Review: What Hath God Wraught

June 21, 2009 by Cameron Blevins

Andrew Jackson = bad.

Whigs = good.whathathgodwrought

That’s my five-word summary of Daniel Walker Howe’s Pulitzer-Prize winning, 900-page, career-defining work What Hath God Wrought: The Transformation of America, 1815-1848. Of course, the tome is monumental in every sense of the word, in its subject matter, scope, weight, and approach. Howe is fearless in shouldering the daunting task to chart the the United States’ tumultuous adolescence. In an academic climate of sometimes numbing specialization, What Hath God Wrought is boldly and refreshingly big.

Howe approaches this task by looking at the nation’s growth through the eyes of the two ideological competitors fighting for its future. In one corner sat the Democrat ideals of Andrew Jackson, which lay out a path of white male individualism, territorial and racial conquest, and limited federal government. In the other corner sat the Whig’s ideology of national improvement through an active government and strong internal commercial expansion. Howe maintains this general dichotomy as he wanders down thirty-odd years of national history. The thematic path he treads most commonly is that of the communications and transportation revolution, although he winds enthusiastically down every manner of side trail and parallel road.

Daniel Walker Howe detests Andrew Jackson. His characterization of our seventh president throws all notions of bland academic sterility to the winds, instead engaging in fierce and almost-personal skirmishes against Jackson. First and foremost, Howe argues that Jackson’s legacy is marked by the insidious morally debilitating advancement of white male supremacy.  “…historians have variously pointed to free enterprise, manhood suffrage, the labor movement, and resistance to the market economy. But in its origins, Jacksonian Democracy…was not primarily about any of these, though it came to intersect with all of them in due course. In the first place it was about the extension of white supremacy across the North American continent.”

Howe is absolutely relentless in his campaign against Jackson’s apologists, and in many ways he makes a convincing argument. Indian Removal remains one of the most shameful aspects of our nation’s history, and Andrew Jackson was one of its most effective champions. In the eloquent and caustic words of Howe, “During the Removal process the president personally intervened frequently, always on behalf of haste, sometimes on behalf of economy, but never on behalf of humanity, honesty, or careful planning.” In doing so, Jackson became the figurehead for a growing ideology of American imperialism, as our national borders expanded both literally and figuratively. Howe argues convincingly that the Jacksonian flavor of imperialism included not only territorial expansion, but a dissolution of the rule of law. Concepts such as treaties, property rights, or basic civil liberties were swept aside when it came to the forcible and violent relocation of Indian tribes from their land.

Jackson also gets taken to task for his assault on that pesky thorn in the side of ideologues everywhere: freedom of speech. Specifically, Jackson attempted to stifle the increasingly loud voices of abolitionists, whom he deemed “monsters.” He took action by using federal control of the postal system to hinder abolitionist material from being transported through the mail. Jackson also went further, instructing his postmaster general to publish the names of abolitionists guilty of “exciting the negroes to insurrection and to massacre.” These measures were met with mixed results, but regardless, Howe fulminates that restricting abolitionist material through the post quite possibly constituted “the largest peacetime violation of civil liberty in U.S. history.” Umm, Mr. Howe? Didn’t you just describe the violent removal of tens of thousands of people from their rightfully-owned property? Might that not constitute a bigger “peacetime violation of civil liberty”?

Big, bold statements such as these make What Hath God Wrought fun and refreshing, but Howe’s argumentation can sometimes stray into the realm of hyperbole. I appreciate the fact that he makes no bones about having an overt historiographical agenda, but it can lead to rather blatant side-taking. For instance, in Howe’s view, Jackson’s administration had a hand in causing the Panic of 1837: “Democrats blamed the banks. Whigs blamed Jackson.” Which side do you think Howe falls on? Thankfully, he doesn’t play coy: “There is more truth in the Whig argument.” Meanwhile, Howe spends ample time cheerleading the expansion of federally-funded internal improvements under John Quincy Adams (a Whig), but when that same federal funding for internal improvement soars even higher under Jackson, Howe dismisses the administration’s efforts as hypocritical, ad-hoc, and ambiguous.

In comparison to Jackson, Howe takes a decidedly rose-tinted view of the Whigs. Given his scholarly background as the author of The Political Culture of the American Whigs, this isn’t necessarily surprising. In Howe’s opinion, “the Whigs, though not the dominant party of their own time, were the party of America’s future.” He (rightfully) champions their role in connecting a disparate young collection of states and communities into an integrated whole. Howe even opens the “what-if” door to offer a brief glimpse into what might have been different had John Quincy Adams won the 1828 election instead of Andrew Jackson. Although he doesn’t come out and say it, Howe delicately insinuates that maybe, just maybe, an Adams administration could have pre-emptively prevented the Civil War: “[The Whigs'] strong central government would have held long-term potential for helping the peaceful resolution of the slavery problem…” I mean, come on…really? For that small segment of the American population interested in historiography (like myself), nuggets such as these contribute to the juicy platter of provocative scholarly interpretation that Howe serves up to his readers.

