Monday next is the first day of my first dissertation class. The object of the course is to prepare the candidate to complete Chapter One of their dissertation. This morning, I added Manipulating the Masses to my current reading list.1 Hamilton’s book is considered the state-of-the-field academic work on the origins of modern American propaganda. My current class is the first in the dissertation series (HIST901) and focuses on Chapter One. I have academic questions and a hypothesis, but I need to read and thoroughly digest Manipulating the Masses, along with its notes and citations, to develop a solid historiographical picture to begin my literature review. I had an email exchange with Hamilton, and he asked to see my working bibliography, which I posted (here). He thought I had a solid foundation for my research and offered a couple of additional suggestions, so I am confident I am headed in the right direction. The question now is, what will my dissertation adviser think?
I started a dissertation research journal yesterday. I also started re-reading Kate Turabian’s Writer’s Guide, which happens to be the course textbook.2 For now, I will focus on a slow read through Manipulating the Masses over 600 pages and keep a question log for Dr. Hamilton if the need arises. The next dissertation class isn’t for a few months yet, so there is plenty of time to develop a historiography and literature review.
Hamilton, John Maxwell. Manipulating the Masses: Woodrow Wilson and the Birth of American Propaganda. Louisiana State University Press, 2024. ↩︎
Turabian, Kate L. A Manual for Writers of Research Papers, Theses, and Dissertations: Chicago Style for Students and Researchers. 9th edition. University of Chicago Press, 2018. ↩︎
By: Jonathan Wanzer ORCiD 0009-0004-9275-7410 Submitted on: February 19, 2026 Submitted to: Dr. Cervantez – Liberty University Course: HIUS 713 American Entrepreneurship Since 1900 Chicago Citation: Wanzer, Jonathan. “Causal Theories for the Great Depression.” Historical Interpretations (blog). February 19, 2026. http://wanzer.org/2026/02/causal-theories-for-the-great-depression/.
Abstract This article opens a discussion on the causes of the Great Depression. It opens with the two most recognizable precipitating events often thought of as causes. It places them rightly as the visible symptoms of the existing conditions. In a discussion of contributing factors, it looks at several causal theories and the ways they are connected. It ends with several factors present in the recovery period and a statement on the complexity of the economics involved.
Introduction
The prompt for this assignment is to “produce a cohesive narrative and analysis using primary and secondary sources applying one economic theory to the causes of the Great Depression and its ultimate demise.” (emphasis added) Applying one economic theory as the cause of of the Great Depression is like asking “what was the cause of World War II?” The only single answer that makes any sense is World War I was the cause of World War II. There are to many factors, and it depends on the perspective of the observer. With that in mind, the only rational answer to the question posed would be the economics of the Gilded Age. This takes a lot factors into consideration, many of those factors are tangled in the events that unfolded, both in the precipitating events and the contributing factors. For the sake of presentation in this article, the primary factors involved will fall into one of three categories, Precipitating Events, Contributing Factors, and Recovery.
Precipitating Events
The Stock Market Crash of October 24-29, 1929 is most frequently considered one of the two precipitating events that pushed the United States into the Great Depression, the second being the runs on the banks from 1929 to 1933. While these may have been the outward symptoms, brought on by the massive loss of wealth of the rich and the middle class. They were just symptoms of a fragile economy that developed through the Gilded Age. The middle class was relatively new to market investing and more easily spooked by fluctuations. The panic of these new participants destabilized the typical oscillations of the market creating wider swings up and down inducing further panic. Not helping matters, the general population was aware of how the typical bank operates internally, or how the money stock is utilized locally or nationally.
Contributing Factors
Over investment theories place responsibility on capital over investment by business created a bubble that was unsustainable. Business needed fewer workers as it improved production mechanically by taking on more debt. Fewer jobs and a surplus of workers lowered wages. The country was new to the mass consumer economy, as the job market shrank and incomes dropped, consumers had to reduce personal spending. This let to lower than expected sales for businesses which let to businesses having to contract further to keep up with their debt. This also led to a rapid decline in consumer confidence which contracted consumer spending. So the downward spiral went. Keynesian Theory puts the responsibility on consumer confidence and contracted spending for the contraction of production and the resultant unemployment. Some theorists place responsibility on income disparity, with wealth pooling at the upper class, claiming their contraction as they saw considerable losses in the markets as the cause of further losses. The Product Surplus theory places responsibility on the advancements in technology and capital investments that led to over production, citing the glut as cause for declining prices and profits, leading to lay-offs and contraction. These theories all tie together creating a business-consumer view of what was occurring, but even this was only part of the picture. Much of the remaining picture has to do with the economic controls, or the lack their of.
Monetarist theory places responsibility with poor federal monetary policies and the Federal Reserves failures to act or acting inappropriately by not maintaining the money supply and raising interest rates respectively. Protectionism also played a role, the federal government’s institution of the Smoot-Hawley Tariff in 1930. At the depressions peek, the U.S. economy had shrunk 30%, the global economy had shrunk 60% due to Smoot-Hawley. Some theories include the labor pool that had grown through various mechanisms. The labor pool was fare to large with unemployment growing to over 25% at its peek in 1933 and diminishing wages.
