Why Did US Schools Teach Square Dancing in the 20th Century?

• historical-origins-and-americanization-efforts
• square-dancing-in-education-policy-and-culture
• the-role-of-henry-ford-in-promoting-square-dancing
• criticism-cultural-debate-and-decline
• lasting-impact-and-modern-views-on-dance-in-schools

1. Historical Origins and Americanization Efforts

To understand why US schools taught square dancing, we must step back into early 20th-century America. Square dancing, though often considered uniquely American, has roots in European folk traditions brought over by settlers. As the United States sought to forge a cohesive national identity, square dancing was adopted and stylized as a symbol of wholesome American culture—especially in contrast to newer urban immigrant traditions.

Public schools, always a battleground for cultural values, became the perfect vehicle for this “Americanization” effort. Square dancing was introduced as part of physical education curricula not just for exercise, but for instilling a particular version of national heritage.

2. Square Dancing in Education Policy and Culture

2.1 Physical education meets patriotic values

In the mid-1900s, educational boards across the US began to prioritize physical activity that also supported social development. Square dancing offered structured movement, gendered roles, cooperation, and rhythm—appealing traits for school administrators focused on order and assimilation.

2.2 Teaching values through movement

Supporters argued that dancing helped teach social etiquette, discipline, and even teamwork. The repetitive “calls” of a square dance required listening and cooperation. While that may seem quaint now, it aligned well with the educational ethos of the time.

3. The Role of Henry Ford in Promoting Square Dancing

Perhaps the most unexpected driver behind the square dance movement was industrialist Henry Ford. In the 1920s and ’30s, Ford believed jazz music and “modern dances” like the Charleston were moral threats to society. In response, he invested heavily in promoting square dancing and fiddle music as clean, “proper” alternatives.

Ford funded publications, hired dance instructors to tour schools, and even lobbied lawmakers to make square dancing part of the curriculum. Some states, like Colorado and Massachusetts, adopted policies that made it mandatory in physical education for decades.

4. Criticism, Cultural Debate, and Decline

4.1 Exclusion and cultural erasure

Despite good intentions, critics have since pointed out that mandatory square dancing in schools often erased other dance traditions, particularly those of African American, Latinx, and Native communities. The program was sometimes seen as a tool for cultural assimilation rather than celebration of diversity.

4.2 The decline of the mandate

By the 1990s, fewer schools maintained square dancing as a requirement. Students and educators questioned its relevance, especially as school populations became more diverse. Still, in many areas—especially rural districts—square dancing persists as a nostalgic part of gym class.

5. Lasting Impact and Modern Views on Dance in Schools

Today, few public schools require square dancing, but the discussion it sparked continues. The debate over why US schools taught square dancing opens a broader conversation about whose traditions are uplifted in public education—and why.

Modern dance programs now strive for cultural representation and student-centered movement. Schools partner with local dance institutions like American Dance Academy to offer styles from around the globe, from ballet to hip-hop, salsa to tap.

While square dancing may never again be central to a national curriculum, its curious rise and fall offer lessons in how movement, identity, and politics intertwine.