Reading, Writing and Knowing in Early America and the Digital Age

Category: Private (Page 3 of 11)

Death by Communication


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By Cordelia

Death by Communication

Although Drew Gilpin Faust’s article was entitled “The Civil War Soldier and the Art of Dying” I found that the art of dying was more a communication of dying. Reading this article with an eye for information transfer, the blatantly obvious example was, of course, the communication of deaths to families back home. This came, as Faust stated, primarily through newspapers but often, it came in letters from other soldiers or organizations who made pacts to communicate the information. I found this interesting in contrast to the mentioning of dying soldiers clutching photographs of their loved ones (children, spouses, etc.) in their last moments on the battlefield as we also studied early photography as a form of communication. However, in this Civil War situation, photographs contained life and memories of life, whereas newspapers and letters, more classical forms of information transfer, contained death.

I also found the anecdote about the soldier who punished himself severely after not communicating to a dead soldier’s family of his death to be quite interesting as it was considered to him to be an absolutely heinous offense. In regards to information transfer, it was not the death that he felt bad about, but his lack of communication that gave him grief. In this sense, it seems that for the soldiers, communication was the most important part of the war, itself. This also reminds me of the telegraph and how its original creation was based on the fact that Samuel Morse was away on work and could not be contacted in a speedy manner to be alerted of his wife’s death. Though not mentioned by Faust, once again death is linked through communication.

I found it interesting that this connection could be made at the time in history that it was because of the Victorian tradition of the family gathering at the deathbed and hope for reunions in the afterlife. Because of this social tradition, it was very important for Civil War-era Americans to die at home, however the war made it impossible. This led, of course, to an increased want for ready communication, which was not necessarily made available through simple newspapers.

In a blog post Alec made a while back, he mentions how our generation has the technological means to create more realistic photography in regards to high definition, color, and video cameras. This reminded me of something Dr. Nelson mentioned in my American Literature class a few days ago about how modern film and television are heralded as the most realistic forms of media, yet music doesn’t play in the background of our own lives and we never get on a plane and then, a split second later, appear in Paris. Basically, he meant that there are conventions of all media that audiences unconsciously accept and look past. In the same way that our generation can look back on movies like the original King Kong and laugh at the implausibility and unrealistic aspects of it, future generations will do the same with our films. I think about this in regards to Faust’s discussion of photographs. At the time, those were the absolute most realistic portrayals of people, and even though we may look back and think about how much they could use improvement, the soldiers of the Civil War were able to unconsciously accept the conventions of them and use them as a source of comfort and really, information transfer, in their final hours.

 

      

The Greatest Separation


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By Alec

As I read Faust’s article “The Civil War Soldier and the Art of Dying”, I began to pick up on a simple, yet intriguing sentiment that is unites the scores of letters sent to the families of fallen Civil War soldiers. Whether the author was a comrade or a surgeon or the soldier himself, and whether the recipient was the soldier’s spouse, parents, or other next-of-kin, all of the letters Faust cites depict a desperate attempt to rationalize the irrational, to make sense of a senseless death.

Since my final project for this class is concerned with early American love letters, I was naturally drawn toward making comparisons between the romantic notes I’ve been collecting and the much more somber correspondence in Faust’s essay. Though in subject matter they could hardly be more different – one celebrates life while the other bemoans its sudden disappearance – I think love letters and letters of consolation share a particular goal: to somehow compensate for and minimize the geographical separation between the sender and the recipient.

Love letters between spatially distant lovers often aim to make the distance feel more bearable. They contain proclamations of affection, updates on health and daily life, advice and anxieties, and countless other efforts to maintain intimacy. The letters in Faust’s article struck me as often performing the same general function, though in this case the distance between the bereaved and his mourners is an insurmountable, irreparable one. Still, when the companion of a fallen soldier wrote home describing the circumstances and nature of his comrade’s death, the aim seems to be to diminish the geographical distance between the homefront and the battlefront by offering the family knowledge they would have otherwise been robbed of entirely.

