Showing posts with label On-line Resources. Show all posts
Showing posts with label On-line Resources. Show all posts

The Ranney Letters Are Going Online

Dan Allosso

As I was doing research toward my dissertation in Ashfield, Massachusetts, last year, I came across a series of family letters written by a set of eight brothers (they had one sister, but she apparently wrote no letters).  The Ranney brothers were all born between 1812 and 1833 in Ashfield, but all of them except the third son Henry went west—some farther than others.  They wrote each other regularly for more than fifty years, and over a hundred of their letters are preserved at the Ashfield Historical Society.  The collection probably includes most of the letters Henry Sears Ranney  received from his brothers (he was apparently a very meticulous record-keeper, and served as Ashfield’s Town Clerk for fifty years!), but not all.  For example, there is no mention of the death at age 25 of younger brother Lyman, who was working for a merchant in Tahlequah and had written several letters home with interesting observations of the South and the Indian Nation.  And unfortunately the collection does not include copies of letters Henry wrote.  That’s unfortunate, but not unexpected.  Although blotter-books were widely used in this period to make copies of handwritten letters, this practice was usually reserved for business correspondence.
   
A collection of a hundred family letters spanning half a century is treasure for a historian interested in the lives of regular people.  Because the writers were all brothers, there is very little time wasted on empty formality—they get right to the point and write about what’s most important to the family.  Reading the letters, we get a rare glimpse at the interests and concerns of a fairly normal American family, as they experienced life in the nineteenth century.    

The Ashfield Historical Society has been great about letting me transcribe and post these letters, which I have begun to do at www.ranneyletters.com.  In the long run, I hope they can become a resource for teachers looking for primary material on the Yankee Migration to the northwest, and for anyone interested in the voices of regular Americans in the nineteenth century.  When I’ve completed the set (something over a hundred letters and several background essays on local history, research, etc.), I’m going to self-publish them into a paperback volume.  As I prepare the material, I’m hoping to get feedback from people on what is useful and interesting; I’ll use this when I prepare the final version for print.  So if you get a chance, please take a look or tell people you think may be interested.  And stay tuned, letters will be posted more or less daily. 

The story begins in May, 1839, with a three-page letter from twenty-four year old Lewis George Ranney to his younger brother Henry.   Lewis begins with the most important news: “our folks are well as usual.” Their parents had moved most of the family to Phelps New York in 1833.  Henry, sixteen at the time, had stayed behind in Ashfield.  In early 1838, George Ranney bought 105 acres in Phelps for $5,000; a year later he bought another hundred acres for $2,800.  Eldest son Alonzo Franklin Ranney had a two acre house lot in town, worth $500, and Lewis was living at home in 1839 when he wrote to Henry—but he had already decided by this time that he was going on to Michigan.  

The contents of the letter reveal the topics that interested Lewis, that he knew his brother would want to hear about.  First, news of both the immediate and extended family.  In response to Henry’s letter, Lewis lists the birth dates of all the siblings.  Their mother, Achsah Sears Ranney, had eleven children in the 21-year period between age 23 and 44, and then lived to age 80.  Nine of the children were alive in 1839.  Lewis goes on to mention a couple of Ashfield acquaintances, and then tells Henry that their father wants him to send money.  Funds will be tight in Phelps until the harvest, several months away, and their father “has had none from Michigan.”  This is a very interesting point, because it shows that the family is not only in contact over half the continent, but is financially connected as well.  Money and information (and, as we’ll see later, merchandise) flows in both directions between family members all over North America.  We’re mistaken if we assume that when people moved west, they cut their ties with family and went on their own.  This web of continuity and connection is one of the most interesting aspects of the collection.

Gilder Lehrman Institute of American History's New Website

Randall Stephens

The Gilder Lehrman Institute of American History recently rolled out its new website. It's clean, well designed, easy to navigate, and a major improvement over the previous version. (Still, the new format will take regular users some time to master.) I think the "History by Era" section (see below) is far more intuitive than what the site had before. And that goes for other pages as well.

Over the years, I've used the Gilder Lehrman site quite a bit. It's wonderful for gathering material to use in class: ideas for short assignments, summaries of important events, primary sources, bibliographies, and links to all sorts of related items.

So what does the revamped site offer? Gilder Lehrman describes it like this:

An online curriculum and resource center but not a textbook, Gilder Lehrman’s new site presents a chronological and thematic look at American history through a range of different voices, with fifty original essays by renowned historians, including six Pulitzer Prize winners. . . .

Central to the Gilder Lehrman Home for History is “History by Era,” the Institute’s innovative approach to the American history curriculum with a focus on literacy. Through podcasts, interactive features, online exhibitions, timelines and terms, primary sources, teaching tools, and content spanning all of American history, “History by Era” offers a wide range of views of the important people, places, and politics in American history.

Other highlights of the launch will include a special double issue of the quarterly journal History Now on military history; and Gilder Lehrman’s first online course for graduate credit, “Civil War and Reconstruction.” The new site also offers improved search capabilities and more transcripts and digital images than ever for the catalog of the Gilder Lehrman Collection, a holding of more than 60,000 historical documents.

“Our aim is to support history education in every classroom in America,” declared Gilder Lehrman President James G. Basker. “We’re bringing the past to life while stepping into the future.”

“We’ve combined rich resources with advanced digital technology to create a framework that’s both easy to use and designed for growth,” said Executive Director Lesley Herrmann. “Created by a team of master teachers, renowned historians, education professionals, and technical consultants, Gilder Lehrman’s new site is great for teachers, students, and lovers of American history.”

Learn more about the Gilder Lehrman Institute of American History and find out about events, activities, and prize competitions here.

Boston Globe Coverage on Class Project

Randall Stephens

Early last month I posted a short piece on a class website project that my students and I did as part of a fall history readings/methods course. We created a resource website for the Moswetuset Hummock, a historic outcropping of land near our college, which played an important role in the first encounters between Indians and English settlers. If nothing else, the effort inspired students to get out of the classroom and do history.

