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Martin Luther Holbrook
by Wikipedia
Accessed: 2/27/20



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Martin Luther Holbrook
Born: February 3, 1831, Mantua Township, Portage County, Ohio
Died: August 12, 1902 (aged 71), New York City
Occupation: Physician, writer

Martin Luther Holbrook (February 3, 1831 - August 12, 1902) was an American physician and vegetarian activist associated with the natural hygiene and physical culture movements.

Biography

Holbrook was born in Mantua Township, Portage County, Ohio.[1] Holbrook graduated from Ohio Agricultural College and edited the Ohio Farmer (1859-1861).[2] During 1861-1863, Holbrook worked with Dio Lewis in Boston to promote physical culture and hygiene.[1] He graduated from Lewis's Normal School of Physical Culture.[2] He moved to New York City and obtained his medical degree from the Hygeio-Therapeutic College in 1864.[3]

Holbrook was coproprietor of the New Hygienic Institute at Laight Street in New York City, the property was previously Russell Trall's water-cure institution.[4][5] A Turkish bath was located at the institute.[1][4][6] He was a founder of Miller, Wood and Holbrook firm and Miller, Wood & Co publishers of medical books. He later published under his own name, M. L. Holbrook and was an important publisher of medical and hygienic literature up until the 1890s.[2][7] The printing press was located at Laight Street in New York City.[7] It shared the same address as Russell Trall's New York Hygeio-Therapeutic College.[7]

Holbrook was a vegetarian and promoted abstinence from alcohol, coffee, meat, tea, and tobacco.[2][8] He translated the German raw food book Fruit and Bread by Gustav Schlickeysen. The book promoted a fruitarian diet of uncooked fruits, grains and nuts.[8]

Holbrook was an advocate of chastity.
His 1894 book on the subject recommended a physical culture regimen to increase the body's strength and diminish "morbid craving for unnatural and unreasonable indulgence of the passional nature."[2] He was a prominent eugenicist and authored the 1897 book Stirpiculture, later re-printed as Homo-Culture.

The Herald of Health

From 1866, Holbrook was a long-term editor for Russell Trall's The Herald of Health (it became the Journal of Hygiene in 1893).[2][7] He edited the journal until 1898.[1] It was a very popular journal.[9]

In 1898, the journal was renamed Omega and was edited by Holbrook and Charles Alfred Tyrrell.[10] It merged with Physical Culture.[5]

Selected publications

Holbrook's publications can be found in the New York Public Library.[11]

• Parturition without Pain: A Code of Directions for Escaping the Primal Curse (1874)
• Hygiene of the Brain and Nerves and the Cure of Nervousness (1878)
• How to Strengthen the Memory (1886)
• Dr. Holbrook's American Cookery (1888)
• Eating for Strength (1888)
• Physical, Intellectual, and Moral Advantages of Chastity (1894)
Stirpiculture: Or, the Improvement of Offspring Through Wiser Generation (1897)[12]
• Homo-Culture: Or, the Improvement of Offspring Through Wiser Generation (1899)


References

1. Anonymous. (1902). Dr. Martin Luther Holbrook. The Publisher's Weekly 62 (1594): 249-250.
2. Hoolihan, Christopher. (2001). An Annotated Catalogue of the Edward C. Atwater Collection of American Popular Medicine and Health Reform, Volume 1. University of Rochester Press. p. 460-465. ISBN 1-58046-098-4
3. Anonymous. (1902). Obituary Notes. Medical Record 62 (8): 301.
4. Weiss, Harry Bischoff; Kemble, Howard R. (1967). The Great American Water-Cure Craze: A History of Hydropathy in the United States. The Past Times Press. p. 83
5. Whorton, James C. (2016 edition). Crusaders for Fitness: The History of American Health Reformers. Princeton University Press. pp. 139-140. ISBN 978-0691641898
6. "The first Turkish baths in the USA: New York: Manhattan: Laight Street". Retrieved 8 July 2019.
7. Brodie, Janet Farrell. (1994). Contraception and Abortion in Nineteenth-century America. Cornell University Press. p. 338. ISBN 0-8014-8433-2
8. Iacobbo, Karen; Iacobbo, Michael. (2004). Vegetarian America: A History. Praeger Publishing. p. 119. ISBN 978-0275975197
9. Anonymous. (1876). The Herald of Health. Am J Dent Sci 9 (9): 432.
10. Todd, Jan; Roark, Joe; Todd, Terry. (1991). A Briefly Annotated bibliography of English Language Serial Publications in the Field of Physical Culture. Iron Game History 1 (4-5): 25-40.
11. Lord, Andrew Roberts. (1942). Holbrook and Allied Families. New York: Thesis Publishing Company. p. 58
12. Newcomb McGee, Anita. (1898). Reviewed Work: Stirpiculture; Or the Improvement of Offspring Through Wiser Generation by M. L. Holbrook. American Anthropologist 11 (1): 24.
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Re: Freda Bedi Cont'd (#2)

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Herbert Spencer
by Stanford Encyclopedia of Philosophy
First published Sun Dec 15, 2002; substantive revision Tue Aug 27, 2019

Herbert Spencer (1820–1903) is typically, though quite wrongly, considered a coarse social Darwinist. After all, Spencer, and not Darwin, coined the infamous expression “survival of the fittest”, leading G. E. Moore to conclude erroneously in Principia Ethica (1903) that Spencer committed the naturalistic fallacy. According to Moore, Spencer’s practical reasoning was deeply flawed insofar as he purportedly conflated mere survivability (a natural property) with goodness itself (a non-natural property).

Roughly fifty years later, Richard Hofstadter devoted an entire chapter of Social Darwinism in American Thought (1955) to Spencer, arguing that Spencer’s unfortunate vogue in late nineteenth-century America inspired Andrew Carnegie and William Graham Sumner’s visions of unbridled and unrepentant capitalism. For Hofstadter, Spencer was an “ultra-conservative” for whom the poor were so much unfit detritus. His social philosophy “walked hand in hand” with reaction, making it little more than a “biological apology for laissez-faire” (Hofstadter, 1955: 41 and 46). But just because Carnegie interpreted Spencer’s social theory as justifying merciless economic competition, we shouldn’t automatically attribute such justificatory ambitions to Spencer. Otherwise, we risk uncritically reading the fact that Spencer happened to influence popularizers of social Darwinism into our interpretation of him. We risk falling victim to what Skinner perceptively calls the “mythology of prolepsis.”

Spencer’s reputation has never fully recovered from Moore and Hofstadter’s interpretative caricatures, thus marginalizing him to the hinterlands of intellectual history, though recent scholarship has begun restoring and repairing his legacy. Happily, in rehabilitating him, some moral philosophers have begun to appreciate just how fundamentally utilitarian his practical reasoning was. And some sociologists have likewise begun reassessing Spencer.

Intellectual history is forever being rewritten as we necessarily reinterpret its canonical texts and occasionally renominate marginalized thinkers for canonical consideration. Changing philosophical fashions and ideological agendas invariably doom us to reconstructing incessantly our intellectual heritage regardless the discipline. Take political theory instance. Isaiah Berlin’s understandable preoccupation with totalitarianism induced him to read T. H. Green and Bernard Bosanquet as its unwitting accomplices insofar as both purportedly equated freedom with dangerously enriched, neo-Hegelian fancies about self-realization. Regrettably, this ideological reconstruction of new liberals like Green and Bosanquet continues largely unabated (see Skinner, 2002: 16). But as our ideological sensitivities shift, we can now begin rereading them with changed prejudice, if not less prejudice. And the same goes for how we can now reread other marginalized, nineteenth-century English liberals like Spencer. As the shadow of European totalitarianism wanes, the lens through which we do intellectual history changes and we can more easily read our Spencer as he intended to be read, namely as a utilitarian who wanted to be a liberal just as much.

Like J. S. Mill, Spencer struggled to make utilitarianism authentically liberal by infusing it with a demanding principle of liberty and robust moral rights. He was convinced, like Mill, that utilitarianism could accommodate rights with independent moral force and yet remain genuinely consequentialist. Subtly construed, utilitarianism can effectively mimick the very best deontological liberalism.

Contents:

1. First Principles
2.The Principles of Sociology
3. Spencer’s “Liberal” Utilitarianism
4. Rational Versus Empirical Utilitarianism
5. Political Rights
6. Conclusion
Bibliography
Primary Sources: Works by Spencer
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1. First Principles

Spencer’s output was vast, covering several other disciplines besides philosophy and making it difficult to make sense of his philosophizing separate from his non-philosophical writing. And there is so much Spencer to make sense of, namely many thousand printed pages.[1] Besides ethics and political philosophy, Spencer wrote at length about psychology, biology and, especially, about sociology. Certain themes, not unexpectedly, run through much of this material. Coming to terms with Spencer and measuring his legacy requires expertise in all of these fields, which no one today has. Notwithstanding this caveat, it seems fair to say that next to ethics and political philosophy, Spencer’s lasting impact has been most pronounced in sociology. In many revealing respects, the latter grounds and orients the former. Hence, it seems best to discuss his sociology first before turning to his moral and political theory. But taking up his sociological theory, in turn, requires addressing, however briefly, the elemental axioms undergirding his entire “Synthetic Philosophy,” which consisted of The Principles of Biology (1864–7), The Principles of Psychology (1855 and 1870–2), The Principles of Sociology (1876–96), and The Principles of Ethics (1879–93).

First Principles was issued in 1862 as an axiomatic prolegomena to the synthetic philosophy, which came to a close with the publication of the 1896, final volume of The Principles of Sociology. Though disguised as mid-19th century speculative physics, First Principles is mostly metaphysics encompassing all inorganic change and organic evolution. The synthetic philosophy purports to illustrate in often maddening detail what follows from First Principles.

According to Spencer in First Principles, three principles regulate the universe, namely the Law of the Persistence of Force, the Law of the Instability of the Homogeneous and the Law of the Multiplicity of Effects. Though originally homogeneous, the universe is gradually becoming increasingly heterogeneous because Force or Energy expands un-uniformly. Homogeneity is unstable because Force is unstable and variable. And because of the Law of the Multiplicity of Effects, heterogeneous consequences grow exponentially, forever accelerating the tempo of homogeneity evolving into heterogeneity. Spencer postulates, though not always consistently, that the universe will eventually equilibrate, eventually dissolving towards homogeneity.

Using some of Spencer’s other terminology, the universe is relentlessly becoming more complex, forever subdividing into multifarious aggregates. As these aggregates become increasingly differentiated, their components become increasingly dissimilar speeding up the entire process and making the universe heterogeneous without end until equilibrium occurs. Or more parsimoniously: “Evolution is definable as a change from an incoherent homogeneity to a coherent heterogeneity, accompanying the dissipation of motion and integration of matter.” (Spencer, 1915: 291). For Spencer, then, all organic as well as inorganic phenomena were evolving, becoming evermore integrated and heterogeneous. As Spencer was to emphasize years later, this holds [true for] human social evolution no less:

Now, we propose in the first place to show, that this law of organic progress is the law of all progress. Whether it be in the development of the Earth, in the development of Life upon its surface, in the development of Society, of Government, of Manufactures, of Commerce, of Language, Literature, Science, Art, this same evolution of the simple into the complex, through successive differentiations, holds throughout. From the earliest traceable cosmical changes down to the latest results of civilization, we shall find that transformation of the homogeneous into the heterogeneous, is that in which progress essentially consists. (Spencer, vol. I, 1901: 10)[2]


In sum, societies were not only becoming increasingly complex, heterogeneous and cohesive. They were becoming additionally interdependent and their components, including their human members, more and more specialized and individuated.

2.The Principles of Sociology

The Principles of Sociology has often been considered seminal in the development of modern sociology both for its method and for much of its content. Replete with endless examples from the distant past, recent past and present, it speculatively describes and explains the entire arch of human social evolution.[3] Part V, “Political Institutions,” is especially relevant for understanding Spencer’s ethics. Together with his Principles of Ethics, “Political Institutions” crowns the synthetic philosophy. They are its whole point.[4]

On Spencer’s account, social evolution unfolds through four universal stages. These are 1) “primitive” societies characterized by casual political cooperation, 2) “militant” societies characterized by rigid, hierarchical political control, 3) “industrial” societies where centralized political hegemony collapses, giving way to minimally regulated markets and 4) spontaneously, self-regulating, market utopias in which government withers away. Overpopulation causing violent conflicts between social groups fuels this cycle of consolidation and reversal to which no society is immune.

More precisely, as embryonic kinship groups grow more numerous, they “come to be everywhere in one another’s way,” (Spencer, vol. II, 1876–93: 37). The more these primal societies crowd each other, the more externally violent and militant they become. Success in war requires greater solidarity and politically consolidated and enforced cohesion. Unremitting warfare fuses and formalizes political control, eradicating societies that fail to consolidate sufficiently. Clans form into nations and tribal chiefs become kings. As militarily successful societies subdue and absorb their rivals, they tend to stabilize and to “compound” and “recompound,” stimulating the division of labor and commerce. The division of labor and spread of contractual exchange transform successful and established “militant” societies into “negatively regulative industrial” societies prizing individual freedom and basic rights where the state recedes to protecting citizens against force and fraud at home and aggression from abroad. Other things being equal, a society in which life, liberty, and property, are secure, and all interests justly regarded, must prosper more than one in which they are not; and, consequently, among competing industrial societies there must be gradual replacing of those in which personal rights are imperfectly maintained, by those in which they are perfectly maintained.” (Spencer, vol. II, 1876–93: 608). And societies where rights are perfectly maintained will in due course confederate together in an ever-expanding pacific equilibrium. As noted previously, equilibrium is always unstable, risking dissolution and regression. Indeed by the end of his life, Spencer was far less sanguine about industrial societies avoiding war.[5]

Notwithstanding his increasing pessimism regarding liberal progress and international concord, the extent to which normative theorizing informs Spencer’s sociological theorizing is palpable. Sociology and ethics intertwine. We shall shortly see just how utilitarian as well as how individualistic both were.

Many recent interpreters of Spencer, especially sociologists, have insisted that his sociological theory and his ethics do not intertwine, that his sociology stands apart and that therefore we can discount his moral theory in our efforts to understand his legacy to social science. For instance, J. D. Y. Peel has argued that Spencer’s sociology is “logically independent of his ethics.” Jonathan H. Turner concurs, claiming that Spencer’s ethics and other ideological shortcomings “get in the way of viewing Spencer as a theorist whose [sociological] ideas have endured (if only by rediscovery).” For Turner, his “sociology is written so that these deficiencies can easily be ignored.” Robert Carneiro and Robert Perrin cite and reiterate Peel’s assessment.[6] And more recently, Mark Francis implies much the same, writing that Spencer’s theory of social change “operated on a different level than his moral theory.”.[7] But just because many years later we can get something out of his sociology while ignoring his ethics and, for that matter, anything else besides sociology that he wrote, we would err in thinking that we have correctly interpreted Spencer let alone thinking that we have correctly interpreted even just his sociology. It is one thing to discover how a past thinker seems to presage our present thinking on this matter or that, and it is another thing entirely to try to interpret a past thinker as best we can.

