Anarchism—A Plea for the Impersonal
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Suissa Anarchist Education for Palgrave Handbook FINAL
Anarchist Education Judith Suissa Introduction Many people, on hearing the term ‘anarchist education’, will intuitively respond with a comment along the lines of: ‘Doesn’t that just mean letting children do whatever they want?’ This chapter will show that such a response reflects some common misperceptions about anarchism; that educational questions were central to the work of leading anarchist theorists and activists; and that there is a distinct tradition of anarchist education that, while sharing some features with other radical educational movements, is also significantly different from the more familiar examples of progressive, democratic and libertarian education. At the same time, the chapter will explore some of the tensions at the heart of anarchist educational experiments; tensions that reflect the complex conceptual and political questions involved in any educational project concerned with radical social change. Anarchist schools In 1904, the anarchist activist Francisco Ferrer established the Escuela Moderna (Modern School) in Barcelona. In the school’s prospectus, he declared: ‘I will teach them only the simple truth. I will not ram a dogma into their heads. I will not conceal from them one iota of fact. I will teach them not what to think but how to think.’1 The school took a radically critical stance, in its ethos, curriculum and daily practice, against the dominant educational and political ideas of the time. In the face of a public school system completely controlled by the Catholic Church, the Modern School was co-educational, and 1 offered a curriculum that explicitly rejected the dogmatic teaching of the Church on the one hand, and the nationalistic education of the capitalist state on the other. -
Kropotkin in America
PAULAVRICH KROPOTKIN IN AMERICA It is a well-established fact that foreign immigrants and visitors played a major role in the emergence of American anarchism. During the nineteenth and twentieth centuries, European-born artisans and peasants — Germans and Czechs, Italians and Spaniards, Russians and Jews — constituted the mass base of the movement, while its intellectual leadership included well-known speakers and writers from diverse countries, who came either as permanent settlers or on extended lecture tours. Among the Russians, Michael Bakunin spent nearly two months in the United States after his flight from Siberia in 1861.1 Stepniak (S. M. Kravchinsky) went there to lecture in 1891, N. V. Chaikovsky to join a Utopian community and again to raise funds for the Russian revolutionary movement. The flood of Russian immigrants before and during the First World War included V. M. Eikhenbaum ("Volin"), Efim Yarchuk, Aaron and Fanny Baron, Boris Yelensky and William Shatoff, not to mention Emma Goldman and Alexander Berkman, who had arrived in the 188O's. After the Bolshevik consolidation of power came such figures as Gregory Maximoff, Abba Gordin and Mark Mratchny, who recently died in New York, the last of the Russian anarchists with an international reputation. (Maximoff died in Chicago in 1950 and Alexander Schapiro in New York in 1946, a refugee from Hitler's invasion of France.) Of all the Russian visitors, however, it was Peter Kropotkin who made the greatest impression. The leading figure in the international anarchist movement since Bakunin's death in 1876, Kropotkin was a founder of both the British and Russian anarchist movements, and exerted a strong in- fluence on anarchists throughout the world. -
“For a World Without Oppressors:” U.S. Anarchism from the Palmer
