American Social Order Research Articles

Ernest Fremont tittle: A pulpit critic of the American social order

(1966). Ernest Fremont tittle: A pulpit critic of the American social order. Quarterly Journal of Speech: Vol. 52, No. 4, pp. 364-370.

The American Vision: Actual and Ideal Society in Nineteenth-Century Fiction.

Four of the major novelists of the past century are reinterpreted in terms of their approach to the society of their time. Cooper, Hawthorne, Melville, and Twain are shown to have accepted the American social order, though not without a critical evaluation of it. At the same time, each in his own way projected the image of an ideal society. The common theme of the actual and ideal is seen in two perspectives. On the one hand, the book analyses the society in relation to an underlying cultural tradition, which was, the author finds, extraordinarily active in the nineteenth-century fiction. On the other hand, it considers the shaping influence of the theme on the craft of fiction.

The School in the American Social Order (Second Edition)

Revisions of previous books seldom cause much excitement unless drastic changes have been made. Although much of the new edition of School in the American Social Order resembles the 1947 edition, publishing of this revision again focuses attention on the authors' purposes for writing this book and the accomplishment of their objectives. As the original book resulted in considerable enthusiasm because of the emphasis of the theme which the title employs, namely, that schools or educational institutions in general are formed or shaped by the social and cultural forces of the period. The close interrelationship between the environmental forces and education has been a subject for study by historians as well as sociologists in the past few decades. This book when first published emphasized this point and furthered the break from a mere institutionalized study of education.

Monopoly Capital: Introduction

The articles which form the contents of this issue are two chapters from a forthcoming work tentatively entitled Monopoly Capital: An Essay on the American Economic and Social Order. The first comes from near the beginning of the book, the second from near the end.This article can also be found at the Monthly Review website, where most recent articles are published in full.Click here to purchase a PDF version of this article at the Monthly Review website.

The American Social Order: A Conservative Hypothesis

The American Social Order: A Conservative Hypothesis

The American Social Order: A Conservative Hypothesis

The American Social Order: A Conservative Hypothesis

Family Problems and the Court

APRESSING problem confronting the American social order is that of preserving and strengthening the It is no exaggeration say that satisfactory family life is basic all adequate social relations; for a primary function of the family is its contribution the development and fulfillment of human personalities, and personalities that are inadequately developed or unfulfilled are incapable of assuming membership in the society. It is no exaggeration, either, say that American families have in recent decades been subjected extraordinary stresses, and expected meet unusual demands. The increasing urbanization, industrialization, and mobility of our society, the lessening of sacred controls upon our ways of thinking and doing, and the increasing and sometimes illdefined emphasis upon personal freedom -coupled with the social effects of two world wars and a continuing police action-have all posed problems of impressive dimensions for the Our society's efforts aid the family have often been sketchy, sometimes ill advised, and rarely co-ordinated. Each discipline which views the family as its responsibility has moved with only a partial interdependence to do something about the family. Governmental agencies have assumed responsibility, an increasing degree, for measures aimed at stabilizing and guaranteeing the economic function of the family through social security measures of one sort or another. Social agencies have increasingly assumed responsibility for providing the family with counseling for its interpersonal problems, the school with guidance and therapy in the rearing of its children, the church with religious indoctrination for its members, and so on. But divorce, desertion, nonsupport, and other evidences of family instability continue exhibit themselves at an alarming rate, and with no significant decreases in sight.

What Can We Do About Women?

Click to increase image sizeClick to decrease image size NotesVera M. Butler, “Education as Revealed by New England Newspapers Prior to 1850,” p. 147 (Doctor’s Thesis, Temple University, 1935). Quoted in Newton Edwards and Herman G. Richey, The School in the American Social Order, Boston: Houghton Mifflin Company, 1947, p. 412.New York, Harper, 1947. Passim, but especially Chapters I and VI.“Women’s Higher Education,” The Harvard Educational Review. Summer 1947, pp. 151–61.Kenneth V. Lottick, “Professional Education and Social Responsibility.” School and Society, July 2, 1949. PP. 6–8.Sunday, January 11, 1948: “Drexel President Says Women Are Turning to Technical Studies.”Ibid.Tead, op. cit., p. 160.Ibid., p. 161.