Howe’s romp through the historical period is done with a stylistic flair and easy grace that continously impressed me. In the hands of many writers, a three-decade survey of America would devolve into a yawn-inducing litany of dates, names, and events. Instead, Howe nimbly leaps from micro to macro across a dizzying geography, effortlessly mixing anecdotes, analysis, and arguments. His writing is evocative and unpretentious, allowing him to open a paragraph bluntly: “Then the whole thing blew up in the administration’s face,” and to end a chapter with a playful cliffhanger: “Why an abolitionist believed Texas annexation presented a moral crisis requires explanation.” The skill with which he crafts language allows him to show off his stunning grasp of the subject matter – a fantastic combination that contributes to his humble (tongue-in-cheek?) claim that “This book tells a story” – and, I might add, one told by a supremely skilled storyteller.

Separating from the Pack

May 14, 2009 by Cameron Blevins

Almost two years ago, I made the decision to go to graduate school. At the time I was basking in what could only be called a history nerd’s dream summer break, spending my workdays as an intern at the New-York Historical Society’s public programs department doing background research on professors and authors we could invite to give talks. While learning about traditional history occupied my days, learning about digital history began to occupy my evenings (at least when I wasn’t occupied with being a 21 year-old enjoying NYC). I had used GIS extensively the previous summer through a research project and had caught passing glimpses of the broader digital history universe, but I hadn’t fully explored it as a possibility for future study or (gasp) a future career. By the end of the summer, I had realized with a crystal-eyed clarity that digital history is what I wanted to “do” – in the airplane conversation sense of, “So, what do you do?”

By the time I began the actual application process, things had become even clearer, but certainly not easier. I loved history – I loved reading it, researching it, writing it, speaking it, teaching it. The idea that I could potentially spend my life doing these things made me embarrassingly giddy. At the same time, I was endlessly fascinated by the potential that lay in digital scholarship as an exciting frontier with seemingly limitless possibilities. When I sat down to my computer to start looking at schools, I began to feel the intense tug-of-war between these two impulses that would become a constant throughout the next nine months.

On the one side of the spectrum lay the traditional academic program, ivy-wrapped in prestige and brimming with names that fly off the jackets of some of my favorite books. On the other side lay the digital history program, sleekly packaged in technology and humming with voices that build the blogs and websites I trawl. On the one side, my college professors and the academic job market counseling me to apply to the very best schools I could. On the other side, my own geeky impulses were urging me to take a chance and apply somewhere new and different and exciting. I did my best to split the difference, and in the end, I was lucky enough to be accepted to a school with a fantastic combination of these two sides.

My experience led me to the conclusion that just as digital methodology is shifting the scholarly landscape of historical study, it is also altering the competitive landscape of the field. Schools are rapidly carving out digital niches for themselves, and this will prove increasingly attractive to successive waves of graduate applicants and job candidates. Most of these individuals will be reliant on accessing databases and articles online, many will be familiar with new forms of media and technology, and some will be interested in areas of visual design, data mining, or spatial analysis. However, if any of them were to ask their advisor or mentor for suggestions on programs that are strong in digital history, they’d likely hear a one-name (if any) reply: George Mason. Most advisors wouldn’t be able to point towards Nebraska-Lincoln or University of Virginia as digital history strongholds, the same way they would be able to point towards Duke and North Carolina for their strength in African-American history.

This will change. At first glance, the general structure will remain the same. “Top-tier” schools aren’t likely to start hemorrhaging applicants to less-established programs immediately. Innovative schools like UNL will continue to fight the persistent prestige-and-name-recognition battle. Nonetheless, subtler transformations will occur. Even five years ago, it would have been inconceivable that a school like George Mason (whose doctoral program has only been in existence for eight years) would be able to compete on an even footing for history applicants with a school like Stanford. Now, their success in establishing themselves as the dominant industry leader gives them an unparalleled advantage for anyone interested in digital history.

Even for schools on traditionally similar footing, an established track record of integrating new media can easily tip the scales in their favor. Much like special collections and on-campus archives, showing off a sparkling digital infrastructure will emerge as a “sexy” way to pull in both applicants and candidates. Wealthier schools may begin to invest in humanities computing centers and new kinds of software, even if for the simple goal of keeping pace with their competitors. The day is not far off when the mainstream academic history-verse buzzes with the news that an ivy-league school has “poached” a leading history professor in media and technology. Grant proposals for more applicable digital initiatives will cut out bigger slices from an expanding NEH pie.

The schools that will truly separate themselves from the pack, however, will be the ones that demonstrate their support for digital scholarship on an ideological level.  Those programs that establish a sustained committment to encourage, guide, and reward the members of their department (both faculty and students) for digital methodological inquiry will be the ones that will emerge in the best position to attract and train historians eager to tackle the technological opportunities inherent in today’s world.

The Mobile Historian

May 3, 2009 by Cameron Blevins

The rocketing ascent of mobile technology was one of the fundamental shifts of 2008, and many market analysts predict it will only continue throughout 2009. Its rise seems to be following a two-tracked progression: individuals in developing countries are latching onto increasingly affordable mobile phones as a way to log in to a wider network, while wealthier consumers fascinated by the ability to take their online experience on-the-go are snatching up smartphones at a shocking rate (to the point where the smartphone industry appears to be recession resistant). This environment creates an intriguing medium for historians to refine and improve their craft, and the time is ripe for innovation.

Some historians have been leading the charge in utilizing this technology. Bill Turkel has been a pioneer in applying new methods in place-based computing to the field of history. Meanwhile, the majority of similar efforts fall under the sphere of public history. Some museums have long been experimenting with “electronic curators,” or hand-held audio devices that emit information about an aspect of the exhibit depending on where its carrier is standing. Cultural heritage sites, particularly battlefields and/or national parks, have quickly recognized the potential for GPS-enabled devices that guide visitors through a site. Finally, some history educators are experimenting with ways to engage their students using portable technology, including fieldwork and visitations.