“For a World Without Oppressors:” U.S. Anarchism from the Palmer Raids to the Sixties by Andrew Cornell A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy Department of Social and Cultural Analysis Program in American Studies New York University January, 2011 _______________________ Andrew Ross © Andrew Cornell All Rights Reserved, 2011 “I am undertaking something which may turn out to be a resume of the English speaking anarchist movement in America and I am appalled at the little I know about it after my twenty years of association with anarchists both here and abroad.” -W.S. Van Valkenburgh, Letter to Agnes Inglis, 1932 “The difficulty in finding perspective is related to the general American lack of a historical consciousness…Many young white activists still act as though they have nothing to learn from their sisters and brothers who struggled before them.” -George Lakey, Strategy for a Living Revolution, 1971 “From the start, anarchism was an open political philosophy, always transforming itself in theory and practice…Yet when people are introduced to anarchism today, that openness, combined with a cultural propensity to forget the past, can make it seem a recent invention—without an elastic tradition, filled with debates, lessons, and experiments to build on.” -Cindy Milstein, Anarchism and Its Aspirations, 2010 “Librarians have an ‘academic’ sense, and can’t bare to throw anything away! Even things they don’t approve of. They acquire a historic sense. At the time a hand-bill may be very ‘bad’! But the following day it becomes ‘historic.’” -Agnes Inglis, Letter to Highlander Folk School, 1944 “To keep on repeating the same attempts without an intelligent appraisal of all the numerous failures in the past is not to uphold the right to experiment, but to insist upon one’s right to escape the hard facts of social struggle into the world of wishful belief. -
John Nicholas Beffel Papers
THE JOHN NICHOLAS BEFFEL COLLECTION Papers, 1943-1954, a few earlier 13 1/2 linear feet Accession No. 561 The papers of John Nicholas Beffel were received from the Workers Defense League in 1972. He handled special publicity assignments for that organization, and left his private papers with theirs, so that the bulk of his papers arrived among the papers deposited by the Workers Defense League. John Nicholas Beffel (c. 1895- ) Mr. Beffel, now retired, in New York City, was a writer, editor and publicist. He was born in Ottawa, Illinois. In his earlier years he worked as reporter for the Chicago Daily News, and the Detroit Free Press. Later he was a managing editor of the Toledo Times. He was a re- write and copy desk writer for the Chicago Herald-Examiner, the New York World, the New York Daily Call and the New York Herald Tribune. For two years he was publicity director for the American Civil Liberties Union, and then for the Brotherhood of Utility Employees. In 1936-1939 he was associated with the Brooklyn Public Relations Bureau. In 1944 he began to handle publicity for the Workers Defense League, and to do free-lance publicity work, and writing and editing. It is this later part of his career which is reflected in this collection. His own lists of the many books which he "ghosted," collaborated, or edited, will be found in Box 1, Folder 22. Important subjects in this collection include: Manuscripts of writings by: John Beffel, Slim Brundage, Joseph Cohen, Mini Corder, Paul Crouch, Covington Hall, Harry Kelly, Edith Liggett, Max Nettlau, Helen Parkhurst, Rose Pesotta, Ivan Sokoloff, Vincenzo Vacirca, and Voline, and manuscripts of fore- wards by John Dos Passos and Arturo Giovannitti. -
Chronology (1901 - 1919)
EMMA GOLDMAN: A GUIDE TO HER LIFE AND DOCUMENTARY SOURCES Candace Falk, Editor and Director Stephen Cole, Associate Editor Sally Thomas, Assistant Editor CHRONOLOGY (1901 - 1919) 1901 January-March Goldman supports herself by working as a nurse in New York City; helps to arrange a U.S. tour for Peter Kropotkin in March and April. Goldman reestablishes friendship with her former lover Edward Brady. April-July Goldman lecture tour begins with a free-speech battle in Philadelphia when she is prevented from speaking before the Shirt Makers Union. Goldman and the organizations that sponsor her talks, including the Single Tax Society, defy police orders; Goldman speaks in public on at least two occasions. On April 14 she speaks at an event sponsored by the Social Science Club; other speakers include Voltairine de Cleyre. Despite the Social Science Club's opposition to Goldman's anarchist views, it passes a resolution protesting the violation of her right to free speech. Speaks in Lynn, Mass., Boston, Pittsburgh, Cleveland, St. Louis, Chicago, and Spring Valley, Ill., on such topics as "Anarchism and Trade Unionism," "The Causes of Vice," and "Cooperation a Factor in the Industrial Struggle." July 15-August 15 Goldman spends a month with her sister Helena, in Rochester, N.Y., traveling briefly to Niagara Falls and to Buffalo, N.Y., to visit the Pan-American Exposition. Early September Goldman visits Alexander Berkman at the penitentiary in Allegheny, Pa., the first time she has seen him in nine years. 1 September 6 President William McKinley shot by self-proclaimed anarchist Leon Czolgosz in Buffalo, N.Y., at the Pan-American Exposition. -
