DOCSLIB.ORG

The Public's Fascination with Prodigious Youth

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Public's Fascination with Prodigious Youth historical perspectives by Jennifer L. Jolly, Ph.D., and Justin Bruno The Public’s Fascination With Prodigious Youth The past several centuries have presented well-doc- his ability to already speak, read, and write in his umented cases of prodigious youth. Many repre- native German (Whipple, 1924). sented extreme examples of children who had burned Heineken’s popularity was enhanced due to brightly and then faded into obscurity, succumbed Europeans’ access to disseminated information. The to a mental illness or an early death, or entered into advent of the printing press and a citizenry inch- a career deemed below their mental capacity. These ing toward higher literacy rates provided the young very public displays of mental prowess caused specu- Heineken, along with his parents and tutor, an lation about children’s mental health and the source opportunity to display his prowess. With widespread and longevity of their ability, resulting in myths exposure came widespread clamor—the boy’s fame and misunderstandings about prodigious youth. quickly spread across Europe. Multitudes gathered to This mythology existed long before the formal field gawk at the boy’s incredible abilities. He even once of gifted education was established and provided entertained the King of Denmark during a royal visit. Ta foundation for many of the first research studies Although Heineken’s mental feats had enraptured all undertaken by researchers such as Lewis Terman, of Europe, his legacy would be established during Guy Whipple, and Leta Hollingworth. his only 4 years and 4 months of life. Unfortunately, the modernizing world that created the context for Early Examples his fame could not save his life. Thought to have suffered from an undiagnosed disorder, Heineken Christian Heinrich Heineken passed away, leaving his tutor to proclaim him “a wonder for all time” (Whipple, 1924, p. 3). One of the first widely published accounts of As little is known about his life, Heineken leaves a child prodigy was that of Christian Heinrich many questions unanswered regarding the totality Heineken, a profoundly gifted child born in Lubeck, and nature of his intellect, as well as the rigor of his Germany, in 1721. By the age of 10 months, education and its relationship to his superior abili- Heineken had impressed his parents with his keen ties. Whipple (1924) asked an invariably important sense of observation and speech, leading them to question, applicable not only to Heineken’s case, but enlist a tutor to aid in his educational development. also to all prodigious children, “Is there danger of While still a baby, he learned to recite from memory ‘forcing’ his mental development at the expense of his several Biblical stories, establishing a foundation for physical or social development?” (p. 3). That is to ask, his eventual wide knowledge of world history, arith- were his parents and tutor sensitive to and mindful metic, and anatomy. According to his tutor, at the of the effects that this newfound fame would have age of 4, Heineken could recite 1,500 Latin proverbs on such a young child, regardless of his status as a and speak colloquially in French, a nice addition to wunderkind? Also, might they have been too instru- gifted child today 61 The Public’s Fascination With Prodigious Youth mental in his finding fame? Because of bility of its ending in this result; same way James Mill had trained his the limited information available, these and I saw no use in giving him own son. Before his second birthday, questions may never be fully answered the pain of thinking that his plans Sidis was educated to hone his skills to satisfaction. Facets of Heineken’s had failed, when the failure was of observation and reasoning (Bruce, case, though, seem to be replicated in probably irremediable, and, at all 1910). By the age of 3, he could spell similar scenarios. events, beyond the power of his and read, and would be able to write remedies. Of other friends, I had and type by his fourth birthday. His John Stuart Mill at that time none to whom I had capacities were not limited to a singular any hope of making my condi- domain: He took interest in languages, John Stuart Mill, renowned English tion intelligible. It was, however, and could read Russian, French, and philosopher and political theorist, was abundantly intelligible to myself; German by age 5; he could also, as admittedly the product of a strict and and the more I dwelt upon it, his father proclaimed, pass a medi- rigorous education undertaken by the more hopeless it appeared. cal student examination based upon his father. Rigid homeschooling had (“Autobiography,” n.d., para. 58) his extensive knowledge of anatomy been a popular practice in Victorian (Wheeler, 1910). Having passed all England, and Mill’s father, a