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“What's American About America?”: A Structuralist Approach

Published online by Cambridge University Press:  30 July 2009

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Extract

The quotation marks in my title offer homage to John A. Kouwenhoven for a stimulating essay he published under that name more than twenty years ago. In it he brought under one intuitive umbrella such diverse Americana as the Manhattan skyline, the gridiron town plan, the skyscraper, jazz, the Constitution, Mark Twain's writing, Walt Whitman's Leaves of Grass, assembly-line production, and chewing gum. What united them all, he felt, was their embodiment of process—the ongoing changingness that was the essence of America. Brilliant as the essay may be, it remains inspired journalism because Kouwenhoven had no method to propose except his own cultivated intuition. In this essay I shall speak of several of the same American phenomena but in a context intended to meet the need for a theory and a method to guide the complex business of making sense of American distinctiveness.

Type
Research Article
Copyright
Copyright © Cambridge University Press 1980

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References

NOTES

1. Kouwenhoven, John A., “What's American About America?” Harper's Magazine, No. 213 (07 1956), pp. 2533.Google Scholar

2. The most accessible short introduction to structuralism in the varied fields where it has proved significant so far is Structuralism: An Introduction, ed. Robey, David (Oxford: Clarendon Press, 1973)Google Scholar. For analysis of the principal structuralist ideas in relation to American Studies, see my “access essay” entitled “Structuralism and the Humanities” in American Quarterly, 30 (11 1978), 261–81.Google Scholar

3. As quoted in Kelly, R. Gordon, “Literature and the Historian,” American Quarterly, 26 (05 1974), 147.CrossRefGoogle Scholar

4. Black, Max, Models and Metaphors: Studies in Language and Philosophy (Ithaca, N.Y.: Cornell Univ. Press, 1962), p. 1.Google Scholar

5. Dexter, Edwin Grant, A History of Education in the United States (1906; rpt. New York: Burt Franklin, 1971), p. 288Google Scholar. First published 1904. Histories of education in America are notably silent about the development of the new curriculum, a circumstance the structuralist welcomes as a sign that the rules he is describing are so fundamental to the system that they remain invisible to those who function within it.

6. Daniel J. Boorstin gives a good quick account in The Americans: The National Experience (New York: Random House, 1965), pp. 2034.Google Scholar

7. The best-informed study of Whitney to date is Woodbury, Robert S., “The Legend of Eli Whitney and Interchangeable Parts,” Technology and Culture, 1 (Summer 1960), 235–53.CrossRefGoogle Scholar

8. Gilbert, K. R., “Machine Tools,” in Singer, Charles et al. , eds., A History of Technology (Oxford: Clarendon Press, 1958), IV, 437–41.Google Scholar

9. See Reps, John, The Growth of Urban America (Princeton, N.J.: Princeton Univ. Press, 1965), esp. pp. 3132, 294324.Google Scholar

10. Sartre, Jean-Paul, “New York, the Colonial City,” in Literary and Philosophical Essays, trans. Michelson, Annette (New York: Collier, 1962), pp. 127, 131.Google Scholar

11. Hart, John Fraser, The Look of the Land (Englewood Cliffs, N.J.: Prentice-Hall, 1975). pp. 4566, esp. 57Google Scholar, points out that the actual size and shape of fields—in Ohio for instance—are not as regular as the grid system would predict. Nonetheless the grid merits a distinct term, isonomy, the distribution of land on an egalitarian principle of comparable unit size, as opposed to eunomy, dominant in colonial New England, which allocated acreage in relation to a man's importance.

12. Awareness of the importance of the balloon-frame building as an American innovation dates from Giedion, Siegfried, Space, Time and Architecture, 5th ed. (Cambridge: Harvard Univ. Press, 1967), pp. 346–54Google Scholar. Originally published in 1940.

13. See, for example, Child Ballad No. 10, “The Two Sisters,” as presented by Bronson, Bertrand, The Traditional Tunes of the Child Ballads (Princeton, N.J.: Princeton Univ. Press, 1959), I, 143–84Google Scholar. Versions 24, 37, 39, 41, 47, 50, 53, 56, 57, 60, 63, 65, 75, 92, and 93 illustrate the kind of change I describe. Such versions, when they occur, are almost exclusively American in provenance.

14. Coover, Robert, Pricksongs and Descants (New York: E. P. Dutton, 1969)Google Scholar, and Hassan, Ihab, Paracriticisms (Urbana: Univ. of Illinois Press, 1975).Google Scholar

15. Cabot, James Elliot, A Memoir of Ralph Waldo Emerson (Boston: Houghton Mifflin. 1887), II, 669–70.Google Scholar

16. Wood, Barry, “The Growth of the Soul: Coleridge's Dialectical Method and the Strategy of Emerson's Nature,” PMLA, 91 (05 1976), 385–97.CrossRefGoogle Scholar

17. Wyatt, David M., “Spelling Time: The Reader in Emerson's ‘Circles,’AL, 48 (05 1976), 141.CrossRefGoogle Scholar

18. First Annual Message (Dec. 8, 1829) in The Statesmanship of Andrew Jackson, ed. Thorpe, Francis Newton (New York: Tandy-Thomas, 1909), p. 45.Google Scholar

19. Sloan, Alfred P. Jr., My Years with General Motors, ed. McDonald, John with Stevens, Catharine (Garden City, N.Y.: Doubleday, 1964).Google Scholar

20. Verne, Jules, From the Earth to the Moon, trans. Edward Roth (New York: Dover, n.d.), p. 10.Google Scholar

21. A new book on Star Trek gives it serious analytic attention for the first time: Blair, Karin L., Meaning in Star Trek (Chambersburg, Pa.: Anima, 1978).Google Scholar

22. See Russell, James D., Modular Instruction (Minneapolis: Burgess, 1974)Google Scholar. Professor Russell of Purdue University explores the modalities of breaking a science course for nonscientists into smaller modules or subsubjects, a certain number of which the student must choose and master in order to receive credit for the course.