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Students, Patriotism, and Education at Midwestern Universities During the American Civil War

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Students, Patriotism, and Education at Midwestern Universities During the American Civil War BETWEEN CAMPUS AND WAR: STUDENTS, PATRIOTISM, AND EDUCATION AT MIDWESTERN UNIVERSITIES DURING THE AMERICAN CIVIL WAR A dissertation submitted to Kent State University in partial fulfillment of the requirements for the degree of Doctor of Philosophy by Julie A. Mujic May, 2012 Dissertation written by Julie A. Mujic B.S., Indiana University, 2001 M.A., Kent State University, 2005 Ph.D., Kent State University, 2012 Approved by ___________________________________, Chair, Doctoral Dissertation Committee Dr. Leonne M. Hudson, Associate Professor ___________________________________, Members, Doctoral Dissertation Committee Dr. Lesley J. Gordon, Professor, University of Akron ___________________________________, Dr. J. Matthew Gallman, Professor, University of Florida ___________________________________, Dr. Yoshinobu Hakutani, Professor, Department of English ___________________________________, Dr. Patrick Coy, Professor, Center for Applied Conflict Management Accepted by ___________________________________, Chair, Department of History Dr. Kenneth Bindas ___________________________________, Dean, College of Arts and Sciences Dr. Timothy Moerland ii TABLE OF CONTENTS Acknowledgements………………………………………………………………………iv Introduction: “The Safeguard of Civil Liberty”………………………………………….1 Part One: When They Leave Chapter One: A New Decade……………………………………………………28 Chapter Two: “The Real Game”…………………………………………………74 Chapter Three: An Altered Course……………………………………………..112 Part Two: When They Stay Chapter Four: Education as Patriotism…………………………………..……..148 Chapter Five: Respect as Patriotism……………………………..……………..193 Chapter Six: Points of Opposition…………………………………..………….244 Chapter Seven: Pulling Ahead……………………………………..…………..289 Epilogue: “The Great Divide”……………………………………..…………………...324 Bibliography……………………………………..……………………………………..342 iii ACKNOWLEDGMENTS The dissertation requires the assistance and sacrifice of a number of institutions and individuals. This attempt to thank them all for their support on this particular project will surely fall short of the true debts of gratitude that I owe. Archivists and librarians at a host of depositories made my work much easier. At the Bentley Historical Library in Ann Arbor, Michigan, I would like to thank William K. Wallach and the committee who selected me for the Bordin-Gillette Researcher Travel Fellowship, along with Karen Jania and Malgosia Myc, who always responded to inquiries promptly and with thorough accuracy. Harry Miller at the Wisconsin Historical Society was welcoming and accommodating during my time there. I would also like to thank the staff at the Indiana State Library, University of Wisconsin – Madison Archives, Lilly Library (Bloomington, Indiana), Wisconsin Veteran’s Museum, Indiana Historical Society, and the Indiana State Archives. My deepest institutional debt of thanks goes to the exceptional archivists at the Indiana University Archives. Dina Kellams and Carrie Schwier went out of their way numerous times to assist me with research, answer questions, send additional materials, and dig for possible new sources. They went above and beyond their responsibilities. I also appreciate the Kent State Graduate Student Senate for a research grant and Phi Alpha Theta for a doctoral fellowship. I would like to extend my gratitude to the Kent State History Department for their years of commitment to my education and professional development. This dissertation iv would not be what it is without the encouragement and support of Mary Ann Heiss, Elizabeth Smith-Pryor, Richard Steigmann-Gall, Rebecca Pulju, Timothy Scarnecchia, and Matthew Crawford. The chair, Ken Bindas, always welcomed me with an open door and fantastic ideas. I could not wish for a more fruitful environment within which to complete such an endeavor. Fellow graduate students and alumni Kelly McFarland, Kelly Selby, Brenda Faverty, Erika Briesacher, Rachel Boaz, and Greg Jones made the journey much more pleasant. Monika Flaschka has not only been a reliable and inspirational friend through the years but also read nearly every word that I have written and offered crucial feedback. Her insight into life and career has pushed me to become a better person and historian. Additionally, I would like to thank those on my committee who took time on many occasions to brainstorm with me and help guide my research and writing on this project. Dr. Lesley J. Gordon and Dr. J. Matthew Gallman provided enormous support and encouragement despite the many twists and turns of this study. Dr. Patrick Coy and Dr. Yoshinobu Hakutani offered insightful feedback during the defense. My dissertation director, Leonne M. Hudson, served in many