Dave Lester, of George Mason University’s CHNM, presented “Mobile Historical Landscapes: Exposing and Crowdsourcing Historical Landmarks” in early April at the American Association for History and Computing conference. Dave’s is currently working on a project called HistoryPlot to encourage user participation in exploring and contributing to a knowledge bank of historical places. The idea is that roving bands of history enthusiasts could visit sites, pull out their iPhone, learn about some of its history, and possibly add both information and multimedia to the site by snapping pictures and/or uploading content – creating a kind of Yelp for the historically-minded. Dave’s project draws upon two specific advantages: 1) the participatory culture of crowdsourcing, and 2) the increasing ubiquitousness of mobile technology

Dan Cohen recently explored the advantage of crowdsourcing when he posted a historical puzzle on his blog at the start of a presentation, which asked people to identify the following picture using minimal clues:

He simultaneously sent out the puzzle via Twitter by asking his 1,600 followers to try to solve it in the next hour. The speed with which Dan got answers was impressive, with an initial correct answer coming in 9 minutes. Although he admits he should have made the puzzle a bit more difficult, the process was successful in highlighting the immense advantages of crowdsourcing historical problems using a fluid and mobile platform such as Twitter.

The growth of a mobile culture in which users are constantly connected magnifies the power of crowdsourcing. Dan’s experiment rested on the assumption that a certain number of his followers would be online and checking their tweets, and enough of them would then be able to use the internet to access his blog, read the clue, and search for the answer online. Two or three years ago, the chances of receiving an answer in 9 minutes would be much, much slimmer. A mobile culture removes barriers to accessing information, and simultaneously increases users’ expectations for accessing that information, many of whom no longer tolerate being shackled by outlets, ethernet cords, or wireless signals.

Consequently, mobile technology is redefining our social conception of space and place, and this has corresponding ramifications for historians. It revisits the fundamental relationship between a physical location and what happened in the past within that space, a relationship with which spatial and geographic historians continuously grapple. This shift is opening up a two-way street for historical researchers. On the one hand, a mobile culture allows efforts such as Dave Lester’s to shed light on previously inaccessible areas. Suddenly, a historian researching a far-away site might be able to “travel” there by looking at uploaded pictures and documents, trading emails or tweets with other researchers who have visited the place, or watching the video of a history enthusiast on vacation at the site.

On the other hand, those shifting expectations that accompany a mobile culture can also turn themselves on historical researchers. A mobile society might question the reliability of a solitary historian writing abstractly about a place they have never actually been to. A constantly connected audience will start to expect the kind of intimate access and exploration that can only be gained from hands-on visitation. A readership conditioned to read reviews on Amazon or tourists’ travel blogs will increasingly dismiss the authority of a specialist who has never visited a location they describe, even if they are describing its past. Audiences will continue to tolerate a historian’s inability to time-travel; they will not continue to tolerate an inability to place-travel.

Fortunately, mobile technology can also create a mobile historian. Imagine a historian writing about shifting gender roles on the Oklahoma Chickasaw reservation during the Dust Bowl. Armed with a laptop, digital camera, and smartphone, the historian can travel to Oklahoma and go to the reservation itself. Once there, traditional archival research is greatly enhanced by technology. Instead of lugging around 3×5 index cards, Zotero can speed up and digitize the note-taking process. The digital camera can capture documents for later perusal, allowing them to find more sources in a shorter amount of time. Is the researcher suddenly curious about gender demographics for a particular town near the reservation, or wants to understand the background to a religious ceremony referenced in a court record? They can use their smartphone to look up census data or send out queries to colleagues likely receive a rapid answer to their question.

Leaving the archives, the historian can dip into oral history by interviewing locals and recording their memories on the smartphone or digital recorder. The smartphone’s GPS capabilities allow him or her to not only locate the homes of the interviewees, but to flag and mark locations to look for spatial patterns at a later date – what if all the traditional “male” venues on a reservation were located on a specific street, while “female” venues were spread over a greater area? The GPS ability of a smartphone can capture these on-the-ground patterns. Finally, the mobile historian can quickly send out updates on their progress, receiving feedback and suggestions from a remote crowd of like-minded researchers, students, assistants, or colleagues.

Mobile technology (like all technology) is not a magic pill that will suddenly transform the historical profession. There are certainly drawbacks. First and foremost exists a strong economic barrier to entry. Already struggling for travel stipends and fellowship money, many historians won’t be able to afford a brand-new iPhone or high-quality digital camera. Those who aren’t already comfortable with mobile technology will often feel overwhelmed or at an unfair disadvantage. On a more abstract level, technology and its inherent distractions can sometimes construct blinders to one of the most important advantages to visiting a place in person: the ability to feel the sense of place, to listen to the wind and hear the accents and taste the food, a decidedly fuzzy process that adds crucial depth and richness to the historian’s understanding of their subject.

As technology itself becomes more refined and more sophisticated, the possibilities for innovation and exploration will continue to expand. As with any new methodology, the traditional skills and strengths of a historian will not fade into obsolescence. Instead, they’ll be ever more critical to the process of responsibly incorporating new techniques and approaches into the broader historical fold. If this process is even moderately successful, the future of the mobile historian appears bright.

