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Migration to the Self: Education, Political Economy, and Religious Authority in Polish Communities by Kathleen Wroblewski a Diss

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Migration to the Self: Education, Political Economy, and Religious Authority in Polish Communities by Kathleen Wroblewski a Diss Migration to the Self: Education, Political Economy, and Religious Authority in Polish Communities by Kathleen Wroblewski A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (History) in The University of Michigan 2018 Doctoral Committee: Professor Brian Porter-Szűcs, Chair Associate Professor Robert Bain Professor Howard Brick Professor Jeffrey Veidlinger Mary Kathleen Wroblewski [email protected] ORCID iD: 0000-0002-5001-8829 © Kathleen Wroblewski 2018 DEDICATION For Chad and Zosia, with love ii ACKNOWLEDGMENTS When Josh Cole called me to let me know I had been admitted to Michigan, he ended our conversation by asking me to inform the department as soon as I had made my decision. I laughed and told him that as UM was the only place I had applied to, I’d likely accept. While I wouldn’t necessarily recommend that unorthodox approach to others, I have no regrets. My experience at Michigan has been a joy, and I am profoundly grateful to have had the opportunity to work with a number of exceptional scholars. My committee has been supportive from start to finish. First and foremost, I need to thank my advisor, Brian Porter-Szűcs, for his mentorship over the years. Brian supervised my undergraduate honors thesis at UM, and it was this experience that convinced me I wanted to pursue a career in history. I appreciate the combination of intellectual rigor, professionalism, and compassion that Brian brings to graduate mentoring, and I’ve no doubt that I’ll draw from his strong example as I transition to my next role as assistant professor. Likewise, I was fortunate that Jeff Veidlinger, who had worked with me at Indiana, joined UM in my second year, and I appreciate his thoughtful, pragmatic advice on my research. Howard Brick sets the standard for intellectual history, and I can’t thank him enough for encouraging me to explore the nuances of social theory, even though I’ve still work to do. Finally, Bob Bain has taught me to pay attention to the disciplinary tools of history, and his work on historical cognition has enriched my scholarship and teaching in innumerable ways, and—just as important—has made me employable. iii At Michigan, I had the privilege to complete coursework with Kathleen Canning, Mrinalini Sinha, Penny Von Eschen, Josh Cole, Jay Cook, and Kerry Ward, and I am grateful for their many contributions to my education. Anne Berg, Ron Suny, and Marty Pernick were wonderful teaching mentors, and Doug Northrop ran an unbelievably helpful job skills workshop. Of particular note, I wish to thank Jeff and Barbara Mirel for their kindness—and perhaps a martini or two. The staff at UM has been wonderful from day one. Kathleen King made sure I didn’t get lost in the system and was a great Costco buddy. Diana Denney walked me through university funding and was a sympathetic ear when things went wrong. And Greg Parker makes the Eisenberg Institute such a great place to collaborate and generate ideas, and not just because he supplies the coffee. The International Institute and CREES provided generous support for my archival research to Poland, and the Eisenberg Institute financed trips within the United States. The archivists I’ve encountered on this project have been incredible. Barnes Foundation staff Barbara Beucar and Amanda McKnight were particularly helpful in locating materials on John Dewey’s Polish study, as was Karolina Sikora from the Muzeum Historii Polskiego Ruchu Ludowego, who helped me navigate archival collections in Warsaw. I have benefitted from the support of my fellow graduate students, even though our gigantic cohort collapsed admissions. My pub trivia team deserves special recognition: Andrew Rutledge, Noah Blan, Stephanie Keough, Jacki Antonovich, Sarah Mass, and Kathryne Bevilacqua. You are all impressive scholars in areas ranging from the Atlantic World, the Carolingian Empire, the American West, and modern Britain, but I’ll always associate you with your expertise on Star Wars, 80s New Wave, and the lineup of the 1989 San Francisco Giants. iv I likewise enjoyed getting to know a stellar group of peers, both in- and outside my immediate fields. Hanna Folland, Anna Whittington, Emma Thomas, Cristian Capotescu have been thoughtful sounding boards for my ideas, as have Andrew Walker, Ana Maria Silva, Paula Curtis, and Jacques Vest. David Spreen was the best teaching partner possible. Matt Woodbury and Nick Rinehart put up with this oldie in the student section at the Big House. And Austin McCoy, Jessica Stephens, Chelsea Del Rio, Kate Rosenblatt, and Katie Lennard continue to serve as inspiration for combining stellar scholarship with social activism. Marie Stango had to endure my jokes about Bobby Bonilla Day. Marysia Blackwood and Kate Younger provided insightful comments on my drafts, especially in the run-up to my defense. Colleen Moore and Anna Muller continue