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Silenced Sisters: Dewey's Disciples in a Conservative New South, 1900-1940
by Louise Anderson Allen, Fayetteville State University
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Introduction
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This story of Dewey's disciples in the New South presents two major themes rarely seen in current literature about the South or about the Progressive Era: the influence of educational philosopher John Dewey in the region and the struggles of his disciples—the southern women educators who were major influential forces in reshaping the area's educational systems. These themes come together to produce an unusual and instructive story about these female leaders of southern educational reform during the Progressive Era. In an attempt to correct what educational historian Clarence Karier calls an "inexcusable omission," this paper showcases two women who were not silenced during their leadership tenure but have since become so, by time and by the masculine interpretation of educational history.1 |
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Dewey is one of the most noted educators of the Progressive Era and indeed the one whose name is most associated with progressive education. Although Herbert Kliebard declares that history and historians have yet to succinctly define progressive education, he does recognize that Dewey was not a "bystander" to educational reform at the turn of the twentieth century and remains today as one of the "towering figures" in the history of American education.2 By highlighting two women whose work was based in Dewey's philosophy, and also by identifying at least five other women who were disciples of Dewey, I contend that he was a major socializing force in southern education of the Progressive Era. This paper is an attempt to recover not only a piece of southern history, but also an episode in the history of education and in women's history. |
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This paper endeavors, therefore, to fill a void in educational historiography by documenting how Dewey and progressive educational thought influenced female educators in the South. Understanding the effect of women on this era's innovations in educational theory is as essential for the South as it is for other regions. Despite the South's more pronounced paternalism, which constrained women's advancement even in a profession considered appropriate for women, such as education, women still led many of the region's teacher preparation programs, elementary schools, and settlement schools.3 My research suggests that women in the South were as crucial a force in initiating educational reforms as they were elsewhere. This article focuses in particular on two southern women educators whom historians have hitherto overlooked but whose work provides evidence of the influence of Dewey's philosophy and progressive principles. Both women, Celeste Parrish of Georgia and Grace House of South Carolina, were disciples of Dewey, and both women were intent upon creating schools whose work was embedded in their communities. |
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Dewey and Progressive Education
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Historian Arthur Zilversmit reminds us that while the progressive education movement was inspired by Dewey, it was not monolithic. Disagreeing with both Herbert Kliebard and Lawrence Cremin, Zilversmit does contend, however, that the movement was based on a "clearly identifiable cluster of ideas." George Counts also states that progressive educators shared common commitments that were "focused...upon the child, recognized the...importance of the learner;...[that] activity lies at the root of all true education; learning [is] in terms of life situations;...[and that] championed the rights of children." While progressive education proponents emphasized different aspects of progressive education ideals at different times, Zilversmit asserts the central core principles were nevertheless derived from Dewey's philosophical writings.4 |
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