The chart was created via Janus 5. It only has canned reports that cannot be altered. That would not be bad, except everything is in portrait format, and we prefer landscape.
If we choose to have Arabian Parts or Fixed Stars on the chart, neither shows up in the boxes above. Also, in the grid above the Asc/MC and the Moon have no relationship to the chart below; so we do not know to what it is referring. We have asked AH about these issues and will report their finding when they become available; we hope those glitches Astrology-House will fix them soon.
Margaret Morrell and Mathilde Shapiro were members of the Sabian Assembly that helped Marc Jones in writing and publishing his astrological works. There is alas no birth information on Miss Shapiro other than a portrait photo on Geni.com, maintained by her niece Roey.
Miss Morrell’s birth data was collected by the late Lois Rodden herself. She was born on March 28 1906 at 6 am in York Springs, Pennsylvania — near Gettysburg and West Virginia where she eventually reposed sometime before Marc himself, in 1978. This gives her the ascendant of 05 Aries, A white triangle with golden wings.This symbol is of the evolution of pure self, stage that as yet has been substantiated. Its goal is though known. Positively, it is a degree of attention; negatively,the self is lost in the miasma of others.
Marc mentions the two women in the foreward to Astrology How and Why, first self-published by the Sabian Publishing Society in 1945 and then republished by Dell Publishing in 1969. There are few extant copies of the original mss., one of which we were lucky to procure.
The map of Morrell
Miss Morrell is a deviated bowl temperament type with her Uranus in the 10th house showing her psychic abilities and dedication to them in her life. It is also square its Lord in the 12th suggesting that because of the overall times, astrology was poorly regarded and often dismissed, and the specific era of her life, the 30’s were the Depression and the 40’s WWII, her career path was rather intercepted by these events.
Her Mercury is conjunct her Sun so her Mental Chemistry tended to be more self-taught than scholastic. She has a large preponderance on the 1st house cusp coupled with her Uranus at her Midheaven meant she was considered “eccentric” by most.
Her Mars, the Lord of her chart, is in the 2nd house conjunct the Moon, thus she relied on her psychic abilities and with Neptune at the 4th she was perhaps clairaudient.
from the Encyclopedia of Educational Theory and Philosophy, ed. D.C. Phillips. Thousand Oaks, CA: Sage 2014. Vol. 2. Pp. 455-458.
The University of Chicago Laboratory School is one of the most distinguished pioneer schools of the progressive education movement. This entry discusses the history of the school, its purpose, and its teaching philosophy and methods.
Founded in November 1894 by John Dewey and University President William R. Harper, the “Dewey School” opened its doors as University Primary School on January 13, 1896 in the Hyde Park Area of Chicago, with twelve children present and one teacher in charge. John Dewey was at this point, the most notable philosopher in the United States and school friend of Governor Woodrow Wilson of New Jersey (later President).
The school, since October 1897 was officially University Elementary School and since October 1898, included a sub-primary department, grew continuously, reaching its peak in 1901, with 140 children (predominantly of the wealthy and educated classes), comprised of 23 teachers, and 10 graduate students as teaching assistants.
In October 1901, Dewey appointed his wife Alice principal of the school. At the same time, the school was renamed “Laboratory School” due to the fact that the University of Chicago by now maintained a second “University Elementary School,” having incorporated the Chicago Institute, a private normal school endowed by Anita M. Blaine and headed by Francis W. Parker. In May 1902, Dewey was elected Parker’s successor as director of the University’s School of Education (formerly of the Chicago Institute), and in October 1903, because of financial reasons and rapidly declining numbers of students, the two university elementary schools were consolidated and housed together in the newly erected Emmons Blaine Hall.
Dewey’s wife was the principal but because of her unprofessional conduct and poor management, Alice Dewey faced such powerful opposition from the former Parker school faculty (representing more than 70 per cent of the teaching staff), that Harper had no other choice but to ask for her resignation as school principal.
Mr. Dewey frustrated by administrative duties and the failure to shape the consolidated school according to his own ideas, resigned too and left Chicago in May 1904 for a professorship at Columbia University, New York City where he remained for the rest of his professional life.
From the outset, Dewey’s school was not meant to be a mere practice, model, or demonstration school where normal school students acquired simple instructional techniques and exercised fixed lessons and specific drills. Instead, Dewey envisioned his school as a scientific “laboratory” staffed with college trained teachers and devoted to research, experiment, and educational innovation.
Like the Herbartians, he expected his school – as part of the University’s Department of Education – to perform two functions: first, to test and evaluate his theories about schooling and teaching and, second, to appraise the findings of these studies and work out subject matters and teaching methods for a curriculum that did not focus on books and recitations but on children and activities.