The students and I had no idea that the website would garner the attention of our local Quincy newspaper. And we certainly didn't imagine that the project would draw the attention of the Boston Globe. But . . . it did. And we're thrilled to get that kind of attention!

Jessica Bartlett reports on our efforts and what we hoped to achieve. ("Eastern Nazarene College students create website on Quincy's Moswetuset Hummock," Boston Globe, January 25, 2012.)

Although the small section of Quincy known as Moswetuset Hummock is where Massachusetts derived its name, relatively few know the significance of the small marsh located on Quincy Bay.

Students from Eastern Nazarene College are hoping to change that.

The small, wooded area that separates Quincy Bay from the Neponset River received recent exposure with the help of six ENC students and History Professor Randall Stephens, who created a website dedicated to exploring the significance of the shore and detailing its place in history.

Part class history project, part exploratory jaunt through time, the website includes information on the Indians that lived in the area, to the relations with new settlers, to the diseases that would decimate the tribes by the time Myles Standish meet the tribe leader in 1621. >>> read on

It will be tough to trump this when we take on our next class project!

Digital History Roundup

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John Markoff, "It Started Digital Wheels Turning," New York Times, November 7, 2011

Researchers in Britain are about to embark on a 10-year, multimillion-dollar project to build a computer — but their goal is neither dazzling analytical power nor
lightning speed. Indeed, if they succeed, their machine will have only a tiny fraction of the computing power of today’s microprocessors. It will rely not on software and silicon but on metal gears and a primitive version of the quaint old I.B.M. punch card. What it may do, though, is answer a question that has tantalized historians for decades: Did an eccentric mathematician named Charles Babbage conceive of the first programmable computer in the 1830s, a hundred years before the idea was put forth in its modern form by Alan Turing?>>>

Ian Johnson, "How to uncover your family's military roots: Digitized records help Canadians leaf out family tree military history," CBC News, November 10, 2011

Researching a family's military history used to be a real challenge, but as more and more paper archives go digital and are transferred to the internet, it's becoming possible for anyone to leaf out a family tree in surprising detail by using a few tricks and knowing where to look. "The biggest thing that's changed is the ability to find digitized documents through simple things like Google and search tools specific to military family histories," says Alex Herd, lead researcher for the Historica-Dominion Institute Memory Project in Toronto that aims to increase the public's knowledge of Canadian history.>>>

Bryan Rosenblithe, "Analyzing history for today: Emerging technologies offer new challenges in the practice of historiography," Columbia Spectator, November 10, 2011

. . . . While it is now widely accepted in the historical profession that current events inform the questions we ask of the past, we are only beginning to come to terms with the profound transformation that digital information is making in every aspect of our lives. A quick comparison of the phrases “digital revolution” with “crisis of capitalism” points to the profundity of both moments and the relatively underdeveloped intellectual apparatus with which we are confronting the issues of our time relative to those of Finley’s day. It is this sense of a radical shift in our way of life coupled with the lack of a vocabulary with which to discuss it that makes the ridiculous statement from Douglas Engelbart, the inventor of the mouse, “The digital revolution is far more significant than the invention of writing or even of printing,” appear meaningful.>>>

Dawn Setzer, "Dr. Livingstone's lost 1871 'massacre' diary recovered; discovery rewrites history," UCLA Newsroom, November 1, 2011

In Africa 140 years ago, David Livingstone, the Victorian explorer, met Henry M. Stanley of the New York Herald and gave him a harrowing account of a massacre he witnessed, in which slave traders slaughtered 400 innocent people. Stanley's press reports prompted the British government to close the East African slave trade, secured Livingstone's place in history and launched Stanley's own career as an imperialist in Africa. Today, an international team of scholars and scientists led by Dr. Adrian Wisnicki of Indiana University of Pennsylvania, publishes the results of an 18-month project to recover Livingstone's original account of the massacre. The story, found in a diary that was illegible until it was restored with advanced digital imaging, offers a unique insight into Livingstone's mind during the greatest crisis of his last expedition, on which he would die in 1873.>>>

Leigh Hornbeck, "Papers show daily colonial life: Old records discovered in Charlton home provide a closer look at a past era," Albany Times Union, October 30, 2011

BALLSTON SPA -- A recent donation to the Saratoga County Historian's Office gives a more intimate look than ever before at life in Colonial Charlton. The LaRue family donated 600 papers found inside a box nailed underneath floorboards of the attic floor in their house. They belonged to Joseph LaRue, an ancestor who moved to Saratoga County just before the American Revolution and served as a justice of the peace for 10 years. The collection includes a docket and written testimony from witnesses and defendants, along with records that show small details of 18th-century life often passed over by traditional historians. . . . Ned Porter, a junior from Skidmore College who worked as Roberts' intern over the summer, sorted the papers into categories and created a finding aid -- a document describing the collection -- with every legible name, which can be used by genealogists and others. The next step is to create a digital record so the fragile papers aren't handled more than necessary. Some of the documents are parchment, but most are thick rag paper. All the writing was done with quill pen.>>>

Where the Newspapers Were

Randall Stephens

My friend Leslie Graham just sent me a link to a wonderful map resource: "Data Visualization: Journalism's Voyage West." Part of Stanford University's Rural West Initiative, the site tracks the spread of newspapers into the American interior and the West. "With the American newspaper under stress from changing economics, technology and consumer behavior," notes the introduction, "it's easy to forget how ubiquitous and important they are in society. For this data visualization, we have taken the directory of US newspaper titles compiled by the Library of Congress' Chronicling America project--nearly 140,000 publications in all--and plotted them over time and space."

