Defending Intellectual Work in Schools

Abstract

In an era marked by change in American schools, Professor William C. Bagley (1873–1946) defended traditional education. Contra the work of educational progressivists such as John Dewey who sought to rid schools of rote memorization and book learning in favor of “learning by doing,” Bagley’s defense of the intellectual work of schools included a notion of utility that emphasized the value of library work, learning to conduct basic research as a meaningful exercise for lifelong learning, and reading books to gain general knowledge. This article begins by exploring Bagley’s vision of utility as put forward in “Education and Utility,” then examines how Bagley’s approach differed from Dewey’s, and concludes with observations about what high school students, and others, can learn from old books and through assigned intellectual tasks in schools.