man of His depression would eventually seven grades of the public school in erudition and an historical scholar, recede, as he learned to find content- 6 months, Sidis was kept at home for sought to extend the application to edness in the smaller pleasures in life. schooling for 2 years, during which his son. By age 3, he was studying Mill’s father had not intended to rear his father strove to arouse and main- ancient Greek; by age 8, he had read an exceptional offspring for the pur- tain the boy’s curiosity and proclivity the histories of Herodotus, Xenophon’s pose of fame. The fact that his father’s for mathematics. Besides a 3-month Cyropaedia, and several of the dialogues purposes were not exploitive (although stint in high school, all of William’s of Plato, in Greek (Quart, 2006). His perhaps misguided) may explain Mill’s schooling occurred at home, allowing strict regimen demanded that he be prolific output later in life, achieving him to achieve more incredible feats, isolated from his peers, leaving Mill prominence as a thinker in the fields including the creation of a new table of clueless to the notion that he was of philosophy, political theory, and logarithms and an intense knowledge not only unique, but also profoundly economics. His life remains a rich of algebra, trigonometry, geometry, gifted. and valuable source of study for those and calculus. The media also had taken The brand of education that James concerned with the education of child notice, evidenced by newspaper and Mill had subjected upon his son, prodigies, particularly the pitfalls of magazine articles detailing the young though, gave no attention to the areas neglecting basic social and environ- prodigy’s experience (Montour, 1977). of social or emotional need, leaving mental needs of the gifted, both of His father, clearly aware of the school the younger Mill with both a sense which have been well-established as system’s inability to effectively educate of misdirection and an undesirable important factors in a child’s health his son, attempted to enroll William requisite to live up to his father’s and happiness. A similar, yet more at Harvard College at age 9, although astronomical expectations. He would unfortunate, tale from the last century he was not admitted until age 11 after later recall that his father, “in all his lies in the case of William James Sidis. a series of denied applications. While teaching, demanded of me not only at Harvard, Sidis’ propensity for math- the utmost that I could do, but much William James Sidis ematics and science flourished, culmi- that I could by no possibility have nating in his paper on and presentation done” (“Autobiography,” n.d., para. Montour (1977) described in detail of his original theories entitled “Four- 4). By his 20s, Mill would fall into a William Sidis’ upbringing. Born in Dimensional Bodies.” With greater deep depression, a result of finding no 1898, Sidis was the child of Russian success came greater fame, as magazine purposeful end to his means, and no immigrants. His father, Boris, had and newspaper articles soon made Sidis avenues of application for his wealth achieved an education at Harvard, a fixture in the public consciousness. of knowledge and intellect. He recalls: forming the basis of his eventual career Attached to that fixture always was the in medical psychology. The elder Sidis, presence of the boy’s father, seemingly My education, which was wholly dissatisfied with the inadequacies of the ever ready to explain his son’s phenom- his work, had been conducted American public school system, sought enal success. Bruce (1910) noted the without any regard to the possi- to rear William James in much the elder Sidis’ declaration that William’s 62 spring 2010 • vol 32, no 2 The Public’s Fascination With Prodigious Youth mental development was not the result libel suits against the latter publica- The Quiz Kids radio program “of heredity, not of exceptional native tion, also claiming a violation of pri- debuted on June 28, 1940, and at talent, but of a special education he vacy (Montour, 1977). Sidis’ parenting the height of its popularity had 10 has received, an education having as its was both negligent and unmindful to million listeners. It was a staple of chief purpose the training of the child the sensitivities of his gifted son. American popular culture, spawn- to make facile, habitual, and profitable ing a cottage industry of Quiz Kids use of his hidden energies” (p. 692). Tiny Intelligentsia paper dolls, lunch boxes, dictionaries, Because there was a steadily rising focus and even a magazine. Some teachers upon child prodigies in the news, there The specific needs of the gifted assigned listening to the Quiz Kids was always ample opportunity for Dr. had not even been fully conceived or as homework on its broadcast night, Boris Sidis to showcase the exceptional set forth by Lewis Terman and Leta Wednesdays (Bolding, 1941).
