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Anglo-American Blood Sports, 1776-1889: a Study of Changing Morals
University of Massachusetts Amherst ScholarWorks@UMass Amherst Masters Theses 1911 - February 2014 1974 Anglo-American blood sports, 1776-1889: a study of changing morals. Jack William Berryman University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/theses Berryman, Jack William, "Anglo-American blood sports, 1776-1889: a study of changing morals." (1974). Masters Theses 1911 - February 2014. 1326. Retrieved from https://scholarworks.umass.edu/theses/1326 This thesis is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Masters Theses 1911 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. ANGLO-AMERICAN BLOOD SPORTS, I776-I8891 A STUDY OF CHANGING MORALS A Thesis Presented By Jack William Berryman Submitted to the Graduate School of the University of Massachusetts in partial fulfillment of the requirements for the degree of MASTER OF ARTS April, 197^ Department of History » ii ANGLO-AMERICAN BLOOD SPORTS, 1776-1889 A STUDY OF CHANGING MORALS A Thesis By Jack V/illiam Berryman Approved as to style and content by« Professor Robert McNeal (Head of Department) Professor Leonard Richards (Member) ^ Professor Paul Boyer (I'/iember) Professor Mario DePillis (Chairman) April, 197^ ACKNOWLEDGMENTS Upon concluding the following thesis, the many im- portant contributions of individuals other than myself loomed large in my mind. Without the assistance of others the project would never have been completed, I am greatly indebted to Professor Guy Lewis of the Department of Physical Education at the University of Massachusetts who first aroused my interest in studying sport history and continued to motivate me to seek the an- swers why. -
Organized Animal Protection and the Language of Rights in America, 1865-1900
*DO NOT CITE OR DISTRIBUTE WITHOUT PERMISSION* “The Inalienable Rights of the Beasts”1: Organized Animal Protection and the Language of Rights in America, 1865-1900 Susan J. Pearson Assistant Professor, Department of History Northwestern University Telephone: 847-471-3744 1881 Sheridan Road Email: [email protected] Evanston, IL 60208 ABSTRACT Contemporary animal rights activists and legal scholars routinely charge that state animal protection statutes were enacted, not to serve the interests of animals, but rather to serve the interests of human beings in preventing immoral behavior. In this telling, laws preventing cruelty to animals are neither based on, nor do they establish, anything like rights for animals. Their raison d’etre, rather, is social control of human actions, and their function is to efficiently regulate the use of property in animals. The (critical) contemporary interpretation of the intent and function of animal cruelty laws is based on the accretion of actions – on court cases and current enforcement norms. This approach confuses the application and function of anticruelty laws with their intent and obscures the connections between the historical animal welfare movement and contemporary animal rights activism. By returning to the context in which most state anticruelty statutes were enacted – in the nineteenth century – and by considering the discourse of those activists who promoted the original legislation, my research reveals a more complicated story. Far from being concerned only with controlling the behavior of deviants, the nineteenth-century animal welfare activists who agitated for such laws situated them within a “lay discourse” of rights, borrowed from the successful abolitionist movement, that connected animal sentience, proved through portrayals of their suffering, to animal rights. -
The Power of Positive Programs in the American Humane Movement
