DOCSLIB.ORG

Universidade Federal Do Rio Grande Do Sul Instituto De Filosofia E Ciências Humanas Programa De Pós-Graduação Em História

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Universidade Federal Do Rio Grande Do Sul Instituto De Filosofia E Ciências Humanas Programa De Pós-Graduação Em História UNIVERSIDADE FEDERAL DO RIO GRANDE DO SUL INSTITUTO DE FILOSOFIA E CIÊNCIAS HUMANAS PROGRAMA DE PÓS-GRADUAÇÃO EM HISTÓRIA Lívia Amarante Gallo DISCIPLINA HISTÓRICA, UM CAMPO EM DISPUTA: DISCURSOS DOS PRESIDENTES DA AMERICAN HISTORICAL ASSOCIATION (1884-1914) Porto Alegre 2019 1 LÍVIA AMARANTE GALLO DISCIPLINA HISTÓRICA, UM CAMPO EM DISPUTA: DISCURSOS DOS PRESIDENTES DA AMERICAN HISTORICAL ASSOCIATION (1884-1914) Dissertação apresentada ao Programa de Pós- Graduação em História da Universidade Federal do Rio Grande do Sul como requisito parcial para obtenção do título de Mestre em História. Orientador: Prof. Dr. Cesar Augusto Barcellos Guazzelli Porto Alegre 2019 2 3 LÍVIA AMARANTE GALLO DISCIPLINA HISTÓRICA, UM CAMPO EM DISPUTA: DISCURSOS DOS PRESIDENTES DA AMERICAN HISTORICAL ASSOCIATION (1884-1914) Dissertação apresentada ao Programa de Pós- Graduação em História da Universidade Federal do Rio Grande do Sul como requisito parcial para obtenção do título de Mestre em História. Orientador: Prof. Dr. Cesar Augusto Barcellos Guazzelli Aprovada em: Porto Alegre, 07 de março de 2019 BANCA EXAMINADORA: ___________________________________________________________________________ Prof. Dr. Cesar Augusto Barcellos Guazzelli – Orientador (UFRGS) ___________________________________________________________________________ Prof. Dr. Vitor Izecksohn (UFRJ) ___________________________________________________________________________ Profª. Drª. Renata Dal Sasso Freitas (UNIPAMPA) ___________________________________________________________________________ Prof. Dr. Arthur Lima de Avila (UFRGS) 4 AGRADECIMENTOS À CAPES, pelo financiamento da pesquisa, possibilitando que este trabalho fosse feito; Ao meu orientador, Cesar Guazzelli, com quem venho trabalhando desde o primeiro ano de graduação. Sou grata por toda ajuda nas pesquisas ao longo destes anos e por tudo o que me ensinou como professor, mas sou grata principalmente pela amizade, pelas longas discussões sobre Harry Potter e por não ter me deixado desistir da História nos idos de 2016, ameaçando nunca mais falar comigo, o que funcionou muito bem; À professora Mara Rodrigues e ao professor Arthur Avila, que participaram da banca de qualificação, dando sugestões valiosas paro o término da pesquisa; À professora Renata Dal Sasso e ao professor Vitor Izecksohn por aceitarem fazer parte da banca; Ao Vicente Detoni, que foi o grande presente que o Mestrado me deu, a quem sou grata pela ajuda no desenvolvimento da pesquisa, pelo companheirismo em todas as cadeiras, na Representação Discente e nos eventos, mas principalmente, por ter me ensinado muito sobre amar e o significado do amor; Aos amigos Jacson Schwengber e Gabriel Gonzaga pelas noites de violentas discussões teóricas e sobre o sentido da vida no João de Barro; Ao Mathias Scherer pela amizade, carinho e apoio; Aos meus pais, Maria Olenka e Lívio Gallo, que no momento mais sombrio, me lembrarem que, por mais difícil que seja o caminho, ele não precisa ser solitário; Ao meu companheiro, Rodrigo Costa, por ter trazido alegria para a minha vida e para nossa casa; por me incentivar nos meus sonhos, me ajudar a creditar em mim e a ser mais otimista; 5 RESUMO No final do século XIX, nos Estados Unidos, ocorreu uma profunda mudança na maneira pela qual a sociedade se relacionava com o passado e produzia conhecimento sobre ele. De conhecimento desenvolvido por amadores, passou a ser disciplina científica autônoma, levada à cabo em instituições universitárias por um corpo de profissionais treinados nestas instituições, que atuava seguindo procedimentos pré-estabelecidos para o desenvolvimento de suas pesquisas. Essas mudanças compreenderam dois processos, o de disciplinarização e o profissionalização da História. O primeiro processo correspondeu ao estabelecimento das bases epistemológicas sobre as quais a História constituiria sua identidade, erguendo suas fronteiras com relação às outras áreas, tornando-se um conhecimento autônomo; ele teve a ver com os procedimentos estabelecidos para a sua prática, o que seria considerado permitido e, principalmente, o que seria proibido em questão de metodologia de pesquisa e maneira de narrar os resultados. Já a profissionalização representou a