Load more

Recommended publications
  • Rice and the Swc
    TION OF RICE ALUMNI VOLUME 40, NUMBER 3 FEBRUARY—MARCH 1984 RICE AND THE SWC ngui lowi INSIDE: Cuthbertson Interviews Hobby The Strange Case of William Sidis 1984 Self Study Preliminary Report FEB.-MAR. 1984, VOL. 40/6 Full-Time Hobby BY GILBERT M. CUTHBERTSON 4 Popular Rice political science pro essor Gilbert "Doc C" Cuthbertson interviews Texas Lieuten- EDITOR ant Governor William P HobbV, Jr. '53 about Rice, Austin, and what the future may hold. Virginia Hines '78 SCIENCE EDITOR The Strange Case of William Sidis 6 B.C. Robison Billed as the "world's youngest professor" when he came to study and teach at Rice in 1915, DESIGN "boy wonder" Sidis died 30 years later in obscurity. Now, as several books by or about Sidis are Carol Edwards about to make a belated appearance, his contributions are finally being reevaluated. PHOTOGRAPHER Pam Morris BY LINDA PHILLIPS DRISKILL '61 STUDENT ASSISTANTS On Being Rice . 8 Grace Marie Brown '84 Every ten years, virFien committees of administration, faculty, staff, students, and alumni sit Joan Hope '84 down to evaluate the university, feedback from the greater Rice community is vital. Here we offer preliminary conclusions and encourage readers to let committee chairmen know how OFFICERS OF THE ASSOCIATION OF RICE ALUMNI they feel about the state of the university in 1984. President, Joseph F. Reilly, Jr. '48 President-Elect, Harvin C. Moore, Love It or Leave It 10 1st Vice-President, Carl Morris '76 etbc Once again the old question is raging: should Rice throw in the towel in the Southwest Confer- 2nd Vice-President, Carolyn Devi ccahuoslae ence? In this issue professors James Castarieda and Harold Rorschach spell out the pros and Treasurer, Jack Williams '34 in his cons of keeping a Division I football team in Rice Stadium.
    [Show full text]
  • Acceleration and Enrichment: Drawing the Base Lines for Further Study
    1 ACCELERATION AND ENRICHMENT: DRAWING THE BASELINES FOR FURTHER STUDY Sanford J. Cohn THE CONTROVERSY IN PERSPECTIVE For nearly forty years prior to 1970, the acceleration versus enrichment argument lay dormant as far as the public was concerned. The Great Depression had eliminated the prerogative for public-interested disagreement for all but a few educational and psychological investigators. Before that time, however, there had been proponents of educational acceleration and others who favored enrich- ment. Each group considered its own a singularly appropriate underlying strategy for educating intellectually gifted youngsters. But with few jobs waiting for graduates after 1929, there seemed to be no reason or purpose even for brilliant students to finish their formal schooling. In the ensuing absence of public debate, the unrivaled assumptions implied, and even voiced, by advocates for enrich- ment became entrenched firmly in the nation’s public consciousness. Some of these assumptions were clear expressions of the mythology that had developed in regard to great intellectual talent and precocity. ‘‘Early ripe, early rot’’ was but one epigram that encouraged educators of the mid-1900s to suppress actively the rapid intellectual development experienced by some youths. Parents of such children were counseled to avoid even considering accelerative educational plans for their children. The price one ‘‘surely’’ would have to pay for moving more rapidly through the educational lock step than did one’s age mates washis or her ‘‘social and emotional adjustment.’’ Counselors predicted lives characterized by loneliness and despair for these children if they chose to skip a grade in school or even to move ahead more quickly in certain subjects.
    [Show full text]
  • How Black/African Psychology Changed the Discipline of Psychology
    JBPXXX10.1177/0095798418810592Journal of Black PsychologyCokley and Garba 810592research-article2018 Conceptual https://doi.org/10.1177/0095798418810592 Journal of Black Psychology 2018, Vol. 44(8) 695 –721 Speaking Truth to © The Author(s) 2018 Article reuse guidelines: Power: How Black/ sagepub.com/journals-permissions https://doi.org/10.1177/0095798418810592DOI: 10.1177/0095798418810592 African Psychology journals.sagepub.com/home/jbp Changed the Discipline of Psychology Kevin Cokley1 and Ramya Garba1 Abstract Black/African psychology is a distinct disciplinary field of psychology that includes a community of scholars and a history of scholarly inquiry. Black psychologists grounded in a Black/African psychology tradition have long challenged the hegemonic paradigms and racist beliefs perpetuated by Eurocentric approaches to psychology. However, in the absence of teaching about the important contributions of Black/African psychology, many individuals remain unaware of its historical and contemporary impact on the discipline of psychology. Using the three methodological approaches of deconstruction, reconstruction, and construction as a framework, the authors identify the many ways in which Black/African psychology has challenged prevailing beliefs in psychology about Black behavior and culture and forever changed psychological research on Black people. Keywords Black psychology, African psychology, deconstruction, reconstruction, construction 1University of Texas at Austin, Austin, TX, USA Corresponding Author: Kevin Cokley, University of Texas at Austin, 1 University Station D5800, Austin, TX 78712, USA. Email: [email protected] 696 Journal of Black Psychology 44(8) As the Association of Black Psychologists (ABPsi) celebrates its 50th anni- versary, it is time to reflect on the field of Black/African psychology, specifi- cally the impact of Black/African psychological theory and research on the discipline of psychology.
