The Progressive Education Movement appears as one of those
truly American artifacts, the patchwork quilt: bits and pieces of
older garments (some from the old country) and snips of new
cloth, interestingly positioned shapes and color forming a whole
providing substance and service for the present and future. In a
sense, there is no precise beginning to the Progressive Educa-
tion Movement, since its antecedents come from sources so var-
ied in time, place and intent. There is, however, a need to set
parameters for the purposes of a bibliography. The last several
decades of the nineteenth century reflect the thrust of scientists
to position man in terms of his development. Similarly, among
educators and social scientists, the possibility of relating stages
of the development of mankind to a growing focus on the indi-
vidual set the stage for a scientific approach to education. This
approach surfaced almost simultaneously in England, America,
Italy, Germany, France and Belgium. The beginning of the
twentieth century emerges as a decisive point in the coalescing
of ideas.
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