Nowhere does Spencer’s ethics and sociology entwine more palpably than in his Lamarckism, though how much Spencer borrowed from Lamarck as opposed to Darwin is contested. However, Peter J. Bowler has lately argued that both Spencer and Darwin believed that the inheritance of acquired characteristics and natural selection together drove evolution. For Bowler, it is no less mistaken to view Spencer as owing everything to Lamarck as it is to see him as owing very little to Lamarck.[8] Bowler’s assessment is supported by Spencer’s claims in two late essays from 1886 and 1893 entitled “The Factors of Organic Evolution” and “The Inadequacy of ‘Natural Selection.’”[9] The earlier essay alleges that evolution by natural selection declines in significance compared to use-inheritance as human mental and moral capacities develop. The latter gradually replaces the former as the mechanism of evolutionary change. “Factors of Organic Evolution” succinctly weaves together use-inheritance, associationist psychology, moral intuitionism and utility. Actions producing pleasure or pain tend to cause mental associations between types of actions and pleasures or pains. Sentiments of approval and disapproval also complement these associations. We tend naturally to approve pleasure-producing actions and disapprove pain-producing ones. Because of use-inheritance, these feelings of approval and disapproval intensify into deep-seated moral instincts of approval and disapproval, which gradually become refined moral intuitions.

To what extent Spencer’s sociology was functionalist has also been disputed. According to James G. Kennedy, Spencer created functionalism.[10] It would seem that regarding Spencer as a functionalist is another way of viewing him as, in contemporary normative terminology, a consequentialist. That is, social evolution favors social institutions and normative practices that promote human solidarity, happiness and flourishing.

Spencer’s reputation in sociology has faded. Social theorists remember him though most probably remember little about him though this may be changing somewhat. Moral philosophers, for their part, have mostly forgotten him even though 19th-century classical utilitarians like Mill and Henry Sidgwick, Idealists like T. H. Green and J. S. Mackenzie, and new liberals like D. G. Ritchie discussed him at considerable length though mostly critically. And 20th-century ideal utilitarians like Moore and Hastings Rashdall and Oxford intuitionists like W. D. Ross also felt compelled to engage him. Spencer was very much part of their intellectual context. He oriented their thinking not insignificantly. We cannot properly interpret them unless we take Spencer more seriously than we do.

3. Spencer’s “Liberal” Utilitarianism

Spencer was a sociologist in part. But he was even more a moral philosopher. He was what we now refer to as a liberal utilitarian first who traded heavily in evolutionary theory in order to explain how our liberal utilitarian sense of justice emerges.

Though a utilitarian, Spencer took distributive justice no less seriously than Mill. For him as for Mill, liberty and justice were equivalent. Whereas Mill equated fundamental justice with his liberty principle, Spencer equated justice with equal liberty, which holds that the “liberty of each, limited by the like liberty of all, is the rule in conformity with which society must be organized” (Spencer, 1970: 79). Moreover, for Spencer as for Mill, liberty was sacrosanct, insuring that his utilitarianism was equally a bona fide form of liberalism. For both, respect for liberty also just happened to work out for the utilitarian best all things considered. Indefeasible liberty, properly formulated, and utility were therefore fully compossible.

Now in Spencer’s case, especially by The Principles of Ethics (1879–93), this compossibility rested on a complex evolutionary moral psychology combining associationism, Lamarckian use-inheritance, intuitionism and utility. Pleasure-producing activity has tended to generate biologically inheritable associations between certain types of actions, pleasurable feelings and feelings of approval. Gradually, utilitarianism becomes intuitive.[11] And wherever utilitarian intuitions thrive, societies tend to be more vibrant as well as stable. Social evolution favors cultures that internalize utilitarian maxims intuitively. Conduct “restrained within the required limits [stipulated by the principle of equal freedom], calling out no antagonistic passions, favors harmonious cooperation, profits the group, and, by implications, profits the average of individuals.” Consequently, “groups formed of members having this adaptation of nature” tend “to survive and spread” (Spencer, vol. II, 1978: 43). Wherever general utility thrives, societies thrive. General utility and cultural stamina go hand-in-hand. And general utility thrives best where individuals exercise and develop their faculties within the parameters stipulated by equal freedom.

In short, like any moral intuition, equal freedom favors societies that internalize it and, ultimately, self-consciously invoke it. And wherever societies celebrate equal freedom as an ultimate principle of justice, well-being flourishes and utilitarian liberalism spreads.

Spencer likewise took moral rights seriously insofar as properly celebrating equal freedom entailed recognizing and celebrating basic moral rights as its “corollaries.” Moral rights specify equal freedom, making its normative requirements substantively clearer. They stipulate our most essential sources of happiness, namely life and liberty. Moral rights to life and liberty are conditions of general happiness. They guarantee each individual the opportunity to exercise his or her faculties according to his or her own lights, which is the source of real happiness. Moral rights can’t make us happy but merely give us the equal chance to make ourselves happy as best we can. They consequently promote general happiness indirectly. And since they are “corollaries” of equal freedom, they are no less indefeasible than the principle of equal freedom itself.

Basic moral rights, then, emerge as intuitions too though they are more specific than our generalized intuitive appreciation of the utilitarian prowess of equal freedom. Consequently, self-consciously internalizing and refining our intuitive sense of equal freedom, transforming it into a principle of practical reasoning, simultaneously transforms our emerging normative intuitions about the sanctity of life and liberty into stringent juridical principles. And this is simply another way of claiming that general utility flourishes best wherever liberal principles are seriously invoked. Moral societies are happier societies and more vibrant and successful to boot.

Though Spencer sometimes labels basic moral rights “natural” rights, we should not be misled, as some scholars have been, by this characterization. Spencer’s most sustained and systematic discussion of moral rights occurs in the concluding chapter, “The Great Political Superstition,” of The Man Versus the State (1884). There, he says that basic rights are natural in the sense that they valorize “customs” and “usages” that naturally arise as a way of ameliorating social friction. Though conventional practices, only very specific rights nevertheless effectively promote human well-being. Only those societies that fortuitously embrace them flourish.

Recent scholars have misinterpreted Spencer’s theory rights because, among other reasons, they have no doubt misunderstood Spencer’s motives for writing The Man Versus the State. The essay is a highly polemical protest, in the name of strong rights as the best antidote, against the dangers of incremental legislative reforms introducing socialism surreptitiously into Britain. Its vitriolic, anti-socialist language surely accounts for much of its sometimes nasty social Darwinist rhetoric, which is unmatched in Spencer’s other writings notwithstanding scattered passages in The Principles of Ethics and in The Principles of Sociology (1876–96).[12]

Spencer’s “liberal” utilitarian credentials are therefore compelling as his 1863 exchange of letters with Mill further testifies. Between the 1861 serial publication of Utilitarianism in Fraser’s Magazine and its 1863 publication as a book, Spencer wrote Mill, protesting that Mill erroneously implied that he was anti-utilitarian in a footnote near the end of the last chapter, “Of the Connection Between Justice and Utility.” Agreeing with Benthamism that happiness is the “ultimate” end, Spencer firmly disagrees that it should be our “proximate” end. He next adds:

But the view for which I contend is, that Morality properly so-called – the science of right conduct – has for its object to determine how and why certain modes of conduct are detrimental, and certain other modes beneficial. These good and bad results cannot be accidental, but must be necessary consequences of the constitution of things; and I conceive it to be the business of moral science to deduce, from the laws of life and the conditions of existence, what kinds of action necessarily tend to produce happiness, and what kinds to produce unhappiness. Having done this, its deductions are to be recognized as laws of conduct; and are to be conformed to irrespective of a direct estimation of happiness or misery (Spencer, vol. II, 1904: 88–9).[13]


Specific types of actions, in short, necessarily always promote general utility best over the long term though not always in the interim. While they may not always promote it proximately, they invariably promote it ultimately or, in other words, indirectly. These action types constitute uncompromising, normative “laws of conduct.” As such, they specify the parameters of equal freedom. That is, they constitute our fundamental moral rights. We have moral rights to these action types if we have moral rights to anything at all.

Spencer as much as Mill, then, advocates indirect utilitarianism by featuring robust moral rights. For both theorists, rights-oriented utilitarianism best fosters general happiness because individuals succeed in making themselves happiest when they develop their mental and physical faculties by exercising them as they deem most appropriate, which, in turn, requires extensive freedom. But since we live socially, what we practically require is equal freedom suitably fleshed out in terms of its moral right corollaries. Moral rights to life and liberty secure our most vital opportunities for making ourselves as happy as we possibly can. So if Mill remains potently germane because his legacy to contemporary liberal utilitarian still inspires, then we should take better account of Spencer than, unfortunately, we currently do.

Spencer’s “liberal” utilitarianism, however, differs from Mill’s in several respects, including principally the greater stringency that Spencer ascribed to moral rights. Indeed, Mill regarded this difference as the fundamental one between them. Mill responded to Spencer’s letter professing allegiance to utilitarianism, observing that he concurs fully with Spencer that utilitarianism must incorporate the “widest and most general principles” that it possibly can. However, in contrast to Spencer, Mill protests that he “cannot admit that any of these principles are necessary, or that the practical conclusions which can be drawn from them are even (absolutely) universal” (Duncan, ed., 1908: 108).[14]

4. Rational Versus Empirical Utilitarianism

Spencer referred to his own brand of utilitarianism as “rational” utilitarianism, which he claimed improved upon Bentham’s inferior “empirical” utilitarianism. And though he never labeled Mill a “rational” utilitarian, presumably he regarded him as one.

One should not underestimate what “rational” utilitarianism implied for Spencer metaethically. In identifying himself as a “rational” utilitarian, Spencer distanced himself decidedly from social Darwinism, showing why Moore’s infamous judgment was misplaced. Responding to T. H. Huxley’s accusation that he conflated good with “survival of the fittest,” Spencer insisted that “fittest” and “best” were not equivalent. He agreed with Huxley that though ethics can be evolutionarily explained, ethics nevertheless preempts normal struggle for existence with the arrival of humans. Humans invest evolution with an “ethical check,” making human evolution qualitatively different from non-human evolution. “Rational” utilitarianism constitutes the most advanced form of “ethical check[ing]” insofar as it specifies the “equitable limits to his [the individual’s] activities, and of the restraints which must be imposed upon him” in his interactions with others (Spencer, vol. I, 1901: 125–28).[15] In short, once we begin systematizing our inchoate utilitarian intuitions with the principle of equal freedom and its derivative moral rights, we begin “check[ing]” evolutionary struggle for survival with unprecedented skill and subtlety. We self-consciously invest our utilitarianism with stringent liberal principles in order to advance our well-being as never before.

Now Henry Sidgwick seems to have understood what Spencer meant by “rational” utilitarianism better than most, although Sidgwick didn’t get Spencer entirely right either. Sidgwick engaged Spencer critically on numerous occasions. The concluding of Book II of The Methods of Ethics (1907), entitled “Deductive Hedonism,” is a sustained though veiled criticism of Spencer.[16]

For Sidgwick, Spencer’s utilitarianism was merely seemingly deductive even though it purported to be more scientific and rigorously rational than “empirical” utilitarianism. However, deductive hedonism fails because, contrary to what deductive hedonists like Spencer think, no general science of the causes of pleasure and pain exists, insuring that we will never succeed in formulating universal, indefeasible moral rules for promoting happiness. Moreover, Spencer only makes matters worse for himself in claiming that we can nevertheless formulate indefeasible moral rules for hypothetically perfectly moral human beings. First of all, in Sidgwick’s view, since we can’t possibly imagine what perfectly moral humans would look like, we could never possibly deduce an ideal moral code of “absolute” ethics for them. Secondly, even if we could somehow conceptualize such a code, it would nevertheless provide inadequate normative guidance to humans as we find them with all their actual desires, emotions and irrational proclivities.[17] For Sidgwick, all we have is utilitarian common-sense, which we can, and should, try to refine and systematize according the demands of our changing circumstances.[18]

Sidgwick, then, faulted Spencer for deceiving himself in thinking that he had successfully made “empirical” utilitarianism more rigorous by making it deductive and therefore “rational.” Rather, Spencer was simply offering just another variety of “empirical” utilitarianism instead. Nevertheless, Spencer’s version of “empirical” utilitarianism was much closer to Sidgwick’s than Sidgwick recognized. Spencer not only shadowed Mill substantively but Sidgwick methodologically.

In the preface to the sixth edition of The Methods of Ethics (1901), Sidgwick writes that as he became increasingly aware of the shortcomings of utilitarian calculation, he became ever more sensitive to the utilitarian efficacy of common sense “on the ground of the general presumption which evolution afforded that moral sentiments and opinions would point to conduct conducive to general happiness…” (Sidgwick, 1907: xxiii). In other words, common sense morality is a generally reliable, right-making decision procedure because social evolution has privileged the emergence of general happiness-generating moral sentiments. And whenever common sense fails us with conflicting or foggy guidance, we have little choice but to engage in order-restoring, utilitarian calculation. The latter works hand-in-glove with the former, forever refining and systematizing it.

Now Spencer’s “empirical” utilitarianism works much the same way even though Spencer obfuscated these similarities by spuriously distinguishing between “empirical” and supposedly superior, “rational” utilitarianism. Much like Sidgwick, Spencer holds that our common sense moral judgments derive their intuitive force from their proven utility-promoting power inherited from one generation to the next. Contrary to what “empirical” utilitarians like Bentham have mistakenly maintained, we never make utilitarian calculations in an intuition-free vacuum. Promoting utility is never simply a matter of choosing options, especially when much is at stake, by calculating and critically comparing utilities. Rather, the emergence of utilitarian practical reasoning begins wherever our moral intuitions breakdown. Moral science tests and refines our moral intuitions, which often prove “necessarily vague” and contradictory. In order to “make guidance by them adequate to all requirements, their dictates have to be interpreted and made definite by science; to which end there must be analysis of those conditions to complete living which they respond to, and from converse with which they have arisen.” Such analysis invariably entails recognizing the happiness of “each and all, as the end to be achieved by fulfillment of these conditions” (Spencer, vol. I, 1978: 204).

“Empirical” utilitarianism is “unconsciously made” out of the “accumulated results of past human experience,” eventually giving way to “rational” utilitarianism which is “determined by the intellect” (Spencer, 1969: 279 ff.). The latter, moreover, “implies guidance by the general conclusions which analysis of experience yields,” calculating the “distant effects” on lives “at large” (Spencer, 1981: 162–5).

In sum, “rational” utilitarianism is critical and empirical rather than deductive. It resolutely though judiciously embraces indefeasible moral rights as necessary conditions of general happiness, making utilitarianism rigorously and uncompromisingly liberal. And it was also evolutionary, much like Sidgwick’s. For both Spencer and Sidgwick, utilitarian practical reasoning exposes, refines and systematizes our underlying moral intuitions, which have thus far evolved in spite of their under-appreciated utility. Whereas Spencer labeled this progress towards “rational” utilitarianism, Sidgwick more appropriately called this “progress in the direction of a closer approximation to a perfectly enlightened [empirical] Utilitarianism” (Sidgwick, 1907: 455).

Notwithstanding the undervalued similarities between their respective versions of evolutionary utilitarianism, Spencer and Sidgwick nevertheless parted company in two fundamental respects. First, whereas for Spencer, “rational” utilitarianism refines “empirical” utilitarianism by converging on indefeasible moral rights, for Sidgwick, systematization never ceases. Rather, systematizing common sense continues indefinitely in order to keep pace with the vicissitudes of our social circumstances. The best utilitarian strategy requires flexibility and not the cramping rigidity of unyielding rights. In effect, Spencer’s utilitarianism was too dogmatically liberal for Sidgwick’s more tempered political tastes.

