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What the Schools Teach and Might Teach

Written by John Franklin Bobbitt

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About this book

"What the Schools Teach and Might Teach" by Franklin Bobbitt is an educational report written during the early 20th century. This analysis is part of a larger Cleveland Education Survey from 1915, focusing on the curriculum and practice of public schooling in Cleveland, Ohio. The book seeks to address the "essentials" of education within the context of community needs and proposes recommendations for a more responsive educational framework that aligns with the complexities of modern society. At the start of the work, the author discusses the need for schools to evolve and adapt their curricula to better prepare students for the responsibilities and realities they will face as adults. Bobbitt emphasizes that education should not only impart knowledge but also cultivate the ability to think critically and engage in adult activities through participation and systematic teaching. He outlines how various subjects, including reading, mathematics, and history, are currently being taught and critiques their effectiveness in meeting modern educational demands. Through a detailed examination of Cleveland's educational strategies, the opening portion sets the stage for discussion on curriculum reform aimed at fostering a well-rounded, socially engaged citizenry.

Reading guide

Themes, characters and key ideas in What the Schools Teach and Might Teach, written by Chaptra AI.

  • about 8 hours
  • advanced
  • analytical
  • prescriptive
  • didactic

John Franklin Bobbitt's "What the Schools Teach and Might Teach" is a foundational educational report from 1915, part of the Cleveland Education Survey, which critically examines the public school curriculum in Cleveland, Ohio. Bobbitt argues for a radical shift in educational philosophy, advocating that schools must align their teachings with the practical needs and complexities of modern adult life and community demands. He emphasizes the cultivation of critical thinking and active participation in societal functions, moving beyond mere knowledge impartation. The work systematically critiques existing subject instruction, such as reading, mathematics, and history, proposing reforms aimed at creating a more responsive and effective educational framework. Ultimately, the report sets the stage for curriculum reform designed to foster well-rounded, socially engaged citizens prepared for their future roles.

“The curriculum of the schools is that series of experiences which children and youth must have by way of attaining those objectives.”

Key themes

Curriculum Reform and Relevance
This is the central theme, advocating for a fundamental restructuring of the educational curriculum to make it more relevant to the practical demands of modern society. Bobbitt argues that traditional curricula are outdated and fail to prepare students adequately for their roles as adults and citizens. He calls for a curriculum derived from an analysis of societal needs and activities.
Education for Social Efficiency and Adult Life
Bobbitt strongly asserts that the primary purpose of education is to prepare individuals to function effectively and efficiently as adults within their communities and society at large. This involves cultivating specific skills and knowledge necessary for various societal roles, from civic participation to professional life. It's a utilitarian view where education serves the collective good by producing capable citizens.
Critical Thinking and Practical Application
Beyond merely imparting knowledge, Bobbitt stresses the importance of cultivating the ability to think critically and apply learning to real-world situations. He critiques rote memorization and abstract learning, advocating for pedagogical methods that encourage students to engage with problems and participate in activities that simulate adult responsibilities, thereby developing practical intelligence.

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How do Bobbitt's arguments for aligning curriculum with community needs resonate (or conflict) with contemporary educational goals?

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