Education and Its Cold War Discontents

Total Page:16

File Type:pdf, Size:1020Kb

Education and Its Cold War Discontents Andrew Hartman. Education and the Cold War: The Battle for the American School. New York: Palgrave Macmillan, 2008. x + 251 pp. $74.95, cloth, ISBN 978-0-230-60010-2. Reviewed by David Mitch Published on H-Childhood (July, 2009) Commissioned by Patrick J. Ryan (University of Western Ontario) Although world affairs are inherently distant movement started by John Dewey, and long under from the local activity of running a school, inter‐ attack by conservative educational thinkers, was national events can often heighten a sense of dealt a serious if not fatal setback by the further threat from abroad and a related sense of nation‐ mobilization of conservative interests due to the al inferiority, thus spurring domestic debates on impetus of Cold War politics. Hartman suggests the adequacy of education. A perceived poor that the progressive vision spawned by Dewey showing of British industrial exhibitors at the was too passive and insufficiently forward look‐ Crystal Palace International Exhibition of 1851 ing to effectively respond to the conservative chal‐ prompted concerns about the quality of British lenge. education. And perceived British technological de‐ The frst chapter surveys American theorizing ficiencies in the First World War prompted Correl‐ about education in the late nineteenth and early li Barnett’s subsequent examination of British ed‐ twentieth centuries. Dewey’s work is not surpris‐ ucation in his tellingly named The Audit of War: ingly front and center. However, Hartman also The Illusion and Reality of Britain as a Great Na‐ calls attention to the presence of conservative ap‐ tion (1986). proaches as evidenced in such documents as the In the case of the United States, the Sputnik National Education Association's Committee of episode has long been recognized as pointing to Ten Report (1893). He also notes how the progres‐ deficiencies of U.S. education. Andrew Hartman sive approach to education launched by Dewey undertakes to synthesize much of the previous and others split into what he terms order and jus‐ historiography regarding debates on education tice variants or what Milton Gaither, in his review throughout the twentieth century, viewing the of Hartman’s book on the U.S. Intellectual History early Cold War era as resulting in a culminating Blog (August 5, 2008), has alternatively termed the crisis. His thesis is that the progressive education social efficiency and social democracy wings. The H-Net Reviews second chapter on the Great Depression considers creasingly pervasive “Cold War-Mindedness.” the challenges that arose to progressive education Chapter 8 takes up the issue of race and the after‐ during this period and, in particular, to controver‐ math of Brown v. Board of Education (1954), argu‐ sies regarding the presence of Communists in ing that international dimensions were important America’s schools and universities, especially in because both the image of the United States would New York City teachers’ unions. It also notes the be weakened in developing countries with aware‐ emergence of conservative pedagogical approach‐ ness of the persistence of racial segregation in U.S. es, including those of Irving Babbitt, Albert Jay schools and a poorly educated black workforce Nock, and Paul Elmer More, which emphasized would lower economic efficiency. respect for authority in contrast with the progres‐ Although Hartman features the Cold War, he sive emphasis on child-centeredness. Chapter 3 seems to be arguing that it ultimately brought fur‐ examines the life adjustment movement that ther to the surface tensions long inherent in emerged after World War II in response to per‐ American education. And it is really the fnal ceptions of a growing juvenile delinquency prob‐ chapter of the book, chapter 9 on the aftermath of lem. Hartman concludes the chapter by noting Sputnik, in which the Cold War fgures front and controversy in existing historiography over the center, while the previous eight chapters trace extent to which the life adjustment movement various conflicts leading up to the Cold War ten‐ was a legacy of Dewey’s progressive education. sions. Many of the episodes in earlier chapters Chapter 4 continues discussion of the perceived preceded the end of World War II, thus leading to threat of Communist teachers in schools and ef‐ ambiguity over whether concerns about the forts to purge Communist Party members from threat of Communism predated the Cold War or teachers’ unions and the schools more generally. whether alternatively, the start of the Cold War It features a cameo appearance by Bella Dodd, should really be traced back to American con‐ turncoat informer to government investigating cerns about Communism dating at least as far as committees following a career as a Communist the 1917 Bolshevik Revolution in Russia. school teacher. Chapter 5 turns to conservative Hartman’s subtitle is The Battle for the Ameri‐ critics of American education including such cul‐ can School. Yet