Making Modern Childhood, the Natural Way: Psychology, Mental Hygiene, and Progressive Education at Ontario Summer Camps, 1920-1955
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
In the first half of the twentieth century, summer camps in Ontario were promoted as a much-needed escape from city living and the pathway to a world of natural, pre-modern simplicity. This paper demonstrates that, by the late 1920s, camp administrators and promoters were, in fact, pulled in two directions; they treasured the idea of antimodern escape, but, they also sought to make the camp programming “truly modern” by integrating the latest psychological and educational wisdom. At all sorts of camps, the language and aims of educational psychology and the mental hygiene movement influenced the nature of camp goals, camp programming, and thinking about campers themselves. Camp was regarded as providing the ideal environment for fostering psychological health and for applying the principles of progressive education. This paper explores administrators’ view of the value of psychological and educational expertise, the extent to which they were able to apply these at camp, and, to a lesser extent, children’s reactions to the modern, psychologized camp.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.006 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it