Second, Spencer was a Lamarckian while Sidgwick was not. For Spencer, moral faculty exercise hones each individual’s moral intuitions. Being biologically (and not just culturally) inheritable, these intuitions become increasingly authoritative in succeeding generations, favoring those cultures wherever moral common sense becomes more uncompromising all things being equal. Eventually, members of favored societies begin consciously recognizing, and further deliberately refining, the utility-generating potency of their inherited moral intuitions. “Rational,” scientific utilitarianism slowly replaces common sense, “empirical” utilitarianism as we learn the incomparable value of equal freedom and its derivative moral rights as everyday utilitarian decision procedures.[19]

Their differences aside, Spencer was nonetheless as much a utilitarian as Sidgwick, which the latter fully recognized though we should hesitate labeling Spencer a classical utilitarian as we now label Sidgwick. Moreover, Sidgwick was hardly alone at the turn of the twentieth-century in depicting Spencer as fundamentally utilitarian. J. H. Muirhead viewed him as a utilitarian as did W. D. Ross as late as 1939. (Muirhead, 1897: 136; Ross, 1939: 59). Even scholars in Germany at that time read Spencer as a utilitarian. For instance, A. G. Sinclair viewed him as a utilitarian worth comparing with Sidgwick. In his 1907 Der Utilitarismus bei Sidgwick und Spencer, Sinclair concludes “Daher ist er [Spencer], wie wir schon gesagt haben, ein evolutionistischer Hedonist und nicht ein ethischer Evolutionist,” which we can translate as “Therefore he (Spencer) is, as we have already seen, an evolutionary hedonist and not an ethical evolutionist” (Sinclair, 1907: 49). So however much we have fallen into the erroneous habit of regarding Spencer as little invested with 19th-century utilitarianism, he was not received that way at all by his immediate contemporaries both in England and in continental Europe.

5. Political Rights

Not only was Spencer less than a “social Darwinist” as we have come to understand social Darwinism, but he was also less unambiguously libertarian as some, such as Eric Mack and Tibor Machan, have made him out to be. Not only his underlying utilitarianism but also the distinction, which he never forswears, between “rights properly so-called” and “political” rights, makes it problematic to read him as what we would call a ‘libertarian’.

Whereas “rights properly so-called” are authentic specifications of equal freedom, “political rights” are not. They are interim devices conditional on our moral imperfection. Insofar as we remain morally imperfect requiring government enforcement of moral rights proper, political rights insure that government nevertheless remains mostly benign, never unduly violating moral rights proper themselves. The “right to ignore the state” and the right of universal suffrage are two essential political rights for Spencer. In Social Statics, Spencer says “we cannot choose but admit the right of the citizen to adopt a condition of voluntary outlawry.” Every citizen is “free to drop connection with the state – to relinquish its protection and to refuse paying for its support” (Spencer, 1970: 185). For Spencer, this right helps restrict government to protecting proper moral rights because it allows citizens to take their business elsewhere when it doesn’t.

However, Spencer eventually repudiated this mere political right. For instance, in his 1894 An Autobiography, he insists that since citizens “cannot avoid benefiting by the social order which government maintains,” they have no right to opt out from its protection (Spencer, 1904, vol. 1: 362). They may not legitimately take their business elsewhere whenever they feel that their fundamental moral rights are being ill-protected. Because he eventually repudiated the “right to ignore the state,” we should not interpret Spencer as he comes across in Nozick 1974 (p. 289–290, footnote 10, the text of which is on p. 350), where he is referenced in support of such a right.

Spencer’s commitment to the right of universal suffrage likewise wanes in his later writings. Whereas in Social Statics, he regards universal suffrage as a dependable means of preventing government from overreaching its duty of sticking to protecting moral rights proper, by the later Principles of Ethics he concludes that universal suffrage fails to do this effectively and so he abandons his support of it. He later concluded that universal suffrage threatened respect for moral rights more than it protected them. Universal suffrage, especially when extended to women, encouraged “over-legislation,” allowing government to take up responsibilities which were none of its business.

Spencer, then, was more than willing to modify political rights in keeping with his changing assessment of how well they secured basic moral rights on whose sanctity promoting happiness depended. The more he became convinced that certain political rights were accordingly counterproductive, the more readily he forsook them and the less democratic, if not patently libertarian, he became.

Likewise, Spencer’s declining enthusiasm for land nationalization (which Hillel Steiner has recently found so inspiring), coupled with growing doubts that it followed as a corollary from the principle of equal freedom, testify to his waning radicalism.[20] According to Spencer in Social Statics, denying every citizen the right to use of the earth equally was a “crime inferior only in wickedness to the crime of taking away their lives or personal liberties” (Spencer: 1970, 182.) Private land ownership was incompatible with equal freedom because it denied most citizens equal access to the earth’s surface on which faculty exercise and happiness ultimately depended. However, by The Principles of Ethics, Spencer abandoned advocating comprehensive land nationalization, much to Henry George’s ire. George, an American, had previously regarded Spencer as a formidable ally in his crusade to abolish private land tenure.

Now Spencer’s repudiation of the moral right to use the earth and the political right to ignore the state, as well as the political right of universal suffrage, undermines his distinction between rational and empirical utilitarianism. In forswearing the right to use the earth — because he subsequently became convinced that land nationalization undermined, rather than promoted general utility — Spencer betrays just how much of a traditional empirical utilitarian he was. He abandoned land nationalization not because he concluded that the right to use the earth did not follow deductively from the principle of equal freedom. Rather, he abandoned land reform simply because he became convinced that it was an empirically counterproductive strategy for promoting utility.

Even more obviously, by repudiating political rights like the “right to ignore the state” and universal suffrage rights, he similarly divulged just how much empirical utilitarian considerations trumped all else in his practical reasoning. Not only was Spencer not a committed or consistent libertarian, but he was not much of rational utilitarian either. In the end, Spencer was mostly, to repeat, what we would now call a liberal utilitarian who, much like Mill, tried to combine strong rights with utility though, in Spencer’s case, he regarded moral rights as indefeasible.

6. Conclusion

Allan Gibbard has suggested that, for Sidgwick, in refining and systematizing common sense, we transform “unconscious utilitarianism” into “conscious utilitarianism.” We “apply scientific techniques of felicific assessment to further the achievement of the old, unconscious goal” (Gibbard in Miller and Williams, eds., 1982: 72). Spencer’s “liberal” utilitarianism was comparable moral science. Sidgwick, however, aimed simply at “progress in the direction of a closer approximation to a perfectly enlightened Utilitarianism” (Sidgwick, 1907: 455). Spencer, by contrast, had more grandiose aspirations for repairing utilitarianism. Merely moving towards “perfectly enlightened Utilitarianism” was scientifically under ambitious. Fully “enlightened” utilitarianism was conceptually accessible and perhaps even politically practicable. And Spencer had discovered its secret, namely indefeasible moral rights.

Spencer, then, merits greater esteem if for no other reason than that Sidgwick, besides Mill, took him so seriously as a fellow utilitarian worthy of his critical attention. Unfortunately, contemporary intellectual history has been less kind, preferring a more convenient and simplistic narrative of the liberal canon that excludes him.

Spencer’s “liberal” utilitarianism was bolder and arguably more unstable than either Mill or Sidgwick’s. He followed Mill investing utilitarianism with robust moral rights hoping to keep it ethically appealing without forgoing its systemic coherence. While the principle of utility retreats to the background as a standard of overall normative assessment, moral rights serve as everyday sources of direct moral obligation, making Spencer no less an indirect utilitarian than Mill. But Spencer’s indirect utilitarianism is more volatile, more logically precarious, because Spencer burdened rights with indefeasibility while Mill made them stringent but nevertheless overridable depending on the magnitude of the utility at stake. For Spencer, we never compromise basic rights let the heavens fall. But for Mill, the prospect of collapsing heavens would easily justify appealing directly to the principle of utility at the expense of respect for moral rights.

Now, critics of utilitarianism from William Whewell (1794–1866) to David Lyons more recently have taken Mill and subsequent liberal utilitarians to task for trying to have their utilitarian cake and eat their liberalism too. As Lyons argues with great effect, by imposing liberal juridical constraints on the pursuit of general utility, Mill introduces as a second normative criterion with independent “moral force” compromising his utilitarianism. He risks embracing value pluralism if not abandoning utilitarianism altogether. And if Mill’s liberal version of utilitarianism is just value pluralism in disguise, then he still faces the further dilemma of how to arbitrate conflicts between utility and rights. If utility trumps rights only when enough of it is at stake, we must still ask how much enough is enough? And any systematic answer we might give simply injects another normative criterion into the problematic logic of our liberal utilitarian stew since we have now introduced a third higher criterion that legislates conflicts between the moral force of the principle of utility and the moral force of rights.[21]

If these dilemmas hold for Mill’s utilitarianism, then the implications are both better and worse for Spencer. Though for Mill, utility always trumps rights when enough of the former is in jeopardy, with Spencer, fundamental rights always trump utility no matter how much of the latter is imperiled. Hence, Spencer does not need to introduce surreptitiously supplemental criteria for adjudicating conflicts between utility and rights because rights are indefeasible, never giving way to the demands of utility or disutility no matter how immediate and no matter how promising or how catastrophic. In short, for Spencer, basic moral rights always carry the greater, practical (if not formal) moral force. Liberalism always supersedes utilitarianism in practice no matter how insistently Spencer feigns loyalty to the latter.

Naturally, one can salvage this kind of utilitarianism’s authenticity by implausibly contending that indefeasible moral rights always (meaning literally without exception) work out for the utilitarian best over both the short and long-terms. As Wayne Sumner correctly suggests, “absolute rights are not an impossible output for a consequentialist methodology” (Sumner, 1987: 211). While this maneuver would certainly rescue the logical integrity of Spencer’s liberal version of utilitarianism, it does so at the cost of considerable common sense credibility. And even if it were miraculously true that respecting rights without exception just happened to maximize long-term utility, empirically demonstrating this truth would certainly prove challenging at best. Moreover, notwithstanding this maneuver’s practical plausibility, it would nevertheless seem to cause utilitarianism to retire a “residual position” that is indeed hardly “worth calling utilitarianism” (Williams in Smart and Williams, 1973: 135).

Whether Spencer actually envisioned his utilitarianism this way is unclear. In any case, insofar as he also held that social evolution was tending towards human moral perfectibility, he could afford to worry less and less about whether rights-based utilitarianism was a plausible philosophical enterprise. Increasing moral perfectibility makes secondary decision procedures like basic moral rights unnecessary as a utility-promoting strategy. Why bother with promoting general utility indirectly once we have learned to promote it directly with certainty of success? Why bother with substitute sources of stand-in obligation when, thanks to having become moral saints, act utilitarianism will fortunately always do? But moral perfectibility’s unlikelihood is no less plausible than the likelihood of fanatical respect for basic moral rights always working out for the utilitarian best.[22] In any case, just as the latter strategy causes utilitarianism to retire completely for practical purposes, so the former strategy amounts to liberalism entirely retiring in turn. Hence, Mill’s version of “liberal” utilitarianism must be deemed more compelling and promising for those of us who remain stubbornly drawn to this problematical philosophical enterprise.

Spencer’s rights-based utilitarianism nonetheless has much to recommend for it despite its unconventional features and implausible implications. Even more than Mill, he suggests how liberal utilitarians could attempt to moderate utilitarianism in other ways, enabling it to retain a certain measure of considerable ethical appeal. Spencer’s utilitarianism wears its liberalism not only by constraining the pursuit of utility externally by deploying robust moral rights with palpable independent moral force. It also, and more successfully, shows how utilitarians can liberalize their utilitarianism by building internal constraints into their maximizing aims. If, following Spencer, we make our maximizing goal distribution-sensitive by including everyone’s happiness within it so that each individual obtains his or her fair share, then we have salvaged some kind of consequentialist authenticity while simultaneously securing individual integrity too. We have salvaged utilitarianism as a happiness-promoting, if not a happiness-maximizing, consequentialism. Because everyone is “to count for one, nobody for more than one” not just as a resource for generating utility but also as deserving to experience a share of it, no one may be sacrificed callously without limit for the good of the rest.[23] No one may be treated as a means only but must be treated as an end as well.

Spencer’s utilitarianism also has much to recommend for it simply for its much undervalued importance in the development of modern liberalism. If Mill and Sidgwick are critical to making sense of our liberal canon, then Spencer is no less critical. If both are crucial for coming to terms with Rawls particularly, and consequently with post-Rawlsianism generally, as I strongly believe both are, then Spencer surely deserves better from recent intellectual history. Intellectual history is one of the many important narratives we tell and retell ourselves. What a shame when we succumb to scholarly laziness in constructing these narratives just because such laziness both facilitates meeting the pedagogical challenges of teaching the liberal tradition and answering our need for a coherent philosophical identity.

