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Findings #8 (Divvy Group) (Segregation (Rivkin, Walker), Education of…

- - - - o “This article serves as a primer on the prime movers, the quintessential themes, and the cultural penetration of eugenics education in influential public forums, as well as the formal inclusion of eugenics in school and college curricula.” (Kohlman, 2012, pg. 659)
      - “This article serves as a primer on the prime movers, the quintessential themes, and the cultural penetration of eugenics education in influential public forums, as well as the formal inclusion of eugenics in school and college curricula. It extends from American eugenics education’s initial launch under the auspices of the American Breeders Association, through to the end of WWII, when mainstream American eugenics was gradually suppressed or rebranded with new euphemisms” (Kohlman, 2019, pg 659)
      - “Various technologies, methodologies, research programs, and
        theoretical orientations that originated with or were inspired by eugenics have been widely adopted and extended, but their eugenic genesis has been forgotten or sanitized.” (Kohlman, 2013, p. 658)
      - “In the first decades of the American Century, eugenicists needed to recruit a coterie of medical professionals, business, educational, and social leaders as well as the politicians and philanthropists who held the purse strings.” (Kohlman, 2013, p. 661)
    - - “Wherever a significant eugenics movement arose, it was quickly realized that education of the general public and the next generation of citizens would be a vital component of any large-scale success in a multigenerational endeavor.” (Kohlman, 2013, p. 663)
      - “The need for negative eugenics was bluntly illustrated by dire warnings of race suicide through the dysgenic action of racial poisons such as alcohol, tuberculosis, venereal diseases and feeblemindedness, all leading to racial degeneracy via neo-Lamarckian inheritance of acquired characteristics. Indeed, in America as in the Soviet Union where they later reached absurd heights, Lamarckian concepts were retained by several early eugenicists long after scientists had embraced the contrary theories of August Weismann and Gregor Mendel.” (Kohlman, 2013, p. 663-664)
      - “Eugenics exhibitions at state fairs, national events, and museums were staples
        throughout the interwar period. These exhibits introduced the burgeoning American middle class to the social perils that eugenics promised to ameliorate and to the potential of future progress.” (Kohlman, 2013, p. 663)
      - “Public exhibitions of eugenics in America followed a popular tradition established in 1915, when the Race Betterment Foundation, headed by John H. Kellogg of breakfast cereal fame, organized an elaborate display at San Francisco’s Panama-Pacific International Exhibition that had millions of visitors.” (Kohlman, 2019, pg 664)
    - - o “Inheriting Shame: The Story of Eugenics and Racism in America (1999), profiles the involvement of American educational leaders in the eugenics movement and their efforts to incorporate eugenics into curriculum and formal education programs.” (Kohlman, 2012, pg. 668)
    - - o “The inclusion of formal eugenics instruction in schools and colleges was more problematic than many disciples had foreseen. In some American states or Canadian provinces with majority Catholic or large immigrant populations, politicians and officials barred the gate to any overt inclusion of eugenics, especially at the high school level.” (Kohlman, 2012, pg. 671)
      - “The military’s continued dalliance with intelligence/aptitude testing and their widespread use in education continued to justify racial discrimination and preferential treatment for established elites long after their cultural biases were exposed.” (Kohlman, 2013, p. 670)
    - - o “Although the treatment of eugenics varied over time, the same messages and sources were used throughout the period, despite evidence from new genetic research that discredited the oversimplified Mendelian rules of inheritance for the complex traits that remained the staple of eugenics literature.” (Kohlman, 2012, pg. 674)
      - “By the 1930s, most American geneticists had professionally (though seldom publicly) repudiated the claims of eugenics with regard to simple Mendelian inheritance of such traits as feeblemindedness, sexual immorality, and criminality.” (Kohlman, 2019, pg 674)
      - “Although the treatment of eugenics varied over time, the same messages and sources were used throughout the period, despite evidence from new genetic research that discredited the oversimplified Mendelian rules of inheritance for the complex traits that remained the staple of eugenics literature.” (Kohlman, 2013, p. 674)
      - “Even as America was being reluctantly drawn into the war already raging in Europe, Hunter raised the eugenic possibilities of war: “a good biologist would...[send] the mentally unfit to be killed off and [keep] the biologically fit at home to continue the race” (in Selden, 1999, p. 76).” (Kohlman, 2013, p. 674)
      - “Teddy Roosevelt placed the blame for race suicide on white womanhood. Women of “good stock” who chose not to have children were “race criminals,” and jeopardized the continuance of the American empire since “no race has any chance to win a great place unless it consists of good breeders as well as good fighters” (Kline, 2001, p. 15).” (Kohlman, 2013, p. 678)
    - - “Although the leadership of American eugenics organizations was predominantly professional, middle class, middle-aged, white men, it had its fair share of support from women, mostly in the form of loose alliances with various social movements.” (Kohlman, 2012, pg. 676)
      - “Another persistent and perplexing dimension of eugenics education for American eugenicists and their educational agents was eugenics education for girls and women. Although the leadership of American eugenics organizations was predominantly professional, middle class, middle-aged, white men, it had its fair share of support from women, mostly in the form of loose alliances with various social movements.” (Kohlman, 2019, pg 676)
      - “One of the fundamental goals of eugenics was to re-establish the primacy of prolific motherhood among the “fitter classes” of women, especially female college graduates, while negating the problematic modern diversions of extensive career and educational ambitions.” (Kohlman, 2019, pg 676)
    - - o “A recent example is the story of Harvard University’s physical anthropology professor,
      - Earnest A. Hooton (1887-1954), in Nicole Rafter’s contribution “Apes, Men, and Teeth” to
      - Popular Eugenics (2006). (Kohlman, 2013, p. 679)
    - - “In away, the producers’ portrayal of futuristic eugenics as a negative dystopia has been remixed by fans into a desirable future, at least for genetic or technologically enhanced übermenschen. As we know from recent history, the inspiration by Star Trek and other popular science fiction franchises often acts as a catalyst to real-life innovation. Amnesia of the true cost of past eugenics and race-hygiene programs should evoke the old cliché about dooming those who forget history.” (Kohlman, 2013, p. 683)