Notes From Grad School: Career

Dan Allosso

Okay, yes, I recently renamed my website history-punk.com; so this is an opinion from outside the mainstream. But I’ve been wondering about the “online education” debate. Part of the problem with some of the discussions I’ve been seeing lately is that they no longer seem to be focused on the students at all, or on learning at all. They lose sight of the fact that the students are the market, and what’s best for the students should drive the discussion. It’s easy enough to acknowledge that this isn’t always the case when administrators choose online as a way of simply cutting costs. But it seems from the complaints of some “technoskeptics,” that the goal is protecting a pedagogical system and an institutional structure that conserves their “right” to full employment at a high wage with good benefits. While we’d all like that, the rest of the economy is already struggling with the hard task of assessing the effects of new technology on the changing roles of workers. Especially in the value-added service sector.

I’d like to refocus the conversation on what works. What helps students learn? What are students’ goals? I think students generally have two sets of goals. One is clustered around learning skills and knowledge that will help them live their lives. The other focuses on career credentials. One of the things that’s becoming more clear to me as I’ve been working on and talking about my writing handbook (which the world can now see parts of on You Tube for free) is that—especially in Gen. Ed. courses—we’re more often teaching life skills like reading, critical thinking, and spoken/written communication than we’re teaching data they’ll need to carry with them always.

An area I haven’t seen addressed by the online-education debaters yet is the ability the web gives students, to see and hear the very best teachers talking about material they have intimate knowledge of iTunes U and TED are a couple of examples of media that push videos of very high-octane lectures out to a mass audience. I’m very excited about the opportunity to watch Richard Feynman’s physics lectures, or to see James McPherson talk about the Civil War, and I think the fact that everybody suddenly has access to incredible quantities of very high quality teaching material, for free, changes the game. These people were once only available to rich kids at elite schools. Now they’re out there for everybody.

I’ve gotta believe 100-level, Gen. Ed. courses are by far the most prevalent in terms of both student participation and instructor employment (all the more-so if we count adjuncts and grad students). So if these are really the majority of the courses, the question is: how does the presence of an instructor in the classroom play against the opportunity for a student to see the person who defined the field talking about their original research and insights they’ve gained over a lifetime of devoted study?

Yes, of course instructors in the classroom do other things that a video lecture from Stanford is not going to be able to do. But now we’re talking about tasks. The iconic role of the professor has been deconstructed. Of course, professors at universities that employ TAs to run discussions and grade papers had already begun this deconstruction themselves. What does a guy like me offer to students that they couldn’t get from iTunes U? That’s the question that should be shaping our career development. And I don’t think the answer is “accreditation.”

Some Teaching Resources for Your American or European Survey

Randall Stephens



Once again it's that time of year. About a decade ago when I first started teaching, I spent quite a few late nights blasting my way through lecture prep and scouring the web for resources and information. (The interweb was still steam powered then).



So, for those of you in the middle of it now, I post here some helpful sites that might give you a leg up. Of course, this only represents of fraction of what's out there.



The Library of Congress Prints and Photographs Division

Contains thousands of images dating back hundreds of years. Many are high resolution.



The Beinecke Rare Book and Map Collection, Yale University

Do a keyword search of "photographs, textual documents, illuminated manuscripts, maps, works of art, and books from the Beinecke's collections."



Internet Archive

Browse for original documents, audio, and movies. The collection of films on here is amazing.



Map Central, Bedford/St Martins

This site is a little dated, but the maps for teaching are quite good.



Harvard Digital Maps Collection

". . . one of the oldest and largest collections of cartographic materials in the United States with over 500,000 items. Resources range from 16th century globes to modern maps and geographic information systems (GIS) layers. A selection of our materials has been digitally imaged and is offered both as true picture images and georeferenced copies."



Norman B. Leventhal Map Center at the Boston Public Library

Like the above, "dedicated to the creative educational use of its cartographic holdings, which extend from the 15th century to the present."



W. W. Norton's Make History Site

Some publishers lock there on-line content. Not so with Norton. Access loads of maps, images, websites, and original documents.



Gilder Lehrman Institute of American History

This is "a nonprofit organization supporting the study and love of American history through a wide range of programs and resources for students, teachers, scholars, and history enthusiasts throughout the nation." Access material for teachers and students. The site contains wonderfully useful teaching tools.



American Experience on-line

If you have a high-speed connection in your classroom, you can view full episodes of American Experience.



Historical Society's Resources for Teachers

We created this a few years back. It includes links for environmental history, American, and world history.



Chronicling America: Historic American Newspapers, Library of Congress

"Search America's historic newspapers pages from 1836-1922 or use the U.S. Newspaper Directory to find information about American newspapers published between 1690-present."



American Religion and Culture On-line Resources

I created this site for a course I teach on the topic.

Sal Khan and Online Teaching

Dan Allosso

For those who don’t recognize his name, Sal Khan is the founder and faculty of Khan Academy, which offers over 2,400 educational videos on the web, free of charge. Khan’s goal is to educate the world.
He’s been featured on PBS’s News Hour, he’s on Forbes list of “Names You Need to Know,” he’s spoken at TED and at the end of his talk Bill Gates came up on stage to say how cool he thought Khan was.

In the TED Talk clip (at about 2:50), Sal Khan tells the story of how he began tutoring his cousins, and putting “refresher” talks on YouTube for them to look at when he wasn’t around. The cousins preferred the videos to the tutoring, and Khan realized the reason was that they could go over them at their own pace, without the pressure of a teacher looking at them. He extended this idea to the classroom, and suggested teachers use the videos as “homework,” and then follow up in class. Teachers become less involved in lecturing and more involved in mentoring, students get instruction that moves at their pace and requires them to master a concept before they move on (Khan says even smart students get to the end of traditional curricula with a “swiss-cheese” knowledge of a subject, which can cause problems for them later), and schools can focus less on teacher-student ratios, and more on meaningful interaction between teachers and students.

