HIST 354: Comparative Eugenics Movements
Spring 2002

Instructor:
Dr. Mark A. Largent
History Department
University of Puget Sound

Course Description and Objectives:

Eugenics, a scientific and political program to improve the overall quality of the human race through planned and controlled reproduction, was adopted by almost every industrial country in the world. While it is most often associated with Nazi Germany, eugenics was invented in England in the late nineteenth century and very popular in the United States, England, Latin America, Asia, Northern Europe, and South Africa throughout the twentieth century. Increasing concerns about population control, the pending completion of the Human Genome Project, and the introduction of new reproductive biotechnology has continued the discussion about eugenics into the twenty-first century.
This course will use the history and on-going discussion over eugenics to explore the comparative values of several different cultures and times. As an historical inquiry based in the Core Curriculum designation of "Comparative
Values," the purpose of this course is to provide students "with a critical and an appreciative exposure to various intellectual, ethical, and aesthetic traditions," by examining "the development of values through a comparative and
an analytical exploration of their systematic nature in such representative expressions as religious outlooks, philosophical world views, scientific paradigms, political ideologies, ethical prescriptions, and artistic embodiments."
As you will find in the course readings, lectures, and discussions, eugenics is a particularly good forum for a comparative exploration of values. Existing at the intersection of political ideologies, scientific paradigms, and
cultural assumptions about race, class, and gender, eugenicists offer scientific legitimacy for political policies. However, various cultures' beliefs about the potential value of different groups of human beings, the variety of their dominant political ideologies, and their definitions of "good
science" combine in very distinctive ways, which allows us to explore both their assumptions and our own. Values, which are intellectual abstractions, represent a culture's expectations, goals, boundaries, and sense of normalcy.
The values that underlay scientific discovery and application as well as various culture's valuation of individuals' social usefulness are the primary subject of this course. Ultimately, this course will challenge you to consider your own views on the history and current debates over eugenics. If, through scientific and political initiatives, we can improve the quality of the average citizen, should we? What was at stake for the social reformers who advocated eugenics? Whose values were codified in eugenic legislation and whose were not? Which groups' values motivate current debates for and against eugenic policies. Perhaps most importantly, what are your values and how are they demonstrated by your beliefs about eugenics?

Required Course Books:

Daniel Kevles, In the Name of Eugenics: Genetics and the Uses of Human Heredity (Cambridge: Harvard University Press, 1985).

Ute Deichmann, Biologists Under Hitler, translated by Thomas Dunlap(Cambridge: Harvard University Press, 1999).

Nancy Leys Stepan, The Hour of Eugenics: Race, Gender, and Nation in Latin America (Ithaca: Cornell University Press, 1996).

Frank Dikotter, The Discourse of Race in Modern China (Stanford: Stanford University Press, 1994).

Saul Dubow, Scientific Racism in Modern South Africa (Cambridge: Cambridge University Press, 1995).

Coursepack, available in the University Bookstore

Course Requirements:

The grade you earn in this course will come from a number of activities, the first being a written book review and in-class presentation. By the end of the eighth week of the semester, each student will carefully read and analyze one assigned book, collection of articles, or set of journals, write a 1000-1600 word (four to six page) review of the work(s), and present a ten to fifteen minute in-class overview of their findings. We will assign books (as listed below on the course schedule) on the first day of class - the in-class presentation is due on the scheduled day and the written review is due
no later than one week after your in-class presentation. Once you have located your book, please come see me outside of class so that we can discuss the work and prepare your presentation. Your written review and in-class presentation
are each worth 100 points, or 10% of your final grade.
Each student will complete three writing assignments throughout the course of the semester. The writing assignments will challenge you to think historically, to discover new materials, and to begin developing your final
paper. Each writing assignment is worth 100 points, or 10% of your overall grade. By midpoint in the semester you will need to find a paper topic and write a paper proposal, which is due on Friday, March 15. The paper proposal will present a basic understanding of your chosen topic, it will lay out your
central research questions, and it will offer a bibliography of the primary and secondary materials you intend to consult in writing your paper. I will spend some time in class discussing the paper proposal and papers generally, but you should each come see me outside of class to discuss your own interests so that I can help you develop a good topic. Your final paper will be due in my office no later that 4:00 pm on Thursday, May 16, 2002. The paper proposal will be worth 100 points (10% of your overall grade) and the final paper will be worth 200 points (20% of your overall grade).
A significant portion of your final grade will be based on
collegiality, which is demonstrated by your on-time arrival and attendance at class, your active participation in all class activities, and your completion of assigned readings. You will be quizzed often, either formally or informally, to test your level of preparedness and comprehension. You will do well on these quizzes if you have done the assigned readings, have come to class, and have participated. Collegiality, as demonstrated by your preparation for class, your class participation, in-class writing assignments, quiz scores, will account for 20% of the overall grade. In order to pass this course, you must satisfactorily complete your in- class book presentation, book review, all three writing assignments, the paper proposal, and final paper. If, by noon on Friday, May 17, 2002 you have not completed any of these requirements, you will fail the course.

