The Dr. Seuss Controversy and the Serious Business of Curating Knowledge of the World for Children

On March 2, 2021, the 117th birthday of Theodor Geisel, the children’s book author and illustrator behind the Dr. Seuss pseudonym, Dr. Seuss Enterprises announced that it would “cease publication and licensing” of six titles in its collection because the listed books “portray people in ways that are hurtful and wrong.”1 A new battle in the political culture wars ensued, with cries of “cancel culture” exploding in the conservative media.2

But who is Dr. Seuss? And why did this action provoke such controversy?

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Classical Knowledge, Power, and Politics in Nineteenth-Century Dutch Rabbinic Education

Tell me, o Muse, of the man . . .
— Homer
 

Francis Bacon’s belief that “knowledge is power” is one of the great epistemic mottos of all time. In early nineteenth-century Jewish Amsterdam, where civic emancipation had overturned the old corporate hierarchies, the rabbinic elite soon came to experience its merciless truth. In the newly established Kingdom of the Netherlands (1814), both their position and their expertise were pushed to the margins. To make things worse, the centralized organization of the newly constituted Israelite Denomination left no room for German-style Reform–Orthodox dualism. As a result, innovation and consolidation all took shape within a single, outwardly stable, yet inwardly polarized community, in which conservative rabbis and progressive lay executives vied for initiative and control. This perpetual state of discord posed high demands on a rabbi’s personal skills. It was no longer enough to be a competent teacher and judge; in order to survive, the rabbi had to become a kind of statesman. But what in his rabbinic experience would provide him with the wherewithal to become a politician?

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The Duty to Know: Nineteenth-Century Jewish Catechisms and Manuals and the Making of Jewish Religious Knowledge

In 1878 Moritz Daniel Oppenheim (1800–1882), probably the most famous nineteenth-century German-Jewish painter, created a work entitled The Heder, or Jewish Elementary School, which re-imagined his first school in Hanau near Frankfurt am Main in the early 1800s.

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The Book Will Kill the Edifice? Mechanics Manuals and Learning to Draw in the Early and Mid-Nineteenth Century

In Notre-Dame de Paris, Victor Hugo (1802–1885) wrote, “the book will kill the edifice.” Spoken by Archdeacon Claude Frollo, this phrase signified the view that the Renaissance was “that setting sun we mistake for a dawn.”1 Understood as a revolution in tectonics away from the organic and toward the classical, the Renaissance had separated sculpture, painting, and architecture—carved and parceled them out from what was formerly a single edifice of Gothic construction. The mechanism? Printing. Whereas Gothic architecture had reflected and affirmed the entire intellectual investment of society, the various arts and sciences were now contained in books.

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History of Knowledge Forum in GHI Bulletin

The Fall 2016 issue of the free access GHI Bulletin includes a thematic forum on the history of knowledge with the following three articles:

  • “The History of Knowledge and the Expansion of the Historical Research Agenda” by Simone Lässig
  • “Old and New Orders of Knowledge in Modern Jewish History” by Kerstin von der Krone
  • “Data, Diplomacy, and Liberalism: August Ferdinand Lueder’s Critique of German Descriptive Statistics” by Anna Echterhölter
For more on this image, see p. 30 of Simone Lässig’s article.

Photographs: Organizing, Teaching, Storing, Learning, Practicing, Selling, and Using Knowledge

Here are the photographs from which the current selection of randomized header images on this blog were drawn. All of these images are housed at the Library of Congress in Washington, DC. What do these photographs have to do with the history of knowledge? What stories do they tell? What questions do they raise?

(Click on the individual images to enlarge and for their captions and credits.)

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