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Mining 200 years of anatomy, biology, and history textbooks to tell stories of surprising relevance. I mean, really! Who knew eugenics would make a comeback?

H. W. Conn’s ‘Communistic’ Challenge to Eugenics

August 21, 2009

Between 1907 and 1914, 12 states passed eugenic sterilization laws.

As Paul A. Lombardo details so well in Three Generations, No Imbeciles, enactment of these statutes was driven by a realtively small number of lawmakers, self-promoting policy enthusiasts and a new class of bureaucrats, the directors of institutions for the “feebleminded.” These men, and they were all men, worked diligently and with few expressed doubts to overcome legal and cultural objections to coercive “asexualization” by positioning sterilization of the “socially inadequate” as an hygienic necessity no more violent than immunization.

By 1914, nearly a decade and a half after the rediscovery of Mendel’s work, and at least a year before studies at the Morgan lab and elsewhere challenged the efficacy of any eugenics program, the threat to progress represented by unmanaged reproduction was difficult to dispute.

But the eugenicists’ simple focus on ideal types and individual traits had its challengers.

After authoring Biology (1912), an innovative college level textbook, microbiologist and Wesleyan professor Herbert William Conn turned his attention to the grander task of subsuming eugenics within a broader and more social evolutionary ideology.

In Social Heredity and Social Evolution: The Other Side of Eugenics (1914) Conn wrote, “Eugenics is pointing out to us in no unclear light that, whatever may be its social value, the family organization as it exists to-day, at least, in modern civilization, is not adapted for breeding the best type of men.”

Conn, a proud family man, was sure this was wrong.

The Evolution of Textbooks: 1930s Edition

August 8, 2009

The 1930s were a time of remarkable innovation in the development of high school biology. As the subject grew in popularity to become the standard 10th grade science in the United States, textbook authors and publishers, in a wild race to define the curriculum and carve out market share, introduced new organizational structures and integrating schemes almost annually.

In the years following the 1925 Scopes trial, authors and publishers found that a few simple linguistic tricks were all that were necessary to keep community objections to the adoption of their textbooks to a minimum. Most found that if they substituted a weak synonym for the word ‘evolution’ – racial development, progressive development, development or change – and fudged a bit when discussing the origin of the human species, they could get on to saying whatever it was they wanted to say.

Scopes barely slowed them down.

An analysis of 9 popular textbooks published during the 1930s show that, in general, space devoted to the topic of evolution greatly increased. A couple of these textbooks – Fitzpatrick and Horton’s Biology (1935), Kroeber and Wolff’s Adventures With Living Things (1938) and Smith’s Exploring Biology (1938) – were as “evolutionary” as any published in the twentieth century.

A careful examination suggests that fundamentalist objections to the teaching of evolution had only a minor impact on the structure and content of high school biology textbooks in the 1930s. Looking past the trivial, these books tell a dramatic story of growing discomfort – spurred by a faltering “Dust Bowl” economy at home and the rise of fascist regimes overseas – with a biology-based defense of existing race, class and gender relationships explicit in Progressive era texts, and to biology’s claim that its role was in large part to help “improve,” control and exploit the natural world.

Making Sense of Bentley Glass

July 4, 2009

In its obituary, the Washington Post described Bentley Glass (1906-2005) as a “peripatetic figure in the 1950s and 1960s,” a man who seemed to be everywhere and advising everyone. In other obituaries Glass was described as “provocative” and “outspoken.” Editors of course made note of Glass’ more controversial comments, such as his 1971 statement that, “No parents will in that future time have the right to burden society with a malformed or mentally incompetent child,” a remark that the New York Times wrote, “is still regularly deplored by opponents of abortion” (Martin, 2005). Other notices, such as the one that appeared in the Bulletin of the Atomic Scientists, labeled Glass more forgivingly as a “rabble-rouser,” and noted, “Of all his pronouncements, none permeated the cultural lexicon more than his 1962 prediction that cockroaches would be the sole survivors of nuclear war” (Bernstein, 2005, p. B6; Erk, 2005, pp. 164-173; Martin, 2005; Anonymous 2005, 14).

But Audra Wolfe notes that the “approximately 90 linear feet” of archive materials stored at the American Philosophical Society reveal “surprisingly little about his personality or political views” (Wolfe 2003).

Perhaps. But maybe all we need to begin to understand Glass is a more productive frame of reference.