English-Language Anarchist Periodicals of the Great Depression, 1932–1939 Morris Brodie
Radical Americas Special issue: Radical Periodicals Article Rebel Youths: English-language anarchist periodicals of the Great Depression, 1932–1939 Morris Brodie Queen’s University Belfast, Belfast BT7 1 NN, UK; [email protected] How to Cite: Brodie, M.‘Rebel Youths: English-language anarchist periodicals of the Great Depression, 1932–1939.’ Radical Americas 3, 1 (2018): 12. DOI: https://doi.org/10.14324/111.444.ra.2018.v3.1.012. Submission date: 2 July 2018; Publication date: 18 September 2018 Peer review: This article has been peer reviewed through the journal’s standard double blind peer-review, where both the reviewers and authors are anonymised during review. Copyright: c 2018, Morris Brodie. This is an open access article distributed under the terms of the Creative Commons Attribution License (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited • DOI: https://doi.org/10.14324/111.444.ra.2018.v3.1.012. Open access: Radical Americas is a peer-reviewed open access journal. Abstract This article examines the function of anarchist periodicals in the United States during the Great Depression. Periodicals acted as forums for debate, where ideas were constantly challenged and important theoretical issues were aired. This was both within anarchism and between the wider radical movement. In addition, periodicals were important organisational tools, creating networks that connected activists across the country and helped to build the movement. Young anarchists identified English-language periodicals as vital for breaking through the linguistic barriers erected by the older generation of immigrant anarchists. -
Rescuing the Individual from Neoliberalism: Education, Anarchism, and Subjectivity
Georgia State University ScholarWorks @ Georgia State University Educational Policy Studies Dissertations Department of Educational Policy Studies Spring 5-11-2018 Rescuing the Individual from Neoliberalism: Education, Anarchism, and Subjectivity Gabriel Keehn Georgia State University Follow this and additional works at: https://scholarworks.gsu.edu/eps_diss Recommended Citation Keehn, Gabriel, "Rescuing the Individual from Neoliberalism: Education, Anarchism, and Subjectivity." Dissertation, Georgia State University, 2018. https://scholarworks.gsu.edu/eps_diss/178 This Dissertation is brought to you for free and open access by the Department of Educational Policy Studies at ScholarWorks @ Georgia State University. It has been accepted for inclusion in Educational Policy Studies Dissertations by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. ACCEPTANCE This dissertation, RESCUING THE INDIVIDUAL FROM NEOLIBERALISM: EDUCATION, ANARCHISM, AND SUBJECTIVITY, by GABRIEL T. KEEHN, was prepared under the direction of the candidate’s Dissertation Advisory Committee. It is accepted by the committee members in partial fulfillment of the requirements for the degree, Doctor of Philosophy, in the College of Education and Human Development, Georgia State University. The Dissertation Advisory Committee and the student’s Department Chairperson, as representatives of the faculty certify that this dissertation has met all standards of excellence and scholarship as determined by the faculty. __________________________ Deron Boyles, Ph.D. Committee Chair __________________________ __________________________ Kristen Buras, Ph.D. Chara Bohan, Ph.D. Committee Member Committee Member __________________________ __________________________ Judith Suissa, Ph.D. Michael Bruner, Ph.D. Committee Member Committee Member __________________________ Date __________________________ William Curlette, Ph.D. Chair, Department of Educational Policy Studies __________________________ Paul A. -
Voltairine De Cleyre: More of an Anarchist Than a Feminist?
