Happy Mencken Day! Richard Schrader the Scopes Trial: How the Letter Kills H
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2. the Scope~ Kial Transcripts (1925)
2. THE SCOPE~ ~KIAL TRANSCRIPTS (1925) The spread of the fundamentalist movement during the 1920s led many states to pass laws specifically banning or restricting the teaching of evolution in public schools. In 1925, a Tennessee high-school teacher named John Scopes (1900-1970) was convinced by several like-minded evolutionists to test the legit- imacy of his own state's prohibition of evolution in its classrooms. The result was one of the most celebrated trials of the century, the so-called Monkey Trial held in Dayton, Tennessee. In the following excerpts from the trial transcripts, the main antagonists attempt to frame the question in terms of monumental so- cial and religious choices. For Scopes's defense attorney, Clarence Darrow (1857-1938), the case represented a showdown between the forces of progres- sive enlightenment and backward religious bigotry. As a famous criminal and labor attorney, Darrow reveled in courtroom confrontation and seized this op- portunity to go after fundamentalist lawmakers in one of their strongholds. The I state's case was prosecuted by perhaps the other most famous American lawyer of the day, three-time populist candidate for the presidency, William Jennings Bryan (1860-1925). In Bryan's opening speech he portrayed Darrow and other evolutionists as outside agitators, bent on overturning the will of the people of Tennessee. Though Bryan did not live to deliver the closing speech he com- posed, it is clear that he too saw the conflict in epic terms. The compatibility of science and religion proposed by the Modernist theologian Kirby Mather, whose testimony is excerpted in the third reading, did not seem to strike either the atheist Darrow or the fundamentalist Bryan as even a remote possibility, thereby ) The ScopesTrial TranscriPts(1925) 439 indicating the depth of the antagonism the issue inspired. -
The 1925 Monkey Trial
The “Monkey Trial” March 1925. • On 21st March 1925 Tennessee passed the Butler Act which stated: • That it shall be unlawful for any teacher in any of the Universities, Normals and all other public schools of the State which are supported in whole or in part by the public school funds of the State, to teach any theory that denies the Story of the Divine Creation of man as taught in the Bible, and to teach instead that man has descended from a lower order of animals. Proposer of the act: John Washington Butler. Religion vs. Science. • (State Representative) John W. Butler, a Tennessee farmer and head of the World Christian Fundamentals Association, lobbied state legislatures to pass the anti-evolution law. The act is challenged. • John Thomas Scopes' involvement in the so-called Scopes Monkey Trial came about after the American Civil Liberties Union (ACLU) announced that it would finance a test case challenging the constitutionality of the Butler Act if they could find a Tennessee teacher willing to act as a defendant. • Photograph of John Scopes taken one month before the trial. Opportunistic Bush Lawyers? • A band of businessmen in Dayton, Tennessee, led by engineer and geologist George Rappleyea, saw this as an opportunity to get publicity for their town and approached Scopes. • Rappleyea pointed out that while the Butler Act prohibited the teaching of human evolution, the state required teachers to use the assigned textbook, Hunter's Civic Biology (1914), which included a chapter on evolution. • Rappleyea argued that teachers were essentially required to break the law. -
There Was a Great Fear of Communism That Swept Through the United States in the Years Following the Russian Revolution of 1917
Academic Literacy Skills Sample (ALST) Sample Constructed Response Item Passage A Argument of Clarence Darrow in the Case of the Communist Labor Party There was a great fear of Communism that swept through the United States in the years following the Russian Revolution of 1917. As a result, several states passed espionage acts that restricted political discussion, and radicals of all descriptions were rounded up in so-called Red Raids conducted by the attorney general’s office. Some were convicted and imprisoned; others were deported. This is the background for this particular reading passage about a trial in Chicago that took place in August, 1920. This trial involved twenty men charged under Illinois’s espionage statute with advocating the violent overthrow of the government. The charge rested on the fact that all of the defendants were members of the newly formed Communist Labor Party. The accused in the case were represented by Clarence Darrow, one of the foremost defense attorneys in the country. Throughout his career, Darrow had defended the poor and the despised against exploitation and prejudice. He defended the rights of labor unions, for example, at a time when many sought to outlaw the strike, and he was resolute in defending constitutional freedoms. The following are excerpts from Darrow’s summation to the jury. 1. Members of the jury: I have for a good many years been arguing cases in court and in my own way, as a lawyer, asking jurors to forget their prejudices and their feelings and deliver a verdict according to the evidence, uninfluenced by fear or passion or heat. -
