Posts Tagged ‘1936’

What’s For Dinner?

November 22, 2012

Hotel Witter – Demolished in 1950 (South Wood County Historical Museum)

What was served for Thanksgiving Dinner in 1929:

Wisconsin Rapids Daily Tribune (Wisconsin Rapids, Wisconsin) Nov 26, 1929

Cranberry Jell Easily Made by Newest Recipe

Use of Baking Powder Makes Less Sugar Necessary In Preparation of Sauce

With Thanksgiving close at hand the homemaker is thinking seriously of pumpkin pie and cranberry sauce. A new cranberry recipe made with Rumford all-phosphate baking powder is offered here.

Prepare as usual in proportion of one quart of cranberries to 2 cups water. Cook till berries are tender. If preferred clear, rub through sieve to take out seeds and skins.

Return to the fire adding to every quart of fruit 1 cup of sugar (instead of the usual two cups) and 1 level teaspoon of baking powder. Cook only till the sugar is dissolved. Chill before serving.

This cranberry sauce will be sweet and fresh-flavored with fine, clear color.

Note the great saving in sugar. Also consider the advantages in preparing fruit sauces with a minimum of sugar for invalids and children.

Oakland Tribune (Oakland, California) Nov 14, 1932


From the Sheboygan Spirit: This hotel was built in the early 1890s and torn down in 1960.

What The Grand Hotel  served for Thanksgiving in 1946:

Sheboygan Press (Sheboygan, Wisconsin) Nov 27, 1946

Deep-Dish Cranberry Pie

3 cups cranberries
1 cup water
1 1/2 cups sugar
3/4 teaspoon salt

Boil the cranberries in the water until they “pop.” Add sugar and salt. Cool somewhat. Pour into a deep pie dish. Cover with a layer of plain pastry, fitting pastry firmly over edge of dish. (The pastry should be slashed to allow escape of steam.) Bake at 450 F. for 15 minutes.

Sheboygan Press (Sheboygan, Wisconsin) May 1, 1936

Cold Water Pastry

1 1/2 cups flour
1 teaspoon salt
1/2 cup lard
4 to 6 tablespoons cold water

Cut lard into flour and salt until the crumbs are the size of dried peas. Add the water slowly, using just enough to make the dough hold together.

Roll on a floured board.

Sheboygan Press (Sheboygan, Wisconsin) May 1, 1936

Happy Thanksgiving!

Advertisements

Everything Cranberry

November 21, 2012

All images of cranberry workers from cranlib’s photostream on flickr

THE WINTER BERRY.

In cooking cranberries it is well to remember that they should never be put into a tin dish. Either agate or porcelain dishes should be used.

Cranberry Conserve. — Extract the juice from an orange, then cover the peeling with cold water and cook slowly until tender. Scrape out the white bitter part and cut the peel into narrow strips with the scissors. Simmer one and a half cups of raisins until tender; add the orange peel and the juice and a quart of cranberries. If needed, add more water to make a cupful of liquid. Cover and cook for ten minutes or until the berries are done. Then add two cups of sugar and simmer until thick.

Cranberry Trifle. — Cook a quart of berries with one pint of water until the berries pop open; rub through a sieve, return to the fire and add one pound of sugar. Stir until it is dissolved, then let boil two minutes; cool and beat until light with a wire egg beater, then fold in the stiffly beaten whites of two eggs. Pile in a glass dish and serve. Cranberry shortcake and cranberry pie are old favorites for desserts..

Baked Apples With Cranberries. — Select large, perfect, sweet apples, remove the cores and fill the cavities with thick cranberry jelly. Set the apples in a pan of water in the oven, and bake until the apples are done. Put each apple in a glass sauce dish and serve with whipped cream.

Cranberry Roll. — Cream two tablespoonfuls of butter, add a cup of sugar, a half cup of cold water and two cups of flour sifted with a tablespoonful of baking powder and a dash of nutmeg.  Beat until perfectly smooth, then add another cup of flour and roll out the dough to an inch in thickness. Spread thickly with jam or jelly, roll up closely, pressing the ends together. Lay on a plate and steam for three hours. Cut in slices and serve with cream.

