scholarly journals Poggio Bracciolini, Phyllis Goodhart Gordan, and the Formation of the Goodhart Collection of Fifteenth-Century Books at Bryn Mawr College

2020 ◽  
pp. 189-197
Author(s):  
Eric L. Pumroy
Keyword(s):  
World War Ii ◽  
Fifteenth Century ◽  
Bryn Mawr ◽  
Columbia University ◽  
World War ◽  
Bryn Mawr College ◽  
Rare Book ◽  
15Th Century ◽  
Printed Books

The Poggio Bracciolini conference was dedicated to Bryn Mawr alumna Phyllis Goodhart Gordan (1913-1994) one of the leading Poggio scholars of her generation and the editor of the only major collection of Poggio’s letters in English, Two Renaissance Book Hunters (Columbia University Press, 1974). Gordan and her father, Howard Lehman Goodhart (1887-1951) were also responsible for building one of the great collections of 15th century printed books in America, most of which is now at Bryn Mawr College. This paper draws upon Goodhart’s correspondence with rare book dealers and the extensive notes on his books to survey the strengths of the collection and to examine the process by which he built the collection and worked with rare book dealers in the difficult Depression and World War II years, the period when he acquired most of his books. The paper also considers Goodhart’s growing connections with scholars of early printing as his collection and interests grew, in particular the work of Margaret Bingham Stillwell, the editor of Incunabula in American Libraries (1940).

John Bates Clark's view on the Treaty of Versailles as the origin of both World War II and the idea of a European Union

2021 ◽  
pp. 131-150
Author(s):  
Luciano Messori ◽  
Raimondello Orsini
Keyword(s):  
World War Ii ◽  
World War I ◽  
Columbia University ◽  
World War ◽  
Rare Book ◽  
Treaty Of Versailles ◽  
Unpublished Manuscripts ◽  
Main Ideas ◽  
Near Future ◽  
The U.S

The aim of this paper is to highlight the position of John Bates Clark about the Treaty of Versailles and the U.S. approach to Foreign Policy in the aftermath of World War I. To achieve this goal, we analyze some unpublished manuscripts from the Rare Book & Manuscript Library of Columbia University and four pub-lished articles written by Clark between 1918 and 1919 about the consequences of the Treaty and, more generally, the future of Europe. The main ideas emerging from this material are that Clark supported the Trea-ty because he thought that given the threat of a resurgent Germany, only a League of Nations including the U.S. could be able to maintain world peace. On the other hand, he also criticized it because he shared with Keynes the view that the very harsh provisions imposed on Germany would generate another World War in the near future. Finally, Clark saw the union among European countries as a tool for preventing another war.

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.

Edmund Burke: A Generation of Scholarship and Discovery

1962 ◽  
Vol 2 (1) ◽  
pp. 91-114 ◽  
Author(s):  
Donald C. Bryant
Keyword(s):  
World War Ii ◽  
Critical Appraisal ◽  
Edmund Burke ◽  
Main Body ◽  
Columbia University ◽  
World War ◽  
Present Survey ◽  
Work In Progress ◽  
The Past

In his essay on “The Reputation of Edmund Burke” Thomas W. Copeland offers a timely analysis of the context and climate of contemporary Burke studies. His remarks suggest also the acceleration in pace of those studies. Current publication relevant to Burke has been noticed for the past four years in the Burke Newsletter. Reporting and reviewing new publication on or near Burke, retailing schemes and dreams and work in progress, and purveying personal news and opinion of students of Burke, the Burke Newsletter resembles in scope the Johnsonian Newsletter, edited by James L. Clifford and John H. Middendorf at Columbia University, which, of course, has for some time kept its readers up to date on the bibliography of the age of Burke and Johnson.Copeland's essay, furthermore, is sufficient counterweight to another recent critical appraisal professedly directed to something of the same purpose – W. T. Laprade's impatient, hostile excursion through a century or more of writing on Burke. Without attempting the detail of the Newsletter, therefore, and without retreading Copeland's ground, the present survey undertakes to provide an account of significant trends and characteristic contributions in Burke studies for roughly the period since World War II. That span of years covers the time, or a little more, that the main body of Burke's papers has been generally open for study. It also includes the time when ideological and socio-political patterns have stimulated resort to the familiar past for spokesmen and scapegoats with whom to undergird and extenuate contemporary controversy.

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