132. Bragg, Op. cit., page 241.
133. For English around the world, see: Robert Burchfield, The Cambridge History of the English Language, Cambridge, England: Cambridge University Press, volume V, 1994, especially chapter 10.
CHAPTER 34: THE AMERICAN MIND AND THE MODERN UNIVERSITY
1. Boris Ford (editor), The New Pelican Guide to English Literature, volume 9, American Literature, London: Penguin Books, 1967/1995, page 61.
2. Commager, The Empire of Reason, Op. cit., page 16f.
3. Louis Menand, The Metaphysical Club: A Story of Ideas in America, London: HarperCollins/Flamingo, 2001.
4. Menand, Op. cit., pages x–xii. See too Hofstadter, Op. cit., page 168, who also identifies what he calls ‘a renaissance’ in American thought.
5. Morison et al., Growth of the American Republic, Op. cit., page 209.
6. Menand, Op. cit., page 6. Harvey Wish, Society and Thought in Modern America, London: Longmans Green, 1952, adds Veblen, Sumner, Whitman, Dreiser and Pulitzer, Louis Sullivan and Winslow Homer to this list.
7. Brogan, The Penguin History of the United States, Op. cit., page 300. See also Boorstin, The Americans: The National Experience, Op. cit., page 251.
8. Menand, Op. cit., page 19.
9. Ibid., page 26. See also Luther S. Luedtke, Making America: The Society and Culture of the United States, Chapel Hilclass="underline" University of North Carolina Press, 1992, page 225, for the pivotal role of Emerson for writers.
10. Menand, Op. cit., page 46.
11. Mark DeWolfe Howe, Justice Oliver Wendell Holmes: The Shaping Years, volume 1, Cambridge, Massachusetts: The Belknap Press of Harvard University Press, 1957–1963, two volumes, page 100.
12. Menand, Op. cit., page 61.
13. Brogan, Op. cit., pages 325ff, for a good brief introduction to the weaponry and tactics of the Civil War.
14. Morison et al., Op. cit., page 209. See also Albert W. Alschuler, Law Without Values: The Life, Work and Legacy of Justice Holmes, Chicago: University of Chicago Press, 2000, pages 41ff, ‘The battlefield conversion of Oliver Wendell Holmes’.
15. Hofstadter, Op. cit., page 32, for the impact of Darwin on Holmes.
16. Holmes famously said that anyone who was anyone should have produced a noteworthy achievement by the time he or she was forty. He himself just made it: The Common Law appeared when he was 39.
17. Menand, Op. cit., page 338.
18. Howe, Op. cit., volume 2, page 137.
19. Menand, Op. cit., page 339.
20. Morison et al., Op. cit., page 209.
21. Menand, Op. cit., page 339.
22. Ibid., page 340.
23. Ibid., page 341.
24. Howe, Op. cit., volume 2, page 140.
25. Morison et al., Op. cit., page 209.
26. Menand, Op. cit., page 342.
27. Alschuler, Op. cit., page 126.
28. Menand, Op. cit., page 344.
29. He had, he said, a pessimistic view of humanity. Alschuler, Op. cit., pages 65 and 207.
30. Morison et al., Op. cit., page 201–210.
31. Menand, Op. cit., page 346.
32. Ibid.
33. Morison et al., Op. cit., page 209.
34. Menand, Op. cit., page 79.
35. Hofstadter, Op. cit., page 127. Morison et al., Op. cit., page 199.
36. See his self-portrait sketch on page 140 of: Gary Wilson Allen, William James: A Biography, London: Rupert Hart-Davis, 1967.
37. Morison et al., Op. cit., page 297.
38. This, says Menand, ‘marked the beginning of the professionalisation of American science’. Op. cit., page 100.
39. Linda Simon, Genuine Reality: A Life of William James, New York: Harcourt Brace, 1998, page 90.
40. Menand, Op. cit., page 127.
41. Ibid., page 146.
42. Morison et al., Op. cit., page 199.
43. Allen, Op. cit., page 25.
44. Menand, Op. cit., page 154.
45. Ibid.
46. Morison et al., Op. cit., page 198.
47. Menand, Op. cit., page 180.
48. Ibid., page 186.
49. Joseph Brent, C. S. Peirce: A Life, Bloomington, Indiana: Indiana University Press, 1993, page 208.
50. Hofstadter, Op. cit., pages 124ff, for the links between Herbert Spencer and pragmatism.
51. Menand, Op. cit., page 196.
52. Brent, Op. cit., page 96.
53. Menand, Op. cit., page 197.
54. Ibid., page 199.
55. Ibid., page 200.
56. Brent, Op. cit., page 274. See Hofstadter, Op. cit., pages 128ff, for the influence of Peirce and Spencer on James. See also Boorstin, The Americans, Op. cit., page 260.
57. Menand, Op. cit., page 352.
58. Ibid.
59. Simon, Op. cit., pages 348ff for James’ debt to Peirce.
60. Morison et al., Op. cit., page 199.
61. Menand, Op. cit., page 355.
62. Ibid.
63. Ibid., page 357.
64. See Allen, Op. cit., page 321, for his reservations.
65. Menand, Op. cit., pages 357–358.
66. Lovejoy, The Great Chain of Being, Op. cit.
67. See for example: Ellen Key, The Century of the Child, New York: Putnam, 1909.
68. Boorstin, Op. cit., page 201.
69. Morison et al., Op. cit., page 223.
70. This lack of structure ultimately backfired, producing children who were more conformist, precisely because they lacked hard knowledge or the independent judgement that the occasional failure helped to teach them. Liberating children from parental ‘domination’ was, without question, a form of freedom. But, in the twentieth century, it was to bring its own set of problems.
71. Morison et al., Op. cit., pages 198–199.
72. Menand, Op. cit., page 360.
73. Ibid., page 361. See also: Hofstadter, Op. cit., page 136.
74. Menand, Op. cit., page 361.
75. Robert B. Westbrook, John Dewey and American Democracy, New York: Cornell University Press, 1991, page 349.