The International Movement in Progressive Education
While most of the schools and personalities so far considered have been British because the main focus of this book is upon England, schools in Germany, France, Holland, Switzerland, and the United States of America have been mentioned and men and women from many nationalities have rightly come into the foreground at different points. Because educational innovators have been such individualists and because they have been engaged in creating schools by teaching and living with children, they have not had the time, the energy, or the desire to create strong and powerful national and international movements. They have been small minorities in national educational systems and they have been permissive in their organization. The New Education Fellowship is the most representative example of the progressive movement in education over a period of nearly fifty years. We saw in an earlier chapter how the loose organization of the Fellowship came into being, developing out of the Conference of New Ideals in Education which had its first meeting in 1914. Within this Conference the Theosophical Fraternity in Education grew large enough to acquire identity and by 1920 from a meeting at Letchworth of this Fraternity the New Education Fellowship began to take form.1
KeywordsInternational Work International Movement Nursery School Education Fellowship International Understanding
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- 6.Ibid., p. 273. For the most recent and authoritative statement on the Progressive Education Association, see Patricia A. Graham, Progressive Education: From Arcady to Academe (New York, 1967).Google Scholar
- 7.Mrs. Jean Floud in an essay on Mannheim in The Function of Teaching, ed. A. V. Judges (London, 1959), p. 66.Google Scholar
- See also K. Mannheim and W. A. C. Stewart, An Introduction to the Sociology of Education (London 1962,) pp. 187 and xvii.Google Scholar
- 11.W. Boyd, ‘The Basic Faith of the New Education Fellowship’, in Yearbook of Education (1957), pp. 198–198.Google Scholar