to be wonderful conference roommates, and they haven’t held it against me that I managed to book us an Airbnb without heat in the middle of a Denver snowstorm. Lenny Ureña Valerio’s work on colonialism in Poland serves as a reminder of the need to challenge the boundaries of our field. Thank you so much for your friendship, Lenny. GEO made it possible to access affordable childcare, which gave me and many other grad student parents the opportunity to finish our degrees. The individuals who participated in our contract campaigns were selfless with their time and energy. This dissertation wouldn’t have been possible without them. In my second year of grad school, my partner, Chad Weeks, and I welcomed our daughter, Zosia, into our lives. Little did we know how much joy she would bring, and I am constantly in awe of our child’s curiosity, strength, and sense of humor. Thank you to my parents and in-laws for looking after Zosia while I was researching and writing. And, as always, much love to Chad for his unwavering support and to Zo for making it all worthwhile. This project is for them. v TABLE OF CONTENTS DEDICATION ii ACKNOWLEDGMENTS iii LIST OF FIGURES viii ABSTRACT ix Introduction: Changing Conceptions of Liberal Subjectivity 1 On Polish (and Rural) Modernity 6 Setting the Stage for a History of Migration 18 Historiographical Contributions 26 Roadmap 28 CHAPTER 1. John Dewey and the Failed Promises of Universalism 32 The Average Polish Peasant 36 Dewey’s Polish Study 44 Frances Bradshaw and the Study of Parochial Schools in the Richmond District 46 Brand Blanshard and the Politics of Anticlericalism 59 Visions of Autocracy in Paris 67 vi 2. The Social Project of the Schoolhouse 74 Monitoring Peasant Behavior 81 Data Collection and Peasant Vocational Education 86 Teaching Work Ethic and Difference 89 On Teacher Training 93 Towarzystwo Szkoły Ludowej 97 A Global Positivism 103 The Struggle to Save the Kruszynek Village School for Girls 111 3. Narrating Modern Selfhood 120 A Note on Sources 125 Border Coaching and Narratives of Progress 135 Risk Management and the Gendered Limitations of the Economic Mind 141 Intimate Family Violence and the Economic Responsibilities of Motherhood 150 The Self-Narration of Experience 161 The Financial Journey of Jakub Plata 164 4. Church Riots and the Finances of Faith 174 The Church and the Fight Against Modernism 178 A Tale of Two Movements 182 The Economic Foundations of Midwestern Discontent 201 Anticlericalism or Anti-Catholicism? 206 Conclusion 211 BIBLIOGRAPHY 217 vii LIST OF FIGURES FIGURE 1. Helena Paderewska and Ignacy Jan Paderewski with Anne von Moschzisker 49 2. Albert Barnes, in the collection gallery of his home 58 3. TSL lottery ticket in support of peasant schools 99 4. Students and teachers from Uhrynów Szlachecki 101 5. The relationship between Polish intellectuals and illiterate workers 107 6. “An Ordinary Scene” 185 7. Billboard from UKIP’s national campaign 214 viii ABSTRACT "Migration to the Self: Education, Political Economy, and Religious Authority in Polish Communities" examines the experiences of peasant labor migrants from the Polish lands as they moved across Europe and the United States in the late nineteenth and early twentieth centuries, and notably how migrants narrated the changing labor conditions associated with capitalism. Rooted in interdisciplinary approaches to scholarship, I argue that the larger process of labor migration involved new ways of thinking about one's obligations to self and society, as well as the potential for imagining new forms of relationships between laypeople and clergy. Utilizing archival sources like diaries, memoirs, and letters, along with school textbooks and disciplinary records, visa applications, and life insurance claims, I consider four separate spaces where individuals encountered and weighed ideas of modern subjectivity: the school, the border, the mutual aid society, and the church. In so doing, I demonstrate that peasant migrants were both shaped by and actively shaping global economic forces, and that such trends had an impact on how migrants fashioned themselves as self-sufficient, upwardly mobile, and autonomous actors. Far from being a source of universality, however, I maintain that these individuals were participants in developing the structures of differentiation—the division of migrants into worthy and unworthy categories—that define border politics in the modern world. ix Introduction Changing Conceptions of Liberal Subjectivity In the summer of 1913, a teenage Hipolit Wagner left the village of Idalin, thirty miles South of Lublin, in the Russian partition of Poland, otherwise known as the Congress Kingdom, for the United States. Like thousands upon thousands of other peasant migrants, Wagner had hoped to find steady, well-paying work in a city; he was nonetheless disappointed. Bouncing from job to job and enmeshed in the industrial labor market for the first time, Wagner struggled to find stable employment—he first found work in a Detroit factory cleaning cast iron molds and later took a position as a kitchen apprentice, eventually working his way up to pastry chef.
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