The Day Eugenics Died

July 3, 2009

I was not taught much of the history of eugenics in school, but I somehow absorbed that it was an “old” idea, one that had been thoroughly discredited once the horrors of the Nazis were exposed.

So it came as a bit of a surprise to find that many American high school and college biology textbooks continued to discuss eugenics as if it were a non-controversial idea well into the rock-and-roll era. In fact, the most popular textbook published in 1960, Moon, Otto and Towle’s Modern Biology, referred to eugenics as “a young science,” (648) and suggested its methods would surely begin to see application once a few more properly studied human generations had passed.

Yes, Modern Biology was always a bit behind the times. But when it came to eugenics, it wasn’t behind by that many years.

Though a few popular textbook authors began to challenge the assumptions of eugenicists starting in the late 1930s (Smith, 1938) and then significantly downplay or drop the topic entirely starting in the 1940s (Gruenberg and Bingham, 1944), most continued to repeat, in only slightly abridged form, the same claims of eugenic necessity and urgency advanced in the 1920s and 1930s.

Rand McNally’s Dynamic Biology series – Dynamic Biology (1933), Dynamic Biology Today (1943) and New Dynamic Biology (1959) – provides an illustrative example of the history of the idea of eugenics in American high school textbooks. A comparison of these texts not only demonstrates the continued affection authors held for the idea of eugenics, but, when one looks carefully, hints strongly at what finally forced authors to abandon explicit promotion of the topic.

Bentley Glass’ 1949 Introduction

June 12, 2009

Bentley Glass was proving a hard character to introduce cold in a blog.

Then, just the other day, I found a key. A search on Abebooks turned up a 1949 Houghton Mifflin text I’d never heard of, The World of Life by Wolfgang F. Pauli. Curious, I ordered it.

What do you know? It turned out to be a fascinating book edited by none other than Bentley Glass!

Pauli’s text is a remarkably bold attempt to reignite an interest and embrace of eugenics after World War II. The World of Life is nothing short of the missing link that connects an older nationalistic eugenics, common in textbooks from the 1920s and 30s, to a more generalized and globalized “eugenics that dare not say its name” that would emerge in biology textbooks in the early 1960s, including textbooks produced by the Biological Sciences Curriculum Study (BSCS), a group chaired by Bentley Glass.

(For a good history of the BSCS, see John L. Rudolph’s Scientists in the Classroom.)

Here is Glass’ “Editor’s Introduction” from Wolfgang F. Pauli’s The World of Life in full, followed by a few brief comments related to the passages highlighted in bold.

Classroom Biology: Before and After the Bomb

May 26, 2009

Biology textbook authors in the first decades of the twentieth century, exploiting cultural anxieties fanned by Madison Grant, Henry Fairfield Osborn, Paul Popenoe and other eugenic theorists, helped undercut democracy and shore up the status quo by “confirming” suspicions that the “strongest” weren’t breeding, the “weakest” weren’t dying and that workers who did not know their genetically-determined place were a threat to the social order.

Into the 1940s, these authors provided an assist to the powers that be by blithely promoting eugenic marriage, forced sterilization of the “feebleminded” and, um, carefully considered career choice as necessary to keep industrial culture “evolving” along its proper progressive path. As Alfred Kinsey (yes, that Alfred Kinsey) counseled in his textbook, “there are really very few of us who have the necessary heredities to make good Presidents of the United States.” (Kinsey 1926, 174; Kinsey 1933 and 1938, 387-88.)

It was all quite reactionary, and generally uncontroversial. That is until World War II, when in a flash it became uncool to casually disrespect democracy, promote authoritarian control or “prove” ones arguments for managed progress based on hierarchical notions of race and class.

Few textbooks made it through unscathed.

Marston Bates’ Moment of Zen

May 16, 2009

Though Rachel Carson is usually credited for raising the public’s awareness of ecology, as Marion Clawson noted, it was Marston Bates’ 1960 book, The Forest and the Sea, not Silent Spring, that made “ecology a household word.”

Though remembered today for his very quotable quotes,” Bates was a serious critic who helped biologists move beyond promotion of the the technological fix.

In a series of books published between 1950 and the early 1960s, Marston Bates attempted to cut through the a thicket of progressionist pretenses and clear the ground for a new philosophy of science.

