Across a Feminist-Pacifist Divide Baroness Bertha Von Suttner's Tour
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THE MISSING PEACE: She Was Called a Traitor in 1915 for Her Pacifist Opposition to World War I
CountHerHistory October 2007 AAUW-Illinois by Barbara Joan Zeitz THE MISSING PEACE: She was called a traitor in 1915 for her pacifist opposition to World War I. She was adamant that no matter the cause, the pain of the fight would render meaningless the victory. She was convinced only peace and democracy would bring peace and democracy. Her name was on the Senate Judiciary Committee’s traitor list in 1919. Her name was on another list in 1931, that of Nobel Peace Prize winners, as the first American woman to receive the Nobel Peace Prize. Her name? Jane Addams. Another woman pacifist, Countess Bertha Kinsky was born of aristocracy in 1876 in Prague, which then was part of the Austrian Empire. She grew up learning languages, studying the classics and preparing to be an opera singer. But as a young woman, with family fortunes squandered, she had to earn her living. She first worked as a governess in Austria, and then for a mere eight days as secretary-housekeeper to Alfred Nobel in Paris. It is speculated she departed his employ quickly perhaps rejecting his attentions and marriage proposal, for it is known she loved another. Upon her return to Austria, she married Arthur von Suttner and began her career as a journalist and author. In her book, The Machine Age, she published radical views on education and women’s rights. She became a pacifist and envisioned an international peace league to arbitrate instead of to war. Largely through her efforts, the International Peace Bureau was formed with her as vice-president. -
Innovative Means to Promote Peace During World War I. Julia Grace Wales and Her Plan for Continuous Mediation
Master’s Degree programme in International Relations Second Cycle (D.M. 270/2004) Final Thesis Innovative Means to Promote Peace During World War I. Julia Grace Wales and Her Plan for Continuous Mediation. Supervisor Ch. Prof. Bruna Bianchi Assistant supervisor Ch. Prof. Geraldine Ludbrook Graduand Flaminia Curci Matriculation Number 860960 Academic Year 2017 / 2018 ABSTRACT At the breakout of World War I many organizations for promoting peace emerged all over the world and in the United States as well, especially after the subsequent American declaration of war in April 1917. Peace movements began to look for new means for settling the dispute, and a large contribution was offered by women. World War I gave women the chance to rise their public acknowledgment and to increase their rights through war-related activities. The International Congress of Women at The Hague held in April 1915, demonstrates the great ability of women in advocating peace activities. Among the resolutions adopted by Congress stands out the Plan for Continuous Mediation without Armistice theorized by the Canadian peace activist Julia Grace Wales (see Appendix II). This thesis intends to investigate Julia Grace Wales’ proposal for a Conference of neutral nations for continuous and independent mediation without armistice. After having explored women’s activism for peace in the United States with a deep consideration to the role of women in Canada, the focus is addressed on a brief description of Julia Grace Wales’ life in order to understand what factors led her to conceive such a plan. Through the analysis of her plan and her writings it is possible to understand that her project is not only an international arbitration towards the only purpose of welfare, but also an analysis of the conditions that led to war so as to change them for avoiding future wars. -
Ipb Annual Report 2004
INTERNATIONAL PEACE BUREAU ANNUAL REPORT 2004 INTRODUCTION In 2004 the key issues facing the world's peace movements were little different from those they faced in the preceding 3 years. Probably they can be summed in the one word: Iraq. Armed intervention, the dominant rôle of the US, oil wars, terrorism, human rights, military spending, democracy, inter-cultural dialogue, reform of the UN...all the big themes that civil society peace organisations try to grapple with are visible there. The 'images of the year' were undoubtedly the sensational photographs of the abuses at the Abu Ghraib prison committed by US military personnel, which shook America and enraged the Arab world. Things have not got much better since then. With the re-election of the Bush team to the White House, peace advocates have had to accept that a rapid turnaround inUS policies is not on the horizon and that they must dig in for a long haul. For the IPB this was a year in two parts, separated by the great highlight of the Barcelona conference in June, which brought together over 1000 participants from all parts of the globe to debate the broad range of issues referred to above. Much of the early months at the IPB secretariat were spent preparing all the details of this extremely complicated event. The months after were focussed partly on the reporting process and partly on the development of the new project, on Women in Peacemaking. In between we also spent much time putting together the triple-purpose gathering in Florence: the seminar on UN reform; the annual Council meeting; and the MacBride Prize award ceremony. -