    [Show full text]
  • “Nervous Diseases” and the Politics of Healing: William James, Josiah Royce, and the Early Dynamic Psychiatry Movement in America
    Article . “Nervous Diseases” and the Politics of Healing: William James, Josiah Royce, and the Early Dynamic Psychiatry Movement in America Matthew D. Bessette SUNY-Brockport Abstract A prominent feature of the postbellum, industrialized landscape in America was a preoccupation with a protean illness that sapped the vitality of otherwise healthily- constituted people. Termed neurasthenia, and otherwise known as the disease of civilization, the sociomedical discourse that formed around it became the cultural idiom through which a variety of elites, nonspecialists, and medical professionals negotiated their way through a changing social order. Yet social and cultural conflict was also ingrained in this discourse and the optimistic healing narrative that accompanied it. This becomes evident by analyzing the critical writings of William James and Josiah Royce, two Harvard philosophers, public intellectuals, and well- respected psychologists within the “Boston School” of psychology, against the influential articles and treatises that the incipient dynamic psychiatry movement within American medicine generated from 1909 through the Great War. Thus beyond exploring the ways in which the desire for cultural and personal renewal was held in common, the task left to historical inquiry is to analyze the reasons why it diverged between those who saw a fresh need to resuscitate the traditional republican virtues of discipline, self-reliance, and civic responsibility by allowing strenuous, ethical ideals to flourish in everyday life, and those who envisioned the enlightened direction and intervention of scientific physicians ushering in a new age of psychosomatic health and societal progress. A prominent feature of the postbellum, industrialized landscape in America was a preoccupation with a protean illness that sapped the vitality of otherwise healthily-constituted people.
    [Show full text]
  • Crowd Psychology and American Culture, 1890-1940
    "Mental Epidemics": Crowd Psychology and American Culture, 1890-1940 Eugene E. Leach In 1900, disillusioned with high-powered newspaper work and weary of cities, progressive journalist Ray Stannard Baker quit New York and fled to Arizona. Going west to find himself was a gesture of affiliation sanctified by both national myth and his family folklore of pioneer stock ancestry and his father's move west to start over after failing in business. But the Arizona deserts had no power to heal him. In his memoirs he recounted a moment of reckoning with the omnipotence of crowds: he could not forget the congestion that lay just beyond the horizon. For better or worse, to him America was epitomized by suffocating New York: What a different world I knew from that of my ancestors! They had the wilderness, I had crowds. I found teeming, josding, restless cities; I found immense smoking, roaring industries; I found a labyrinth of tangled communication. I found hugeness and evil.1 Baker decided that learning to navigate this world of crowds would be "the prime test" of the modern citizen. E. A. Ross had a grimmer and more intellectualized encounter with crowds. In 1894, he jotted down "thirty-three distinct means by which society controls its members" in a list that became twenty American Journal of Sociology articles and the popular book Social Control (1901).2 Ross' work grew from his assumption, shared with Frederick Jackson Turner, that the closing of the frontier would 0026-3079/92/3301 -005$ 1.50/0 5 inaugurate a difficult new epoch for America.
    [Show full text]
  • Psychologists and Physicians in the Borderlands of Science, 1900-1942
    PSYCHOLOGISTS AND PHYSICIANS IN THE BORDERLANDS OF SCIENCE, 1900-1942 By WADE EDWARD PICKREN A DISSERTATION PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY UNIVERSITY OF FLORIDA 1995 For my mother: WILLIE MERLE PICKREN, and in memoriam, BILL PICKREN, You taught me to love and work. ACKNOWLEDGEMENTS I wish to express my deepest gratitude to the chairman of my dissertation committee, Donald A. Dewsbury. Dr. Dewsbury has, from the beginning of this long project, been a model of encouragement, kindness, and unfailing generosity. He has shared his time, his great breadth of learning, his editorial ability, and his materials with me. My understanding of the history of psychology has been greatly deepened by our conversations. I also wish to acknowledge that Dr. Dewsbury has helped me to understand that data is a plural! Dr. Wilse B. Webb has also stimulated much thought in me about what I was doing and where I was going with my ideas. Although I did not avail myself of his wisdom as oft as I would have liked, his voice and his sharp eye were always with me. I hope that, in the future, time will allow me a greater opportunity to benefit from his great knowledge and experience. Both near at hand and from afar, Dr. Toby Appel has blessed me with the keenness of her insight . Her acceptance and friendly corrections of my halting efforts to write history have been much appreciated. One of my most pleasant memories of this experience is that of sitting at a table at iii Cafe Gardens talking about the history of biology or psychology, while hoping to hear some Van Morrison on the house music system.
