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Journal articles on the topic 'Amherst college, history'
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1
Nivison, Kenneth. "“But a Step from College to the Judicial Bench”: College and Curriculum in New England's “Age of Improvement”." History of Education Quarterly 50, no. 4 (2010): 460–87. http://dx.doi.org/10.1111/j.1748-5959.2010.00290.x.
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In 1827, two years after its incorporation as a college and six years removed from its founding as a “collegiate institution,” Amherst College revamped its curriculum into what it called a “parallel course of study.” In this new scheme, students were allowed to follow one of two tracks during their college years. Courses in mathematics, geography, logic, rhetoric, the natural sciences, philosophy, and theology were still required of all students, but they were permitted to substitute a variety of new offerings in place of instruction in ancient languages and literature—choices ranging from French or Spanish to drawing or civil engineering. The faculty of the college were clear in their rationale for such a change: echoing the sentiments of the nation's President John Quincy Adams, they argued that theirs was “emphatically an Age of Improvement,” one which necessitated altering the structure of the college course. They warned that if the college did not reform its course offerings it would witness the rise of new institutions better equipped to provide for the needs of young men, threatening the existence of Amherst and other colleges committed to liberal education. “Let our Colleges promptly lead on in the mighty march of improvement,” they stated, “and all will be well; but let them hesitate and linger a little longer, and many of their most efficient friends will go on without them.”
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Opal, J. M. "The Making of the Victorian Campus: Teacher and Student at Amherst College, 1850-1880." History of Education Quarterly 42, no. 3 (2002): 342–67. http://dx.doi.org/10.1111/j.1748-5959.2002.tb00002.x.
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In the mid nineteenth century Amherst, Massachusetts, amounted to a cluster of farm houses and a collection of public buildings. Its 3,000 inhabitants remained agricultural by trade and localist in orientation. Overlooking the town stood Amherst College, founded in 1821. Its three humble dormitories and decrepit chapel provided a fitting tribute to the evangelical asceticism of its founders. The clothing of its 200 students betrayed their disparate backgrounds. Freshmen stood out. A cringing, submissive manner distinguished them as they scurried to recitation. In contrast, sophomores exuded a haughty demeanor. Others boasted a genteel look, while Amherst's seven professors imparted an air of gravity to the campus. Bearded and dignified, they nodded warmly to pupils who stood aside in deference. Silence typically prevailed at sundown, but attacks by upperclassmen on the freshmen sometimes shattered the quiet. On select evenings, murmured prayers also broke the silence. Kneeling on the chapel floor, students might be found with their hands clasped and eyes shut in meditation. Some broke into tears under the intensity of the prayer meeting, weeping and holding one another with temporary abandon. Professors often knelt beside them. During such revivals, the walls that stood between teacher and pupil crumbled, if only for a moment, in a cathartic surrender.
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Baumgartner, Kabria. "“Be Your Own Man”: Student Activism and the Birth of Black Studies at Amherst College, 1965–1972." New England Quarterly 89, no. 2 (2016): 286–322. http://dx.doi.org/10.1162/tneq_a_00531.
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Historians have examined how social movements influenced African American student activism in mid-to-late twentieth century America. This essay extends the scholarship by telling the story of African American male student activists who led the fight for curricular reform at Amherst College, then an all-male liberal arts college in Massachusetts. This local story reveals that African American student activism was driven by social movements as well as the distinctive mission of the liberal arts college.
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Brennan, Robert Thomas. "The Making of the Liberal College: Alexander Meiklejohn at Amherst." History of Education Quarterly 28, no. 4 (1988): 569. http://dx.doi.org/10.2307/368850.
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Nye, David E. "Leo Marx's Legacy." American Studies in Scandinavia 55, no. 1 (2023): 8–25. http://dx.doi.org/10.22439/asca.v55i1.6855.
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An assessment of Leo Marx’s career, from his youth in New York and Paris, Harvard education, and military service in World War II, to the major themes in his scholarship during 65 years of teaching at Minnesota, Amherst College, and MIT. Best known for his The Machine in the Garden, Marx was one of the founding scholars of American Studies, but he also made seminal contributions to the History of Technology and the environmental humanities. His work is a useful legacy for scholars assessing technological solutions proposed to deal with ecological crises.