Chesapeake and Ohio Canal

April 20, 2009 by Cameron Blevins

At 3AM on April 25, 2009, I will join several hundred other participants and attempt to walk 100 kilometers (62 miles) in one day along the C&O Canal towpath, from Georgetown, D.C. to Harper’s Ferry, West Virgina. To mentally prepare for this foolhardy attempt, I thought I’d briefly walk through the canal’s history.

Courtesy of the NPS

The canal’s history as a functional transport artery is something of a prolonged tragedy. The story begins, like most tragedies, with a seemingly idyllic birthright: the canal was first championed by none other than George Washington, who also, it should be remembered, championed such things as non-partisanship, presidential term limits, and the United States of America. Apparently in his younger years, George was something of a canal enthusiast, going so far as to introduce a 1774 bill in the Virginia legislature to construct canals around obstacles in the Potomac River. Even in his presidency, George continued to lobby hard for a canal extending from the nation’s capitol and viewed it as a critical piece of his broader vision for consolidating national cohesion and opening up commerce and communications with the west:

‘”Extend the inland navigation of the eastern waters; communicate them as near as possible with those which run westward; open these to the Ohio; open also such as extend from the Ohio towards Lake Erie; and we shall not only draw the produce of the western settlers, but the peltry and fur trade of the lakes also, to our ports: thus adding an immense increase to our exports, and binding those people to us by a chain which never can be broken.’”

From Memoirs of De Witt Clinton, transcribed by Bill Carr

Armed with the ringing endorsement of one America’s most hagiograph-ied figures, the future C&O Canal looked destined to join the ranks of Route 66, the Union Pacific Railroad, and, yes, the Erie Canal, in the annals of transportation lore. By the 1820’s, a perfect storm brewed. The case for the C&O Canal was buoyed by the lucrative success of its northern cousin. Proposed in 1808 and beginning construction in 1817, the Erie Canal took little time to start turning a profit as toll revenues poured in from already-completed sections. The Canal had a profound effect on the region and country, establishing New York City as the nation’s premiere commercial center and acting as a poster child for the infrastructure boom of the 1820’s.

The Erie Canal

Digging a little deeper (pun intended) however, revealed fundamental weaknesses underlying the C&O Canal’s prospects to follow in the Erie’s footsteps. Construction began in 1828, as John Quincy Adams dug the first spadeful of earth. Fittingly for the canal, his attempt at ceremonial ground-breaking met with an unforeseen obstacle:

“It happened that at first stroke of the spade it met immediately under the surface with a large stump of tree after repeating the stroke three or four times without making any impression threw off my coat and resuming the spade, raised a shovel full of the earth at which a general shout broke forth from the surrounding multitude and I completed my address which occupied about fifteen minutes.”

John Quincy Adams

JQA Diary, number 36, 1 January 1825-30 September 1830, page 21

Beginning with this nearly-bungled case of presidential midwifery, it was all downhill from there. Five years after its construction, the canal had only progressed 60 miles, and was not yet fully operational. In hindsight, beginning construction on a canal in 1828 was poor timing. The meteoric pace of internal improvements during this period may have spurred the impetus for building the canal, but also created an infrastructure bubble that left it open to significant competition and unrealistic expectations.

In particular, the canal found itself embroiled with the Baltimore & Ohio Railroad over land-use rights along the Potomac. Although the two sides settled their dispute, the legal wrangling was symptomatic of the canal’s slow-going construction and never-ending obstacles. The B&O Railroad, which began construction on the same day as the C&O Canal, progressed far smoother, and provided a significant advantage to its clients in speed of transport. The C&O finally reached Cumberland, Maryland (linking it to the National Road) and promptly ceased construction. The B&O Railroad completed the all-important link to the Ohio River in West Virginia in 1852, usurping the canal’s purpose and rendering the slow-moving waterway somewhat moot. Which is why the B&O Railroad, instead of the C&O Canal, garnered eternal fame as a one of Monopoly’s prized properties:

B&O Railroad

The canal remained nominally operational until 1924, when a catastrophic flood wreaked havoc on the transport system, and  in 1938 the canal was sold to the federal government. By the 1950’s, in the wake of another national transportation boom, Congress entertained the idea of paving over the canal to build a scenic road for automobiles. Fortunately for canal lovers, Supreme Court Justice William O. Douglas assumed the mantle of George Washington to become the canal’s next great champion in Washington.

In an impassioned letter to the Washington Post in 1954, the nature-loving Douglas channeled his inner John Muir when he wrote, “It is a refuge, a place of retreat, a long stretch of quiet and peace at the Capitol’s back door – a wilderness area where we can commune with God and with nature, a place not yet marred by the roar of wheels and the sound of horns.” He then threw down the gauntlet as only a tree-hugging Supreme Court Justice of the 1950’s could do: by challenging proponents of paving the canal to walk its entire 184.5 miles with Douglas as their guide.

Perhaps to Douglas’s surprise, his challenge was not only accepted, but snowballed into a media spectacle. Fifty-seven people joined him on March 20, 1954 to begin hiking the trail. Although only nine of them finished the eight-day hike (many were discouraged by a snowstorm on the second day of the trip), Douglas’s expedition garnered national attention, as flocks of reporters interviewed the justice and his hikers, and onlookers showered the walkers with cheers and food. By the conclusion of the hiking circus, public support had swung towards preserving the C&O Canal.