Avery pointed out in her post last week that the Pony Express Google Doodle offers a modern generation a way of remembering (or misremembering, one may argue) an event we did not actually experience. I think that letters sent to the families of slain soldiers perform a similar function, in that they offer their readers a way of memorializing and experiencing a deathbed they were unable to tend to. These “false memories” are, by necessity, incomplete and often incorrect, but they’re better than nothing, and I’d imagine that many of their authors would have happily traded them for the horrors they were actually forced to witness.

Drew Gilpin Faust. “The Civil War Soldier and the Art of Dying” in The Journal of Southern History. Vol. 67, No. 1 (2001)

      

Visualizing data with Tableau


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By Dr. Shrout

Sheet 2

I am also going to work on a final project alongside you guys – a database of people admitted to New York City’s Bellevue Almshouse between 1845 and 1847. Here is an example of a way to visualize the almshouse data using a program called Tableau.

      

Technologies of War


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By Dr. Shrout

Today’s reading is all about technology and war. In class, we’ll be considering whether enslaved people, fires, railroads or even letters can be considered technologies of war, but I wanted to pick up on something Alec said in his post. He notes that the ease of access to information today fundamentally changes our reading on disasters and ruin – “video cameras and high-def, color photograph….create more vivid and realistic representations of destruction.” I think that this is an excellent point, but I wonder how people in the 19th century would have understood letters and newspaper accounts. Not having access to “modern” technology, would they have considered such communiques the height of wartime communication technology? In particular, I was thinking about this exhibit, which uses Neatline to overlay Civil War letters on the sites they describe. This is an interesting way to combine modern and 19th century technology – and maybe worth pursuing for a final project like the one Kurt proposes?

Others of you wrote about the Google doodle celebrating the Pony Express. When I was a child, I remember being surprised that the Civil War and the Pony Express were contemporaneous events – they seemed to take place in two different worlds: one the battle-torn mid-Atlantic and Southern states, and the other the “wild” West. Both Avery and Kurt commented on the utility of the Pony Express game for showing how essential communication and transportation were in 19th century America. (For those interested in continuing a discussion about history and games, I hope you’ll stop by and chat with our visiting speaker – Meg Stivison – on Monday the 27th.) Avery also rightly notes that by focusing on the Pony Express riders, we miss the story of those waiting for the mail. Perhaps we can think about the game in the context of the post office map from a few classes ago, which showed how central post offices were – especially for life in the sparsely-settled American West.

Finally, Cordelia and Carolyn reported on the history presentations in Hance. Both seemed taken with the work on the CIA in the first half of the twentieth century. Kate LeGrand’s project takes the form of historical fiction (I assume that she is a student in Dr. Wertheimer’s class?) – I think that there are some interesting intersections between the historical methodology of writing fiction about the past and creating non-traditional historical works. Both force the author to think about how the form of their project impacts the argument. I want to close with a lengthy quotation from Carolyn’s post. In response to a question about

“the value of presenting history with historically-accurate creative dialogue and characters that very likely could have existed, rather than presenting what is “known” to have happened in an engaging way. “

Carolyn reported that Kate

“Responded that the use of dialogue and a plot engages people with the subject of history who might never pick up a nonfiction text on the same subject. The dialogue particularly connects readers with the characters, and makes the historical events more lifelike.”

This is a very good point to take away as you start to plan and execute your final projects!

      

Maps of Wars


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By Alec

It feels odd to say that I enjoyed the Nelson reading, since her vivid descriptions and imagery of the havoc wreaked by both sides of the American Civil War were often quite disturbing. Maybe it’s more accurate to say I am thankful for the reading, since it opened my eyes to a darker and more harrowing side of a war that was already painted pretty bleak in my mind.