Sheboygan Press (Sheboygan, Wisconsin) Dec 11, 1911

*     *     *     *     *

*     *     *     *     *

*     *     *     *     *

CRANBERRY COFFEE CAKE

1/2 pound cranberries
1 cup sugar
1 cup water
1 cup flour (bread)
1 egg
2 teaspoons baking powder
3 tablespoons sugar
1/2 teaspoon salt
1/4 cup butter
2 tablespoons milk

Inspect and wash 1/2 pound of cranberries. Make a think syrup by boiling the sugar and water for 10 minutes. Add the cranberries to the syrup and simmer until they are clear and transparent. Pour this into the bottom of a cake pan. Mix the flour, baking powder, sugar and salt. Blend the butter with the dry ingredients. Beat the egg with the milk and add to mixture. Spread this batter on top of the cranberries and bake 45 minutes at 375 degrees. Cut in squares and serve with hard sauce. This amount will fill a pan 8 inches square.

HARD SAUCE

1/3 cup butter
1 cup confectioner’s sugar
1/2 teaspoon vanilla or lemon extract
2 tablespoons boiling water

Cream butter, add gradually while beating the sugar. Add vanilla or lemon extract. Beat gradually into the mixture the boiling water. This makes unusually fluffy and light hard sauce.

Sheboygan Press (Sheboygan, Wisconsin) Dec 7, 1935

Magic Cranberry Pie

1 1/3 cups Borden’s Eagle Brand sweetened condensed milk
1/4 cup lemon juice
1 cup Eatmor cranberry pulp, drained
2 egg yolks
Baked 9-inch pie shell of Krusteaz

Blend together sweetened condensed milk, lemon juice, cranberry pulp and egg yolks. Pour into baked shell. This pie may also be served with a meringue made of two egg whites beaten still and sweetened with two tablespoons of granulated sugar, browned in a moderate oven (350 degrees) for 10 minutes.

Oakland Tribune (Oakland, California) Nov 20, 1936

*     *     *     *     *

*     *     *     *     *

Cranberry Relish Right Complement To Turkey Dinner

By GAYNOR MADDOX
NEA Staff Writer

For brilliant color in the Thanksgiving menu serve this jellied cranberry molded salad:

Jellied Cranberry Relish Salad

Two cups fresh cranberries, 1 lemon, quartered and seeded; 1 apple, peeled, cored and quartered; 1 orange, quartered and seeded; 1 cup sugar, 1 package fruit-flavored gelatin.

Put cranberries and fruit through food chopper. Combine with sugar and let stand a few hours to blend. Prepare fruit-flavored gelatin as directed on package, reducing water by 1-4 cup; chill until syrupy. Stir into drained cranberry relish mixture. Fill mold and chill until firm. Unmold on lettuce or watercress and serve garnished with orange sections.

Or if you want your cranberries in the salad course, just combine pineapple and pears, bananas and walnuts, lettuce and watercress. top off with a generous handful of crunchy fresh cranberries for color and texture.

Finally — and what an old-fashioned and zestful end to the Big Meal of the Year — there’s cranberry pie.

Cranberry Pie

One recipe favorite pastry, 2 1-4 cups sugar, 1-2 cup water, 104 cup raisins, 2 cups apples slices, 4 cups fresh cranberries, 2 tablespoons cornstarch, 2 tablespoons water.

Roll out half pastry and fit into 9-inch pan. Combine sugar, water, raisins, apple slices and cranberries in saucepan. Cook until cranberries pop — about 10 minutes. Make a paste of cornstarch and remaining water, stir into fruit and continue cooking until thick and clear — about 5 minutes. Cool and pour into pie shell. Roll out remaining pastry and cut in strips. Arrange criss-cross fashion over top. Bake in hot over (425 degrees F.) 25 minutes.

Denton Record-Chronicle (Denton, Texas) Nov 16, 1950

*     *     *     *     *

Eatmor Cranberries!

November 20, 2012

Dinner Time is Cranberry Time

Sheboygan Press — Oct 23, 1931

Ask Your Man if He Remembers Criss-Cross Cranberry Pie

Wisconsin Rapids Daily Tribune —  Oct 30, 1931

Not Just a Holiday Treat — GOOD Every Day!

Try These Delightful Recipes

Wisconsin Rapids  Daily Tribune — Sep 23, 1936

American Youth

November 14, 2012

 

Do You Point the Way?