The C&O Canal Expedition

The C&O Canal Expedition

The publicity stunt ended up saving the canal, and in 1971 the federal government designated the C&O Canal a National Historic Park. Today the canal remains a popular get-away for D.C.-area residents, who can walk, bike, jog, kayak, or in Douglas’s words (if they are in a particularly spiritual mood), “commune with God and with nature.” When plodding along the canal on Saturday, I will try to remember a poem stanza composed by Douglas’s hikers while on trail:

The knees are slowly playing out
The arches start to drop;
If we had John Brown’s body here,
We’d like to make a swap.

William "Keep Your Hands Off My Canal" Douglas

AAHC Recap (Afternoon)

April 5, 2009 by Cameron Blevins

The first session of the afternoon at the AAHC conference was by Patrick Murray-John as he discussed “Interlinking Who, What, Where, When, Why, and How We Teach into a Giant EduGraph.” He gave an entertaining presentation that described the benefits and challenges of a semantic web within education. One story stood out in particular as an example for the need for better efforts in the field. Two courses might use Frankenstein as an assigned text: a class in the chemistry department that examined the portrayal of scientists in literature and an introductory English literature course. Unfortunately, the only people who know that both classes are using the same text is the school book store. If the course syllabi were located within a strong semantic web, there could be tremendous potential for interdisciplinary discovery and interaction within a university.

The second session of the afternoon was “Mapping Our Archives,” by Tim Sherratt of the National Archives of Australia. Sherratt gave an incredible presentation, as he demonstrated his work with the records of Australian servicemembers during the First World War in Mapping Our Anzacas. First up, he used Google Earth to show how he mapped where each of the 300,000 plus soldiers were from. It was remarkably powerful, as he used the platform dynamically in order to visualize the origins and density of this segment of the population. In particular, I was struck at how effectively it took advantage of the interface of Google Earth, and its re-population of point data when you zoom in, so even as you get more and more detailed, it seems like the dots just keep multiplying. The map was one point of entry for users of the database, with another critical point of entry being the opportunity for users to upload multimedia to a “scrapbook” of individual servicemembers profiles. Although some curators expressed (standard) anxiety about losing credibility and content control, they were overwhelmed at the number and quality of contributions from “laypeople,” such as this one of Donald Addison:

Addison

Tim also shared his crafting and tweaking of the database for the servicemembers’ records. Each record was scanned, and many of them included photographic sets of the individuals along with vitals and descriptions of their service. He then used CoolIris (which I discussed in one of my first blog posts) to create a virtual gallery of these archival documents, as you could move along a 3-D wall with rather haunting profile photographs and corresponding information (almost like an early 20th-century version of Facebook). He also showed a similar application of CoolIris for other archival records, including those of immigrants and laborers. I’ve always been somewhat skeptical of CoolIris as a visualization technique, always thinking it did little more than create a kind of cool way to zoom around and look at pictures. But Tim substantially changed my mind by demonstrating its power as an interface – without a doubt, being able to see an array of documents displayed in front of you, seeing the faces of Chinese immigrant children looking out at you, was a singularly powerful use of archival material that significantly enhanced the viewer’s interaction with them.

Tim’s presentation got rave reviews from its audience members, and I think I speak for all of them when I say that his use of dynamic technical interfaces (which included not only Google Earth and CoolIris, but also Tumblr and Greasemonkey scripts) was one of the most elegant, powerful, and accessible examples of bringing archival material to life that I’ve seen yet. Tim offered a fantastic glimpse into what is possible when you combine the power of digital applications with the subtlety and thoughtfulness of historical exploration.

The final session of the afternoon was a presentation from Susan Garfinkel, Judy Graves, and Jurretta Heckscher from the Library of Congress. Although I was a little fried from seven hours of absorbing and processing a host of new thoughts and ideas, I always love supporting our friends at the LOC, who have put a lot of time, thought, and effort into advancing and experimenting with digital history. Their presentations brought up several interesting points. First, they stressed that a series of surveys have shown that faculty members are less than enthusiastic about actually utilizing digitization tools and resources that their libraries provide. Additionally, the LOC has decided to expand their earlier initiative to post photographic content on Flickr Commons by posting audio and video content to iTunes and YouTube. The presentation reinforced my optimism that our national library has the courage to pursue such a variety of digital initiatives.

I drove out of George Mason’s campus feeling exhausted and inspired. The conference did a superb job of bringing together and enhancing a community of digital humanists (made even stronger by the constant Twittering activity during the day). This community isn’t necessarily representative of either the general public or even the wider historical community – in particular, I was struck at the rather overwhelming whiteness of the conference participants. I think more efforts could be made to encourage a wider diversity of perspectives and backgrounds within the field of digital history (a subject for another blog post). Nevertheless, the range, depth, and passion with which so many people are pursuing their projects gives me a strong sense of hope. I know that over the next several years I will undoubtedly struggle to balance the demands of training in a traditional graduate history program with my own passion for digital methodology and exporation. But events such as the AAHC conference bolster my faith in the incredible support system of fellow digital humanists that I can lean on as I walk down that path.

