Abstract
Helen Parkhurst, progressive educator, was the founding mother of the Dalton School, an independent, child-centered school located in New York City. In its early years, the school survived because of Helen Parkhurst. Her vision and force of personality engendered great loyalty from her faculty, school parents, board of trustees, and students. Her particular strand of progressive education, which came to be known as the Dalton Plan, was adopted in places as distant as Japan. However, Helen Parkhurst, the woman, was an anomaly. Her competence as a progressive educator was unquestionable, but on a personal level she exhibited a single-minded persuasiveness, a driving ambition, and an unparalleled ability to use people to achieve her own ends. I believe that her entrepreneurial approach to education, her forceful personality, and her single-minded determination were responsible for The Dalton Plan taking root in the Children’s University School, renamed the Dalton School in 1920.
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Notes
This chapter is adapted from Susan F. Semel, The Dalton School: The Transformation of a Progressive School (New York: Peter Lang, 1992), chaps. 2, 3.
Lawrence A. Cremin, The Transformation of the School: Progressivism in American Education 1876–1957 (New York: Alfred A. Knopf, 1961), pp. 295–96.
Marilyn Moss Feldman, ed. Dalton School: A Book of Memories (New York: Dalton School, 1979).
Helen Parkhurst, Education on the Dalton Plan (London: G. Bell and Sons, 1927), p. 15.
Helen Parkhurst, as quoted in Evelyn Dewey, The Dalton Laboratory Plan (New York: E.P. Dutton, 1922), p. 136.
Elizabeth Seeger, The Pageant of Chinese History (New York: David McKay, 1934);
Helen Parkhurst, “Lecture at Caxton Hall” (New York: Dalton School Archives, 1926), p. 9 (mimeographed).
Harold Rugg and Ann Schumacher, The Child-Centered School (New York: Arno Press, 1969), p. 51.
Carleton W. Washburne and Sidney P. Marland, Jr., Winnetka: The History and Significance of an Educational Experiment (Englewood Cliffs, N.J.: Prentice-Hall, 1963), p. 14.
It is important to keep in mind that the Dalton School of today has an enrollment of over 1,200 students. Thus, it has more than tripled in size since the early years. This increase in size has had significant effects, which are discussed in Susan F. Semel, The Dalton School: The Transformation of a Progressive School (New York: Peter Lang, 1992).
Wilford M. Aikin, The Story of the Eight Year Study (New York and London: Harper and Brothers, 1942), p. 1.
H. H. Giles, S. P. McCutchen, and A. N. Zechiel, Exploring the Curriculum (New York and London: Harper and Brothers, 1942), p. 289.
For a discussion of the paradox of leadership, see Susan F. Semel, “Female Founders and the Progressive Paradox” in Social Reconstruction Through Education, ed. Michael E. James, (Norwood, N.J.: Ablex, 1995), pp. 89–108. For a discussion of the paradox of democratic education for the elite, see Susan Semel and Alan Sadovnik, “Schools of Tomorrow,” Schools of Today (New York: Peter Lang, 1999).
For a discussion of Bernstein, see Alan R. Sadovnik, ed. Knowledge and Pedagogy: The Sociology of Basil Bernstein (Norwood, N.J.: Ablex, 1995). For a discussion of the social class dimension of progressive education, see Semel and Sadovnik, “Schools of Tomorrow”
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© 2002 Alan R. Sadovnik, Susan F. Semel
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Semel, S.F. (2002). Helen Parkhurst and the Dalton School. In: Sadovnik, A.R., Semel, S.F. (eds) Founding Mothers and Others. Palgrave Macmillan, New York. https://doi.org/10.1007/978-1-137-05475-3_6
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