Grade Summary:

Book Review 100 points
Presentation of Book Review 100 points
Writing Assignment #1 100 points
Writing Assignment #2 100 points
Writing Assignment #3 100 points
Paper Proposal 100 points
Final Paper 200 points
Collegiality 200 points
------------
1000 points

Grading Standards:

Written Assignments and Tests

A - Student has written an ideal essay; ideal because it directly answered the question, supported its argument with historically-accurate evidence drawn from the lectures and reading materials, and presented the argument in a well-
organized, stylistically- and grammatically-correct format that followed the writing guidelines. An A essay shines with original thought and strong, relevant evidence presented in a clear, understandable format. It is obvious that the student has absorbed and thought through the material in a very
sophisticated manner.

B - Student has read and understood the material and has offered a direct answer to the question with historically-accurate evidence drawn from the lectures and the reading materials. It is not an A essay because it leaves a
few questions hanging unanswered or overlooks a critical element of the problem. A B essay may contain an occasional spelling, grammatical, or stylistic errors, but is generally quite sound.

C - Student appears to have read most of the materials and has attempted to address the question, but has not written an answer that clearly, fully, or accurately answers the question. Any one of several elements may have gotten
in the way of a good answer, including a lack of relevant evidence, a poorly organized essay, occasional oversimplifications, spelling, grammatical, or stylistic mistakes, or factual errors.

D - Student has not directly answered the question and appears to have a poor grasp of the lectures and reading materials. Often, an essay of this quality will contain a number of oversimplifications of the course material,
grammatical and stylistic mistakes, and factual errors.

F - Essay strays from the question and provides little accurate and relevant historical evidence. Generally, an F paper will have poor organization, several spelling, grammatical, and stylistic mistakes, and fail to demonstrate
an understanding of the course material.

Collegiality

A - Students who earn an A in collegiality are consistently excellent colleagues. They are always present and prepared for class, and they bring interesting and relevant questions and comments to bear on the subject material. They are equally good listeners and show a genuine interest in their
fellow students' thoughts.

B - A B student may have missed one or two classes throughout the semester or may have done poorly on one or two of the quizzes, but generally has been an active and enthusiastic participant in the course. Other B students may have been in class and prepared for class every day, but will have occasionally articulated ideas without reference to the direction of the conversation; that is, they actively participated in discussions without listening to their
colleagues' previous statements.

C - A C student is very much an average student. C students will miss two or three classes throughout the semester or will come to class several times during the semester without having fully read and understood the assigned materials. Other C students will be prepared for class and will come to every class meeting, but will not fully participate in class activities and discussion; instead, they hold back, waiting for others to ask the tough questions or take the chance at making a mistake. Still other C students will occasionally dominate a class discussion and use rhetorical tactics that limit other students' participation.

Lower than a C - Students who earn a D or an F for collegiality will have missed more than three classes or will have come to class several times without being fully prepared for the class meeting. In the class discussions and
activities, lower than average colleagues will avoid participating or will occasionally attempt to dominate the discussions.

