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Chapter Eight
A Coal-Fired Dream World
A dramatic shift to mass production and mass schooling occurred in the same heady rush. Mass production could not be rationalized unless the population accepted massification. In a democratic republic, school was the only reliable long-range instrument available to accomplish this. Older American forms of schooling would not have been equal to the responsibility which coal, steam, steel, and machinery laid upon the national leadership. Coal demanded the schools we have and so we got them—as an ultimate act of rationality.
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Chapter Nine
The Cult Of Scientific Management
“In the past,” Frederick Taylor wrote, “Man has been first. In the future, System must be first.” The thought processes of the standardized worker had to be standardized, too, in order to render him a dependable consumer. Scientific management spread rapidly from the factory into the schools to seek this goal.
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PART THREE
A Personal Interlude |
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Chapter Ten
My Green River
The great destructive myth of the twentieth century was the aggressive contention that a child could not grow up correctly in the unique circumstances of his own family. Forced schooling was the principal agency broadcasting this attitude.
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PART FOUR
Metamorphosis |
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Chapter Eleven
The Crunch
The experience of global war gave official school reform a grand taste for what was possible. Government intervention was proclaimed the antidote for all dissent. In every nook and cranny of American life new social organizations flourished, all feeding on intervention into personal sovereignty and family life. A new republic was here at last just as Herbert Croly announced, and government school was its church.
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