The intellectual elements during The Twenties mainly revolved around the invention of the radio. The radio was able to create a “national mass culture” (Keene, 634). It was able to spread news and stories, as well as, promote the sale of certain products. People who were able to obtain these radios, which was about 60 percent of the American population, gathered around them to hear the latest in sports and elections (Keene, 634). The radio provided a quick and easy way to spread information. People were able to listen in on descriptions of current baseball games, which allowed some players to become nationally known. It also provided a way for farmers to learn about weather patterns and to know what to expect in the coming days. Companies were
…show more content…
Fundamentalism believed that the Bible was errorless and that it was a literal recount of historical events (Keene, 640). These Fundamentalists began a campaign that would end the teachings of evolution and solely teach ideas that agreed with the Bible. This was a topic that was heavily debated throughout the country at this time. It was actually made a law in Tennessee that made it illegal to “teach any theory that denies the story of the Divine Creation as taught in the Bible, and to teach instead that man has descended from a lower order of animals” (Keene, 640). There was one teacher, however, that stepped forward and challenged this law because he and others believed that it was a violation of free speech. This case was heavily publicized and insults were thrown back and forth between both sides. William Jennings Bryan, the prosecutor on the case, believed that “science is a magnificent force, but it is not a teacher of morals” (Bryan’s Undelivered Closing Speech). In the end, the teacher was convicted of breaking the law, and the Tennessee Supreme Court approved the law’s constitutionality. The religious elements during this time brought forth questions of the differences between religion and science. It opened the floor to questions about what the accepted curriculum for science should be in
Fundamentalism believed that the Bible was errorless and that it was a literal recount of historical events (Keene, 640). These Fundamentalists began a campaign that would end the teachings of evolution and solely teach ideas that agreed with the Bible. This was a topic that was heavily debated throughout the country at this time. It was actually made a law in Tennessee that made it illegal to “teach any theory that denies the story of the Divine Creation as taught in the Bible, and to teach instead that man has descended from a lower order of animals” (Keene, 640). There was one teacher, however, that stepped forward and challenged this law because he and others believed that it was a violation of free speech. This case was heavily publicized and insults were thrown back and forth between both sides. William Jennings Bryan, the prosecutor on the case, believed that “science is a magnificent force, but it is not a teacher of morals” (Bryan’s Undelivered Closing Speech). In the end, the teacher was convicted of breaking the law, and the Tennessee Supreme Court approved the law’s constitutionality. The religious elements during this time brought forth questions of the differences between religion and science. It opened the floor to questions about what the accepted curriculum for science should be in