Nelson writes that many Americans struggled to comprehend the destruction left behind by Union and Confederate soldiers because they “believed that such ruins belonged to Europe of the past, to the ‘ancients’” (22). Reading this chapter, I actually found myself in something of an opposite position, in that I so directly associate images of ruin with my own era (terrorist attacks, natural disasters, nuclear explosions) that it was jarring to be reminded that mass destruction is by no means a 21st-century invention. Of course, I learned in high school and middle school about the Battle of Antietam (bloodiest in the war) and Sherman’s March to the Sea, but my ability to conceptualize these centuries-old events is pretty pitiful compared to the images seared in my mind of more recent catastrophes, like photographs of post-Katrina New Orleans or video clips of 9/11. In other words, my own understanding of and the gravitas I assign to distant historical tragedies is distorted and diluted by the presentness of more recent events.

http://www.civilwar.org/battlefields/secessionville/maps/secessionville-sc-battle-map.jpg

Part of this feeling of disconnect surely has to do with this generation simply having the technological means – video cameras and high-def, color photography – to create more vivid and realistic representations of destruction (and history in general). But I think there’s also something to be said about the types of sources used to talk about the Civil War. My own history textbooks, at least, tended to feature maps tracking troop movement, not descriptions of “fire [that] lifted clothing, wood, bricks, and furniture (and reportedly one unfortunate small child) into the air” (Nelson 32). To some extent, this is a fault of most maps, and of the capabilities of the medium – they prize accuracy and summary, not sentiment. As a result, maps of major battles or death toll charts tell rather sterile histories of blood-soaked events. Only certain maps (one could even argue only certain digital maps), such as the one Kurt mentions in his recent blog post, “come to life” through their inclusion of images, primary sources, and descriptions. Nelson seems to recognize this deficit, and capitalizes on the capabilities of her own medium – the book – to offer a grim yet enlightening narrative of Civil War ruination.

One final, kinda dorky, note: my post title is a reference to a song of the same name by a band called Branches. It’s a good (and relevant) one! The song came to mind as I did the reading and this post.

Cited:

Nelson, Megan Kate. Ruin Nation. Athens: University of Georgia Press, 2012. Print.

      

There were some major presentations in Hance today…


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By Cordelia

In Hance Auditorium today at 4:30 pm gathered three senior history majors to present their subsequent researched projects created in a seminar class. The three students were Kate LeGrand, Andres Franco, and Danny Guenther. I found each presentation to be quite interesting, and the topics varied in extreme ways. Kate’s project consisted of extensive research of the CIA in the 1940s and 50s leading to an emphasis on relations with Iran, and an accumulation of the research into a work of historical fiction – a novel, in fact. Andres worked on research regarding the extent to which drugs a played a role in King Jong-Il’s North Korea and Danny worked on figuring out why John Wesley, the British founder of the Methodist church and avid abolitionist, took so long to come out publicly with anti-slavery decrees.

I found Kate’s project the most interesting, actually, because she went beyond the simple research paper and created a work of fiction as a part of a new movement in which historical fiction is, quite frankly, scarily accurate. She went on to discuss how television shows such as Covert Affairs and Homeland create unrealistic portrayals of historic agencies like the CIA and how she would like her work, or at least the concept of her work, to also eventually transcend into screenplays. After our class discussion regarding this particular topic – and having watched the ridiculously conceived “Sleepy Hollow,” Kate’s presentation served as a particularly refreshing insight. With her work, not only can historical fiction be entertaining and have the ability to sell, but also to be historically accurate. As Carolyn mentions in her earlier blog post regarding the Sorlin article, it can be useful to include a bias in historical films, as they add to a conclusion on the mindsets of the time, however, Kate’s concept rids the field for any need of this.

I also found Danny’s presentation to be interesting as he acknowledged that much research has already been completed on John Wesley and his anti-slavery stances, but not much has been done regarding why he waited to publicly declare those feelings. After all, he already was leading a movement of reform in the church. His research was well composed and his speech was well delivered.

Overall, I had a majorly good experience in Hance Auditorium today.

      

Tell the Truth but Tell it…in a Novel!


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By admin

Today I attended a presentation in which senior history major Kate LeGrand talked about her central project for an upper-level history class. She explained that students wrote historical novels based on research they conducted in areas of interest. Kate chose to investigate the history of the CIA, particularly during the Truman administration and later during the Iran Crisis. She focused on the reasons that the growth of the CIA was stunted during its earlier years, emphasizing the conflict between the Office of Special Operations (OSO) and the Office of Policy Coordination (OPC), and the handicapping influence of their rivalry.