Course Schedule:

Week 1 - Defining Eugenics

Wednesday, January 23
Course Introduction

Friday, January 25
Topic: What is Eugenics?
Read: Kevles, Chapters I and II

Week 2 - Eugenics in the United States in the 1920s and 1930s

Monday, January 28
Writing Assignment #1 Distributed
Topic: The ABA and the ERO
Read: Kevles, Chapter III
Book Review: Pickens, Eugenics and the Progressives
Book Review: Martin S. Pernick, The Black Stork: Eugenics and the Death of Defective Babies in American Medicine and Motion Pictures Since 1915

Wednesday, January 30
Topic: Eugenics in the Classroom
Read: Kevles, Chapters IV and V
Book Review: Philip Pauly, Biologists and the Promise of American Life
Book Review: Paul Popenoe, Applied Eugenics

Friday, February 1
Writing Assignment #1 Due
Topic: Sterilization Legislation
Read: Kevles, Chapters VI and VIII
Book Review: Vecoli, "Sterilization" and Largent, "Greatest Curse of the Race"
Book Review: Philip R. Reilly, The Surgical Solution

Week 3 - Eugenics in the United States Through WWII

Monday, February 4
Topic: Immigration Restriction Acts
Read: Kevles, Chapters IX and X
Book Review: H.S. Jennings and Raymond Pearl Selections
Book Review: Elof Carlson, The Unfit: The History of a Bad Idea

Wednesday, February 6
Topic: Eugenic Family Studies
Read: Kevles, Chapters XI and XII
Book Review: Nicole Hahn Rafter, White Trash: The Eugenic Family Studies
Book Review: Nancy Gallagher, Breeding Better Vermonters
Book Review: Ed Larson, Sex, Race, and Science: Eugenics in the Deep South

Friday, February 8
Topic: Eugenics/Genetics Split
Read: Kevles, Chapters XIII and XIV
Book Review: Overview of Eugenics Quarterly
Book Review: Overview of ABA Magazine and AGA Journal

Week 4 - Eugenics in the United States - 1950s and 1960s Challenges to Eugenics

Monday, February 11
Writing Assignment #2 Distributed
Topic: Eugenics as a derogatory term
Read: Kevles, Chapters XV and XVI
Book Review: Ashley Montagu, Man's Most Dangerous Myth

Wednesday, February 13
Topic: Sociobiology
Read: Kevles, Chapters XVII and XVIII
Book Review: Mark Haller, Eugenics: Hereditarian Attitudes in American Thought
Book Review: Troy Duster, Backdoor to Eugenics

Friday, February 15
Writing Assignment #2 Due
Topic: The Human Genome Project and the Legacy of Eugenics in America
Read: Kevles, Chapter XIX
Book Review: Kevin Davies, Cracking the Genome
Book Review: Hood and Kevles, The Code of Codes

Week 5 - Eugenics in Western Europe - "Good Blood" and "Bad Blood" in England

Monday, February 18
Topic: Coining "Eugenics"
Book Review: Roger Cooter, The Cultural Meaning of Popular Science (phrenology)

Wednesday, February 20
Topic: Galton's Assumptions
Read: Galton, Hereditary Genius Coursepack
Book Review: D. W. Forrest, Francis Galton
Book Review: G.K. Chesterton, Eugenics and Other Evils

Friday, February 22
Topic: The Plight of the "Ungifted"
Book Review: Thomson, The Problem of Mental Deficiency
Book Review: Pauline Mazumdar, Eugenics, Human Genetics & Human Failings
Book Review: Elazar Barkan, The Retreat of Scientific Racism

Week 6 - Eugenics in Europe - Comparing Eugenics Across Several European Countries

Monday, February 25
Topic: The International Eugenics Congresses
Book Review: Overview of Proceedings from International Eugenics Congresses

Wednesday, February 27
Writing Assignment #3 Distributed
Topic: Eugenics in France
Read: Schneider, "The Eugenics Movement in France," Coursepack

Friday, March 1
No Class

Week 7 - Eugenics in Germany Through WWII

Monday, March 4
Writing Assignment #3 Due
Topic: Russian Eugenics
Read: Mark Adams, "Eugenics in Russia" Coursepack

