On this May Day, it is interesting to read a Progressive Era speech by Florence Kelley from December 1905 entitled “The Federal Government and the Working Children.” Kelley was arguing for a federal solution to the dearth of accurate and timely data about child labor in the United States. The industrial and agricultural interests that objected to a federal role, she pointed out, were quick to band together when it came to demanding protection for their own commercial interests.
Never again can it be a matter of merely local concern what hours the children are working. They will be the Republic when we are dead, and we cannot leave it to the local legislators, here and there, to decide unobserved what sort of citizens shall be produced in this or that State, whether they shall be strong in body, mind and character, or whether they shall grow up enfeebled by overwork in early childhood.
Of course, compiling and disseminating the data would have political consequences. Continue reading “Sources: Child Labor in the United States”
The stimulating blog Black Perspectives has published an online roundtable on Black Women and the Politics of Respectability that includes two posts clearly relevant to the history of knowledge. Instead of exploring the link between education and respectability that is familiar, for example, in European social history, these pieces scrutinize the special role played by respectability in African American communities as part of what W.E.B. Du Bois called “this sense of looking at one’s self through the eyes of others.” One response to this acute awareness of scrutiny in a racist society were “pedagogies of respectability,” produced for and circulated via black periodicals and films in the early twentieth century. See Jane Rhodes, “Race, Media, and Black Womanhood in the Early Twentieth Century” for more. Continue reading “Race, Gender, Respectability, and Knowledge”
In 1903, the Austrian journalist Emil Löbl observed that “many of today’s readers” see their newspaper as a “universal encyclopedia,” the study of which, they believed, satisfied their duty as “cultivated people” (Kulturmenschen) to stay informed. Whether or not this was a positive development, journalists needed to recognize that “modern readers expected of newspapers the greatest degree of universality, the widest variety, the most complete abundance of content.” Continue reading “Journalistic Practices and Knowledge Production”
Ein Forscher, eine Forscherin ist meines Erachtens mit Abschluss der Promotion wissenschaftlich mündig.
After earning a PhD, a scholar has, in my opinion, reached academic adulthood.
I have only ever heard the German term Nachwuchs in an academic context, which I understood to be a label for people rather junior in the profession, “trainees” or “young ones,” if you will. The word sounds strange enough when talking about people with one or more books behind them, families, substantial teaching experience, and so on. Nachwuchs can even mean “offspring,” however, which fits perfectly with the parental term one uses in German for a dissertation advisor—Doktorvater or Doktormutter. Continue reading “The ‘Academic Nachwuchs’ Label in Germany”
This vocational film is interesting in a few different ways, including for its normative gender roles. Continue reading “The Librarian: Vocational Film from 1947”
Ricky Law, “Knowledge is Power: The Interwar German and Japanese Mass Media in the Making of the Axis,” Bulletin of the German Historical Institute 54 (Spring 2014): 27–46.
Ricky Law, who won the Fritz Stern Dissertation Prize in 2013, investigates the role of the interwar German and Japanese mass media in preparing the ground for the Axis by studying the portrayal of Japan in German newspapers, motion pictures, and nonfiction as well as the depiction of Germany in Japanese dailies, lectures and pamphlets, nonfiction, and language textbooks. Law goes beyond cultural history, however, to consider how knowledge was acquired, translated, and disseminated, including the roles played by pundits and voluntary associations.