• Many people ask me if there are opportunities for “extra credit.” The answer is always no. The idea that you can just “play till you win” is corrupting of education.

• It is true that you are all paying a lot of money to come here (or maybe you are; I am not privy to whatever deal you happen to be getting). But whatever you are paying, it is not coming to me, I assure you. And it is not useful anyway to see your professor as a service industry worker. Do not think of me as your masseuse, your waiter, your accountant, or even your lawyer. No, the only way that I can have any effect on you is if you consider me your boss. If I want something done, I want it done! And I do not want to hear anything about how you are “paying for this.” I want you to pass, but it is not actually my job to pass you. It is my job to grade you honestly.

From the Syllabus

Regarding University Courses:

The whole point of small universities like Reinhardt is that you can interact with your professors. This is not an opportunity that students at large state schools normally get, where graduate student teaching assistants act as intermediaries between professors and students, especially in introductory courses like this one.

However, university is not high school. High schools are large, part-time prisons, one of whose main functions is to keep young people occupied for forty hours a week and hopefully out of trouble. University is qualitatively different. The conceit is that you are adults, attending voluntarily, and can be trusted to arrange your schedule as you see fit. You therefore only have fifteen hours of class time a week, and once you’re out of class your time is your own – the idea being that you can now be trusted to do your work without anyone forcing you to.

This means that class time is at a premium. I cannot speak for other instructors here, but I will not be wasting much class time on “fun in-class activities” like movies, skits, taking up tests, etc. If you would like further contact with me for whatever reason, please come by my office hours.

It also means that I will not be chasing after you if you start failing the course, or stop coming to class. Your grade is your responsibility. I want you to learn something, and I want you to pass the course. But you must also want these things, and you have to make the first move. I hold office hours for a reason, and I am always baffled why students do not take more advantage of them.

Teaching World War I

Georgia Medievalists’ Group member John Terry has published an essay in the Washington Post:

Why teaching World War I is crucial in 2018

We are living in the world the Great War made.

On Sunday, we marked the centennial of the end of World War I. Many history teachers in 2018, however, may be tempted to bow to student preferences and rush through the “Great War,” devoting more time to World War II. This would be a mistake. While the Second World War looms much larger in our national imagination, our modern political landscape is more a product of the First World War than the Second. It’s also far less well understood, as President Trump’s failure to understand why he should have braved rain to pay respects to America’s World War I dead vividly demonstrated.

Read the whole thing.

Also: See this great collection of photos at the Atlantic: The Fading Battlefields of World War I.

High School Textbooks

A laff from The Onion:

High School History Textbook Concludes With Little Blurb About Last 40 Years

EDISON, NJ—Immediately after dedicating 20 pages to the end of the Vietnam War and its aftermath, 11th-grade social studies textbook The American Vision awkwardly crammed the last 40 years of history into a little blurb titled “Into Our New Millennium.” “They spent a whole chapter on Teddy Roosevelt alone, but now they’re racing through the 1970s and just kind of stuffing Nixon’s resignation, the energy crisis, and the Iranian hostage situation into bullet points,” said student Russell Keener of the single-page spread, which somehow managed to encompass the attempted assassination of President Reagan, Rubik’s cubes, the Tiananmen Square protests, the fall of the Berlin Wall, and the collapse of the Soviet Union. “It felt like we spent forever on the cotton gin, but now we’re just blazing through several decades like they’re nothing. One moment it’s the Lewinsky scandal, and the next we’ve got the first black president? It’s especially jarring when the last page has two thumbnail pictures, one of the Twin Towers falling and the other of a computer with a caption saying ‘The advent of the internet forever changed the way we see the world.’ Huh?” At press time, students reported not being certain how to take the book’s concluding sentence, which asked the question, “And who knows what will happen next?”


Currently teaching my history of Ireland course in preparation for a study-abroad trip there next week. Participating in one of these has been a long-term goal of mine ever since I came to Reinhardt fourteen years ago, but something has always intervened, so I am very much looking forward to this one. Thanks to star organizer Cheryl Brown and EF Tours, we will be visiting the Dingle Peninsula, the Rock of Cashel, Dublin, Newgrange, Derry, and Belfast. Of course, as with my trip to the Middle East in October, this will likely mean a paucity of blog posts for the duration (5/24-6/9), but I should have some good material to write about upon my return.

The Style Sheet

For lack of anything substantive to post right now, please enjoy my style sheet for undergraduate papers. Comments or suggestions are welcome.


These rules do not apply to all forms of writing, but they do apply to formal, academic prose. Thus, you are to follow them when submitting assignments for this class. Violations will bring your grade down!