Unemployment Rate for the United States National Bureau of Economic Research
The 1920s saw increases in the cost of goods during the boom before the bust, also with little government engagement. Prices would not drop significantly until 1930.
Index of the General Price Level of the United States National Bureau of Economic Research
Recovery
Several things brought about the recovery period, one was the influx of foreign money being transferred to the United States, specifically, foreign gold. As the global economy sank lower than the U.S. economy, assets of overseas wealthy people was transferred to reduce the overall loss. This had a positive effect on the U.S. economy. Prices were beginning to recover, clinched purses were opening, banks still in business began to make loans again. It is important to remember that over 7,000 banks went under from 1929 to 1933. As spending and lending rose, so did employment. A significant portion of this is due to the Works Progress Administration (WPA), part of the New Deal. Many cities still have monuments to the success of the WPA in the form of buildings funded by the WPA. Many of these buildings are in the Art Deco/WPA style. World War II closed out the era with mass employment and government war contracts.
Conclusion
This article is a gross simplification of the complex nature of the Great Depression. Its causes are rooted in the boom of the Gilded Age and poor government over site, planning, and a slow response to the economic crises as they occurred. There are also many other smaller contributing factors not mentioned here.
Sources
McElvaine, Robert S. The Great Depression: America, 1929-1941. Times Books, 1993.
National Bureau of Economic Research, Unemployment Rate for United States [M0892AUSM156SNBR], retrieved from FRED, Federal Reserve Bank of St. Louis; https://fred.stlouisfed.org/series/M0892AUSM156SNBR, February 17, 2026.
National Bureau of Economic Research, Index of the General Price Level for United States [M04051USM324NNBR], retrieved from FRED, Federal Reserve Bank of St. Louis; https://fred.stlouisfed.org/series/M04051USM324NNBR, February 17, 2026.
By: Jonathan Wanzer ORCiD 0009-0004-9275-7410 Submitted on: February 11, 2026 Submitted to: Dr. Cervantez – Liberty University Course: HIUS 713 American Entrepreneurship Since 1900 Chicago Citation: Wanzer, Jonathan. “Robert McCormick and the Chicago Tribune.” Historical Interpretations (blog). February 11, 2026. http://wanzer.org/2026/02/robert-mccormick-and-the-chicago-tribune/.
Abstract This post discusses the life of Robert Rutherford McCormick and his ascendance to President of the Chicago Tribune. It includes his youth and major life events. It provides some insight into his military service. It outlines his newspaper industry experience. The article concludes with his legacy in the newspaper and media industry.
Robert Rutherford McCormick, also known as The Colonel or Colonel McCormick, a rank he earned in the U.S. Army, was born in Chicago, IL, on July 30, 1880, the second son of US Ambassador Robert Sanderson McCormick and Katherine Medill McCormick, daughter of Joseph Medill, who, with five partners, bought the Chicago Tribune in 1855. When he was 9, his father was serving in the diplomatic corps in London. It is in this period that he taught himself to sail and developed his strong sense of self and self-confidence. He had a strong will and exhibited an adventurous spirit. Back in the States, he attended the Groton prep school, where he was described as above average but lacking in motivation. Despite the apparent lack of motivation, he did well enough to get into Yale, where he found his motivation. He was also able to exercise his adventurous nature in hunting in the Hudson Bay area with Inuit guides. Back in Chicago after graduating from Yale in 1903, he decided to go to law school at Northwestern.
This was also a period of political exploration for Robert. Elected as an Alderman and president of the Chicago Sanitary District. He was known for his platform of honest government and willingness to dig in and do the difficult work and not tolerating political hacks on his staff. His conservative views would continue throughout his life, generally opposed to progressives, the New Deal, and the U.S. entry into WWII.
In 1906, his future was on shifting sands. His older brother, Medill, had a nervous breakdown. Medill had been groomed to take over the Tribune at some point. In 1910, Medill and Robert’s uncle, Robert Patterson, editor-in-chief and president of the Tribune, died. The uncertainty of the newspaper’s management put the future of the Tribune in jeopardy. The board was even considering selling the Tribune. In 1911, Robert Rutherford McCormick took the reins of the Tribune, calming the board and stabilizing the business.
Now in his thirties, Robert married Amy Irwin Adams in 1915. True to his adventurous spirit and patriotism, the young couple’s honeymoon would not be a typical one. The couple toured war-torn Europe with Robert writing about the experience along the way. Later that year, home from Europe, Robert felt he needed to do more for his country and enlisted in the Illinois National Guard. He was deployed to protect the southern border to protect the country from Pancho Villa’s raids. In 1917, he signed up for the American Expeditionary Forces and served in France. He earned his Colonel rank in 1918 and a Distinguished Service Medal in 1923, staying a reservist until 1929.
Robert R. McCormick became the sole editor-in-chief in 1925 and would lead the Tribune for five decades, building a media empire including three major papers, the Chicago Tribune, Washington Times-Herald, and New York Daily News, a radio station WGN (1924), and a TV station, also with the WGN callsign (1948). The callsigns stood for World’s Greatest Newspaper, showing his enthusiasm and dedication. The Tribune was a paragon of an institution. Its employees were among the highest paid. They respected the Colonel, and he, in return, respected them. McCormick went to great lengths to ensure the success of the Tribune Company, the parent company that ran the various media outlets, engaging in forestry, buying paper mills, investing in hydroelectric, and shipping companies to provide support services and distribution.