construção de um aparato institucional que viabilizasse as pesquisas e amparasse os historiadores, como um local de emprego nas universidades, critérios para a formação de profissionais, constituição de associações profissionais e criação de periódicos acadêmicos. Nesta pesquisa, tratei desses dois processos de maneira separada, partindo da trajetória acadêmica do historiador Frederick Jackson Turner (1861-1932) para compreender como a profissionalização ocorreu nos Estados Unidos e depois passado para a análise dos discursos dos presidentes da American Historical Association – fundada em 1884 –, para perceber as discussões que ocorreram em torno da disciplinarização da História naquele país entre 1884 e 1914. Palavras-chaves: historiografia; disciplinarização; profissionalização; Frederick Jackson Turner; American Historical Association; 6 ABSTRACT In the late nineteenth century, there was a profound change in the way society related to and produced knowledge of the past in America. From knowledge developed by amateurs, it became an independent scientific discipline, carried out in university institutions by professionals trained in these institutions, who worked following pre-established procedures for the development of their research. These changes comprised two processes, that of disciplinarization and the professionalization of history. The first process corresponded to the establishment of the epistemological bases upon which History would constitute its identity, raising its borders in relation to other areas, becoming an autonomous knowledge; It had to do with the procedures established for its practice, what would be considered allowed and, especially, what would be prohibited in terms of research methodology and how to narrate the results. Professionalization, on the other hand, represented the construction of an institutional apparatus that would enable research and support historians, such as a place of employment in universities, criteria for the formation of professionals, constitution of professional associations and the creation of academic journals. In this research, I dealt with these two processes separately, starting from the academic trajectory of Frederick Jackson Turner (1861-1932) in order to understand how professionalization took place in the United States and then proceeded to analyze the speeches of the presidents of the American Historical Association - founded in 1884 –, to understand the discussions that took place around the disciplining of history in that country between 1884 and 1914. Key-word: historiography; disciplinarization; professionalization; Frederick Jackson Turner; American Historical Association; 7 SUMÁRIO Introdução ........................................................................................................................ 9 1. A Profissionalização da História ......................................................................... 25 1.1.Constituição da profissão .............................................................................. 26 1.1.1. A universidade moderna ............................................................. 26 1.1.2. Bases institucionais .................................................................... 32 1.1.3. Os profissionais .......................................................................... 40 1.2.Trajetória profissional de Frederick Jackson Turner .................................... 45 1.2.1. A Frontier thesis .........................................................................45 1.2.2. Trajetória profissional ................................................................ 49 2. A Disciplinarização da História ................................................................................ 68 2.1.Cientificização da História ........................................................................... 71 2.1.1. Políticas da interpretação histórica ............................................. 71 2.1.2. Bases epistemológicas .................................................................73 2.1.3. questão da objetividade ...............................................................78 2.1.4. A Nova História ...........................................................................82 2.2. Discursos dos presidentes da American Historical Association .................. 87 2.2.1. Discurso como manifesto ........................................................... 87 2.2.2. Natureza do conhecimento histórico .......................................... 