Syllabus for Sp 1999

History 371 AMERICAN INTELLECTUAL HISTORY TO 1865 TTh 11:00 to 12:20, Wyatt 304 Fall 2008

William Breitenbach Office: Wyatt 141 Office phone: 879-3167 Office hours: E-mail: [email protected] MTWThF 1:00 – 2:00 Web: http://www.ups.edu/x6705.xml and by appointment

This course will examine the work of some of the more important American intellectuals who lived and wrote in the years before the Civil War. The approach will be biographical; that is, the course will be organized around people rather than intellectual movements or traditions. Insofar as possible, our aim will be to understand the relationship between thinkers' ideas and their social, political, professional, and personal situations. Though our focus will be on individuals, we'll also try to see connections among the thinkers we examine. We'll be on the alert for common themes and shared concerns. We'll pay particular attention to the diverse ways that these thinkers dealt with a persistent issue in American social and intellectual life—the tension between individualism and social responsibility. But even as we make this issue one of our central concerns, we'll also consider a variety of other matters: the creation of an American national identity; conceptions of nature and the American landscape; alternative visions of an ideal government, society, and community; the boundaries of liberty and order, equality and privilege, competition and cooperation, majority rule and minority rights; the relations between races and between genders; the nature of moral agency; the meaning of true virtue; the competing claims of head and heart; the changing definitions of salvation and success; and, not least of all, the role of the intellectual in American life.

Oral and written responses to the course readings and themes will help us achieve the learning objectives of the Humanistic Approaches core requirement, which this course satisfies. These learning objectives are to “acquire an understanding of how humans have addressed fundamental questions of existence, identity, and values,” to “develop an appreciation of these issues of intellectual and cultural experience,” and to “learn to explicate and to evaluate critically products of human reflection and creativity.”

Additional learning objectives for History 371 include  a better understanding of intellectual history as a field and method within the broader discipline of history;  a fuller comprehension of the main issues and arguments that, in the years before 1865, were the topics of the ongoing conversation that we call the American intellectual tradition;  a deeper knowledge of and appreciation for the most influential, challenging, and rewarding American thinkers of this period; and  an improved ability to analyze, explicate, and interpret difficult primary sources both orally and in writing.

1 History 371 Fall 2008

These books are for sale at the University Bookstore. Page references in the syllabus are taken from the editions listed here. If you already own another edition of a book, you may use it, but check with me for the exact assignment. Books marked with an asterisk are on library reserve. David A. Hollinger and Charles Capper, eds., The American Intellectual Tradition: A Sourcebook, Volume I: 1630-1865, 4th or 5th ed. (Oxford)* Hereafter H&C. You may use either the 4th or the 5th edition. The 4th ed. is on library reserve. Benjamin Franklin, The Autobiography of Benjamin Franklin (Dover Thrift)* David Walker, David Walker's Appeal to the Coloured Citizens of the World, ed. Sean Wilentz (Hill & Wang)* An earlier edition is on library reserve. Herman Melville, Bartleby and Benito Cereno (Dover Thrift) Henry David Thoreau, Walden; or, Life in the Woods (Dover Thrift) William Breitenbach, ed., History 371 Sourcebook (a readings packet). Hereafter SB.

Blackboard website. I will post on Blackboard the course syllabus, handouts, paper assignment sheets, an exam review sheet, and some general advice and useful web links. The course title on Blackboard is “History 371A, American Intellectual History to 1865” and the course ID is “Hist371aF08.” If you have not previously used Blackboard, you can find FAQs and instructions for creating an account at http://projects.ups.edu/blackboard/. The password allowing access to the course site will be provided in class: ______. Course materials will also be posted on my webpage: http://www.ups.edu/x6705.xml

The following books might prove helpful during the semester: Richard Wightman Fox and James T. Kloppenberg, eds. A Companion to American Thought (1995) [A recent reference encyclopedia with biographical and topical entries, and suggestions for further reading. Reference shelves, E169.1 C685 1995] John A. Garraty and Mark C. Carnes, eds. American National Biography, 24 vols. (1999) [An up-to-date biographical dictionary; entries have brief bibliographies. Reference shelves, CT213 A68 1999] Edward T. James, ed. Notable American Women, 1607-1950, 3 vols. (1971) [A fairly recent biographical dictionary of American women; Reference CT3260 N57] Allen Johnson and Dumas Malone, eds. Dictionary of American Biography, 22 vols. (1928-58) [An older, but still valuable biographical dictionary; Reference E176 D562] Lewis Perry, Intellectual Life in America: A History (1984) [A survey of American intellectual history, organized by periods and trends rather than individual thinkers; Library Reserve E169.1 P446] Robert A. Divine et al., The American Story, vol. I (2002) [An excellent, brief U.S. history textbook; Library Reserve E178 A5545 2002]

PROCEDURES AND REQUIREMENTS

Class participation This will be a discussion class. Discussions work well if everyone shows up for class on time with the reading assignment finished (i.e., completely read, carefully thought about, and notes taken), with questions to ask and ideas to venture, and with books in hand to refer to when talking about those ideas. Discussions work even better if all participants—students and teacher alike— listen with respectful attention and respond with thoughtful engagement to what others in the class have to say. On the other hand, discussions can sputter if even a few people are absent, late, unprepared, bookless, noteless, inattentive, uncommunicative, dismissive, or defensive.