I think this is insanely cool. So does Bill Gates, and you can see what he says about it at the end of the TED Talk, and also in the clip from The Gates Notes on the Khan Academy homepage. Bill especially likes the fact that Khan “has taken all this material, and broken it down into little 12-minute lectures.” Of course I like this, because I’m doing the same thing with my online American Environmental History program. But more than that, I think it’s an editing process that helps you focus on what is really important in a topic.

Well okay, you may be thinking, but the Khan Academy format is better suited to some kinds of learning. Sure it is, but let’s not kid ourselves that there’s none of that kind of learning in what we do as history teachers. Even at the college level. Yes, he’s got a lot more math up there than he does history. And yes, I think that’s partly because history is much more driven by interpretation—it’s not just a careful accumulation of brick-like facts that get stacked one on another until you’ve built a wall (with apologies to Arthur Marwick). But the idea of turning lectures and discussions/reflections upside-down is exciting!

There’s been a lot of recent talk here and throughout the history blogosphere (for example) about the positive and negative possibilities of online education. I think Khan Academy is worth looking at carefully, and keeping a sharp eye on.

There’s Something to Be Said for Love

Dan Allosso

Archives or online? Thankfully, we can have both. As Heather has mentioned recently, the fact that a lot of archival material is finding its way onto the internet means that it will be more accessible to researchers with families, who can’t spend months away from home. And to people in remote locations, who may have different points of view. And to people who can’t quit their “day job,” but want to learn about a particular aspect of the past. And to amateurs: people who do history for the love of it.

Since we’re talking about archives and amateurs, I thought I should mention an amateur archive that has been invaluable to me, but that may not be well-known to people who haven’t done research in upstate New York. It’s a multi-terabyte database of historical newspapers from New York state, that goes by the unintuitive name “Old Fulton NY Post Cards.” I was told about it by the Records Management Officer in Ontario County. She said, “you’ve searched Fulton already, of course.” And I, of course, said, “what?”

Run by a former IT professional named Tom Tryniski, the site has grown from a small collection of digitized post cards, to a collection of over 15 million newspaper pages, covering 342 newspapers, spanning the entire nineteenth and twentieth centuries (1797-2004). The largest collections are from Onondaga and Cayuga Counties; Oswego County (where Fulton is located) has 25, Oneida 27, and other western counties are well represented. But so is Manhattan, with 17 papers including the New York Sun (1843-1945).

The site is free. On the instruction page, there’s a link to a page where you can donate via Paypal, complete with a snapshot of the website’s staff, which consists of Tom wearing four different costumes. The newspapers have been scanned with “production grade Wicks and Wilson Microfilm scanners,” from films obtained from the State of New York Newspaper Project. The instruction page also announces “More Data Is Added Every Sunday Night,” which based on the volume of material here, must be true.

The interface is whimsical, but the search functions are state-of-the-art and powerful. And you can download the newspaper pages as pdfs. The instruction page describes the use of search terms, wildcards, and more complicated issues like phonic searching, stemming, and variable term weighting. There’s also a graphic, clickable index of newspapers, which can be downloaded as an Excel spreadsheet complete with date ranges. Old Fulton NY Post Cards is clearly a labor of love. We’re very lucky there are people who love doing this kind of thing, both professionally and also nights and weekends!

Archives and History: Notes from the New England Archivists Conference

Dana Goblaskas

Archives and history have always been fields that are closely intertwined; without archives, historians would suffer a loss of many valuable primary sources, and without a sense of history, archivists would have no context in which to place their collections. Without history, frankly, archivists would be out of a job.

Or would they?

The idea of a divide between the disciplines of archives and history may seem unimaginable to many involved in those fields, but according to James O’Toole, the Charles I. Clough Millennium Chair in History at Boston College, a split may already be forming.

This “archival divide” was mentioned a few times during the recent spring conference of the New England Archivists, held at Brown University, April 1-2. One of Saturday morning’s first sessions, titled “Is Archival Education Preparing Tomorrow’s Archivists?” featured a lively discussion (as lively as a room full of archivists can be at 9 am, anyway) about how the field is changing and how education is changing in response. To sum up: as records shift from paper to electronic formats, archival education is beginning to stress competence in digital preservation, database management, and knowledge of web architecture and social media. Some members of the profession are concerned that a rift is growing between students interested in the digital realm of archives and those more attracted to the “analog” side of things—the manuscripts, photographs, and other ephemera that spring to mind when one thinks about an archive.

After an hour’s worth of conversation about how to bridge that gap between digital and analog spheres, O’Toole—formerly a professor of archival studies at UMass Boston—broached the question: Where does history fit into all of this? Based on what had been covered in the session so far, it seemed like the whole idea of history was taking a backseat to the new technical aspects of the profession. O’Toole expressed concern that archival educators may be growing so obsessed with teaching new technologies that they’re no longer placing emphasis on understanding historical context.

Silence filled the room as veteran and fledgling archivists alike reflected on what this observation could mean for the future of the profession. Maybe it was just me, but there seemed to be a very faint sense of panic in the air, especially when another session attendee wondered aloud what would happen in twenty years when many “classically trained” archivists retire, leaving the young technical turks in charge.

Before any lurking sense of doom could take over, a voice from the back of the room spoke up, identifying herself as a student enrolled in the library science and history dual-degree Master’s program at Simmons College. With several fellow students beside her nodding in agreement, she explained that there’s no need to panic quite yet; there are still some archivists-in-training who feel that history is hugely important, not only in order to have an understanding of context, but also to know how to conduct historical research, which has the added bonus of helping archivists better understand and assist researchers.

Though this enthusiastic Simmons student helped to quell the panic a little bit, O’Toole’s point is still a distressing one. Later that day, at the conference’s closing plenary session, he discussed how some archival neighbors, such as historians, aren’t “in the neighborhood” anymore, and how the profession needs to hold on to its roots as it explores new and exciting technologies. I certainly hope the educators in the crowd—and the mentors, students, and others working in the field—heard his message. The digital vs. analog divide may be more popular in archival discussions these days, but the sneakier split growing between archives and history may be the one that proves deadly to the profession if left unchecked.