what is striking about the conflicts tural critics as Richard Weaver and Russell Kirk that Hartman describes is the diversity of sources and the more libertarian perspective of Milton and stakeholders involved. The conservative op‐ Friedman’s advocacy of choice and educational ponents he describes were by no means monolith‐ vouchers. This chapter culminates with consider‐ ic. The one constant seems to be the legacy of ing the vigilantism Hartman perceives in the Dewey and his epigone progressive educators as Pasadena, California, School Board’s dismissal of wimps. The conservative opponents included not the superintendent, Willard Goslin, in part for his only rabid anti-Communists and Southern segre‐ alleged subversive tendencies. Chapter 6 consid‐ gationists but also elite liberal upholders of uni‐ ers three influential educators who sought to re‐ versal intellectual standards, such as Hutchins verse the tide of progressive liberalism, though and Hofstadter. Thus, it is not evident from Hart‐ who themselves could be considered more moder‐ man’s account that there was a set battle between ate liberals: Robert Maynard Hutchins, Arthur Be‐ two clearly defined opposing camps but rather it stor, and Richard Hofstadter. Chapter 7 takes up appears that there were ongoing skirmishes and efforts to promote world government and a world struggles between diverse factions. Indeed, one of vision in education as reflected in the work of the strengths of Hartman’s account is the way in Theodore Brameld. Hartman suggests that which it underscores this diversity. And I found it Brameld’s “World-Mindedness” lost out to an in‐ 2 H-Net Reviews informative to learn of fgures in these debates tal and that pockets of progressive influence con‐ previously unfamiliar to me, such as Bestor and tinued to persist. Hartman also suggested that the Brameld. remnants of progressive education that survived In his acknowledgments, Hartman explicitly easily morphed into the radicalism of the sixties. mentions his “unreconstructed ‘pinko-ism’” and He justifies his end point in the early 1960s on the the book at points strikes a provocative tone (p. grounds that this was when Cold War issues domi‐ ix). His introduction concludes by asserting that nated educational discussion compared with what “as Americans variously experienced the crisis of happened subsequently as the counterculture the Cold War as a crisis in education, both con‐ came to the fore. While these points are not im‐ sciously and subconsciously, the schools, in turn, plausible, the issue remains that Hartman’s ac‐ facilitated the construction of ‘cold warriors’ con‐ count ending in the mid-1960s really does not pro‐ ditioned to fear and loathe Communism, the Sovi‐ vide much direct insight into subsequent develop‐ et Union, and more nebulously, leftist ideas in ments, especially since it ends by pointing to the general” (p. 6). The concluding sentences of the triumph of conservative influences. Although book state: “In their avoidance of grand narra‐ Cold War issues surely featured prominently in tives, liberals and progressives were hailed by a educational debates throughout the long 1950s, more powerful structure. American liberalism were they quite as dominant as Hartman makes and progressive education could only serve one them out to be? One aspect to which he gives little master: U.S. imperialism” (p. 202). consideration is the role of religion in shaping ed‐ ucational discussion; Hartman acknowledges this Hartman’s overall account does not fully sup‐ in the U.S. Intellectual History Blog forum on his port his claim, as suggested by the book's title, book and recognizes, in particular, the role of that the Cold War was a decisive turning point in Catholic anti-Communism in shaping support for American education. Although the Cold War fea‐ Catholic schools independent of public schools. tures as the centerpiece of the book, as I have al‐ One also wonders about international issues oth‐ ready noted above, a good deal and perhaps even er than those involving direct conflict between the majority of the developments he describes Cold War powers. For example, there was grow‐ took place prior to the end of the Second World ing American interest in the developing world, War, many of them even prior to the Great De‐ such as Africa, Asia, and Latin America, not to pression. Moreover, if one places the end of the mention Western Europe. While the Cold War was Cold War at the demise of the Soviet Union in surely a major presence in these other interna‐ 1989, there is roughly a quarter of a century that tional aspects, they may well have had influences receives no treatment since the book ends its cov‐ of their own in shaping the teaching of social erage in the mid-1960s. And Gaither notes in his studies and anthropology in schools. review of Hartman’s book on the U.S. Intellectual History Blog that Hartman's account does not con‐ Hartman’s account of the twentieth century sider how the dour, buttoned-down 1950s segued prior to the end of the Second World War is into the radicalism and ferment of the 1960s.