For Sale: Historic Bridge in Jackson Park
For sale: Historic bridge in Jackson Park chicagotribune.com/news/ct-met-darrow-bridge-for-sale-20171214-story.html Lolly Bowean There’s a historic bridge for sale in Jackson Park. And it’s not a con game. The Columbia Bridge, widely known as the Clarence Darrow Memorial Bridge, is to be rebuilt in 2019. But before the Chicago Department of Transportation can start construction on the new pedestrian bridge, the agency has to offer the old one to the public for possible reuse, said Mike Claffey, a spokesman for CDOT. It’s all part of the federal government’s National Environment Policy Act and Section 106 process. But recently, the issue of the bridge being sold sparked some curiosity when an advertisement offering it for sale ran in a local newspaper. “The Darrow Bridge is an important community landmark because (Clarence) Darrow was a fixture in our community,” said Louise McCurry, president of the Jackson Park Advisory Council. When she learned of the ad, she immediately jumped into activist mode to spread information in her Hyde Park community about the sale. “That bridge is the biggest link to Jackson Park, so it’s a sacred landmark,” she said. “So now to see it’s being sold? Truly fascinating.” 1/3 The Darrow Memorial Bridge, which has unique abutment walls and a storied history, is crumbling and unusable. It has been closed to cars since 2009 and to pedestrians since 2015. The structure isn’t actually going to be sold for a price, Claffey said. Rather, interested parties have to provide a proposal by 4 p.m. -
How William Jennings Bryan's Struggle with Social Darwinism and Legal Formalism Demythologize the Scopes Monkey Trial Kevin P
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Campbell University Law School Campbell University School of Law Scholarly Repository @ Campbell University School of Law Scholarly Works Faculty Scholarship 2004 Inherit the Myth: How William Jennings Bryan's Struggle with Social Darwinism and Legal Formalism Demythologize the Scopes Monkey Trial Kevin P. Lee Campbell University School of Law, [email protected] Follow this and additional works at: https://scholarship.law.campbell.edu/fac_sw Recommended Citation Kevin P. Lee, Inherit the Myth: How William Jennings Bryan's Struggle with Social Darwinism and Legal Formalism Demythologize the Scopes Monkey Trial, 33 Cap. U. L. Rev. 347 (2004). This Article is brought to you for free and open access by the Faculty Scholarship at Scholarly Repository @ Campbell University School of Law. It has been accepted for inclusion in Scholarly Works by an authorized administrator of Scholarly Repository @ Campbell University School of Law. INHERIT THE MYTH: HOW WILLIAM JENNINGS BRYAN'S STRUGGLE WITH SOCIAL DARWINISM AND LEGAL FORMALISM DEMYTHOLOGIZE THE SCOPES MONKEY TRIAL KEVIN P. LEE* The trial of John T. Scopes is an important milestone in the history of American legal thought. Known in the vernacular as the "Scopes Monkey Trial," the case took place in Dayton, Tennessee in the summer of 1925.1 It concerned a substitute high school biology teacher who was arrested and convicted for teaching evolutionary theory in violation of a Tennessee anti- evolution act.2 At the time, the trial was the most public confrontation between religious fundamentalism and modem science. -
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FISKE HALL NON-SEMINAR PAPER The Sage of Baltimore . \ l-ife of H.L. Mencken Luke Chennell On a blazing hot Sunday afternoon in 1925, Henry Louis Mencken sat at his typewriter in a hotel room in Dayton, T(.'1lnessee, stripped to his underwear. While he pecked away in his usual manner, he paused occasionally only to light up another Uncle Willie df,>ar and to roar with laughter at his own writing. The dispatch he u,-rote to the Baltimore Evening Stm was inarguably some of his best work. 1\lencken's dispatch told in flowing prose of a visit he and a female journalist took to a Holy Roller revival in the hills outside of Dayton, where "the old-time religion was genuinely on tap." The di>patch, later edited and published as "The Hills of Zion," would be one of Mencken's most reprinted essays.l Mencken was understandably concerned "vith religion at the time. The trial of John Scopes, a junior-high school teacher charged 'Weith teaching evolutionary doctrine contrary to Tennessee's anti-evolution laws, brought national attention to rising Christian fundamentalists across the nation. Though Scopes was eventually found guiltv, the sensational battle of Clarence Darrow and William Jennings Bryan provided endless amounts of amusement for the country at large, no matter what the legal outcome. Always near the center of attention was .Mencken. His lengthy and subjective dispatches to the Sun describing the atmosphere of the town and the trial are pieces of reporting which have hardly been repeated nor equaled in the history of journalism. -