An Interview with Robert Darnton on the Digital Public Library of America

Randall Stephens

"Google demonstrated the possibility of transforming the intellectual riches of our libraries, books lying inert and underused on shelves, into an electronic database that could be tapped by anyone anywhere at any time," wrote Robert Darton several months back in the New York Review of Books. "Why not adapt its formula for success to the public good," he asked, "a digital library composed of virtually all the books in our greatest research libraries available free of charge to the entire citizenry, in fact, to everyone in the world?"

Creating a Digital Public Library of America would be no easy task. Certainly there are major obstacles
to overcome. The legal matters of copyright and what to do about so-called orphan books would be daunting. Cost, as well, would pose a problem. Yet, says Darnton:

If [other] countries can create national digital libraries, why can’t the United States? Because of the cost, some would argue. Far more works exist in English than in Dutch or Japanese, and the Library of Congress alone contains 30 million volumes. Estimates of the cost of digitizing one page vary enormously, from ten cents (the figure cited by Brewster Kahle, who has digitized over a million books for the Internet Archive) to ten dollars, depending on the technology and the required quality. But it should be possible to digitize everything in the Library of Congress for less than Sarkozy’s €750 million—and the cost could be spread out over a decade.

A little over a week ago I sat down with Darntonaward-winning historian, Carl H. Pforzheimer University Professor at Harvard, and director of the Harvard University Libraryto discuss
plans underway for a Digital Public Library of America (DPLA). Sitting in Darnton's office right next to Harvard Square we discussed the nettlesome issues surrounding the DPLA, what the massive on-line collection might offer, and how such a virtual repository could serve the public. In the two videos embedded here Darnton also considers what this proposed library would mean for scholars in the humanities and history in particular.

The project has deep intellectual roots in American soil. In another essay that Darnton wrote for the New York Review, he reflected on the long history of the idea. "The ambition behind this project goes back to the founding of this country," he remarks. "Thomas Jefferson formulated it succinctly: 'Knowledge is the common property of mankind.' He was right—in principle. But in practice, most of humanity has been cut off from the accumulated wisdom of the ages. In Jefferson’s day, only a tiny elite had access to the world of learning. Today, thanks to the Internet, we can open up that world to all of our fellow citizens. We have the technical means to make Jefferson’s dream come true, but do we have the will?" In the video interview Darnton ponders what is possible now that has never been possible before. The dreams of the Founders, spun out of Enlightenment optimism, could, at least in some ways, be realized today.

Few early Americans spelled out a plan for a "publick" Library as did Benjamin Franklin. His ideals of thrift, self-improvement, volunteerism, access, and the public good are apparent in passages like the following from his Autobiography:

At the time I establish'd myself in Pennsylvania, there was not a good bookseller's shop in any of the colonies to the southward of Boston. In New York and Philad'a the printers were indeed stationers; they sold only paper, etc., almanacs, ballads, and a few common school-books. Those who lov'd reading were oblig'd to send for their books from England; the members of the Junto had each a few. We had left the alehouse, where we first met, and hired a room to hold our club in. I propos'd that we should all of us bring our books to that room, where they would not only be ready to consult in our conferences, but become a common benefit, each of us being at liberty to borrow such as he wish'd to read at home. This was accordingly done, and for some time contented us.

Finding the advantage of this little collection, I propos'd to render the benefit from books more common, by commencing a public subscription library. I drew a sketch of the plan and rules that would be necessary, and got a skilful conveyancer, Mr Charles Brockden, to put the whole in form of articles of agreement to be subscribed, by which each subscriber engag'd to pay a certain sum down for the first purchase of books, and an annual contribution for increasing them. So few were the readers at that time in Philadelphia, and the majority of us so poor, that I was not able, with great industry, to find more than fifty persons, mostly young tradesmen, willing to pay down for this purpose forty shillings each, and ten shillings per annum. On this little fund we began. The books were imported; the library was opened one day in the week for lending to the subscribers, on their promissory notes to pay double the value if not duly returned. The institution soon manifested its utility, was imitated by other towns, and in other provinces. The libraries were augmented by donations; reading became fashionable; and our people, having no publick amusements to divert their attention from study, became better acquainted with books, and in a few years were observ'd by strangers to be better instructed and more intelligent than people of the same rank generally are in other countries.

There were critics in Franklin's day and there are critics of the DPLA now. But, it's encouraging that conversations/debates and planning have begun in earnest!

Labor Battles and Exploring the Past Online

Randall Stephens

Nelson Lichtenstein writes about "The Long History of Labor Bashing" in the March 6 Chronicle. What are the antecedents of the current struggles over benefits and bargaining? What light does history shine on all this? asks Lichtenstein.

This right-wing critique of trade unionism has often been contradictory and inconsistent. At the turn of the 20th century, many establishment figures in the news media and politics saw the unionism of their era as but a manifestation of immigrant radicalism, often violent and subversive. After World War I, the business offensive against the unions went by the name of "The American Plan," with the American Legion and other patriotic groups often serving as the antilabor militants who broke picket lines and physically manhandled union activists.

At the very same moment, a quite contradictory discourse, which portrayed the unions as retrograde rather than radical, was emergent. Progressives, as well as conservatives, often denounced unions as self-serving job trusts, corrupt and parasitic enterprises linked to ethnic politicians and underworld figures.>>>

After reading that I went over to the Library of Congress's Chronicling America website, an excellent, free historical newspapers resource. My search for the exact words "labor," "anarchists," and "immigrant" brought back 8 results for 1890-1900. Here's a fairly typical article from the Chicago Eagle, June 15, 1895. Notice that the author acknowledges that the Haymarket Riot at least drew the public and the experts to acknowledge the labor troubles of the day.