94 2.2.3. Verdade, objetividade e subjetividade ....................................... 104 2.2.4. Finalidade da História ................................................................ 114 A história da História nos Estados Unidos: de 1884 a 1914 .......................................... 121 Bibliografia ..................................................................................................................... 131 Fontes utilizadas .............................................................................................................. 136 8 INTRODUÇÃO No discurso presidencial proferido em 1910 no encontro anual da American Historical Association (AHA), intitulado “Social Forces in American History”, o renomado historiador americano Frederick Jackson Turner pontuou que cada era reescreve a
Load more

Recommended publications
  • ERRS PRICE DESCRIPTORS the Tmergence.Of the Junior College In
    DOCUMENT RESUME ED 116.741 Ja 760 060 AUTHOR Cowley, W. H. TITLE The tmergence.of the Junior College in the EvolutiOn of American Education: A Memorandum for the Fund for / Advancement of Education. SPOTS AGENCY Ford Foundation, New York, N.Y. PUB DATE 10 Sep 55 NOTE 61p. ERRS PRICE MF-$0.76 HC-$3.32 Plus Postage DESCRIPTORS Change Agents; *Colleges; *Educational History; *Junior Colleges; Post Secondary Education; Professional Education; *Secondary-Schools; *Universities ABSTRACT In an/effort to elucidate the forces behind the emergence of the Ametican junior college, this document reviews the evolution of the structure of American education from 1874 to 1921. The historical review begins with 1874 because the decision made that year in the Kdlamazoo Case confirmed the right of communities to high schools by taxation. It ends with 1921 because two pisurrtt tal events occurred in that year: first, the organization of the American Association of Junior Colleges, and second, the establishtent of the first unitari.two..year junior college, namely, ,Modesto Junior College in Modesto, California. It reviews the historical development of secondary schools, liberal arts colleges, professional schools, universities, and junior colleges in that time period. The author/concludes that the junior college of today is an historical accident. A bibliography is appended. (DC) , *******************************************************t************ * Documents acquired by 'ERIC include many'-informal unpublished * * materials not available,from other sources. ERIC makes every effort*. * to obtain the bestopyNc available. Nevertheless, items of marginal * * reproducibility are often encountered and this affects the quality * * of the microfiche and hardcopy reproductions ERIC makes available * *via the ERIC Document Reproduction Servi9e (EDRS).
    [Show full text]
  • Boyer Is the Martin A
    II “WE ARE ALL ISLANDERS TO BEGIN WITH”: THE UNIVERSITY OF CHICAGO AND THE WORLD IN THE LATE NINETEENTH AND TWENTIETH CENTURIES J OHN W. B OYER OCCASIONAL PAPERS ON HIGHER XVIIEDUCATION XVII THE COLLEGE OF THE UNIVERSITY OF CHICAGO Hermann von Holst, oil portrait by Karl Marr, 1903 I I “WE ARE ALL ISLANDERS TO BEGIN WITH”: The University of Chicago and the World in the Late Nineteenth and Twentieth Centuries INTRODUCTION he academic year 2007–08 has begun much like last year: our first-year class is once again the largest in T our history, with over 1,380 new students, and as a result we have the highest Autumn Quarter enroll- ment in our history at approximately 4,900. We can be proud of the achievements and the competitiveness of our entering class, and I have no doubt that their admirable test scores, class ranks, and high school grade point averages will show their real meaning for us in the energy, intelligence, and dedication with which our new students approach their academic work and their community lives in the College. I have already received many reports from colleagues teaching first-year humanities general education sections about how bright, dedicated, and energetic our newest students are. To the extent that we can continue to recruit these kinds of superb students, the longer-term future of the College is bright indeed. We can also be very proud of our most recent graduating class. The Class of 2007 won a record number of Fulbright grants — a fact that I will return to in a few moments — but members of the class were rec- ognized in other ways as well, including seven Medical Scientist Training This essay was originally presented as the Annual Report to the Faculty of the College on October 30, 2007.
