 28 (4 June 1931): 310.Google Scholar

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²⁷ Bulmer, Martin, The Chicago School of Sociology: Institutionalization, Diversity, and the Rise of Sociological Research (Chicago, 1984), 35.Google Scholar

²⁸ Small, Albion. W., “Some Demands of Sociology upon Pedagogy,“ American Journal of Sociology 1 (May 1897): 839–51, the quotes are oh pp. 842–43. Compatible views were expressed in Small, Albion W. and Vincent, George E., An Introduction to the Study of Society (New York, 1894), especially 262–64.Google Scholar

²⁹ “A Note on the Texts,” in John Dewey: The Early Works, 5: cxxxiv; and “Pedagogy I B 19. Philosophy of Education. 1898–1899— Winter Quarter,” in ibid., 329.Google Scholar

³⁰ Dewey cited George E. Vincent's The Social Mind and Education (New York, 1897) in his 1898–99 syllabus for Pedagogy I B 19; and one could argue that Vincent's book presented a view of education that was as close to the “Chicago view” at the time as Small's “Some Demands of Sociology upon Pedagogy” or Dewey's “My Pedagogic Creed.” The book is also a testimonial to the close collaboration that existed among scholars at Chicago. There were references to James H. Tufts and Dewey as well as to Francis Parker and his assistant, Jackman, W. S., who were not yet members of the Chicago faculty, although they were in touch with people who were.Google Scholar

³¹ Pauly, Philip J., Controlling Life: Jacques Loeb and the Engineering Ideal in Biology (New York, 1987), 68.Google Scholar

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³⁴ This is detailed in Jo Deegan, Mary, Jane Addams and the Men of the Chicago School, 1892–1918 (New Brunswick, N.J., 1988).Google Scholar

³⁵ Merriam's comment was quoted by another admirer of Addams's, Graham Taylor, in his autobiography, Pioneering on Social Frontiers (Chicago, 1930), 303.Google Scholar

³⁶ The similarities between Addams and Dewey are noted and illustrated in Condliffe Lagemann, Ellen, ed., Jane Addams on Education Classics in Education, no. 51 (New York, 1985).Google Scholar

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⁴¹ Not coincidentally, Dewey noted in the Preface to How We Think that “Our schools are troubled with multiplication of studies…. Our teachers find their tasks made heavier in that they have come to deal with pupils individually and not merely in mass…. Some clue of unity, some principle that makes for simplification must be found. This book represents the conviction that the needed steadying and centralizing factor is found in adopting as the end of endeavor that attitude of mind, that habit of thought, which we call scientific,” in John Dewey: The Middle Works, 6: 179.Google Scholar

⁴² Dewey, John, “The University School,“ 31 Oct. 1896, in John Dewey: The Early Works, 5: 436–37.Google Scholar

⁴³ Dewey, John, “The Need for a Laboratory School. Statement to President William Rainey Harper, n.d. [1896?]“ in John Dewey: The Early Works, 5: 434.Google Scholar

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⁴⁶ Dewey, John, “Results of Child-Study Applied to Education,“ in John Dewey: The Early Works, 5: 204.Google Scholar

⁴⁷ The Child and the Curriculum (1902), in John Dewey: The Early Works, 2: 277–78, is also relevant to Dewey's concern for finding through research a balance between child-centeredness and a total lack of adult guidance.Google Scholar

⁴⁸ Dewey, John, “The Primary-Education Fetich [May 1898]“ in John Dewey: The Early Works, 5: 255.Google Scholar

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⁵⁶ Dewey, John, “The Theory of the Chicago Experiment,“ in Mayhew and Edwards, The Dewey School, 476; and How We Think, in John Dewey: The Middle Works, 6: 179.Google Scholar

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⁶⁰ Judd, Charles H., “Studies in Principles of Education,“ Elementary School Teacher 13 (Nov. 1912): 152.Google Scholar

⁶¹ Judd, C. H. to Counts, George S., 23 June 1930, Charles Hubbard Judd Papers, Department of Special Collections, Joseph Regenstein Library. Hereafter Judd Papers.Google Scholar

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⁶⁴ Franklin Bobbitt, John, “The Supervision of City Schools: Some General Principles of Management Applied to the Problems of City School Systems,“ in Twelfth Yearbook of the National Society for the Study of Education, part 1 (1913), 7–8.Google Scholar

⁶⁵ For a detailed discussion see Thomas White, Woodie, “The Study of Education at the University of Chicago, 1892–1958“ (Ph.D. diss., University of Chicago, 1977); also Wechsier, Harold, “The Primary Journal of Secondary Education, 1893–1938: Part I of a History of School Review“ American Journal of Education 88 (Nov. 1979): 83–106, and “From Practice to Theory: A History of School Review, Part II,” American Journal of Education 88 (Feb. 1980): 216–44.Google Scholar

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⁶⁷ Rugg, Harold, That Men May Understand: An American in the Long Armistice (New York, 1941), 306. It is interesting to note in this regard that by 1942 Dewey's legacy had virtually been erased from the University of Chicago's “institutional memory.” According to a symposium held in that year, “the impact of scientific method on educational research began to be felt seriously during the decade from 1905 and 1915.” McConnell, T. R., Scates, Douglas E., and Freeman, Frank N., The Conceptual Structure of Educational Research: A Symposium Held in Connection with the Fiftieth Anniversary Celebration of the University of Chicago (Chicago, 1942), preface.Google Scholar

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⁷² Lynd, Robert to Judd, C. H., 4 Mar. 1931, and Judd, C. H. to Lynd, Robert, 6 Mar. 1931, Judd Papers. The basis for Lynd's criticism is explained in Smith, Mark C., “Robert Lynd and Consumerism in the 1930's,“ Journal of the History of Sociology 2 (Fall–Winter 1979–80): 99–119.Google Scholar

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