Carleton W. Washburne educational publications Edit

Summary

Identifier
MSS 558 large

Dates

  • 1915 – 1968 (Creation)

Extents

  • .8 Linear Feet (Whole)
    2 boxes

Agent Links

Subjects

Notes

  • Conditions Governing Access

    The collection is open for research.

  • Conditions Governing Access

    The material is stored offsite in Remote Storage. Please contact Special Collections 3 working days in advance if you wish to use it.

  • Conditions Governing Use

    Copyright is retained by the authors of the items in this collection, or their descendants, as stipulated by United States copyright law. For photocopy and duplication requests, please contact MSU Libraries Special Collections.

  • Preferred Citation

    Item, Folder number and/or title, Box number, Carleton W. Washburne educational publications, MSS 558, Special Collections, MSU Libraries, Michigan State University, East Lansing, MI

  • Immediate Source of Acquisition

    The collection was donated by Washburne's daughter, Margaret Washburne Plagge, in 2002.

  • Processing Information

    Lydia Tang processed this collection in 2017.

  • Biographical / Historical

    Carleton Wolsey Washburne (1889-1968) was a superintendent of the Winnetka (Illinois) public schools who developed the innovative Winnetka Plan of education. He was a Michigan State University professor of education from 1961 until his death.

  • Scope and Contents

    This collection of publications by Washburne, spanning from approximately 1915-1968, address childhood education, arguing that the purpose of education should extend beyond basic subjects and job-oriented training but equip the student for citizenship in a democracy. Washburne developed the innovative Winnetka Plan of Individual Work, inspired by the Dalton Plan (in-depth study of subject modules by students at an individual pace) and the Montessori principles, and was revolutionary in it's scalability and success within the Chicago suburb school district. The Winnetka Plan provided a year's allotment of study, but enabled every student to complete the modules at their own pace, whether it took a year and a half or half a year with the benefits being pared down repetition, structured pedagogy and evaluation, and increased efficiency during the school day to allow for a greater balance of study and socialization/self-selected activities.

  • Arrangement

    The publications are arranged chronologically.

Components