The Power of Positive Programs in the American Humane Movement discussion papers of the National Leadership Conference of The Humane Society of the United States October 3-5, 1969 Hershey, Pennsylvania ...... �l CONTENTS Foreword .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 3 Report of the President (Mel L. Morse) . .. .. .. 4 Report of the Treasurer (William Kerber) . .. .. .. .. .. 15 Our Challenge and Our Opportunity (Coleman Burke) ......... 18 Protection of Wildlife (Leonard Hall) . .. .. .. .. .. .. 21 Problems in Transportation of Animals (Mrs. Alice M. Wagner) ............................... 28 Humane Education Programs for Youth (Dr. Virgil S. Hollis; Sherwood Norman; Dr. Jean McClure Kelty) .............. 34 The Misuse of Animals in the Science Classroom (Prof. Richard K. Morris) ... , . .. .. .. .. .. .. 5 1 Symposium on Livestock Problems (John C. Macfarlane; Dr.F.J.Mulhern) .................................. 58 Extension of Community Programs for Animal Protection (Milton B. Learner) ......................... 68 Protection for Animals in Biomedical Research (F. L. Thomsen) .................................... 75 Cruelty for Fun (Cleveland Amory) ....................... 83 The Humane Movement and the Survival of All Living Things (Roger Caras) ........................ 89 Published by THE HUMANE SOCIETY OF THE UNITED STATES Resolutions .. .. .. .. .. .. .. .. .. .. .. 95 1145 Nineteenth Street, N.W. Washington, D.C. 20036 FOREWORD The 1969 HSUS National Leadership Conference, held in Hershey, Pa., on October 3-5, was the occasion for a critical evaluation by national leaders of the most important problems currently facing the American humane movement. The three day meeting concentrated on discussion of strategy and program aimed at progress all along the humane front. The great tasks confronting humanitarians were faced with confidence in the movement's ability to tackle them successfully. There were major speeches by recognized experts. There were panel discussions and question and answer sessions. -
George Q. Cannon's Concern for Animal Welfare in Nineteenth-Century America
BYU Studies Quarterly Volume 38 Issue 3 Article 4 7-1-1999 "A Plea for the Horse": George Q. Cannon's Concern for Animal Welfare in Nineteenth-Century America Aaron R. Kelson Follow this and additional works at: https://scholarsarchive.byu.edu/byusq Part of the Mormon Studies Commons, and the Religious Education Commons Recommended Citation Kelson, Aaron R. (1999) ""A Plea for the Horse": George Q. Cannon's Concern for Animal Welfare in Nineteenth-Century America," BYU Studies Quarterly: Vol. 38 : Iss. 3 , Article 4. Available at: https://scholarsarchive.byu.edu/byusq/vol38/iss3/4 This Article is brought to you for free and open access by the Journals at BYU ScholarsArchive. It has been accepted for inclusion in BYU Studies Quarterly by an authorized editor of BYU ScholarsArchive. For more information, please contact [email protected]. Kelson: "A Plea for the Horse": George Q. Cannon's Concern for Animal Wel george Q cannon ca 18901890C R savage photographer Published by BYU ScholarsArchive, 1999 1 BYU Studies Quarterly, Vol. 38, Iss. 3 [1999], Art. 4 CCA plea for the horse george Q cannons concern for animal welfare in nineteenth century america aaron R kelson taking a position somewhat unusualforunusual forpor his time president george Q cannon actively taught rerespectspectorforjorpot animals as a matter of religious principle george Q cannon 1827 1901 is remembered as a gentle and diplo- matic leader in the church of jesus christ of latter day saints never- ththelesseless he was a courageous and outspoken defender of the principles -
Encyclopedia of Animal Rights and Animal Welfare
ENCYCLOPEDIA OF ANIMAL RIGHTS AND ANIMAL WELFARE Marc Bekoff Editor Greenwood Press Encyclopedia of Animal Rights and Animal Welfare ENCYCLOPEDIA OF ANIMAL RIGHTS AND ANIMAL WELFARE Edited by Marc Bekoff with Carron A. Meaney Foreword by Jane Goodall Greenwood Press Westport, Connecticut Library of Congress Cataloging-in-Publication Data Encyclopedia of animal rights and animal welfare / edited by Marc Bekoff with Carron A. Meaney ; foreword by Jane Goodall. p. cm. Includes bibliographical references and index. ISBN 0–313–29977–3 (alk. paper) 1. Animal rights—Encyclopedias. 2. Animal welfare— Encyclopedias. I. Bekoff, Marc. II. Meaney, Carron A., 1950– . HV4708.E53 1998 179'.3—dc21 97–35098 British Library Cataloguing in Publication Data is available. Copyright ᭧ 1998 by Marc Bekoff and Carron A. Meaney All rights reserved. No portion of this book may be reproduced, by any process or technique, without the express written consent of the publisher. Library of Congress Catalog Card Number: 97–35098 ISBN: 0–313–29977–3 First published in 1998 Greenwood Press, 88 Post Road West, Westport, CT 06881 An imprint of Greenwood Publishing Group, Inc. Printed in the United States of America TM The paper used in this book complies with the Permanent Paper Standard issued by the National Information Standards Organization (Z39.48–1984). 10987654321 Cover Acknowledgments: Photo of chickens courtesy of Joy Mench. Photo of Macaca experimentalis courtesy of Viktor Reinhardt. Photo of Lyndon B. Johnson courtesy of the Lyndon Baines Johnson Presidential Library Archives. Contents Foreword by Jane Goodall vii Preface xi Introduction xiii Chronology xvii The Encyclopedia 1 Appendix: Resources on Animal Welfare and Humane Education 383 Sources 407 Index 415 About the Editors and Contributors 437 Foreword It is an honor for me to contribute a foreword to this unique, informative, and exciting volume. -