Robert R. McCormick was a leader in the field of journalism, and under his direction, the Tribune would have the largest circulation of all American standard-sized newspapers. It would also lead the world in newspaper advertising revenue. His editorials were known for expressing his conservative journalistic integrity. He was an adamant defender of the First Amendment and Freedom of the Press. One of his primary goals as a journalist was to lay the foundation for journalism to become a bona fide profession. To that end, he introduced the concept of higher education in journalism and helped establish Northwestern’s Medill School of Journalism and provided initial and ongoing funding for the school.
In 1939, the Colonel’s wife, Amy, died. He remarried in 1944 to a close friend of Amy’s, Maryland Mathison Hooper. The Colonel died on April 1, 1955, in Wheaton, Illinois, at the age of 74, survived by his second wife, Mary. Robert Rutherford McCormick was a publisher, editor, media pioneer, war hero, explorer, public servant, civic leader, attorney, and a true philanthropist. He established the Robert R. McCormick Charitable Trust, which turned his 500-acre estate, Cantigny, named after the village, where he served in France in WWI, into a funded public park. The trust also funds early childhood education programs in Chicago and community programs in the South and West sides of Chicago.
Robert R. McCormick was a privileged man. Born into a generationally wealthy family, well-traveled, and well-educated, he held conservative values and a strong work ethic, a sense of duty and responsibility to his family, his country, and his community.
Sources
Gies, Joseph. The Colonel of Chicago: A Biography of the Chicago Tribune’s Legendary Publisher, Colonel Robert McCormick. Dutton Adult. 1979
Olmsted, Kathryn S. The Newspaper Axis: Six Press Barons Who Enabled Hitler. Yale University Press. 2022.
By: Jonathan Wanzer ORCiD 0009-0004-9275-7410 Submitted on: January 30, 2026 Submitted to: Dr. Cervantez – Liberty University Course: HIUS 713 American Entrepreneurship Since 1900 Chicago Citation: Wanzer, Jonathan. “World War I, Newspapers, and the CPI.” Historical Interpretations (blog). January 30, 2026. http://wanzer.org/2026/01/world-war-i-newspapers-and-the-cpi/.
Abstract This post provides a brief history of the newspaper industry. It covers industry growth through the Gilded Age. It introduces George Creel and his relationship with Woodrow Wilson. The creation of the Committee on Public Information. How CPI and Creel disseminated information and sold America on joining the war in Europe. It concludes with the industry recovering post-war.
Postbellum America was experiencing dramatic changes in all areas of life. The newspaper industry was no different; the period from 1830 to 1930 is often referred to as the Golden Age of American newspapers, and many of the industry’s greatest changes in this period took place between 1880 and 1900. Technology improvements introduced mass production presses, faster communication, and broader reach, all of which served the industry’s need to expand and interconnect. The introduction of the penny-press publishing model, the development and rapid growth of newspaper chains, and the consolidation of chains into empires, exemplified by Joseph Pulitzer and William Randolph Hearst, all contributed to the industry’s expansion in this period. Other models were also taking form in this period, such as yellow journalism. Sensationalism, hyperbole, and exaggeration were regular features of the newspaper industry. At the same time, professionalization in journalism and muckraking became growing parts of the industry.
Sensationalism, hyperbole, and exaggeration have always been part of the press. What distinguishes this period is the motivation behind it. While most newspapers had been funded by political parties before this time, they were now commercial interests tied only to the owner’s political interests. Newspapers were just as likely to attack either party if they could sell more papers. If money was coming in, editors would have greater latitude. Professionalism was starting to take root, bringing about the muckrakers, what we would now call investigative journalists. These muckrakers were also given some freedom in whom they went after, especially if it was likely to sell more papers. While politics was still a motivating factor in the media, the economics of the business were of greater concern. The media’s acceptance of sensationalism and hyperbole would set the stage for its usefulness in propaganda dissemination.
George Creel (1876-1953) began his career in the press in 1896 at the Kansas City World as a reporter. He would work at many newspapers and own several before his involvement with Woodrow Wilson’s (1886-1924) re-election campaign in 1916. He had been a Wilson supporter for a while when he met Wilson in 1912, and they had had several conversations on politics and the press before 1916. As a newsman, Creel was well-versed in advertising and the nascent practice of managing public perceptions, which we now recognize as the field of Public Relations. Creel and Wilson would have several conversations during the 1916 campaign where Creel promoted a way to sell the American people on joining the war in Europe. A key part of this would involve the media distribution channel with the greatest reach, newspapers. Several of Wilson’s cabinet members proposed a full media blackout and imposed censorship. Creel advised Wilson, proposing no blackout or censorship, instead, the government would create a clearinghouse that would clear and disseminate government information and requests for information. The press would be expected to sign an agreement that they would submit any articles even tangentially related to the war effort for clearance, and in exchange, they would have a firehose of information to drink from, all pre-cleared through this clearinghouse. With only a few dissenters, mostly in the War Department, Creel’s plan was accepted, and by Executive Order 2594, the Committee on Public Information was formed on April 13, 1917, just seven days after America joined the war in Europe.