Clarence Darrow on Religion, Law, and Society
Introduction Clarence Darrow (1857–1938), whose decades-long championing of the despised and powerless earned him the sobriquet of “The Great Defender,” was born four years before the beginning of the Civil War and died a year before the beginning of World War II. These eighty years could well be considered the most transformative in United States his- tory—years that saw America expand from a fledgling and sparsely populated nation of farmers and small businessmen to an emerging super- power. Darrow witnessed and, in no insignificant way, participated in the multifaceted growing pains incident to this transformation: on such issues as the relations between capital and labor, the role of women in society, the place of religion in a diverse population, and, particularly, the theoretical and practical status of crime and punishment, Darrow made signal contributions that endured far beyond the span of his own life. A lawyer first and a writer second, he nonetheless left behind a succession of treatises whose provocative content still challenges us. Darrow, a self-proclaimed rebel who sided, both intellectually and emo- tionally, with the minority, remains a figure to contend with. Throughout his writings, whether they be on crime, religion, or morals, Darrow expressed the conviction that our views of life are fun- damentally and unalterably shaped by childhood experience. In this as- sertion he may well have been considering his own upbringing, for the kernels of many facets of his thought can be found in the events of his youth and adolescence. He was born on April 18, 1857, in the village of vii Kinsman, in northeast Ohio, the fifth of eight children born to Amirus and Emily (Eddy) Darrow. -
A Civic Biology
A CIVIC BIOLOGY Presented In Problems BY GEORGE WILLIAM HUNTER, A.M. HEAD OF THE DEPARTMENT OF' BIOLOGY, DE WITT CLINTON mGH SCHOOL, CITY OF NEW YORK. AUTHOR OF "ELEMENTS OF BIOLOGY," "ESSENTIALS OF BIOLOGY," ETC. AMERICAN BOOK COMPANY NEW YORK CINCINNATI CHICAGO COI'YHIGIIT, tVl..j., BY GEOIWg WI LLIAM liLJN'l'ER COPYIUWI'r, 1U14, IN GREAT BRiTAIN. lJUNTI.;){, OIVlC BIOLOGY. W. P. 4 192 EVOLUTION EVOLUTION 193 Adaptations in Mammalia. - Of the thirty-five hundred species, Increasing Complexity of Structure and of Habits in Plants and most inhabit continents; a few species are found on different islands Animals. - In our study of biology so far we have attempted to and some, as the whale, inhabit the ocean. They vary in size fro~ get some notion of the various factors which act upon living things. the whale and the elephant to tiny shrew mice and moles. Adapta We have seen how plants and animals interact upon each other. tions to different habitat We have learned something about the various physiological pro andmethods of life abound; cesses of plants and animals, and have found them to be in many the seal and whale have respects identical. We have found grades of complexity in plants the limbs modified into from the one-celled plant, bacterium or pleurococcus, to the com flippers, the sloth and plicated flowering plants of considerable size and with many squirrel have limbs pecul Periods liJrOlatiOlls inlIl'stem United Slates andClwaderiSlic 1ifpecflforwmeoch Fare Foot iarly adapted to climbing, Recent ,~,_ while the bats have the OneToe fore limbs modeled for Splints of flight. -
Who Gets to Say What I Need to Know?
agenda • formulate • enforce • independent • incentive • standard • neutral • mandate SoGen Unit 8.2 social studies WHO GETS TO SAY WHAT I NEED TO KNOW? SOCIAL STUDIES ACTIVITIES Session 1 2–3 Reader’s Theater Identifying Different Perspectives and Support Session 2 4–6 Building Background Knowledge Session 3 7–9 Class Discussion Session 4 10 It’s Debate Time! Session 5 11 Writing SUPPLEMENTARY ACTIVITIES FOR OTHER CONTENT AREAS ELA 12–13 Homeschooling: Freedom or Neglect? Math 14 Per-Student Spending Science 15 Who gets to say what I need to know? FOCUS WORDS Examining the Focus Words Closely 16 © 2015 SERP SoGen Unit 8.2 1 Session 1 agenda • formulate • enforce • independent • incentive • standard • neutral • mandate Reader’s Theater What should be taught in schools? Setting: Four friends are chatting in the food court at the Tri-County Mall in Cincinnati, Ohio. Matt has just arrived in Ohio. His mother is in the military and has been stationed in Texas, Massachusetts, and South Carolina, so this is his fourth school in eight years! Monica is originally from Quebec, Canada, while Paul and Adell have always lived in Cincinnati. Paul: So, Matt, what’s it like switching schools so often? Adell: So you’re saying there’s not one truth? I still think You must get to be really good at making friends. there should be an agreed-upon version of facts, and that all American kids should read the same novels in Matt: Yeah, either good at making them or good at living English and hear the same stories about our past. -
Haymarket: Whose Name the Few Still Say with Tears
