ABSTRACT
The progressives were in the mainstream of educational thought and practice in America until well into the twentieth century, but they were not the only ones concerned about schools. Conscientious educators all over the world struggled to adapt educational curricula and teaching methodologies to conflicting demands. From the 1890s through the 1930s, changes took place at all levels of schooling. Some educators saw this as the realization of Plato's desire to sift out the born leaders of society—the philosopher-kings. In 1914 Professor William Boyd of the University of Glasgow explained the great interest in Maria Montessori's educational views as “no doubt due to the fact that they come before the world at a time when there is widespread discontent with the traditional methods of the schools and an eager desire for some kind of reform that will make popular education more effective than it is at present”.