The Committee on Public Information (CPI) had two primary responsibilities: to manage and clear for dissemination all information outside of military channels and to the public on the United States involvement in the war in Europe, and to sell the American population on the war. In two weeks after the establishment of the CPI, George Creel had reached out to his media contacts, establishing contact with newspaper owners and editors across the nation to get them to sign agreements with the CPI to clear all internally generated stories. Many of the owners and editors were skeptical about the “article clearance” being just another form of censorship, and they weren’t sure that the CPI could serve so many outlets. By the end of May, a large majority of newspapers had signed the agreement, and the CPI was generating hundreds of articles per day. As the CPI expanded in the weeks to come, it established regional offices around the country to clear articles, provide pre-cleared articles, and generate pre-cleared articles of local and regional interest. In just a couple of months, the CPI was generating thousands of articles a day. They were so successful that the CPI’s scope was expanded on September 25, 1917, to establish divisions for pictures, films, and other publications.
Early in the CPI’s existence, it was outputting thousands of columns of news per day, and it was by far the largest news organization in the country. The content it produced was for the end consumers of news, the American people. It could have become a state-run news organization, which was recognized by the media moguls and small paper owners of the day. They had a few options, but the only option that would not negatively affect their bottom line was to work with the CPI. CPI provided massive amounts of content that could effectively go straight to typesetting. They also had a large variety of topics to choose from. A paper could produce an entire issue from CPI-generated columns alone. Most papers continued to generate content internally, but the volume was considerably reduced, subsequently reducing newsroom costs, all while increasing circulation to wartime readers. Most businesses that bought ad space continued to advertise, though they tended to lean towards patriotic themes in their advertising. After the war, the CPI was abolished in August 1919. At this time, the Associated Press, which was founded in 1846, took its pre-CPI place as the largest news gathering organization in America.
Sources
Axelrod, Alan. Selling the Great War: The Making of American Propaganda. Palgrave Macmillan, 2009.
Creel, George. How We Advertised America: The First Telling of the Amazing Story of the Committee on Public Information That Carried the Gospel of Americanism to Every Corner of the Globe. Harper & Brothers, 1920.
Creel, George. Rebel at Large: Recollections of Fifty Crowded Years. G.P. Putnam’s Sons, 1947.
Kingsbury, Celia Malone. For Home and Country: World War I Propaganda on the Home Front. University of Nebraska Press, 2010.
Schudson, Michael. Discovering the News: A Social History of American Newspapers. Basic Books, 1978.
Smythe, Ted Curtis. The Gilded Age Press, 1865-1900. Praeger, 2003.
I have always had an affinity for newspapers, the physical medium, more so than the content. In many ways, it is like my affinity for books, the physicality of the medium. As long as I can remember, I have been interested in manual printing presses and the early small-run automated presses of the late 18th and early 19th centuries. I am not much of a journalist, but I have done ad and magazine design work as well as photography, along with the digital processing of text and visual components. Over the last year or so, my affinity for the idyllic small-town press has grown—the kind of paper you might find in Andy Griffith’s Mayberry.
My research on propaganda has me doing background on the history of newspapers in America. The two have been close companions since the introduction of broadsheet media, soon after the invention of the printing press. America’s entire history includes propaganda in newspapers from the colonial period to the present. I have an assignment due Sunday on how the turn of the 20th-century newspaper industry was affected in a business sense by the Committee on Public Information’s engagement with the press in both selling America on the war and disseminating information during the war.
One of the first illusions shattered by this research was the idea of the idyllic small-town paper. When they did exist, they were likely a political or special-interest paper from around 1800-1880. By the 1900s, mass-market press, muckrakers, and yellow journalism were already well established. The press lords began to dominate the newspaper industry shortly after the penny-press movement started in the 1830s. Their reign would continue through the Gilded Age, well into the 1930s.
Aside from bringing historic reality into focus, this research has furthered my interest in the restoration of manual and semi-manual presses from the 19th and early 20th centuries. It is also furthering my interest in producing limited press runs of broadsides. What has been added to my list of potential interests is journalism. Journalism from the perspective of that idyllic small-town newspaper, or just maybe, some contemporary journalism flavored with a bit of sass and humor in the spirit of the younger Franklin brother in Philadelphia.
Last academic class! The B-subterm is about to start, and I am taking my last academic class before venturing into a doctoral dissertation. The class is HIUS 713 American Entrepreneurship Since 1900. It’s not a class that, on the outset, ‘sparks joy.’ Thank you, Marie Kondo. While I do have an interest in economics and how it impacts historical events, it is essentially always involved in historical events in some way. It is not a topic I want to burn a lot of cycles on. I generally acknowledge its position as a factor and how/why it is important to acknowledge, but that’s about it. I am not an economist and have no desire to become one. I am also not in business in a way. When it comes to business and economic theory, I am only interested in the micro level with small businesses and local community economics. I hold great disdain for ‘big business’ and the centralization of business sectors, especially when it comes to finance, the food system, and infrastructure. From my perspective, centralization and the scale of ‘big business’ are the causes of many, if not most, of the problems America faces today. Especially things revolving around the topics of wealth disparity, poverty, inequity, and ignorance.
