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Yet while Oregon passed an anti Catholic school bill in 1922, heavily backed by the Oregon Klan, Washington voters rejected a similar measureand the influence of the Washington Klantwo years later. This paper argues that the reason the bill, known as Initiative 49, did not pass in Washington State is, first of all, poor timing. Because it was placed on the ballot two years after the passing of the Oregon bill in 1922, the United States Federal Court had moved in the interim to declare the bill unconstitutional. The initiative also failed because it faced strong opposition, not only by Washington Catholics, but by many other powerful groups. The Federal Courts ruling on the Oregon bill, the strong opposition to the initiative by powerful groups in Washington politics, and the negative press reported by the majority of Washington newspapers combined to doom Initiative 49 in Washington State and to greatly limit the Klans ability to grow by the late 1920s. The Ku Klux Klan that surfaced in the 1920s formed the second wave of Klan activity in the United States. Unlike the first emergence of the Ku Klux Klan, formed in the South in 1868 and mainly concerned with keeping black people from exercising their new freedoms, the second wave of the Ku Klux Klan focused their efforts on a wider range of issues. This new wave portrayed themselves as a race protecting group that espoused a virulent form of racism, anti Semitism, anti Catholicism, and anti immigrant sentiment. 1 Secondly, they saw themselves as moral, law abiding citizens dedicated to political and civil reform, civic improvement, and the defense of traditional American values. 2 The second Ku Klux Klan also differed from the first in that it was spread out all over the United States. The Pacific Northwest was home to a large Klan membership, and for a few years in the early 1920s, Klan members were active in the Oregon State government.
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It is certainly unique in that it is one of the first methods to be developed that really focused on the feelings of the students and tried to address affective factors in learning particularly for adult learners. It was also the first method to combine the field of language learning with dynamics and principles of counseling. Important and beneficial as that may be, it could be said that the method goes too far in the direction of affective factors at the expense of other considerations. It has been criticized for being too non directive, and it certainly is not method which could be recommended for students who are learning English as part of a standard, compulsory education curriculum. The method assumes that students intrinsically want to learn the new language and that is not always the case. In the class where only half or less of the students actually want to be there, the principles of the group support/dynamic are very likely to fall down. The method has other limitations. The teacher must be fluent in both the target language and the students mother language. It cannot be used for large or very large classrooms, and would be quite limited in terms of how it could be applied to classes of young learners, who tend to instinctively expect a certain amount of active direction from the teacher. Still, the basic affective principle is a good one and various Community Language Learning techniques can be very effectively in combination with other methods. The tape recording and transcription elements are very useful, and any method which stresses the feelings and independent development of the learners themselves is one worth looking at and trying out in variety of ways.
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One point he makes is that its not enough for a species to be smart. What counts far more is having the cultural infrastructure to share, teach, and learn. Consider two very large prehuman populations, the Geniuses and the Butterflies. Suppose the Geniuses will devise an invention once in 10 lifetimes. The Butterflies are much dumber, only devising the same invention once in 1000 lifetimes. So, this means that the Geniuses are 100 times smarter than the Butterflies. However, the Geniuses are not very social and have only 1 friend they can learn from. The Butterflies have 10 friends, making them 10 times more social. Now, everyone in both populations tries to obtain an invention, both by figuring it out for themselves and by learning from friends. Suppose learning from friends is difficult: if a friend has it, a learner only learns it half the time. After everyone has done their own individual learning and tried to learn from their friends, do you think the innovation will be more common among the Geniuses or the Butterflies?Well, among the Geniuses a bit fewer than 1 out of 5 individuals 18% will end up with the invention.