_______________

Bibliography

Primary Sources: Works by Spencer


1851, Social Statics, Robert Schalkenbach Foundation, 1970.
1855, The Principles of Psychology, London: Longman, Brown, Green, and Longmans.
1862, First Principles, Williams and Norgate, 1915.
1864–1867, The Principles of Biology, 2 volumes, London: Williams and Norgate.
1868–74, Essays: Moral, Political and Speculative, 3 vols., London: Williams and Norgate, 1901.
1873, The Study of Sociology, Ann Arbor: University of Michigan Press, 1969.
1879–93, The Principles of Ethics, 2 volumes, Indianapolis: Liberty Classics, 1978.
1884, The Man Versus the State, Indianapolis: Liberty Classics, 1981.
1893, “The Inadequacy of ‘Natural Selection’,” The Contemporary Review, 63: 153–166, 439–456.
1897, “M. De Laveleye’s Error” in Various Fragments, New York: D. Appleton and Co., 1898.
1897, The Principles of Sociology, 3 volumes, New York: D. Appleton and Co., 1876–96.
1904, An Autobiography, 2 volumes, London: Williams and Norgate.
Secondary Sources
Den Otter, Sandra M., 1996, British Idealism and Social Explanation, Oxford: Oxford University Press.
Duncan, David, 1908, The Life and Letters of Herbert Spencer, London: Methuen and Co.
Francis, Mark, 2007, Herbert Spencer and the Invention of Modern Life, Stocksfield: Acumen.
Francis, M. & M. Taylor (eds.), 2015, Herbert Spencer: Legacies, London: Routledge.
Gibbard, Allan, 1982, “Inchoately Utilitarian Common Sense: The Bearing of a Thesis of Sidgwick’s on Moral Theory,” in Harlan B. Miller and William H. Williams, (eds.), The Limits of Utilitarianism, Minneapolis: University of Minnesota Press.
Gray, John, 1983, Mill on Liberty: A Defence, London: Routledge and Kegan Paul.
–––, 1989, “Mill’s and Other Liberalisms,” in John Gray, Liberalisms: Essays in Political Philosophy, London: Routledge and Kegan Paul.
Hoftstadter, Richard, 1955, Social Darwinism in American Thought, Boston: Beacon Press.
Huxley, T. H., 1893, “Evolutionary Ethics” in T. H. Huxley, Evolution and Ethics and Other Essays, New York: D. Appleton and Co., 1929.
Mill, J. S., 1861, Utilitarianism in John M. Robson (ed.), The Collected Works of John Stuart Mill, 33 vols., Toronto: University of Toronto Press, 1969, vol. x.
Moore, G. E., 1903, Principia Ethica, Cambridge: Cambridge University Press, 1984.
Muirhead, J. H., 1897, The Elements of Ethics, London: John Murray.
Nozick, Robert, 1974, Anarchy, State, and Utopia, New York: Basic Books.
Offer, John, 1994, “Introduction,” in John Offer (ed.), Herbert Spencer: Political Writings, Cambridge: Cambridge University Press.
–––, 2014, ‘Herbert Spencer,”, in W.J.Mander (ed.), The Oxford Handbook of British Philosophy in the Nineteenth Century, Oxford: Oxford University Press, 257–284.
–––, 2010, Herbert Spencer and Social Theory, Houndmills: Palgrave Macmillan.
Paxton, Nancy, 1991, George Eliot and Herbert Spencer, Princeton: Princeton University Press.
Riley, Jonathan, 1988, Liberal Utilitarianism: Social Choice Theory and J. S. Mill’s Philosophy, Cambridge: Cambridge University Press.
Ritchie, D. G., 1891, The Principles of State Interference in Peter P. Nicholson (ed.), Collected Works of D. G. Ritchie, 6 vols., Bristol: Thoemmes Press, 1998.
Ross, W. D., 1939, Foundations of Ethics, Oxford: Oxford University Press.
Schneewind, Jerome, 1977, Sidgwick’s Ethics and Victorian Moral Philosophy, Oxford: Oxford University Press.
Sidgwick, Henry, 1902, Lectures on the Ethics of T. H. Green, Mr. Herbert Spencer and J. Martineau, London: Macmillan.
–––, 1907, The Methods of Ethics, 7th edition, Indianapolis: Hackett Publishing Co., 1981.
–––, 1880, “Mr. Spencer’s Ethical System,” Mind, 5(18): 216–226.
Sinclair, A. G., 1907, Der Utilitarismus bei Sidgwick und Spencer, Heidelberg: Carl Winter’s Universitätsbuchhandlung.
Skinner, Quentin, 2002, “A Third Concept of Liberty,” London Review of Books, 24(7): 16–18.
Sumner, W. L., 1987, The Moral Foundations of Rights, Oxford: Oxford University Press.
Taylor, Michael W., 2007, The Philosophy of Herbert Spencer, London: Continuum.
Weinstein, D., 1998, Equal Freedom and Utility: Herbert Spencer’s Liberal Utilitarianism, Cambridge: Cambridge University Press.
–––, 2000, “Deductive Hedonism and the Anxiety of Influence,” Utilitas, 12(3): 329–346.
Williams, Bernard, 1973, “A Critique of Utilitarianism,” in J. C. C. Smart and Bernard Williams (eds.), Utilitarianism: For and Against, Cambridge: Cambridge University Press.
Young, R. M., 1970, Mind, Brain and Adaptation in the Nineteenth Century, Oxford: Oxford University Press.
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Re: Freda Bedi Cont'd (#2)

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Walter Hines Page
by Wikipedia
Accessed: 2/27/20

Image
Walter Hines Page
United States Ambassador to the United Kingdom
In office: May 30, 1913 – October 3, 1918
President: Woodrow Wilson
Preceded by: Whitelaw Reid
Succeeded by: John W. Davis
Personal details
Born: August 15, 1855, Cary, North Carolina, USA
Died: December 21, 1918 (aged 63), Pinehurst, North Carolina
Spouse(s): Willa Alice Wilson
Profession: Politician, Editor

Walter Hines Page (August 15, 1855 – December 21, 1918) was an American journalist, publisher, and diplomat. He was the United States ambassador to the United Kingdom during World War I.

He founded the State Chronicle newspaper in Raleigh, North Carolina, and worked with other leaders to gain legislative approval for what is now known as North Carolina State University, established as a land-grant college in 1885. He worked on several newspapers, including the New York World and Evening Post. He was the editor of The Atlantic Monthly for several years and also literary adviser to Houghton Mifflin. For more than a decade beginning in 1900, he was a partner of Doubleday, Page & Company, a major book publisher in New York City.

Biography

Born in Cary, North Carolina to father Allison Francis "Frank" Page and his wife, Catherine Frances Raboteau. His father built the Page-Walker Hotel about 1868.[1] Walter was educated at Trinity College (Duke University), then at Randolph-Macon College and Johns Hopkins University. His studies complete, he taught for a time in Louisville, Kentucky.[2]

On November 15, 1880, Page married Willa Alice Wilson. They had a daughter and three sons including Arthur W. Page.

Page began his journalism career as a writer and then editor at the St. Joseph Gazette in Missouri. (The St. Joseph Gazette published in that town from 1845 until June 30, 1888, when its morning position was taken over by its sister paper, the St. Joseph News-Press.) After a short time at the Gazette, in 1881 Page resigned to travel through the South, having arranged to contribute letters on southern sociological conditions to the New York World, the Springfield Republican of Massachusetts, and the Boston Post. He intended these letters to educate both the North and the South in a fuller understanding of their mutual dependence. In 1882, he joined the editorial staff of the New York World; among his major work was a series of articles on Mormonism, the result of personal investigation in Utah.[2]

Later in 1882, Page went to Raleigh, North Carolina, where he founded the State Chronicle.[2] Two years later, he was a founding member of the Watauga Club, along with Arthur Winslow and William Joseph Peele. Together, they petitioned the North Carolina General Assembly early in 1885 to create an institution for industrial education for "wood-work, mining, metallurgy, practical agriculture" and similar fields; establishing what is now North Carolina State University, a land-grant college, which could receive federal funds.

Page returned to New York in 1883 and for four years was on the staff of the Evening Post. From 1887 to 1895, he was manager and, after 1890, editor of The Forum, a monthly magazine. From 1895 to 1900, he was literary adviser to Houghton, Mifflin and Company, and for most of the same period editor of The Atlantic Monthly (1896–99).[2]

From 1900 to 1913, Page was partner and vice president of Doubleday, Page & Co.; when he joined Frank Nelson Doubleday as a partner, the company's name was changed to include his. He also was editor of World's Work magazine. Doubleday, Page & Co. became one of the great book publishing companies of the 20th century. The company sometimes publishes under the name "Country Life Press" in Garden City, New York, where Page resided in the years prior to World War I. Among the great writers it published in its early years was Rudyard Kipling.[3] In 1986, it was acquired by Bertelsmann AG.

Page believed that a free and open education was fundamental to democracy. In 1902, he published The Rebuilding of Old Commonwealths, which emphasized that. He felt that nothing (class, economic means, race, or religion) should be a barrier to education.

Ambassador

Image
Page's UK Ambassador nomination

In March 1913, Page was appointed U.S. ambassador to Britain by President Woodrow Wilson,[2] whom Page had befriended in 1882 when Wilson was a young lawyer starting out in Atlanta.[4] Page was one of the key figures involved in bringing the United States into World War I on the Allied side. A proud Southerner, he admired his British roots and believed that the United Kingdom was fighting a war for democracy. As ambassador to Britain, he defended British policies to Wilson and helped to shape a pro-Allied slant in the President and in the United States as a whole. One month after Page sent a message to Wilson, the U.S. Congress declared war on Germany.

Page was criticized for his unabashedly pro-British stance by those who thought his priority should be defending the US's interests in the face of British criticism. He and his staff had to deal with the British claim of the right to stop and search American ships, including examination of mail pouches; the commercial blockade (1915); and the "blacklist,"[5] the names of American firms with whom the British forbade all financial and commercial dealings by their citizens (1916).[2]

In 1918, Page became ill and resigned his post as Ambassador to the Court of St. James's. He returned to his home in Pinehurst, North Carolina, where he died.[6] He is buried in Old Bethesda Cemetery in Aberdeen, North Carolina.

Legacy and honors

• A memorial plaque in his honor was installed in Westminster Abbey in Westminster, London, UK.[7]
• The Life and Letters of Walter H. Page (1923), by Burton J. Hendrick, was awarded the Pulitzer Prize for Biography, and Hendrick's The Training of an American: The Earlier Life and Letters of Walter H. Page was awarded the Pulitzer Prize for Biography in 1929.
• Walter Hines Page Senior High School in Greensboro, North Carolina, the Walter Hines Page Research Professor of Literature chair (currently Ariel Dorfman) at Duke University, the Walter Hines Page Library at Randolph-Macon College in Ashland, Va., and the London chapter of the Daughters of the American Revolution were named for him.
• Today, scholarships are awarded by the English-Speaking Union (ESU) in Walter Hines Page's name to teachers from the United Kingdom to study in the United States and Canada.[8]
• Page Hall at North Carolina State University was named in his honor.[9]

Publication

A Publisher's Confession (1905)

References

1. Janet B. Silber (n.d.). "Page-Walker Hotel" (pdf). National Register of Historic Places - Nomination and Inventory. North Carolina State Historic Preservation Office. Retrieved 2015-05-01.
2. Chisholm, Hugh, ed. (1922). "Page, Walter Hines" . Encyclopædia Britannica (12th ed.). London & New York.
3. "Rudyard Kipling". Poetry Foundation. Retrieved 2017-07-13.
4. Berg, A. Scott (2013). Wilson. New York, NY: G.P. Putnam's Sons. pp. 85–86. ISBN 978-0-399-15921-3.
5. Bailey, Thomas A. (1934). "The United States and the Blacklist during the Great War". The Journal of Modern History. 6 (1): 14–35. doi:10.1086/236094. JSTOR 1872175.
6. "WALTER HINES PAGE DIES AT PINEHURST; Sacrificed His Health as Americt's Ambassador to Britain During War. SERVED NATION IN CRISIS As "President's Ear" Abroad He Also Conciliated Opinion ThereWhen Allies Sought Our Aid. Studies Sociological Problems. His Difficult Diplomatic Tasks" (PDF). The New York Times. 23 December 1918. Retrieved 2017-07-13.
7. "To Walter Hines Page". Time. 1923-03-24.
8. "Walter Hines Page Scholarship", Teachers.org
9. "Page Hall". projects.ncsu.edu. Retrieved 2019-12-17.

External links

• Newspaper clippings about Walter Hines Page in the 20th Century Press Archives of the ZBW
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Re: Freda Bedi Cont'd (#2)

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The Forum (American magazine)
by Wikipedia
Accessed: 2/27/20

The Forum
First issue March 1886; 133 years ago
Final issue 1950
Company Forum Publishing Company
Country United States
Based in New York City
Language English

The Forum was an American magazine founded in 1885 by Isaac Rice. It existed under various names and formats until it ceased publication in 1950. Published in New York, its most notable incarnation (1885 until 1902) was symposium based. Articles from prominent guest authors debated all sides of a contemporary political or social issue, often across several issues and in some cases, several decades. At other times, it published fiction and poetry, and published articles produced by staff columnists in a "news roundup" format.

At its zenith, The Forum became one of the most respected journals in America, alongside Atlantic Monthly and Harper's Magazine. It was exceptional of these in several respects, as it carried a more Southern emphasis, and was also the only journal widely accessible to Black Americans. Its articles were of such reliably high standard that they were often used as resources for colleges and universities, with the articles studied in seminar discussions. Writing in 1957, Frank Luther Mott wrote:

It would be difficult to find a better exposition of the more serious interests of the American mind in the decade of 1886 to 1896 than is afforded by the first twenty volumes of The Forum...The Progress of science and industry, education in its many phases, religious controversy, and movements in literature and the fine arts gave variety to Forum content.


The Forum's first editor was Lorettus Sutton Metcalf, whose skills established the magazine's reputation for academic content. The magazine became more famous when Walter Hines Page, the noted publisher, took over as editor in 1891. Later editors included Isaac Rice's brother Joseph Mayer Rice (a notable reform figure in the Progressive Era), Frederick Taber Cooper, and Henry Goddard Leach, who resumed the symposium format in 1923.

Editors

Editors of The Forum were as follows:

• Lorettus Sutton Metcalf (1886–91)
• Walter Hines Page (1891–95)
• Alfred Ernest Keet (1895–97)
• Joseph Mayer Rice (1897–1907)
• Frederic Taber Cooper (1907–09)
• Benjamin Russell Herts (1909–10)
• Mitchell Kennerley (1910–16)
• H. Thompson Rich (1917–18)
• Edward Wildman (1918–20)
• George Henry Payne (1920–23)
• Henry Goddard Leach and Frank C. Davidson (1923–26)
• Henry Goddard Leach (1926–40)
• Daniel George Redmond (1945–50)

Early years: Walter Hines Page 1886–95

Rice founded The Forum as a wedding gift to his wife Julia Hyneman Barnett. A German immigrant musician, Rice had enrolled at Columbia University School of Law in 1878, and after graduating in 1880, became the librarian of Columbia’s new School of Political Science. From 1884, he taught classes in the law school, but after he began to practice law, he resigned from teaching. As a lawyer specializing in monopolies and patents, he began to invest in the railroad industry, and then the Electric Storage Battery Company, of which he became president in 1897.

Rice was also a writer. In 1875, he released "What is Music?",[1] a slim volume that analysed various theories of music from across the globe, and attempted to create a cosmical theory of music based upon current knowledge. "By listening to a great composition," he wrote, "our mind undergoes the same process - first the mood, then the sentiment, then the definite thought. This order is characteristic of the perception of the beautiful in nature."

An infrequent contributor to the journal, Isaac Rice chose topics that were nonetheless eclectic. They include:

1. July 1892: The Consumer[2]
2. October 1893: Public Business and the Right to Steal[3]
3. August 1894: Legalized Plunder of Railroad Properties: The Remedy[4]
4. March 1912: Every Man is His Own Banker[5]

In its first year, the magazine had survived on a subscription circulation of around 2,000. Walter Hines Page joined the journal the following year as the new business manager, and quickly transformed its scope and ambition. Throwing himself and his personality into the work, he became critical of board members who thought that it was beneath the dignity of the journal to directly solicit manuscripts from major writers focused on contemporary issues. Page recruited a slew of celebrity experts and well known authorities – including Congressmen – in order to attract more readers. Their work, focused on national and international events, added a large degree of timeliness to its content.

Above all, Page was concerned with the state of the nation in the post Civil War period – the political landscape was dominated by the "boss system" of party political patronage, with underqualified and corrupt candidates elected to serve the local financial and industrial interests. He held hope that Grover Cleveland would signal a reformation of that system into a higher state of honesty, frugality, and sound financial policy, yet he was disappointed by Cleveland himself, who he saw as "plodding," "unimaginative," and "unaware of the forces changing the nation."

Page relinquished the editorship in 1895, over a squabble regarding control, and was hired by Houghton, Mifflin and Company, the publishers of Atlantic Monthly. A few months later he left, believing he was inadequately paid, and after a brief period working at the Harper Publishing House, he formed Doubleday, Page and Company, publishers of a new periodical, The World's Work.

Joseph Mayer Rice and educational reform

At various points in its history, The Forum concerned itself with issues surrounding the education system in America, specifically the curriculum. From January through October 1888, The Forum ran a symposium series entitled “What Shall the Public Schools Teach”, which included contributions from William T. Harris and Lester Frank Ward. Along with Rice, Ward became a major figure in the Progressive Education movement.