    [Show full text]
  • Xerox University Microfilms
    INFORMATION TO USERS This material was produced from a microfilm copy of the original document. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the original submitted. The following explanation of techniques is provided to help you understand markings or patterns which may appear on this reproduction. 1. The sign or "target” for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity. 2. When an image on the film is obliterated with a large round black mark, it is an indication that the photographer suspected that the copy may have moved during exposure and thus cause a blurred image. You will find a good image of the page in the adjacent frame. 3. When a map, drawing or chart, etc., was part of the material being photographed the photographer followed a definite method in "sectioning” the material. It is customary to begin photoing at the upper left hand corner of a large sheet and to continue photoing from left to right in equal sections with a small overlap. If necessary, sectioning is continued again — beginning below the first row and continuing on until complete. 4. The majority of users indicate that the textual content is of greatest value, however, a somewhat higher quality reproduction could be made from "photographs" if essential to the understanding of the dissertation.
    [Show full text]
  • The Traditional Humanist in Conflict with the Liberal Ideologue
    University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-1986 A history of liberal education and liberalism : the traditional humanist in conflict with the liberal ideologue. Richard A. Farrell University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Farrell, Richard A., "A history of liberal education and liberalism : the traditional humanist in conflict with the liberal ideologue." (1986). Doctoral Dissertations 1896 - February 2014. 4079. https://scholarworks.umass.edu/dissertations_1/4079 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. A HISTORY OF LIBERAL EDUCATION AND LIBERALISM: THE TRADITIONAL HUMANIST IN CONFLICT WITH THE LIBERAL IDEOLOGUE A Dissertation Presented By RICHARD A. FARRELL Submitted to the Graduate School of the University of Massachusetts in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION February 1986 EDUCATION All Rights Reserved Richard A Farrell A HISTORY OF LIBERAL EDUCATION AND LIBERALISM: THE TRADITIONAL HUMANIST IN CONFLICT WITH THE LIBERAL IDEOLOGUE A Dissertation Presented By RICHARD A. FARRELL )rovec^^y to ^le and content by: David Schuman, Chairperson of Committee f UnMJt William Kornegay, Member Richard Trousdell, Member School of Education To Hannah Arendt, who helped me to see the world through fresh eyes. ACKNOWLEDGMENTS I first acknowledge David Schuman's contribution. I cannot imagine having initiated--let alone completed--this dissertation without the benefit of David's insights, humor, care, and his uncanny knack for knowing the right words to say at the right moment.
    [Show full text]
  • BROADSIDES the Programs and Catalogues of Brown
    BROADSIDES The programs and catalogues of Brown University are representative of the work of a number of Rhode Island printers, including H.H. Brown (Hugh Hale Brown), Brown and Wilson (Hugh Hale Brown, William H. WIlson), John Carter, Carter and Wilkinson (John Carter, William Wilkinson), Dunham and Hawkins (William H. Dunham, David Hawkins, Jr.), Barnum Field, Field and Maxcy (Barnum Field, Eaton W. Maxcy), Gilbert and Dean ==?== Goddard and Knowles (William G. Goddard, James D. Knowles), Goddard and Mann (William G. Goddard, William M. Mann), J.A. and R.A. Reid (James Allen Reid), Smith and Parmenter (SAmuel J. Smith, Jonathan C. Parmenter); also the Microcosism Office and the American (Rhode Island American?) Office. BR-1F: CATALOGUS Latin catalogue of graduates of the College. The first Catalogus is mentioned in Ezra Stiles' diary. Lists baccalaureate and honorary graduates by year. In later editions, graduates are listed under year alphabetically in two groups, graduates in course and honorary graduates. For the year 1772 only graduates in course appear. At the time of publication of the Historical Catalogue of Brown University, 1764-1894, no copy was known. The copy now in the Archives has been annotated in ink, changing the A.B. after names of 1769 graduates to A.M. Forenames are in Latin form, and in later editions, names of clergy men are in italics, and names of deceased are starred, with a summary at the end. Printed triennially. Second edition in 1775. Evans 16049 and 17347 describe editions of 1778 and 1781, and Alden 756 concludes that these descriptions were by conjecture from the 1775 edition on the assumption that a catalogue was issued every three years, and that no such catalogues were actually printed in those years.
