Progressivism's Aesthetic Education The Bildungsroman and the Americ
During the Progressive Era in the United States, as teaching became professionalized and compulsory attendance laws were passed, the public school emerged as a cultural authority. What did accepting this authority mean for Americans’ conception of self-go
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P R O G R E S S I V I S M’S A E S T H E T I C E D U C AT I O N The Bildungsroman and the American School, 1890–1920
Progressivism’s Aesthetic Education
Jesse Raber
Progressivism’s Aesthetic Education The Bildungsroman and the American School, 1890–1920
Jesse Raber School of the Art Institute of Chicago Chicago, IL, USA
ISBN 978-3-319-90043-8 ISBN 978-3-319-90044-5 (eBook) https://doi.org/10.1007/978-3-319-90044-5 Library of Congress Control Number: 2018944606 © The Editor(s) (if applicable) and The Author(s) 2018 This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors, and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. Cover credit: Women painting at easels in a class at the Art Students League, Washington, D.C. Photograph by Frances Benjamin Johnston. Courtesy of the Library of Congress, LC-J698-90063. Printed on acid-free paper This Palgrave Macmillan imprint is published by the registered company Springer International Publishing AG part of Springer Nature. The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
For Clara, who was always in a class of her own
Preface
In the beginning, I wanted to trace the genre of the bildungsroman, the novel in which the free individual is reconciled to society by way of aesthetic experiences, in American literature. Then this book took on another dimension, becoming, as well, an attempt to trace the idea of Bildung, or something like it, in the American philosophy of pragmatism. As I pursued this theme through John Dewey’s writings, I realized that, on the question of aesthetic education’s role in a democracy, his most interesting interlocutors were educationists, not other academic philosophers. And the more I studied the writings of these educational thinkers, the more convinced I became that, though infrequently discussed in intellectual histories, these architects of the public school system have exerted a power
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