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PEMBERTON, S. GEORGE, and ERIN A. PEMBERTON. "ROLE OF ICHNOLOGY IN THE HISTORY OF PHOTOGRAPHY." Earth Sciences History 37, no. 1 (2018): 63–87. http://dx.doi.org/10.17704/1944-6178-37.1.63.
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ABSTRACT Vertebrate ichnology in North America has a long and distinguished history, starting with the remarkable discoveries by Edward Hitchcock of dinosaur footprints and trackways in the Connecticut River Valley. Hitchcock assembled a unique collection that is currently housed in the Beneski Museum of Natural History, Amherst College, and his work essentially constituted the beginnings of ichnology as a viable sub-discipline of paleontology. Although his original interpretation that these Late Triassic locomotion traces were bird tracks was incorrect, he indirectly linked birds and dinosaurs. Other talented amateurs including John Collins Warren, James Deane, Dexter Marsh and Roswell Field worked on these track sites and some were prolific authors. Three major books have significance, Dr. John Collins Warren published his book Remarks on Some Fossil Impressions in the Sandstone Rocks of Connecticut River in 1854 making it the second book ever published exclusively on ichnology and the second American publication (and first American scientific publication) to be illustrated with a photograph, a salt print, used as the frontispiece depicting what he interpreted as the fossilized tracks of prehistoric birds. James Deane published a book in 1861entitled Ichnographs from the Sandstone of Connecticut River containing photographs and etchings. Finally, Edward Hitchcock published The Supplement to the Ichnology of New England in 1865 that contained seven albumen prints by the professional photographer J. Lovell of Amherst. These volumes pioneered the use of photography in American scientific publications.
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Zajonc, Arthur. "Love and Knowledge: Recovering the Heart of Learning through Contemplation." Teachers College Record: The Voice of Scholarship in Education 108, no. 9 (2006): 1742–59. http://dx.doi.org/10.1177/016146810610800907.
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The role of contemplative practice in adult education has a long history if one includes traditional monastic education in Asia and the West. Its use in American higher education is, however, more recent and more limited. Nonetheless, on the basis of evidence from surveys and conferences, a significant community of teachers exists at all levels of higher education, from community colleges to research universities, who are using a wide range of contemplative practices as part of their classroom pedagogy. In addition to existing well-developed pedagogical and curricular methods that school critical reasoning, critical reading and writing, and quantitative analysis, this article argues that we also require a pedagogy that attends to the development of reflective, contemplative, affective, and ethical capacities in our students. The significance of these is at least as great as the development of critical capacities in students. The rationale for the inclusion of contemplative modalities is articulated within this context. On the basis of considerable experience in teaching at Amherst College, I present an “epistemology of love,” which emphasizes a form of inquiry that supports close engagement and leads to student transformation and insight. This approach to knowing is implemented in the Amherst College first-year course, Eros and Insight. It includes a specific sequence of contemplative exercises that are practiced by students and integrated with more conventional course content drawn from the arts and sciences. Our experience shows that students deeply appreciate the shift from conventional coursework to a more experiential, transformative, and reflective pedagogy.
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Epstein, Catherine. "German Historians at the Back of the Pack: Hiring Patterns in Modern European History, 1945–2010." Central European History 46, no. 3 (2013): 599–639. http://dx.doi.org/10.1017/s0008938913001003.
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Some years ago, I realized that I was the first historian of Germany hired in a tenure-track position at Amherst College. I got my job in 2000. Steeped in German history, I was surprised that a premier liberal arts college chose to hire a historian of Germany only at the very end of the twentieth century. My generation of historians of Germany often think—and other historians of Europe share our perception—that German history is a strong (if not the strongest) field in modern European history. Whether measured anecdotally by the number of job openings, the number of historians hired, the stream of published books, or the share of German history articles in academic journals, it always seems that German historians and German history are at the forefront. In fact, though, historians of Germany have always made up the smallest cohort of historians of the major European history fields (that also include British, Russian, and French history). According to the latest figures available from the American Historical Association (AHA), in 2010 there were 990 historians of Britain, 668 historians of Russia, 605 historians of France, and 592 historians of Germany in the United States.