AAHC Recap (Morning)

April 4, 2009 by Cameron Blevins

Today I attended the American Association for Historical Computing’s 2009 annual conference, hosted by the Center for History and New Media at George Mason University. For someone interested in the field of digital history, it was a phenomenal opportunity to meet fellow enthusiasts and explore a variety of topics within the field.

The first session, a presentation by Amanda French of NYU on “Basic Digital History Skills for Historians,” came from her experience in teaching courses in digital history, many geared towards archival and library studies. Of particular interest was a survey she administered to 25 students that measured their comfort and ability in a wide variety of digital skills – everything from using social media to knowledge of metadata systems. She spoke about the fact that there was a gap between the skills being taught to public historians and archivists, and those being taught to traditional historians. Namely, those in the former group usually gain a stronger digital literacy. One of the major action points she drew from the survey was the need to teach students in the following fields: website creation, metadata, and multimedia.

Besides being the first conference presentation that I’ve live-tweeted, it brought up some interesting questions. The biggest one (that recurred throughout the day) was the question of teaching students what I’ll term hard vs. soft skills in gaining digital literacy. Should teachers expect their college students to have a basic skill set (uploading videos onto YouTube, using RSS feed readers, etc.) already? Should you spend the majority of your time teaching the skills and habits that they can then adapt to specific platforms? Is it possible to impart broader concepts of digital history without a concrete base in technical proficiency? My first instinct was to come down on the side of a liberal-artsy instruction of soft skills and underlying “big-picture” principles. But the more I thought about the issue, the more I realized that for many people, the best way of learning these soft skills is by putting on your work gloves and diving into starting a blog, using Zotero, or generating a KML file.

The second session was Dave Lester’s “Mobile Historical Landscapes: Exposing and Crowdsourcing Historical Landmarks.” Dave explained his ongoing project (History Plot) to create a means for people to contribute to a geolocated database. He compared it to Yelp, in that he dreams of a centralized platform through which people can look up historical landmarks and their metadata (primarily their location). In order to start seeding History Plot, Dave turned to 80,000 historic sites listed in the National Registry of Historic Places. Other resources could include Wikipedia, Flickr, and partnerships with local historical societies.

Dave’s enthusiasm was downright infectious, as he spoke about being able to walk down a city street, use your iPhone to locate a nearby historical building, look up information about it, then take a photograph of it and immediately upload it to the database. Possibly the most exciting aspect, for me, was his idea of leveraging community-based history volunteers (he calls them “street teams”) to crowdsource the project. I think this has tremendous potential. History remains one of the foremost fields for armchair enthusiasts, as legions of geneologists and Civil War re-enactors would provide an incredible resource for this kind of geo-based crowd sourcing. It’s easy to imagine groups of history buffs meeting up on the weekends to explore cities and sites, snapping pictures and contributing research tidbits. I’d love for this to get off the ground, and would jump at the chance to found a local chapter.

Dan Cohen brought up a good point at the end of Dave’s talk: that the issue is finding an incentive structure so that people will actually participate in the project. In particular, there’s a gap between the (usually) younger tech-savvy crowd that lacks a strong interest in local history, and the (usually) older, less tech-savvy crowd that could potentially be the strongest source for knowledge seeding. I think it’s a manageable problem, but one that increases the need for highly accessible mobile technology and platforms that makes the barriers to entry as low as possible, even if it has to come at the cost of losing some technical robustness.

The last session of the morning was “Teaching, History, and Digital Tools: A Roundtable Discussion,” by Jeremy Boggs, Jeff McClurken, and Josh Sternfeld. All of them brought different perspectives to the topic, although each of them came from the similar experience of having taught a digital history course. It was a similar presentation to the one given by Jeremy and Jeff at the AHA convention, and it reinforced a lot of the lessons they had previously given (chief among these is Jeff’s great refrain about trying to make students “uncomfortable but not paralyzed”). One point that it made me think about was the issue of how to value historical scholarship. I’ve been thinking a lot more about not only how the historical academy values research in digital history, but how it values teaching in digital history as well. Does listing “Creating History in New Media” on your C.V. as a course you taught carry more weight than listing an American history survey? Would a tenure review board be impressed with your tech-savvy literacy, or put off because they don’t understand it?

Open Letter to a Future Thesis Writer

March 22, 2009 by Cameron Blevins

Dear Junior History Major,

It’s that time of year again. You’ve probably returned from spring break, hopefully in one piece and with your liver only a little worse for wear. Maybe you’re terrified by the senior history majors gliding across campus like ghosts, baggy-eyed and shell-shocked from the prospect of finishing writing starting their theses in the next four weeks. That will be you in one year’s time. But for now, you are just coming to the beginning of the thesis road, and wondering how to start walking down it. Here’s my step-by-step guide to making sure you get off on the right foot:

1. THINK about your interests

Treat it like an assignment – go to the library, the coffee shop, the bar, the gym, wherever it is that you get your best thinking done. Think back on the past couple of years, and write down every book, article, movie, lecture, discussion, or passing comment that has struck you as a topic you are really, truly interested in. Were you absolutely drawn into that lecture on Qing China? Scintillated by reading King Leopold’s Ghost? Avid reader of Jane Austen?  Presumably you became a history major for a reason – you enjoy studying history. Include everything. Don’t stop to think about whether “that article in Newsweek about ‘Dark Knight’ being a totally badass movie” is a plausible research topic – jot it down anyway, and move on to the next one. Keep that list handy, and add to it whenever you think of something else.