Alfred Hermann Fried Papers, 1914-1921
http://oac.cdlib.org/findaid/ark:/13030/tf9q2nb3vj No online items Register of the Alfred Hermann Fried Papers, 1914-1921 Hoover Institution Archives Stanford University Stanford, California 94305-6010 Phone: (650) 723-3563 Fax: (650) 725-3445 Email: [email protected] © 1999 Hoover Institution Archives. All rights reserved. Register of the Alfred Hermann XX300 1 Fried Papers, 1914-1921 Register of the Alfred Hermann Fried Papers, 1914-1921 Hoover Institution Archives Stanford University Stanford, California Contact Information Hoover Institution Archives Stanford University Stanford, California 94305-6010 Phone: (650) 723-3563 Fax: (650) 725-3445 Email: [email protected] Prepared by: Keith Jantzen Date Completed: November 1981 © 1999 Hoover Institution Archives. All rights reserved. Descriptive Summary Title: Alfred Hermann Fried Papers, Date (inclusive): 1914-1921 Collection number: XX300 Creator: Fried, Alfred Hermann, 1864-1921 Collection Size: 5 manuscript boxes(2 linear feet) Repository: Hoover Institution Archives Stanford, California 94305-6010 Abstract: Diaries, correspondence, clippings, and notes, relating to the international peace movement, particularly during World War I, pacifism, international cooperation, and the World War I war guilt question. Language: German. Access Collection open for research. Publication Rights For copyright status, please contact the Hoover Institution Archives. Preferred Citation [Identification of item], Alfred Hermann Fried Papers, [Box no.], Hoover Institution Archives. Access -
Living War, Thinking Peace (1914-1924)
Living War, Thinking Peace (1914-1924) Living War, Thinking Peace (1914-1924): Women’s Experiences, Feminist Thought, and International Relations Edited by Bruna Bianchi and Geraldine Ludbrook Living War, Thinking Peace (1914-1924): Women’s Experiences, Feminist Thought, and International Relations Edited by Bruna Bianchi and Geraldine Ludbrook This book first published 2016 Cambridge Scholars Publishing Lady Stephenson Library, Newcastle upon Tyne, NE6 2PA, UK British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Copyright © 2016 by Bruna Bianchi, Geraldine Ludbrook and contributors All rights for this book reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. ISBN (10): 1-4438-8684-X ISBN (13): 978-1-4438-8684-0 CONTENTS Introduction .............................................................................................. viii Bruna Bianchi and Geraldine Ludbrook Part One: Living War. Women’s Experiences during the War Chapter One ................................................................................................. 2 Women in Popular Demonstrations against the War in Italy Giovanna Procacci Chapter Two .............................................................................................. 26 Inside the Storm: The Experiences of Women during the Austro-German Occupation -
The International Peace Movement 1815-1914: an Outline
The international peace movement 1815-1914: an outline Script of an online lecture given by Guido Grünewald on 9 June 2020* I will try to give an outline of the emergence and development of an international peace movement during its first 100 years. Since English is not my mother tongue and I haven’t spoken it for a longer time I will follow a written guideline in order to finish the job in the short time I have. The first peace organisations emerged in America and in Britain. This was no coincidence; while on the European continent after the end of the Napoleonic Wars restoration took over there were evolving democracies in the anglo-Saxon countries and a kind of peace tradition as for example carried by the quakers who renounced any kind of war. For those early societies the question if a war could be defensive and therefore justified was from the beginning a thorny issue. The New York Peace Sciety founded by merchant David Low Dodge followed a fundamental pacifism rejecting all kind of wars while the Massachussets Peace Society (its founder was unitarian minister Noah Worcester) gathered both fundamental pacifists and those who accepted strictly defensive wars. With about 50 other groups both organisations merged to become the American Peace Society in 1828. The London Peace Society had an interesting top-tier approach: its leadership had to pursue a fundamental pacifist course while ordinary members were allowed to have different ideas about defensive wars. On the European continent some short-lived peace organisations emerged only later. The formation of those first societies occured under the influence of Quakers (one of the 3 historic peace churches which renounced violence) and of Christians who were convinced that war was murderous and incompatible with Christian values. -
Resolutions Adopted