I had the same first impression of the concept that Kate did when she first learned about the project–writing a novel seems easier than constructing a thesis or research paper, perhaps because there is no room for artistic license. However, then Kate explained difficulties that she encountered that made the process even harder than nonfiction writing. As an author trying to place her readers in the story, she had to pay diligent attention to details that a nonfiction researcher could have overlooked. For example, on top of investigating the OSO-OPC dispute, Kate had to familiarize herself with the setup of the CIA office (she was surprised to learn that cubicles were not popularly integrated into the office floor plan until the 1970’s).

A history professor watching Kate’s presentation asked an interesting question that I thought relevant to the themes of our course. He pointed out that even when a historian doesn’t intend to write a work of fiction, the historical argument they create is itself a narrative constructed from an incomplete series of events, events which were recorded by people with biases and ulterior motives. He wanted to know what Kate thought was the value of presenting history with historically-accurate creative dialogue and characters that very likely could have existed, rather than presenting what is “known” to have happened in an engaging way. Kate responded that the use of dialogue and a plot engages people with the subject of history who might never pick up a nonfiction text on the same subject. The dialogue particularly connects readers with the characters, and makes the historical events more lifelike. This creative, alternative way of presenting history has effects similar to those of Google’s interactive doodles that Avery talks about in her blog post. The historical novel and Google doodles both reach a broader demographic than those who would choose to research the pony express, or the history of the CIA.

      

Digital Pony Express


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By Kurt Vidmer

In honor of the founding of the Pony Express, google has made a game from their doodle division that imitates a cowboy riding through a desert collecting letters. This is in reference to the delivery procedures that the Pony Expressed engaged in, as it was a horse driven delivery service throughout America, and as Avery points out, particularly conjoining the delivery between Missouri and California. Google did this as part of their effort to create digital awareness of historical events in history.

While playing this game, the user controls the cowboy riding a horse through the dessert collecting letters. The user must attempt to collect as many letters as they can without hitting a cactus, which in turn end the game. Although this is very simple, it subtly highlights early 19th century delivery though out the country, and potential challenges that the Pony Express could have faced. Although running into cactus’s is a metaphor for larger issues such as incline weather, hard terrain, and potential predators or hostile people, getting mail to and from places has never been an easy task. The Pony Express was very successful, as it promised speedy and efficient delivery.

This relates strongly to our class because it highlights the importance of information exchange throughout the country. Due lack of water routes connecting the midwest to the far west, inland horse travel became a very efficient means to transport this information before the railroads were able to take a strong hold of westward inland travel. Also, because our class deals strongly with digital resources, google pairing historical information exchange tactics with a digital presentation is a very cool real life example of our classes real world relevance.

      

Google doodles and historical memory


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By Avery

pony

A few years ago, Google started their “doodle” division, tasked with memorializing important days in history by transforming the Google logo into a cartoon. A huge amount of web traffic goes through Google’s search engine, so the doodle program has broad reach. Today, for U.S. web users, Google’s doodle team memorialized the anniversary of the founding of the Pony Express, a new mail service promising speedy delivery between California and Missouri.

The Pony Express doodle presents American Google users with a particular imagined history of the mail service and the time period. The artists’ at Google set up this doodle as a game; web surfers use their arrow keys to navigate mail pickup in the face of various natural obstacles. The character they control is a cowboy-hat-wearing male on horseback. He rides past cacti and barren rocks, eventually going through snow fields if you get far enough in the game. From the modern player’s perspective, the Pony Express is solitary, fast-paced, and adventurous.

While this version of history makes for a fun game, it focuses solely on the mail carrier, leaving out the other half of the story: those receiving the mail. We’ve talked in class about how transportation infrastructure completely refined how everyday Americans perceived space and time. For example, as Cordelia notes, new transportation technologies went hand-in-hand with new business systems; the train’s impact didn’t stop at the track, but trickled down through local merchants and consumers. When consumers in California could expect to get a book from Missouri, the scale of commerce greatly expanded. Google’s memorializing the journey between, without noting the people whose lives were transformed at the beginning and end of the rider’s trip.

      

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