Over the course of the twentieth century, North American public school curricula moved away from the classics and the humanities, and towards ‘progressive’ subjects such as health and social studies. This book delves into how progressivist thinking transformed the rhetoric and the structure of schooling during the first half of the twentieth century, with echoes that reverberate strongly today, and investigates historical meanings of progressive education.

Theodore Michael Christou closely examines the case of interwar Ontario, where the entire landscape of public education, including curricula and avenues to post-secondary study, were radically transformed over just twenty years. Christou contextualizes this reformist thinking in light of a social, political, and economic climate of change, which seemed to demand schools that could actively relate learning to the real world. Through its examination of educational journals published throughout the interwar period and previously unexplored archival sources, this book illuminates how the present structure of curricula and schooling were achieved.

Theodore Michael Christou is professor of social studies and history education and associate dean of graduate studies and research in the Faculty of Education, Queen's University.

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• Winner, Founders' Prize awarded by Canadian History of Education Association

‘A superb study on education in Ontario in the interwar period, Progressive Education has indeed become required reading for any student of educational history.’

Histoire sociale / Social History vol 47:92:2014

‘Christou has given us a deep insight into the progressive thinking of Ontario Educators and lay persons during the inter war years.’

Historical Studies in Education; vol 25:02:2013

‘Christou’s work is an essential study of progressive educational thought and a useful addition to the field of Canadian education history. It will be of significant help to Canada’s future teachers.’

Labour/Le Travail, vol 73 2014