“Stern Champion of the Human Race, of Man as Human”: Alexander F. Chamberlain and Reform in the Age of Imperialism and Jim Crow

2016 ◽  
Vol 51 (3) ◽  
pp. 833-864
Author(s):  
JOHN DAVID SMITH
Keyword(s):  
Native American ◽  
World War I ◽  
Cultural Psychology ◽  
Jim Crow ◽  
Cultural Anthropology ◽  
Columbia University ◽  
World War ◽  
African American Culture ◽  
Franz Boas ◽  
Academic Interests

This essay examines the broad and understudied contributions of pioneer American anthropologist Alexander Francis Chamberlain (1865–1914), who earned America's first PhD in anthropology at Clark University under the legendary anthropologist Franz Boas. Before his untimely death on the eve of World War I, and Boas's rise as a leading scientific spokesman of antiracism at Columbia University, Chamberlain contributed as significantly as Boas to the fields of linguistic and cultural anthropology, cross-cultural psychology, child development, comparative folklore, and Native American and African American culture, and to the cause of equality and justice for all humans. Chamberlain subscribed to an antiracist cultural evolutionism, frequently and passionately condemning ethnocentrism and insisting on the “generic humanity” of all persons, of all races. Close reading of Chamberlain's work suggests not that Boas's work mattered less, but rather that both men participated in an emerging debate on the nature and meaning of race that informed social policy and shaped academic interests during the Progressive Era.

Morality for the “Democracy of God”: George Albert Coe and the Liberal Protestant Critique of American Character Education, 1917–1940

2005 ◽  
Vol 15 (1) ◽  
pp. 107-144 ◽  
Author(s):  
David P. Setran
Keyword(s):  
World War Ii ◽  
World War I ◽  
Character Education ◽  
Moral Education ◽  
Social Order ◽  
The United States ◽  
Columbia University ◽  
World War ◽  
Moral Decision Making ◽  
American Character

AbstractIn the years between World War I and World War II in the United States, public and religious educators engaged in an extended struggle to define the appropriate nature of character education for American youth. Within a post-war culture agonizing over the sanctions of moral living in the wake of mass violence and vanishing certitudes, a group of conservative educators sought to shore up traditional values through the construction of morality codes defining the characteristics of the “good American.” At the same time, a group of liberal progressive educators set forth a vigorous critique of these popular character education programs. This article analyzes the nature of this liberal critique by looking at one leading liberal spokesperson, George Albert Coe. Coe taught at Union Theological Seminary and Teachers College, Columbia University, and used his platform in these institutions to forge a model of character education derived from the combined influences of liberal Protestantism and Deweyan progressive education. Coe posited a two-pronged vision for American moral education rooted in the need for both procedural democracy (collaborative moral decision making) and a democratic social order. Utilizing this vision of the “democracy of God,” Coe demonstrated the inadequacies of code-based models, pointing in particular to the anachronism of traditional virtues in a world of social interdependence, the misguided individualism of the virtues, and the indoctrinatory nature of conservative programs. He proposed that youth be allowed to participate in moral experimentation, adopting ideals through scientific testing rather than unthinking allegiance to authoritative commands. Expanding the meaning of morality to include social as well as personal righteousness, he also made character education a vehicle of social justice. In the end, I contend that Coe's democratic model of character education, because of its scientific epistemological hegemony and devaluing of tradition, actually failed to promote a truly democratic character.

Judge John E. Read and the International Court of Justice

1980 ◽  
Vol 17 ◽  
pp. 3-29 ◽  
Author(s):  
Shabtai Rosenne
Keyword(s):  
New York ◽  
Nova Scotia ◽  
World War I ◽  
Law School ◽  
Columbia University ◽  
World War ◽  
International Court Of Justice ◽  
Court Of Justice ◽  
International Court ◽  
Legal Adviser

John Erskine Read, Q.C., D.C.L., LL.D., was born in Halifax, Nova Scotia, on July 5, 1888, and died on December 3, 1973, in the words of his friend Max Wershof “full of mental vigour to the last.” After graduating in Dalhousie Law School in 1909, he completed a year’s post-graduate study in Columbia University, New York. As a Rhodes scholar he then went to University College, Oxford, where he took a “double first” in winning his B.A. and B.C.L. In 1913 he was called to the Nova Scotia bar, joining the firm of Harris, Henry, Rogers and Harris. After distinguished service with the Canadian Field Artillery in World War I, in which he was wounded and invalided out with the acting rank of Major, he returned to that firm as a partner in 1918. In 1920 he joined the Faculty of Law of Dalhousie University, and was Dean between 1924 and 1929. In 1929 he was appointed Legal Adviser of the Department of External Affairs and held that position until he was elected a member of the International Court of Justice on February 6, 1946.

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