To Moral * Spiritual * Mental * Physical & Social Development

* Responsible Adult Guidance *

Syracuse Herald (Syracuse, New York) May 20, 1936

*Adult Guidance should be Parental Guidance

Thank Goodness!

November 8, 2012

Those Campaign Speeches are Over!

— Stuff Jefferson Would Have Said —

Lima News (Lima, Ohio) Nov 3, 1936

Up to the Voters

November 3, 2012

*     *     *     *     *

*     *     *     *     *

*     *     *     *     *

*     *     *     *     *

*     *     *     *     *

*     *     *     *     *

The Great Game Of Politics
By Frank R. Kent

ONE SIDE HAS been more successful than the other in creating an impression of victory…

Lima News (Lima, Ohio) Nov 2, 1936

*     *     *     *     *

*     *     *     *     *

*     *     *     *     *

GIVE ME A RIDE OR I WILL VOTE FOR HIM AGAIN!

*     *     *     *     *

*     *     *     *     *

*     *     *     *     *

*     *     *     *     *

*     *     *     *     *

John Dewey Slew the Little Red School House

September 14, 2012

Image from The Center for Dewey Studies

Says Teachers ‘Pale Pink.’

American school teachers, often denominated as politically “red,” average up “pale pink,” according to preliminary conclusion reached in connection with a national poll made by the John Dewey Society for the Study of Education.

The poll, extending to 3,000 teachers in the 48 states, is in charge of Dr. George W. Hartman of Pennsylvania State college. He reports that the average teacher tends to support a number of “incompatible policies” and that the “radical” group of teachers is better informed on social issues and public problems of the day than the conservatives. This latter observation probably is true of citizens generally, since the conservatives is often disposed to take the status quo for granted while the “advanced thinker” has reasons, real or imaginary, on which he justifies his position.

An outstanding contradiction was reported to be the prominence of Socialist convictions and sentiments and the relatively small number intending to vote for Norman Thomas for president. Dr. Hartman found that the “typical teacher approves of many far-reaching reforms but his dissent from the status quo is that of a gradualist rather than that of a revolutionist.” Of those polled, 59 per cent expressed the view that an annual family income of approximately $4,000 could be obtained if the productive equipment of the nation were operated at full capacity.

Under the capitalistic system, with the progressives and radicals acting as a spur in the flanks of the large conservative element, income over the years has shown a pretty consistent increase. While some might consider $4,000 a year a high average goal, it is gratifying to find that the teachers favor working toward it under the doctrine of abundance rather than that of scarcity.

Billings Gazette (Billings, Montana) Jul 23, 1936

*     *     *     *     *

“What school teachers think about public questions is important, because their thinking affects their work and tends to mold the minds of the rising generation,” says an exchange, citing 3,000 replies to a questionnaire sent out by the John Dewey Society for the Study of Education….

More than half believe that several millions of our unemployed will “never again find steady work at good wages in a capitalist society.

Only 15 per cent think teachers have a moral obligation to remain entirely neutral on debatable issues, in class and elsewhere.

Ninety-eight per cent reject the idea that the school “has no business trying to improve society.”

Three-fourths favor a federal department of education.

Sheboygan Press (Sheboygan, Wisconsin) Aug 12, 1936

Commission Finds Trotsky Innocent

New York, Dec. 13. — Leon Trotsky was informed Monday that an international commission of inquiry had found him innocent of counter-revolutionary activities and had declared the trial of 17 of his sympathizers a “frame-up.”

Dr. John Dewey, philosopher and author, was introduced to a mass meeting Sunday night as “the Zola of our age,” read the commission’s review of the evidence and concluded:

“We therefore find the Moscow trials to be a frame-up. We therefore find Trotsky and Leon Sedoff (his son) not guilty.”

Billings Gazette (Billings, Montana) Dec 14, 1937

Image from English Russia – Only in Russia!

DR. DEWEY FLAYS STALIN REGIME.

Dr. John Dewey, professor of philosophy at Columbia university and chairman of the committee that “retried” Leon Trotsky on the charge of treason to Soviet Russia, is utterly disgusted with the Soviet as it is now being operated. This noted American philosopher spent a long, long time peering under the surface of the Trotsky case and what he finds is that the effort to make the proletariat supreme has resulted in the most ruthless and dictatorial political regime that is in operation anywhere today.

