A work in progress edited by
Daniel Schugurensky
Department of Adult Education and Counselling Psychology,
The Ontario Institute for Studies in Education of the University of Toronto (OISE/UT)
In 1938, Harold Rugg, from Teachers College,
Columbia University, published "Man and his changing world," a social science
textbook. In spite of its sexist title, it was one of the most progressive
textbooks used in schools at the time. It was well received by teachers, to the
extent that in the 1930s, near half of the social studies students in the United
States were reading Rugg's social science textbook series. The critical approach
of this and other textbooks raised the concern of business leaders, who soon
launched a crusade to eliminate them from the public schools.
By the end of the decade Rugg's books and several others were condemned by the
American Legion, the Advertising Federation of America, and the New York State
Economic Council. In 1940, in a speech to the leaders of the oil industry, H.W.
Prentis, the President of the National Association of Manufacturers (NAM),
complained that public schools had been invaded by "creeping collectivism"
through social science textbooks that undermined youths' beliefs in private
enterprise. Immediately afterwards, NAM assumed an active role in the textbook
issue by commissioning Ralph Robey, assistant professor of banking at Columbia
University, to examine the social sciences textbooks used in public schools.
Although NAM's leaders assured that the Robey's reviews were not going to
involve appraisals of any kind, in a widely publicized interview with the New
York Times Robey charged that many textbooks were too critical of private
enterprise.
In spite of their detractor's claims, Rugg's series of social studies textbooks
did not promote Marxism; if anything, they advocated liberalism (in the sense of
racial understanding, democracy, citizenship and social justice) and
Keynesianism (in the sense of national economic planning). Rugg's writings,
which also addressed problems related to unemployment, immigration and
consumerism, represented the expression of progressive education in the field of
textbooks.
After the dissemination of Robey's reviews, despite educators' defense of
freedom of expression, some school boards ordered their own investigations and
eventually stopped using Rugg's textbooks. In a few communities, the banning of
the textbooks was celebrated with public burnings. Business campaigns against
Rugg's books were highly successful. In a short period of time, sales of the
book decreased by 90%. While in 1938, almost 300,000 copies of Rugg's books were
sold, by 1944, the number of copies dropped to 21,000. The Harold Rugg story
shows that even when textbooks are successful in the marketplace and widely
accepted by schools, they can be eliminated by the pressure of powerful groups.
Sources:
Fitzgerald, Frances (1979). America revised: History schoolbooks in the twentieth century. Boston: Little & Brown.
Rippa, S. Alexander (1997). Education in a free society: An American history. New York: Longman.
Spring, Joel (1993). Conflict of interests: The politics of American education. New York: Longman.
Prepared by DS (OISE/University of Toronto), 1997
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