Published online by Cambridge University Press: 17 January 2017
As the scope and power of public school systems across the United States grew during the Progressive Era, so too did a popular belief that mass education could solve the major social and political problems of the day. This in part owes to school reformers’ efforts to frame public education as an inherently patriotic institution that if properly supported could move the nation forward while preserving its history and traditions. Their efforts centered on the Columbian School Celebration, a nationwide school parade corresponding with the four-hundredth anniversary of Columbus's arrival in the Americas. A case study focusing on a key place and time in this movement's history––Brooklyn, New York, in the early 1890s––this article explores how progressive educators in Brooklyn both used patriotism as a rhetorical device to excite popular support and proclaimed it the cornerstone of the modern urban schools they hoped to build. In so doing, it helps explain both the rise of large urban school systems and growing salience of educational matters in twentieth-century politics.
1 “Brooklyn's Great Parade,” New York Times, Oct. 22, 1892, 1. Quotes from “The Memorial Arch Dedicated,” New York Times, Oct. 22, 1892, 1.
2 This study uses “progressive education” in describing the wide-ranging efforts––involving both pedagogy and the structure and management of schools––to transform American education during the Progressive Era. It deems certain educators, schools, and policies “progressive” when their own words and actions reflect these trends or if observers at the time referred to them as such. Historians of education have defined educational progressivism in several ways, the most common being David Tyack's distinction in The One Best System between business-minded administrative progressives and child-centered pedagogical progressives. While acknowledging this diversity, I stress these groups’ similar use of patriotic discourse and shared support for an expansive public education system.
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16 “New High School Opened,” New York Times, Sept. 28, 1892, 3.
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18 “New High School Opened,” New York Times, Sept. 28, 1892, 3.
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24 On Bellamy, see Ellis, To the Flag, 1–49; and O'Leary, To Die For, 157–60.
25 Ellis, To the Flag, 31–35. Strong warned of the threats posed by immigrants and political radicals, conflating the two categories. See Strong, Josiah, Our County: Its Possible Future and Its Present Crisis (New York: Baker & Taylor, 1885)Google Scholar.
26 On the diversity within progressive patriotism, see Hansen, The Lost Promise of Patriotism: Debating American Identity, 1890–1920, xiii–xxii.
27 “Columbus Day,” Brooklyn Daily Eagle, June 24, 1892, 1.
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36 Proctor's poem featured prominently at ceremonies across the nation, with Idaho Statesman declaring it “a masterpiece.” “Columbia's Banner Ode for Columbus Day,” Idaho Statesman (Boise, ID), Sept. 27, 1892, 6; “A Patriotic Programme: Plans for the Public School Observation of Columbus Day,” Idaho Statesman (Boise, ID).
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