Humane Education Past, Present, and Future 3CHAPTER
Humane Education Past, Present, and Future 3CHAPTER Bernard Unti and Bill DeRosa Introduction rom the earliest years of orga- need to correct children’s cruelty. tance of a virtuous citizenry devoted nized animal protection in “This tendency should be watched in to republican principles of gover- FNorth America, humane educa- them, and, if they incline to any such nance. This made education of the tion—the attempt to inculcate the cruelty, they should be taught the boy especially critical, since as a man kindness-to-animals ethic through contrary usage,” Locke wrote. “For he would assume authority over fami- formal or informal instruction of chil- the custom of tormenting and killing ly, chattel, property, and social insti- dren—has been cast as a fruitful other animals will, by degrees, harden tutions. Responsibility for educating response to the challenge of reducing their hearts even toward men; and the child for his leadership role rested the abuse and neglect of animals. Yet, they who delight in the suffering and with women, who were assumed to be almost 140 years after the move- destruction of inferior creatures, will the repositories of gentle virtue, com- ment’s formation, humane education not be apt to be very compassionate passionate feeling, and devotion— remains largely the province of local or benign to those of their own kind” buffers against the heartless struggle societies for the prevention of cruelty (Locke 1989). of the masculine public sphere. and their educational divisions—if Over time Locke’s insight raised Humane education provided one they have such divisions. Efforts to interest in the beneficial moral effect means of insulating boys against the institutionalize the teaching of of childhood instruction favoring the tyrannical tendencies that might humane treatment of animals within kindly treatment of animals. -
Animal Print: the Literary Production of Humane America by Alyssa
Animal Print: The Literary Production of Humane America by Alyssa Chen Walker A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (American Culture) in the University of Michigan 2013 Doctoral Committee: Professor June Howard, Chair Professor Philip J. Deloria Professor Emerita Anne C. Herrmann Associate Professor Susan Scott Parrish © Alyssa Chen Walker 2013 ACKNOWLEDGEMENTS I am grateful to the following people whose wisdom, creativity, and generosity have shaped this work (and me) so much for the better. June Howard’s influence on this project extends far back, long before I matriculated at The University of Michigan or knew her as anything other than a literary voice to which I was drawn. This project was inspired by June, and (for so many reasons) it could not have been completed without her. The best moments in it are the product of her wise counsel, fierce optimism, and timely rallying-cry of “Onward!” In theorizing the humane, I have been struck by how fully Anne Herrmann embodies all the good that this term denotes. To be taught by one who poses difficult questions not merely to challenge but to transform has been a treasured gift bequeathed by a supremely humane mentor. I am deeply grateful to Phil Deloria for taking my interest in animals seriously from the very start and for encouraging me to “be myself” (even when doing so took us both into the academically dubious realm of feline detection). By perfectly modeling and generously supporting creative risk-taking, Phil has made joy a full and valid part of my intellectual endeavors. -
Towards a Global Conceptual Framework for Humane Education