Not that he cares anything as between the two personalities Stalin and Trotsky, Dr. Dewey says, but he had hoped for much from the Russian experiment. He finds that experiment now deteriorated into a mass of misrepresentation, lies, propaganda and violence. The people of Russia are kept in ignorance of what is going on in the world and even in their own country. His views are published in the Washington Post.

To those who say that the end justifies the means, Dr. Dewey replies with a bit of philosophy, so startlingly true that its significance comes as a shock to the minds of many. That philosophy, the end justifies the means, is so deeply ingrained in the minds of many Communists that the radicals in this country resort to it in their defense of the Stalin regime by justifying the present assassinations in Russia.

But Dr. Dewey says that the means that are employed decide the ends or the consequences which are ultimately attained. Thus, when violence is used to bring about so-called political and economic reforms violence must be employed to keep the new government in power and violence becomes its principal weapon, not only upon those who are opposed but even within the party itself. Thus all idea of democracy is lost. The means have dominated the ends that were sought to be attained.

The venerable American philosopher, who because he expressed the belief that the world could learn much from the Russian experiment, was himself sometimes called a Communist, has given up all his cherished hopes for Russia. He believes that Communist Russia and Nazi Germany are growing very much alike. There is simply the employment of force to maintain a regime, the holding of the people in ignorance through vicious propaganda, misinformation and fear.

Declaring that he cares little more for Trotksy’s ideas than he does for the scheme of things that is carried on by Stalin, Dr. Dewey insists that the Trotsky trials were a “frame-up” of crooked testimony and evidence; that the Russian prosecutor did not follow the legal rules of evidence under Russian law. All of this Dr. Dewey proposes to prove not only to the satisfaction of Americans but to the confusion of the Russians themselves.

Finally he bids American radicals to see the truth. There is a growing tendency among these radicals to conceal the truth regarding Russian affairs in this country. “They can accomplish nothing by hiding the truth,” he said. “Truth, instead of being a bourgeois virtue, is the mainspring of all human progress.”

Montana Standard (Butte, Montana) Jan 2, 1938

*     *     *     *     *

Groups Are Criticized For School Meddling
(Associated Press)

New York, Feb. 24. — Curtailment of Academic freedom by pressure groups which seek to impose their doctrines on the nation’s school children was held by John Dewey society today to be “definitely on the increase.”

Describing it as one of the “most vital issues of the day” the society said in announcing the 1938 year book, teachers have been reprimanded and even dismissed from jobs for teaching accepted facts about history, science and civics which, for one reason or another, were disagreeable to certain groups in their communities.

Progressive as well as conservative organizations which seek to hamstring school teachers with rules and regulations were denounced in the year book as enemies of democracy.

Among them were listed the “ancestor worshipers” with D.A.R., Sons of American Revolution and United Daughters of Confederacy included in the category — military organizations like the American Legion and Veterans of Foreign Wars and patriotic organizations like the National Civic Federation, the Paul Reveres and Key Men.

Greeley Daily Tribune (Greeley, Colorado) Feb 25, 1938

Lima News (Lima, Ohio) Mar 5, 1938

LET’S NOT DODGE ISSUE

Dear Editor:

Public schools may not teach “religion,” at least A religion, that is settled; but the general rule in courts of law in this country is that for a witness to qualify as such and testify under oath “he must possess a conscience alive to the accountability to a higher power than human law in case of falsehood.” (American Jurisprudence, 1948 ed. page 96, vol. 58.) This rule is entirely in harmony with the federal constitution, as it was the established common law at the time of the adoption of that constitution and still obtains in states that have not changed it by their own local law.

In Soviet Russia school children are taught that there is no “accountability to a higher power” than the law of Stalin. The prevailing doctrine is found in the teaching of Karl Marx that: “Religion is the sighing of a creature oppressed by misfortune; it is the ‘soul’ of the world that has no heart, as it is the intelligence of an unintelligent epoch. It is the opium for the people.”

Such doctrine is closely akin to that of John Dewey, “who identifies religion with superstition when he says that religion originated in man’s fear and his effort to safeguard himself in every way possible against unknown and uncontrollable forces and changes.” So writes an anti-Communist Russian authority. (Demiashkevich, An Introduction to the Philosophy of Education, p. 113.) The same writer quotes Dewey as saying that “As a drowning man is said to grasp at a straw” so men who lacked the modern implements and skills snatched at religion as “a source of help in time of trouble.” So, the disciples of John Dewey (whether teachers or others) are naturally against teaching “accountability to a “higher power than human law,” whether you call it “religion,” “ethics,” or merely “good citizenship.”

