Tag: research

Slavery in America: A sampling

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. Jonathan Wanzer, April 5, 2025. http://wanzer.org/2025/04/slavery-in-america-a-sampling/.

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.

  1. Charles B. Dew, Apostles of Disunion: Southern Secession Commissioners and the Causes of the Civil War, Charlottesville, VA: University of Virginia Press, 2016. ↩︎
  2. Liberty University, HIST 701 Historical Professions: Module 3: Blog: American Christianity. ↩︎
  3. 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. ↩︎
  4. Dew, 2016. ↩︎

Experimental History

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.

  1. Anstey, Peter R. “Locke, Bacon and Natural History.” Early Science and Medicine 7, no. 1 (2002): 65–92. http://www.jstor.org/stable/4130409. ↩︎
  2. https://www.jstor.org/ ↩︎
  3. 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. ↩︎

Benchmarking

I am just starting the second week of HIST 701 Historical Professions, and I am already finding the class interesting and challenging. This post will cover the interesting, I will do a second post on the challenging part shortly. 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.” Paper. Historical Interpretations. Jonathan Wanzer, 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]

UniversityDegree Level Degrees AwardedHistory % of Total
Oregon State UniversityUndergradHistory591.0122%
Univ. Total5829 
GraduateHistory40.3509%
Univ. Total1140 
DoctoralHistory *00.0000%
Univ. Total420 
 
Portland State UniversityUndergradHistory461.1982%
Univ. Total3839 
GraduateHistory40.2330%
Univ. Total1717 
DoctoralHistory *00.0000%
Univ. Total65 
 
University of OregonUndergradHistory591.4429%
Univ. Total4089 
GraduateHistory10.1033%
Univ. Total968 
DoctoralHistory10.2604%
Univ. Total384 
 
Western Oregon UniversityUndergraduateHistory80.9357%
Univ. Total855 
GraduateHistory *00.0000%
Univ. Total176 
Doctoral †History00.0000%
Univ. Total0 

Table 1. Data from College Navigator

* No history degree is offered at this level
† No doctoral programs available

[1] “College Navigator,” accessed March 23, 2025,  https://nces.ed.gov/collegenavigator/?s=OR&p=54.0102+54.0105+54.0101&l=94.

[2] “Oregon State University,” accessed March 23, 2025, https://oregonstate.edu/.

[3] “Portland State University,” accessed March 23, 2025, https://www.pdx.edu/.

[4] “University of Oregon,” accessed March 23, 2025, https://www.uoregon.edu/.

[5] “Western Oregon University,” accessed March 23, 2025, https://wou.edu/

[6] See Table 1 in the appendix

[7] Author conducted a search of U.S. colleges and universities in the summer of 2024 looking for online doctoral history programs.

[8] “College Navigator”

The Power of Food

To know someone, break bread with them.

Enjoying a meal with someone, or a group, is a great way to get them to open up, get to know them, and see who they are. I like to cook for special occasions, and eat of course. I am by no means a chef but many, many moons ago I worked as a line cook. I have always enjoyed the culinary arts and through personal experience, I have found that cooking foods that are historically appropriate in using historically appropriate ways can create sensory links to the period that enhance the memory and context.

Revolution period reenactors will likely recognize the online store and YouTube channel for Townsends. They have done a wonderful job of outfitting revolution reenactors for decades and John spends a lot of time on recipes and cooking in the 18th century. Over the years I have been inspired down more than one rabbit hole thanks to John’s research, it was one of my early inspirations to resume handwriting which led to further research, and an interest in transcription, graphology, and documentary editing.

The desire to be more experimental in the kitchen and to apply a food context to period research also grew out of watching the 18th century cooking videos John and Ryan put out. This is something I will be trying to engange with more in the new year.

~Jon