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: Professing Literature GERALD GRAFF . : Professing Literature An Institutional History Twentieth Anniversary Edition THE UNIVERSIlY.OF CHICAGO PRESS Chicago and London Whitman Colll;ge : ;:'11··'':'1(''\-' Contents fEB 2 8 2008 The University of Chicago Press, Chicago 60637 The University of Chicago Press,Ltd., London Preface Twenty Years Later Vll © 1987,2007 by The University of Chicago Acknowledgments XXlll All rights reserved. Published 2007 I Introduction: The Humanist Myth I Printed in the United States of America LITERATURE IN THE OLD COLLEGE: 1828-1876 16 15 14 13 12 11 10 09 08 07 1 2 3 4 5 6 2 The Classical College ISBN-13: 978-0-226-30559-2 (paper) 3 Oratorical Culture and the Teaching of English ISBN-10: 0-226-30559-7 (paper) THE EARLY PROFESSIONAL ERA: 1875-1915 Library of Congress Cataloging-in-Publication Data 4 The Investigators {I}: The New University 55 Graff, Gerald. 5 The Investigators {2}: The Origins of Literature Professing literature : an institutional history / Gerald Graff. _ Twentieth anniversary ed. Departments p. cm. 6 The Generalist Opposition ISBN-13: 978-0-226-30559-2 (pbk. : alk. paper) 7 Crisis at the Outset: 1890-1915 ISBN-10: 0-226-30559-7 (pbk. : alk. paper) 1. Literature­ Study and teaching (Higher)-United States-History. SCHOLARS VERSUS CRITICS: 1915-1950 2. Criticism-United States-History. I. Title. PN70.G7 2007 8 Scholars versus Critics: 1915-1930 121 801' .950973-dc22 9 Groping for a Principle of Order: 1930-1950 145 2007010651 10 General Education and the Pedagogy of Criticism: 1930-1950 162 @ The paper used in this publication meets the minimum requirements of the American National Standard for Information SCHOLARS VERSUS CRITICS: 1940-1965 Sciences-Permanence of Paper for Printed Library Materials, ANSI Z39.48-1992. II History versus Criticism: 1940-1960 183 12 Modern Literature in the University: 1940-1960 195 13 The Promise of American Literature Studies 209 14 Rags to Riches to Routine 226 PROBLEMS OF THEORY: 1965- 15 Tradition versus Theory Notes Index v Preface Twenty Years Later One of the challenges for me in writing Professing Literature: An In­ stitutional History was to keep the argument from overwhelming the history. I wanted my story of the emergence of professional academic literary study in America to be useful to readers who might disagree with my polemic on how the institution went wrong and how to set it right. And I wanted a book that would have a shelf-life after the controversies that shaped its writing had subsided. Others will judge how well I succeeded, but Professing Literature is clearly history told from a point of view, an effort to change the in­ stitution it describes. Not surprisingly, many of the book's commen­ tators have focused on my argument that the controversies that have roiled the waters of academic literary studies have possessed an over­ looked and untapped pedagogical potential. Af,I frequently complain, the controversies that have divided literary academics have been largely hidden from undergraduates rather than made part of the ob­ ject of study. The assumption has been that students should be ex­ posed to the results of the disagreements between their instructors­ results presumably representing settled knowledge-but not to the debates that produced these results, which are felt to be worthy of in­ terest only to specialists. The curriculum, it is thought, should repre­ sent the enduring masterpieces and truths that are left standing after ephemeral turf wars and arcane controversies have fallen away. It is also thought that the heat and acrimony of controversy are threats to intellectual community and curricular coherence and a distraction from students' primary experience of literature. I challenge all these views, arguing that the effect of representing literary studies as if they were above controversy has been to diminish intellectual community and coherence and to leave many students clueless. This diagnosis leads me to the conclusion that the best hope of achieving coherence in the literature curriculum is to make use of these controversies themselves (at least the most important ones) as a Vll Vlll PREFACE TW ENTY YEARS LATER Preface Twenty Years Later IX ?ew kind of organizing principle-in short, in the motto that emerged both the scholars and the journalistic cntIcs; eventually feminists, m my subsequent work, "Teach the conflicts." Educators have always post-structuralists, new historicists, queer theorists, and other insur­ �ssumed that achieving coherence in the curriculum requires substan­ gents who challenged both the New Critics and the traditional schol­ tIve agreement; I argue that sharply focused disagreement can serve as ars-the newcomers could be absorbed into the department by simply well or even better. being added to the established array of fields. Though ugly flare-ups might occur in the pages of scholarly books and journals and at de­ PATTERNED ISOLATION partment meetings, the disconnection of the department and the cur­ The liberal arts colleges that dominated American higher education riculum screened warring factions from each other