History and Philosophy of the Laboratory Schools

The University of Chicago Laboratory Schools

History and Philosophy of the Laboratory Schools ¹

Establishment of the Schools

The Laboratory Schools were founded in 1896 by John Dewey, professor of philosophy at the University of Chicago � two years after the University, itself, was founded. Dewey was part of the progressive movement of the late nineteenth and early twentieth centuries. The progressives rejected the conventional educational model of the time, which consisted mainly of drills and rote learning. Teachers had virtually no training in educational theory and methodology. Dewey, as head of the Department of Philosophy at the University, led the effort in the United States to bring the study of education to the same intellectual level as other academic disciplines.

Another prominent educational innovator of the time, Colonel Francis Parker, accepted an offer in 1899 from philanthropist Emmons Blaine to establish a teacher-training institute and accompanying elementary school. Mrs. Blaine agreed to provide the initial endowment for the institute. The proposal attracted the attention of University of Chicago President William Harper who had been interested in establishing a program of studies in education at the University. President Harper convinced Parker and Blaine to establish the Institute at the University. The Institute, which also was to include a model elementary school, formed the basis of the new School of Education at the University.

In 1901, both Parker�s University Elementary School and Dewey�s Laboratory School were operating at the University. The two schools merged and moved into a new building, Blaine Hall, upon its completion in 1903. Previously, in 1902, two existing secondary schools in Chicago had merged, joined by Dewey�s high school age students, to form University High School. The University Elementary School and University High became known as the Laboratory Schools.

Dewey and Parker Approach to Education

Some of Dewey and Parker�s main educational beliefs are summarized below:

Learning should be focused on the child rather than the lesson; learning is a social process which is achieved most effectively through small groups

Learning should be effected through hands-on projects � e.g., the study of history through plays, the study of natural science by exploring nature

Goal of education should be not only excellence in academics but also creative problem solving

Education should involve developing in students a sense of responsibility to both the school community and larger community

Process of learning in a school setting should be a continuation of the type of learning that takes place in everyday life

Academic learning should be broad-based and encompass not only traditional subjects but also such subjects as arts, sports, music, and various extracurricular activities

Continuing teacher education and research are integral parts of teacher training; teachers should be given a significant degree of autonomy within a rigorous framework.

The Schools believe that Dewey�s and Parker�s basic approach to learning continues to have substantial validity today. Accordingly, the Schools� Mission Statement and Goals, seek to embody their vision.

¹See generally Harms, William and DePencier, Ida, Experiencing Education: 100 Years of Learning at The University of Chicago Laboratory Schools, Alpha Beta Press, Orland Park, IL, 1996.

History and Philosophy of the Laboratory Schools 1

History and Philosophy of the Laboratory Schools ¹