• Number your pages.

• Always have a proper title. “Western Civ. Paper” or “Book Review” are not proper titles.

• A novel is defined as “a fictitious prose narrative of book length, typically representing character and action with some degree of realism.” Do not refer to any historical book as a “novel.”

• Please italicize the titles of books, and place the titles of articles in “quotation marks.”

• Please accurately designate when past events occurred. Do not use vague phrases like “at that time” or “in those days.”

• Be aware of the distinction between it’s and its, and all other homophones such as:

thrown and throne
to, two and too
whose and who’s
populace and populous
four, for and fore
allowed and aloud
principle and principal
fourth and forth
know and no
since and sense
their, there, and they’re
cited and sited
pray and prey
rein, rain, and reign
your and you’re

• Avoid “process” statements, such as “after reading this document” or “I have chosen to write about A and B” or “at first this wasn’t clear to me.” Just as athletes dress in the dressing room or chefs cook in a kitchen, so also you should hide the essay-writing process from your reader. Just get down to it.

• Make sure that pronouns agree with the nouns they refer to. Instead of: “When a student does not come to class, they are in trouble” write “When a student does not come to class, he is in trouble” (both singular, if sexist) or “When students do not come to class, they are in trouble” (both plural).

• It must also be clear which noun a pronoun is referring to. “The Serbs disdained the Croats, because they were more sophisticated.” Who was more sophisticated?

• If you have a subordinate clause referring to a person, make sure that the relative pronoun is who, not that or which. “Many people that voted were confused” ought to be “Many people who voted were confused.” Always use “who” to refer to people (and “that” to refer to things).

• “Where” refers to a place, and “when” to a time. Do not write things like “the century where this event occurred.”

• Do not neglect the proper formation of past participle. For example, write “he was supposed to do it,” not “he was suppose to do it.”

• Verbs in the active voice tend to be better than verbs in the passive voice. “The dog ate its breakfast” is usually better than “the breakfast was eaten by the dog.” The passive voice can be useful, such as when you do not know who was doing the eating (“The breakfast was eaten.”). Too many passives, however, make for weak prose. Name the actors and their motivation.

• One recounts literature in the present tense (ex. “No one can be certain if Hamlet is really insane”) but recounts history in the past tense (ex. “Pontius Pilate condemned Jesus to death around A.D. 30.”). Always use the past tense when writing about historical events. Certainly, you should not shift tenses when recounting the past (“Pontius Pilate condemned Jesus to death, and then washes his hands of the matter”).

• Make sure that you write in complete sentences.

• Only use commas where appropriate. In particular, avoid placing a comma after the main verb in a sentence, e.g. “He wanted, to establish an absolute monarchy.” Omit the comma. Also, do not join independent clauses together only with a comma (a comma splice) or with nothing at all (a run-on sentence).

• Please use the examples below as models for the formation of possessives. Do not form plurals with apostrophe-s.

Singular noun: The dog’s breakfast (apostrophe-s)
Singular noun ending in “s”: Prince Charles’s bald patch (s-apostrophe-s)
Plural noun not ending in “s”: The women’s salaries (apostrophe-s)
Plural noun ending in “s”: The deans’ luncheon (s-apostrophe)
Special case: Jesus’ parables, Moses’ laws (s-apostrophe)

• Avoid colloquialisms, such as “Henry VIII was a righteous dude” or “the Black Death was a major bummer.” They are out of place in formal writing and imply that the reader does not need to take you seriously.

• The first time you mention some person or some thing you should explain who or what it is. Always give a person’s name and job description in full the first time you mention him or her – “U.S. President Franklin Roosevelt,” for example. Later, you can give his last name only. Similarly, write “North Atlantic Treaty Organization” before you start using “NATO.”

• Practice proper parallelism. Write sentences like “I have nothing to offer but blood, toil, tears and sweat” or “The Bible contains the mind of God, the state of man, the way of salvation, the doom of sinners, and the happiness of believers.” Do you see how these work? In the first sentence, the four objects of the verb “to offer” are all single-word, concrete nouns. In the second sentence, four nouns, each modified by an adjectival phrase, act as the object of the verb “contains.” That is, all the list items are grammatically parallel to each other. Do not write lists that do not exhibit such parallelism, for example: “The candidate promised quality, frugal, clean administration, and honest.” (A possible revision: “The candidate promised quality, frugality, cleanliness, and honesty.”)

• Each paragraph should function as its own mini-essay. A paragraph should start with a topic sentence and stick to that particular topic, with the sentences flowing logically from one to the other. If narrating events, the events should be narrated in the order they occurred – certainly, information should not be introduced without explanation.