Recommended publications
  • CRITICAL THEORY and AUTHORITARIAN POPULISM Critical Theory and Authoritarian Populism
    CDSMS EDITED BY JEREMIAH MORELOCK CRITICAL THEORY AND AUTHORITARIAN POPULISM Critical Theory and Authoritarian Populism edited by Jeremiah Morelock Critical, Digital and Social Media Studies Series Editor: Christian Fuchs The peer-reviewed book series edited by Christian Fuchs publishes books that critically study the role of the internet and digital and social media in society. Titles analyse how power structures, digital capitalism, ideology and social struggles shape and are shaped by digital and social media. They use and develop critical theory discussing the political relevance and implications of studied topics. The series is a theoretical forum for in- ternet and social media research for books using methods and theories that challenge digital positivism; it also seeks to explore digital media ethics grounded in critical social theories and philosophy. Editorial Board Thomas Allmer, Mark Andrejevic, Miriyam Aouragh, Charles Brown, Eran Fisher, Peter Goodwin, Jonathan Hardy, Kylie Jarrett, Anastasia Kavada, Maria Michalis, Stefania Milan, Vincent Mosco, Jack Qiu, Jernej Amon Prodnik, Marisol Sandoval, Se- bastian Sevignani, Pieter Verdegem Published Critical Theory of Communication: New Readings of Lukács, Adorno, Marcuse, Honneth and Habermas in the Age of the Internet Christian Fuchs https://doi.org/10.16997/book1 Knowledge in the Age of Digital Capitalism: An Introduction to Cognitive Materialism Mariano Zukerfeld https://doi.org/10.16997/book3 Politicizing Digital Space: Theory, the Internet, and Renewing Democracy Trevor Garrison Smith https://doi.org/10.16997/book5 Capital, State, Empire: The New American Way of Digital Warfare Scott Timcke https://doi.org/10.16997/book6 The Spectacle 2.0: Reading Debord in the Context of Digital Capitalism Edited by Marco Briziarelli and Emiliana Armano https://doi.org/10.16997/book11 The Big Data Agenda: Data Ethics and Critical Data Studies Annika Richterich https://doi.org/10.16997/book14 Social Capital Online: Alienation and Accumulation Kane X.
    [Show full text]
  • To Abolish the Family Has Haunted Proletarian Struggle Since, Offering a Horizon of Gender and Sexual Libera- 1
    ME O’Brien In The Communist Manifesto, Marx and Engels speak of the “abolition of the family”, as the “infamous proposal of the Communists”.1 The call to abolish the family has haunted proletarian struggle since, offering a horizon of gender and sexual libera- 1. Marx and Engels, The tion that has often been deferred or displaced by other Communist Manifesto (MECW 6), 501. strategic and tactical orientations. The phrase evokes the complete, almost inconceivable transformation of day-to-day life. For some, one’s family is a relentless terror from which one must flee to find any semblance of themselves. For others, it is the sole source of support and care against the brutalities of the market and work, racist cops and deportation officials. For many, it is always both at once. No one can make it in this world alone; and one’s personal account of their own families has a direct bearing on how to understand the call to abolish the family. Not knowing what a family is, or what the family is, compounds the problem of what exactly to make of its abolition. For Marx, the task was to abolish the Church, the State, the Family — a striking triad of the parties of order — and ultimately the impersonal rule of the market. Marx and Engels use the word aufhebung for abolishment — a term that is often translated as supersession, for it conveys a simul- taneous preservation and destruction. To abolish is not the same as to destroy. What is superseded, and what is preserved, in the movement to abolish the family? Avoiding parsing distinct definitions of the family like a series of static taxidermic boxes, I argue there is an unfolding historical logic that underlies the transformation of the slogan, one that can be identified with the dynamics of capital itself.