Dismissive of the popular pseudo-sciences of his day including still popular theories of climatic determinism and eugenic management, and equally skeptical of grand “evolving” ethical systems like Julian Huxley’s “evolutionary humanism,” Bates adopted Aldo Leopold’s idea of an “ecological conscience” as the new metaphysics, and promoted ecological diversity as a first principal.

Unfortunately, Bates, bathed in the apocalyptic writings of William Vogt and Harrison Brown, could not shed the view of human culture as an evolutionary mistake; a dangerous threat to the natural order.

The Case of the Disappearing Darwin

May 15, 2009

It’s a powerful symbol of capitulation: the straight on, serious portrait of Charles Darwin, the wizened, white bearded author of the Origin of Species and father of modern biology, was stripped from the frontispiece of a popular high school textbook, replaced by, of all things, a cartoon of the human digestive tract. According to New York Times writer Susan Jacoby, the insidious nature of the fundamentalist campaign to censor biology textbooks after the Scopes trial of 1925 is “literally illustrated” by this act. In 1921, Darwin was there. By 1926, he was gone. As were all mentions of his theory of evolution.

As with any myth, this one contains a few kernels of truth.

Yes, Darwin did grace the frontispiece of the 1921 edition of Truman J. Moon’s Biology for Beginners. Yes, his portrait was replaced in 1926 by a cartoon of the digestive tract. And yes, by the 1933 edition, the word evolution was gone, not to reappear until after a federally funded effort directed by the Biological Sciences Curriculum Study (BSCS) drove all publishers to modernize their texts in the 1960s.

But this story skips lightly over a few complicating facts.

First, Moon replaced the portrait of Darwin with a portrait of Louis Pasteur (full text) in 1924, the year before Scopes. Second, Moon changed his text little between 1924 and editions and revisions published into the early 1930s. And third, though the word evolution did disappear from Moon’s textbook, the number of pages devoted to the subject – under the label “racial development” – actually grew considerably – from 17 pages in 1921, to 68 in 1933. Early scholarship, including Peter Miller’s 1966 honors thesis, “Darwin and the Textbooks,” and Judith Grabiner and Peter Miller’s 1974 article, “Effects of the Scopes Trial,” noted these nuances. However, in repeated retellings, the story has been simplified, and critical information has been lost.

Alfred Kinsey: Teaching Eugenics and Evolution

May 14, 2009

Alfred Kinsey, famous for his studies of human sexuality, was also a pioneer in the teaching of biology.

Kinsey’s 1926 textbook, An Introduction to Biology (reissued with minor revisions in 1933 and 1938 as A New Introduction to Biology) is considered one of the best biology textbooks of the era. Kinsey, it has been widely noted, was the only scientist to author a popular high school textbook. Almost all others were written by professional educators.

Methods in Biology, provides an interesting glimpse into how a scientist in the 1930s counseled prospective teachers on how to navigate potential issues when handling the “related” topics of eugenics and evolution.

Two interesting quotes: First, concerning eugenics, Kinsey writes, “Only recently have there been indications that eugenics is going to find a permanent place both in high school and college teaching. Events of the last decade have made the younger generation wonder how far genetic factors account for the dependence of a third of the population on the other two-thirds, even in times of prosperity.” Second, regarding evolution, Kinsey writes, “The biology teacher who cannot present evolution without offending a community is probably indiscreet in the handling of the material.”

James Reid, Ella Thea Smith and G. G. Simpson

May 12, 2009

James M. Reid, an editor at Harcourt Brace from 1924 to 1960, played a crucial role in the history of biology textbooks in the United States.

In his 1969 autobiography, An Adventure in Textbooks, Reid discussed how he helped Ella Thea Smith bring her homemade textbook, complete with its thorough discussion of the theory of evolution, to market in 1938. Reid also described how he connected Smith with paleontologist and modern synthesis architect George Gaylord Simpson. Through Reid, Smith and Simpson significantly influenced each other’s work. Smith reviewed the MS of Simpson’s breakthrough college biologoy textbook, Life, as it was being written in the early 1950s. Reid hoped positive encouragement from Smith would boost Simpson who was struggling with his text. In return, Simpson provided a detailed critique (handwritten on the back of 7 sheets of American Museum of Natural History letterhead) of Smith’s textbook leading to significant improvements between its fourth (1954) and fifth (1959) editions.