“A portion of his times”

T HE PAST FIVE YEARS have seen the publication of a goodly number of books dealing with some aspect or other of the history of education, more, insofar as can be ascertained, than in any equal period heretofore. Professor John S. Brubacher of Yale has written a History of the Problems of Education, Professor Freeman Butts of Columbia, a Cultural History of Education, while Professor James Mulhern of the University of Pennsylvania has modestly entitled his book a History of Education. New editions of books published earlier, as well as new books dealing with some particular region or period, have also appeared in impressive numbers. Professors Edwards and Richey of the University of Chicago have discussed at length The School in the American Social Order, and Professor Thomas Woody of the University of Pensylvania has produced a much-documented account of Life and Education in Early Societies. Finally, what probably represents the largest and most significant work to date on the subject, the first volume of Professor E. W. Knight's five-volume Documentary History of Education in the South before 1860, is already in the reader's hands and the second is due to appear very shortly. This list is rather remarkable, although it contains only the names of some of the most notable books that have appeared since the war. To anyone whose view of educational problems extends beyond the current scene this increase in the number of histories of education appearing should be a heartening sign. Possibly educators-the general public evenare beginning to realize that, in to grasp the full implications and significance of present-day educational problems; it is necessary to know something about their historical antecedents; in other words a degree of historical perspective is essential for all properly educated people, particularly for educators. It may be that some of those who argued eloquently in the depression and pre-war years that the schools should build a new social order and that immediately, are finally coming to realize that, as Professor Robert Ulich puts it, no where

The Socialization of the Negro in the American Social Order

The way of becoming socialized in a culture comprehends all of the processes and results of learning from other people, either directly in face-to-face interaction or indirectly through visual or aural experiences. It is through socialization that one learns the approved ways of behavior and the real and the ideal culture patterns of the society. All of this experience is shaped, of course, by the character of the individual's unique experience. The intensity and extensity of this individual experience determine and define the resultant behavior.

The School in the American Social Order: The Dynamics of American Education

The School in the American Social Order: The Dynamics of American Education

The School in the American Social Order: The Dynamics of American Education by Newton Edwards, Herman G. Richey

Book Review| July 01 1948 The School in the American Social Order: The Dynamics of American Education by Newton Edwards, Herman G. Richey The School in the American Social Order: The Dynamics of American Education. By Edwards, Newton; Richey, Herman G.. Boston: Houghton Mifflin Company, 1947. Pp. xiv, 880. $5.00. Joseph C. Robert Joseph C. Robert Search for other works by this author on: This Site Google South Atlantic Quarterly (1948) 47 (3): 403–405. https://doi.org/10.1215/00382876-47-3-403 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Joseph C. Robert; The School in the American Social Order: The Dynamics of American Education by Newton Edwards, Herman G. Richey. South Atlantic Quarterly 1 July 1948; 47 (3): 403–405. doi: https://doi.org/10.1215/00382876-47-3-403 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsSouth Atlantic Quarterly Search Advanced Search The text of this article is only available as a PDF. Copyright © 1948 by Duke University Press1948 Article PDF first page preview Close Modal You do not currently have access to this content.

The School in the American Social Order: The Dynamics of American Education. Newton Edwards , Herman G. Richey

<i>The School in the American Social Order: The Dynamics of American Education</i>. Newton Edwards , Herman G. Richey

The School in the American Social Order

The School in the American Social Order

The School in the American Social Order: the Dynamics of American Education.

The School in the American Social Order: the Dynamics of American Education.

