When the Supreme Court ordered the dissolution of Standard Oil in 1911, it marked the end of an unsuccessful campaign by the company to improve its public standing. Standard Oil's failure to mollify public opinion in the aftermath of Ida Tarbell's muckraking masterpiece, “The History of the Standard Oil Company,” has resulted in a historiographical record that negatively assesses the company's response. This article reassesses the company response by placing it within the wider context of business history in the early twentieth century. It offers a detailed exploration of the public relations initiatives of Standard Oil from 1902 to 1908. Additionally, the article views the affair through the lens of standard corporate practices of the early Progressive Era, when large businesses had only begun to promote favorable public images. It argues that progressive reform inadvertently aided the rise of big business by teaching corporations the importance of promoting favorable public images. This wider context reveals that Standard Oil's public relations response, if unsuccessful, was not as aloof as others have argued. In fact, the company made a concerted effort to change public opinion about its business practices.

Can democracy be learned? The election of Donald Trump has reinvigorated debates about the practice and process of democratic governance. It has highlighted the ways in which political behavior and ideologies are rooted in different cultures and geographies, and, in our new Gilded Age, the effects of the increasing polarization of the wealthy few and the 99 percent. These conditions make it an opportune time to reexamine earlier social critics who pointed to an array of institutions to combat political and economic inequality. Pragmatist thinkers, John Dewey foremost among them, considered the electoral process only one facet of a democratic ideal that citizens would need to strive to realize in the economic, social, and cultural realms. “Democracy” described not only a political system, but also an egalitarian “mode of associated living.” Such a way of life did not take place exclusively in the realm of formal politics, but in any instance of communal activity. Most importantly, democracy was a learned disposition: a form of egalitarian human organization that could only emerge if individuals developed the right habits of mind and used their shared intelligence to build inclusive communities of mutual flourishing.

The study of the mass circulation “popular magazine” during the Gilded Age and Progressive Era was revived during the 1990s as part of the emerging fields of gender studies, consumer studies, and the study of the new middle class. Richard Ohmann's seminal work viewed these magazines through the lens of the political economy and class relations of an emerging corporate capitalist society and explored the relationship between mass culture and the political economy of capitalism. This paper reexamines the connection between a national mass culture, the new middle class, and an emerging corporate capitalist society through the lens of post-structuralist discourse theory. Corporate capitalism is conceptualized as in part a discourse, the new liberalism, which incorporated or rearticulated populist and socialist discourses and in doing so temporarily won the consent of the capitalist class, middle classes, and segments of the working class. Through the pages of popular magazines readers were offered pieces of a new discourse that embraced corporations rather than the “free market,” women's entry into public life, and new constructions of the self. During the muckraking era, elements of socialism and populism were integrated into mainstream American culture. Overall, the essay argues that a discourse perspective on popular magazines can open up new perspectives on corporate capitalism and the new liberalism. While corporate capitalism marked the decline of the producer–republican tradition, it also marked the emergence of an American social democratic tradition, a mixture of capitalist and socialist social formations.

One hundred years after President Woodrow Wilson led Americans into the Great War, this essay ponders various counterfactual scenarios based on the assumption that the United States had not become a belligerent power in 1917. The methodological introduction makes a case for counterfactual analysis as a useful and indeed indispensable tool of historians. The second part demonstrates that contemporaries, including Wilson himself, did not consider American entry into the war a foregone conclusion. The third section looks at the possible consequences of continued American neutrality on the international position of the United States, while the fourth part focuses on the question which major domestic developments would have been unlikely had America remained neutral. Had the United States stayed out of the Great War, America's international role in the postwar world would not been very different from what it actually was in the 1920s, but the nation would have been spared the spasms of war hysteria that altered domestic politics.

This article examines the American Anti-Vivisection Society (AAVS) and its campaign in the late nineteenth and early twentieth centuries to end the practice of live scientific experimentation on animals. In attempting to enact state and federal-level legislative reform, the AAVS ran up against the American Medical Association (AMA), who claimed vivisection was critical to furthering medical advances and who sought to defend their profession's recently won respectability. This article argues that the very public campaign by the AAVS toward political reform pushed the AMA, and medicine more broadly, into the political sphere. The debate over the morality of vivisection at the beginning of the last century was thus critical to creating the politically powerful AMA of the twenty-first century.

A century after its publication, Democracy and Education remains relevant and influential far beyond its original context. This essay explores the breadth of its relevance through a study of the use of Deweyan methods and ideas at a community high school in a small, impoverished township 50 km outside of Johannesburg, South Africa. Through this example, we learn that the relevance of Dewey's ideas are not limited either to his time or to his place, but instead fit seamlessly in a context as different from Dewey's as we can imagine. In a modern world in which most children outside of the world's wealthiest countries receive an education woefully inadequate for both the professional and civic responsibilities they will face as adults, this successful example begs the question of how modern school systems around the world might become more successful by harkening back to the ideas expressed in Democracy and Education.