Finding an idea that interests you is half the battle in choosing a good thesis topic, and arguably the most important step you can take. The cliche that writing a thesis is like being in a relationship is largely true – you will be spending a ridiculous amount of time with this topic, and choosing one that you are passionate about will partially determine how much you enjoy writing your thesis. After you’ve got a decent list, sit down and narrow it down to 5-10 topics that most excite you and that you can imagine absolutely consuming for the next year.

2. TALK it over.

With everyone.

Start with your advisor. Email her or him your list of 5-10 topics and ask to set up a time to discuss them. They will (presumably) have a lot of experience in just this sort of advising, and are the single best resource for determining whether a topic is academically feasible. Ask them the following questions about each topic:

- Too narrow, too broad?

- Will there be enough (accessible) source material?

- Will it be difficult to do original research?

- Is this a realistic scope for a senior thesis?

If they don’t openly advocate for one or two of your topics, they should at least help you narrow down the list by eliminating topics that aren’t feasible. From there, talk with other professors in the field you’re looking at. Ask them the same questions. Talk to senior history majors. Talk to friends. Talk to family. As you spend more time talking about the couple of topics you’ve chosen, it will gradually emerge which you are most passionate about, which one you most easily articulate, and ultimately which one you should choose.

3. PLAN your research.

Again, your advisor should help you with this. If they are not going to be your primary reader, have them refer you to another professor. Meet with them and discuss how to begin tackling the topic. Everyone has different approaches to starting research, but many will likely recommend the following:

Start doing some cursory investigative forays into your topic, especially if you don’t have a definitive set of primary sources. Familiarize yourself with the basics – both surrounding historical context and at least a working knowledge of what (if any)  major research has already been done. From there, ask your advisor or reader about avenues to take towards finding primary source material. One of the most important things to find out is location – is it available online? Can your school’s library give you access? Will you have to travel to any distant archives?

Think carefully about how you want to take notes and what has worked for you in the past. I’d stump mightily for the benefits of Zotero, but it ultimately comes down to what you are comfortable with using. Whatever it is, use it. Faithfully. Short of having a photographic memory, methodical note-taking is an absolute lifesaver throughout the entire process, and will end up saving you time and effort.

4. START working.

Like, now.

The upcoming summer is presumably your last summer vacation as an undergraduate, and possibly your last three-month summer vacation for the foreseeable future. You should do everything you can to enjoy and take advantage of it. But here is the trade-off. Starting to work on your thesis during the break is a really, really good idea. Especially if the bulk of your source material is not available on campus, it becomes imperative to get a head start on research over the summer.

Although some of your classmates may have the ability to smoothly conjure out of thin air a brilliant and deeply profound thesis in the last two months before its due date, the majority of us mortals are forced to rely on hard work. There is a surprisingly sticky correlation between the amount of time one spends on their research and the quality of their end product. Hard work on the back-end of the process can not only mask other deficiencies, but it will also save your future self an incredible amount of undue stress and despair. Having said that, take some time off to be a college kid during your last summer vacation. Your thesis will still be there lurking in the shadows like voracious alien monster when you get back.

5. ENJOY it.

Writing a thesis will be the most difficult and rewarding accomplishment of your college career.

Have fun.



Best of luck,

Cameron


Scattered Links – 3/16/2009

March 17, 2009 by Cameron Blevins

I’ve been closely following the history blogging roundtable examining Judith Bennett’s History Matters: Patriarchy and the Challenge of Feminism. Notorious Ph.D., Girl Scholar kicked things off with Should politics be historical? Should history be political? Then Historiann kept the ball rolling with Who indeed is afraid of the distant past (and who says it’s distant, anyway)? A call to arms. This week Claire Potter at Tenured Radical posted part three, Teach This Book!, with part four appearing soon at Blogenspiel. I’ve found the series instructive, given my embarrassing lack of knowledge of historiography in general, and feminist (not to mention medieval feminist) historiography in particular. A lively comment-debate about generational issues followed Notorious Ph.D.’s posting, which Historiann expounded upon in part two (and included an interesting suggestion of social history’s potential for comparative women’s studies). Tenured Radical delves into why feminist historians might gravitate towards more recent history, while championing queer history as a partial solution to some issues that Bennett raises. The history/academia blogosphere could benefit from more roundtables such as these.

Deviant Art supplies an amusing cartographic comic on the progression of World War II. My favorite part? “We talked about this before, mon ami.”

Lisa Spiro at Digital Scholarship in the Humanities gives a great two-part wrap-up of Digital Humanities developments in 2008. Part One sounds a triumphant note, including “Emergence of Digital Humanities” and “Community and collaboration,” while Part Two is more sobering, discussing continued resistance to open access and other new scholarly models, along with the erroneous and Grinch-like litigation by EndNote against Zotero.

Scientists compiled a clickstream map of “scientific activity” (along with other disciplines) that creates a visualization of how users moved from one academic journal to another. The visualization shows how different disciplines tend to cluster around one another, and I was impressed at the degree of interaction in the humanities and social sciences (although I would have loved to see more fluidity between humanities and more “hard” disciplines).

It reminded me of Sterling Fluharty’s insightful take on using quantitative methods to rank history journals based on citations, which the clickstream map avoided due to inconsistent nature of citations across disciplines.

