Dickinson College, Spring 2025

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The importance of context through John Lewis Gaddis

John Lewis Gaddis is a professor of history at Yale University, the recipient of multiple writing awards and a distinguished author. Motivated to display the importance of historical consciousness, Gaddis wrote the book The Landscape of History. In this book, Gaddis argues against multiple fields of social sciences while providing insight to historians about stronger research and analysis methods. This book is a combination of writings and lectures performed by Gaddis. By using relevant modern examples, Gaddis is able to argue against forms of social science while promoting different forms of historical thinking.

One of Gaddis’ main points in this book is focused on the importance of causation. Gaddis argues that it is important when writing or thinking about history to consider the context that led to an event. When doing so, an important distinction to make is “the distinction between the immediate, the intermediate, and the distant”. Thereby, this distinction groups events contextually and explains the events’ relevance. For example, the first group, immediate, is simply whatever occurred at the time of the event. These distinctions are important because historians must be careful when providing context. Gaddis contextualizes this by explaining the historical context of the Pearl Harbor attack. “It would make no sense, for example, to begin an account of the Japanese attack on Pearl Harbor with the launching of the planes from their carriers; you’d want to know how the carriers came to be within range of Hawaii”.2 When providing context, it is important to not use one of the three groups distinguished above. An example of too much immediate context is exemplified with the Pearl Harbor attack. Providing too much intermediate and distant context is also a mistake. When searching for causation of an event, Gaddis describes a “principal of diminishing relevance”.3 He describes this principal as “is it that the greater the time that separates a cause from a consequence, the less relevant we presume that cause to be”.4 In theory, it is possible to tie the true causation of every event back to the Big Bang. However, this principal states that the farther back in time one goes to look for causation the less relevant it is. This principal is helpful when looking for the causation of an event, which Gaddis thinks is extremely important.

Based on causation, Gaddis presents another idea in The Landscape of History which is “the point of no return.” Gaddis describes the point of no return as, “the moment at which an equilibrium that once existed ceased to do so as a result of whatever it is we’re trying to explain”.5 In other words, the point of no return represents a change in events that disrupts the peace that was once had. This process, Gaddis explains, is much like the paleontological principal “punctuated equilibrium” “rather, long periods of stability are “punctuated” by abrupt and destabilizing changes”.6 The idea of no return is one that relies a lot on context. For one event different people could argue that there are multiple points of no return. For these scenarios, Gaddis advises to return to the principal of diminishing relevance, “that gives us license to emphasize some of these over others”.9 Basically, the principal of diminishing relevance states that possible causation events that occur father away, or more distant, are not as relevant as events that are closer to the actual event.

Footnotes:

1 John Lewis Gaddis, The Landscape of History: How Historians Map the Past (New York: Oxford University Press, 2002), 95.

Gaddis, 95.

Gaddis, 96.

Gaddis, 96.

5 Gaddis, 99.

Gaddis, 96.

7 Gaddis, 99.

Timeline of Commencement Orations at Dickinson College

Link to the timeline of commencement speeches: Timeline

Information about the timeline:

The goal of this timeline is to explore the changes of commencement orations throughout the history of Dickinson College. With information the Dickinson College Archives website, I was able to find dates from almost all of the commencement’s at Dickinson College. The website also listed as to whether or not student orations were given at the ceremonies or not. After looking at all of the entries from 1787 into the 1800’s a pattern grew.  Out of the first seven entries in the archives, about commencement ceremonies, only one showed a commencement ceremony that did not have every student give an oration. However, from 1850 until 1919 there was only one ceremony in which every student  gave a speech. The trend showed that student orations happened at all commencements, just not every student gave one. There were five dates that stood out as particular examples of what commencement speeches looked like at Dickinson College.

Wednesday, September 26, 1787

This was the first commencement at Dickinson College. Student orations were a large part of this graduation process as eight of the nine graduates performed orations.

Thursday, July 8, 1852

The Commencement of 1852 shows an example as to what these ceremonies looked like. Of the 21 graduates, 10 students gave orations. The topic of said speeches covered a wide range of  topics but mostly focused on examining social issues of the time  period such as the economic class divide and political justice.

Thursday, June 25, 1863

The Commencement of 1863 was the first ceremony, in the Dickinson College Archives, that does not have record of a student oration. There was a heighten concern about the Confederate involvement in the area so the ceremony was shortened.

Friday, Jun. 20, 1919

Celebrating the end of World War One, this commencement ceremony was coined the “Victory Commencement”. This was also the first time since the Civil War that a graduating student did not give a speech at the ceremony. The tradition of student orations ended here as from this point onward the outside people have the speeches at Dickinson College Commencements.

Tuesday, May 17, 2016

The most recent graduation showed that student orations did not make a comeback. The speaker was Governor Thomas Wolf.

Works Cited:

Dickinson College Archives and Special Collections. Timeline. Dickinson College. http://archives.dickinson.edu/college_history/browse_timeline

Dickinson College Student Commencement Orations

Overview:

Over the years Dickinson College Commencement Ceremonies have been celebrated with the presence of student speeches. This practice is one that was heavily practiced during the 18th and 19th century. In fact, all students at one point were required to give a speech at commencement. By examining the Dickinson Class of 1852 it became clear that these speeches focused on topics of social injustices. They provide information about what the students were learning and issues to of what they were concerned with.

Student orations from the class of 1852 are examined in more detail here.

There is a timeline of commencement ceremonies at Dickinson here.

If you are interested, there are more historical thinking ideas found here.