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Thelin, John R. "Blake Gumprecht. The American College Town. Amherst: University of Massachusetts Press, 2008. 448 pp. Cloth $34.95." History of Education Quarterly 50, no. 3 (2010): 402–4. http://dx.doi.org/10.1111/j.1748-5959.2010.00280.x.
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Siddiqui, Mohammad A. "The Muslims of America Conference." American Journal of Islam and Society 5, no. 2 (1988): 319–25. http://dx.doi.org/10.35632/ajis.v5i2.2730.
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Organized By:The Arabic Club, the Department of History and The Near Eastern Studies Program, Universityof Massachusetts at AmherstIn the heart of seminaries and orientalist America, a conference on “TheMuslims of America” was held on April 15 and 16, 1988 at the Universityof Massachusetts at Amherst. The purpose of the conference, according toits director, Professor Yvonne Yazbeck Haddad, “was to expand the scopeof scholarly investigation about the Muslim community in the United States.”The conference focused “on the manner in which Muslims in America adapttheir institutions as they become increasingly an indigenous part of America.”Twenty-seven speakers, including sixteen Muslim scholars, addressed a varietyof topics dealing with the development and experience of the American Muslimcommunity. Among the more than 150 participants were representatives fromthe International Institute of Islamic Thought, the Islamic Society of NorthAmerica, the Muslim World League, the American Islamic College, theAssociation of Muslim Social Scientists, and various academic institutionsand local Muslim communities from the United States and Canada.The conference started on Friday, April 15, with a welcome speech byMurray Schwartz, Dean, Humanities and Fine Arts, University ofMassachusetts at Amherst. Chaired by Roland Sarti, Chairman, Departmentof History at the University of Massachusetts, the first session focused onthe demographics of the Muslims of America. Carol L. Stone of IndianaUniversity presented her paper on the Census of Muslims Living in America.Carol presented statistics of various Muslim communities and explained thedifficulties in collecting such data. She estimated the number of Muslimsin America to be 4.7 million in 1986, a 24 percent increase over the 1980estimates and projected that by the year 2000 this figure is likely to be doubled.Qutbi Ahmed of McGill University and former President of the Islamic Societyof North America, discussed the nature, role and scope of various organizationsin his paper on Islamic Organizations in North America. Abdul Aziz Sachedinaof the University of Virginia presented his paper on A Minority Within aMinority: The Case Study of the Shi'a in North America. He focussed onthe migration of the various Shi’i groups and their adjustment in the Americanenvironment. Sulayman Nyang of Howard University was the last speakerof the first session. The title of his paper was Conversion and Diversion ...
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Vega, Fernando E. "Curious Footprints: Professor Hitchcock’s Dinosaur Tracks & Other Natural History Treasures at Amherst College. By Nancy Pick; photographs by Frank Ward; Afterword by Ben Lifson. Amherst (Massachusetts): Amherst College Press. $20.00 (paper). vi + 121 p; ill.; no index. ISBN: 0‐943184‐09‐6. 2006." Quarterly Review of Biology 82, no. 3 (2007): 262–63. http://dx.doi.org/10.1086/523121.
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MCMASTER, ROBERT T. "EDWARD HITCHCOCK'S GEOLOGICAL SURVEY OF MASSACHUSETTS, 1830–1833." Earth Sciences History 39, no. 1 (2020): 99–119. http://dx.doi.org/10.17704/1944-6187-39.1.99.
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From 1830 to 1833, Edward Hitchcock (1793–1864) of Amherst College conducted a geological survey of the state of Massachusetts, the first comprehensive government-sponsored survey in the United States. It was an ambitious undertaking that resulted in a 700-page report published in 1833. The main goal of the survey was to assess the state's mineral resources, the better to promote their extraction and utilization. Increasing the understanding of the geological history of the state was a secondary goal. Some of Hitchcock's projections of potential economic benefit such as from coal, bog iron, and peat, proved to be illusory. But many of the geological insights gained from the survey were formative for Hitchcock and important in the development of geological thought in America. Perhaps the greatest legacy of the survey was its influence on other states, encouraging governors and legislators to emulate the high standard set by Hitchcock. In this paper I examine the major findings of the survey, the effects of those findings on Hitchcock's geological thinking, and the influence of the survey on American geology in the mid-nineteenth century.