The ultimate aim was that his experimental school would be laying the foundation for a reform which would revolutionize the educational system and, over time, transform the society into a great secular humanist community.
Parents feared their children might be misused as guinea pigs but were reassured that the school did not experiment with children, but for children. Apart from serving as an educational laboratory, the school felt obliged to bestow a sound and liberal education upon the students in its care.
Instead of beginning with reading, writing, arithmetic as is traditionally done, the lessons at the Laboratory School concentrated from the start on topics and issues pertaining to actual life and the meeting basic human needs like food, clothing, and shelter.
The curriculum followed nature, and children relived the stages believed that mankind had taken in hundreds if not thousands of years as the race moved from from being hunters and collectors to being farmers, craftsmen, and manufacturers — Marc Jones was to continue this teaching in his Acolyte mss. of “Racial Cycles.” The idea was that the students acquired the three R’s naturally, that is, when they needed them for tackling the situations and problems at hand and so education would be a self-propelling “natural” process.
In cooking, for example, the students learned and practiced reading when they wished to decipher cookbooks, writing when they wanted to record their favorite recipes, and arithmetic when they had to count eggs, weigh flower, and measure milk. The occupations were simplified, purified, and enriched so that the students were not overtaxed in their mental ability, damaged in their moral growth, or captivated in their familial narrow world-view.
In fact, the occupations were conceived so broadly that they integrated considerable subject matter into the lessons at hand. Literature, art, history, geography, chemistry, and physics, included excursions to parks, farms, and factories, and libraries and museums, with the object of extending the sutdent’s horizon beyond the familiar.
Moreover, the teacher chose and suggested problems and situations of such nature that the students had to pass through the complete act of thinking and doing by referring to knowledge and experiences of past and present generations (i.e., to utilize books, expertise, and scholarship) if they were to execute their plans and projects properly. Many students found this tedious for in the process they often missed the larger objective of the task.
Criticisms of the School
The concept of occupations, the backbone of Dewey’s curricular reform, did not fulfill the high expectations the philosopher had for it. Indeed, Dewey’s notion of instrumental and interdisciplinary learning in real life situations proved only a partial success at best.
Many parents and visitors, felt that Dewey had turned the world upside down. Their criticism was scathing: that in the morning the students learned cooking, knitting, and weaving, while in the afternoon they were at home and learned, on their own, reading, writing, and arithmetic. While those comments were exaggerated, they also were not totally off target.
In weekly reports, the Laboratory School teachers observed time and again how wearisome and laborious for both them and their students to have to repetitively review reading, writing, and arithmetic skills. Older students had been taught that such rote skills were an abomination and were negatively predisposed towards both systematic drills and practice, so they were ill-prepared for any type of test.
In addition, the concept of occupations and integrated studies, the hallmark of the school, inevitably had lesser importance in higher grades as the school strove to prepare the students for work life. But as the subject matter was abstract and overly specialized, students after graduation were ill-prepared for the rigors and demands of an office job and business.
The Laboratory School ranked among the most creative and progressive schools of its time. It was similar in precept to the Francis W. Parker Cook County Normal School (founded in 1867 also in Chicago), Nicholas M. Butler’s Horace Mann School (founded in 1887 in Manhattan), and James E. Russell’s Speyer School (founded in 1902 also in Manhattan). For its part, the Dewey School contributed considerably to the destruction of rote learning, liberalization of education, and vitalization of teaching.
Unlike Parker, Butler, and Russell, though, Dewey overestimated the value of instrumental and problem-based learning and underestimated the importance of grammar & the benefits the students reap from direct and systematic instruction.
Therefore, after chaotic beginnings and fruitless experiments, the teachers returned to the conventional patterns and procedures. Ultimately the Laboratory School differed – in practice, but not in theory – little from the other innovative schools in the country.
This press clipping comes from the Huntington, Indiana Herald Newspaper on November 11, 1914. It is rather ironic that the newspaper has the same name as the Huntington Motion Picture, Co. that released the silent. It is possible is that both were owned by the same company — it was legal at that time — but I could find little to support that notion.
Marc E. Jones’s “The Cowardly Way” was highlighted on page 9 of the Richmond Washington Palladium Newspaper. It was playing at the local Palace Theatre. Richmond is now a suburb of the Seattle-Redmond-Kirkland metropolis. We noticed that the film-wright got notable mention but not the director. We think that shows his pull for silent film goers.