    [Show full text]
  • A. Kaihe a TRIO THAT MUST GO: CHANGING US-QING RELATIONS from 1868 to 1882
    IRSTI 03.91 https://doi.org/10.26577/JOS-2019-4-o1 A. Kaihe PhD candidate. Graduate School of Core Ethics and Frontier Sciences. Ritsumeikan University, Japan, e-mail: [email protected] A TRIO THAT MUST GO: CHANGING US-QING RELATIONS FROM 1868 TO 1882 Abstract. The Burlingame Treaty of 1868 opened new perspectives in diplomatic action for both the U.S. and the Qing Empire; however, 14 years later in 1882 The Chinese Exclusion Act prohibited Chinese laborers from entering the United States. Those two documents reveal, it seems, completely dif- ferent political attitudes toward the Qing Empire on the part of the United States. The focus of this article is to understand the internal factors that lead the United States to successively adopt these two opposing policies. Constant changes in the domestic political and economic situation of the United States, I argue, have led to the adjustment of foreign policy with the Qing Empire. One caricature from the American satire cartoon magazine PUCK is used to illustrate important aspects of the lesser known history of the US-Qing relations from the 1860s to the 1880s. Key words: US-Qing Relations, Burlingame Treaty, Chinese Exclusion Act, Chinese Labor, GOP, PUCK, Taiping Rebellion, American society, late Qing Empire(1860-1880), “A Trio that Must Go”. А. Кайхе PhD докторанты, Бейіндік этика және шекара ғылымдары Жоғары мектебі, Рицумейкан Университеті, Жапония, e-mail: [email protected] Кетуі керек трио: ақш-цин қарым-қатынасының (1868 жылдан 1882 жылға дейін өзгеруі) Аңдатпа. 1868 жылғы Берлингейм келісімі АҚШ үшін де, Цин империясы үшін де дипломатиялық әрекеттегі жаңа мүмкіндіктерді ашты, дегенмен 14 жылдан кейін, 1882 жылы Қытай заңы қытайлық жұмысшылардың АҚШ-қа шығуына тыйым салды.
    [Show full text]
  • 5 Beyond Service the Development of Universities As Independent Agents
    5 Beyond Service The Development of Universities as Independent Agents In addition to working directly with government as a partner, univer- sities began to work as its agent, helping establish national standards and define policy in a variety of arenas. The position of universities as agents stemmed in many ways from the loosely coupled regulation of education; from local elementary schools to advanced graduate and professional programs, universities helped define and nationalize the American educational system. This influence had implications far beyond educational policy itself, touching on most every domain into which the formative state would venture. Universities’ service as independent agent of the national state evolved from a variety of interconnected forces. Supported by institu- tional coordination and entrepreneurship, America’s schools worked closely with one another and developed an informal national system of standardization. Though such efforts were not often undertaken in direct concert with federal, state, or local governments, they were often undertaken with these governments’ informal support and occasional input. University leaders would share their plans and expectations with government officials, who would reciprocate with advice and interest as well as their implicit sanction. The federal Bureau of Educa- tion did not develop or enforce standards for secondary schools. How- ever, its representatives worked with universities as they developed and enforced such standards. Establishing Agency: Universities and Standards for Secondary Education With the rise of compulsory elementary and secondary education, the expansion of opportunities in higher education, and the growth of 109 110 Ivory Towers and Nationalist Minds graduate and professional education came a desire for uniform stan- dards and expectations.