and kept their before the rise of the first departmentalized research universities en­ clashes largely out of the view of students. In a pluralistic spirit of live joyed a high degree of consensus, made possible only because the vast and let live, traditionalists and young Turks could pursue their in­ majority of Americans were excluded from higher education. The co- . compatible projects in the privacy of their courses instead of con- herence of the old college curriculum reflected a consensus that Greek fronting their differences out in the open. Latin, Christianity, and respectable upper-class social values were th� But a result of this "patterned isolation," in Laurence Veysey's foundations of good education. The new research universities that telling phrase (60), was to render the new university's curriculum arose after the Civil War were more democratically open to the citi­ notoriously incoherent. Specialization generally gets the blame for zenry than the old liberal arts colleges had been, more receptive to the curricular incoherence, but the more serious culprit in my view is an secular pursuit of truth, and therefore more diverse in the ideas and entity we love to romanticize-the course. By configuringthe curricu­ beliefs they represented. But this new diversity posed a new kind of lum as a set of courses taught by solo instructors not in communica­ problem: which of the now numerous contending groups would speak tion with one another, the field-coverage model took a set of con­ for the university itself? The new university dealt with this problem by nected conversations and cut them into disconnected fragments. Thus evolvmg. a structure of departments whose separation from each a literary culture that insiders-literary journalists, literate readers, other-managed by a new cadre of academic administrators-guar­ and professional academics-understood as a connected conversation anteed a level of peace and quiet. was divided into courses whose implicit conversational relationship to Here was the emergence of what I call the "field-coverage" model each other was lost on most undergraduates. As those students went of academic organization. Each department was composed of a set of from course to course, the coherence of the conversation to which subfields thatwere to be "covered," firstby faculty members trained they were exposed tended to be intuited only by the high-achieving in the newly established system of graduate education, then by stu­ few-often if not always economically privileged-that had prior ex­ dents taking courses. As I suggest, the advantage of the field-coverage perience from family or church in entering intellectual discussions. As the impenetrability of the intellectual culture of the university �odel "�as to make the [English] department and the college cur­ nculum vIrtually self-regulating." trickled down the school system, secondary and elementary schools were left unsure how to prepare their students to get into college or to By assignin? each instructor a commonly understood role-to cover a pre­ succeed if they got there. The controversial recent report to Secretary ?efined perIod or field-the principle created a system in which the job of of Education Margaret Spellings, A Te st of Leadership: Charting the lllstruCtIOn could proceed as if on automatic pilot, without the need for in­ Future of u.s. Higher Education, is dead right in at least one claim: structors to debate aims and methods. (7) that higher education has done little to address the "poor alignment A related advantage of field-coverage was to give the department between high school and colleges" that often results in "substandard "enormous flexibility in assimilating new ideas, subjects, and meth­ high school preparation" for college. Trickle-down obfuscation from ods" (7), especially those that might otherwise pose controversial the college curriculum has thus contributed to the much-discussed challenges to entrenched thinking. "achievement gap" in American schools between children of the rich Thus whenever a threatening innovation arose-positivistic "schol­ and poor. ars" who challenged the methods and assumptions of journalistic H making intellectual culture coherent and intelligible requires "generalists"; academic "critics" (the New Critics), who challenged foregrounding points of controversy, as I believe it does, the college x PREFACE TW ENTY YEARS LATER Preface Tw enty Ye ars Later Xl (and high school) curriculum needs to be restructured as a "learning in eighteenth-century England, allowing him to trace the fall of such community," in the fashion that has been successful in colleges and education from its high point as an important form of cultural capi­ programs I have described in more recent writing. A learning com­ tal for the emerging bourgeois classes to its twentieth-century mar­ munity can be created by pairing courses and other forms of collabo­ ginality, with the advent of a "technobureaucratic" economy that ren­ rative teaching in which students are exposed regularly enough to the ders literary training irrelevant to today's social elites.
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