A little over nine years ago Chicago's Haymarket tragedy occurred. On the night of May 4, 1880, a bomb was thrown into the ranks of the police, who had gone to disperse an anarchist meeting. One policeman was killed outright, six were mortally wounded, and sixty more or loss injured. The number of the crowd killed or hurt was never known. Chicago never witnessed excitement so intense, and she at once achieved the reputation of being the center of anarchism for the whole world. No one event ever brought labor troubles and agitation to the notice of so many people, and probably no other influence has done so much to cause a widespread study of social economy. Four men wore hanged for the Haymarket crime, and one killed himself in jail by blowing his head to pieces with a dynamite cartridge exploded in his mouth. It was never discovered who threw the bomb. When it exploded it blew Chicago anarchy to pieces and answered the directly opposite purpose its thrower evidently intended.

A similar search on Google Books (from 1890-1900) for "anarchy," "labor," "unions," "immigrants," and "radical" returned 21 results. Of course, word searches like this cannot pick up on the subtleties of meaning and the distances between the words on the page. But they still represent a huge leap in the way we do or can do our research. Journalists, too, must be taking advantage of these relatively new ways to access the past. (One could spend hours and hours searching and browsing through countless other databases to harvest similar sources.)

(In the coming days I'll be posting here a video interview I did with Robert Darnton, Carl H. Pforzheimer University Professor at Harvard and director of the Harvard University Library. I ask Darnton about what is being called the Digital Public Library of America, the range of digital resources on the web, and the ways historians are using these new materials.)

Thirty years ago a historian who knew little about labor history, but wanted to learn more about how the present compared to the past, might have had to spend hours in the library, browsing indexes, thumbing through moldy card catalogs, or roaming the stacks. Not any more. Though, I still love to browse the stacks!

Digital Humanities Roundup

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David H. Rothman, "It's Time for a National Digital-Library System:
But it can't serve only elites,"
Chronicle of Higher Education, February 24, 2011
President Obama did not use the word "library" in his State of the Union Address, but wittingly or not, he helped the cause by citing digital textbooks as one justification for American business to expand high-speed broadband coverage. The topic is finally gaining attention in the national news media as well. Peter Svensson, an Associated Press writer, recently delved into the problems of e-books in public libraries today and complained that they are divided among thousands of libraries. "Some branch out there might have a spare copy of The Black Swan," he wrote, "yet I'm stuck in the long line of the local library. One national e-book library would be better." The New York Times ran a feature in January headlined "Playing Catch-Up in a Digital Library Race," describing how other countries have already begun: The National Library of Norway is digitizing its entire collection. The National Library of the Netherlands has started an ambitious digitizing project.>>>

Richard J. Alley, "Digital history: New online archive displays vast collections of library's Memphis Room," Commercial Appeal (Memphis), March 3, 2011
If you are interested in a sepia-toned photo of the 1932 graduating class of Central High School or an 1836 letter from William Andusentte of New Orleans to Britton Duke of Germantown regarding cotton prices, you can put on your shoes and button up your coat before heading to the fourth floor of the Benjamin L. Hooks Central Library to see them.>>>

"National Digital Newspaper Program: A partnership between the Library & the National Endowment for the Humanities," Library of Congress
The National Digital Newspaper Program (NDNP), a partnership between the National Endowment for the Humanities (NEH) and the Library of Congress (LC), is a long-term effort to develop an Internet-based, searchable database of U.S. newspapers with descriptive information and select digitization of historic pages. Supported by NEH, this rich digital resource will be developed and permanently maintained at the Library of Congress. An NEH award program will fund the contribution of content from, eventually, all U.S. states and territories.>>>

Josh Hadro, "TRLN Digitization Strategy Advocates Flexible Approach to Intellectual Property Rights of Large Collections," Library Journal, February 24, 2011
Go forth and digitize: so says a recent report from the Triangle Research Libraries Network (TRLN), which urges libraries to make large-scale special collections available online, even if some question about the copyright status of certain elements remains. The TRLN group—which includes Duke University, North Carolina Central University (NCCU), North Carolina State University (NCSU), and the University of North Carolina at Chapel Hill (UNC)—described this strategy in a recently released document, "The Triangle Research Libraries Network's Intellectual Property Rights Strategy for Digitization of Modern Manuscript Collections and Archival Records Groups" [PDF]. The title may be unwieldy, but the underlying idea is simple and appealing: don't let potentially legitimate but vague copyright concerns overwhelm digitization projects of significant scholarly value.>>>

Olivia Parker, "Print books hold their own over digital media," Telegraph, March 3, 2011
. . . . Print books still look unlikely to go out of fashion in the immediate future however, with both adults and teenagers ranking them ahead of news, comics, e-books and magazines as their preferred media.>>>

Primary Sources: Actual Books

Dan Allosso

Project Gutenberg, Google Books and the Internet Archive have been incredibly valuable to historians. I’ve personally downloaded hundreds of old books in pdf form, that I’ve been able to read, highlight, annotate, and link to my own documents, to enrich my research and improve my understanding of the past. Google's team has been places I can’t afford to go, and has scanned books that 25 years ago I probably wouldn’t have known existed. And the ability to “mine” all these old texts with keyword searches means that I can use a wide variety of sources for a project like my search for all the Massachusetts Darwins, that I’d never have had the time to look at one by one for each individual.

But sometimes there’s no substitute for seeing and touching the actual book. In addition to the antiquarian coolness of handling something old, the physical properties of old books are sometimes very meaningful. I learned this lesson well when I saw a little book recently at the American Antiquarian Society.

