Happy Sunday, and welcome to another edition of The Week in Early American History. Here at the Junto, we’re gearing up for the Sweet Sixteen beginning tomorrow (since Villanova, Iowa State, and Baylor have basically thwarted our brackets for that “other” March Madness). Here for your enjoyment before you get distracted by basketball (or by trying to avoid basketball), are today’s links.
Happy New Year from all of us at The Junto! We hope you had a restful and enjoyable holiday break. For historians, the turn of the calendar to 2015 means that many of us are en route to the AHA Annual Meeting in New York City. Having grown up in the area, I’d like to welcome you all to New York, where the bagels and pizza are really just better, and we stand “on line” for coffee, not “in line.”
Today is Ada Lovelace Day, an international celebration of women in STEM fields (Science, Technology, Engineering, and Mathematics) both past and present named after the early nineteenth-century British mathematician. Here in our corner of early American studies, I want to mark the occasion by working through a question that I’ve worked on in my own writing for years: how do we effectively integrate women into the history of printing in early America?
And so we’ve come to the end of the road, a consideration today of the final chapter of Kathy Brown’s Good Wives, Nasty Wenches, & Anxious Patriarchs (the full set of posts is available here). We’ve enjoyed working through the book over the past several weeks, and look forward to a healthy conversation about the final chapter.
Welcome to the Junto Summer Book Club, where over the next six Fridays we will be reading and discussing Kathleen Brown’s 1996 book, Good Wives, Nasty Wenches, & Anxious Patriarchs. Each week, a Junto representative will write a brief post on that week’s chapters to offer a few opening remarks and raise some questions to get the discussion started. We will then open up the comments section for you to address any topic related to the book—its argument, Brown’s use of sources, the historiography, using it in the classroom or in a public setting, to name just a few. We look forward to a lively conversation and to seeing how it develops over the next several weeks.
This week, we begin our conversation with the Introduction and Chapter 1, “Gender and English Identity on the Eve of Colonial Settlement.”
With summer upon us, many of us are turning our attention to reading lists, whether for upcoming graduate exams, syllabus preparation, research, or pleasure. For many, it’s an opportunity to catch up on new work that sat neglected during the push through the final weeks of the semester and exams, but it’s also an opportunity to return to more classic books that have shaped the field and deserve reconsideration. Plus, we at the Junto love nothing more than to discuss and argue about history. Therefore, we would like to introduce a new feature: the Junto Summer Book Club.
Carl Robert Keyes is a newly tenured Associate Professor of History at Assumption College in Worcester, Massachusetts. He is currently working on a book about advertising practices and consumer culture in eighteenth-century Philadelphia. An earlier version was delivered at the induction ceremony for the Phi Alpha Theta chapter at Framingham State University in April, 2014.
Earlier this month I finished teaching my first public history course. I’ve long been concerned about how professional historians, especially academic historians, (often don’t) communicate with the public and, in turn, the general public’s misunderstanding of the historian’s craft. Teaching a public history course made these apprehensions central to my work in the classroom. My students and I grappled with a different kind of historiography, a less formal historiography consisting of public opinion, incomplete recollections of elementary and secondary history education, and a “master narrative” that usually dominates stories of the American past told by many public figures, a narrative steeped in patriotism, heritage, and commemoration. More than ever, I found myself challenging my students (in all my classes, not just the public history course) to take a three-part approach in their studies: learn about the past, learn about how professional historians have interpreted the past, and learn about how the general public understands the past. This became yet another way to demonstrate that course content has relevance outside the classroom and beyond the semester.