• Think carefully about the words you use. If you are unsure of the meaning of a word, look it up in a dictionary. Use a thesaurus to find words that are similar in meaning. Come back to your paper more than a day after writing it and read it through. Does it make sense? Can you say it better?

Identity Politics

From my friend Lachlan Mead, a report from the Institute of Public Affairs, a think tank based in Melbourne, Australia, entitled The Rise of Identity Politics: An Audit of History Teaching at Australian Universities in 2017. A choice excerpt, with which I happen to agree:

The teaching of history in Australian universities has become a bastion of the cultural theory of Identity Politics, whereby people are divided by their class, race, gender and their individuality is denied. Students studying history in Australia are at risk of finishing their degrees with a distorted view of the world in which the past is viewed as a contest between the oppressors and the oppressed.

As Brendan O’Neill commented, ‘ Western Campuses in particular have become hotbeds of identity politics, or what is sometimes referred to as the ‘identitarian left’ which now defines itself, and engages with others, through the prism of identity rather than on the basis of ideas…’

There is a direct correlation between the recent rise of the ‘snowflake’ generation, a neologism used to describe young adults of the twenty-first century as being less resistant and more inclined to taking offence and being offended. These ‘coddled students’, encouraged by both university administrators and academics are eager to restrict freedom of speech and freedom of academic enquiry through mechanisms such as ‘trigger warnings’ and ‘safe spaces’ on campus. Jonathan Haidt, Professor of Ethical Leadership at New York University, calls this phenomenon ‘the purification of the universities.’

But there’s hope! Click on the link to read about the IPA’s Foundations of Western Civilization Program.

An Investment in You!

There are numerous theories about why the rate of increase in university tuition fees has outstripped the rate of inflation for the past thirty or so years:

• State legislators have cut back universities’ budgets, and the universities have to make it up by charging more in fees. This is a favorite of liberal friends of mine.

• Easy credit and government grants encouraged universities to grab as much of it as they can. Why leave money on the table?

• Higher education “expanded” (both in terms of numbers of students and of campuses) – and at the first drop in the number of warm bodies they needed to make up the shortfall.

• “Baumol’s cost disease,” i.e. “costs in industries without much productivity growth tend to rise, because they have to compete for labor with more productive industries.”

• From Dartblog: Many universities have succumbed to bureaucratization, that is, they are being run, not for their ostensible purpose, but for the sake of their staffers:

As any competent manager will tell you, the very nature of a bureaucracy is to grow, unless restrained by vigilant leaders. Bureaucrats always want to manage more people (the better to justify salary increases), and dismissing non-productive employees is against the ethos of these sprawling offices. In fact, each time a mistake is made in hiring, extra hiring takes place beyond it to compensate for the low productivity of the mistaken hire. And so it goes.

In industry, the pressure of competition obliges companies to run as leanly as possible; at the College, a surging endowment and the ability to raise tuition at rates far above inflation have ensured that there is no need to exercise any budget discipline at all — except after the market crash in 2008. Of course, private sector companies are not immune to such temptations: America’s car companies were so rich in the 1960s and 1970s that the size of their head offices and administrative functions soared. The same thing occurred at market-dominating IBM in the same period. Only after punishing competition hurt these behemoths did they put their houses in order.

• My personal favorite, as much as I hate it: the market has in fact spoken. Universities don’t compete on price, they compete on prestige. So if you run a university, you’re practically compelled to charge and arm and a leg (which itself signals prestige), and then furnish in return the lazy river, the rock-climbing wall, the beautiful campus with extensive plantings and sculpture, luxury dorms, gourmet food, and constant propaganda burnishing the university’s image in order to assure the customers that their purchase has been a wise one.

• Related to this: technology, regulation and fear of lawsuits. In 1970, no university needed an office of ten people whose sole job was to keep the Internet going. No university needed an institutional researcher (making more than any faculty member) to keep it in compliance with the accrediting agency. No university needed a psychologist and an army of hand-holding student life busybodies and academic advisors, because people seemed a little more mentally resourceful and robust (and less willing to sue the place if things didn’t work out). All of these people cost money.

• Related to the last two points: the expansion of the administration. Time was when faculty were expected to serve as dean for a couple of years. Now the university hires full-time deans. This suits the faculty just fine, because who wants to serve as dean? So not only are there more employees, they all have to be paid enough to entice people to take on the work. (You’d have to pay me a lot of scratch to become provost!) So now there is a class of full-time administrators for whom demand might outstrip supply, the complete inverse of tenure-track faculty positions.