    [Show full text]
  • American Exceptionalism Or Atlantic Unity? Fredrick Jackson Turner and the Enduring Problem of American Historiography
    New Mexico Historical Review Volume 89 Number 3 Article 4 7-1-2014 American Exceptionalism or Atlantic Unity? Fredrick Jackson Turner and the Enduring Problem of American Historiography Kevin Jon Fernlund Follow this and additional works at: https://digitalrepository.unm.edu/nmhr Recommended Citation Fernlund, Kevin Jon. "American Exceptionalism or Atlantic Unity? Fredrick Jackson Turner and the Enduring Problem of American Historiography." New Mexico Historical Review 89, 3 (2014). https://digitalrepository.unm.edu/nmhr/vol89/iss3/4 This Article is brought to you for free and open access by UNM Digital Repository. It has been accepted for inclusion in New Mexico Historical Review by an authorized editor of UNM Digital Repository. For more information, please contact [email protected], [email protected], [email protected]. American Exceptionalism or Atlantic Unity? Frederick Jackson Turner and the Enduring Problem of American Historiography • KEVIN JON FERNLUND The Problem: Europe and the History of America n 1892 the United States celebrated the four hundredth anniversary of Chris- topher Columbus’s discovery of lands west of Europe, on the far side of the IAtlantic Ocean. To mark this historic occasion, and to showcase the nation’s tremendous industrial progress, the city of Chicago hosted the World’s Colum- bian Exposition. Chicago won the honor after competing with other major U.S. cities, including New York. Owing to delays, the opening of the exposition was pushed back to 1893. This grand event was ideally timed to provide the coun- try’s nascent historical profession with the opportunity to demonstrate its value to the world. The American Historical Association (AHA) was founded only a few years prior in 1884, and incorporated by the U.S.
    [Show full text]
  • AHA Colloquium
    Cover.indd 1 13/10/20 12:51 AM Thank you to our generous sponsors: Platinum Gold Bronze Cover2.indd 1 19/10/20 9:42 PM 2021 Annual Meeting Program Program Editorial Staff Debbie Ann Doyle, Editor and Meetings Manager With assistance from Victor Medina Del Toro, Liz Townsend, and Laura Ansley Program Book 2021_FM.indd 1 26/10/20 8:59 PM 400 A Street SE Washington, DC 20003-3889 202-544-2422 E-mail: [email protected] Web: www.historians.org Perspectives: historians.org/perspectives Facebook: facebook.com/AHAhistorians Twitter: @AHAHistorians 2020 Elected Officers President: Mary Lindemann, University of Miami Past President: John R. McNeill, Georgetown University President-elect: Jacqueline Jones, University of Texas at Austin Vice President, Professional Division: Rita Chin, University of Michigan (2023) Vice President, Research Division: Sophia Rosenfeld, University of Pennsylvania (2021) Vice President, Teaching Division: Laura McEnaney, Whittier College (2022) 2020 Elected Councilors Research Division: Melissa Bokovoy, University of New Mexico (2021) Christopher R. Boyer, Northern Arizona University (2022) Sara Georgini, Massachusetts Historical Society (2023) Teaching Division: Craig Perrier, Fairfax County Public Schools Mary Lindemann (2021) Professor of History Alexandra Hui, Mississippi State University (2022) University of Miami Shannon Bontrager, Georgia Highlands College (2023) President of the American Historical Association Professional Division: Mary Elliott, Smithsonian’s National Museum of African American History and Culture (2021) Nerina Rustomji, St. John’s University (2022) Reginald K. Ellis, Florida A&M University (2023) At Large: Sarah Mellors, Missouri State University (2021) 2020 Appointed Officers Executive Director: James Grossman AHR Editor: Alex Lichtenstein, Indiana University, Bloomington Treasurer: William F.
