At the turn of the century, schools in the United States incorporated a curriculum that was decidedly aristocratic and anachronistic. Programs were developed to "Americanize" foreigners, emphasizing conformity to white, middle class, Western European values of patriotism, culture, cleanliness, and social living. Percival Chubb, who for a time was director of the Ethical Culture School in New York, was a pioneer in emphasizing the cultural and civic values, rather than the purely academic, of the English curriculum. Yet English teachers held out for teaching the classics while merely toying with the concept of the social significance of literature. By 1924, there was not only a quest for internationalism, for peace, and for other cultures, but also an awakening of language consciousness. The 1930s highlighted progressivism and "intercultural" and "interracial education." Educators began to stress the influence of literature and communication on the psychosocial development of the child. By 1937, the study of world literature across the country was a "fait accompli." During the 1950s institutional support for intercultural education and its by-products waned. Later, as ethnic "powers" became methods of operation, there was a refurbished cry for the study of ethnicity. In 1973, an article on black English appeared in the "English Journal," signalling an increase in multicultural awareness that had finally become nationwide. (HOD)