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Murray, John E. "Standards of the Present for People of the Past: Height, Weight, and Mortality among Men of Amherst College, 1834–1949." Journal of Economic History 57, no. 3 (1997): 585–606. http://dx.doi.org/10.1017/s0022050700019057.
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Whether anthropometric-mortality risk relationships as found in present day populations also characterized past populations is disputed. This article finds U-shaped body mass index (BMI)-mortality risk relationships among nineteenth-century men that were similar to such relationships as found in twentieth-century men. No relationship between height and mortality could be detected. This article infers from the socioeconomic homogeneity of the sample that the BMI-mortality risk relationship, although apparently invariant with respect to time, is driven by noneconomic factors.
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Kantor, Harvey, and Robert Lowe. "Introduction: What Difference Did the Coleman Report Make?" History of Education Quarterly 57, no. 4 (2017): 570–78. http://dx.doi.org/10.1017/heq.2017.32.
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The Coleman ReportFor this History of Education Quarterly Policy Forum, we look at the historical significance of the 1966 Coleman Report from several different perspectives. The four main essays published here originated as presentations for a session on “Legacies of the Coleman Report in US Thought and Culture” at the History of Education Society annual meeting in Providence, Rhode Island, in November 2016. Presenters for that session— Zoë Burkholder, Victoria Cain, Leah Gordon, and Ethan Hutt—went on to participate in an HES-sponsored session entitled “Currents in Egalitarian Thought in the 1960s and 1970s: The Coleman Report in American Politics, Media, and Social Science” at the Organization of American Historians meeting in New Orleans in April 2017. Thinking that their reflections on the reception and influence of the Coleman Report in different contexts would be of broad interest to HEQ readers, we asked members of the panel to comment on each other's papers and revise them for this Forum. We then invited Harvey Kantor of the University of Utah and Robert Lowe of Marquette University to write an introduction summarizing the origins and findings of the Coleman Report, along with their own assessment of what the presenters’ essays teach us about its long-term significance. What follows are Kantor and Lowe's Introduction, “What Difference Did the Coleman Report Make?,” together with substantive essays by Zoë Burkholder of Montclair State University, Victoria Cain of Northeastern University, Leah Gordon of Amherst College, and Ethan Hutt of the University of Maryland.
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Kneeshaw, Stephen, Richard Harvey, D'Ann Campbell, et al. "Book Reviews." Teaching History: A Journal of Methods 10, no. 2 (2020): 82–96. http://dx.doi.org/10.33043/th.10.2.82-96.
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Robert William Fogel and G. R. Elton. Which Road to the Past? Two Views of History. New Haven and London: Yale University Press, 1983. Pp. vii, 136. Cloth, $14.95. Review by Stephen Kneeshaw of The School of the Ozarks. Emmanuel LeRoy Ladurie. The Mind and Method of the Historian. Translated by Sian Reynolds and Ben Reynolds. Chicago: University of Chicago Press, 1981. Pp. v, 310. Paper, $9.95. Review by Richard Harvey of Ohio University. John E. O'Connor, ed. American History/ American Television: Interpreting the Video Past. New York: Frederick Ungar Publishing Company, 1983. Pp. 463. Cloth, $17.50; Paper, $8.95. Review by D' Ann Campbell of Indiana University. Foster Rhea Dulles & Melvyn Dubofsky. Labor in America: A History. Arlington Heights, Illinois: Harlan Davidson, Inc., 1984. 