    [Show full text]
  • Chapter One: Postwar Resentment and the Invention of Middle America 10
    MIAMI UNIVERSITY The Graduate School Certificate for Approving the Dissertation We hereby approve the Dissertation of Jeffrey Christopher Bickerstaff Doctor of Philosophy ________________________________________ Timothy Melley, Director ________________________________________ C. Barry Chabot, Reader ________________________________________ Whitney Womack Smith, Reader ________________________________________ Marguerite S. Shaffer, Graduate School Representative ABSTRACT TALES FROM THE SILENT MAJORITY: CONSERVATIVE POPULISM AND THE INVENTION OF MIDDLE AMERICA by Jeffrey Christopher Bickerstaff In this dissertation I show how the conservative movement lured the white working class out of the Democratic New Deal Coalition and into the Republican Majority. I argue that this political transformation was accomplished in part by what I call the "invention" of Middle America. Using such cultural representations as mainstream print media, literature, and film, conservatives successfully exploited what came to be known as the Social Issue and constructed "Liberalism" as effeminate, impractical, and elitist. Chapter One charts the rise of conservative populism and Middle America against the backdrop of 1960s social upheaval. I stress the importance of backlash and resentment to Richard Nixon's ascendancy to the Presidency, describe strategies employed by the conservative movement to win majority status for the GOP, and explore the conflict between this goal and the will to ideological purity. In Chapter Two I read Rabbit Redux as John Updike's attempt to model the racial education of a conservative Middle American, Harry "Rabbit" Angstrom, in "teach-in" scenes that reflect the conflict between the social conservative and Eastern Liberal within the author's psyche. I conclude that this conflict undermines the project and, despite laudable intentions, Updike perpetuates caricatures of the Left and hastens Middle America's rejection of Liberalism.
    [Show full text]
  • Cold Warrior Abroad: the Foreign Missions of Vice President Richard Nixon
    Cold Warrior Abroad: The Foreign Missions of Vice President Richard Nixon A Thesis Submitted to the College of Graduate Studies and Research In Partial Fulfillment of the Requirements For the Degree of Master of Arts In the Department of History University of Saskatchewan Saskatoon By Brenan R.R. Smith © Copyright Brenan Smith, September 2012. All rights reserved. PERMISSION TO USE In presenting this thesis in partial fulfillment of the requirements for a postgraduate degree from the University of Saskatchewan, I agree that the Libraries of the University may make it freely available for inspection. I further agree that permission for copying of this thesis in any manner, in whole or in part, for scholarly purposes may be granted by the professor or professors who supervised my thesis work or, in their absence, by the Head of the Department or the Dean of the College in which my thesis work was done. It is understood that any copying or publication or use of this thesis or parts thereof for financial gain shall not be allowed without my written permission. It is also understood that due recognition shall be given to me and to the University of Saskatchewan in any scholarly use which may be made of any material in my thesis. DISCLAIMER Cold Warrior Abroad was exclusively created to meet the thesis and/or exhibition requirements for the degree of Master of Arts at the University of Saskatchewan. Reference in this thesis to any specific commercial products, process, or service by trade name, trademark, manufacturer, or otherwise, does not constitute or imply its endorsement, recommendation, or favouring by the University of Saskatchewan.
    [Show full text]
  • Politics, Paranoia, and Poly: the Mccarthy-Era Red Scare and Its Impact on California State Polytechnic School, San Luis Obispo
    1 Politics, Paranoia, and Poly: The McCarthy-Era Red Scare and Its Impact on California State Polytechnic School, San Luis Obispo History 303 Research and Writing Seminar: Cal Poly History Project Presented to The course instructor Professor Andrew Morris California Polytechnic State University, San Luis Obispo A Course Taken in Partial Fulfillment of My Bachelor of Science Degree in History by Emily Scates March 2016 2 Introduction Commie, Red, Pinko, Ruskie, bread-line potato-drinker; all of these are slurs made by Americans towards communists or communist sympathizers during the Cold War. Although communism is only a political theory designed by Karl Marx that predicts inevitable class warfare leading to publically owned land and shared labor,1 when this theory was applied in countries like Russia during the Cold War, it proved to be damaging to its citizens. The United States emerged from World War II as a dominating power, economically wealthy from wartime spending,2 and seemed to prosper in comparison to the U.S.S.R; which had suffered heavy losses during the war by serving as the main ground troops against Germany. As a result of these disparities, the U.S. took up a campaign focused on the “American way.” A majority of Americans held anti-communist sentiments due to the perceived immorality of the system. These prejudices influenced the university system. Encouraged by fear of political corruption and suspicion, liberally inclined individuals and organizations were identified as “political undesirables on campus” and either marginalized or sometimes removed from campuses.3 There are studies of the effect McCarthyism had on administration and university curriculum.4 Coming out of World War II, the U.S.
