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institutions. He advocated enlightenment and modernization over ignorance, cost-cutting, and traditionalism in which parents tried to block their children's intellectual access to the wider world. Teachers dedicated to the public interest, reformers with a wide vision, and public support from the civic-minded community were the heroes. The textbooks helped inspire students to become public school teachers and thereby fulfill their own civic mission. Cubberley was perhaps the most significant theorist of educational administration of his day. At the outset of
Cubberley's career, school administration had no theoretical or scientific basis. There were no formal textbooks from which to teach educational administration; educational administrators were expected to learn solely from experience. Indeed, educational administration posts were often political plums requiring little, if any, formal training in education. Most universities lacked education departments.
103:. In conducting surveys, he applied an integrated theory of organization, administration, and teaching, to assess the strengths and weaknesses of individual schools. He used the latest statistical and quantitative methods. His surveys were significant steps down a new road toward improving school functions. Cubberley's work influenced the establishment of the
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For much of the 20th century, the dominant historiography of schooling in
America was exemplified by Cubberley. His many textbooks emphasized the rise of American education as a powerful force for literacy, democracy, and equal opportunity, and a firm basis for higher education and advanced research
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where he earned a Ph.D. in 1905. He returned to the
Stanford faculty in 1906 as a professor of education. He was the dean of the Stanford school of education from 1917 until he retired in 1933. Much of his work on "educational efficiency" was tied to the idea of
118:(1965). Some academicians have used Cubberley's methodology as a cautionary tale and termed his approach anachronistic and evangelistic, and some of his administration stances have been attacked as sexist and autocratic.
381:
Han, Ill Jo. "Ellwood P. Cubberley as archetype: Twentieth century controversies over the historiography of
American education" (PhD dissertation, University of Washington; ProQuest Dissertations Publishing,
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Edwin
Blanchard Cubberley (June 12, 1830 - December 10, 1905) - He was a pharmacist and dry goods merchant. Edwin married Catherine C. Biles on December 26, 1859 in New Hope, Bucks County, Pennsylvania.
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The
Ellwood Patterson Cubberley Papers, 1886-1965 (3.25 linear ft.) are housed in the Department of Special Collections and University Archives in the Stanford University Libraries.
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from 1891 until 1896. On June 15, 1892 he married Helen Van Uxem, a fellow student he had met at
Indiana University. He was superintendent of schools in
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Kelly, Matthew
Gardner. "The mythology of schooling: the historiography of American and European education in comparative perspective."
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The history of education: Educational practice and progress considered as a phase of the development and spread of western civilization
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Cubberley's academic legacy has been controversial. Since his death in 1941, Cubberley's impact has been attacked, most memorably by
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Cubberley pioneered the use of the school survey as an instrument to improve education, in his reports on the schools in
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State and county educational reorganization ; the revised constitution and school code of the state of
Osceola
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Lagemann, Ellen
Condliffe. "Contested terrain: A history of education research in the United States, 1890–1990."
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30:. He spent most of his career as a professor and later served as the first dean of the
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of curriculum implemented widely throughout North America well into the 21st century.
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is named for him, as is Cubberley Auditorium in the Stanford School of Education.
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Helen Van Uxem (August 4, 1871 - January 25, 1952) - aka "Nettie" Van Uxem.
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Catherine C. Biles (June 18, 1833 - October 28, 1915) - aka "Kate" Biles.
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Cubberley published a total of 30 works during his life, including:
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views about fundamentally lower intelligence in non-white races.
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Cubberley of Stanford and his contribution to American education
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was named for him; the site of the former school now houses the
22:(June 6, 1868 – September 14, 1941) was an American educator, a
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Let's Hear It for Ellwood Cubberly: A Response to Donald Light
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Works by Ellwood Patterson Cubberley at Project Gutenberg
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https://archive.org/details/publiceducationi032029mbp
315:The Wonderful World of Ellwood Patterson Cubberley
116:The Wonderful World of Ellwood Patterson Cubberley
371:, Volume 85, Number 3 (May, 1977), pages 473–476
173:Syllabus of Lectures on the History of Education
32:Stanford University Graduate School of Education
58:from 1896 until 1898. He joined the faculty of
399:Sears, Jesse Brundage, and Adin D. Henderson.
472:Stanford Graduate School of Education faculty
422:Works by or about Ellwood Patterson Cubberley
71:intelligence, and in his work, he propagated
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462:Teachers College, Columbia University alumni
276:. The Stanford Daily Publishing Corporation.
16:American educator and eugenicist (1868–1941)
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270:"Eugenics on the Farm: Ellwood Cubberley"
50:in 1891, and then served as president of
376:The Wonderful World of Ellwood Cubberley
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430:Public Education in the United States
457:Indiana University Bloomington alumni
236:Public Education in the United States
191:Public Education in the United States
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363:Bowles, Samuel, and Herbert Gintis,
209:Readings in the History of Education
130:The Cubberley Education Library at
467:Presidents of Vincennes University
403:(Stanford University Press, 1957)
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184:(Houghton Mifflin Company, 1909)
182:Changing conceptions of education
159:, California, are named for him.
138:Ellwood P. Cubberley High School
26:, and a pioneer in the field of
48:Indiana University Bloomington
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268:Maldonado, Ben (2020-02-04).
338:History of Cubberley Library
227:Public School Administration
218:A Brief History of Education
389:50.6 (2014): pages 756-773.
42:Cubberley, who was born in
20:Ellwood Patterson Cubberley
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146:Cubberley Community Center
202:(Houghton Mifflin, 1920)
396:26.9 (1997): pages 5-17.
477:Education school deans
394:Educational Researcher
238:, republished in 1947
151:Elementary schools in
387:Paedagogica Historica
164:Selected publications
142:Palo Alto, California
56:San Diego, California
349:Cubberley Auditorium
313:Lawrence A. Cremin,
101:Salt Lake City, Utah
79:Work & influence
52:Vincennes University
28:education management
132:Stanford University
93:Oakland, California
89:Baltimore, Maryland
64:Columbia University
374:Cremin, Lawrence.
369:The School Review
274:stanforddaily.com
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125:Recognition
441:Categories
157:Long Beach
24:eugenicist
153:San Diego
38:Biography
60:Stanford
424:at the
378:(1965).
244:, 1914
229:, 1922
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69:eugenic
405:online
317:(1965)
246:online
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177:online
99:; and
73:racist
252:Notes
155:and
114:'s
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367:,
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260:^
95:;
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