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Archive for January, 2014

I need to get back in the habit of googling Harriet Hosmer more often.  I have come across two  older but interesting links in recent days.

Hosmer and an illustration of her bust Daphne is featured on the “That’s So Gay” blog, which is dedicated to gay history in the Library Company of Philadelphia collections.  The Library Company also holds the papers of the author Anne Hampton Brewster, a friend of Hosmer’s.  I loved reading through the Brewster’s letters, which contained a description of a dramatic fight Hosmer witnessed between Charlotte Cushman and her girlfriend Matilda Hayes when all three women were living together in Rome.  It was an unique insight into the life of this household.  The last post on the blog promotes the upcoming exhibit “That’s So Gay: Outing Early America,” which will run from Feb. 10-Oct.17, 2014.

Philip Kennicott’s 2011 article in the Washington Post, Art Has Yet to Face Up to Homosexuality raises important issues about the role of gay artists in our artist heritage and how that is represented or, often, hidden, in art history and museums.  I was both happy and distressed to read this sentence though: “Artists who hid their “gay” work (Charles Demuth), or stood to the side of the mainstream art world (Marsden Hartley), or are simply forgotten (a circle of artists in Italy that included Emma Stebbins, Edmonia Lewis and Harriet Hosmer) may deserve new attention and status.”  I guess I hoped my book would mean Hosmer was not-so-forgotten? 

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The Atlantic Monthly has an interview with the historian Eric Foner, titled “You Have to Know History to Teach It.” It is a sad state of affairs that we need a prominent historian to announce that fact, but it does seem to be where we are at. He also suggests you need a passion for the subject to be a good teacher, a sentiment with which I also agree.

This is my favorite part of the interview:

Do you have other specific advice for what teachers can do to more effectively instruct history students?

The first thing I would say is that we have to get away from the idea that any old person can teach history. A lot of the history teachers in this country are actually athletic coaches. I mention this in class, and students always say, “Oh yeah, Coach Smith, he taught my history course.” Why? Well, Coach Smith is the football coach, and in the spring he’s not doing much, and they say, “Well, put him in the history course, he can do that.”

They wouldn’t put him in a French course, or a physics course. The number-one thing is, you have to know history to actually teach it. That seems like an obvious point, but sometimes it’s ignored in schools. Even more than that, I think it’s important that people who are teaching history do have training in history. A lot of times people have education degrees, which have not actually provided them with a lot of training in the subject. They know a lot about methodology. [That’s] important, but as I say, the key thing is really to love the subject, to be able to convey that to your students, and if you can do that, I think you’ll be a great teacher.

Or no, maybe this is:
“I think there’s a general tendency in education nowadays toward what you might call the pragmatic side of education, which is fine. The students need to have jobs eventually, no question about it. But education is not just a vocational enterprise—teaching people the skills that will enable them to get jobs–although that’s obviously part of it. [We]’re also teaching citizens. We try to teach people the skills that come along with studying history. The skills of evaluating evidence, of posing questions and answering them, of writing, of mobilizing information in order to make an argument. I think all of that is important in a democratic society if people are actually going to be active citizens. Teaching to the test does not really encourage emphasis on those aspects of the study of history.”

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