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Thinking together : lecturing, learning, and difference in the long nineteenth century
\"Explores the myriad ways that people in the nineteenth century grappled with questions of learning, belonging, civic participation, and deliberation. Focuses on the dynamics of gender, race, region, and religion, and how individuals and groups often excluded from established institutions developed knowledge useful for public life\"--Provided by publisher.
Book
Thinking together : lecturing, learning, and difference in the long nineteenth century
Changes to the landscape of higher education in the United States over the past decades have urged scholars grappling with issues of privilege, inequality, and social immobility to think differently about how we learn and deliberate. Thinking Together is a multidisciplinary conversation about how people approached similar questions of learning and difference in the nineteenth century.
In the open air, in homes, in public halls, and even in prisons, people pondered recurring issues: justice, equality, careers, entertainment, war and peace, life and death, heaven and hell, the role of education, and the nature of humanity itself. Paying special attention to the dynamics of race and gender in intellectual settings, the contributors to this volume consider how myriad groups and individuals—many of whom lived on the margins of society and had limited access to formal education—developed and deployed knowledge useful for public participation and public advocacy around these concerns. Essays examine examples such as the women and men who engaged lecture culture during the Civil War; Irish immigrants who gathered to assess their relationship to the politics and society of the New World; African American women and men who used music and theater to challenge the white gaze; and settler-colonists in Liberia who created forums for envisioning a new existence in Africa and their relationship to a U.S. homeland. Taken together, this interdisciplinary exploration shows how learning functioned not only as an instrument for public action but also as a way to forge meaningful ties with others and to affirm the value of an intellectual life.
By highlighting people, places, and purposes that diversified public discourse, Thinking Together offers scholars across the humanities new insights and perspectives on how difference enhances the human project of thinking together.
eBook
Learning Leadership: Lincoln at the Lyceum, 1838
Re-creating a history of the Young Men's Lyceum of Springfield, Illinois, in the late 1830s, this essay situates Lincolns 1838 Lyceum Address within the immediate context of its delivery. Then, by comparing the published text of Lincolns lecture with lectures delivered by two other Springfield lawyers at the same venue in 1838 and 1839, the essay argues for a revised understanding of Lincolns Lyceum Address as it relates to his political development, his psychological state, and his compositional practices.
Journal Article
What Hath She Wrought? Woman's Rights and the Nineteenth-Century Lyceum
Proposing an agenda for future scholarship meshing nineteenth-century popular media and social reform, this essay offers a historical foundation for studies of relationships between the midcentury lyceum lecture circuit and the organized movement for woman's rights. Although lectures or debates about woman s rights constituted a small proportion of lyceum offerings, advocates considered the lyceum a significant medium for their public advocacy. Conventions of popular, commercial lecturing meant that reformist rhetoric produced in lyceum venues mixed discourses of assimilation and transformation.
Journal Article
The Permeable Public: Rituals of Citizenship in Antebellum Men's Debating Clubs
Antebellum debating clubs that were operated by and for white Protestant men of the middling and professional classes enacted through a regular ritualized practice the emerging norms of a supposedly universal public. The participating citizen discursively performed by these clubs bore unmistakable signs of a particular class, gender, national origin, race, and religious affiliation. Yet the variety of discourses produced demonstrates the permeability of public culture and reveals the concomitant rationales for rhetorics of universality.
Journal Article
Representing the Working Class in Early U.S. Feminist Media: The Case of Hester Vaughn
In 1868 U.S. woman's rights activists championed the cause of a working woman convicted of infanticide. Representations of Hester Vaughn in feminist media texts illustrate the activists' ideological binds. The figure of Vaughn appeared both as a poor immigrant girl who inspired philanthropy and also as a Symbolic Woman, whose life story became a middle-class narrative. Although the early feminists' advocacy led to Vaughn's release, they fell short of incorporating class difference in their rhetoric.
Journal Article
Frederick Douglass on the Lyceum Circuit: Social Assimilation, Social Transformation?
By adapting dominant tenets of the mid-nineteenth-century United States—such as the \"common sense\" of ordinary people, the value of self-help, and the assumption of American exceptionalism—Frederick Douglass, as a lyceum celebrity, produced a complex rhetoric that promoted reformist ideals to a mass audience. This essay examines the possibilities and limitations of assimilationist discourse proffered for transformational ends.
Journal Article