Anne Hutchinson, Sectarian Mysticism, and the Puritan Order

1990 ◽  
Vol 59 (4) ◽  
pp. 482-496 ◽  
Author(s):  
Marilyn J. Westerkamp

Anne Hutchinson has been one of the few women to attain canonical status in the history of colonial New England. Her marvelous intellectual abilities (so unusual in a seventeenth-century woman), her popularity among Boston men as well as women, and the powerful political and theological implications of her challenge render Hutchinson a force that must be explored if colonial Massachusetts is to be understood. Not only are historians fascinated by this extraordinary woman herself, they are intrigued by the colony's response to her; for in that very response the founders may have revealed their essential character. So a few books and many articles have analyzed and reanalyzed Hutchinson as victim of Puritan injustice, as threat to the Puritan experiment, as menopausal neurotic, as antinomian heretic, as rebel (occasionally a protofeminist one).

1945 ◽  
Vol 38 (2) ◽  
pp. 111-140
Author(s):  
Maurice W. Armstrong

Thomas Underhill, a citizen of London during the Commonwealth, described that period of English history as “Hell Broke Loose.” Partly as a result of Anabaptist influence, and partly as a continuation of the indigenous Lollard movement, large numbers of persons in every part of England separated themselves from the Established Church and formed themselves into independent religious societies. Some of these groups were very eccentric in their beliefs and practices. Thomas Edwards, their bitter opponent, made a Catalogue of “the Errors, Heresies, Blasphemies and Pernicious Practices … vented and acted in England” between the years 1642 and 1646, which he called, Gangraena. In it he distinguishes no less than two hundred and ten errors which were held by one or other of the sixteen groups into which he divides the sectaries. The sixteen were, “Independents, Brownists, Chiliasts or Millenaries, Antinomians, Anabaptists, Manifestarians or Arminians, Libertines, Familists, Enthusiasts, Seekers and Waiters, Perfectists, Socinians, Arians, Anti-Trinitarians, Anti-Scripturalists, Sceptics and Quietists.” The Parliamentary army especially abounded with men whose “great religion” was “liberty of conscience and liberty of preaching.” G. P. Gooch and others have shown how deeply the roots of modern democracy are embedded in the religious struggles of these seventeenth century sects. Most of them disappeared with the Commonwealth, or were absorbed in the rising Quaker movement, but certain fundamental principles for which they stood continued to exist and to mold public opinion.


Author(s):  
Douglas Hunter

This chapter relates the first decades of colonial interpretation of Dighton Rock after its markings were first described in 1680, mainly by John Danforth and Cotton Mather. It places the interpretation of the rock in the context of dispossession of Indigenous lands following the rebellion known as King Philip’s War. Erasure of Indigenous peoples from the history of colonial New England is discussed. It introduces contemporary theories rooted in Biblical hermeneutics of human migration and the relationship of Indigenous people to the rest of humanity, including ideas that they were descendants of Tartars, Canaanites, or the Lost Tribes of Israel. The author’s concept of White Tribism is explained.


Author(s):  
Francis J. Bremer

The New England colonies were settled in the early seventeenth century by men and women who could not in conscience subscribe to all aspects of the faith and practice of the Church of England. In creating new societies they struggled with how to define their churches and their relationship with the national Church they dissented from. As their New England Way evolved the orthodox leaders of the new order identified and took action against those who challenged it. Interaction with dissenters such as Roger Williams, Anne Hutchinson, Baptists, and Quakers helped to further define the colonial religious establishment.


1972 ◽  
Vol 32 (1) ◽  
pp. 165-183 ◽  
Author(s):  
Daniel Scott Smith

The central fact of the demographic history of early North America is rapid growth. Both Canada and the white population of the English colonies experienced increases of 2½ percent per year during the eighteenth century. Seventeenth-century rates, beginning from a low base and more influenced by immigration, were even higher. In contrast, the expansion of population in early modern Europe rarely exceeded 1 percent per annum over an extended period. Since Franklin and Malthus, interpretations of early American demography have centered on the high fertility associated with near universal marriage for women at a low average age. The extremely youthful population, high dependency ratio, and one of the largest mean census family sizes ever recorded all follow from the high level of fertility.


Author(s):  
William E. Doll Jr

This paper has two main foci: (1) the history of curriculum design, and (2) implications from the new sciences of chaos and complexity for the development of new forms of curriculum design and teaching implementation. Regarding the first focus, the paper posits that there exist—to use Wittgenstein’s phrase—‘family resemblances’ between Peter Ramus’ 16th century curriculum design and that of Ralph Tyler in the 20th century. While this 400-year linkage is by no means linear, there are overlapping strands from Ramus to Comenius to the Puritans to colonial New England to Horace Mann to Ralph Tyler. What unites these strands, all belonging to the Protestant Methodization movement that swept across northern Europe into colonial America and the USA, is the concept of Method. Taylor’s ‘time and motion’ studies set the stage for Tyler’s Basic Principles of curriculum design—those starting with set goals and concluding with measured assessment. The second focus draws on the new sciences of chaos and complexity to develop a different sense of curriculum and instruction—open, dynamic, relational, creative, and systems oriented. The paper concludes with an integration of the rational/scientific with the aesthetic/ spiritual into a view of education and curriculum informed by complexity.


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