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Download Download FAIRMOUNT FOLIO VOLUME 8 2006 PHI ALPHA THETA GAMMA RHO CHAPTER WICHITA STATE UNIVERSITY FAIRMOUNT FOLIO Journal of History Volume 8 2006 Published by Wichita State University Gamma Rho Chapter of Phi Alpha Theta Editorial Board Editorial Staff Dr. George Dehner Editor Visiting Assistant Professor ofHistory Athena Stephanopoulos Dr. Robert Owens Review Editor Assista/lf Professor Dr. Helen Hundley Dr. Helen Hundley Supervising F acuity Associate Professor Dr. Helen Hundley Angela Gumm Layout and Design Graduate Student Reader Athena Stephanopoulos ii Table of Contents The March of the Muses: The Development of Higher Education in Athens from Pericles to the Paripatos James Regier Fiske Hall Graduate Seminar Paper Award Simon Girty and Joseph-Louis Gill: 'White Indians' and the Question of Loyalty Mark P. Schock 15 Fiske Hall Graduate Seminar Paper Award Henry James Sr.: Nineteenth Century Theologian Luke Norman 28 A Tail of Two Tribes: A Comparative Analysis of the Removal of the Choctaw and Seminole Indians by the U.S. Government •Athena Stephanopoulos 44 'We Shall Overcome:' The Life and Achievements of William Wells Brown Autumn Lawson 55 Douglas Bendell Award "It is a perfect hell to me": L.R. Webber Experiences Soldiering in Civil War Missouri Matt Walker 69 Judicial Philosophy and the Warren Court Nicholas Nye Wyant 84 Fiske Hall Graduate Paper Award The Communist Party USA in the Post-World War II Era: A Study in Self-Destruction Bruce Carruthers 94 Up Against the Wall: The Origins of the Students for a Democratic Society Autumn Lawson 108 Ill Copyright 2006 by Gamma Rho Chapter of Phi Alpha Theta All Rights Reserved. Cover etching of Fiske Hall property of WSU. Printed by ADR. iv Editor's Note When I first embarked upon this editing odyssey in September of 2005, I came across the words of Oscar Wilde: "Any fool can make history, but it takes a genius to write it." Now that my voyage has landed, I can attest to the validity of this "Wilde" belief. It was during this latest printing that The Fairmount Folio received more submissions for publication than in any previous year in its existence. I believe this surge in papers is, in part, due to the growing interest Wichita State University students have for the realm of history. Where else can a chemistry student sift through the treasures of King Tut' s tomb after deciphering the chemical formula for table salt? And in what other scholarly field can men and women respectably keep their mentors alive, such as Pope John Paul II or Martin Luther King Jr., while simultaneously enabling throngs of fresh, young minds to absorb their social impact and perhaps inspire them to better this world? Simply put, history is the story of our past and the material with which we mold our future, and I am honored to be a part of this eighth volume of the historical journal known as The Fairmount Folio. In this edition, we have an exceptional range of analytical documents examined: from the educational systems of ancient Greece, to the transplantation of white colonists into Indian societies, to students' political protests in the contemporary world-surely there is a text written that stirs your curiosity. As for the process of compiling, choosing, and editing these papers, I must bestow a .,humbled thank you to Dr. Helen Hundley for her unremitting patience with my relative inexperience as an editor and her vast knowledge of not only history, but of this process as a whole. Her exceptional talent for coordinating the production of the Folio and the meetings of those involved was instrumental in the success of the journal. Her explanation of the process were very appreciated, welcomed, and calming during those hectic days at Wichita State where midterms unfortunately seem to coincide with publishing deadlines. A second thank you must be sent to those on the Folio's editorial board-Dr. George Dehner, Dr. Robert Owens, Angela Gumm and, of course, Dr. Helen Hundley. To be honest, I was ecstatic over the care and attention to minute detail each member spent on all eligible papers given the fact that there were so many submissions, no paper clip, rubber band, or extra-extra­ large yellow envelope could house a member's copies to be reviewed. In addition, I express gratitude towards Wichita State's Department of History and their College of Liberal Arts and Sciences for tirelessly supporting this journal and funding its publication. Finally, I must give recognition to Chuck Crandall and Troy Lister from ADR Publishing for his expertise in printing scholarly material and, more importantly, conveying that knowledge to this year's editor of the Folio. In short: God Bless e-mail. Now please enjoy the treasures we have acquired on our nine-month journey through history ... Athena Stephanopoulos May 2006 .. The March of the Muses 1 The March of the Muses: The Development of Higher Education in Athens from Pericles to the Paripatos James Regier Western society has been greatly influenced in numerous