William A. Koelsch’s research while affiliated with Clark University and other places

The year 2013 marked the sesquicentennial of the birth of Ellen Churchill Semple, at one time a towering figure in American geography. Like almost all of her geographer contemporaries in the first decade of the twentieth century, she was a stout defender of ‘geographic influences’ in history. This article examines a failed attempt by professional historians to give geographers a hearing at the American Historical Association in a critical ‘Conference’ on the relevance of geography to history, in 1907. Organized by Frederick Jackson Turner, it was the first time professional historians in America had given Miss Semple a public opportunity in which to defend her views. How and why it turned out to be an intellectual disaster, and how its major participants changed their views later, is the subject of this paper.

abstract. The conventional narrative regarding the American reception of George Perkins Marsh, author of Man and Nature (1864), is that his work and ideas were “lost,”“forgotten,” or “neglected” until Lewis Mumford “rediscovered” him and introduced him to geographers at the University of California-Berkeley through The Brown Decades (Mumford [1931] 1955) and until Carl Sauer made him known to the profession at large beginning in 1938. This article upends the conventional narrative by looking at earlier references to Marsh's later versions of Man and Nature, which were published as The Earth as Modified by Human Action from 1874 to 1907. Analysis reveals that a number of geographers and historians cited these editions between 1875 and the early 1950s. Examining the legend of loss and rediscovery suggests the value of methods utilized in reception studies for research on the history of geography.

Thomas Jefferson (1743–1826) had a lifelong interest in geography. Except for his role in the Lewis and Clark Expedition and a few references to his Notes on the State of Virginia, however, geographers have taken a relatively slight interest in this aspect of his thought, despite his having sometimes been referred to as “one of the greatest American geographers.” This essay suggests that we need to reexamine Jefferson as a geographical thinker. Reviewing some of the more important literature thus far, it suggests where such topics may profitably be extended and points to some aspects of his geographical interests not yet incorporated into the geographical literature.

Swiss-born Arnold Henri Guyot (1807–1884) was the first professionally trained geographer to hold an academic position in the United States. After his migration to this country in 1848 he lived for several years in Massachusetts. During this period he introduced contemporary German-Swiss ideas of geography to key opinion leaders in an important series of lectures (published as Earth and Man), established a system of weather stations, and lectured on methods of teaching geography in Massachusetts teachers' institutes and normal schools. This article discusses Guyot's work in the reform of school geography in Massachusetts as the seedbed for his later, better-known work as the author of innovative textbooks and other teaching aids.

Strabo of Amasia (ca. 64 B.c.-ca. A.D. 23) wrote the first comprehensive geography of the world known to the Greeks and Romans. Interest in Strabo and his Geography, which survives nearly intact in seventeen books, has fluctuated over the centuries among both classicists and historians of geography. After some historical background on Strabo and his reception, this essay considers the contribution of two significant recent English-language treatments, as well as Strabo's Geography itself, and suggests ways in which the Strabonic model may have renewed relevance to the geographer's task of interpreting the oikoumene in the contemporary world.

This paper examines Franz Boas as an aspiring professional geographer during the 1880s: his Baffin Land research, his publications, his participation in geography organizations, and his struggle to attain a university appointment in geography. Frustrated by a seeming lack of opportunity for advancement in Germany, Boas explored career opportunities as a geographer in America and launched a series of unsuccessful but meaningful attempts to dominate the intellectual direction of American geography. Finally, the article reviews the circumstances surrounding Boas's appointment as an anthropologist at Clark University in 1889. Through examining Boas's own words and actions, the paper demonstrates that his professional identification with geography was lengthier and stronger than earlier accounts have suggested. It also critiques the myth of a Baffin Land "conversion" to anthropology, and delineates the circumstances of his shift from German human geography to his Americanist recasting of anthropology after 1889.

The antecedents of twentieth century humanistic geography in America lie in part in the cultivation of geography by classicists, historians, librarians, and other nineteenth and early twentieth century humanistic scholars and writers. One of them, William H. Tillinghast, a Harvard College librarian trained both in classics and history, wrote an exemplary essay in the 1880s on ‘The Geographical Knowledge of the Ancients’ that provided a model analysis of early Western geographic ideas anticipating that of John K. Wright in the 1920s. Institutional analysis suggests their common rootage in an evolving Harvard ‘school’ of humanistic geography based in history and classics, the product both of a sequence of mentor/disciple relationships and a broader institutional environment shaping Wright's early concepts concerning the history of geography. 2003 Published by Elsevier Science Ltd.

G. Stanley Hall (1844-1924), founding president of Clark University, was a leader in the child study movement and a significant figure in psychology and education in the late nineteenth and early twentieth centuries. Hall had pronounced opinions on many educational subjects, including the teaching of geography. His criticisms and program for the reform of school geography were based on a mix of European ideas of heimatkunde or "home geography," developmental or "genetic" psychology, and his work in the child study and nature study movements. This article traces Hall's involvement with geographic pedagogy from the 1880s through World War I, including his sponsorship of the first American Ph.D. dissertation in the teaching of geography, completed at Clark in 1906.