Accordingly, they now propose to teach ABOUT religions — probably in the same manner that that topic would be treated in the World Almanac or the Book of Facts. Since there is no more mature subject than that of Comparative Religion, which embraces all the sects and philosophies, we may see at once what a synthetic plate of “bolonie” would be served out to the youngsters whose parents are still trying to teach some good old-fashioned ideas of “right” and “wrong.” Such negativistic mush would be a fraud and a fake — certainly a poor antidote against the atheism of the USSR.

If our boys are dying in Korea to save the world from communism and atheism then the public schools ought to find a way to teach these facts; but if, on the other hand, they are bleeding to preserve an adoration of John Dewey’s world of “instruments and skills,” materialistic comfort, and scientific gadgets, let’s not be hypocritical enough to dodge the issue and teach ABOUT religions. Call it “morals,” “citizenship,” or “social science,” but teach that communism, atheism and slavery go hand in hand; that the American tradition requires an “accountability to a higher power than human law.”

ROBERT B. RALLS
186 North Meyer street

Tucson Daily Citizen (Tucson, Arizona) Apr 16, 1951

Image from Fans in a Flashbulb

These Days . . .

By GEORGE E. SOKOLSKY

Do you know the teachers of your children? They speak of tenure, of academic freedom, of their rights to their jobs. But what have you to say about your children? After all, they are your children and you are responsible for them, for their minds, their bodies, their spirits.

What do the teachers of your children know? What have they been taught? Have they had a broad, humanistic training or are they specialists in methods of pedagogy?
…..

Does your child come home an say, “All fathers are alike,” when your child has repeated to the teacher some criticism you have made of the teacher or textbooks?

For instance, the other day, I heard a child talk about starvation in India. Nothing had been said about sacred cows and sacred monkeys and wild dogs who eat the food of the people and who may not be killed. Could we rescue the people of India if we sent them all our surplus wheat? The fact is that the teacher wants to make the child like the united nations and point four and all that, but the teacher did not say that the peoples of India starve because they do not grow enough food per acre and that a religion which sacrifices living human beings to living animals is partially responsible. The teacher told a half-truth for political purposes.

You need to know what a teacher believes. The teacher says that it is none of your business. The teacher says that the Constitution, under the fifth amendment, protects a citizen in his beliefs. That is absolutely true. A citizen can believe anything he likes: That the moon is made of green cheese, that Karl Marx is as great an historic figure as Moses, Jesus, Aristotle and Plato; that John Dewey was the greatest philosopher of all time. That is a teacher’s private business.

But your child is your business. It is correct that a teacher may be a Republican, a Democrat, a communist, a Catholic, Protestant, Jew or Christian Scientist. He may believe that vitamins will save the world or that vaccination will ruin the world.

But none of that solves the problem of your own responsibility for your own children. No child need be sent to a school whose teachers offend a parent’s beliefs. The child must have a certain amount of “education,” according to the law. That may require the parents to pay for the upkeep of two schools. Many do.

The various organizations of teachers object to this attitude. They wish to make a fetish of the public school system and put it above and beyond criticism. In a country like ours, nothing, but absolutely nothing, should be above and beyond criticism.

(Copyright, 1951, King Features Syndicate, Inc.)

Billings Gazette (Billings, Montana) Dec 18, 1951

*     *     *     *     *

Haney Conducts Question And Answer Column Today

BY LEWIS HANEY

Professor of Economics, New York University

Highland Park, Ill., asks: “I was surprised to learn that Mr. Goslin is on the advisory staff of the National Citizens Commission for the Public Schools. What do you know of this organization? What do you think of a man in the U.S. Office of Education rebuking an Indianapolis school teacher for criticizing  British socialism?

Answer: The two facts you mention tie together. The U.S. Office of Education is in harmony with the ideas of the Nat’l Citizens Commission. Goslin is an advisor. All three agree. A,D. Morse in a magazine article on the schools links them. The fact that a representative of the U.S. Office doesn’t want socialism criticized is typical of the whole set-up. The list of members of the commission shows that it is closely interlocked with the so-called Public Education Ass’n, the CIO, and the Committee of Econ. Develoop. The Pubic Ed. Ass’n is an outfit which joins the Nat’l Education Ass’n trust in propaganda for molding “the whole child” and viciously attacking those who criticize progressive education.