    [Show full text]
  • The History of IQ Author: Alistair Duff
    Perspectives articles The history of IQ Author: Alistair Duff It can be quite difficult to unravel the history of the notion of IQ and its assimilation into our everyday lives. The now ubiquitous IQ test was first used on a large scale to assess the capabilities of candidates for the American military during World War I. The topic quickly became the subject of great interest as it was correlated with everything from business success to life fulfilment. People wanted to know if they were gifted, how they could become gifted, and certainly how to treat their children who were, somewhat subjectively, very likely to be gifted. The sudden need to understand the efficacy of the individual mind took a serious and sinister detour shortly after IQ fever hit. On 11 January 1924, the New York Times published an editorial under the title “Precocity doesn’t wear well”. The subject of the piece was, according to folklore at the time, the most intelligent man in history. Born on 1 April 1898 in New York City, William James Sidis was the prototype child prodigy who was apparently able to read The New York Times with ease at a tender 18 months old. By age eight, William not only had eight languages under his belt, he also demonstrated exceptional mathematical abilities. His parents, overcome with pride, believed much of this was attributable to their philosophy of nurturing “a precocious and fearless love of knowledge”. This was to become an exceedingly unfortunate quote that the New York Times would refer back to in due course.
    [Show full text]
  • William James Sidis Is Recognized As the Person with the Highest IQ Ever
    Smarter Than Einstein? William James Sidis t was a bright January morning in 1910 when hundreds of leading professors and is recognized as Imathematicians from the prestigious Harvard University gathered in the great the person with the lecture hall on their campus in Cambridge, highest IQ ever tested. Massachusetts, to listen to a lecturer named He was acknowledged time speaking in public and his address got offWilliam to a Jamesbad start. Sidis. He For spoke Sidis itrather was hisquietly first as a budding genius and nervously, punctuating his speech with churlish grins, just like a child speaking at the age of two and before a large audience of adults. delivered lectures for In fact, Sidis was a child—he was 11 years old at the time! renowned professors Progressing through his speech, the boy became more self-assured. As the audience at the age of eleven. picked up more of what he was saying, Despite all the their eyes bulged and jaws dropped in amazement. Sidis was lecturing on a highly predictions about only to top mathematicians. Not even all the his bright future professorsdeveloped scientificin this group theme of that chosen was listeners familiar could follow the youth’s complex line of as an academician, reasoning. Sidis confounded As the boy concluded his address, a professor told the reporters who had the pundits when he gathered to cover the lecture that this young man, William James Sidis, would pursued a completely undoubtedly go on to become one of the different course in greatest mathematicians in history. The national headlines the following day life than anyone had screamed about the child sensation.
    [Show full text]
  • What Is This Thing Called Giftedness, and How Do We Develop It? a Twenty-Five Year Perspective1 Joseph S
    What Is This Thing Called Giftedness, and How Do We Develop It? A Twenty-Five Year Perspective1 Joseph S. Renzulli This authoi provides reflections on the last 25 years of his work, focusing on the evo• lutions of models designed to help identify and meet the needs of gifted and talented students. The cited models include the Three Ring Conception of Giftedness, the Enrichment Triad Model, and the Schoolwide Enrichment Model. Summaries focus on the rationale supporting each model, including practical applications of the model in various school situations and underlying research. Also included are insights related to potential modifications and future developments of the models. The principal goal of education is to create men and women who are capable of doing new things, not simply repeating what other generations have done. —Jean Piaget— Introduction It is always a challenge to reflect upon one's work from a perspec­ tive of more than two decades of intense involvement, especially if your reflections will be the subject of analysis by others who have also thought long and hard about the identification and develop­ ment of human potential. One of the conditions for accepting this challenge of a presentation-and-critique format was that the persons whose commentary follows be asked to review the major theoreti­ cal papers that describe my thoughts about how we should identify and develop high levels of potential in young people. I made this request because I didn't want to repeat large amounts of what has been written elsewhere but, rather, to point out how and why my theories evolved, how the theories led to practical applications that have gained popularity in the field, and how research has helped Joseph S.