ways by ancient Greek society and culture, not the least of which was the Greek educational system. Alexander the Great's conquests relied in many ways upon technology, philosophy, and mathematics taught in Greek institutions of higher learning. How ironic then, that even two centuries prior to Alexander the Great, in the fifth century BC, a clear concept of higher education had yet to be developed. The development in Greek and Hellenistic education from the fifth to the third centuries BC bordered on the miraculous: from having no higher education whatsoever, Greek society developed and built a fairly complex system. This essay will attempt to take a closer look into the development of Greek education itself, focusing on several key movements and characters. Before going much further, it seems necessary to define the scope of education with which this essay will be dealing. Homeric writings trace education back to the gods. Artemis, for example, taught hunting to Scamandum, Apollo taught Calchas to prophesy, and Athena ' taught Phereclus the art of shipbuilding. Other examples of skill-related education are well established in Homer's writings as well. 1 However, the Athenian education that emerged during the sixth century BC was considerably different from previous forms. Earlier, education was largely based on the model of a master with only one or two apprentices, to whom he taught the skills of his trade. Usually, he would teach his apprentices at his place of business, which could be located anywhere throughout the city. The education that emerged in the sixth century, on the other hand, was based on the model of a full time, professional teacher with a class of several students in a centralized location that was usually devoted to education. This newer education focused much more on a cultural training that was designed to strengthen citizenship, character, and virtue, rather than trade skills.2 It is this newer cultural education upon which this essay will focus. At its origin during the sixth century BC, Athenian education was primarily designed to teach leisure-time activities to the children of the wealthy aristocracy. Athenian aristocrats devoted their days to athletic contests and their evenings to entertaining each other with songs and recitations at drinking parties, or symposia. Schools were designed to educate privileged children, usually boys, in the necessary music and literature, or mousike, as well as the necessary physical contest skills, or gymnastika, aiming not only to achieve excellence in these fields, but also to attain moral excellence. The end goal was to form the child into a good person, a useful 1 Frederick A. G. Beck, Greek Education 450-350 BC, (New York: Barnes and Noble, 1964), 49. 1 Beck, 72. The March of the Muses 2 citizen, and a good conversationalist. 3 Perhaps Xenophon sums up the need and purpose for education among the aristocracy best in his Memorabilia. Nor does it satisfy the parents merely to feed their offspring, but as soon as the children appear capable oflearning anything, they teach them whatever they know that they may be of use for their conduct in life; and whatever they consider another more capable of communicating than themselves, they send their sons to him at their own expense, and take care to adopt every possible course that their children may be as much improved as possible.4 The first of the two major subject areas of old Athenian education, Gymnastike, consisted largely of physical training and wrestling, which were necessary military skills, but also skills necessary for aristocratic contest. The students would receive physical instruction from their paidiotribes and be expected to practice their skills on their own. Ironically, gymnastike instruction did not necessarily require the use of a gymnasium. Instead, they took place in pa/aestra, or sport halls, which were located all over Athens, including within the three gymnasia. Although often the terms gymnasia and pa/aestra are used interchangeably, it is important to note several important differences. Whereas palaestra were sport halls dedicated purely to physical activities, gymnasia held a much broader use. Additionally, while gymnasia were publicly owned and open to all Athenian citizens, palaestra were mostly privately owned, with the exception of those located within gymnasia. 5 The second major portion of the "old education" was mousike, which consisted of the areas of education inspired by the muses. These included music, prose and poetry, largely from the works of Homer, and occasionally painting and sculpture. Additionally, children had to learn their language and learn it well, which may not have been such an easy task, as word forms and conjugations were even more numerous then than they are now.6 Any structure or open space served well for the study of music and letters, but there were also didaska/eia built as classrooms.7 Such structures were not necessary, though, particularly in the Mediterranean climate.
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