Finally, the Economist’s Technology Quarterly profiles Brewster Kahle in “The Internet’s Librarian” and his quest to build “Alexandria 2.0,” a free digital archive of human knowledge.

History-ing Turns West

March 9, 2009 by Cameron Blevins

Today I officially accepted an admissions offer from Stanford University’s history graduate program.

The decision was not an easy one, and for that I’m grateful. I had the extraordinary luck to be able to choose from several schools’ offers, all of which presented their own distinctive strengths and arguments for attending. Over the past several weeks I have often been almost embarrassed at being in such a fortunate position, of having the distinctive luxury of comparing a range of criteria such as programmatic fit, faculty involvement, geographic location, and financial support. Throughout the decision process, I was continually impressed at the generosity of professors and graduate students to reach out to an admitted student and happily answer all of my questions.

In the end, my decision to attend Stanford rested on a number of factors. I had been drawn since the beginning of the application process to the school’s strong involvement in digital history and humanities. Within the history department, efforts at the Spatial History Lab appealed to my background in and enthusiasm for historical GIS. That, in combination with a strong interest in the history of the American west, led me to apply to work primarily under Richard White. Stanford’s history program also posed a phenomenal fit in combining the strengths of both traditional historical training and a heavy emphasis on interdisciplinary approaches. The school holds tremendous appeal beyond its academics. I have family in the Bay Area (including my big sister), and California’s allure of sunshine, palm trees, and my all-time favorite mountain range proved intoxicating. Visiting the campus at the end of last week finally confirmed my decision, neatly summarized during a Q&A session with current graduate students when one of them said quite seriously, “I think the best thing about this place is that I am just really, really happy here.” An immediate and genuine chorus of agreement drove home that simple, but altogether critical point.

Finally, I can’t resist offering up some visual (and superficial) support for the “non-academic” side of the decision. I took both of these photographs out the windows of two university’s libraries while visiting schools last week to demonstrate the difference between New England and California:

dscn2523

dscn2495

After a deep breath, I eventually clicked “send” on an email that effectively decided my future. And as the email disappeared, questions large and small immediately took its place:

Have I made the right decision?

I think so.

Am I prepared to attend a university whose mascot is a color and/or a tree?

Sadly, yes – my undergraduate mascot was a sagehen.

Am I ready for the perils of graduate school?

As ready as I’ll ever be.

Alongside these questions lurked a strange feeling, brought about by the surreal knowledge that I had just decided what I’ll be doing and where I’ll be living for the next half-decade. That feeling gradually gave way to one of deep gratitude. In the midst of staggering financial uncertainty and upheaval, I’ve been handed the tremendous opportunity to live out my dream of becoming a historian – an opportunity at once humbling, daunting, and overwhelmingly exciting.

Many, many thanks to the legion of professors, classmates, mentors, friends, and family members who helped make this dream into a reality.

California, here I come.

Rambling Admissions

February 25, 2009 by Cameron Blevins

Over the past three weeks or so, I’ve received a trickle of graduate school rejections and, thankfully, acceptances. Once the initial euphoria of that first acceptance wore off, the sheer strangeness of the entire process began to sink in. Applicants spend months and months working, researching, and worrying. There are the inane hoops to jump through – mountains of paperwork, re-answering the same application questions, altering document formats for different schools, and my personal favorite hoop of inanity: the GRE’s. They spend hours and hours drafting emails to potential advisors, delicately harassing their recommenders to get their letters turned in, and editing and proofreading countless personal statements or writing samples. And the entire time, they are constantly reminded of the similarities between graduate school admissions and rolling dice at a craps table in Vegas. If that weren’t enough, the most common advice an applicant usually receives about getting a PhD in history is: don’t. Unless you enjoy being unemployed.

By the end of January, the last of the applications are submitted, and applicants are left to wait. There are no other forms left to fill out, boxes to check, or essays to upload. For a day or two, I didn’t really know what to do with myself. It took me a solid week before I could watch a football game without feeling guilty that I wasn’t working on applications. This is the stage of admissions purgatory, with applicants wishing they could be a fly on the wall of a graduate admissions committee meeting. I’m sure the process varies from school to school, but I’ve always wondered just how random it is – how much depends on the order in which your application is read? Whether or not someone spilled coffee on your writing sample? Did a committee member used to date someone who graduated from your school? And would that be a good or a bad thing? These are some of the questions that skitter through your mind while sitting in admissions purgatory.

With any luck, purgatory is lifted with a magical acceptance note. With any greater luck, more than one arrives. And like flipping a switch, the lowly graduate applicant is suddenly the valued commodity. Once you finally get past “I am pleased to inform you…” you suddenly feel that switch flipped. It is liberating, joyous, and utterly surreal – to go from the position of seller, peddling yourself to various schools, to the position of buyer, as schools offer you their wares. All of that hard work, from those hours of studying in the library during college right up until you clicked SUBMIT on the last application, has finally paid off. I’m sure the stress will come later: of making a (the right) decision, of weighing financial support and programmatic or geographical fit, of accepting the reality that you are truly committed to spending the next 5-7 years  at one school laboring to obtain an elusive degree that you will uselessly cling to like a life preserver as you tumble into the deep end of an over-saturated job market.

But for now? I’m just enjoying the ride.

[As a less rambling coda, I would point anyone else in my position to Jeremy Young's extremely helpful post at Progressive Historians, "So You've Gotten Into Grad School. What Do You Do Now?" ]