Notes
Notes Prologue 1. For arguments about the importance and former neglect of southern intellectual history, see Michael O’Brien, ed., All Clever Men, Who Make Their Way: Critical Discourse in the Old South, Brown Thrasher ed. (Athens: University of Georgia Press, 1992), ix–xv, 1–25. For the need to study the history of specific locales, see Thomas Bender, “The Cultures of Intellectual Life: The City and the Professions,” in New Directions in American Intellectual History, ed. John Higham and Paul K. Conkin (Baltimore: Johns Hopkins University Press, 1979), 182. Also see Timothy J. Gilfoyle, “America’s Heart” [review of Gotham: A History of New York City to 1892, by Edwin G. Burrows and Mike Wallace], Atlantic Monthly, February 1999, 96–97; the quote is from ibid. For the argument between those who eschew attempts at generalization, causal explanation, or synthesis, preferring to view the mission of writing local history as a search for localized meaning through “thick description” of individual situations, and those who insist that works of local history contribute to a larger synthesis, see Aletta Biersack, “Local Knowledge, Local History: Geertz and Beyond,” in The New Cultural History, ed. Lynn Hunt (Los Angeles: University of California Press, 1989), 72–96. For the interactive nature of higher education and public culture at the turn of the twentieth century, see Thomas Bender, New York Intellect: A History of Intellectual Life in New York City, from 1750 to the Beginning of Our Own Time (Baltimore: Johns Hopkins University Press, 1987), 274, chap. 7. The last quote is from Thomas Bender, Intellect and Public Life: Essays on the Social History of Academic Intellectuals in the United States (Baltimore: Johns Hopkins University Press, 1993), 33. Finally, note that the terms cultural history and intellectual history are now virtually interchangeable. For instance, Michael Roth, in “Performing History: Modernist Contextualism in Carl Schorske’s Fin-de-Siècle Vienna,” American Historical Review 99 (June 1994): 729, observed that intellectual history has now been “refitted” as cultural history. As another case in point, see Hunt, The New Cultural History, 1–22, for a discussion of the “new” cultural history as an amalgamation of economic, social, and intellectual history under the rubric of cultural history. 2. For the characterization of popular culture as “cheap amusement,” see Gregory A. Waller, Main Street Amusements: Movies and Commercial Entertainment in a Southern City, 1896–1930 (Washington, D.C.: Smithsonian Institution Press, 1995), 28. For the concept of intellectual life being based in “localities” as opposed to professions or academic disciplines, see Bender, “Cultures of Intellectual Life,” 183. 3. For the shift from nineteenth-century oratorical culture to a “culture of professionalism” in the early twentieth century, see Gregory Clark and S. Michael Halloran, eds., Oratorical Culture in Nineteenth-Century America: Transformations in the Theory and Practice of Rhetoric (Carbondale: Southern Illinois University Press, 1993), 1–26. For another perspective on this transformation, see Bruce E. Kimball, Orators and Philosophers: A History of the Idea of Liberal Education (New York: Teachers College Press, 1986), chaps. 5, 6. For the concomitant shift in public preference away from the orator’s rostrum and toward the dramatic action of the stage and screen in the early twentieth century, see Lawrence W. Levine, Highbrow/ Lowbrow: The Emergence of Cultural Hierarchy in America (Cambridge, Mass.: Harvard University Press, 1988), 46–49. 4. For this view of the evolution of the historiography of American higher education , see Laurence R. Veysey, “The History of Education,” Reviews in American History (December 1982): 281–91. For a discussion of the necessity of studying the historical college student and the extracurriculum and viewing students and their activities as the agents of change and reform on campus, see Frederick Rudolph, “Neglect of Students as a Historical Tradition,” in The College and the Student, ed. Lawrence E. Dennis and Joseph F. Kauffman (Washington, D.C.: American Council on Education, 1966), 47–58. For the argument that the study of nineteenthcentury student life and extracurricular activities will lead to additional insights into higher education and the larger American culture, see James McLachlan, “The American College in the Nineteenth Century: Toward a Reappraisal,” Teachers College Record 80 (September 1978): 298–99. Also see James McLachlan, “The Choice of Hercules: American Student Societies in the Early 19th Century,” in The University in Society, vol. 2, Europe, Scotland, and the United States from the 16th to the 20th Century, ed. Lawrence Stone (Princeton, N.J.: Princeton University Press, 1974), 485. For the argument that understanding the...
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