LEADER 04173nam 2200661 a 450 001 9910790461203321 005 20230208215656.0 010 $a1-283-53129-1 010 $a9786613843746 010 $a0-7735-8538-9 024 7 $a10.1515/9780773585386 035 $a(CKB)2670000000148987 035 $a(OCoLC)767671223 035 $a(CaPaEBR)ebrary10580850 035 $a(SSID)ssj0000690200 035 $a(PQKBManifestationID)11451325 035 $a(PQKBTitleCode)TC0000690200 035 $a(PQKBWorkID)10620529 035 $a(PQKB)10615835 035 $a(CEL)435953 035 $a(CaBNVSL)slc00230149 035 $a(Au-PeEL)EBL3332285 035 $a(CaPaEBR)ebr10577869 035 $a(CaONFJC)MIL384374 035 $a(OCoLC)923236472 035 $a(VaAlCD)20.500.12592/bwc4cq 035 $a(MiAaPQ)EBC3332285 035 $a(DE-B1597)656743 035 $a(DE-B1597)9780773585386 035 $a(EXLCZ)992670000000148987 100 $a19850329d1985 uy 0 101 0 $aeng 135 $aurcn||||||a|| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aIdealism transformed $ethe making of a progressive educator /$fB. Anne Wood 210 1$aKingston [Ont.] :$cMcGill-Queen's University Press,$d1985. 215 $a1 online resource (249 pages) 311 0 $a0-7735-0441-9 320 $aIncludes bibliographical references and index. 327 $aUrban progressive/rural conserver -- A creed of practical idealism -- A school for higher English and applied arts -- "Painting with a big brush" -- American models -- An efficient school system -- Imperialism and postwar reconstruction -- Putnam-Weir survey -- Progressive school reformer -- Epilogue -- Abbreviations. 330 $aJohn Harold Putman, inspector of Ottawa public schools between 1910 and 1937, was a leading progressive educator. At that time the progressive education movement in Canada was composed of two major intellectual strands, neo-Hegelian idealism and new liberalism. By tracing the thought and practices of this eminent educator, Wood shows how the neo-Hegelian philosophy of the late nineteenth century was transformed by its own logic and social imperatives into what seems to be its opposite. Idealism, ironically, ultimately comes to resemble pragmatism. Elected to the Ottawa City Council in 1905, Putman allied himself with progressive urban reformers seeking solutions to urban chaos, ward patronage, and inefficient city government. As inspector of public schools, he brought his reformist outlook to bear on providing for the discontented adolescent in the school and on implementing an efficient school system. Two schools established by Putman provided a diversified program for the adolescent; they led, however, not to the self-realization of the individual but to social unification and streaming for vocational roles. At the end of World War I the Ottawa public schools under Putman were judged the most efficient and progressive of any in Canada. But following the tenets of new liberalism and of urban school reformers in the United States, Putman achieved this goal by creating more bureaucratic practices and more formalized procedures, which again contradicted the idealist's moral, humanistic intent. In the postwar period Putman extended the efficiency principle to his survey of schools in British Columbia and his campaigns for junior high schools and county boards in Ontario. By the end of the 193OS, the author contends, the progressive educator had effectively transformed the use of schooling for life adjustment, not for intellectual purposes. 606 $aEducators$zCanada$vBiography 606 $aEducation$zCanada$xHistory 606 $aEducation$zCanada$xPhilosophy$xHistory 615 0$aEducators 615 0$aEducation$xHistory. 615 0$aEducation$xPhilosophy$xHistory. 676 $a370/.92/4 700 $aWood$b B. Anne$g(Beatrice Anne),$f1937-$01488539 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910790461203321 996 $aIdealism transformed$93708794 997 $aUNINA