Come to class ready to talk. Talking about “fundamental questions of existence, identity, and values” is, after all, the point of taking a Humanistic Approaches class (and, for that matter, the point of going to college!). Put your ideas out there for others to endorse, challenge, and transform. Be willing to ask a question, confess confusion, make a disputable claim, disagree with friends, take a stand, and change your mind. In this course, it is better to say something rash, foolish, or wrong than to say nothing at all. Your consistent, thoughtful, informed participation will be important in determining both the success of the course and your grade in it. After every class I’ll evaluate your contribution to other students’ learning. Students who are not in class will receive a 0. Students who attend but contribute little will receive a 2. Those who contribute significantly will receive a 3, and those whose contribution is outstanding will get a 4. (Think of twos as roughly equivalent to C’s, threes as B’s, and fours as A’s.) At the end of the semester, you will get a participation grade, which will count for 25% of the course grade. At my discretion, the course grade may be adjusted upward for those who made an extraordinary contribution to the class or downward for those who were frequently unprepared or unengaged. Absences: I expect you to attend all classes or to notify me in advance by e-mail or voice mail if you cannot. Students with more than a few absences should expect to have their grades lowered; those with excessive absences should expect to be dropped from the course with a WF.

Writing assignments. There will be three major writing assignments in this course—two papers and a final exam. In addition there will be regular quizzes on the readings. Assignment sheets containing further details about the papers and exam will be distributed well before the due dates.  a 10-page paper on a topic arising from the readings assigned for classes 1 through 14. It can be turned in at my office (Wyatt 141) anytime before Fall Break, but no later than 4:00 p.m. on Friday, October 17. It will count for 25% of the course grade.  a 10-page paper on a topic arising from the readings assigned for classes 13 through 27. It can be turned in at my office (Wyatt 141) any time after Fall Break, but no later than 4:00 p.m. on Wednesday, December 10. It will count for 25% of the course grade.  a final exam held in our regular classroom on Tuesday, December 16, from 12:00 noon to 2:00 p.m. It will count for 20% of the course grade.  reading quizzes and brief writing exercises will count for 5% of the course grade.

Writing help The UPS Center for Writing and Learning is located on the first floor of Howarth Hall. Its mission is to help all writers, whatever their level of ability, become better writers. To make an appointment, call 879-3404, email [email protected], or drop by Howarth 109. Harvard University’s Writing Center has an excellent website with useful advice on writing papers: http://www.fas.harvard.edu/~wricntr/. Click on “Writing Resources.” The site features eighteen online “handouts” and has links to several online writing and reference guides.

Grading The course grade will be calculated on a 100-point scale. Grade levels are as follows: A (93-100), A- (90-92), B+ (87-89), B (83-86), B- (80-82), C+ (77-79), C (73-76), C- (70-72), D+ (67-69), D (63-66), D- (60-62), and F (below 60). I will round up to the next letter grade when the numerical score is within 0.2 points of the cut-off (e.g., an 89.8 will get an A-). Graded work will be weighted as follows: first paper 25%, second paper 25%, quizzes 5%, final exam 20%, and class participation 25%.

Late work, missing work, extensions, and “Incomplete” grades Normally I do not grant extensions or “Incomplete” grades, except for weighty reasons like a family emergency or a serious illness. If you are facing these or other circumstances beyond your

control that might prevent you from finishing a paper on time, talk to me early. I tend to be more sympathetic before the deadline than after it. As appropriate, please provide written documentation supporting your request from a medical professional; the Counseling, Health, and Wellness Services (CHAWS); the Academic Advising Office; or the Dean of Students Office. Late papers should be slipped under my office door at Wyatt 141. (Security Services will let you into the building if it is locked.) Unless I have granted an extension, a late paper will be marked down substantially. No paper or exam will be accepted after 5:00 p.m. on the Friday of final examination week. Students who do not complete all three major writing assignments will receive a WF for the course.