I would say that they are all tarred with the same stick — progressive education slanted toward collectivism. I can find among their leaders no critics of socialism or progressive education. The Nat’l Citizens Committee (with its typical “workshop” conferences) may well have been set up in 1949 as a cover for N.E.A. propaganda, particularly designed to bring in public relations talent and newspaper and magazine publicity.

Peekskill, N.Y., writes: “Please tell me in language that a non-legal mind can understand the exact difference between a Republic and a Democracy.”

Answer: The only difficulty is with the word, democracy, which has been so abused by politicians and Communists that you can’t tell what it means, any more than you can tell what it means to be a Democrat. A republic is a state that has representative government. It is governed by representatives elected by, and responsible to, the people who have voting power. This country has always been a republic.

Originally the meaning of “a democracy” was plain: It meant direct government by all the people. In a pure and complete democracy, all the people would vote directly on all government issues. This country has never been a democracy.

But now the term, democracy, is widely used in two other ways:

(1) Some use it to mean socialism. For example, in a yearbook of the John Dewey Society (which is closely tied in with the Nat’l Education Ass’n) the following statement appears: democracy is “above all a society of and by the common working people.” According to this notion a democracy would be a socialistic society run by the labor class.

(2) Some, however, use the word, democracy, loosely to mean any society in which people are free to discuss affairs and have a vote. This definition, of course, would include republics such as ours; as it would consider a republic as a kind of indirect democracy in which control of government might be through representatives.

In view of the confusion and propaganda surrounding “democracy” you should avoid using the term, and require those who do use it to tell exactly what they mean….

News-Palladium (Benton Harbor, Michigan) Feb 19, 1952

Bob Ruark’s Roundup

NEW YORK — The old man, I guess you would call him the grandest old man, quit trying and died the other day, 92. This was John Dewey, one of the few great thinkers of the long time we call past and present, and you might say he sowed more whirlwinds than anybody else.

Dr. Dewey made one mistake. He presumed in innocent arrogance that the majority of his fellow citizens were partially as intelligent as he, and there he made his mistake. They weren’t. And aren’t. And doubtless won’t be.

John Dewey was the father of what is loosely termed “progressive education.” This is to say that he slew the little red school-house, assassinated Santa Claus, and placed an added burden of maladjustment on a civilization that had been reasonably happy with the three R’s, the little red hen, and McGuffey’s Reader. He introduced unfettered thought into the public domain, and he gods, how it got mishandled!

The old man was a fine old man, and a brilliant thinker he was, too, and a find philosopher, and a good practical psychologist, and a great educator, and, withal, he made more trouble for us than Karl Marx. Because, principally, John Dewey made a vogue of early self-determinism, and the lip readers seized on his doctrines with glad, incoherent cries.

His idea was basically, if an idea is ever basic, that the young mind should be freed to develop the richness of the moment, rather than to equip the fledgling with the standard spare parts of education for a problematical future. He was of middle age  when he first propounded the idea that modern education should be fitted to individual needs and capacities instead of being assembly-lined along the simple precepts of his fathers.

In very short, he pierced the first large loophole for mass irresponsibility and laziness of educational discipline by the adult of the immature. It is not to lessen the majesty of the man, Dewey, to say that his breadth of thought has contributed as highly to divorce rates, to suicide rates, to psychopathic incidence — and always innocently — as if he had plotted viciously against the welfare of his fellows.

Because his teachings, being fairly intricate and dependent on responsibilities, naturally got abused and soiled from handling by the inept. The story is ancient about his abrupt meeting with a nursery school brawl involving his young son and another moppet. Professort Dewey was shocked at the infantile mayhem, and was informed that this was “progressive education.” Unbridled freeing of the coarser impulses was not what he had in mind.

It is my purely private idea that the dean regarded mankind as essentially noble and simultaneously susceptible to nobility of handling at a very early age. I do not think that in his academic purity he considered a high incidence of lazy parents, spoiled brats, and incompetent candidates for self-determination.

Be all as it may, we have shown small progress in the half-century of popularity for John Dewey’s credo of education. His advanced (then) theories of literally making the child his own master do not seem to have tamed the dreary statistics of delinquency, of adult aberration, of social maladjustment, or rape, murder, dope addition, irresponsibility and general unhappiness.

