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Reviews and Letters
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- The Concord Review
- Reviews and Letters
Reviews and Letters
Praise for The Concord Review
The Concord Review - Varsity Academics
I very much like and support what you are doing with The Concord Review. It's original, important, and greatly needed, now more than ever, with the problem of historic illiteracy growing steadily worse among the high school generation nearly everywhere in the country.
--David McCullough, Historian
The Concord Review provides a splendid forum for the best student work in history...It deserves the support of everyone in the country who cares about improving the study of history in the schools.
--Diane Ravitch, Senior Scholar, New York University
The Concord Review enjoys an excellent reputation among the I.B. and A.P. teachers with whom I have taught. The Concord Review is a must for those teachers striving for excellence in the classroom.
--Doug Harvey, History Teacher, Hong Kong International School
The Concord Review becomes better all the time...You are to be congratulated on creating a very useful publication.
--Stephen R. Graubard, Editor, DÆDALUS
We have set our standards too low in all fields for far too long. It is a pleasure to see The Concord Review as an example of what we should be striving for.
--Richard Askey, Professor of Mathematics, University of Wisconsin
Letters to The Concord Review
Letters from:
Dr. Tamás Vonyó
Author of an essay on Germany Industry (Summer 1999)Whitney Blue Toutenhoofd
Author of an essay on Scottish Nationalism (Fall 2020)Amit Majithia
Author of an essay on Napoleon Bonaparte (Winter 1997)Evan Luo
Chiara R. Nappi
Author of an essay on Caeser’s Civil War (Spring 2023)
Theoretical Physicist, Institute for Advanced Study, Princeton University
William R. Fitzsimmons
Dean of Admissions and Financial Aid, Harvard College
Eugene D. Genovese
President, The Historical Society
John Silber
Chancellor, Boston University
Arthur Schlesinger, Jr.
Historian
Jonathan P. Reider
Senior Associate Director of Undergraduate Admissions, Stanford University
The Giraffe Project
"Moving people to stick their necks out for the common good"
Broeck N. Oder
Chair, Department of History, Santa Catalina School
Rachel Davidson
Princeton Class of 1993
Loretta Heuer
Director, Heueristics
John Wardle
Head of History, Northern Secondary School
Scott R. Reisinger
Head of History, Greens Farms Academy
Jesse Esch
University of Alberta Class of 2001
Ginger Gentile
East Hampton High School Class of 1998
HS Author Inspiration (samples from letters)
Letter from Tamas Vonyo
Author of an essay on Germany Industry (Summer 1999)
October 21, 2022
Dear Will (if I may),
I am writing to you as a former author of The Concord Review, in response to the last newsletter. You published my International Baccalaureate extended essay in history written in 1999, Ploughshares into Swords: Did the German Industrial Phoenix Push Wilhelm II Towards Reckless Ambition?
The role of TCR in my academic career cannot be overstated. This was my first academic publication and did much to inspire me towards further study. At the time, I was a student at Lester B Pearson United World College of the Pacific in Victoria, British Columbia. After the completion of my studies, I returned to my native Hungary and began a publishing career as an undergraduate. The critical essay writing skills that I had acquired helped me enormously. By the time I finished university, I had published two papers in the top two Hungarian history journals and received the contract for my first monograph.
In 2005, I received a full scholarship to read for an MPhil and subsequently a PhD in Economic and Social History at the University of Oxford. My graduate work was still inspired by German economic history, in particular the economic consequences of World War II for economic growth in West Germany after 1945. My master thesis was awarded the Feinstein Prize in 2008, my doctoral dissertation the thesis prize of the International Economic History Association in 2012. I was an assistant professor at the London School of Economics before I moved to Bocconi University in Milan, where I have been an associate professor with tenure since 2019.
I have had a successful career in publishing articles in top journals of economic history, including two papers in the Economic History Review. In 2018, I published a monograph with Cambridge University Press, The Economic Consequences of the War: West Germany's Growth Miracle After 1945. It was reviewed by Barry Eichengreen in the American Historical Review.
I have also become a passionate educator, teaching economic history at both undergraduate and graduate level, and having supervised both doctoral and postdoctoral researchers.
I can tell you with the greatest sincerity, as a fellow academic, that the work you continue to do is of inestimable value.
Thank you and best regards,
Tamas
Dr. Tamás VonyóAssociate Professor of Economic History
Bocconi University
Department of Social and Political Sciences
Via Roentgen 1
20136 Milan, IT
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Letter from Whitney Blue ToutenhoofdAuthor of an essay on Scottish Nationalism (Fall 2020)
24 August 2020
Dear Mr. Fitzhugh,
Thank you so much for considering my paper on Scottish Nationalism for The Concord Review. I received your letter about the paper being published in the Fall 2020 issue, and I'm so honored to be included!