Other policies Students who want to withdraw from the course should read the rules governing withdrawal grades, which can be found at http://www.ups.edu/x4727.xml#withdrawal. Monday, September 15, is the last day to drop with an automatic W; thereafter it is much harder to avoid a WF. Students who are dropped for excessive absences or who abandon the course without officially withdrawing will receive a WF. Students who cheat or plagiarize, help others cheat or plagiarize, mark or steal library books, or otherwise violate the University’s standards of academic honesty will get an F for the course and will be reported to the Registrar. Before turning in your first paper, read the discussion of academic honesty in the Academic Handbook at http://www.ups.edu/x4718.xml. Ignorance of the concept or consequences of plagiarism will not be accepted as an excuse. In matters not covered by this syllabus, I follow the policies set down in the current Academic Handbook, which is available online at http://www.ups.edu/x4716.xml.

CLASS SCHEDULE

Reading assignments are to be completed before the class meeting for which they are listed. Bring the syllabus, assigned readings, and your reading notes to class. Page numbers for the Hollinger and Capper book have not been provided because pagination differs in the 4th and 5th editions. Use your book’s table of contents to find the assigned Hollinger and Capper readings.

1. Tues., Sept.2: Introduction to the Course Stefan Collini, “What Is Intellectual History?” [handout] John Winthrop, “Speech to the General Court on Liberty” (1645) [handout]

2. Thurs., Sept. 4: Winthrop and Puritan Social Ideals Course syllabus (This is your agreement with me. Read it!) “Preface” and “Introduction to Part One”: H&C John Winthrop, “A Modell of Christian Charity” (1630): H&C David Hall, “The Antinomian Controversy”: SB, 2-5

3. Tues., Sept. 9: Covenant Theology and Antinomianism: Cotton and Hutchinson John Cotton, A Treatise of the Covenant of Grace (1636): H&C (This reading is difficult. I’ll distribute an outline to help you work through it.) Anne Hutchinson, “The Examination of Mrs. Anne Hutchinson” (1637): H&C Antinomianism glossary [handout]

4. Thurs., Sept. 11: Mather and Edwards on Doing Good and Being Damned Cotton Mather, Bonifacius (1710): H&C Jonathan Edwards, “Sinners in the Hands of an Angry God” (1741): H&C

5. Tues., Sept. 16: Edwards on Conversion, Holiness, and Virtue Jonathan Edwards, “Personal Narrative” (1739): SB, 6-14 Jonathan Edwards, A Treatise Concerning Religious Affections (1746): H&C Jonathan Edwards, “Sign 12,” from Religious Affections: SB, 15-18

6. Thurs., Sept. 18: Franklin’s Conversion “Introduction to Part Two” and “Introduction to Benjamin Franklin”: H&C Benjamin Franklin, Autobiography (1771-90): 1-53 (Part One)

7. Tues., Sept. 23: Franklin on Virtue Benjamin Franklin, Autobiography (1771-90): 55-101 (Parts Two and Three)

8. Thurs., Sept. 25: Franklin, Paine, and Jefferson on American Independence Benjamin Franklin, Autobiography (1771-90): 101-36 (Parts Three and Four) Thomas Paine, Common Sense (1776): H&C Thomas Jefferson, “Declaration of Independence” (1776): H&C

9. Tues., Sept. 30: The Principles and Structures of Republican Government Alexander Hamilton, “Constitutional Convention Speech” (1787): H&C “Brutus,” “Essays of Brutus” (1787-88): H&C James Madison, The Federalist, Nos. 10 and 51 (1787-88): H&C John Adams, “Letter to Samuel Adams” (1790): H&C

10. Thurs., Oct. 2: Republican Sociology Thomas Jefferson, Notes on the State of Virginia (1787), “Laws,” “Manners,” and “Manufactures” (but not “Religion”): H&C Thomas Jefferson, “Letter to John Adams” (1813): H&C John Adams, “Letter to Thomas Jefferson” (1813): H&C Judith Sargent Murray, “On the Equality of the Sexes” (1790): H&C

11. Tues., Oct. 7: David Walker on Slavery and Racism David Walker, Appeal to the Coloured Citizens of the World (1829): vii-43

12. Thurs., Oct. 9: Walker and Garrison on Colonization David Walker, Appeal to the Coloured Citizens of the World (1829): 45-88 William Lloyd Garrison, Thoughts on African Colonization (1832): H&C

13. Tues., Oct. 14: Rational and Republican Religion: Jefferson and Channing Thomas Jefferson, Notes on the State of Virginia (1787), “Religion”: H&C Thomas Jefferson, “Letter to Benjamin Rush” (1803): H&C Thomas Jefferson, “Letter to Thomas Law” (1814): H&C “Introduction to Part Three”: H&C William Ellery Channing, “Unitarian Christianity” (1819): H&C

14. Thurs., Oct. 16: Taylor and Finney on Evangelical Revivalism Nathaniel William Taylor, Concio ad Clerum (1828): H&C Charles Grandison Finney, Lectures on Revivals of Religion (1835): H&C

A ten-page paper is due at Wyatt 141 no later than 4:00 on Friday, October 17.