    [Show full text]
  • The Mccarran Internal Security Act, 1950-2005: Civil Liberties Versus National Security
    Louisiana State University LSU Digital Commons LSU Master's Theses Graduate School 2006 The cM Carran Internal Security Act, 1950-2005: civil liberties versus national security Marc Patenaude Louisiana State University and Agricultural and Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_theses Part of the History Commons Recommended Citation Patenaude, Marc, "The cM Carran Internal Security Act, 1950-2005: civil liberties versus national security" (2006). LSU Master's Theses. 426. https://digitalcommons.lsu.edu/gradschool_theses/426 This Thesis is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Master's Theses by an authorized graduate school editor of LSU Digital Commons. For more information, please contact [email protected]. THE MCCARRAN INTERNAL SECURITY ACT, 1950-2005: CIVIL LIBERTIES VERSUS NATIONAL SECURITY A Thesis Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Master of Arts In The Department of History by Marc Patenaude B.A., University of Arkansas at Little Rock, 2003 May 2006 Table of Contents ABSTRACT . iii CHAPTER 1 HISTORICAL ANTECEDENTS OF ANTI-COMMUNISM. .1 2 THE MCCARRAN INTERNAL SECURITY ACT OF 1950 . .24 3 THE COURTS LIMIT THE MCCARRAN ACT. .55 4 SEPTEMBER 11, 2001, AND THE FUTURE OF INTERNAL SECURITY . 69 BIBLIOGRAPHY . .. .81 VITA . .86 ii Abstract In response to increased tensions over the Cold War and internal security, and in response to increased anti-Communism during the Red Scare, Congress, in 1950, enacted a notorious piece of legislation.
    [Show full text]
  • Doherty, Thomas, Cold War, Cool Medium: Television, Mccarthyism
    doherty_FM 8/21/03 3:20 PM Page i COLD WAR, COOL MEDIUM TELEVISION, McCARTHYISM, AND AMERICAN CULTURE doherty_FM 8/21/03 3:20 PM Page ii Film and Culture A series of Columbia University Press Edited by John Belton What Made Pistachio Nuts? Early Sound Comedy and the Vaudeville Aesthetic Henry Jenkins Showstoppers: Busby Berkeley and the Tradition of Spectacle Martin Rubin Projections of War: Hollywood, American Culture, and World War II Thomas Doherty Laughing Screaming: Modern Hollywood Horror and Comedy William Paul Laughing Hysterically: American Screen Comedy of the 1950s Ed Sikov Primitive Passions: Visuality, Sexuality, Ethnography, and Contemporary Chinese Cinema Rey Chow The Cinema of Max Ophuls: Magisterial Vision and the Figure of Woman Susan M. White Black Women as Cultural Readers Jacqueline Bobo Picturing Japaneseness: Monumental Style, National Identity, Japanese Film Darrell William Davis Attack of the Leading Ladies: Gender, Sexuality, and Spectatorship in Classic Horror Cinema Rhona J. Berenstein This Mad Masquerade: Stardom and Masculinity in the Jazz Age Gaylyn Studlar Sexual Politics and Narrative Film: Hollywood and Beyond Robin Wood The Sounds of Commerce: Marketing Popular Film Music Jeff Smith Orson Welles, Shakespeare, and Popular Culture Michael Anderegg Pre-Code Hollywood: Sex, Immorality, and Insurrection in American Cinema, ‒ Thomas Doherty Sound Technology and the American Cinema: Perception, Representation, Modernity James Lastra Melodrama and Modernity: Early Sensational Cinema and Its Contexts Ben Singer
    [Show full text]
  • Centre Against Apartheid Notes Ano Oocuments*