    [Show full text]
  • Time Structures and the Canons of Testing
    CHAPTER 6 TIME STRUCTURES AND THE CANONS OF TESTING The first article of the July 1 2009 ASCD Smart Brief was a good news story on school improvement: Math educators at a struggling Florida elementary school locked away their textbooks before the start of last year, rewriting the curriculum themselves in an approach that helped them post large gains on state tests and raised their school’s grade from a D to a B. The teachers used a problem-solving approach with games and group projects to better engage students. http://www.tampabay.com/news/education/k12/woodlawn-elementary-thinks- outside-the-book-to-pull-d-to-a-b/1014663 As is often the case, examining the newspaper article in the Tampa Bay Times (Lim, 2009) showed that there was both more and less than meets the eye. The school had tossed out its math textbooks as a part of a school improvement strategy forced by the possible penalties of the US “No Child Left Behind” program. On the one hand, a cursory examination of the three years of achievement data contained in the newspaper article showed limited improvement in most of the indicators – the differences may or may not have been significant (there were no significance tests published). The increase most profiled was an increase of “struggling students who made gains in math” from 53% to 76% between 2007 and 2008. However – and this was ignored in the text of the article – the results for 2006 were 74%, almost identical to 2008. So in this one indicator, there was a major drop over one year what was corrected in the most recent year: leaving open the possibility that this was not ‘school improvement’ but simply cohort variation.
    [Show full text]
  • The Buddha and His Teachings
    TheThe BuddhaBuddha andand HisHis TTeachingseachings Venerable Narada Mahathera HAN DD ET U 'S B B O RY eOK LIBRA E-mail: [email protected] Web site: www.buddhanet.net Buddha Dharma Education Association Inc. The Buddha and His Teachings Venerable Nārada Mahāthera Reprinted for free distribution by The Corporate Body of the Buddha Educational Foundation Taipei, Taiwan. July 1998 Namo Tassa Bhagavato Arahato Sammā-Sambuddhassa Homage to Him, the Exalted, the Worthy, the Fully Enlightened One Contents Introduction ................................................................................... vii The Buddha Chapter 1 From Birth to Renunciation ........................................................... 1 Chapter 2 His Struggle for Enlightenment ................................................. 13 Chapter 3 The Buddhahood ........................................................................... 25 Chapter 4 After the Enlightenment .............................................................. 33 Chapter 5 The Invitation to Expound the Dhamma .................................. 41 Chapter 6 Dhammacakkappavattana Sutta ................................................ 54 Chapter 7 The Teaching of the Dhamma ..................................................... 75 Chapter 8 The Buddha and His Relatives ................................................... 88 Chapter 9 The Buddha and His Relatives ................................................. 103 iii Chapter 10 The Buddha’s Chief Opponents and Supporters .................. 118 Chapter
    [Show full text]
  • Crowds and Speculation: a Study of Crowd Phenomena in the U.S
    COPENHAGEN BUSINESS SCHOOL CROWDS AND SPECULATION: SOLBJERG PLADS 3 DK-2000 FREDERIKSBERG DANMARK WWW.CBS.DK ISSN 0906-6934 A STUDY OF CROWD PHENOMENA IN THE U.S. FINANCIAL MARKETS 1890 TO 1940 Print ISBN: 978-87-93579-24-8 Online ISBN: 978-87-93579-25-5 Kristian Bondo Hansen CROWDS AND SPECULATION: A STUDY OF CROWD PHENOMENA IN THE U.S. FINANCIAL MARKETS 1890 TO 1940 Doctoral School of Organisation and Management Studies PhD Series 26.2017 PhD Series 26-2017 Crowds and Speculation A study of crowd phenomena in the U.S. financial markets 1890 to 1940 Kristian Bondo Hansen Main supervisor: Professor Christian Borch of Copenhagen Business School Second supervisor: Senior Lecturer Peter Knight of The University of Manchester Doctoral school of Organisation and Management Studies Department of Management, Politics and Philosophy Copenhagen Business School Frederiksberg, 2017 Kristian Bondo Hansen Crowds and Speculation: A study of crowd phenomena in the U.S. financial markets 1890 to 1940 1st edition 2017 PhD Series 26-2017 © Kristian Bondo Hansen ISSN 0906-6934 Print ISBN: 978-87-93579-24-8 Online ISBN: 978-87-93579-25-5 The Doctoral School of Organisation and Management Studies (OMS) is an interdisciplinary research environment at Copenhagen Business School for PhD students working on theoretical and empirical themes related to the organisation and management of private, public and voluntary organizations. All rights reserved. No parts of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage or retrieval system, without permission in writing from the publisher.
    [Show full text]