As I spent the final months of 2018 completing the copy editing and page proof process for my book, I found myself surprised at how easy it was to say goodbye to the book. Before last summer, I assumed I would find myself despondent at the thought of never being able to work on it again, that I would worry about finding typos or other errors, that I wouldn’t be able to make final decisions on anything. But other than the stress of actually going through the manuscript in a short period of time, I’ve instead felt excitement to check items off the final to-do list.
Today’s guest post is by Hannah Farber, an assistant professor of history at Columbia University. Her manuscript in progress, tentatively titled Underwriters of the United States, explains how the transnational system of marine insurance, by governing the behavior of American merchants, influenced the establishment and early development of the American republic.
Bruce Norris’s new play The Low Road, which had its U.S. premiere in spring 2018 at New York’s Public Theater, asks a very important question. What if a bastard, orphan, son of a whore sets out to seek his fortune in revolutionary America … but instead of becoming a hero and a scholar, he simply reveals himself to be a terrible person?
Hamilton wrote … the other FIFTY-ONE!
You probably know that line about the Federalist from the Act One finale of Hamilton, “Non-Stop,” in which Aaron Burr repeatedly asks Hamilton, “how do you write like you’re running out of time?” In the musical, his indefatigable pen is treated as a virtue (and yes, I have at times listened to the number on repeat to motivate my own writing). By contrast, scholars frequently point out that the eighty-five Federalist essays were not widely reprinted when they were first written in late 1787 and early 1788, even if they have since garnered attention as a clear statement of the views of (some of) the Founders on the meaning of the Constitution.
For many teachers in both primary and secondary education, the classroom feels like a far more tense place as we head back for the 2017-2018 academic year than it did just a year ago, thanks to what seem like tectonic shifts in America’s political and social landscape. American history has become ever more politicized as metaphors and analogies abound between contemporary politics and earlier eras and figures―the founding and Andrew Jackson among the most prominent.
More than anything else, people remember the hand. Bring up Johnny Tremain in a group of adults, and for those who read it, they’re most likely to remember the disfigurement that serves as the hinge for much of the novel’s plot, the story within the story of the coming of the Revolution in Boston. A few people have told me that the hand by itself made the book unpalatable; for my part, it always served as a matter of fascination. And it’s one of two things that most stand out for me about the novel (the other being that it was the first place I heard that Biblical injunction that “pride goeth before fall;” make of that what you will). Continue reading
Today’s guest post is by Honor Sachs, an assistant professor of history at Western Carolina University and author of Home Rule: Households, Manhood, and National Expansion on the Eighteenth-Century Kentucky Frontier.
Several years ago, I attended a seminar on digital pedagogy. I thought it might be worthwhile to explore new opportunities out there for social media in the classroom. It was indeed an eye-opening experience, though not in the way I had hoped. Seminar leaders regaled us with software package after software package filled with whistles, bells, alerts, gimmicks, everything, they claimed, one would need to connect with this generation of “digital natives” (their term, not mine.) Students these days spend so much time on social media, they claimed, that faculty need to learn to connect with them online in order to really engage. “Here’s a program that allows you to text your students!” “Here’s another that allows you to collect data on how much time your students spend on homework!” “Here’s a program where you can instant message your student and remind them to study!” Continue reading
This month in class I’m teaching the Puritans, which means that an idea I’ve had for several years has returned, and I’ve been mulling it for a few days. As most of our readers already know, the Bible was easily the most widely owned and widely read publication in the British North American colonies (in particular in New England). Protestant Christian settlers were deeply versed in the Bible – they could cite and quote regularly from a broad range of prophecies, parables, and psalms. But they also read and understood the Bible in historically specific ways, focusing on certain books of the Bible in their study and reflection, quoting certain passages with higher frequency than others. For those of us who are not religious historians (and/or were raised ourselves in traditions in which textual exegesis was not strongly emphasized), figuring out not only the meaning of Biblical passages but also the ways in which specific historical actors used them would require significant reading.