I’ve been interested in Dr. Charles Knowlton (1800-1850) for a couple of years. A lifelong resident of western Massachusetts, he is famous for publishing The Fruits of Philosophy, the first American book on birth control. Between 1832 and 1835, Knowlton was fined in Taunton, imprisoned in Cambridge, and then dragged into court again in Greenfield. A further illustratation of the radical nature of Knowlton’s birth control message and the social forces that opposed it: Over fifty years later Londoners Charles Bradlaugh and Annie Besant were tried by the Queen’s Bench for republishing Knowlton’s book!

There’s a full text copy of The Fruits of Philosophy available on Google. Printed in San Francisco, it’s an 1891 edition of Bradlaugh and Besant’s reprint, suggesting that Knowlton’s material remained interesting for generations after its initial publication. I thought this text had already told me all I needed to know about Knowlton’s book, so I asked to see the originals at the American Antiquarian Society out of a purely geeky desire to hold something that Knowlton might have once handled himself.

The Society’s two copies of The Fruits of Philosophy arrived at the librarian’s table in small cardboard boxes. As I carried them back to my desk, I thought they might contain fragments of the books or torn pages. When I opened the first box, I was surprised to find inside it a complete, palm-sized book in a blue cloth hard cover. In an “aha” moment of clarity, I remembered that when Knowlton was released from prison in Cambridge in 1833, he made a speech in which he referred to the Fruits as his “little book.” Later, in his 1835 article on the “Excitement in Ashfield,” he again said he had been persecuted for publishing a “little book.” It had never occurred to me that he was speaking literally.

The Fruits of Philosophy was contraband when it was published. Knowlton was fined, imprisoned, and continually harassed for several years after its printing. Abner Kneeland was tried and imprisoned for blasphemy, but people familiar with his case at the time understood he had been targeted for his role in publishing of the 1834 edition of the Fruits, and for advertising it constantly in The Investigator, his free-thought newspaper. It is completely obvious, in this context, why buyers of the book would have wanted it to be little, pocket-sized, easily concealable. But that obvious fact had never occurred to me, looking at the Google scan of the 1891 reprint.

The threadbare blue cover of the Society’s 1832 edition, and the low production quality (the title page has a faint double-strike) also tell us about the way the first edition of the The Fruits of Philosophy was produced, and about how it was probably passed from hand to hand secretly, by women who had decided by the 1830s that they ought to have some say in their reproductive lives. It’s easy to imagine women (and sometimes maybe their husbands) palming the little book, and handing it off literally under the noses of church and civil authorities who sought to suppress it. The 1834 “Kneeland” edition used higher quality type, paper, and binding, but it significantly retained the tiny dimensions of the original.

We’re very lucky that a few of these books have survived, to tell the story that surrounds, but is not included in the printed words.

The New York Sun and other Newspapers at the Library of Congress

Heather Cox Richardson

Source material is springing up on the web so quickly that I find I miss important things. Still, how I missed this one is beyond me.

The Chronicling America project at the Library of Congress is putting American newspapers on-line. The collection so far has clearly been determined by something other than historical significance, but its quirks will be godsends for some historians. There are a host of papers from Arizona, for example, as well as Kentucky. Sadly, there are currently no newspapers from Maine—a pet peeve of mine, since Maine was a pretty crucial state for nineteenth-century politics, and the Kennebec Journal was an important newspaper that tends not to show up in libraries outside of Maine.

Anyway, some of these papers may not get much traffic, but there is at least one major draw. The project has put up much of the New York Sun. Edited by Charles A. Dana in the late nineteenth century, this paper was enormously important, but has been quite hard to find, at least on the East Coast.

The website is: http://chroniclingamerica.loc.gov/newspapers/

It’s worth a look.

Books that Regular People Read

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Today's post comes from Dan Allosso, a PhD student in history at the University of Massachusetts Amherst. He reflects on the bestsellers of ages past and what we can learn about regular people from the books they read.

Dan Allosso

Since historians rely heavily on written records of the past, they often wonder about the audiences of the literary subjects they study. And about the reading habits of people who didn't bother to preserve detailed narratives of their lives and thoughts. How many people (and which people) read Emerson's "American Scholar" essay, Ben Franklin's Autobiography, or Thomas Paine's controversial Age of Reason? We've all heard that Uncle Tom's Cabin was the best selling book of its time; how many people also read H. R. Helper's Impending Crisis?

Frank Luther Mott (1886-1964) is best known for his Pulitzer and Bancroft Prize-winning A History of American Magazines. He also wrote a book called Golden Multitudes: The Story of Best Sellers in the United States, in 1947. As the title suggests, Mott identifies about 324 books that were the biggest sellers of their day. This is extremely valuable, for people who want to know what regular folks in America were reading. It’s a little surprising that the library doesn’t contain a whole shelf-full of books like this, but Mott’s is the only one I’ve found so far.

There are a lot of surprises in this book. For example, Thomas Paine’s Common Sense, the bestseller for 1776, is preceded by Lord Chesterfield’s Letters to His Son in 1775 and followed by Milton’s Paradise Lost (originally published in 1667) in 1777. In the early 1820s, people were buying a lot of Walter Scott and James Fenimore Cooper. They avidly read Washington Irving’s Tales of a Traveler and Sarah Josepha Hale’s Sketches of American Character; but not Timothy Dwight’s Travels in New England and New York. They did read George Bancroft’s History of the United States, but not as much as the delved into Jared Sparks’ Life of Washington or Daniel P. Thompson’s The Green Mountain Boys, published in the 1830s.

Possibly the most interesting thing about Mott’s list of American bestsellers is that nearly all of them are available “full-view” on Google Books (and now on Google ebooks). I think this is a game-changer for people interested in the past. We no longer have to depend on the judgment of previous scholars, who might have preferred Timothy Dwight over Sarah Hale, even though Hale was widely read in her time (and was the author of the nursery rhyme “Mary Had a Little Lamb”). Not that Dwight’s work doesn’t contain valuable material, but we no longer have to assume it gives us the best view of what interested people at the time. Using guides like Mott’s along with resources like Google, the Internet Archive, and Project Gutenberg, we may be able to better understand what regular people thought and cared about. This might tell us why Bellamy’s Looking Backward (1888) and Harvey’s Coin’s Financial School (1894) were so much more widely read (and influential?) in their day than Marx’s Capital (1889).