Tucson Daily Citizen (Tuscon, Arizona) Jun 9, 1952

Image from Genconnection – John Dewey

From John Dewey’s book, My Pedagogic Creed, linked below:

I believe that the school is primarily a social institution. Education being a social process, the school is simply that form of community life in which all those agencies are concentrated that will be most effective in bringing the child to share in the inherited resources of the race, and to use his own powers for social ends.

….

ARTICLE V. THE SCHOOL AND SOCIAL PROGRESS.

I believe that education is the fundamental method of social progress and reform.

I believe that all reforms which rest simply upon the enactment of law, or the threatening of certain penalties, or upon changes in mechanical or outward arrangements, are transitory and futile.

I believe that education is a regulation of the process of coming to share in the social consciousness; and that the adjustment of individual activity on the basis of this social consciousness is the only sure method of social reconstruction.

I believe that this conception has due regard for both the individualistic and socialistic ideals. It is duly individual because it recognizes the formation of a certain character as the only genuine basis of right living. It is socialistic because it recognizes that this right character is not to be formed by merely individual precept, example, or exhortation, but rather by the influence of a certain form of institutional or community life upon the individual, and that the social organism through the school, as its organ, may determine ethical results.

Title: My Pedagogic Creed
Author: John Dewey
Published: 1897
page 7 and pages 16-17

Professor or Fool

September 9, 2012

PROFESSOR OR FOOL

Good Father O’Toole as a general rule
Had little regard for professor or fool,
The fool knew but few things, and little of such
The professor a few things a little too much,
The one made the error of knowledge too small,
The other of thinking that learning was all.

Good Father O’Toole, always quiet and cool,
Thought little of dunces who sat on a stool,
And less of professors who sat on a chair
And thought that the center of learning was there,
Whenever he asked their opinion or view,
Then one was mistaken and one never knew.

Good Father O’Toole, of the town of Dromgoole,
Was a fisher of men in humanity’s pool,
And always came home with a generous pail,
But never a minnow and never a whale.
The man who was common, the woman as kind,
He said were the ones that he wanted to find.

Good Father O’Toole as a general rule
Had more at his masses and more in his school,
Who thought that religion was something to do,
Not something to laugh at, or prove wasn’t true
For life is to live, not to dally or doubt,
No fool or professor can figure it out.

Copyright, 1936, by Douglas Malloch

Sheboygan Press (Sheboygan, Wisconsin) Sep 14, 1936

Off to School

September 4, 2012

OFF TO SCHOOL

Throat a little lumpy,
Eyes a trifle dim;
Heart a wee bit jumpy
All because of him.
Countless mothers maybe,
Now the days are cool,
Sigh to see the baby
Starting off to school.

Strange that I should sigh so,
Now the day is here;
Strange that I should try so
Not to shed a tear.
Yet I stand here grieving
In the vestibule
As I think of leaving
Him all day in school.

Why this sinking feeling?
Why this moment’s pain?
What am I concealing
In my burning brain?
Can it be that mothers
Suffer deep concern
When at last from others
Babes begin to learn?

This the reason maybe
Heartache trouble me;
Never more the baby
Mine alone will be.
I no more can hold him
Mine to love and rule,
The world’s begun to mould him!
Now he’s off to school.

The Gettysburg Times (Gettysburg, Pennsylvania) Sep 28, 1936

The New Vernacular

August 10, 2012

Oakland Tribune (Oakland, California) Oct 26, 1936

THE NEW VERNACULAR

By DOUGLAS MALLOCH

People often say to me,
Members of the laity,
They suppose a poet knows
A life of little gaiety,
But it’s not laborious,
Really rather glorious,
For the times are full of rimes,
Many meritorious.

We have inebriety,
And the planned society,
Processing, and ev’rything
In a wide variety,
Such a multiplicity,
Ev’ry eccentricity,
Brand new words in droves and herds
To jingle with felicity.

Yes, we live in wordy days
In these hurdy-gurdy days,
Richer rimes than in the times
We wrote of spring and birdie days.
Radicals oracular,
Senators spectacular,
Took our dough, and more we owe —
But, gosh, what a vernacular!

Sheboygan Press (Sheboygan, Wisconsin) Feb 18, 1936