CHAPTER TWO VOLTAIRINE DE CLEYRE: MORE OF AN ANARCHIST THAN A FEMINIST? In recent years, there has been significant interest in the writings of Voltairine de Cleyre (1866–1912), with a number of authors attempting to reassess her work, in some cases drawing increased attention to the perspective that her ideas constitute a form of feminism. Remembered also as a poet, anarchist, and atheist, de Cleyre was born in Leslie, Michigan, a small town south of Lansing. Her parents, who were impover- ished tailors, left Leslie when Voltairine was about one year old, following the accidental drowning death of another daughter, Marion, at the age of five. The family moved to St. Johns, Michigan, a town on the north side of Lansing (Avrich 1978, 19–20; Havel [1914] 2005, 7). Despite the objec- tions of Voltairine’s mother, her father, an atheist and admirer of Voltaire, created her distinctive given name to commemorate his own beliefs (Avrich 1978, 19; Havel [1914] 2005, 7; Palczewski 1955, 54; Sartwell 2005, 4). Schooled at the Convent of Our Lady of Lake Huron, in Sarnia, Ontario, de Cleyre rebelled against the physical and intellectual rigidity of her training and rejected religion, although some commentators feel that she retained a somewhat clerical demeanor, which DeLamotte (2004, 35) refers to as “an emotional kinship to the religious sensibility.” Her ally in anarchism, the better-known Emma Goldman ([1932] 2005, 39), believed that these formative years undermined de Cleyre’s confidence, a condi- tion that would last for the rest of her life. Called Voltai by people who were close to her, de Cleyre spent a sizable part of her existence in Philadelphia, where she taught English to Jewish immigrants, as a conse- quence acquiring some mastery of Yiddish herself (Streeby 2007, 420). -
Intersections of Anarcho-Feminism: Emma Goldman, Mujeres Libres, and the Spanish Civil War
Intersections of Anarcho-Feminism: Emma Goldman, Mujeres Libres, and the Spanish Civil War Alexandra Wright “You have no idea how primitive everything in this direction is. Enlightenment among women is desperately needed. But our comrades are too engrossed in winning the anti-Fascist war to devote much time to this kind of necessary labor. A beginning has been made of course. But one cannot sweep away the ignorance, prejudice and superstition of a people in four months.”1 This sigh of dissatisfaction found in a letter from Emma Goldman to her niece Stella Ballantine highlights the root of Goldman’s frustration with the Spanish women’s emancipation movement in the context of the Spanish Civil War—it just was not moving fast enough. Goldman herself was an anomaly within the anarchist movement, but one of its strongest voices. Her involvement in the Spanish Civil War made her aware of the gaps between her vision of women’s emancipation, and the wider international—but specifically the Spanish—anarchist movement. The women’s anarchist group in Spain, Mujeres Libres (Free Women), founded in 1936, had much in common with Goldman. They shared a common goal, women’s emancipation, and took similar stances on most issues facing women, but because of the chaos of war from 1936 to 1939, Mujeres Libres put “the woman question” on the backburner. Both Emma Goldman and Mujeres Libres are considered part of the anarchist feminist canon; but, neither Goldman, nor Mujeres Libres, considered themselves feminists. This begs the question—what does being an anarchist feminist mean and is it an anachronistic label that our society has placed upon them? The short answer to the latter question? Yes. -
The Modern School Movement
The Modern School Movement The Modern School Movement Anarchism and Education in the United States Paul Avrich Princeton University Press Princeton, New Jersey COPYRIGHT (C) 1980 BY PRINCETON UNIVERSITY PRESS PUBLISHED BY PRINCETON UNIVERSITY PRESS, PRINCETON, NEW JERSEY IN THE UNITED KINGDOM: PRINCETON UNIVERSITY PRESS, GUILDFORD, SURREY ALL RIGHTS RESERVED CLOTHBOUND EDITIONS OF PRINCETON UNIVERSITY PRESS BOOKS ARE PRINTED ON ACID-FREE PAPER, AND BINDING MATERIALS ARE CHOSEN FOR STRENGTH AND DURABILITY PRINTED IN THE UNITED STATES OF AMERICA BY PRINCETON UNIVERSITY PRESS, PRINCETON, NEW JERSEY LIBRARY OF CONGRESS CATALOGING IN PUBLICATION DATA Avrich, Paul. The modern school movement. Bibliography: p. Includes index. 1. Education—United States—Philosophy—History— 20th century. 2. Education—United States—Experimental methods—History—20th century. 