All of that having been said, I have some thoughts on how I might link entrepreneurialism to my research in propaganda and extremism. Anyone with ideas similar to those expressed in the first paragraph is likely thinking, ‘yeah, no duh. Big business linked to propaganda and extremism, there’s a stretch.’ I could point to Public Relations, Marketing, and Advertising as they are, and cite article after article on market and consumer manipulation, but that’s not interesting for me, and I don’t want to spend my time boring myself. To get the creative juices flowing, I am thinking mass media, its commercial interests, and the conflict of interest between shareholders and journalistic responsibility and integrity. I don’t know just yet if this is the path I will take, but it is a frontrunner.
The D-subterm class is HIST 901 Doctoral History Research. The course summary says “instruction on methodological and interpretive approaches appropriate for doctoral research in the discipline of History.” It is the first class in the dissertation process. I still need to complete my comprehensive reading and examination classes, but this is where the formal discussion on dissertation topics begins. I believe this is also where the dissertation advisor is assigned, and the reading selections for comps are conformed to complement the dissertation topic.
After the three comps classes, and before the formal dissertation classes, there is HIST 890 Historiographic Research, which is also a part of the dissertation phase, and focuses on the bibliography and historiography for the dissertation. After HIST 890, I will be considered ABD and officially a Doctoral Candidate.
HIUS 713 American Entrepreneurship Since 1900 (Spring 2026 B)
HIST 901 Doctoral History Research (Spring 2026 D)
HIUS 911 Early America (Summer 2026)
HIUS 912 Modern America (Fall 2026)
HIEU 914 Early Modern Europe (Fall 2026)
HIST 890 Historiographic Research (Spring 2027)
HIST 987 Dissertation I (Spring 2027*)
HIST 988 Dissertation II (Summer 2027*)
HIST 989 Dissertation III (Fall 2027*)
HIST 990 Dissertation Defense (Winter 2027*)
* Dissertation classes are considered J-Term, and the dissertation advisor/committee decides when the candidate moves from one dissertation class to the next. They are not tied to the calendar like other classes.
I am excited to be moving forward. It feels really close to the end of the process, and at the same time, two more years seems an interminably long time. History, like life, is full of dicotomies such as these. I am still a touch timorous about the comprehensives. The idea of having a huge chunk of reading followed by an essay exam and an oral exam is daunting. I am not a fast reader, and while I have a high comprehension rate, my recall of dates and names can be spotty. I remember stories and concepts well, even intricate ones, and I can convey them well. Specifics, on the other hand, are more difficult. That’s why I take copious notes.
To close this entry, I wanted to share a little about my goals for the year. These are not resolutions, I am not placing any pressure on myself to complete them. They are things I would like to do, as time permits:
Family: Find ways to spend more downtime or shared-time with family
School: Hold a steady pace moving forward, and take weekends off
Work: Keep work as-is, no additional responsibilities or obligations
Hobbies: Spend time woodworking every week
Linguistics: Learn Old English
I recognise that learning Old English to the level I would like will be time-consuming and take more than one year. My goal for this year is to be able to start reading Bēowulf without having to look up every other word. I do have a long-term linguistics plan in mind: Old English followed by Old Norse to begin with. If I do well with OE and make good headway with ON, I may expand on this list. If I don’t, well, that’s okay too. Even though I am long in the tooth, I would like to learn more languages, most of which are ancient too. We will see how it goes.
AI generated with Adobe Firefly. Prompt: In the style of Dutch masters, an old man, white hair and beard, a professor, writing in a journal with fountain pen, 1914 American cloths, sitting at large oak desk. Desk illuminated by Tiffany desk lamp, 3/4 full bottle of burbon, rocks-glass of burbon on desk. Room is a dimmly lit study with bookcases, lots of old books, a large floor stand globe, low stacks of books on desk and floor, a tall window with the image of thomas aquinas in stained glass. Entire room is visibal.
December 1, 2023, was the first post on this site when it was reimagined, and it has been a very busy two years. I started and completed my second master’s, applied and was accepted into a doctoral program, considered withdrawing from the doctoral program, applied for and was accepted into a third master’s program at Johns Hopkins, before deciding to recind my application to that program, and now, waiting for the start of the Spring term to re-engage with the doctoral program already underway. This reengagement was only possible after taking the fall term off to seriously reevaluate whether or not I would continue with this doctorate. In all honesty, the majority of the ‘drama’ has been between last July and September. However, it is official, I am enrolled in the spring term for my last academic class, HIUS 713 American Entrepreneurship Since 1900, and my first dissertation class, HIST 901 Doctoral History Research. I still have three Comprehensive Examination and Reading classes, HIUS 911 Early America, HIUS 912 Modern America, and HIEU 914 Modern Europe, before starting the formal dissertation phase, when I can consider myself a Doctoral Candidate and not just a Doctoral Student.
I have a wide range of interests, which has been both a blessing and a curse. On the positive side, it is relatively easy to shift from one subject to another and to learn new methods for presenting research. It also allows for a broader perspective to view subjects of research. This is great as a student in the academic setting, less so outside the academe. In a time where increasing specialization is the preferred mode, being a generalist can be disadvantageous. On the negative side, falling down a new rabbit hole is all too easy. It can be difficult at times to set the blinders and focus on one thing. This has been a contributing factor in not having fixed on a specific topic for the upcoming dissertation.