John D. Rockefeller, Jr.’s reactions to the Colorado Coal Wars resulted in the creation of the Employee Representation Plan, better known as the Rockefeller Plan. While labor historians identify the Rockefeller Plan as a dynamic shift in labor-management relations, this article focuses on the lesser studied portion of Rockefeller's reconstruction plan, his program of soft reform and its effect on the construction of masculinity in the industrial West. For Junior, restructuring the work environment and the relationship between management and labor left reconstruction incomplete, and thus vulnerable to future crises. Beginning in 1914, Rockefeller provided support for local and national social organizations to work throughout southern Colorado in order to impart middle-class values to his workers. He believed that reconstructing their social and cultural values—from language to sexual behavior—would remove any socialist influences, and create a better workforce. By applying this type of pressure, Junior helped create an environment that supported local anti-vice movements, and validated a growing belief that law enforcement and legislation could be used to curb vice. Following the deadly strike, Rockefeller's attempts to transform his public image and industrial workers not only have implications for labor history, but also social and gender histories, in particular the construction of masculinity in the American West.

Often overlooked, Robert Herrick (1868–1938) was an experimental novelist who produced a sustained and critical engagement with the economic, political, and aesthetic effects of unregulated capitalist expansion in the late nineteenth century. Focusing on The Web of Life (1900) and Together (1908), this essay argues that Herrick's novels forcefully document a radical middle-class political position and demonstrate how the middle class was capable of apprehending and resisting the functionings of capitalism—especially its fragmentation of lived experience and its foreclosure of any practical exterior to the social totality. Given how recent economic trends toward deregulation and privatization have resulted in a precarious situation for the middle class worldwide, Herrick's depiction of the emergence of the modern middle class in 1890s Chicago also presents a dynamic foil from which to view our present moment. Though his genre-bending and politically ambiguous literary and political experiments have long contributed to critical confusion and even dismissal of his work, today Herrick's novels are a powerful tool for rethinking the long-accepted understanding of the relationship between literary realism, the struggles surrounding the emergence of corporate capitalism, and the political standpoint of the professional middle class.

The Tweed Ring spawned a vibrant financial sector that was integral to its brief success but has never been previously examined. William “Boss” Tweed and his allies employed banks controlled or comanaged by Tammany politicians to embezzle funds, build political alliances, and invest in a wide array of business ventures. The capital of these savings and commercial banks—city money, deposits from Catholic charities, and the savings of immigrant laborers—was accumulated through political channels. During their operation between 1867 and 1871, politician-bankers engaged in a mix of patronage deals and profit-driven financial speculation. In effect, Tammany banks were ground zero for the Ring's conversion of political hegemony into a windfall of economic capital that fueled party activities and buoyed personal fortunes. Importantly, the anti-Ring mobilization by upper-class reformers was more than a revolt of wealthy taxpayers concerned with abstract goals of good government or rescuing city credit; it was also a reaction by old-line bankers in direct competition with Tammany upstarts. A dramatic bank run catalyzed by reformers in November 1871 drove them into bankruptcy, bringing this novel experiment in political capitalism to an end.

Only a few years following the publication of Democracy and Education, from May 1919 to July 1921, John Dewey traveled and lectured in China. He arrived an already famous American psychologist, philosopher, and educator; but over the course of the years after his departure, that fame diminished, turning to infamy in the 1950s and 1960s, only to be somewhat restored in recent decades. The changing attitudes of the Chinese to Dewey and his ideas are associated with the changing, and often tumultuous, cultural and political context for education in China from the time of his visit through the following century. Hu Shi and Tao Xingzhi, PhD students of Dewey at Columbia University, were prominent Chinese educators who adapted Dewey's educational concepts to the Chinese environment, and their work continues to influence educational debate in China today. While there is desire among many contemporary educators for educational reforms that would be in line with Dewey's principles, there are equal or greater pressures for maintaining systems focused on examinations and memorization.

The age of nationalities and nationalism associated with nineteenth-century Europe also found expression in North America in the same period: French Canadians developed a national consciousness charged with a religious and providential mission. As these Canadians crossed into the United States in ever-rising numbers and established permanent “colonies” during the Gilded Age, they carried with them a cultural ideology that kept them apart from mainstream American society—and apart from their Irish American coreligionists and coworkers. Claiming the freedoms promised to them by the Constitution, these immigrants from the North battled for accommodation not only in political conventions or state legislatures, but also in the Roman Catholic Church, whose leaders seemed intent on doing away with foreign languages and customs. The religious battle came to a head as lay and clerical Catholics gathered in Baltimore, in 1889, to reassert the Church's unity as well as its patriotic credentials. By drawing attention to French Canadian immigration, often overlooked in immigration studies, this article refocuses the question of Americanization on the Catholic Church, which proved one of the most powerful agents of acculturation in late nineteenth-century America.

This article examines an early twentieth-century town-gown conflict to illuminate the class and religious tensions that complicated student voluntarism at Harvard University, where the Phillips Brooks House Association (PBHA) formed in 1900 to unify the university's religious and service organizations. With PBHA, Harvard joined universities across the country in promoting student service and joining Progressive Era reform initiatives. The controversy following a student's talk at a Protestant Boston church—where the speaker criticized predominantly Catholic East Cambridge—shows why university representatives had trouble achieving their goals. In the decade following, PBHA struggled to articulate its mission, torn between its commitment to the Protestant Christian Association and a more secular approach, while striving to train effective volunteers and establish smooth relationships with professional social service organizations. This story of PBHA's early years exemplifies the challenges universities faced as they sought to put idealism into practice and transform students into social servants.