Wednesday, March 6
Topic: Germans as Social Darwinists
Read: Deichmann, Chapter 1 and 2
Book Review: Vernon Kellogg, Headquarters Nights and Jordan, Social Darwinism

Friday, March 8
Topic: The Rise of Hitler
Read: Deichmann, Chapter 3
Book Review: J. Efron, Defenders of the Race: Jewish Doctors & Race in Scienceence
Book Review: Stefan Kuhl, The Nazi Connection

Week 8 - Eugenics in Germany - Nazi Atrocities

Monday, March 11
Topic: Early Nazi Programs
Read: Deichmann, Chapter 4
Book Review: Neil Baldwin, Henry Ford and the Jews: The Mass Production of Hate
Book Review: Gunnar Broberg and Roll-Hansen, Eugenics & the Welfare State

Wednesday, March 13
No Class

Friday, March 15
Paper Proposals Due
Read: Deichmann, Chapters 5, 6, and 7, Conclusion, and Epilogue
Book Review: Christopher Browning, Ordinary Men
Book Review: Robert Abzug, America Views the Holocaust, 1933-1945

Spring Recess, March 16 - March 24

Week 9 - Eugenics in South Africa - European Colonialism and Racial Hierarchies

Monday, March 25
Topic: South African Colonization
Read: Dubow, Chapter 1

Wednesday, March 27
Topic: South Africa's Ethnic Make-Up
Read: Dubow, Chapter 2

Friday, March 29
Topic: Apartheid
Read: Dubow, Chapter 3

Week 10 - Eugenics in South Africa - Apartheid and After

Monday, April 1
Topic: The End of Apartheid
Read: Dubow, Chapters 4 and 5
Writing Assignment Distributed

Wednesday, April 3
Topic: South African Eugenics
Read: Dubow, Chapter 6

Friday, April 5
Topic: South African Eugenics
Read: Dubow, Chapters 7 and 8

Week 11 - Eugenics in Latin America - A Very Different Kind of Eugenics

Monday, April 8
Topic: The Ethnic Geography of Latin America
Read: Stepan, Introduction and Chapter 1

Wednesday, April 10
Topic: Latin American Colonization
Read: Stepan, Chapter 2

Friday, April 12
Topic: The Post-Colonial Period in Latin America
Read: Stepan, Chapter 3

Week 12 - Eugenics in Latin America - A Very Different Kind of Eugenics

Monday, April 15
Topic: Homoculture
Read: Stepan, Chapter 4

Wednesday, April 17
Topic: Comparative Latin American Eugenics Movements
Read: Stepan, Chapter 5

Friday, April 19
Topic: Eugenics and the Celebration of Diversity
Read: Stepan, Chapters 6 and 7

Week 13 - Eugenics in Twentieth Century China

Monday, April 22
Topic: The Context for Eugenics in China
Read: Dikotter, Preface and Chapter 1

Wednesday, April 24
Topic: Communist China and Its Policies
Read: Dikotter, Chapter 2

Friday, April 26
Topic: Chinese Eugenics
Read: Dikotter, Chapter 3

Week 14 - Eugenics in China Today

Monday, April 29
Topic: China's One Child Policy and Eugenic Assumptions
Read: Dikotter, Chapter 4

Wednesday, May 1
Topic: Contemporary American Concerns about China
Read: Dikotter, Chapter 5

Friday, May 3
Topic: Introduction to a Comparative History of Eugenics
Read: Dikotter, Chapters 6 and 7
Writing Assignment Due

Week 15 - Course Conclusions

Monday, May 6
Topic: Comparative History of Eugenics
Read: James Scott, "Authoritarian High Modernism," Coursepack

Wednesday, May 8 - Last Day of Classes
Read: Mark Adams, "Towards a Comparative History of Eugenics" Coursepack
Read: Pauly, "The Eugenics Industry: Growth or Restructuring?" Coursepack

Final papers due in my office (Wyatt 128) no later than 4:00 pm on Thursday,
May 16, 2002.

All requirements for this course must be fulfilled by noon on Friday, May 17,
2002