TOWARDS A GLOBAL CONCEPTUAL FRAMEWORK FOR HUMANE EDUCATION By Erin M Comaskey A dissertation submitted to Johns Hopkins University in conformity with the requirements for the degree of Doctor of Education Baltimore, Maryland November 2019 Dedication To all the animals who inspire me to be their voice and who demonstrate their sentience, cognizance and innate value daily-I dedicate this work to you; especially, Molly, Cleo, Marmalade, Jerome, Joe and Rosie. ii Abstract The Humane Education Coalition (HEC) is a non-profit organization supporting the development of humane education by providing humane education organizations and their practitioners professional development, research, and grant opportunities. Globalization and the advancement of other social movements in education have forced humane education to adapt from its historical roots. Although currently, humane education is defined as a critical pedagogical approach aimed to empower students through critical thinking and active engagement in connecting environmental protection, social justice, and animal welfare issues in practice the limited empirical studies of humane education, highlight a wide range of practices, definitions, pedagogical approaches, and learning outcomes that are not aligned with this definition. Consequently, humane education remains fractal in its application and misunderstood by educators, contributing to its limited use and impact. Following, this study provides a foundational framework for humane education creating a pathway for cohesive application and -
In-Service Teachers' Understanding And
IN‐SERVICE TEACHERS’ UNDERSTANDING AND TEACHING OF HUMANE EDUCATION BEFORE AND AFTER A STANDARDS-BASED INTERVENTION A dissertation submitted by STEPHANIE ITLE-CLARK to FIELDING GRADUATE UNIVERSITY in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION This dissertation has been accepted for the faculty of Fielding Graduate University by: ___________________________________ Jennifer Edwards, PhD Chair Committee Members: Susan Gordon, PhD, Research Faculty Anna DiStefano, EdD, Faculty Reader Robin Hummel, MS, Student Reader Sheryl Pipe, PhD, External Examiner In-Service Teachers’ Understanding and Teaching of Humane Education Before and After a Standards-Based Intervention by Stephanie Itle-Clark Abstract The purpose of this study was to examine the ways in which credentialed educators conceptualized, understood, and perceived humane education, as well as their intent to include humane education in personal practice and their knowledge of strategies for integrating humane education concepts into their classroom work. The group of 25 educators participated in an online eight-week professional development course and completed pre- and post-surveys. The participants consisted of educators from the United States, British Columbia, and Vietnam. Participants were 11 secondary educators, 10 primary educators, 2 substitute teachers, 1 administrator, and 1 librarian. Results indicate that after an eight-week professional development intervention, participants had a greater understanding of humane education and an increased intent to include humane concepts in their practice, as well as increased knowledge of strategies for integrating humane concepts into their personal work. Results show that while the educators did not have an understanding of humane education at the beginning of the study, the humane themes resonated with their desire to engage students and to teach prosocial behaviors. -
Humane Education: an Overview
DOCUMENT RESUME ED 120 087 SO 009 019 AUTHOR Whitlock, Eileen S.; Westerlund, Stuart R. TITLE Humane Education: An Overview. INSTITUTION National Association for the Advancement of Humane Education. PUB DATE 75 NOTE 92p. AVAILABLE FROMNational. Association for the Advancement of Humane Education, The University of Tulsa, 600 South College, Tulsa, Oklahoma 74104 ($4.00) EDRS PRICE MF -$O.83 HC-$4.67 Plus Postage DESCRIPTORS Affective Objectives; Childhood Attitudes; Educational History; *Educational Philosophy; Elementary Secondary Education; Environmental Education; Environmental Influences; *Humanistic Education; Social Values; Values ABSTRACT This booklet traces the historical development of human education as it has been instilled into the young people of America from colonial times to the present and prGfides a future prognosis of humaneness in the schools. Humane education promotes humane behavior and is an important part of the humane movement in the United States, although until recently it has