capacities through this process, as mentor, teacher, disciplinarian, advisor, sounding board, and friend. His sincere intentions and best efforts helped mold my ideas into feasible goals. He works hard to help his students produce their best possible work and mine has clearly benefited from his excellent guidance. Any mistakes are mine alone. Friends and family have offered fun and laughter through these years. Many thanks to my wonderful and generous parents, Dale and Cindy Hall, who have strategized v with me for countless hours to figure out how I could finish this dissertation. My brother, Gary Hall, has also been a staunch advocate of my efforts, as have my in-laws, especially Chris and Mary Montana, who lent me their kitchen counter for a full year of writing. My grandmother, Clara Paryzek, allowed me to spend that year writing instead of teaching, which helped me ease into motherhood as well. Many friends have helped me through the good times and bad – Arin Rohr Schellenberg, Joy Yeager, Traci Randolph, Amity Noltemeyer, Jennifer Wilson, Lenette and Larry Taylor, Valerie Cleveland, the IU gang who vacationed with me to celebrate even though I was not done, and so many others who have believed in me for years. For those who are not here to see this accomplishment, their memory infuses this project with love. I know it would have earned my grandfather’s proud pat on the back and been blessed by my grandmother’s power of positive thinking. Finally, I could not have completed this dissertation without the constant support and sacrifice of my husband, Anthony Mujic. He has never wavered in his faith in me and never let me doubt myself. While I was researching and writing this study, we welcomed two beautiful daughters into the world and he stepped seamlessly into my place while I was away for research trips, conferences, and many weekends of writing sessions. This work may be the fruit of my labor and love, but it is also his. This dissertation is dedicated to our daughters; my hope is that they remember little of the process but feel proud of the achievement. vi INTRODUCTION “THE SAFEGUARD OF CIVIL LIBERTY”1 “Our Country - may she be right but right or wrong, our country”2 Isaac N. Stewart, University of Wisconsin Student, 1862 College students have regularly played a vocal role in shaping how the youth of this country view the direction of the United States. They have especially made their presence and their opinions felt in the national discourse on wars fought in this country, largely because it is generally their age group that is expected to fight. In the early and mid-1800s, college students were notorious for rioting against their faculty, their host towns, or in general against some idea or policy of the local, state or national government with which they did not agree. A century later, students fell into line more easily. In 1918, during World War I, 140,000 college students nationwide joined the Student Army Training Corps on their campuses. President Woodrow Wilson informed them that their choice meant that they “had ceased to be merely individuals…[and had joined] with the entire manhood of the country.” The patriotism of college students, specifically when that Indiana University, the University of Wisconsin, and the University of Michigan will hereafter be known either by their full names, or occasionally as just Indiana, Wisconsin, or Michigan, respectively. The utmost care is taken to eliminate confusion between the states themselves and their state universities. 1 “Synopsis of Lecture delivered by President Nutt, in Fifteen Counties of Central and Southern Indiana, in the Summer of 1864,” Indiana University. Annual Report of Indiana University Including the Catalogue for the Academical Year 1859-1860. Indianapolis: John C. Walker, 1860 (hereafter IU Catalogue, year), 31. 2 Toast offered, May 9, 1862 Hesperia Society Records, 1859-1865, Hesperia Society Bills of Exercises 1860-1870, University of Wisconsin – Madison Archives (hereafter UW Archives; hereafter Hesperia Bill of Exercises). 1 2 commitment to their country was challenged in a time of war, has captured the interest of historians and the general public alike throughout America’s involvement in various conflicts during history. Often this research focuses on those students who left their classrooms to head to a battlefield or explores the nature of protests that rocked college campuses throughout the Cold War era.3 Popular understanding of university student unrest or participation in American wars jumps quickly to images of the May 4, 1970, tragedies at Kent State University or the barracked army soldiers on college campuses in World War II. Soon after the Kent State University anti-war riots of May 4, 1970, Newsweek published a poll in which 58% of those questioned believed the “demonstrating students” were to blame for the death of two male students
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