| This thesis investigates the history and antecedents of the Fletcher School of Law and Diplomacy, (F.S.L.D.) America's first professional graduate school of international relations located at Tufts University in Medford, Massachusetts. It ties Fletcher's founding to the rise of international relations as a scholarly field and the post W.W. I debate over isolationism.; Much has been written about the evolution of the academic study of international relations, its theory and practice. There are biographical and autobiographical accounts of some major figures who have greatly influenced the field. A number of scholars have also studied the academic field of international relations and its overall impact upon higher education. And then there is the literature of the field itself. These are the works that chronicle the evolving domain, its paradigms and foci of analysis. Little effort has been made, however, to chronicle the history of individual institutions involved in international relations. Moreover, scholars have completely overlooked the history of the individual academic institution and its relationship with the domain of international relations.; Using primary sources housed at the Tufts and Harvard University Archives, and at the Fletcher School, this is a chronicle of the nation's first professional school of international relations.; There are five chapters. Chapter I, is the introduction, a review of literature, and a brief discussion of sources and methodology. Chapter II, focuses on the relevant political and academic developments during the quarter century preceding Austin Fletcher's bequest and analyzes how American higher education embraced international relations as a field of study and instruction. Chapter III, focuses on the planning and design of F.S.L.D. at Tufts between 1923 and 1933 when the School began operations. Chapter IV, analyzes the School's first decade (1933-1943) by examining key events during this formative period. Chapter V, concludes by bringing Fletcher up to date chronologically and offers an analysis of some of the issues which are currently broadly significant to professional education in international affairs. |