The Forum made its definitive statement of the education system in 1891–93 when it published a series of incisive muckraking articles by Joseph Mayer Rice. From 1888 to 1890 Rice had studied psychology and pedagogy in the German Universities of Jena and Leipzig, and had studied under Wilhelm Rein, an influential educational theorist. Rein proposed a philosophy of education that placed greater emphasis on the building of moral character over the consumption of facts.


Rice came to write for The Forum due to Page's interest in Rice's ideas about pedagogy, and the journal sponsored him as he conducted a six-month tour of thirty-six cities in the United States. He visited six to eight urban public elementary schools in each city, and spent the school hours of every day observing classroom events. He talked with approximately twelve hundred teachers, met with school officials and school board members, interviewed parents, and visited twenty teacher-training institutions.

Rice devoted the summer of 1892 to the analysis of data from his survey of schools. From October 1892 through June 1893, The Forum published a series of nine articles by Rice, where he reported tedious, pedantic teaching in traditionally structured schools, unassisted superintendents responsible for the supervision of hundreds of teachers, and board of education reports portraying deplorable conditions of schools. As anticipated by Page, Rice's study generated outraged reactions among a public that heretofore had assumed a fully functioning and effective educational system. Rice's articles earned him a reputation (not a pleasant one among many professional educators) for bringing the topic of schooling into the public's eye, and, in effect, introducing muckraking to the field of education.

The nine articles that Rice wrote for The Forum chart an exhaustive tour of public schools from the East Coast to the Midwest taken from December 1891 through first half of 1892. His criticisms mobilised parents against corrupt politicians, particularly after the articles were published in a collection called The Public School System of the United States,[6] which incorporated the original tour with a second survey undertaken in the spring of 1894, mainly of schools that had reformed their curriculum. "It is indeed incomprehensible," he wrote, "that so many loving mothers...are willing without hesitation to resign the fate of their little ones to the tender mercies of ward politicians, who in many instances have no scruples in placing the children in class-rooms the atmosphere of which is not fit for human beings to breathe, and in charge of teachers who treat them with a degree of severity that borders on barbarism."

The articles published by Rice in this time include:

1. December 1891: Need School be a Blight to Child Life?[7]
2. October 1892: Our Public School System: Evils in Baltimore[8]
3. November 1892: Our Public School System: Schools of Buffalo and Cincinnati[9]
4. December 1892: The Public Schools of St. Louis and Indianapolis[10]
5. January 1893: The Public School System of New York City[11]
6. February 1893: The Public Schools of Boston[12]
7. June 1893: Our Public School System: A Summary[13]
8. December 1893: A Plan to Free the Schools From Politics[14]

Rice returned to the University of Jena in the summer of 1893, returning the following year. Upon his return, he was determined to further document his conviction that a Progressive education was beneficial for students. He embarked on another Forum-sponsored tour in 1895, armed with a survey which he administered to nearly 33,000 young students. In particular, Rice found no link between the time spent on spelling drills and students' performance on spelling tests. His study was far ahead of its time,[according to whom?] both in the subject of pedagogy and overall methodology.

Articles referring to this later study include:

1. June 1895: A Rational Correlation of School Studies[15]
2. August 1895: Substitution of Teacher for Text-Book[16]
3. December 1896: How Shall the Child be Taught? Obstacles to Rational Educational Reform[17]
4. January 1896: How Shall the Child be Taught? The Essentials in Elementary Education[18]
5. August 1897: The Futility of the Spelling Grind I[19]
6. June 1897: The Futility of the Spelling Grind II[20]

American imperialism

From 1898 to 1900, The Forum analysed the implications of the United States' flirtation with imperialism in Guam, the Philippines, China and Puerto Rico. Several of the articles paid reference to the "Open Door Policies" of U.S. Secretary of State John Hay. Composed in 1899, the policy allowed multiple imperial powers to access China without committing to direct control, as was the case with Great Britain in India. Though treaties made after 1900 refer to the open door, competition for access to China continued. The term is now more commonly associated with the historian William Appleman Williams, who used it to refer to U.S. economic imperialism in the developing world.

Articles on these issues include:


1. January 1898: China, and the Chinese Railway Concessions[21] by Clarence Cary
2. March 1898: The Duty of Annexing Hawaii[22] by Senator John T. Morgan
3. June 1898: The War for Cuba[23] by Joseph Edgar Chamberlain
4. July 1898: The Philippine Islands[24] by Frank F. Hilder
5. November 1898: Shall we Keep the Philippines?[25] by Charles Demby
6. February 1899: Coaling Stations for the Navy[26] by R.B.Bradford
7. April 1899: American Opportunities in China[27] by Gilbert Reid
8. November 1899: How Shall Puerto Rico be Governed?[28] by H. K. Carrol

Lynching

Lynching of Black Americans was an issue that was discussed several times, though The Forum never took a definitive line for or against the practice.

In November 1893, Walter Hines Page wrote in "The Last Hold of the Southern Bully"[29] that lynching was a social crime unheard of during the era of slavery, and was something that society should be spared from, due to its inflammable nature. Using the example of a sexual offense committed by a black man on a white woman, Page asked why black offenders were dealt with so severely when similar crimes committed by white men against black women were regarded as venial offenses. The answer was to build a social and political alliance between state conventions, ecclesiastical organisations and the media to defeat the evil practice. "It is the vast majority of good men, law-loving men who make up these organisations, and it is they who must defend themselves from the dangerous savagery of the smaller number who regard it as a manly thing to take the law into their own hands."

Other writers took differing stances on the issue. Atticus G. Heygood, a noted Methodist scholar, supporter of emancipation and author of Our Brother in Black: His Freedom and His Future (1881), contributed "The Black Shadow on the South",[30] in which he stated that the most alarming fact about lynching was that the practice had ceased to alarm the public. "In a civilised society...lynching is a crime against God and man...lynching is anarchy." On the other side of the issue, Chas Smith asked in October 1893: "Have American Negroes too Much Liberty?"[31]

Other articles to discuss lynching and violence against Blacks include:

1. November 1893: Negro Outrage No Excuse For Lynching[32] by L. E. Bleckley
2. September 1894: The Lessons of Recent Civil Disorders[33] by Thomas M. Cooley
3. January 1899: The Race War in North Carolina[34]
4. December 1926: Symposium: Is Lynching Ever Defensible? I. The Motives of Judge Lynch][35] by George W. Chamlee

II. The Mind of the Lynching Mob[36] by John P. Fort

Decline: Alfred Ernest Keet and Joseph Mayer Rice 1895–1907

Following the departure of Page, Alfred Ernest Keet spent a short period as editor from 1895-1897 before he was replaced by Joseph Mayer Rice, who served until 1907. Around 1900, circulation began to decline and the choice was made in July 1902 to make the magazine a quarterly. The essays were gone, replaced by a sectional format with regular contributors. Notable contributors were Henry Litchfield West, on “American Politics” Ossian H. Lang on “Educational Outlook” and Alexander D. Noyes, who later served as financial reporter for the New York Times, on “Finance.”

Black American contributors

By the turn of the century, The Forum had garnered a reputation for soliciting more articles from Black American contributors than any other magazine. Contributors included Booker T Washington, William Scarborough of Wilberforce University and author of The Future of the Negro[37] (1889) Edward T Blyden, a Liberian politician, Professor Kelly Miller of Howard University, President J C Price of Livingstone College, and William Hooper Councill.

Articles included:

1. December 1898: The Educated Negro and Menial Pursuits][38] by William Scarborough
2. July 1898: The Future of the Negro[39] by William Hooper Councill
3. May 1901: The Negro and Our New Possessions[40] by William Scarborough
4. February 1901: The Negro and Education][41] by Kelly Miller
5. February 1902: The Expansion of the Negro Population][42] by Kelly Miller

Walter Hines Page was a huge supporter of Booker T Washington. Like many of the writers at The Forum, Washington stated that industrial education was required to further the progress of Black Americans. A few days before he died in 1916, Washington wrote to The Forum suggesting an article dealing with "the definitive, indisputable facts relating to the Negro's progress as a race.' His death meant the article was never completed, but Washington did send notes, which were published in the March 1916 issue under the title Fifty Years of Negro Progress.[43] In various areas, from literacy, to business, to health and standards of living, Washington saw a race that had made significant strides. He concluded: "Often I feel proud that I belong to a race in America which can never hope to be superior to the races about it in physical power; but whose growth must be in matters of the spirit and the ever-increasing success which attends such growth... are making the Negro into that fine type of citizen who may yet become the conservator of the finest and best of real civilization."

Contributions from Theodore Roosevelt

In the history of the magazine, four future presidents wrote articles for The Forum. Of note are Woodrow Wilson’s articles, given his friendship and future association with Page. But it is Theodore Roosevelt, who contributed half a dozen articles between 1893 and 1895, who provides the most interesting and idiosyncratic articles, particularly in two articles that celebrate the virtues of masculinity.

In August 1893's “Big Game Disappearing in the West”,[44] Roosevelt boasts of his prowess as a hunter, and describes a series of potential American hunting experiences in vivid detail. “It has been my good luck to kill every kind of game properly belonging to the United States [but] I have never seen a grisly roped by the riders of the plains, nor a black bear killed with the knife and hounds in the southern canebrakes.” However, he also warned that though hunting is a noble and masculine pursuit, it should not be abused. Identifying the overhunting of cattle near his ranch in Little Missouri, he stated: “It is always lawful to kill dangerous or noxious animals, like the bear, cougar and wolf; but other game should only be shot when there is a need of the meat.”

Echoing his subsequent success as President in allocating land for forest conservation and preservation, Roosevelt concluded his article with a demand: “We need, in the interest of the community at large, a rigid system of game laws,” and to “establish, under the control of the State, great national forest reserves, which shall also be a breeding-grounds and nurseries for wild game; though I should much regret to see grow up in this country a system of large private game-preserves kept for the enjoyment of the very rich.”

In July 1894's “The Manly Virtues and American Politics”,[45] Roosevelt described the corrupt politician as a greater foe of the nation than the private trusts and monopolies. The correct attitude of citizen who wished to commit to public life was disinterestedness, honesty, and above all, efficiency. He must be willing to meet men of far lower ideals than his own, and to act with them rather than criticise. “It is not the man who sits by his fireside reading his evening paper and saying how bad our politics and politicians are who will ever do anything to save us; it is the man who goes out into the rough hurly-burly of the caucus...and faces his fellows on equal terms.”

Just as important was to encourage the citizen to work for good government as a means to itself, rather than material gain. To do this, citizens should be pressed to political involvement as a matter of plain duty. A righteous man “must do his share, unless he is willing to prove himself unfit for free institutions, fit only to live under a government where he will be plundered and bullied...on account of his selfish timidity.”

In April 1894, "What 'Americanism' Means"[46] emphasised how strong the emotion of patriotism could be, and that it was the responsibility of the truest Americans were those who protected patriotism from those who used it as a cloak for evil - “the class of hypocrites and demagogues, the class that is always prompt to steal the watchwords of righteousness and use them in the interests of evil doing.”

True patriotism was neither foolish optimism, nor ignoble pessimism, but a sober acceptance of the many advantages America held. It was a question of spirit of convictions and purpose, not a creed or birthplace. A vigilant defense against the forces of separatism was required - be they found in small minded provincial patriotism, a complete absence of patriotism, or the subversion of patriotism by those immigrants who choose not to integrate themselves in the American community. “A Scandinavian, a German, or an Irishman who has really become an American has the right to stand on exactly the same footing as any native born citizen...we must stand shoulder to shoulder, not asking as to the ancestry or creed of our comrades, but only demanding that they be in very truth Americans, ad that we all work together, heart, hand and head, for the honour and greatness of our common country.”

Other articles written by Roosevelt:

1. February 1895: True American Ideals[47]
2. September 1895: The Enforcement of Law[48]
3. December 1895: Thomas Brackett Reed and the Fifty-First Congress[49]

Resurgence: Frederick Taber Cooper and Mitchell Kennerley 1907–16

In 1908, The Forum returned to monthly publication and expanded its format to include fiction, poetry and reviews. Early work by Sherwood Anderson, H.L. Mencken and Edna St. Vincent Millay appeared. Readership gradually increased. In 1909, Rice resigned. His successor, Frederick Taber Cooper opened the magazine to outside reviews and further expanded its literary offerings.

The first novella to appear was The Point of Honor: A Military Tale[50] by Joseph Conrad, author of Heart of Darkness, The Outcast of the Islands and The Secret Agent. From that point, The Forum attracted contributions from some of the most distinguished authors and playwrights of the day, including Thomas Hardy, Jules Verne, and H.G. Wells.

Notable contributions include:

1. January 1912: A Honeymoon Christmas[51] by Marian Cox
2. May 1913: The Holy Man[52] by Frank Harris
3. December 1915: The Free Vacation House[53] by Anzia Yezierska
4. May 1916: The Magical City (A Play)[54] by Zoe Akins
5. June 1916: Blackfoot's Masterpiece[55] by Sherwood Anderson
6. October 1924 - April 1924: Soundings (Seven Parts)[56] by Arthur Hamilton Gibbs
7. December 1925: The Pearl of Love[57] by H. G. Wells

Journalists

In this era, The Forum also accepted contributions from prominent journalists and critics, including a number of articles from G.K Chesterton and Upton Sinclair, and early career articles from Walter Lippmann and Henry Mencken. Lippmann's first contributions were three articles of political analysis published in early 1913: The Taboo in Politics,[58] The Changing Focus in Politics[59] and For Theorists.[60] Mencken's contribution were slight by comparison, consisting of a review of Willard Huntington Wrights A Man of Promise in April 1916 entitled America Produces a Novelist.[61]

Coolidge, Harding and Hoover

In January 1920, Calvin Coolidge stated that politics was a means to an end, a process rather than a product. Like all other values, it had its chimeras, but it was an ultimately noble profession. As a consequence, public confidence in government was a matter of great concern, and the differentiation between partisan assertions and reality had to be made clear. “No system of government can stand that lacks public confidence, and no progress can be made on the assumption of false premise".

Shortly before he was elected President, Harding mused upon the responsibilities of the office. “My Americanism” read like a contract to the American people. Along with the usual pleas to embrace representative government over dictatorship and special interests, he stated that to make false appeals would rob the nation of its dignity, and would drag the attention of the American people into the mire. “As I see it, if I were to stoop to insincerity, to mere clamour, to political expediency, to appeals to special classes, I would be failing in that purpose which I trust shall always be mine: not my own interest, not even the interest of my party first, but America First.”

While serving as the head of the American Relief Administration, Herbert Hoover contributed “The Food Future” which highlighted contemporary issues in the American food supply chain, particularly food shortages and price inflation. He also outlined American responsibilities to a recovering Europe. “There are millions of people now liberated from the German yoke,” he wrote, “for whose interests we have fought and bled for the last eighteen months. We dare not neglect any measure which enables them to return to health, to self-support and to their national life.” The following year, he reiterated that American aid should continue until European nations were able to perform the whole task of feeding their people themselves.

Commercial peak: Henry Goddard Leach 1926–45

By the 1920s, pro and con articles on contemporary issues returned. Subjects included communism, religious fundamentalism, and military preparedness. Circulation reached 90,000 by the end of the decade. In 1930, The Forum merged with Century Magazine, to add an upper class element to attract advertisers. Forum and Century provided articles on cures to the economic situation during the Great Depression, including a notable article by John Maynard Keynes Causes of World Depression,[62] published in 1931, years before his ideas came into vogue. Charles Beard, the father of the Progressive School of History, contributed an article entitled "A Five-Year Plan for America",[63] an article advocating national economic planning. At the same time, the Swope Plan, and other economic policies, were debated at length.