INTERNATIONAL CONGRESS OF WOMEN THE HAGUE - APRIL 28TH TO MAY 1ST 1915 RESOLUTIONS ADOPTED '. International Congress of Women THE HAOUE = THE NETHERLANDS. APRIL 28th TO MAY 1st. 1915. PRESIDENT OF THE CONGRESS: JANE ADDAMS. International Committee of the Congress: LEOP. KULKA, ~ Austria. OLGA MISAR, EUGENIE HAMER, ~ B I. MARGUERITE SARTEN, ~ e glUm. THORA DAUGAARD, ~ D k enmar • CLARA TYBJERG, Dr. ANITA AUGSPURG, ~ Germany. LIDA GUSTAVA HEYMANN, Secretary& Interpreter, CHRYSTAL MACMILLAN, Secretary, ~ Great Britain and Ireland. KATHLEEN COURTNEY, Interpreter, ~ VILMA GLUCKLICH, ~ Hungary. ROSIKA SCHWIMMER, ~ ROSE GENONI, Italy. Dr. ALETTA JACOBS, l' HANNA VAN BIEMA-HYMANS, Secretary, Netherlands. Dr MIA BOISSEVAIN, Dr. EMILY ARNESEN, l N LOUISA KEILHAU, l orway. ANNA KLEMAN, ~ S d we en. EMMA HANSSON, JANE ADDAMS, President, U.S.A. FANNIE FERN ANDREWS, SOME PARTICULARS ABOUT THE CONGRESS. How the Congress was called. The scheme of an International Congress of Women was formulated at a small conference of Women from neutral and belligerent countries, held at Amsterdam, early in Febr. 1915. A preliminary programme was drafted at this meeting, and it was agreed to request the Dutch Women to form a Com mittee to take in hand all the arrangement for the Congress and to issue the invitations. Finance. The expenses of the Congress were guaranteed by British, Dutch and German Women present who all agreed to raise one third of the sum required. Membership. Invitations to take part in the Congress were sent to women's organisations and mixed organisations as well as to individual women all over the world. Each organisation was invited to appoint two delegates. -
Playing on Uncle Sam's Team: American Childhoods During World
The Journal of the Gilded Age and Progressive Era 17 (2018), 677–690 doi:10.1017/S1537781418000312 Mischa Honeck PLAYING ON UNCLE SAM’S TEAM: AMERICAN CHILDHOODS DURING WORLD WAR I If World War I has interested historians of the United States considerably less than other major wars, it is also true that children rank among the most neglected actors in the literature that exists on the topic. This essay challenges this limited understanding of the roles children and ado- lescents played in this transformative period by highlighting their importance in three different realms. It shows how childhood emerged as a contested resource in prewar debates over militarist versus pacifist education; examines the affective power of images of children—American as well as foreign—in U.S. wartime propaganda; and maps various social arenas in which the young engaged with the war on their own account. While constructions of childhood and youth as universally valid physical and developmental categories gained greater currency in the early twentieth century, investigations of young people in wartime reveal how much the realities of childhood and youth differed according to gender, class, race, region, and age. On October 18, 1917, a shot rang out in the Wilmote home at Pulvers Corner in Pough- keepsie, New York. Eight-year-old Wilber Wilmote had told his thirteen-year-old sister Mary to be a German soldier, and that he would drive her out of the trenches. Wilber then ran to the corner of the kitchen; grabbed his father’s shotgun, which he thought was unloaded, and pulled the trigger. -
A History of Peace Education in the United States of America
1 A History of Peace Education in the United States of America Aline M. Stomfay-Stitz, Ed.D. University of North Florida INTRODUCTION Peace education has been studied at various times by scholars, activists, and reformers in the United States as a way to bring about greater harmony among groups of people, primarily through schools and classrooms. However, the history of peace education in America is largely hidden, and the legitimacy of the field has always been questioned in terms of its goals for research and advocacy. While there have been many definitions of peace education, the field is generally considered multi-disciplinary and includes a focus on peace studies, social justice, economic well-being (meeting basic needs), political participation (citizenship), nonviolence, conflict resolution, disarmament, human rights and concern for the environment (Stomfay-Stitz, 1993). Peace educators at various times have engaged with additional areas of inquiry including feminism, global education, and cultural diversity. One important rationale for American peace education has existed for decades, namely the escalation of the nuclear arms race during the second half of the twentieth century. Through research and advocacy, peace education in the United States has depended on hope rather than despair. Americans involved in peace education have long advocated for the recognition of the worth of others who may be different, who may speak other languages, and yet share the fate of this fragile planet, Earth. Through the research and advocacy of groups such as the U.S. Institute of Peace, numerous academic departments in peace studies and peace education including the International Institute for Peace Education at Teachers College, Columbia University, private organizations, and community-based Peace Centers, all have come together to create a cohort of believers, working with a collective motivation of attaining peace in the world. -