— Tues., Oct. 21: FALL BREAK. No class.

15. Thurs., Oct. 23: Emerson’s Transcendentalist Manifestoes “Introduction to Part Four”: H&C Ralph Waldo Emerson, “The Divinity School Address” (1838): H&C Ralph Waldo Emerson, “Self-Reliance” (1841): H&C

16. Tues., Oct. 28: Spheres of Liberation: Domestic Economy and Feminist Equality William Lloyd Garrison, “Prospectus of The Liberator” (1837): H&C Sarah Grimké, Letters on the Equality of the Sexes (1838): H&C Catharine Beecher, A Treatise on Domestic Economy (1841): H&C Margaret Fuller, Woman in the Nineteenth Century (1845): H&C

17. Thurs., Oct. 30: The Sovereign Democratic People: Majorities and Minorities George Bancroft, “The Office of the People” (1835): H&C John C. Calhoun, A Disquisition on Government (late 1840s): H&C Henry David Thoreau, “Resistance to Civil Government” (1849): H&C

18. Tues., Nov. 4: Economics and Democracy: Leggett, Carey, and Lincoln William Leggett, editorials from Political Writings (1834-37): SB, 19-39 Henry C. Carey, The Harmony of Interests (1851): H&C Abraham Lincoln, “Address before the Wisconsin Agricultural Society” (1859): H&C

19. Thurs., Nov. 6: Radical Alternatives to Competitive Capitalism: Brownson and Peabody Orestes Brownson, “The Laboring Classes” (1840): H&C Elizabeth Palmer Peabody, “Glimpse of Christ’s Idea of Society” (1841): H&C Elizabeth Palmer Peabody, “Plan of West Roxbury Community” (1842): H&C

20. Tues., Nov. 11: Melville and Thoreau on the Sovereign Individual Henry David Thoreau, “Resistance to Civil Government” (1849): H&C (again) Herman Melville, “Bartleby” (1853), in Bartleby and Benito Cereno, 3-34

21. Thurs., Nov. 13: Thoreau’s Economy: Living Deliberately Henry David Thoreau, Walden (1854): 1-64, 84-90, 100-08 (“Economy,” “Where I Lived, and What I Lived For,” “Solitude,” and “The Bean-Field”)

22. Tues., Nov. 18: Thoreau on the Spiritual and Natural Life Henry David Thoreau, Walden, 112-53, 182-216 (“The Ponds,” “Baker Farm,” “Higher Laws,” “Brute Neighbors,” “The Pond in Winter,” “Spring,” and “Conclusion”)

23. Thurs., Nov. 20: Noyes’s Bible Communism John Humphrey Noyes, Bible Communism (1853): SB, 53-84. If you want to shorten the reading, you may skip the “Notes” (in smaller type) for Propositions III, IV, V, VI, VII, VIII, IX, XI, XIV, XVI, XVII, XXI, XXIII, XXIV, XXV, and XXVI.

24. Tues., Nov. 25 Bushnell and Fitzhugh on Organic Society Horace Bushnell, Christian Nurture (1847): H&C Horace Bushnell, “Organic Unity of the Family,” from Christian Nurture: SB, 85-86 “Introduction to Part Five”: H&C George Fitzhugh, Sociology for the South (1854): H&C

— Thurs., Nov. 27: THANKSGIVING VACATION. No class.

25. Tues., Dec. 2: Melville on Masters and Slaves Herman Melville, “Benito Cereno” (1855), in Bartleby and Benito Cereno, 37-104 Bring Fitzhugh’s Sociology for the South to class again

26. Thurs., Dec. 4: Delany and Douglass: Rethinking Race and Slavery in America Martin Delany, The Condition . . . of the Colored People (1852): H&C Frederick Douglass, “What to the Slave Is the Fourth of July?” (1852): H&C Abraham Lincoln, “Speech at Peoria, Illinois” (1854): H&C

27. Tues., Dec. 9: Violence, Martyrs, and Civil War Henry David Thoreau, “A Plea for Captain John Brown” (1859): SB, 40-52 Abraham Lincoln, “Gettysburg Address” (1863): H&C Abraham Lincoln, “Second Inaugural Address” (1865): H&C

A ten-page paper is due at Wyatt 141 no later than 4:00 on Wednesday, December 10.

The final exam will be held in our regular classroom on Tuesday, December 16, from 12:00 noon to 2:00 p.m.