As a maker, my perspective on history is often guided by how things were done. Understanding how things were done and how the processes of doing have evolved can open up many avenues of inquiry in the historical record. At the core of making, for me at least, is knowing how things function and how they were made. Thus, my broad interests in machinery, transportation, communications, engineering, architecture, and design. Woodworking is one of the root trades for all of these categories. From Archimedes’ water screw to wind and water mills, wagons & carts, the printing press, early long-distance mechanical visual communications systems, and of course, the shelter and furnishings of our ancestors for thousands of years. Woodworking is also a self-supporting craft with tool-making historically being a key skill learned by the apprentice early on, making their own tools, chests, and benches, all being made in whole or in part from wood.
Before moving north from the San Francisco Bay Area to the Klamath Basin, a fair amount of time was spent building a workshop space that focused on bookbinding, restoring old tools, and woodworking.
One thing that did not make the move was the workbench. Proper positive workholding is one of the most important keys to effective and safe workshop processes in wood, metal, plastic, or any material. Without a proper workbench since moving, many cherished shop skills have languished in disuse. This week marks a reversal, a new heavy bench is now under construction.
The new bench is an interpretation of the traditional hand tool joiner’s bench. The list of projects that will rely on this bench includes the cabinetry and chests that will replace all of the current shop furniture, making specialized hand tools, making workholding & pressing tools for book repair and binding, and furniture making. Most of these projects will also have a historical component to them, particularly the tool and furniture projects.
One of the concepts under consideration for a dissertation includes developing and employing a framework for Experimental History, using period-appropriate tools and methods to replicate an object of importance to a specific line of research inquiry, whether as an artifact or process. If this concept is to be included in the upcoming dissertation, there will most certainly be a need for tool and pattern making, as well as the construction of the object of inquiry itself. This requires the re-establishment of a working shop, the joiner’s bench being the anchor of the shop.
Between shop projects and the possibility of employing Experimental History, the urgency of getting a working hand tool shop up and running is high. To that end, the materials for the bench were acclimating in the shop last week: (10) 2″ x 8″ x 10′ nominal fir construction lumber, and a 6/4 – 14″ x 12′ maple slab. Two days ago, the materials were milled down from nominal lumber to near-dimensional boards, and yesterday, glue-ups started for the major components in rough sizes: (4) legs 5″ x 4″ x 36″, (4) stretchers 5″ x 3″ x 48″, and (1) bench top 5″ x 20″ x 60″. By the end of next week, all of the glue-ups should be done, and final dimensioning can begin. The target size for the bench is a 5″ thick bench top, 20″ deep, 60″ wide, standing 32″ tall, with a 1″ thick fir shelf about 7″ from the floor, inset into the stretchers. The draw-bore mortise and tenon joinery should be all marked out and cut next weekend over the winter solstice. Installation of the mapleface, back, and ends, along with a Moxon-style face vise, tail wagon-vise, the hold-fast and dog holes, and finishing should be done over Christmas week. The plan is to be finished and dressed by January 1st, so work can begin with the new year.
By: Jonathan Wanzer ORCiD 0009-0004-9275-7410 Submitted on: April 5, 2025 Submitted to: Dr. Schultz – Liberty University Course: HIST 701 Historical Professions Chicago Citation: Wanzer, Jonathan. “Slavery in America: A Sampling.” Historical Interpretations (blog). April 5, 2025. http://wanzer.org/2025/04/slavery-in-america-a-sampling/.
Abstract This blog post takes a look at slavery from the narrow perspective of the New Hampshire Methodist Episcopal Church through its conference minutes of 1844-1845. It looks at the church’s Committee on Slavery’s position paper and resolutions in its report to the conference. The committee states its abolitionist views clearly and in strong, unequivocal terms. It also addresses the north-south schism forming within the church. The post’s conclusion places the conference minutes in context with the Civil War, and in its analysis, it asserts that the underpinning concepts of slavery are with us to this day.
Preface
The topic of slavery in America is a topic charged with emotions, regardless of the perspective from which you view it. As an older guy, a descendant of Northern and Western European ancestry, I find this a complex topic to approach. However, it is a topic I have been paying more attention to in recent years. In a class on the Civil War a book by Charles B. Dew came to my attention, Apostles of Disunion.1 Dew’s book fanned the flames of inquiry urging me to look below the surface when researching subjects that have racial or ethnic discriminatory elements, be it aboriginal peoples, the enslaved, or any other opposing people groups. This post, aside from being a class assignment,2 addresses an important topic that should be better understood by every American, slavery in the American context. This post is only one narrow look at a complex topic.
Methodist Episcopal Church, New Hampshire Conference 1844-45
The Minutes of the New Hampshire Annual Conference of the Methodist Episcopal Church for the year of 1844-45 provides a lot of information about the church at this time in a short 22 pages. It addresses topics from membership to finances, appointments, and obituaries. It also contains two position papers with resolutions on topics that would become very important to the country in the coming decades. The minutes contain position papers on Temperance and Slavery.
Division over the topic of slavery has been a part of political discourse in America since the debate over independence in the Second Continental Congress. Despite participation in the slave trade and many of the founding fathers owning slaves themselves, the north-south division on the subject has manifested in many ways ever since. One has been through the publishing of position papers, often by civic groups including those specifically focused on abolition, and in position papers and resolutions published by organizations in their charters and minutes from various organization-wide meetings, conventions, congresses, and conferences.
