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University Microfilms 300 North Zeeb Road Ann Arbor, Michigan 48106 A Xerox Education Company 19^2 Highland, Harry Joseph, 1917- - .H55 Utopian education; a study or the. ideal worlds from Sir Thojnas More tc H.G.Wells. 2v.(vi,35i^p.) Thesis (Ph.D.) - N.Y.U., School of Education, 1942 • Bibliography:v.2, p.0332,-3514.. C93185,v.1 C93186,v.2 jtielt list Xerox University Microfilms, Ann Arbor, Michigan 48106 THIS DISSERTATION HAS BEEN MICROFILMED EXACTLY AS RECEIVED. y, ,Vt Sponsoring Committee: Forrest Edwin Long, Chairman Adolph Erich. Meyer Paul Rankov Radosavl jevich. AN ABSTRACT OF UTOPIAN EDUCATION A STUDY OF THE IDEAL WORLDS FROM SIR THOMAS MORE TO H. G. WELLS HARRY JOSEPH HIGHLAND i Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School of Education of New York University 1942 r UTOPIAN EDUCATION A STUDY OF THE IDEAL WORLDS FROM SIR THOMAS MORE TO H. 0. WELLS Certain utopias, which were written during the period from the Renaissance to the first World War, were selected for this study. An effort was made to discover the problems of living which have persisted throughout this period. If these problems of living could be found, educators might possibly be able to construct an educa­ tional system which would prepare the youth of today for the world of tomorrow, A list of twelve utopias, chosen according to> three criteria, was sent to a jury of experts who were requested to delete or add any utopia as they deemed proper. The modified list of utopias, based upon this juryfs decisions, Included the works of Sir Thomas More, Francis Bacon, Tommaso Campanella, Jonathan Swift, Louis Sebastian Mercier, Edward Everett Hale, Edward Bulwer-Lytton, William Morris, William Dean Howells, Edward Bellamy, and Herbert George Wells, Two methods of research were used. The first, the socio-historlc, may be characterized as a descriptive 2 technique of research* The second was the causal method, wherein cause was taken to mean, briefly, such factors as are associated with a given condition and without which the condition would not exist* The study was organized into seven parts, the first five of which included a treatment of the political, social, and economic aspects of the contemporary scene, a brief biographical sketch of the author of each utopia, an analysis of the utopias, and finally a comparison of the educational systems presented in the utopias with the system which existed when they were written* The sixth part of the study is devoted to an analysis of the per­ sistent problems of living found in the utopias* These are compared with the problems of living found in the Cardinal Principles of Education and the Education Policies Commission's Purposes of Education in American Democracy* The seventh part of the study is an attempt to see whither education is going* The six major areas of living found after an examination of the eleven utopias included education for citizenship, education for economic efficiency and economic participation, the mastering of the fundamental processes, the development of a healthy individual and society, character development, and education for family life* Four more areas of living were found* While they were 3 not persistent throughout the centuries ainoe the Ken- aissance, they are areas which have appeared from time to time and yhich should he part of the newe* educational system. These four areas are leisure education, education against wealth and waste of human resources, a program of adult education, and education for peace. The last chapter of the thesis, a post-script, is a view of the future and a plea for planning. After a brief survey of the period between two wars, a program of political, economic, and educational reconstruction is analyzed. Here, the opinions of various leaders, writers, and organizations are presented in an attempt to show the direction of the new educational system. The value of this study lies in the fact that it is an attempt to produce a guide for educational thinking. It is not meant to serve as a rigid foundation on which future education should be built, but rather as a guide for planning. Throughout the study, the need for planning and cooperative action is apparent. The attainment of a better world can oome through intelligent planning, cooperative action, and the use of a progressive guide for thinking* M l Sponsoring Committees Forrest Edwin Long, Chairman Adolph Erich Meyer Paul Rankov Radosavljevich UTOPIAN EDUCATION A STUDY OF THE IDEAL WORLDS FROM SIR THOMAS MORE TO H. G. WELLS HARRY JOSEPH HIGHLAND- 7 • ' Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School of Education of New York University 2.942 ■ ?beaia aooepted n... QCT' i m i PLEASE NOTE: Some pages may have indistinct print. Filmed as received. University Microfilms, A Xerox Education Company PREFACE Ever since Plato, men have written about Ideal worlds, and some, who were more courageous, have attempted to establish them, Utopias are valuable not because they present blue prints for a model world, but rather because they stimulate thought and criticism of the existing society. Realists can temper the idealists1 proposals and mak® them practicable. Herein lies the true value of utopias. This study was started before the war had actually broken out, but it was begun in the days when it was apparent that the world created at Versailles was not utopian nor even on the road to utopia. I should like to thank Dr. Sol Liptzen, Professor of Comparative Literature at th® College of the City of New: York, for introducing me to the riches that are to be found in utopias. With his guidance I came to realize that utopias were not merely works of fantasy, but works of writers who believed that men were capable of achieving a fuller and better life. I should like to thank the members of my committee for their assistance and cooperation. Professor Forrest Edwin Long, Prcf essor Adolph Erich Meyer, and Professor Paul Rankov Radosavljevich of New York University, through their criticismi and suggestions have helped me complete this thesis* In addition, I should like to thank Dr* William W. Brickman of New York University for his assistance with the outline for this study* Furthermore, my deepest thanks is given to my committee of experts, through whose suggestions, the final list of utopias was formulated* The members of this committee were: Dr* Harry Elmer Barnes, Dr* Charles A. Beard, Dr* Boyd ft Bode, Dr* Emory S. Bogardus, Dr* Merle Curti, Dr* Herbert Healton, Mr* Granville Hicks, Dr* John Haynes Holmes, Dr* William H. Kilpatrick, Dr* Michael Kraus, Dr* J. P. Lichtenberger, Dr* Robert S. Lynd, Mr* Thomas Mann, Dr* Guildo Masso, Mr* Lewis Mumford, Dr. Re Inhold Niebuhr, Dr* Lynn Thorndike, Dr* Wilson D. Wallis, Dr* Carleton Washburns, and Dr* Thomas Woody, Many months of reading and research have gone into this study, and throughout all of them my wife, Esther Harris Highland, helped me sustain my enthusiasm* It was sometimes difficult in the world of today — a world of war and violence — to close myself in a library and bury myself in a utopian novel. However, with her encouragement and aid I reached my goal. I should like to thank her for her assistance in editing this study, and for her counsel whenever I found myself in difficult straits* Harry Joseph Highland iii