The end 1945–50

By mid 1940, circulation had dropped to about 35,000, prompting a sale to Current History Magazine. Another transfer a few years later, another name change and a re-appearance under its original title, The Forum closed in 1950.

Notes

1. "What Is Music? by Isaac Leopold Rice". UNZ.org.
2. "The Consumer by Isaac L. Rice, The Forum, July 1892". UNZ.org.
3. "Public Business and the Right to Steal by Isaac L. Rice, The Forum, October 1893". UNZ.org.
4. "Legalized Plunder of Railroad Properties: the Remedy by Isaac L. Rice, The Forum, August 1894". UNZ.org.
5. "Every Man His Own Banker by Isaac L. Rice, The Forum, Friday, March 1st, 1912". UNZ.org.
6. Rice, Joseph Mayer (19 April 1969). "The public-school system of the United States". New York : Arno Press and the New York Times – via Internet Archive.
7. "Need School be a Blight to Child Life? by J.M. Rice, The Forum, December 1891". UNZ.org.
8. "Our Public-School System: Evils in Baltimore by J.M. Rice, The Forum, October 1892". UNZ.org.
9. "Our Public-School System by J.M. Rice, The Forum, November 1892". UNZ.org.
10. "The Public Schools of St. Louis and Indianapolis by J.M. Rice, The Forum, December 1892". UNZ.org.
11. "The Public-School System of New York City by J.M. Rice, The Forum, January 1893". UNZ.org.
12. "The Public Schools of Boston by Dr. J.M. Rice, The Forum, February 1893". UNZ.org.
13. "Our Public School System: A Summary by J.M. Rice, The Forum, June 1893". UNZ.org.
14. "A Plan to Free the Schools from Politics by J.M. Rice, The Forum, December 1893". UNZ.org.
15. "A Rational Correlation of School Studies by J.M. Rice, The Forum, June 1895". UNZ.org.
16. "Substitution of Teacher for Text-Book by J.M. Rice, The Forum, August 1895". UNZ.org.
17. "How Shall the Child be Taught? by J.M. Rice, The Forum, December 1896". UNZ.org.
18. "How Shall the Child be Taught? by J.M. Rice, The Forum, January 1897". UNZ.org.
19. "The Futility of the Spelling Grind---I by J.M. Rice, The Forum, April 1897". UNZ.org.
20. "The Futility of the Spelling Grind---II by J.M. Rice, The Forum, June 1897". UNZ.org.
21. "China, and Chinese Railway Concessions by Clarence Cary, The Forum, January 1898". UNZ.org.
22. "The Duty of Annexing Hawaii by Senator John T. Morgan, The Forum, March 1898". UNZ.org.
23. "The War for Cuba by Joseph Edgar Chamberlin, The Forum, June 1898". UNZ.org.
24. "The Philippine Islands by Frank F. Hilder, The Forum, July 1898". UNZ.org.
25. "Shall We Keep the Philippines? by Charles Denby, The Forum, November 1898". UNZ.org.
26. "Coaling-Stations for the Navy by R.B. Bradford, The Forum, February 1899". UNZ.org.
27. "American Opportunities in China by Gilbert Reid, The Forum, April 1899". UNZ.org.
28. "How Shall Puerto Rico be Governed? by H.K. Carroll, The Forum, November 1899". UNZ.org.
29. "The Last Hold of the Southern Bully by Walter H. Page, The Forum, November 1893". UNZ.org.
30. "The Black Shadow in the South by Atticus G. Haygood, The Forum, October 1893". UNZ.org.
31. "Have American Negroes too Much Liberty? by Chas. H. Smith, The Forum, October 1893". UNZ.org.
32. "Negro Outrage no Excuse for Lynching by L.E. Bleckley, The Forum, November 1893". UNZ.org.
33. "The Lessons of Recent Civil Disorders by Thomas M. Cooley, The Forum, September 1894". UNZ.org.
34. "The Race War in North Carolina by Henry Litchfield West, The Forum, January 1899". UNZ.org.
35. "Is Lynching Ever Defensible? by George W. Chamlee, The Forum, December 1926". UNZ.org.
36. "Is Lynching Ever Defensible? by John P. Fort, The Forum, December 1926". UNZ.org.
37. "The Future of the Negro by William Sanders Scarborough". UNZ.org.
38. "The Educated Negro and Menial Pursuits by W.S. Scarborough, The Forum, December 1898". UNZ.org.
39. "The Future of the Negro by W.H. Councill, The Forum, July 1899". UNZ.org.
40. "The Negro and Our New Possessions by Prof. W.S. Scarborough, The Forum, May 1901". UNZ.org.
41. "The Negro and Education by Kelly Miller, The Forum, February 1901". UNZ.org.
42. "The Expansion of the Negro Population by Prof. Kelly Miller, The Forum, February 1902". UNZ.org.
43. "Fifty Years of Negro Progress by Booker T. Washington, The Forum, March 1916". UNZ.org.
44. "Big Game Disappearing in the West by Theodore Roosevelt, The Forum, August 1893". UNZ.org.
45. "The Manly Virtues and Practical Politics by Theodore Roosevelt, The Forum, July 1894". UNZ.org.
46. "What "Americanism" Means by Theodore Roosevelt, The Forum, April 1894". UNZ.org.
47. "True American Ideals by Theodore Roosevelt, The Forum, February 1895". UNZ.org.
48. "The Enforcement of Law by Theodore Roosevelt, The Forum, September 1895". UNZ.org.
49. "Thomas Brackett Reed and the Fifty-First Congress by Theodore Roosevelt, The Forum, December 1895". UNZ.org.
50. "Conrad First: The Point of Honor; A Military Tale in The Forum (New York, NY, USA)". conradfirst.net.
51. "A Honeymoon Christmas by Marian Cox, The Forum, Monday, January 1st, 1912". UNZ.org.
52. "The Holy Man by Frank Harris, The Forum, May 1913". UNZ.org.
53. "The Free Vacation House by Anzia Yezierska, The Forum, December 1915". UNZ.org.
54. "The Magical City by Zoe Akins, The Forum, May 1916". UNZ.org.
55. "Blackfoot's Masterpiece by Sherwood Anderson, The Forum, June 1916 - UNZ.org". UNZ.org.
56. "Soundings---I by Arthur Hamilton Gibbs, The Forum, October 1924". UNZ.org.
57. "The Pearl of Love by H.G. Wells, The Forum, December 1925". UNZ.org.
58. "The Taboo in Politics by Walter Lippmann, The Forum, February 1913". UNZ.org.
59. "The Changing Focus in Politics by Walter Lippmann, The Forum, March 1913". UNZ.org.
60. "For Theorists by Walter Lippmann, The Forum, April 1913". UNZ.org.
61. "America Produces a Novelist by H.L. Mencken, The Forum, April 1916". UNZ.org.
62. "Causes of World Depression by John Maynard Keynes, The Forum, January 1931". UNZ.org.
63. "A "Five-Year Plan" for America by Charles A. Beard, The Forum, July 1931". UNZ.org.
External links[edit]
• ISSN: 2160-8598 [OCLC]
• The Forum at the HathiTrust
Media related to The Forum (magazine) at Wikimedia Commons
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Re: Freda Bedi Cont'd (#2)

Postby admin » Fri Feb 28, 2020 1:22 am

A Brief Overview of Progressive Education
by uvm.edu
Accessed: 2/27/20



During most of the twentieth century, the term "progressive education" has been used to describe ideas and practices that aim to make schools more effective agencies of a democratic society. Although there are numerous differences of style and emphasis among progressive educators, they share the conviction that democracy means active participation by all citizens in social, political and economic decisions that will affect their lives. The education of engaged citizens, according to this perspective, involves two essential elements: (1). Respect for diversity, meaning that each individual should be recognized for his or her own abilities, interests, ideas, needs, and cultural identity, and (2). the development of critical, socially engaged intelligence, which enables individuals to understand and participate effectively in the affairs of their community in a collaborative effort to achieve a common good. These elements of progressive education have been termed "child-centered" and "social reconstructionist" approaches, and while in extreme forms they have sometimes been separated, in the thought of John Dewey and other major theorists they are seen as being necessarily related to each other.

These progressive principles have never been the predominant philosophy in American education. From their inception in the 1830s, state systems of common or public schooling have primarily attempted to achieve cultural uniformity, not diversity, and to educate dutiful, not critical citizens. Furthermore, schooling has been under constant pressure to support the ever-expanding industrial economy by establishing a competitive meritocracy and preparing workers for their vocational roles. The term "progressive" arose from a period (roughly 1890-1920) during which many Americans took a more careful look at the political and social effects of vast concentrations of corporate power and private wealth. Dewey, in particular, saw that with the decline of local community life and small scale enterprise, young people were losing valuable opportunities to learn the arts of democratic participation, and he concluded that education would need to make up for this loss. In his Laboratory School at the University of Chicago, where he worked between 1896 and 1904, Dewey tested ideas he shared with leading school reformers such as Francis W. Parker and Ella Flagg Young. Between 1899 and 1916 he circulated his ideas in works such as The School and Society, The Child and the Curriculum, Schools of Tomorrow, and Democracy and Education, and through numerous lectures and articles. During these years other experimental schools were established around the country, and in 1919 the Progressive Education Association was founded, aiming at "reforming the entire school system of America."

Led by Dewey, progressive educators opposed a growing national movement that sought to separate academic education for the few and narrow vocational training for the masses. During the 1920s, when education turned increasingly to "scientific" techniques such as intelligence testing and cost-benefit management, progressive educators insisted on the importance of the emotional, artistic, and creative aspects of human development--"the most living and essential parts of our natures," as Margaret Naumburg put it in The Child and the World. After the Depression began, a group of politically oriented progressive educators, led by George Counts, dared schools to "build a new social order" and published a provocative journal called The Social Frontier to advance their "reconstructionist" critique of laissez faire capitalism. At Teachers College, Columbia University, William H. Kilpatrick and other students of Dewey taught the principles of progressive education to thousands of teachers and school leaders, and in the middle part of the century, books such as Dewey's Experience and Education (1938) Boyd Bode's Progressive Education at the Crossroads (1938), Caroline Pratt's Learn from Children (1948), and Carlton Washburne's What is Progressive Education? (1952) among others, continued to provide a progressive critique of conventional assumptions about teaching, learning and schooling. A major research endeavor, the "eight-year study," demonstrated that students from progressive high schools were capable, adaptable learners and excelled even in the finest universities.

Nevertheless, in the 1950s, during a time of cold war anxiety and cultural conservatism, progressive education was widely repudiated, and it disintegrated as an identifiable movement. However, in the years since, various groups of educators have rediscovered the ideas of Dewey and his associates, and revised them to address the changing needs of schools, children, and society in the late twentieth century. Open classrooms, schools without walls, cooperative learning, multiage approaches, whole language, the social curriculum, experiential education, and numerous forms of alternative schools all have important philosophical roots in progressive education. John Goodlad's notion of "nongraded" schools (introduced in the late 1950s), Theodore Sizer's network of "essential" schools, Elliott Wigginton's Foxfire project, and Deborah Meier's student-centered Central Park East schools are some well known examples of progressive reforms in public education; in the 1960s, critics like Paul Goodman and George Dennison took Dewey's ideas in a more radical direction, helping give rise to the free school movement. In recent years, activist educators in inner cities have advocated greater equity, justice, diversity and other democratic values through the publication Rethinking Schools and the National Coalition of Education Activists.

Today, scholars, educators and activists are rediscovering Dewey's work and exploring its relevance to a "postmodern" age, an age of global capitalism and breathtaking cultural change, and an age in which the ecological health of the planet itself is seriously threatened. We are finding that although Dewey wrote a century ago, his insights into democratic culture and meaningful education suggest hopeful alternatives to the regime of standardization and mechanization that more than ever dominate our schools.

For further reading:

The Stone Trumpet: A Story of Practical School Reform by Richard A. Gibboney (SUNY Press, 1994).

Democracy, Education, and the Schools edited by Roger Soder (Jossey-Bass, 1996).

Progressive Education: From Arcady to Academe by Patricia Albjerg Graham (Teachers College Press, 1967)

Progressive Education for the 1990s: Transforming Practice edited by Kathe Jervis and Carol Montag (Teachers College Press, 1991).

Schools that Work: America's Most Innovative Public Education Programs by George Wood (Dutton, 1992).

The Struggle to Continue: Progressive Reading Instruction in the United States by Patrick Shannon (Heinemann, 1990).

The Story of the Eight-Year Study by Wilford M. Aikin (Harper, 1942).

John Dewey and American Democracy by Robert B. Westbrook (Cornell Univ. Press, 1991).
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Re: Freda Bedi Cont'd (#2)

Postby admin » Fri Feb 28, 2020 1:27 am

Progressive Education Association
by Wikipedia
Accessed: 2/27/20

The Progressive Education Association was a group dedicated to the spread of progressive education in American public schools from 1919 to 1955. The group focused on pedagogy in elementary schools through the twenties. The group turned towards public schools and sociopolitical issues in the early 1930s, and launched three commissions into progressive school topics. The Eight-Year Study tested how American progressive secondary schools would prepare their students for college when released from the curricular restrictions of college admissions requirements. The other two commissions addressed curriculum towards the needs of democracy and students, and teaching materials to serve children's psychological needs. After a peak of activity in the late 1930s, the group struggled to regain its position of thought leadership and reconcile the competing interests within the group. It collapsed in the mid-1950s amidst rising anti-progressive education sentiment in cultural trends including political conservatism and anti-intellectualism, school standardization, and emphasis on vocational education.

