Abstract
With this simple, direct statement, Caroline Pratt introduced her autobiography, I Learn from Children.1 However, the simplicity of the written statement masks the breadth and depth of her experience as a progressive educator and a radical social thinker. It is the purpose of this chapter to examine Caroline Pratt’s life work to understand the nature of this woman, who contributed so much to educational thought and practice. Her approach to progressive education has survived, with few changes, for almost a century at the school she founded in Greenwich Village, New York, the City and Country School. What kind of a woman was able to craft a philosophy that has provided such a solid foundation for children to learn? How was her personal and professional experience shaped by the radical-thinking, activist women who were part of her professional and social circles? What was the administrative style of this woman whose school was so much an extension of herself? How did the political and social climate of the times influence her views?
I began the adventure innocently enough when at sixteen I became the teacher of a one room school not far from Fayetteville.
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Notes
Caroline Pratt, I Learn from Children (New York: Harper and Row, 1948/1970), p. xiv.
See Robert Beck, “American Progressive Education 1875–1930” (Ph.D. diss., Yale University, 1942/1965), idem “Progressive Education and American Progressivism: Caroline Pratt.” Teachers College Record 60, no. 3, (1958): 129–137;
Lawrence Cremin, The Transformation of the School: Progressivism in American Education 1876–1957 (New York: Vintage Books, 1961);
Patricia A. Graham, From Arcady to Academe (New York: Teachers College Press, 1967); and
John and Evelyn Dewey, Schools of To-Morrow (New York: E.P. Dutton, 1915) for their analysis of Caroline Pratt’s progressive school practice.
Susan F. Semel and Alan. P. Sadovnik, “Lessons from the Past: Individualism and Community in Three Progressive Schools,” Peabody Journal of Education, 70, no. 4 (1995): 69.
Caroline Pratt, “The New Education, 10 years after,” The New Republic 63 no. 2 (2 July, 1930): 172–176.
Nancy Cott, The Grounding of Modern Feminism (New Haven: Yale University Press, 1987).
Caroline Pratt, “As to Indoctrination,” Progressive Education (Jan.-Feb. 1934): 106–109.
Kate Wittenstein, “The Heterodoxy Club and American Feminism, 1912–1930.” (Ph.D. diss., Boston University, 1989).
Judith Schwarz, The Radical Feminists of Heterodoxy (Norwich, Vt.: New Victoria Publishers, 1986), p. 25.
Edward T. James, ed. Notable American Women, 1607–1950: A Biographical Dictionary (Radcliffe College, 1971).
Lewis Mumford, Sketches from Life (New York: Dial, 1982), pp. 108, 109.
Jennifer Wolfe, Learning from the Past: Historical Voices in Early Childhood Education (Mayerthorpe, Alberta: Piney Branch Press, 2000), p. 311 (Excerpt from Hartley House Board minutes, 1 March 1905).
Jill Kerr Conway, When Memory Speaks (New York: Vintage, 1998).
Caroline Pratt, Experimental Practice in the City and Country School (New York: E.P Dutton, 1924) p. 32.
Susan Semel, “The City and Country School: A Progressive Paradigm,” in “Schools of Tomorrow” Schools of Today, eds. Susan Semel and Alan Sadovnik (New York: Peter Lang, 1999), p. 131.
Mary Field Belenky, et al., Women’s Ways of Knowing (New York: Basic Books, 1986).
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© 2002 Alan R. Sadovnik, Susan F. Semel
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Hauser, M.E. (2002). Caroline Pratt and the City and Country 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_5
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DOI: https://doi.org/10.1007/978-1-137-05475-3_5
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