3. Ferrer Guardia, Francisco, 1859-1909. 4. Educators—United States— Political activity—History—20th century. 5. Anarchism and anarchists—United States—History—20th century. I. Title. LA216.A78 370'.973 79-3188 ISBN 0-691-04669-7 ISBN 0-691-10094-1 pbk. IN MEMORY OF AGNES INGLIS 1870-1952 Contents Illustrations ix Preface xi PART I: NEW YORK 1 1. TheMartyrdomofFerrer 3 Francisco Ferrer y Guardia · Freedom in Education · The Escuela Moderna of Barcelona · Propaganda by the Deed · The Tragic Week 2. The Francisco Ferrer Association 34 Launching an Organization · The Modern School Movement · Earlier Experimental Schools · The First Modern Schools 3. The Ferrer School of New York 69 St. Mark's Place · East Twelfth Street · Will Durant · East 107th Street · Will and Ariel · Cora Bennett Stephenson 4. RebelsandArtists 111 The Academy Humane · Personalities · Hippolyte and Sadakichi · Radical Centers · Art and Anarchy · The Free Theatre · Robert Henri · The Modernists · The Modern School Magazine 5. -
Chronology (1920 - 1940)
EMMA GOLDMAN: A GUIDE TO HER LIFE AND DOCUMENTARY SOURCES Candace Falk, Editor and Director Stephen Cole, Associate Editor Sally Thomas, Assistant Editor CHRONOLOGY (1920 - 1940) 1920 January 2 and 6 U.S. Attorney General A. Mitchell Palmer, in coordination with Justice Department agent J. Edgar Hoover and immigration commissioner Anthony Caminetti, orders the arrest of approximately ten thousand alien radicals. January 17 S.S. Buford lands at Hangö, Finland. On Jan. 19 the deportees are met at the Russo-Finnish border by Russian representatives and received warmly at a mass meeting of soldiers and peasants in Belo-Ostrov. February Goldman and Berkman settle in Petrograd where they renew their friendships with William Shatoff, now working as Commissar of Railroads, and John Reed. Meet with Grigory Zinoviev, director of the Soviet Executive Committee, and briefly with Maxim Gorki at his home in Petrograd. Attend a conference of anarchists, including Baltic factory workers and Kronstadt sailors, who echo criticisms of the Bolsheviks voiced by Left Social Revolutionaries and others who have paid visits to Goldman and Berkman in this period. February 7 Death of Goldman's sister Helena Zodikow Hochstein. March Goldman and Berkman travel to Moscow where they meet with Bolshevik leaders, including Alexandra Kollontai, Commissar for Public Welfare; Anatoly Lunacharsky, Commissar for Education; Angelica 1 Balabanoff, Secretary of the Third International; and Grigory Chicherin, Assistant Commissar for Foreign Affairs. After attending a conference of Moscow anarchists, Goldman and Berkman are granted a meeting with Lenin on March 8 where they express concern about the suppression of dissent and the lack of press freedom and propose the establishment of a Russian society for American freedom independent of the Third International. -
The Anarchist Classroom: a Test of Libertarian Education and Human Nature at the Modern School in New York and New Jersey, 1911-1953
City University of New York (CUNY) CUNY Academic Works Student Theses Queens College Fall 9-1-2018 The Anarchist Classroom: A Test of Libertarian Education and Human Nature at the Modern School in New York and New Jersey, 1911-1953 Eric G. Anderson CUNY Queens College How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/qc_etds/5 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] The Anarchist Classroom: A Test of Libertarian Education and Human Nature at the Modern School in New York and New Jersey, 1911-1953 Eric Anderson Submitted in partial fulfillment of the requirements for the degree of Masters of Arts in history, in the Graduate Division of Queens College of the City University of New York Date: June 2018 Approved by: _____________________________ Date: _____________________________ Table of Contents I. Introduction II. The Main Body 1. Immigration and Anarchism in New York City, 1870-1919 2. Anarchists and Human Nature 3. Anarchist Education and The Ferrer Association, 1901-1911 4. The Troubled Early Years in New York City, 1911-1915 5. The Move to the Countryside of New Jersey, 1915-1929 6. Immigrant Parent Complaints and the Allure of American Capitalism 7. Student Products and the Paradox of Anarchist Art 8. Radicalism during the Great War and Russian Revolution 9. The Great Depression’s Impact on the Modern School, 1929-1939 10. Progressive Education, Public Schools, and Montessori 11.