    UNITED NATIONS CENTRE AGAINST APARTHEID NOTES ANO OOCUMENTS* 10/86 September 1986 UNITED STATES STUDENT MOVEMENT AGAINST APARTHEID HEARINGS AT UNITED NATIONS HEADQUARTERS, NEW YORK, 27 JUNE 1986 [Note: On 27 June 1986 the Special Committee against Apartheid held hearings at Headquarters to review the grave situation in South Africa and to take stock of anti-apartheid activities carried out by students in the United States of America. This paper, which contains stat~ments by student representatives who participated in the hearings, is published at the request of the Special Committee against Apartheid.] -All materiai in the$e Notes a:ld Doctiments may be freelv reprinted. AC~llowll:dgement. toget~er with a C(lP'f' of the rllblitatio:1 contair.ing the reprinl, would be 3Ppreclftted. United Nliltions, New York 10011 86-22240 - 2 - CONTENTS Page I. STATEMENT BY MR. JAI PRATAP RANA (NEPAL), ACTING CHAIRMAN OF THE SPECIAL COMMITTEE AGAINST APARTHEID ................... 3 I. STATEMENT BY MR. JOSHUA NESSEN, NATIONAL STUDENT CO-ORDINATOR OF THE AMERICAN COMMITTEE ON AFRICA ...................... 5 III. STUDENT REPRESENTATIVES AT THE HEARINGS ............................. 8 IV. STATEMENTS BY STUDENT REPRESENTATIVES IN THE UNITED STATES OF AMERICA AGAINST APARTHEID ........................................ 9 A. Introduction by Mr. Joshua Nessen ................................ 9 B. Mr. Bryan Adamson ............................................... 10 C. Miss Theresa Agrillo ............................................ 12 D. Mr. David Artman ...............................................
    [Show full text]
  • Via Federal Express Federal Election Commission Office of General Counsel 999 E Street, N.W. Washington, D.C. 20463 Dear Sirs: T
    RABINOWITZ, BOUDIN. STANDARD, KRINSKY & LIEBERMAN, P.C. ATTORNEYS AT LAW 74O BROADWAY AT ASTOR PLACE NEW YORK, N.Y. IOOO3-95I8 TELEPHONE (212) 254-1111 CABLE "RABOUDIN. N.Y." TELEX 225O28 COUNSEL LEONARD B. BOUDIN (1912-1989) FACSIMILE (2«2) 674-4614 VICTOR RABINOWITZ MICHAEL B. STANDARD HAYWOOD BURNS MICHAEL KRINSKY LEONARD I. WEINGLASS ERIC M. LIEBERMAN JOHN MAGE ELLEN J. WINNER JUDITH LEVIN EDWARD COPELAND ELIZABETH ST. CLAIR TERRY GROSS BETH M. MARGOLIS NICHOLAS E. POSER July 2, 1990 DAVID B. GOLDSTEIN DAVID GOLOVE* HILLARY RICHARD LINDA S. BOSNIAK •ADMITTED IN CALIFORNIA ONLY Via Federal Express Federal Election Commission Office of General Counsel 999 E Street, N.W. Washington, D.C. 20463 Dear Sirs: This is a request for an advisory opinion pursuant to o 2 U.S.C. § 437(f) and 11 C.F.R. § 112.1 concerning the application of certain sections of the Federal Election en Campaign Act of 1971, as amended, 2 U.S.C. § 431, et seq. Zg s^s^*i- srr ("FECA" or "the Act") to the Socialist Workers Party National CO Campaign Committee and committees supporting candidates of theGO Socialist Workers Party (the "SWP"). The SWP seeks an advisory opinion acknowledging that committees supporting candidates of the Socialist Workers Party continue to be entitled to the same exemptions and other provisions of the order, judgment and decree entered in 1985 in Socialist Workers 1974 National Campaign Committee v. Federal Election Commission, No. 74-1338 (D.D.C.). The failure to provi.de ther^i protections would result in an unconstitutional application under the First Amendment of the reporting and disclosure provisions of FECA, 2 U.S.C.