The Methodist Episcopal Church had, according to its 1844-45 Conference minutes, a Committee on Slavery that had “for several successive years past presented” their sentiments on slavery as “the great evil and sin of American Slavery.” Having restated their position several times already, but recognizing the importance of the matter they felt “duty bound” to again address slavery and make sure the church and world knew that “the slave in his bonds and deprivations has not lost our sympathy.”3 Following this with a commitment to abolishing the practice.
New Hampshire Methodists were not alone in this sentiment finding slavery a moral evil, offensive to God, and ruinous “to the best interests of the church and nation.” They further pronounced that the destiny of slavery was fixed, that the practice must die. Acknowledging that a schism was forming within the larger church, they were sure that Providence was on their side. The committee also predicted that a change was coming, that they would be “free from all connection” with the practice of slavery. To further state their position and to address the succession of southern churches they concluded the committee report with nine resolutions summarized here:
The committee resolved that the practice of slavery was a great evil. Traveling lecturers should denounce the practice of defending slavery through the pretext that it benefitted the slave. Through the secession of dissenting churches, they would be “ecclesiastically free from connection with this great evil.” If southern churches chose slavery over their alienation from the greater church, they should be pitied rather than deplored. Those in dissenting churches not holding slaves should join the northern churches in “spreading scriptural holiness.” The resolutions also included thanks to leadership supporting abolition and rebuking those dissenting and in favor of secession.
Conclusion
This division in the Methodist church over slavery took place a full fifteen years before the Secession Commissioners 4 took to the meetinghouses of the south and west to sow the seeds of secession in America. Slavery has been a part of American history since its inception. While the buying and selling of people is no longer legal, the underpinning concepts that allowed slavery to flourish are still with us. The concepts of us v. them and fear of the other, the dehumanization of the other, to refer to them as inferior, to justify abhorrent actions and inhumane treatment. This is evil.
Charles B. Dew, Apostles of Disunion: Southern Secession Commissioners and the Causes of the Civil War, Charlottesville, VA: University of Virginia Press, 2016. ↩︎
Liberty University, HIST 701 Historical Professions: Module 3: Blog: American Christianity. ↩︎
Methodist Episcopal Church, New Hampshire Conference, Minutes of the New Hampshire Annual Conference of the Methodist Episcopal Church, Vol. 1844-45, Boston, MA: D.H. Ela, 1845. Sabin Americana: History of the Americas, 1500-1926. Accessed April 5, 2025. 11-13. https://link.gale.com/apps/doc/CY0109925437/SABN?u=vic_liberty&sid=bookmark-SABN&xid=8aaaa08f&pg=1. ↩︎
My current research is a historiographical pursuit to determine if Experimental History exists as a subfield of history. If it does exist, the research will seek out its methodologies and practices. If it does not already exist as a sub-field of history, the research will be to define working parameters and define appropriate methodologies. This will include acknowledging the similarities and differences between Experimental History and Experimental Archaeology.
I discovered this week that the term Experimental History has often applied to a philosophy applied to the study of Natural History in the 17th and 18th centuries by Francis Bacon who dubbed the philosophy “Natural and Experimental History.”1 Bacon’s use of this term has nothing to do with the practice and study of doing history as we think of it today. Searching for academic journal articles on JSTOR,2 the vast majority of search results for “Experimental History” refer to or relate to Bacon’s “Natural and Experimental History.”
A couple of relevant results did come up, one is an article in the journal The History Teacher, “A Pedagogical Trebuchet: A Case Study in Experimental History and History Pedagogy”3 from 2012 that utilizes Experimental History in the classroom to answer questions that would otherwise be unanswerable other than through hypothetical assertions.
My interpretation of Experimental History as a sub-field can, on the research end, help in producing improved tools and materials for Experiential Learning. Anyone who has worked with elementary school kids will likely have plenty of anecdotal experience with the potential of experiential learning. I came to my interpretation of what Experimental history could be through Experimental Archaeology, and one of the reasons I became interested in Experimental Archaeology was my own experience in experiential learning. This is how I learn best, through doing, and following that up with teaching someone else. The process of learning through experimentation and then turning around and teaching what you have learned through papers and presentations is the cornerstone and heart of Amateur Radio. The process works.
The idea behind Experimental History, in my interpretation, is for the researcher to engage in experiential learning, using experimentation along with traditional research to answer questions about the subject, and to apply the physicality of the experimentation and research contextually and physically to generate the resulting products of their research, which should include materials for pedagogical use. I am inclined toward producing products that can be applied in the public history sphere but are not limited to that environment. While the physicality of Experimental History can provide context to traditional outputs, that physicality shouldn’t be lost in the translation, Experimental History, as I interpret it, wants to bring the physicality to all interpretive environments, in the presentation, in the museum, and in the classroom.
This historiographical look at Experimental History and its applications in research and pedagogy is the foundation of my current work and is in its initial stage to understand what the literature is, if any, and to enumerate and evaluate the available sources if such sources exist. As literature emerges I will post it to a designated area of the site.