About me:

The purpose of this post is to examine the commencement process throughout the history of Dickinson College. The target audience is anyone who is interested in learning about Dickinson’s history or commencement ceremony’s of the past. I am currently a sophomore at Dickinson College, with a history minor.

 

Downs Prezi

Gallery of Photos

This gallery consists of photographs from various primary sources including a letter, newspaper articles, and a commencement speech.

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These photographs exhibit Henry Harman’s letter to his father in which he discusses academics and his enjoyment of Dickinson’s academic benefits. (Photographer- Greg Parker, at the Dickinson College Archives)

 

The above photograph displays an article in the Carlisle Herald and Expositor. This article examines the reflections of the Southern students at Dickinson after it became known that a professor, John McClintock, was arrested for participation in the 1847 slave riot. (Photographer- Greg Parker, microfilm)

The above photograph displays an article in the Carlisle Herald and Expositor. This article examines the reflections of the Southern students at Dickinson after it became known that the police arrested a professor, John McClintock, for participation in the 1847 slave riot. (Photographer- Greg Parker, at the Waidner Spahr Library)

This photograph of an article in the Carlisle Herald and Expositor reveals continuation in the efforts to create a treaty to end the Mexican-American War. (Photographer- Greg Parker, Waidner Spahr Library)

This photograph of an article in the Carlisle Herald and Expositor reveals continuation in the efforts to create a treaty to end the Mexican-American War. (Photographer- Greg Parker, at the Waidner Spahr Library)

This screenshot of a portion of John Andrew Jackson Creswell's 1848 commencement speech demonstrates his knowledge of international politics. (Photographer- Greg Parker, Dickinson College Online Archives)

This screenshot of a portion of John Andrew Jackson Creswell’s 1848 commencement speech demonstrates his knowledge of international politics. (Photographer- Greg Parker, on the Dickinson College Archives online website)

Effect of Political Environment on Dickinson Students

The eighteen forties were a tumultuous time for the United States. Different events affected the Union. These events ranged from James Polk’s inauguration, to the Mormons’ conflict in Illinois, to Texas’ admittance into the Union, to the Mexican-American War, to slave riots. Did these issues have any affect on college students from that era, specifically students at Dickinson College in Carlisle, Pennsylvania? To answer that question, this post examines the Mexican-American War through a wide lens, while analyzing slave riots through the zoomed in lens of an 1847 slave riot in Carlisle.
This post contains various interactive links to examine the affects of those events. Special features of this post include:

  • Discussion of perspective with relevance to how and why historians “zoom” and the possibility of student ignorance to national events
  • Comparative timeline with national events side by side with Dickinson events
  • Photo gallery of various primary sources used in this project

 

Did National Events Fail to Have Influence?

The ability to zoom in and out of different historical topics to understand their effects seems to convincingly argue that the political climate of 1845-1848 had an effect on Dickinson students of that era.  However, not every student was interested in the politics of the United States.  Henry Harman penned a letter to his father less than a month after Texas sent its constitution to the United States Congress.  In this letter, he discusses his successes in the classroom in his first semester at Dickinson.  He continues to discuss his enjoyment of reading the vast array of books in the library, including the Koran and pieces of literature by Hume.  He concludes with a request that his father send him his compass and scales from home (Harman, 1846).  Seemingly far from his mind is the state of the Union, especially the trials and tribulations of Texas’ quest for statehood.

Furthermore, the 90 students from the South who gave their approval and support to Professor McClintock in the midst of his run in with the law, created an interesting news story.  These students, most of whom presumably came from slaveholding households, were faced with a predicament in McClintock.  Immediately following news of his arrest, there was a false report (made false by the Carlisle Herald and Expositor) of Southern students creating demands directed towards the college and Professor McClintock (“The Slave Riot,” 2;3-4).  These 90 students wanted to set the record straight and demonstrate their affection of Professor McClintock.

Thus, it appears that national issues only affected Dickinson students if they had personal stake in the topic.  Henry Harman presumably did not have any personal stake over the admittance of Texas into the Union.  However, the 90 students who expressed their support to Professor McClintock wanted to exhibit their thoughts of him and their support of the greater Dickinson community.

Bibliography:

Harman, Henry Martyn, to Andrew Harman, Carlisle, 3 January, 1846, Edwards Collection, Archives and Special Collections, Dickinson College, Carlisle, PA.

“The Slave Riot.” Carlisle Herald and Expositor, June 16, 1847, 2;3-4.

Timelines

https://cdn.knightlab.com/libs/timeline3/latest/embed/index.html?source=1wdacjweX6V-729RYzY_yNODLgMigafePYf50AxrZ790&font=Default&lang=en&initial_zoom=2&height=650’%20width=’100%’%20height=’650’%20frameborder=’0

https://cdn.knightlab.com/libs/timeline3/latest/embed/index.html?source=1dTXexFRikfq8Oab2jwKPoK-xZE0zdXzLKQvXjVLH0Z4&font=Default&lang=en&initial_zoom=2&height=650’%20width=’100%’%20height=’650’%20frameborder=’0

Parker timelines

Sample Exhibit

Objective

A doodle from Dickinson, 1852 (Archives)

A doodle from Dickinson, 1852 (Dickinson Archives)

This sample offers a rough guideline for how Multi-Media projects can be organized within the course site.  It provides a simple model for an easy-to-follow navigation, built by connecting standard WordPress posts.

 

By Benjamin Rush, a patriot

Audience:  AP US History classes and introductory level undergraduate history surveys and methods courses

 

 

Project Elements

 

  • Featured exhibit –Henry W. Spradley, Citizen (12 min. documentary film)

 

Credits & Acknowledgements: mmmmmmmmmmmmmmmmm

Guide to Further Reading

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