remained largely outside the education community. The authors explore various methods of inculcating humane ideals in children, such as formal instruction in just, kind, and compassionate behavior for all living creatures; dealing directly with animals, either by owning and caring for a pet or collecting scrapbook pictures and stories about animals; and reading animal stories. Topics discussed include Why Humane Education?; Humane Education and Its Subsystems (Conservation Education, Environmental Education, Outdoor Education); Humane Education--An Overview of Development; and Contemporary Humane Education (The George Washington University Study, the Humane Education Development and Evaluation Project, the National Association for the Advancement of Humane Education). The authors conclude that never before in the history of America have conditions been so right for humanitarians to impart their message of humaneness. -
Gone to the Dogs: Inter-Species Bonds and the Building of Bio- Cultural Capital in America, 1835--Present
W&M ScholarWorks Dissertations, Theses, and Masters Projects Theses, Dissertations, & Master Projects 2012 Gone to the Dogs: Inter-Species Bonds and the Building of Bio- Cultural Capital in America, 1835--Present Merit Elfi Anglin College of William & Mary - Arts & Sciences Follow this and additional works at: https://scholarworks.wm.edu/etd Part of the American Literature Commons, and the United States History Commons Recommended Citation Anglin, Merit Elfi, "Gone ot the Dogs: Inter-Species Bonds and the Building of Bio-Cultural Capital in America, 1835--Present" (2012). Dissertations, Theses, and Masters Projects. Paper 1539623599. https://dx.doi.org/doi:10.21220/s2-hmrj-sk31 This Dissertation is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Dissertations, Theses, and Masters Projects by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. Gone to the Dogs: Inter-Species Bonds and the Building of Bio-Cultural Capital in America, 1835-Present Merit Elfi Anglin Berlin, Germany Master of Arts, Georgia State University-Atlanta, 2001 Zwischenpruefung, Universitaet Potsdam, Germany, 1999 Abitur, Gabriele-von-Buelow Oberschule, 1996 A Dissertation presented to the Graduate Faculty of the College of William and Mary in Candidacy for the Degree of Doctor of Philosophy American Studies Program The College of William and Mary August 2012 APPROVAL PAGE This Dissertation is submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy Approved by the Committee, June, 2012 ~ Committee Chair Associate Professor Chandos M. -
The Animal Rights Struggle
PROTEST AND SOCIAL MOVEMENTS 6 PROTEST AND SOCIAL MOVEMENTS Traïni From the beginning of the 19th century to the present day, a host of campaigners have denounced the mistreatment of animals. Relying on a comparison between the British and French experiences, The Animal Rights Struggle: An Essay in Historical Sociology retraces the various strands of the animal protection movement, from their origins to their continuing impact on current debates. Inextricably linked to the rise of philanthropy, and well established long before the birth of the ecology movement, the story of the collective mobilizations behind the struggle for animal rights sheds light on several crucial processes in our social and political history: changes in sensibilities and socially approved emotions; the definition of what constitutes legitimate violence; the establishment of norms designed to change what constitutes morally acceptable practices; rivalry between elites having differing conceptions of the forms authority should take; the influence of religious belief on militant activities; and the effects of gender discrimination. The Rights Animal Struggle Christophe Traïni is professor of Political Science at the Institute of Political Science in Aix-en-Provence. His publications include La musique en colère (Paris: Presses de Sciences Po, 2008), La cause animale (Paris: PUF, 2011), and the edition of the reader Emotions ... mobilisation! (Paris: Presses de Sciences Po, 2009). Christophe Traïni The Animal Rights Struggle An Essay in Historical Sociology ISBN: 978-90-8964-849-5 AUP.nl 9 7 8 9 0 8 9 6 4 8 4 9 5 The Animal Rights Struggle Protest and Social Movements Recent years have seen an explosion of protest movements around the world, and academic theories are racing to catch up with them.