A Core Socio-Business Course for the Ninth Year

THEORY and practice in the secondary school are placing a constantly increasing emphasis on living experiences of youth as contrasted with formalized informations and skills. This emphasis makes it necessary to determine the areas of living in which fall the main current and future problems of our young people. The changing social scene during the past two decades indicates at virtually every turn that economic intelligence has been, and will long continue to be, a vital problem to all members of our American social order. The high school, therefore, no longer has justification for limiting its economic training to a portion of the young people and for organizing the training solely on a production basis. The material must be made available to all and must include the consumer's

Books Reviewed

Book reviewed in this article:PRINCIPLES AND TECHNIQUES OF VOCATIONAL GUIDANCE. By George E. Myers.WORKING YOUR WAY THROUGH COLLEGE. And Other Means of Providing for College Expenses. By Walter J. Greenleaf.OCCUPATIONAL COUNSELING TECHNIQUES. By William H. Stead, Carroll Shartle, and others.SO YOU'RE GOING TO BE AN ARTIST! By Matlack Price.GUIDANCE PROGRAMS FOR RURAL HIGH SCHOOLS. By Paul W. Chapman.THE STAGE AND THE SCHOOL. By Katharine Anne Ommanney.WHAT DO I DO NOW? By Mildred M. Payne.THE POSITION OF THE NEGRO IN THE AMERICAN SOCIAL ORDER, Journal of Negro Education, Eighth Yearbook.HERE COMES THE MAIL. By Robert Disraeli.EDUCATIONAL COUNSELING OF COLLEGE STUDENTS. By Helen G. Bragdon, A. J. Brumbaugh, Basil H. Pillared, and E. G. Williamson.OCCUPATIONAL ORIENTATION OF COLLEGE STUDENTS. By W. H. Cowley, Robert Hoppock, and E. G. Williamson.PENNY MARSH, PUBLIC HEALTH NURSE. By Dorothy Deming, R.N.PENNY MARSH, SUPERVISOR OF NURSES. By Dorothy Deming, R.N.SKY SERVICE. By Elizabeth H. Lansing.YOUR CAREER IN AGRICULTURE. By Homer P. AndersonTHE NINETEEN FORTY MENTAL MEASUREMENTS YEARBOOK. Oscar Krisen Buros.OUR TOWN'S BUSINESS. By Omar and Ryllis Goslin.BACK TO SELF‐RELIANCE. By Matthew N. Chappell.CONSTRUCTIONAL ACTIVITIES OF ADULT MALES. By W. Virgil Nestrick.RETAIL SELLING SIMPLIFIED. By Edith Fletcher Hayter.SELLING SLANTS BY AN OLD DRUMMER. By Paul J. Wielandy.NEWMANN TALENT‐FYNDER. By George Edwin Robinson.DIFFERENTIAL FORECASTS OF ACHIEVEMENT AND THEIR USE IN EDUCATIONAL COUNSELING. By Ralph Robinson Wolf, Jr.WHITE COATS, A Story of Medical School. By Dwight B. Fishwick.MENTAL HYGIENE PROJECT AT KINDERGARDEN LEVEL 1937–1939. By Mental Hygiene Committee of the Vocational Adjustment Bureau for Girls.PHOTOGRAPHY FOR PROFIT. By “Nettel.”PATSY BREAKS INTO ADVERTISING. By E. Evalyn Grumbine.

The Position of the Negro in the American Social Order: A Forecast

The writer has had the opportunity of reading Parts I and II of this yearbook. He has not seen the papers submitted by his colleagues in Part III. Frankly, he laid aside Parts I and II with something of a depressed feeling. The implied criticism does not apply to all the contributions. Perhaps this feeling is unavoidable since the contributors are concerned with the nonetoo-promising present status of the Negro in the American social order. Obviously, the contributors, as is generally true, wrote out of their own ideological backgrounds, a mixture of their experiences and original equipments. There is, however, a remarkable, implied consensus not only that the Negro's present plight is unfortunate but that his future is far from reassuring. Moreover, there is a natural inclination, if not a demand, deeply rooted in most of us, that diagnoses should be followed by prescription and prognosis. The fact that neither of these may justly be demanded because of the nature of our contributors' tasks diminishes but does not wholly remove the desire. But let us start off under pleasant skies by admitting that the fault lies with the writer! The organization of this Yearbook all but requires that the contributions, save those of the third part, should be atomistic in approach. The contributors were invited to take the whole apart to see what makes the wheels go around. But the atomistic approach has its limitations because even a complete analysis of a complex into its parts cannot possibly tell the full story. In the biological field, especially in psychology, within the last two decades there has grown up a scientific concept known as a Gestalt or configuration.1 A fundamental notion of this concept is that the whole is greater than the sum of its parts. Every item of reality is in its own right an integrated whole, subject to the law of field properties. Natural laws are laws of systems of forces, not of mechanisms. A possibly inadequate illustration is that of a sphere in a planetary system which is not characterized by exact mechanical and multi-duplicated behavior, but rather by change and unique variation. This seems to be nature's way. Man makes machines. The concept enjoys a rather wide application to phenomena in all fields of knowledge. Without committing ourselves too completely to so daring a view, we may use some of its implications to silhouette our meaning. It seems quite natural to carry the conception over into the social area without too much systematic apology. By analysis alone one fails to see the forest because of obstruction by the trees. Analysis, therefore, should be followed by synthesis, and this seems to be the dominant purpose of the third part of this Yearbook, that of delineating in perceptible outline

