 Dewey’s educational philosophy emerged amidst a fierce 1890’s debate between educational “romantics” and “traditionalists”. Romantics (also called “New” or “Progressive” education by Dewey), urged a “child-centered” approach; they claimed that the child’s natural impulses provided education’s proper starting point. As active and creative beings, education should not fetter growth—even instruction should be subordinated to content if necessary. Traditionalists (called “Old” education by Dewey) pressed for a “curriculum-centered” approach. Children were empty cabinets which curriculum fills with civilization’s lessons. Content was supreme, and instruction should discipline children to ensure they are receptive.