Origins

The Association for the Advancement of Progressive Education was founded[1] in early 1919 by a group of wealthy Washington women and staff from private and public schools to bring progressive education to public schools across the United States. Led by Stanwood Cobb,[2] attendees of the first meeting included Marietta Johnson (Fairhope School) and affiliates of the Lincoln School of Teachers College, the Park School of Baltimore, and the Washington Montessori School.[1] The next year, the group adopted seven guiding tenets to drive growth and focus their organization, known as the Seven Principles of Progressive Education:[1]

1. Freedom for children to develop naturally
2. Interest as the motive of all work
3. Teacher as guide, not taskmaster
4. Change school recordkeeping to promote the scientific study of student development
5. More attention to all that affects student physical development
6. School and home cooperation to meet the child's natural interests and activities
7. Progressive school as thought leader in educational movements[3]

Elementary education was the group's initial focus, with common interest in the project method and child-centered education. Their conferences and discussions were based on themes of freedom and creative opportunity. Headmasters of small, private, high social class schools guided the organization through the twenties. Former Harvard president Charles W. Eliot served as its first honorary president, a title the philosopher John Dewey would later hold. Towards the decade's end, public school administrators and education academics associated with Teachers College replaced the headmasters as the organization turned to public schools. Likewise, the group traded its focus on pedagogy for focus on social and political issues, as embodied in George Counts's 1932 address, "Dare Progressive Education Be Progressive?" This grew the Association and membership quadrupled between 1924 and 1930 to 7,600 members.[1] The organization's activity peaked in the late 1930s,[2] as membership reached 10,000.[1] In 1931, the group became known as the Progressive Education Association.[1]

The Association initiated three commissions with lasting impact on American education scholarship.[1] The Commission on the Relation of School and College (1930–1942) issued a five-volume assessment of its Eight-Year Study, which reported that students who attended thirty progressive, secondary schools with experimental curriculum had fared as well in college as their peers from traditional preparatory secondary schools. The Commission on the Secondary School Curriculum (1933–1940) addressed how curriculum could meet democratic ideals and student needs. The Commission on Human Relations (1935–1942) reported on teaching materials to serve children's psychological needs in six volumes. The effects of these commissions were dulled by cultural factors.[1]

The Progressive Education Association additionally supported two publications: the quarterly journal Progressive Education (1924–1957) and The Social Frontier (1934–1943, renamed Frontiers of Democracy in 1939).[1]

After World War II, leaders of the progressive education movement were less involved in the Association. The group renamed as the American Education Fellowship in 1947, which was meant to reflect their expanded purpose and international reach. They could not, however, reconcile the opposed factions of their membership: those who either sought radical social change or practical school reform. Six years later, in 1953, they returned to the Progressive Education Association name for the organization's last two years. The John Dewey Society supported the Association during this time.[1]

The Association's cause for decline remains disputed.[1] In 1955, the organization shuttered amidst a surge of criticism towards progressive education,[2] in cultural trends including rising conservatism and anti-intellectualism in the political sphere and emphasis on vocational education and standardization in the schools as Progressive Education Association membership shriveled below 1,000. The Association has no archives.[1]

References

1. Kridel, Craig (1999). "Progressive Education Association (PEA)". In Altenbaugh, Richard J. (ed.). Historical Dictionary of American Education. pp. 303–ī304. ISBN 978-0-313-28590-5.
2. Cohen, Sol (1968). "Review of Progressive Education: From Arcady to Academe. A History of the Progressive Education Association, 1919-1955". The Journal of American History. 55 (1): 173–174. doi:10.2307/1894318. ISSN 0021-8723. JSTOR 1894318.
3. Friedman, Ian C. (2011). Education Reform. Library in a Book (Revised ed.). Facts on File. pp. 20–21. ISBN 978-0-8160-8238-4.

Further reading

• Cremin, Lawrence A. (1961). The Transformation of the School. New York: Knopf.
• Filler, Louis (1968). "Review of Progressive Education: From Arcady to Academe. A History of the Progressive Education Association, 1919-1955". The American Historical Review. 73 (5): 1671–1672. doi:10.2307/1851592. ISSN 0002-8762. JSTOR 1851592.
• Graham, Patricia Albjerg (1967). Progressive Education: From Arcady to Academe: A History of the Progressive Education Association 1919-1955. New York: Teachers College Press. OCLC 963444466.
• Horowitz, Helen L. (1971). "The Progressive Education Movement after World War I". History of Education Quarterly. 11 (1): 79–84. doi:10.2307/367061. ISSN 0018-2680. JSTOR 367061.
• Hymes, James L. (October 1975). "The Progressive Education Association". Childhood Education. 52 (1): 25–28.
• Nelson, Jack L. (1968). "Review of Progressive Education: From Arcady to Academe (A History of the Progressive Education Association 1919-1955)". AAUP Bulletin. 54 (1): 101–102. doi:10.2307/40223636. ISSN 0001-026X. JSTOR 40223636.
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Re: Freda Bedi Cont'd (#2)

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Stanwood Cobb
by Wikipedia
Accessed: 2/27/20

Image
Stanwood Cobb
Born: November 6, 1881, Newton, Massachusetts
Died: December 29, 1982 (aged 101), Chevy Chase, Maryland
Occupation: Educator
Nationality: American
Period: 1914–1979
Genre: non-fiction, poetry and religious
Subject: Education and Baháʼí Faith
Spouse: Ida Nayan Whitlam

Stanwood Cobb (November 6, 1881 – December 29, 1982) was an American educator, author and prominent Baháʼí of the 20th century.

He was born in Newton, Massachusetts, the son of Darius Cobb and his wife, née Laura Mae Lillie. Darius and his twin brother Cyrus Cobb were Civil War soldiers and artists, and descendants of Elder Henry Cobb of the second voyage of the Mayflower. Their mother was Eunice Hale Waite Cobb, founding president of the Ladies Physiological Institute of Boston. Darius Cobb and his wife had four daughters and three sons.[1] Stanwood Cobb studied at Dartmouth College, where he was valedictorian of his 1903 or 1905 graduating class, and then at Harvard Divinity School, earning an A.M. in philosophy and comparative religion 1910.[2][3][4] His thesis work, Communistic Experimental Settlements in the USA, observed that every such settlement had failed within a generation because of an inability of communism to get people to subordinate their own desires for the good of the group.[5] In 1919 he married Ida Nayan Whitlam.[2] Cobb was a member of several literary associations[2] and of the Cosmos Club of Washington, D.C.[4]

Cobb lived internationally for some years before settling in Chevy Chase, Maryland, where he died.

Career as educator

In 1907–1910, Cobb taught history and Latin at Robert College in Constantinople (now Istanbul), followed by several years teaching in the US and Europe.[2] He later headed the English department at St. John's College in Annapolis, Maryland (1914–15), taught at Asheville School in Asheville, North Carolina (1915–16), and was instructor in history and English at the United States Naval Academy (1916–19).[2] Frustrated by the teaching experience at the Academy, Cobb heard a lecture by Marietta Johnson who helped marshal and crystallize his thoughts on education practice and curriculum theory.[6] As a result, in 1919, Cobb founded the Chevy Chase Country Day School, of which he was the principal until his retirement,[2] and, active in the progressive education movement in the United States, became a founder and motivating force,[6] first secretary, and eventually president (1927–1930)[2] of The Association for the Advancement of Progressive Education, in 1931 renamed Progressive Education Association (PEA) and then American Education Fellowship.[7][8][9][10] The first president was Arthur E. Morgan.[11] Later the influential John Dewey served as president.[12] Cobb resigned the presidency in 1930 following the influx of supporters of George Counts who moved the focus of the Association from a student-centered learning approach to one of a social policy oriented approach to education theory.[11] However, between the enormous impact of World War II on all thought and the involvement of many members of the PEA in communism and the general atmosphere of Anti-communism in the United States the achievements of the PEA both before Cobb's resignation and after were largely lost.[6]

Life as a Baháʼí

After looking at Theosophy and Reform Judaism and other themes in religion'[13] Cobb investigated the Baháʼí Faith after a series of articles in the Boston Transcript on the religion attracted his attention. He pursued the interest to Green Acre conference center in Eliot, Maine in 1906 during his studies at Harvard Divinity School preparing for the Unitarian ministry. Sarah Farmer much affected Cobb,[13] and Thornton Chase was giving a series of talks.[14] It was on that occasion that Cobb became a Baháʼí.[4]

Between 1909 and 1913 he met with ʻAbdu'l-Bahá five times (twice in Akka and several times during the latter's travel to Europe and the US).[4][15] In 1911 Cobb and a number of others gave talks in honor of the personal invitation by ʻAbdu'l-Bahá to pilgrimage of Louis Gregory.[16]

Cobb was a founding member of the Spiritual Assembly of the Baha'is of Washington D. C. in 1933, and served on various committees (for example Cobb was Chairman of the Teaching Committee in 1935[17]) and edited two Baha'i journals: Star of the West in 1924, and World Order from 1935–39.[4]

Books and articles authored

Cobb was a prolific writer. Among his books were:

• The Real Turk, ISBN B000NUP6SI, 1914, The Pilgrim Press Publisher, (Summarized in The Bookman: A Review of Books and Life")'[1] p. 429.)
• Ayesha of the Bosphorus, 1915, Boston Murray and Emery Co. Publisher (Available online)
• The Essential Mysticism. 1918 Four Seasons Publisher, (republished 2006 by Kessinger Publishing, LLC as ISBN 978-1-4286-0910-5)
• Simia, A Tale in Verse. 1919 Cornhill Publisher
• The New Leaven: Progressive Education and Its Effect upon the Child and Society. 1928 (Guy Thomas Buswell review published in The Elementary School Journal, Vol. 29, No. 3 (Nov., 1928), pp. 232–233).
• The Wisdom of Wu Ming Fu 1931, Henry Holt and Company
• Discovering the Genius Within You 1932, John Day Publisher, and again, World Publishing Co., Cleveland, 1941.
• New Horizons for the Child. 1934 The Avalon Press Publisher
• Security in a Failing World. 1934 The Avalon Press Published
• The Way of Life of Wu Ming Fu. 1935 (reprinted 1942) The Avalon Press Publisher
• Character - A Sequence in Spiritual Psychology. 1938 The Avalon Press Publisher
• Symbols of America. 1946, The Avalon Press Publisher
• Tomorrow and Tomorrow. 1951 The Avalon Press Publisher
• The Donkey Or the Elephant. 1951 The Avalon Press Publisher
• What is Man?. 1952
• Sage of the Sacred Mountain; a Gospel of Tranquility. 1953, The Avalon Press
• Magnificent Partnership. 1954, Vantage Press Publisher (Warren S. Tryon review published in The New England Quarterly, Vol. 28, No. 3 (Sep., 1955), p. 429)
• What is God?. 1955
• What is Love?. 1957, The Avalon Press, Publisher
• Islamic Contributions to Civilization. 1963 (Available online)
• Memories of ʻAbdu'l-Baha. 1962, The Avalon Press Publisher [2]
• The Importance of Creativity. 1967, Published Scarecrow Press
• Life With Nayan. 1969, The Avalon Press Publisher
• Radiant Living. 1970, The Avalon Press Publisher
• The Meaning of Life. 1972, The Avalon Press Publisher
• Thoughts on education and life. 1975, The Avalon Press Publisher
• A Call to Action: Develop Your Spiritual Power : Man's Fulfillment on the .... 1977, The Avalon Press Publisher
• A Saga of Two Centuries 1979 (Autobiography)

Similar to his books, the focus of Cobb's articles has been education and Baha'i oriented - he has contributed to or was anthologized by:

• The Atlantic Monthly (Feb 1921)
• The Journal of the American Society for Psychical Research by the American Society for Psychical Research,
• The School Arts Magazine by Davis Press,
• Childhood Education by the Association for Childhood Education International
• Child Study by Child Study Association of America
• The New England Magazine by the Making of America Project
• The Path of Learning: Essays on Education by Henry Wyman Holmes, Burton P. Fowler, Published 1926 by Little, Brown and Company
• Progressive Education by Progressive Education Association
as well as
• The Baha'i World (see Baha'i Periodicals for information)
• World Order

See also

• Baháʼí views on Communism
• Education reform
• G. Stanley Hall
• International journal of progressive education

References

1. The Register of the Malden Historical Society Vol 6, 1919-20 by Mass Malden Historical Society, Frank S. Whitten Printer, p.70-3
2. John F. Ohles, ed. (1978). Biographical Dictionary of American Educators. Greenwood Publishing Group. pp. 275–6. ISBN 978-0-313-04012-2.
3. McLean, J.A., Pilgrim's Notes (blog), "What Stanwood Cobb Told Me About ʻAbdu'l-Bahá," Sunday, August 12, 2007
4. The Baháʼí World, Vol 18, Part 5, "In Memoriam: Stanwood Cobb, 1881–1982"
5. Cobb, Stanwood (1979). A Saga of Two Centuries. Washington DC: Avalon Press. p. 33.
6. Alternative Schools: Diverted but not Defeated Paper submitted to Qualification Committee, At UC Davis, California, July 2000, By Kathy Emery
7. Historical Dictionary of American Education ed. by Richard J. Altenbaugh, 1999 Greenwood Press Publisher, Progressive Education Association by Craig Kridel, p.303-4, ISBN 0-313-28590-X
8. University of Minnesota College of Education and Human Development, "Timeline: 1910s" Archived 2008-05-06 at Archive.today
9. Time Magazine, "Progressives' Progress," Monday, Oct. 31, 1938
10. Beck, Robert H. 1959. "Progressive Education and American Progressivism: Margaret Naumburg" (book review).Teachers College Record 60(4): 198-208
11. The Struggle for the American Curriculum by H. Kliebard, p. 168, published by Rutledge, 1955
12. Encyclopedia of Chicago - Progressive Education
13. Restless Souls: The Making of American Spirituality by Leigh Schmidt Cobb, published by HarperCollins, 2005, p. 218
14. Minutes of the House of Spirituality, 1 Sept. 1906
15. McLean, J.A., Pilgrim's Notes (blog), "Corrections to Blog on Stanwood Cobb...," Sunday, August 12, 2007
16. Biography of Hand of the Cause of God Mr. Louis George Gregory
17. Alain Locke: Faith and Philosophy by Christopher Buck, Studies in Babí and Baháʼí Religions - Volume 18, p.168

External links

• Works by or about Stanwood Cobb at Internet Archive
• Association for Childhood Education International
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Re: Freda Bedi Cont'd (#2)

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Marietta Johnson
by Wikipedia
Accessed: 2/27/20

FROM THE EDUCATIONAL DEPARTMENT

It should be most encouraging to Theosophists, especially to those who are interested in the education of children, to find the leaders in the educational world in America, those who are making new experiments in education, promulgating the ideals which are thoroughly Theosophic in character even if not so labeled. Take for example, Mrs. Marietta Johnson, whose school at Fairhope, Ala., has acquired national fame. She has about 170 students, from kindergarten to high school and teachers' training class, who are in the charge of sixteen teachers. There is no danger of any child not receiving individual attention in such a school. She calls her school the "School of Organic Education" because it is designed to help the growing organism of the child to develop, not to crystalize, as is too sadly the case in public and many private schools. Mrs. Johnson says, quoting a psychologist, that over specialization means crystalization and that any specialization is over-specialization for the growing child. Hence in her school children do not learn to read, write or spell, nor to knit their brows over an adult arithmetic problem until nine or ten years of age, and then such subjects are learned only incidentally in the child's search for knowledge. It is a splendid Theosophic ideal -- this emphasis upon the right of the child to live his child life, learning to express himself bodily through singing, dramatization, creative handwork, and getting acquainted with his surroundings through nature study in the form of walks, observation, gardening, field geography, etc.

It should be a matter of pride that we, as Theosophists, can point to a similar school, managed and supported by Theosophists, the School of the Open Gate, at Krotona. Mrs. Mary Gray at the head of it and Miss Rena Conklin, the principal of the school, are to be congratulated for their courage to undertake such a responsibility. They deserve our hearty and generous support.

Mrs. Johnson, by the way, is broad enough to speak on education from a Theosophic platform. Recently the Chicago chapter of the Theosophical Fraternity in Education had the pleasure of having her lecture to them. They sent an announcement to each of nearly three hundred schools in the city and so were able to get a crowded house for her, several principles and a number of teachers attending. As Theosophists we should do all we can to help such practical idealists to raise the people's conception of true education to the level of their ideals.

Julia K. Sommer, President of The Theosophical Fraternity in Education in America.

-- The Messenger, Volumes III, No. 8 January, 1916 (The Official organ of the American section of the Theosophical Society, published monthly, edited by May S. Rogers, Krotona, Hollywood, Los Angeles, California


Image
Marietta Johnson


Image
Marietta Johnson

Marietta Pierce Johnson (1864–1938) was an educational reformer and Georgist.

