Reading and Magic

interesting narrativeLast week, the Library Company of Philadelphia and the McNeil Center for Early American Studies hosted the Early American Literature and Material Texts Workshop, generously sponsored for the fifth time by the Andrew W. Mellon Foundation.  Led this year by Meredith McGill, the workshop offers a chance each summer for some material-texts scholars to get together and talk about their work and reflect on what attention to the material conditions of texts can bring to the study of, primarily, history and literature.  This year there was a particular focus on materiality as it relates to how we think about form and genre–we had great sessions on nineteenth-century autobiography as a genre, P.T. Barnum, the print transmission of colonial media narratives, and the meaning of format from manuscript to magazine to mp3.  It’s always humbling and exciting to glimpse the high level on which other scholars are thinking about some of the things I’m interested in. Continue reading

Make your Mark


Some friends asked me last week how I felt, as an historian, about the current assault on the teaching of cursive in public schools, and I had to admit that I didn’t know this was a thing. Long story short, with classroom time always at a premium, many school districts have replaced instruction in cursive writing with instruction in typing, the latter seemingly more relevant to our times. Apparently, concern over students’ resulting inability to read or write script has been growing for a while, but a Wall Street Journal story at the end of January brought the issue new prominence. Many people seem to think that continuing to teach students to write in cursive is important, and a handful of state legislatures have introduced bills to rectify the situation.

The question has a neat resonance with the history of education: writing may go back to being thought of pedagogically as a craft, just as it was before the nineteenth century, when it was something that boys learned while girls learned to sew. (See, in particular, E. Jennifer Monaghan’s work on this history). Beyond that, though, two central pieces of the “save cursive” argument resonate with historical questions. Continue reading

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