Richmond is 265 miles away from where Marc and Priscilla Kennedy Jones would make their home in Stanwood almost 40 years later. Stanwood is also on the map, near the upper edge.
Alas there are celluloid prints of the flick around.
Marc Edmund Jones on September 17, 1932 gave a talk to the Metaphysical Library . We are picking 9 AM since we know that neither Jones nor the other metaphysicians went to services that day. The bi-wheel below is Marc’s natal chart and the lecture time.
Apropos to the topic, the lecture gets a humanistic splash temperament type. The Part of Fortune, (see here for discussion of point 2 the PoF in Jones’s 16 points) at 4 Gemini (SS Holly and Mistletoe a symbol of “maximum encouragement of human personality on the subjective side of life’s continual stimulus to the richness of personal sharing) for the talk is opposite his Jupiter found in its own Lord in the 10th House.
Overall it would seem that Jones was quite successful in reaching out and getting new members for his fledging Sabian Assembly.
Marc Jones, a wide and erudite reader, mentions “Alphonse Karr” in the second chapter of Astrology: How and Why it Works citing his phrase “the more it changes, the more it’s the same thing,” as a wonderful thing. Monsieur Karr has severals books available on Gutenberg.org, all in French, but if you chose “read this book online”, Google will automatically translate them.
In 1832 Karr published a novel, Sous les tilleuls that was quite popular. A second novel, Une heere trop tard, followed next year, and was succeeded by many other popular works. His Vendredi soir (1835) and Le Chemin le plus court (1836) continued the vein of autobiographical romance with which he had made his first success.
Genevieve (1838) is one of his best stories, and his Voyage autour de mon jardin (1845) was deservedly popular. Others were Feu Bressier (1848), and Fort en theme (1853), had some influence in stimulating educational reform
In 1839 Alphonse Karr, who was essentially a brilliant journalist, became editor of Le Figaro, to which he had been a constant contributor; and he also started a monthly journal, Les Guepes, of a satirical tone, a publication which brought him the reputation of a somewhat bitter wit.
His popular epigram “ plus ca change, plus c’est la même chose,” was the one that Jones quoted. His other on the death penalty, . and, on the proposal to abolish capital punishment, “je veux bien que messieurs les assassins commencent,” (let the gentlemen who do the punishing start the process).
He also worked with J. J. Granville on the Animated Flower, that Granville illustrated and Karr wrote the “floriculture.” It is similar to Cicely Mary Barker’s Flower Fairies that came 70 years later.
JJ Granville 1867
Biograph of Alphonse Karr
Karr was a French critic and novelist, born in Paris, on the 24th of November 1808. He was educated at the College Bourbon, and became teacher there too
In 1848 he founded Le Journal. In 1855 he went to live at Nice, where he indulged his predilections for floriculture, and gave his name to more than one new variety notably in dahlias. He practically founded the trade in cut flowers on the Riviera.
He devoted to fishing, in Les Soirees de Sainte-Adresse (1853) and Au bord de la mer (1860) he made use of his experiences. His reminiscences, Livre de bord, were published in 1879-1880. He died at St Raphael, on the 29th of September 1890, Michelmas.
The Karr Chart
Mr Karr was rectified to 15 Leo and 9:36 PM. He has a Grand Trine in Earth. The cut trade is shown by Mars in the second opposite the preponderance in the eighth house of death — cute how that works out. His business acumen is demonstrated by the seventh house, and his love of work with Venus at 02 Capricorn on the sixth house cusp making it especially strong. The fifth house is his tarvelling Sun and Neptune for his fishing and poetry, the fourth house shows he win live long — he was 82 when he died — and happily.
Transpluto right at the midheaven is striking at 05 Taurus, as it gives him inexhaustable patience for success.
John Hawkins, who wrote the book on Transpluto, believes that the hypothetical planet is ruled by Taurus and assigns as its totem the Bee — perfect for flowers. That works out well, as the Asteroid Dalian, often used for the dahlia is right next to it at Taurus 03. ¹
Right next to the Asteroid Ceres — discovered 1801 — used often as a proxy for commerce, and growing things is conjunct the other dahlia asteroid, Daliya, named for the 18th century Swedish botanist, Anders Dahl — a student of the great Carl Linnaeus — for whom the beautiful Mexican flower was named.²
The asteroid Dalian is actually named for Dalian, China, so using it as a proxy is because it is a near homonym.
The dahlia was named for Anders Dahl in memoriam for his work by the Spanish Abbe of the Real Jardin Botanico (the Royal Gardens). If you are in the area it’s a real treat and next door the marvellous Prado Museum.