Grappling with Geography's Existential Dilemma: The Legacy of William Torrey Harris

Abstract

Geography's existence as a school or college subject has never been a given. While geographers make cases for geography's importance, acceptance of those cases rests not on impassioned rhetoric but on the social and intellectual contexts into which disciplines fit. Contexts are contested and they change. From a seemingly secure position at the beginning of the twentieth century, geography's role in American schools has been eroded and diminished by corrosive forces. Geographers need convincing answers to the existential question lest the subject disappear entirely. Geography's enviable position was in large measure the work of William Torrey Harris. Harris made a compelling existential case for geography and his vision, its implementation, its rejection, and its fate offer a model from which geographers can learn. Understanding how to respond to a social and intellectual context is crucial to geography's future.

I would like to acknowledge the editorial assistance of Lynn S. Liben, and the helpful guidance of the editor and the three reviewers.

I would like to acknowledge the editorial assistance of Lynn S. Liben, and the helpful guidance of the editor and the three reviewers.

Notes

I would like to acknowledge the editorial assistance of Lynn S. Liben, and the helpful guidance of the editor and the three reviewers.

1. Lawrence Cremin's magisterial, three‐volume history of American education remains unsurpassed as an explanation of the development of education from 1607 to 1980 (Cremin 1970; Cremin 1980; Cremin 1988). Cremin uses a social and intellectual approach to understand the roles of institutions, ideas, and people in shaping educational purposes and practices.

2. After Harris's death, there were numerous obituaries and encomiums. While Leidecker's biography of Harris has a hagiographical tone, it is grounded in extensive archival research and captures the details of his life and career.

3. Geography has played different roles throughout the course of American history. Two books portray the ways in which geography has been seen and used. Martin Brückner (2006) captures the changing contexts for geography from 1690 to 1825, and Susan Schulten (2001) from 1880 to 1950.

4. Bednarz and Bednarz (2004) provide a review of school geography in the United States, and Bednarz and others (2006) provide a comprehensive overview of the current state of geography education in North America.

Additional information

Notes on contributors

Roger M. Downs

Dr. Downs is a professor of geography at The Pennsylvania State University, University Park, Pennsylvania 16802; [[email protected]].