4th edition. Pp. ix, 425. Cloth, $25.95. Paper, $15.95. Review by Robert W. Dubay of Bainbridge Junior College. Karen Ordahl Kupperman. Roanoke: The Abandoned Colony. Totowa, New Jersey: Rowman & Allanheld, 1984. Pp. viii, 182. Cloth, $24.95; Paper, $12.50. Review by John T. Reilly of Mount Saint Mary College. Kevin O'Reilly. Critical Thinking in American History: Exploration to Constitution. South Hamilton, Massachusetts: Hamilton-Wenham Regional High School, 1983. Pp. 86. Paper, $2.95. Teacher's Guides: Pp. 180. Paper, $12.95; Kevin O'Reilly. Critical Thinking in American History: New Republic to Civil War. South Hamilton, Massachusetts: Hamilton-Wenham Regional High School, 1984. Pp. 106. Paper, $2.95. Teacher's Guide: Pp. 190. Paper, $12.95. Review by James F. Marran of New Trier Township High School, Winnetka, Illinois. Michael J. Cassity, ed. Chains of Fear: American Race Relations Since Reconstruction. Westport, Connecticut: Greenwood Press, 1984. Pp. xxxv, 253. Cloth, $35.00. Review by Ann W. Ellis of Kennesaw College. L. P. Morris. Eastern Europe Since 1945. London and Exeter, New Hampshire: Heinemann Educational Books, 1984. Pp. 211. Paper, $10.00. Review by Thomas T. Lewis, Mount Senario College. John Marks. Science and the Making of the Modern World. Portsmouth, New Hampshire: Heinemann Educational Books, Inc., 1983. Pp. xii, 507. Paper, $25.00. Review by Howard A. Barnes of Winston-Salem State University. Kenneth G. Alfers, Cecil Larry Pool, William F. Mugleston, eds. American's Second Century: Topical Readings, 1865-Present. Dubuque, Iowa: Kendall/ Hunt Publishing Co., 1984. Pp. viii, 381. Paper, $8.95. Review by Richard D. Schubart of Phillips Exeter Academy. Sam C. Sarkesian. America's Forgotten Wars: The Counterrevoltuionary Past and Lessons for the Future. Westport, Connecticut: Greenwood Press, 1984. Pp. xiv, 265. Cloth, $29.95. Review by Richard Selcer of Mountain View College. Edward Wagenknecht. Daughters of the Covenant: Portraits of Six Jewish Women. Amherst: University of Massachusetts, 1983. Pp. viii, 192. Cloth, $17.50. Review by Abraham D. Kriegel of Memphis State University. Morton Borden. Jews, Turks, and Infidels. Chapel Hill and London: University of North Carolina Press, 1984. Pp. x, 163. Cloth, $17.95. Review by Raymond J. Jirran of Thomas Nelson Community College. Richard Schlatter, ed. Recent Views on British History: Essays on Historical Writing Since 1966. New Brunswick: Rutgers University Press, 1984. Pp. xiii, 524. Cloth, $50.00. Review by Fred R. van Hartesveldt of Fort Valley State College. Simon Hornblower. The Greek World, 479-323 B.C. London and New York: Methuen, 1983. Pp. xi, 354. Cloth, $24.00; Paper, $11.95. Review by Dan Levinson of Thayer Academy, Braintree, Massachusetts. H. R. Kedward. Resistance in Vichy France. New York: Oxford University Press, 1978. Paper edition 1983. Pp. ix, 311. Paper, $13.95. Review by Sanford J. Gutman of the State University of New York at Cortland.
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Gold, Claire L., and Elizabeth Bertone‐Johnson. "Self‐reported history of breastfeeding in relation to recalled age at menarche in the United States." American Journal of Human Biology, March 24, 2024. http://dx.doi.org/10.1002/ajhb.24067.
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AbstractMenarche is a key life history event that shapes the female reproductive trajectory and is important to the study of human biology because of the associated epidemiological and social consequences later in life. Our question is whether breastfeeding is associated with the variation in timing of menarche. Using data from a college‐aged female student population from Amherst, MA, we examined whether having been breastfed was associated with age at menarche. Of the 340 female participants with information on breastfeeding during infancy, we found that women who were breastfed (n = 286) had an adjusted mean age of menarche of 12.53 years (SE 0.09), while those who were not breastfed (n = 54) had an adjusted mean age of menarche of 12.04 years (SE 0.20; p < 0.03). We propose further research that explores a finer distinction between formula‐fed, mixed‐fed or predominantly breastfed infants, duration of breastfeeding and age at menarche.
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"Mathematics and Mind A Conference on the Philosophy of Mathematics at Amherst College, April 5–7, 1991." Historia Mathematica 18, no. 1 (1991): 55–56. http://dx.doi.org/10.1016/0315-0860(91)90351-w.
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Larmour, David. "Reimagining Nabokov: Pedagogies for the 21st Century by SaraKarpukhin and JoséVergara, eds. Amherst: Amherst College Press, 2022. xxi + 208 pp. $21.99. ISBN 978‐1‐943208‐50‐0." Russian Review, December 29, 2023. http://dx.doi.org/10.1111/russ.12601.
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