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Xerox University Microfilms 300 North Zeeb Road Ann Arbor, Michigan 48106 75- 11,357 HEDDESHEIMER, Walter Jon, 1940- THE STUDY AND TEACHING OF HISTORY IN THE UNITED STATES PRIOR TO 1940 WITH A SPECIAL REFERENCE TO THE OHIO STATE UNIVERSITY. The Ohio State University, Ph.D., 1974 History, general Xerox University Microfilms,Ann Arbor, Michigan 4810B © 1975 WALTER JON HEDDESHEIMER ALL RIGHTS RESERVED THE STUDY AND TEACHING OF HISTORY IN THE UNITED STATES PRIOR TO 1940 WITH A SPECIAL REFERENCE TO THE OHIO STATE UNIVERSITY DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Walter Jon Heddesheimer, B.S., M.A. a . -j- ( > A O A A The Ohio State University 1974 Reading Committee: Approved by Professor Sydney N. Fisher Professor Harold J. Grimm Professor Francis P. Weisenburger Adviser Department of History ACKNOWLEDGMENTS The Ohio State University Archives constituted the main source of information. Archivist William Vollmar and his assistant Dorothy Ross gave invaluable help and encouragement. Along with former Uni­ versity Historian James Pollard, these individuals were of constant assistance during the course of my research. My employer, The National Archives, made it possible to carry out this project by implementing its policy of encouraging research. Former supervisor Gerald J. Rosenkrantz did everything he could to facilitate my progress. Colleague William Reader read the entire manuscript with great care; offered many valuable suggestions; and typified the spirit of encouragement I have received at The Archives. An incalculable debt is owed to the twenty five individuals I interviewed in depth. Together they produced a composite picture of the teens, twenties and thirties which could not have been gleaned from printed sources. One of them, the late Carl Wittke, spoke for nearly four hours though he was suffering from a terminal illness. Other scholars not only influenced this study, but also had a considerable impact upon my life. From these I will single out but two. First, my adviser Francis P. Weisenburger who has been my his­ torical mentor for nearly ten years. Second, Gray C. Boyce who for over fifteen years has been a constant source of inspiration and en­ couragement. Finally, my wife Janet willingly forfeited vacations, evenings and week-ends to facilitate the completion of this work. VITA July 4, 1940. Born - Akron, Ohio 1962 . B.S., Northwestern University Evanston, Illinois 1962-1963 .... Teacher, Maine Township High School East Park Ridge, Illinois 1963-1964 .... Translator, Austrian State Insurance Company Vienna, Austria 1965 . M.A., The Ohio State University Columbus, Ohio 1965-1967 .... Teaching Assistant, Department of History The Ohio State University, Columbus, Ohio 1967-1969 .... Interim Chairman of Social Studies Urbana College, Urbana, Ohio 1969-1971 .... Teaching Associate, Department of History The Ohio State University, Columbus, Ohio 1971-1972 .... Archivist, Presidential Libraries The National Archives, Washington, D.C. 1972- .... Archivist, Machine-Readable Archives The National Archives, Washington, D.C. FIELDS OF STUDY Major Field: American History Emergence of Modern America (1965-1895). Professor Francis P. Weisenburger United States Economic History. Professor David M. Harrison American Social History. Professor Robert H. Bremner The American South and Reconstruction. Professor Merton L. Dillon TABLE OF CONTENTS Page ACKNOWLEDGMENTS .................................................. ii VITA............................................................... iv SECTION ONE. THE STUDY AND TEACHING OF HISTORY PRIOR TO THE FOUNDING OF THE AMERICAN HISTORICAL ASSOCIATION 1 Colonial Beginnings . ................................ 2 Undergraduate Education in America Prior to 1884......... 4 Graduate Education in America Prior to 1884 . 22 Overview of Incomes and Facilities................... 33 Conclusions, An Analysis of Conditions in 1884. ..... 39 Notes to Section One....................................... 42 SECTION TWO. THE STUDY AND TEACHING OF HISTORY 1884-1917. 45 General Overview of the Period .......... 46 Scholarly Activities and Achievements ................... 56 The Undergraduate Teaching of History 1884-1900......... 71 The Undergraduate Teaching of History 1900-1916......... 89 Graduate Study in America 1884-1916 . 102 Outside Duties...................................... .114 Scholars in Controversy............................ ' 123 Presidential Leadership 134 Overview of Incomes and Facilities.......... 142 Conclusions......................... 151 Notes to Section Two....................... 154 SECTION THREE. THE STUDY AND TEACHING OF HISTORY 1917-1940. 160 Introduction........................... 1^1 Scholarly Activities....................................... 173 Undergraduate Teaching. ............................ 1®3 Graduate Teaching ............. • ...... 223 Activities Outside the Classroom.......................... 240 Scholars in Controversy .................................. 256 Salaries, University Finances and Physical Facilities . ->00 Conclusions ..................... ..................... Notes to Section Three..................................... 325 BIBLIOGRAPHY 33 7 v SECTION ONE THE STUDY AND TEACHING OF HISTORY PRIOR TO THE FOUNDING OF THE AMERICAN HISTORICAL ASSOCIATION 2 Colonial Beginnings While interest in history is not constant, an awareness of its existence is as old as man's cognizance of himself. Works describing early explorations of this continent are the first known historical accounts of America. The Norse saga of Eric the Red was oral history prior to the invention of printing. After Columbus' voyages, Hakluyt and Peter Martyr were quick to record and publish these adventures. With the settlement of British North America, writings appeared dis­ cussing how to reach the New World and cataloguing purported trea­ sures. Works such as these were solely descriptive narratives con­ taining little or no analysis and few attempts to place information into any perspective. The Italian philosopher Giambatista Vico (1668-1744) looked with disfavor upon such writings and was the ar­ ticulate representative of a group of scholars determined to trans­ form history into a serious discipline.^" These men challenged historians to describe the essence of a society, to evaluate the totality of man's progress or lack of it and to formulate a scien­ tific method for discovering the truth, a philosophy which inspired the founding of German seminars in the early nineteenth century and also their American counterparts some fifty years later. American historians found the road to respectability especially long and hazardous and the journey far from complete in 1884. The long dominance of the English philosophy of education proved a considerable obstacle as its curriculum stressed an unalterable bill of fare and made no provision for the study of history. Such insti­ tutions, despite their narrowness, educated a high percentage of America's Revolutionary War leadership and thus established them­ selves as vital to this nation's development. Consequently the ex­ isting colleges, unlike most institutions identified with the old British administration, emerged from the war intact. Academic freedom was virtually unknown in the colonial period. Harvard's President Mather demanded tutors teach as he directed and in 1697 accepted the resignation of two who refused. The Revolution­ ary War resulted in numerous dismissals since a considerable part of the professors were pro Tory and consequently