Religious History and Prints/Cartoons from the Library of Congress

Randall Stephens

I regularly browse the Library of Congress's Prints and Photographs Division for pictures to illustrate essays, forums, and interviews that appear in Historically Speaking. I also use that extensive, priceless catalog quite a bit to gather material for courses I teach. (A note to authors: the images at the LOC are almost all copyright free!) The LOC includes thousands of hi-res maps, photographs, prints, cartoons, paintings, and more, ready to download.

In the spring I'll be offering an upper level undergraduate class on Religion and American Culture. I love to teach it. No decadal history is this. It runs from the precolumbian period to the present. (Religious history is a hot topic. Not that my course's enrollment reflects that fact. The 2011 AHA has as its theme "History, Society, and the Sacred.")

Below are some amazing LOC images from the 18th and 19th centuries, well-suited for the classroom. ( I include the brief LOC description above each image.) While we go over these in class, I like to ask students general questions like: What is the cartoonist or print maker trying to convey? Who would find the image humorous or illuminating, and who would find it offensive or disturbing? Why? What can we learn about the issues of the day by analyzing the picture? In what sense does the picture reveal the contested nature of religion in public life?

"Enthusiasm display'd: or, the Moor Fields congregation," 1739. The print shows evangelical minister Geroge Whitefield preaching at Moorsfield, London. He is supported by two females, one holding a mask and labeled "Hypocrisy", the other a Janus-faced "Deceit".


"Dr. Squintum's exaltation or the reformation," 1763. Cartoon showing Rev. George Whitefield standing on a three-legged stool, and preaching in the open air; an imp pouring inspiration through a clyster-pipe into his ear; a grotesque Fame, being a female evil-spirit, listens to his discourse with an ear-trumpet, and repeats it in an ordinary trumpet; the Devil clutches gold from under his stool; etc.


"Slavery. Freedom," 1832. Two contrasted scenes divided by a huge cask in which stands, full-face, an obese and repulsive preacher with a heavy jowl, pig's eyes, and a thatch of hair over a low forehead.


Detail from a Puck magazine cartoon, "Superstition Has Always Ruled the World," April 19, 1901. Satirizes the Millerites, followers of William Miller, who predicted the return of Jesus in the 1840s.


"The salamander safe." A millerite preparing for the 23rd of April." A playful caricature of a Millerite, an adherent of the Adventist preacher William Miller who predicted that the world would end on April 23, 1844.


"Our common schools as they are and as they may be [Anti-catholic, anti-Tammany cartoon showing] (1) 'Sectarian Bitterness' of private schools; (2) 'Distribution of the Sectarian Fund' - all to Catholic and none to public schools; (3) 'Union is Strength' - children of all races and religions playing together," 1870.


"Church and state - No Union upon any terms," 1871. A Thomas Nast cartoon showing a woman symbolizing Justice(?) standing at door of building "State", as soldiers block steps to members of different religions.


"The Mormon Problem Solved," 1871. Cartoon of Brigham Young telling Pres. Grant "I must submit to your laws - but what shall I do with these" (hundreds of wives and children); Grant replies: "Do as I do - give them offices."


"Temperance, a centennial allegory." Circa. late-19th century.

Digital History Roundup

Randall Stephens

Patricia Cohen, "Analyzing Literature by Words and Numbers," New York Times, December 3, 2010

Victorians were enamored of the new science of statistics, so it seems fitting that these pioneering data hounds are now the subject of an unusual experiment in statistical analysis. The titles of every British book published in English in and around the 19th century — 1,681,161, to be exact — are being electronically scoured for key words and phrases that might offer fresh insight into the minds of the Victorians.>>>

Robert Darnton, "The Library: Three Jeremiads," New York Review of Books, December 23, 2010.

When I look back at the plight of American research libraries in 2010, I feel inclined to break into a jeremiad. . . . I hope that the answer to those questions will lead to my happy ending: a National Digital Library—or a Digital Public Library of America (DPLA), as some prefer to call it. Google demonstrated the possibility of transforming the intellectual riches of our libraries, books lying inert and underused on shelves, into an electronic database that could be tapped by anyone anywhere at any time. Why not adapt its formula for success to the public good—a digital library composed of virtually all the books in our greatest research libraries available free of charge to the entire citizenry, in fact, to everyone in the world?>>>

Ann Blair, "Information Overload, Then and Now," Chronicle of Higher Education, November 28, 2010

Feeling overwhelmed by too much information? What else is new? The amount of digital data available on the Web every day reaches records of mind-boggling proportions—now more than a zettabyte (1021 bytes) and presumably accumulating at an ever-increasing rate, estimated at 30-percent growth per year from 1999 to 2002.>>>

Daniela Forte, "In Watertown, History Archive Is on Website," Litchfield County Times, November 18, 2010

WATERTOWN—The past is coming alive once again, as the Watertown Historical Society announced last week the unveiling of the Watertown Digital History Archive, now available on its Web site. The archive features newspapers, yearbooks and scrapbooks from the 19th and 20th centuries. . . . The society encourages residents who have old newspapers, yearbooks and scrapbooks beyond the dates the society already has archived to contact it by calling 860-274-1050, or logging on to the Web site at www.watertownhistoricalsociety.org.>>>

"Google Editions: a history of ebooks," The Telegraph, December 5, 2010

Google has confirmed that its own ebook store, Google Editions, will be up and running by the end of the year, potentially transforming the ebook landscape. Here, we look at some of the key milestones in the digitisation of the printed word. [See the e-book/digital history timeline.]>>>