    [Show full text]
  • Alexander Brown and the Renaissance of Virginia History
    W&M ScholarWorks Dissertations, Theses, and Masters Projects Theses, Dissertations, & Master Projects 1947 Alexander Brown and the Renaissance of Virginia History Marvin E. Harvey College of William & Mary - Arts & Sciences Follow this and additional works at: https://scholarworks.wm.edu/etd Part of the United States History Commons Recommended Citation Harvey, Marvin E., "Alexander Brown and the Renaissance of Virginia History" (1947). Dissertations, Theses, and Masters Projects. Paper 1539624471. https://dx.doi.org/doi:10.21220/s2-hqgz-7d58 This Thesis is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Dissertations, Theses, and Masters Projects by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. ' u s s m tm nmm M B m HMAISSMSE OF fIMllfXA HISTORY Marrlfi E* garygy &3tbaiite$ in partial ftalfil&mt •of the Baqttiremaats of The College _ of William end liary for the degree of Haotor of Aria *W Table of Contents Chapter 1. Prefatory* * *.., * * * * *,......... Chapter II. toeestry and Early I*if e... *.. Chapter III. The Middle Tears I* Basisess Mfe#.».«**«»«**• £* Mterary life............ Chapter IP. The Apex and the Decline.. T Akemxider Brown and the Bmi&immm a£ SirglMa History Chapter X Prefatory Sot until tfeo second half of Use nineteenth, century, said then primarily m a result of the Influence of the Civil War, m m there a place in the curriculum of toe nationto public schools
    [Show full text]
  • Gordon A. Craig President American Historical Association 1982
    Gordon A. Craig President American Historical Association 1982 11 } Gordon Alexander Craig, president of the American Historical Association, is the J. E. Wallace Sterling Professor of the Humanities at Stanford University. He was born in Glasgow, Scotland, in 1913; at the age of twelve he immigrated to the U.S. from Canada with his parents. He attended Princeton University where he re ceived his AB in 1936, the MA in 1939, and his PhD in 1941. During this period he was also a Rhodes Scholar to Oxford where he received a B.Litt. in 1938. His field is ndern Europe with research interests focusing on Germany since 1648, diplomacy, and military affairs. Professor Craig taught as an instructor at Yale Uni versity from 1939 to 1941; after two years he returned to Princeton to teach there. He remained at Princeton for the next twenty years: from 1941 to 1943 as an instruc tor, from 1943 to 1949 as associate professor, and from 1950 to 1961 as full professor. Concurrently he was a visiting professor at Columbia University in 1947—48 and in 1949—50. In 1961 he imjved to Stanford where he teaches three days a week to classes of four hundred students. He is widely regarded as aong the greatest of the uni versity’s teachers, and in recognition of his vital con tribution to scholarship and teaching he became the first J. E. Wallace Sterling Professot of the Humanities in 1969, a rank he still holds. He chaired the history de partment from 1972 to 1975 and again from 1978 to 1979, and had a great impact in strengthening the department.
    [Show full text]
  • Patrick Henry, by Moses Coit Tyler 1
    Patrick Henry, by Moses Coit Tyler 1 CHAPTER I CHAPTER II CHAPTER III CHAPTER IV CHAPTER V CHAPTER VI CHAPTER VII CHAPTER VIII CHAPTER IX CHAPTER X CHAPTER XI CHAPTER XII CHAPTER XIII CHAPTER XIV CHAPTER XV CHAPTER XVI CHAPTER XVII CHAPTER XVIII CHAPTER XIX CHAPTER XX CHAPTER XXI CHAPTER XXII Patrick Henry, by Moses Coit Tyler The Project Gutenberg eBook, Patrick Henry, by Moses Coit Tyler This eBook is for the use of anyone anywhere at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this eBook or Patrick Henry, by Moses Coit Tyler 2 online at www.gutenberg.org Title: Patrick Henry Author: Moses Coit Tyler Release Date: July 10, 2009 [eBook #29368] Language: English Character set encoding: ISO-8859-1 ***START OF THE PROJECT GUTENBERG EBOOK PATRICK HENRY*** E-text prepared by Barbara Tozier, Bill Tozier, and the Project Gutenberg Online Distributed Proofreading Team (http://www.pgdp.net) American Statesmen PATRICK HENRY by MOSES COIT TYLER Boston and New York Houghton Mifflin Company The Riverside Press Cambridge Copyright, 1887, by Moses Coit Tyler Copyright, 1898, by Moses Coit Tyler And Houghton, Mifflin & Co. Copyright, 1915, by Jeannette G. Tyler The Riverside Press Cambridge · Massachusetts Printed in the U.S.A. PREFACE In this book I have tried to embody the chief results derived from a study of all the materials known to me, in print and in manuscript, relating to Patrick Henry,--many of these materials being now used for the first time in any formal presentation of his life.
    [Show full text]