    [Show full text]
  • University Microfilms
    INFORMATION TO USERS This dissertation was produced from a microfilm copy of the original document. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the original submitted. The following explanation of techniques is provided to help you understand markings or patterns which may appear on this reproduction. 1. The sign or "target" for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity. 2. When an image on the film is obliterated with a large round black mark, it is an indication that the photographer suspected that the copy may have moved during exposure and thus cause a blurred image. You will find a good image of the page in the adjacent frame. 3. When a map, drawing or chart, etc., was part of the material being photographed the photographer followed a definite method in "sectioning" the material. It is customary to begin photoing at the upper le ft hand corner of a large sheet and to continue photoing from left to right in equal sections with a small overlap. If necessary, sectioning is continued again — beginning below the first row and continuing on until complete. 4. The majority of users indicate that the textual content is of greatest value, however, a somewhat higher quality reproduction could be made from "photographs" if essential to the understanding of the dissertation.
    [Show full text]
  • The Red Scare in Wayland
    The Red Scare In Wayland Robert Mainer 0 ©Copyright 2003 by Robert E. Mainer Foreword Soon after my wife and I arrived in Wayland in 1962, we attended a neighborhood party. As so often happens, the men gathered around a table of snacks in the kitchen while the women chatted in the living room. One of the men mentioned a recent development in the “cold war” between the Soviet Union and the United States – I cannot now recall the specific event, there having been so many in those days. The conversation subsequently drifted into a discussion of the anxieties created by the adversaries’ gambits. My neighbor then observed that at least in Wayland, people were no longer looking for Communists behind every tree and bush as they had been doing in the 1950s. That was the first time I heard about Anne Hale and her dismissal from a teaching position in the Wayland Schools because of her earlier membership in the Communist Party. From time to time after first learning about Miss Hale’s collision with the 1950s anti-Communist hysteria, I would hear or read about references to her case. For example, in 1981, The Town Crier’s 30th Anniversary Edition contained a “Crier Flashback” reprise of the matter. Gradually, however, the Anne Hale story faded from the memories of the Wayland citizenry. For example, in November, 2002, following a Sunday morning church service, several fellow parishioners and I were discussing the cost of standing up for one’s principles. I mentioned the Anne Hale case. My reference to her name drew only blank looks from my listeners.
    [Show full text]
  • Race for Sanctions : the Movement Against Aparteid, 1946-1994/ Francis Njubi Nesbitt University of Massachusetts Amherst
    University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-2002 Race for sanctions : the movement against aparteid, 1946-1994/ Francis Njubi Nesbitt University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Nesbitt, Francis Njubi, "Race for sanctions : the movement against aparteid, 1946-1994/" (2002). Doctoral Dissertations 1896 - February 2014. 912. https://scholarworks.umass.edu/dissertations_1/912 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. UMASS. DATE DUE NOV ! 8 ?no6 UNIVERSITY LIBRARY UNIVERSITY OF MASSACHUSETTS AMHERST RACE FOR SANCTIONS: THE MOVEMENT AGAINST APARTEID, 1946-1994 A Dissertation Presented by FRANCIS NJUBI NESBITT Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment Of the requirements for the degree of DOCTOR OF PHILOSOPHY February 2002 W.E.B. Du Bois Department of Afro-American Studies Copyright by Francis Njubi Nesbitt 2002 All Rights Reserved RACE FOR SANCTIONS: THE MOVEMENT AGAINST APARTHEID, 1946-1994 A Dissertation Presented By FRANCIS NJUBI NESBITT Approved as to style and content: William Strickland, Member Robert Paul Wolff, Member ohn Higginsoi#0utside Member Chair Esther MA. Terry, Department 7 Afro-American Studies ABSTRACT RACE FOR SANCTIONS: THE MOVEMENT AGAINST APARTHEID, 1946-1994 FEBRUARY 2002 FRANCIS NJUBI NESBITT, B.A., UNIVERSITY OF NAIROBI MA., UNIVERSITY OF NOTRE DAME MA., UNIVERSITY OF MASSACHUSETTS AMHERST Ph.D., UNIVERSITY OF MASSACHUSETTS AMHERST Directed by: Professor John H.
    [Show full text]