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G. Stanley Hall and an American Social Darwinist Pedagogy: His Progressive Educational Ideas on Gender and Race

Published online by Cambridge University Press:  20 January 2017

Lester F. Goodchild
Lester F. Goodchild*
Affiliation:
Department of Education, School of Education and Counseling Psychology, Santa Clara University
*
(email: lgoodchild@scu.edu)
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Extract

President G. Stanley Hall hung only a portrait of Ralph Waldo Emerson in his office at Clark University in Worcester, Massachusetts. The philosopher embodied Hall's most cherished mid-nineteenth century ideas that comprised part of his intellectual worldview. In the 1840s, Emerson reflected on his transcendental concepts of the common mind and instinct, which held all innate human knowledge and behavioral patterns, in his Essays:

There is one mind common to all individual men. Every man is an inlet to the same and to all of the same…. In every man's mind, some images, words, and facts remain, without effort on his part to imprint them, which others forget, and afterwards these illustrate to him important laws. All our progress is an unfolding, like the vegetable bud. You have first an instinct, then an opinion, then a knowledge, as the plant has a root, bud, and fruit. Trust the instinct to the end, though you can render no reason.

Type
Articles
Information
History of Education Quarterly , Volume 52 , Issue 1 , February 2012 , pp. 62 - 98
Copyright
Copyright © 2012 History of Education Society 

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Footnotes

He acknowledges and greatly appreciated faculty sabbatical leaves from his former institutions, the University of Denver and the University of Massachusetts Boston, to complete revisions to this article. The earlier version of this work was presented at the International Standing Conference for the History of Education. He thanks his colleagues, Linda Eisenmann, Eric Bredo, Jurgen Herbst, M. Christopher Brown III, Mortimer Herbert Appley, Irene Pancner, and Alan Stoskopf, for their suggestions on its revision. He also appreciated the research help from his University of Denver doctoral research assistant Ranee Tomlin. Special thanks are further extended to Mott Linn, Head of Collections Management, Archives and Special Collections, Goddard Library at Clark University who aided his archival research. Three anonymous HEQ reviewers further provided helpful suggestions in the article's final revisions—their comments were greatly appreciated.

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Greater praise came from Merle Curti's The Social Ideas of American Educators (1935) who noted his research on the individual child and its importance for redirecting all things in the school to assist her or his “particular stage of development.” Overall, Curti believed that “whatever the final fate of his leading theories,” particularly the role of evolution in education, Hall had opened “up new fields for study” (see pages 416, 425). Lawrence Cremin in The Transformation of the School: Progressivism in American Education, 1876–1957 (New York: Vintage, 1961) gave Hall a central role in progressive education with his advocacy for the child-centered school where curriculum was created with a scientific orientation to student development. Cremin believed Hall's work was “Copernican” in allowing all types of activities that furthered the child's learning and development: “American schools were never quite the same again.” Hall's laissez-faire evolutionary pedagogy had “enormous appeal,” and, although later discredited, shifted the focus of teaching to the student (see pp. 102–4). It paved the way for Dewey and others to focus on the child's experiences and social life as a curricular foundation. Paul Boyer also points to Hall's extensive influence on the developing idea of kindergarten education and the growth of public playgrounds as a way for children to go through their early recapitulation stages, see his Urban Masses and Moral Order in America, 1820–1920 (Cambridge, MA.: Harvard University Press, 1978), 245–51. Charles E. Strickland and Charles Burgess in their “G. Stanley Hall: Prophet of Naturalism“ provided one of the more helpful monograph studies of Hall's natural education with a critical commentary and his writings in their edited book, Health, Growth, and Heredity, Classics in Education, no. 23 (New York: Teachers College Press, 1965). They called for a more indepth assessment. These accolades led Dorothy Ross to write her brilliant psychologically oriented Hall biography (1972). Other works have focused on Hall's higher education achievements. Hugh Hawkins's Pioneer: A History of the Johns Hopkins University (Ithaca, NY: Cornell University Press, 1960), a masterful and award-winning early history of this research university, and William A. Koelsch's Clark University, 1887–1987: A Narrative History (Worcester, MA: Clark University Press, 1987), a complete institutional history, provide more seasoned understandings of university politics and Hall's difficulties than Ross was able to acknowledge in her biography. Each work offered new insights into Hall's complex activities at these institutions, yet left more systematic treatments of his theoretical educational pioneering ideas underdeveloped. More recent research presented at the 1992 centennial of the American Psychological Association in Washington, DC and elsewhere brought forth a critical assessment of Hall's contributions in founding the association, as can be seen in Michael M. Sokal, “Origins and Early Years of the American Psychological Association, 1890–1906,” American Psychologist 47, no. 2 (1992): 111–22, as well as new calls for Hall's reappraisal, see Sheldon H. White, “G. Stanley Hall: From Philosophy to Developmental Psychology,” Developmental Psychology 28, no. 1 (1992): 25–34; idem, “Child Study at Clark University, 1894–1904,” Journal of the History of the Behavioral Sciences 26, no. 2 (1990): 131–50; Pauly, Philip J., “G. 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43 Hall acknowledged his debt to Darwin in “Evolution and Psychology: Darwin's Contribution to Psychology,” Fifty Years of Darwinism, 251–67. Having completed his work on child study and adolescence, Hall retired from the Clark presidency in 1920 and wrote a book on the aged, Senescence: The Last Half of Life (New York: Appleton, 1922), vii. He posited five overlapping stages of human development: (1) childhood; (2) adolescence; (3) middle life from 25 to 45; (4) senescence, after 40; and (5) senectitude, approximately near the end of life; for an assessment of its significance, see White, “Hall: From Philosophy to Developmental Psychology,” 28–32.Google Scholar

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102 Ibid., 617.Google Scholar

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105 Ibid., 623.Google Scholar

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153 Fifty-five years later, one of the first such institutions opened in Chicago as The Du Sable Museum of African American History in 1961 (http://www.dusablemuseum.org/about/history/); the National Museum of African Art, founded in 1964, become part of the Smithsonian in 1979 and focused on African culture (http://africa.si.edu/).Google Scholar

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