M15224211I* SESSIONE AUTUNNALE Livello Superiore
Codice del candidato: Državni izpitni center *M15224211I* SESSIONE AUTUNNALE Livello superiore Prova d'esame 1 A) Comprensione di testi scritti B) Conoscenza e uso della lingua Mercoledì, 26 agosto 2015 / 60 minuti (35 + 25) Materiali e sussidi consentiti: Al candidato è consentito l'uso della penna stilografica o della penna a sfera. Al candidato viene consegnata una scheda di valutazione. MATURITÀ GENERALE INDICAZIONI PER IL CANDIDATO Leggete con attenzione le seguenti indicazioni. Non aprite la prova d'esame e non iniziate a svolgerla prima del via dell'insegnante preposto. Incollate o scrivete il vostro numero di codice negli spazi appositi su questa pagina in alto a destra e sulla scheda di valutazione. La prova d'esame si compone di due parti, denominate A e B. Il tempo a disposizione per l'esecuzione dell'intera prova è di 60 minuti: vi consigliamo di dedicare 35 minuti alla risoluzione della parte A, e 25 minuti a quella della parte B. La prova d'esame contiene 2 esercizi per la parte A e 2 esercizi per la parte B. Potete conseguire fino a un massimo di 20 punti nella parte A e 27 punti nella parte B, per un totale di 47 punti. È prevista l'assegnazione di 1 punto per ciascuna risposta esatta. Scrivete le vostre risposte negli spazi appositamente previsti all'interno della prova utilizzando la penna stilografica o la penna a sfera. Scrivete in modo leggibile e ortograficamente corretto. In caso di errore, tracciate un segno sulla risposta scorretta e scrivete accanto ad essa quella corretta. Alle risposte e alle correzioni scritte in modo illeggibile verranno assegnati 0 punti. -
Nobel Peace Prize - True Or False?
Nobel Peace Prize - True or False? ___ 1 T he Nobel Peace Prize is ___ 7 The Nobel Peace Prize given every two years. ceremony is held each year in December. ___ 2 T he Nobel Peace Prize is n amed after a scientist. ___ 8 The Nobel Peace Prize winner is chosen by a ___ 3 A lfred Nobel was from c ommittee from Sweden. G ermany. ___ 9 T he prize can only be given ___ 4 N obel became very rich from t o one person each time. his invention – a new gasoline engine. ___ 10 T he Nobel Peace Prize consists of a medal, a ___ 5 There are six dierent Nobel diploma and some money. Prizes. ___ 6 The rst Peace Prize was awarded in 1946 . Nobel Peace Prize - True or False? ___F 1 T he Nobel Peace Prize is ___T 7 The Nobel Peace Prize given every two years. Every year ceremony is held each year in December. ___T 2 T he Nobel Peace Prize is n amed after a scientist. ___F 8 The Nobel Peace Prize winner is chosen by a Norway ___F 3 A lfred Nobel was from c ommittee from Sweden. G ermany. Sweden ___F 9 T he prize can only be given ___F 4 N obel became very rich from t o one person each time. Two or his invention – a new more gasoline engine. He got rich from ___T 10 T he Nobel Peace Prize dynamite T consists of a medal, a ___ 5 There are six dierent Nobel diploma and some money. -
Women's International Thought and the New Professions, 1900-1940
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Sussex Research Online The Version of Record of this manuscript has been published and is available as: Valeska Huber, Tamson Pietsch & Katharina Rietzler, “Women’s International Thought and the New Professions, 1900-1940”, Modern Intellectual History (2019) https://doi.org/10.1017/S1479244319000131 Women’s International Thought and the New Professions, 1900-1940 Valeska Huber, [email protected] Tamson Pietsch, [email protected] Katharina Rietzler, [email protected] Abstract This article examines the “new professions” as alternative settings where women thought and wrote about the international. Presenting the case studies of Fannie Fern Andrews, Mary Parker Follett and Florence Wilson, it shows that, in emerging professional and disciplinary contexts that have hitherto lain beyond the purview of historians of international thought, these women developed their thinking about the international. The insights they derived from their practical work in schools, immigrant communities and libraries led them to emphasize the mechanics of participation in international affairs and caused them to think across the scales of the individual, the local group and relations between nations. By moving beyond the history of organizations and networks and instead looking for the professional settings and audiences which enabled women to theorize, this article shifts both established understandings of what counts as international thought and traditional conceptions of who counts as an international thinker. This article examines the “new professions” as alternative settings where women thought and wrote about the international in the first half of the twentieth century.1 As social workers, librarians and workers in the teaching sector, women sought to both shape public life in the expanding welfare states of the North Atlantic and develop concepts that addressed questions of international order.