Brice, Lee L., and Steven Catania. “A Pedagogical Trebuchet: A Case Study in Experimental History and History Pedagogy.” The History Teacher 46, no. 1 (2012): 67–84. http://www.jstor.org/stable/43264074. ↩︎
I am just starting the second week of HIST 701 Historical Professions, and I am already finding the class interesting and challenging. One of this week’s assignments is a benchmarking assignment. I opted to look at graduate history programs here in Oregon, offered by institutions that report having graduate programs in history. Below is the paper submitted.
By: Jonathan Wanzer ORCiD 0009-0004-9275-7410 Submitted on: March 23, 2025 Submitted to: Dr. Schultz – Liberty University Course: HIST 701 Historical Professions Chicago Citation: Wanzer, Jonathan. “Benchmarking Programs: History Programs at Universities in Oregon That Offer Graduate Degrees.” Historical Interpretations (blog). December 2, 2024. http://wanzer.org/2025/03/benchmarking/.
Benchmarking Programs: History Programs at Universities in Oregon That Offer Graduate Degrees
by Jonathan Wanzer March 23, 2025 ORCID.org/0009-0004-9275-7410
This analysis focuses on degrees offered by colleges and universities with graduate programs in history in Oregon, the number of history degrees awarded in the 2022-2023 program year, and the percentage history degrees represent in the institution’s total degrees awarded. Data was collected from the National Center for Education Statistics, College Navigator website using the search parameters: Oregon, advanced degrees with the following Programs/Majors selected American History, General History, Public/Applied History.[1] The search results indicate that four Oregon universities offer advanced degrees in history. The Institutions indicated are; Oregon State University[2], Portland State University[3], University of Oregon[4], and Western Oregon University[5].
Oregon State University offers bachelor’s and master’s degree programs in history. In the program year, OSU awarded a total of 7,389 degrees, 5,829 bachelor’s, 1,140 master’s, and 420 doctorates. Of these, OSU awarded 59 bachelor’s and 4 master’s degrees in history, slightly over 1% and 0.35% respectively. A doctoral program in history is not available at OSU.
Portland State University offers bachelor’s and master’s degree programs in history. In the program year, PSU awarded a total of 5,621 degrees, 3,839 bachelor’s, 1,717 master’s, and 65 doctorates. Of these, PSU awarded 46 bachelor’s, and 4 master’s degrees in history, just under 1.2% and 0.23% respectively. A doctoral program is not available in history at PSU.
University of Oregon offers bachelor’s, master’s, and doctoral degree programs in history. In the program year, UO awarded a total of 5,441 degrees, 4,089 bachelor’s, 968 master’s, and 65 doctorates. Of these, UO awarded 59 bachelor’s, 1 master’s, and 1 doctorate in history, just over 1.4%, 0.10%, and 0.26%, respectively. UO is the only institution offering a doctorate in history in Oregon.
Western Oregon University only offers a bachelor’s degree program in history. In the program year, WOU awarded a total of 1,031 degrees, 855 bachelor’s and 176 master’s degrees. WOU does not offer doctorates in any field. Of the degrees WOU awarded, only 8 bachelor’s degrees were awarded in history, slightly over 0.93% of bachelor’s degrees.
The cumulative total of degrees awarded, bachelor and above, awarded in Oregon by institutions offering advanced degrees in the program year was 19,482 of those, 182 were in history, 172 bachelor’s degrees, 9 master’s degrees, and 1 doctorate, less than 0.01% of degrees awarded by Oregon institutions that offer advanced degrees. Just 10 of the 19,482 degrees were graduate or doctoral degrees.[6]
Oregon universities offer many graduate programs in business, medicine, and physical sciences, both residential and online. When it comes to the history or public history fields for history majors, particularly graduate degree programs the state’s universities do not provide much of an offering. Furthermore, all the programs in this study are residential, there are no graduate-level programs in history available online from Oregon’s universities. This is surprising in one sense considering the state’s many active historical societies and important museums. While this is disappointing for anyone seeking a graduate degree in Oregon, it is not that surprising. Anecdotally, a prior nationwide search for online graduate programs in history provided limited results, and only one online doctoral program was located in the United States, Liberty University’s online doctorate.[7]
APPENDIX
History Program Completions & Program Percentage of Institutional Total Awards[8]
University
Degree Level
Degrees Awarded
History % of Total
Oregon State University
Undergrad
History
59
1.0122%
Univ. Total
5829
Graduate
History
4
0.3509%
Univ. Total
1140
Doctoral
History *
0
0.0000%
Univ. Total
420
Portland State University
Undergrad
History
46
1.1982%
Univ. Total
3839
Graduate
History
4
0.2330%
Univ. Total
1717
Doctoral
History *
0
0.0000%
Univ. Total
65
University of Oregon
Undergrad
History
59
1.4429%
Univ. Total
4089
Graduate
History
1
0.1033%
Univ. Total
968
Doctoral
History
1
0.2604%
Univ. Total
384
Western Oregon University
Undergraduate
History
8
0.9357%
Univ. Total
855
Graduate
History *
0
0.0000%
Univ. Total
176
Doctoral †
History
0
0.0000%
Univ. Total
0
Table 1. Data from College Navigator
* No history degree is offered at this level † No doctoral programs available