But whatever the cause, I really hate it (especially as it does not seem to have had much effect on my salary!). I am certainly not looking forward to paying university fees for my own kids in the next few years. And the more that it costs, the more that university necessarily becomes a purely functional career preparation service (viz. the QEP that we have recently selected, which is all about making students “job-ready”). How can a university charge so much without explicitly promising that gainful employment shall surely follow? And how can an instructor possibly fail anyone who has “paid for this,” no matter how indifferent their performance? It saddens me that the idea that a university education should encourage critical thinking, informed citizenship, elegant composition, familiarity with great art and literature, and the development of a meaningful life philosophy, sounds more and more quaint with each passing year.

Hocus Pocus

I told my students the other day that they should not say “hocus-pocus,” because it’s anti-Catholic, a mockery of “hoc est corpus meum,” the words a Catholic priest uses to transubstantiate the bread into the actual flesh of Jesus. (Actually, I see now that this is only one of several possible explanations of this phrase.) They then asked what words were used to transubstantiate the wine. After explaining just why blood is optional when you’re consuming flesh, I said that it would be “hoc est sanguis…” and balked at the gender of the pronoun. I asked what the gender of “sangre” was, and a Hispanic student said that it was feminine, “la sangre.” But then an Ivorian student pointed out that it’s “le sang” in French, i.e. masculine – and of course she’s right, as the line from the “Marseillaise” is “qu’un sang impur,” not “qu’une sang impure.” This prompted me to look up “sanguis” online, and to discover that in Latin it’s indeed masculine. So the expression logically would be “hic est sanguis meus.” But I have never seen an example of genders shifting like this from Latin to one of its Romance descendants. I wonder what caused this, and how many other words have undergone such gender-bending.

(Of course, I have also discovered in the meantime that my Latin may be logical, but it’s not what was actually said. According to the Medieval Sourcebook, the two Latin rite sentences are:




that is, “for this is my body,” and “for this is the cup of my blood.”)

Thoughts I have had while lecturing

I. An interesting shift: at one point African-American slaves took inspiration from Moses leading the Hebrew slaves out of bondage from Egypt, hence the spiritual:

When Israel was in Egypt’s land, Let My people go!
Oppressed so hard they could not stand, Let My people go!
Go down, Moses, Way down in Egypt’s land;
Tell old Pharaoh To let My people go!

But of course Egypt is African, or judged to be representative of Africa, so starting in the twentieth century African-Americans began to look back with admiration on ancient Egypt, partly as a riposte to the European idealization of Ancient Greece (this is where the Afrocentric charge that the latter “stole” everything from the former comes from). Thus, for example, Alpha Phi Alpha, the nation’s first black fraternity, founded at Cornell in 1906 and which:

utilizes motifs from Ancient Egypt and uses images and songs depicting the Her-em-akhet (Great Sphinx of Giza), pharaohs, and other Egyptian artifacts to represent the organization…. This is in contrast to other fraternities that traditionally echo themes from the golden age of Ancient Greece. Alpha’s constant reference to Ethiopia in hymns and poems are further examples of Alpha’s mission to imbue itself with an African cultural heritage.

(This despite the fact that they use Greek letters to identify themselves – why not a couple of hieroglyphs?)

I suppose the fall of slavery in the United States lessened the appeal of the ancient Hebrews, allowing the shift toward sympathizing with the Egyptians.

II. One of my favorite records when I was in college features the novelty song “Istanbul (not Constantinople),” which dates from the 1950s and is (I suppose) a celebration of the rise of nationalist Turkey. By way of explaining the name change of that county’s most famous city, the song points out a parallel situation:

Even old New York, was once New Amsterdam.
Why they changed it I can’t say, people just liked it better that way.

But perhaps a more accurate assessment of this name change is that the British defeated their continental rivals the Dutch and took possession of the New Netherlands in 1664, and promptly changed the names of New Amsterdam and Fort Orange to New York and Albany respectively, after the Duke of York and Albany, the future King James II. Fort Orange was so called, of course, on account of “Orange” being the name of the ruling house of the Netherlands.

What’s ironic is that James II was a Catholic, and didn’t have the good sense to keep it to himself, and provoked the Glorious Revolution of 1688, whereby Parliament invited his daughter Mary Stuart to become queen, and her husband to become king… that husband being none other than William of Orange, king of the Netherlands. These two reigned as co-monarchs, hence the College of William and Mary in Williamsburg.

So an Orange was replaced by an Albany, who was replaced by another Orange (who opened up Ireland for Protestant settlement, hence the Orange Order, and Orangeman’s Day).