Charles T. Loram's Decade in North America: From Black South Africans to Indigenous North Americans
Bibliographic record
Abstract
Early in the twentieth century, Charles Templeman Loram (1879–1940) fashioned a transnational career focussed on the education and control of colonized peoples. Starting with the education of Black South Africans, Loram took inspiration from the American model of “Negro industrial education,” formulated by Booker T. Washington. Loram’s authorship of The Education of the South African Native (1917) led to his appointment to the Native Affairs Commission in 1921. His liberal views (by South African standards) led to his eventual career derailment in 1929. Assisted by American philanthropic interests, an appointment at Yale University as the Sterling Professor of Education and chair of a new Department of Race Relations and Culture Contacts led to his emigration to the United States in 1931. There, Loram became involved with North American Indigenous peoples. Supported by philanthropic leaders and John Collier, head of the Bureau of Indian Affairs, Loram was able to expand this work, retaining his former interests and travelling extensively in the colonized world. Loram took students to reservations and lectured and organized seminars and conferences on the Indigenous peoples of North America. The landmark North American Indian Today conference, held in Toronto in 1939, was the culmination of his activities involving Indigenous peoples. This article explores how Loram’s North America-based experiences influenced his view of Indigenous peoples. In an apparent contradiction, he rejected the view that there were innate racial differences between Indigenous and non-Indigenous peoples, yet he continued to support racial segregation in education. For Loram, the disintegration of Indigenous cultures was inevitable, and full assimilation into “civilized” society an eventuality. Interspersed through this article are descriptions of Loram’s use of networking, illustrating his strategy for penetrating recently corporatized foundation structures and gaining access to sponsors, resources, and opportunities.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".