The Position of the Negro in the American Social Order in 1950

In the discussion so important and so challenging a theme as the position the Negro in the American social order in 1950, it must be clear that we have in mind more promise and prospect than prophecy; more opportunity, needs, deficiencies, and the will to do than pure prediction; and more the realistic facing facts than that which tends primarily towards the Utopian picture. Nevertheless, there is no reason why we should not project boldly upon the screen a picture commensurate with the ideals and potentialities the American scene and some estimate of conditions which must obtain in order to achieve it. The realistic approach to such a projected picture will somehow seek to ask and to answer some such questions as these: In terms the American scene, what will be major assumptions our civilization which will approximate the best possible attainable position the Negro in the social order as we enter upon the second half the 20th century? Compared with this, what are the realities the society which we now have and what are its limitations? Next, what will it take to bridge the distance between what we want and what we now have? Then, how may we go about getting what it takes to bridge this distance? And, finally, what are next steps and the best procedures? It seems to me that the assumption a notable ten years, from 1940 to 1950, in American development in respect to the position the Negro in the social order is a realistic one justified by both dilemma and promise. For here at the turn the midcentury, we may well hope to integrate plans and approach new frontiers through the orderly process cultural development. For instance, we can utilize a sort super-census or social inventory the nation which will be much needed and may be attainable at that time; we may realize upon whatever may be gained through the concept and practice realistic social planning, American style; we may realize upon the mistakes and the tragedies errors race persecution in other lands; and we may realize on the great American characteristics high motivation and celebration at certain stated periods. Our assumption that America will know by 1950 more her new frontiers and will be well ready to start on new epochs implies both a timeliness and an urgency that this fundamental question minority people shall have an increasingly natural and realistic development in the projected picture. More especially, since greater numbers Negro people now reside and will continue for sometime to reside in the South; and since the South and the nation are everywhere taking stock how regional problems economy and culture may be reintegrated into the national fabric to the enrichment the South and the nation, it is es-

The Position of the Negro in the American Social Order: Where Do We Go From Here?

Reuter characterizes the period of Negro effort since Emancipation, as blind fumbling for a new basis of racial accommodation, arising from the fact that Negroes are trying to achieve equal status in the common social order. The whites are trying to prevent democratic equality. Negro is a problem in the American social order because his aspiration and behavior are oriented toward a goal that a dominant majority does not want realized. This is a pill difficult for us to swallow. We have tried hard to believe that American race prejudice was the foible of a few; that the majority of white Americans were with us, if they realized our plight, or if they could be persuaded that the interests of their country were bound up with the interests of the Negro group. Clearly it is not enough for us to prove that our rise, development and equality, will not hurt the whites; we are required to convince them that our survival and success are bound up with theirs. This at best requires a long, slow fight intelligent, determined men, with infinite patience and unswerving ideals. Foreign observers, as Seiferth says, from Ratzel and Schurz and Hoetsch, see salvation only by determination of the colored race itself; while later observers see increased friction as the Negro grows more intelligent, and even a clash between the dogmas of human equality and racial exclusion. BIOLOGY