HAYMARKET: WHOSE NAME THE FEW STILL SAY WITH TEARS A DRAMATIZATION IN ELEVEN SCENES MICHAEL E. TIGARt BACKGROUND lawyer who defends the movement for social change. His attitudes toward his own work The dialogue in this play is taken from are made up of his hopes, a fighting faith the trial record of the Haymarket trial,' that keeps him going, and a more tempered writings of Darrow' and Altgeld,3 poems view based on his experiences. Lucy of Vachel Lindsay,4 speeches of the Parsons' writings show her to have formed defendants,' and an article by Judge Gary.6 the views that she expresses in the play quite I created other dialogue based upon the early. Indeed, there is evidence that she biographies and autobiographies of the greatly contributed to forming her husband's participants.' In some instances, I political and social outlook. combined several characters into one and Albert Parsons was a complex rearranged the order of events. However, character. He saw Civil War service for the the key speeches of each participant are Confederacy. After the war, he met and their actual words. married Lucy, a woman of color. They The bombing, trial, executions, and were driven out of Waco, Texas and settled pardon of the survivors were such a in Chicago in late 1873, where both became complex series of events that a simple leaders in the movement that led to the chronological retelling would lack dramatic Haymarket events. intensity. Therefore, I chose to tell this May 1, 1886 was an important day in story through a series of flashbacks, American labor history. -
Modified Document A: Sparks Letter to the Editor Sourcing
WWW. HISTORICALT HINKINGM ATTERS. ORG — SCOPES T RIAL Modified Document A: Sparks Letter to the Editor Many citizens wrote letters to Tennessee’s newspapers in response to the Butler Act. Below is an excerpt from a letter written by a parent. Dear Editor: When the bill against the teaching of evolution in public schools was passed, I could not see why more mothers were not thanking the lawmakers. They were protecting our children from one of the destructive forces which will destroy our civilization. I for one was grateful that they stood up for the right. And grateful, too, that we have a Christian man for governor who will defend the Word of God against this so-called science. The Bible tells us that the gates of Hell shall not win against the church. We know there will always be standard-bearers for the cross of Christ. But in these times of materialism I thank God deep down in my heart for everyone whose voice is raised for humanity and the coming of God’s kingdom. Mrs. Jesse Sparks Pope, Tennessee Source: Mrs. Jesse Sparks, letter to the editor, Nashville Tennessean, July 3, 1925. Some of the language and phrasing in this document has been modified from the original. The original document can be found on the HTM website, www.historicalthinkingmatters.org. Sourcing 1. Why does Mrs. Sparks care about what is taught in schools? Contextualizing 2. To what does Mrs. Sparks refer when she says “these times of materialism”? Close Reading 3. Find all of the words that suggest the presence of a great danger. -
Hunter (George W.) Papers Dates: 1919-1939 and Undated Collection Number: H.Mss.0427 Creator: Hunter, George W
http://oac.cdlib.org/findaid/ark:/13030/c8mk6k6z No online items George W. Hunter Papers Finding aid prepared by Sara Chetney, MA Special Collections, Honnold/Mudd Library 800 North Dartmouth Ave Claremont 91711 Email: [email protected] URL: http://libraries.claremont.edu/sc/default.html © 2018 Claremont University Consortium. All rights reserved. George W. Hunter Papers H.Mss.0427 1 Descriptive Summary Title: Hunter (George W.) Papers Dates: 1919-1939 and undated Collection number: H.Mss.0427 Creator: Hunter, George W. (George William) Extent: 1.75 Linear Feet(3 letter document boxes, 1 slim document box) Repository: Claremont Colleges. Library. Special Collections, Honnold/Mudd Library. Claremont, CA 91711 Abstract: This collection contains materials from the papers of George W. Hunter, a biology professor and textbook author active in the early part of the twentieth century. Items include questionnaires, correspondence, and reports regarding school health education curricula. Hunter held many teaching positions, and is probably best known for writing "Civic Biology: Presented in Problems," the 1914 biology textbook which figured into the infamous Scopes "Monkey" trial of 1925 due to its inclusion of teachings on evolution. Later in life, Hunter taught classes at Pomona College and lectured at Claremont Graduate University. Please consult repository. Language of Material: Languages represented in the collection: English. Administrative Information Access Collection open for research. Publication Rights All requests for permission to reproduce or to publish must be submitted in writing to Special Collections. Preferred Citation [Identification of item], George W. Hunter Papers (H.Mss.0427). Special Collections, The Claremont Colleges Library, Claremont, California. Accruals No additions to the collection are anticipated.