Georgism, also called geoism and single tax (archaic), is an economic ideology holding that while people should own the value they produce themselves, economic value derived from land (often including natural resources and natural opportunities) should belong equally to all members of society. Developed from the writings of the economist and social reformer Henry George, the Georgist paradigm seeks solutions to social and ecological problems, based on principles of land rights and public finance which attempt to integrate economic efficiency with social justice.

Georgism is concerned with the distribution of economic rent caused by natural monopolies, pollution and the control of commons, including title of ownership for natural resources and other contrived privileges (e.g. intellectual property). Any natural resource which is inherently limited in supply can generate economic rent, but the classical and most significant example of land monopoly involves the extraction of common ground rent from valuable urban locations. Georgists argue that taxing economic rent is efficient, fair and equitable. The main Georgist policy recommendation is a tax assessed on land value. Georgists argue that revenues from a land value tax (LVT) can be used to reduce or eliminate existing taxes (for example, on income, trade, or purchases) that are unfair and inefficient. Some Georgists also advocate for the return of surplus public revenue to the people by means of a basic income or citizen's dividend.

Economists since Adam Smith and David Ricardo have observed that a public levy on land value does not cause economic inefficiency, unlike other taxes. A land value tax also has progressive tax effects. Advocates of land value taxes argue that they would reduce economic inequality, increase economic efficiency, remove incentives to underutilize urban land and reduce property speculation. The philosophical basis of Georgism dates back to several early thinkers such as John Locke, Baruch Spinoza[14] and Thomas Paine, but the concept of gaining public revenues mainly from land and natural resource privileges was widely popularized by Henry George and his first book Progress and Poverty (1879).

Georgist ideas were popular and influential during the late 19th and early 20th century.[16] Political parties, institutions and communities were founded based on Georgist principles during that time. Early devotees of Henry George's economic philosophy were often termed Single Taxers for their political goal of raising public revenue mainly from a land value tax, although Georgists endorsed multiple forms of rent capture (e.g. seigniorage) as legitimate. The term Georgism was invented later and some prefer the term geoism to distinguish their beliefs from those of Henry George.

-- Georgism, by Wikipedia


Johnson was born in St. Paul, Minnesota and moved with her family to Fairhope, Alabama in 1902. In 1907, she founded a progressive school called the School of Organic Education (now the Marietta Johnson School of Organic Education).

Johnson had been a teacher in the regular school system in Minnesota and had radical ideas on education reform. She felt that children should live natural lives, study the outdoors and not be forced to read at too young an age.

In her "organic school", tests were not administered, homework was withheld until high school, and grades were unknown. She required hand crafts and folk dancing along with the traditional academic curriculum. Her school was a magnet to young teachers and to artists, and was instrumental in building the reputation of Fairhope as an artists' colony. Encouraged and funded by friends in the small experimental community of Fairhope, Alabama, Johnson began her revolutionary school on a ten-acre campus – teaching, writing, training teachers in her method. Her little school attracted national attention, and she was one of the founders of the Progressive Education Association.

Johnson was in great demand as a lecturer and, after John Dewey's favorable review of her school in 1915, she achieved a worldwide recognition as a leader in the Progressive Education movement. She was responsible for the founding of many schools based upon her philosophy;
however, her heart was in Fairhope, and her school there was the center of her activities. A speaker of great power, she was able to persuade audiences and educators of the validity of her philosophy, and her school attracted a number of intellectuals to Fairhope to enroll their children in The School of Organic Education. Johnson believed in classes without final examinations, homework, or failure.

The school reached its zenith in the 1920s, in part because of John Dewey's book and its reference to Johnson and her school. Through the great depression, two world wars and Johnson's death in 1938, the Organic School has never closed its doors and is still operating in Fairhope.

Three buildings of the school were listed on the National Register of Historic Places in 1988 as School of Organic Education.[1]

References

1. "National Register of Historic Places Inventory/Nomination: School of Organic Education". National Park Service. Retrieved January 10, 2018. With six photos from 1987.

External links

• Official website
• "Marietta Johnson Museum". Marietta Johnson Museum. Retrieved October 2, 2013.
• "Memorial: Marietta Louise Pierce Johnson". findagrave.com. Retrieved October 2, 2013.
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Re: Freda Bedi Cont'd (#2)

Postby admin » Fri Feb 28, 2020 2:48 am

School of the Open Gate
by Theosophy Wiki
Accessed: 2/27/20

Image
Announcement in August, 1937 issue of The American Theosophist

Image
Julia K. Sommer and schoolchildren on Mt. Wilson in 1922

The School of the Open Gate was a Theosophical school near Krotona in Hollywood, California, founded in 1918 by Mary Gray of Boston.[1] In the General Report of the T. S. of that year it was introduced:

The School of the Open Gate is a new T. S. venture within a charming little hill-side glen almost adjoining Krotona. Here the Theosophical principles of education will be employed by a corps of teachers trained in the best modern methods. The faces of the children who have come from far and wide show a quality which makes any effort worth while on their behalf. The organization known as the Theosophical Fraternity in Education is growing throughout the Section and is engaged in spreading the ideals of Theosophical education where they will do the most good in American public educational systems.[2]


The Handbook of Private Schools described it as "a modern open air school of the Theosophical cult for children from kindergarten to high school."[3]

In 1919 the responsibility for the school was transferred to the Theosophical Fraternity in Education, based in Chicago. Bonds were offered for $25 at 7% interest to finance school land and buildings, and donations were requested for a scholarship fund.[4]

Julia K. Sommer served as principal of the school from 1920-1925. She wrote:

Eight o'clock in the morning and a merry crowd of children dressed as for a hike were waiting expectantly in front of the main building of the School of the Open Gate one sunny day. Why so early? Soon the school bus drove up and all piled in and were driven off toward the boulevard. "We're going to Mt. Wilson" they shouted to a passerby who looked questioningly at the past disappearing bus. Their answer explains the early start. And a tired but happy lot of children and teachers came back just before bedtime that night. Some of them had that day seen snow for the first time in this life. A few of the more hardy ones had climbed to the very top of the mountain and had seen the observatory. They had gained first hand information of much that hitherto had been mere book knowledge to them.

This is the educational theory according to which the work of the School of the Open Gate is carried on - to get the children into intimate touch with that which they are studying, to make the world and life a real and living experience to them. Later the students of Shakespeare in the more advanced grades formed a theatre party with several members of the faculty and attended Robert Mantell's presentation of "As You Like It."

The geography of nearby fields, canyons and hills; the arithmetic required to keep score in games, to carry on a store, to sell the vegetables raised by them in the school gardens; and that necessary in the school shops all help to make lessons vivid and lasting in their effect upon young minds.[5]


Among the children who attended the school were Grayson and Stanley Rogers, the sons of L. W. Rogers, and the sons of Col. Bustillo of the Cuban army.[6] On April 7, 1922, students demonstrated their Theosophical attitudes with a generous project:

On Friday, April 7th, some of the pupils of the School of the Open Gate, gave an original entertainment for the benefit of the Panchama Free Schools of India. None of the faculty had been asked for either suggestions or help, and it was a great surprise to all who attended, both for the beauty of the entertainment and the fine spirit of helpfulness that prompted it...

The following children took part: Robert White, Genevieve Doolittle, Hari Cruz, Bernard Sacks, Etheleon Stanton, Dorothy White, Margaret Ann Veeck, and Dana Cruz. Miss irene Doolittle helped the children by giving a very beautiful dance.[7]


Notes

1. "Coeducational Schools," The Handbook of Private Schools Volume 7 (Boston: Porter Sargent, 1922), 272. Available at Google Books.
2. A. P. Warrington, "Report of the T.S. in America: Education," General Report of the T. S., 1918 (Adyar, Madras, India: Theosophical Publishing House, 1919), 40.
3. "Coeducational Schools," The Handbook of Private Schools Volume 7 (Boston: Porter Sargent, 1922), 272. Available at Google Books.
4. Julia K. Sommer, "The School of the Open Gate" The Messenger 9.4 (September 1921), 83.
5. "The School of the Open Gate," The Messenger 8.10 (March 1921), 632.
6. Anonymous, "The Cuban Section and the Next Congress" The Messenger 9.10 (March 1922), 224.
7. Anonymous, "For the Panchama Fund" The Messenger 9.12 (May, 1922), 266.
12 (May, 1922), 266.
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Re: Freda Bedi Cont'd (#2)

Postby admin » Fri Feb 28, 2020 3:13 am

William Wilberforce Juvenal Colville 1859(?)-1917
by Encyclopedia.com
Updated Feb 20, 2020

In a letter from Greenacre dated July 31, 1894, Vivekananda mentioned, "One Mr. Colville from Boston is here; he speaks every day, it is said, under spirit control."80 In her "Reminscences" Alice Hansbrough added:

While he was under contract with that lecture bureau (Slayton-Lyceum Bureau of Chicago] during his first visit to the West, he travelled with a very well-known spiritualist named Colville, who apparently was also under contract to the same bureau. Swamiji used to say, "If you think X is hard to live with, you should have travelled with Colville." The man seems to have had a nurse to look after him all time.81


Sarah Farmer wrote that she received the inspiration for the Greenacre Religious Conference while listening to a lecture by W.J. Colville in Boston in 1892.82 English born Wilberforce J. Colville (1859-1917), an inspirational speaker and author of little formal education, from the age of fourteen would enter into a trance and an entity would appear to speak through him. While apparently unconscious, he answered questions on a variety of subjects suggested by the audience, demonstrating knowledge he did not normally possess. Under the pressure of some foreign influence, his lips moved mechanically. At the audience's request, he frequently composed impromptu poems. Colville toured England and the United States where he settled down permanently, and authored many books on the occult.83

-- Western Admirers of Ramakrishna and His Disciples, by Gopal Stavig




PERSONAL:

Born September 5, c. 1859 (some sources cite from 1856 to 1862); died January 15, 1917.

CAREER: Spiritual leader. Toured the United States, beginning c. 1876; also toured in England and Australia.

WRITINGS:

Inspirational Lectures and Impromptu Poems, J. Burns (London, England), 1884.

Inspirational Discourses, 1886.

The Spiritual Science of Health and Healing, Garden City Publishing (Chicago, IL), 1887.

Universal Theosophy: The Science of Health and Healing, Garden City Publishing (Chicago, IL), 1887.

Spiritual Therapeutics; or, Divine Science, Educator Publishing (Chicago, IL), 1888, 3rd edition, 1890.

Short Lessons in Theosophy, 1889.

Studies in Theosophy, Colby & Rich (Boston, MA), 1890.


Stepping Stones to Health: Three Inspirational Lectures on Spiritual Therapeutics, Press of the Plimpton Manufacturing Co. (Hartford, CT), 1890.

World's Fair Text Book of Mental Therapeutics:Comprising Twelve Lessons Delivered at the Health College, 7th edition, Educator Publishing (Chicago, IL), c. 1893.

Dashed against the Rock: A Romance of the Coming Age, Colby & Rich (Boston, MA), 1894.

Glints of Wisdom; or, Helpful Sayings for Busy Moments, Being Abstract from Lectures with Reflections, Statements, Meditations, and Mottoes, by W. J. Colville; An Encyclopedia of Psychological Laws Contained in an Endless Variety of Subjects, compiled by Alice E. Livingston, Colby & Rich (Boston, MA), 1895.

Our Places in the Universal Zodiac, 1895.

A History of Theosophy, Freedom Publishing (Boston, MA), 1896.

Old and New Psychology, Banner of Light Publishing (Boston, MA), 1897.

Law of Correspondences Applied to Healing: A Course of Seven Practical Lessons, F. M. Harley Publishing (Chicago, IL), 1898.

Life and Power from Within, 1900.

The People's Handbook of Spiritual Science: W. J.Colville's Private Course of Lessons for the Use of Students, Banner of Light Publishing (Boston, MA), 1902.

Spiritual Science: An Advanced Course of Lessons, Alliance Publishing (New York, NY), 1903.

The Throne of Eden: A Psychical Romance, Banner of Light Publishing (Boston, MA), 1903.

The Human Aura and the Significance of Color, 1904.

Mediumship Defined and Defended: A Refutation of the Great Psychological Crime, Banner of Light Publishing (Boston, MA), 1904.

The Living Decalogue: From Sinai to Zion, Austin Publishing (Rochester, NY), 1905.

Universal Spiritualism: Spirit Communion in All Ages among All Nations, R. F. Fenno and Co. (New York, NY), 1906.

Health from Knowledge, Macoy Publishing and Masonic Supply (New York, NY), 1909.

Ancient Mysteries and Modern Revelations, 1910.

Significance of Birthdays, Macoy Publishing and Masonic Supply (New York, NY), 1911.

Light and Colors: Nature's Fine Forces Considered as Promoters of Health in All Conditions, Macoy Publishing and Masonic Supply (New York, NY), 1914.

Students' Questions Answered, 1914.

Kabbalah, the Harmony of Opposites: A Treatise Elucidating Bible Allegories and the Significance of Numbers, Macoy Publishing and Masonic Supply (New York, NY), 1916.

Other writings include "The True Gift of Healing: How We May All Exercise It," 1881; "Metaphysical Queries," Cochrane and Co. (Boston, MA), 1886, 6th edition, (Cambridgeport, MA), 1898; "Practical Instructions for Health and Healing," Patterson & Sheldon (Hartford, CT), 1888; "Regeneration versus Degeneration," Metaphysical Publishing (New York, NY), 1896; "Humanity's True Judges," Banner of Light Publishing (Boston, MA), 1896; "Concentration," Metaphysical Publishing (New York, NY), 1896; "The Newest of New Women: A Boston Incident," Banner of Light Publishing (Boston, MA), 1897; "John Worrell Keely," Banner of Light Publishing (Boston, MA), 1899; "Fate Mastered, Destiny Fulfilled," T. W. Crowell and Co. (New York, NY), 1900; "Saved by a Panther: New Zealand Episode," (New York, NY), 1902; "Spiritualism: Its Relation to the World's Great Religions and Philosophies," Two Worlds Publishing (Manchester, England), 1902; "Twenty-five Years of Physical Experiences," Banner of Light Publishing (Boston, MA), c. 1902; "Training of Children in Harmony with Spiritual Science," Banner of Light Publishing (Boston, MA), 1903; "Miss Catte's Impressions of Australia," (Boston, MA), 1903; "Our Respective Places in the Human Zodiac," City Hall Printing (San Francisco, CA), 1907; "Predestination and Individual Liberty," A. Moring (London, England), 1907; and "Philosophy of Paracelsus: A Study in Alchemy and Esoteric Astrology," Macoy Publishing and Masonic Supply (New York, NY), 1915. Some works appeared under name Wilbur Juvenal Colville.

BIOGRAPHICAL AND CRITICAL SOURCES:

books

Encyclopedia of Occultism and Parapsychology, 5th edition, Gale (Detroit, MI), 2001.

Peebles, J. M., Reincarnation; or, The Doctrine of the"Soul's" Successive Embodiments, Examined andDiscussed Pro and Con by Dr. J. M. Peebles versus Dr. Helen Densmore and W. J. Colville, Peebles Medical Institute (Battle Creek, MI), 1904.

Religious Leaders of America, 2nd edition, Gale (Detroit, MI), 1999.*
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