This paper began as a 2,000-word essay for my IB World History class. In my research for that assignment, it became clear to me that the paper I really wanted to write would never fit within the word count. The writing of this longer paper [8,000 words] was the most academically challenging project that I've ever taken on. I have never before devoted so much time and energy to historical research. Writing for the Review required a level of commitment to the process of research and a standard of scholarship that I had never been exposed to at school.
Thank you for so generously creating this amazing opportunity for high school students. Once again, I am so grateful for the chance to be published.
Sincerely,
Whitney Blue Toutenhoofd[Fairview HS, Boulder, Colorado
Class of 2021, Emerson Prize V31
Scottish Nationalism, Fall 2020
Yale Class of 2025]
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Letter from Amit MajithiaAuthor of an essay on Napoleon Bonaparte (Winter 1997)
November 6, 2022
Dear Will,
I write to you as a past author in The Concord Review to voice my support of TCR’s work in sparking a love of history and a reflective spirit. You published my paper on Napoleon Bonaparte that I wrote for world history class in 1997.
When I matriculated at Harvard College I still fondly remember you kindly taking me out lunch, a freshman finding his way. Since then, my path took me towards science and medicine; I obtained my MD from NYU in 2007 and completed clinical training and specialization into endocrinology at the Massachusetts General Hospital. I was recruited to UC San Diego to build a research program devoted to understanding the genetic basis of diabetes and related disorders and am currently tenured at the school of medicine. In addition to leading a lab composed of graduate students and post-doctoral fellows, I see patients with diabetes and teach medical students.
Since that article on Bonaparte published in TCR over two decades ago I have published dozens of peer reviewed scientific articles, editorials, and book chapters. The Bonaparte paper was fundamental to what success I’ve had in scientific writing, by teaching me that there is an audience for works of love and depth and passion. I remember that feeling of total immersion and absorption in researching the paper, reading original French sources, getting help from my French teacher to understand certain passages.
In today’s cultural climate, where it is acceptable to respond with “TLDR” (too long didn’t read) and reading material is selected primarily based on its brevity, I think the TCR is even more crucial by appreciating and inspiring appreciation for long form depth.
Thank you for what you did for me and best wishes,
Sincerely,
Amit R. Majithia, M.D.
Associate Professor, Department of Medicine
School of Medicine, University of California San Diego
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Letter from Evan LuoAuthor of an essay on Caeser’s Civil War (Spring 2023)
Dear Mr. Nasson,
I hope this email finds you in good health and high spirits. I am writing again to express my deepest gratitude for the publication of my paper, "Caesar's Civil War," in The Concord Review. The opportunity you provided me to share my research has been truly remarkable, and I cannot thank you enough.
When I received your letter that my paper would be published, I was overwhelmed with joy and a renewed sense of confidence. Seeing my work in print has been an incredibly validating experience, bolstering my belief in my abilities as a writer and researcher. It has also ignited a greater passion for history within me, particularly in the field of Greco-Roman history. I am eager to explore and contribute to the understanding of the Roman Republic and Empire. I have also been reading and researching more contemporary topics such as Singapore’s economic miracle under the leadership of Lee Kuan Yew, which could potentially make for a future economic history paper.
Inspired by the publication of "Caesar's Civil War," I have set my sights on a more ambitious project—a book that delves into fifteen diverse topics in Roman history, following the Cambridge Companions style. From the establishment of the Roman Kingdom to the fall of the Empire, I aim to explore various facets of Roman civilization, including numismatics, papyrology, and archaeology. This endeavor will not only deepen my own knowledge but also contribute to the broader understanding of this era.
Furthermore, the recognition I have received from The Concord Review has played a significant role in shaping my academic aspirations. I have decided to pursue a major in history and classics when I enter college, driven by the encouragement and validation I have received from my classics teacher, Dr. Toomey, who was thoroughly impressed by my paper.
I firmly believe that The Concord Review has been instrumental in expanding my academic horizons. The opportunities it offers to young scholars like myself are unparalleled, fostering intellectual growth and cultivating a deep appreciation for academic excellence. I am truly grateful for your dedication to promoting exceptional work and supporting aspiring historians.
Once again, I cannot express enough how grateful I am for the opportunities The Concord Review has provided me. Your support and belief in young historians like myself have had a profound impact on my life and future trajectory. I am eager to continue growing as a writer and historian, and I sincerely hope to make further contributions to the field of Roman history. It brings me great joy to share that after purchasing two dozen copies of the Spring Issue, I was able to distribute them to students and faculty at my school, and the response was overwhelmingly positive, especially considering our school's strong focus on classics.
Thank you once again for your invaluable contribution to my academic journey. I look forward to staying connected and sharing my progress with you.
With warm regards,
Evan Luo
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Letter from Chiara R. Nappi
Theoretical Physicist, Institute for Advanced Study, Princeton University
INSTITUTE FOR ADVANCED STUDY
EINSTEIN DRIVE
PRINCETON, NEW JERSEY 08540
Telephone: (609) 734-8000 FAX: (609) 924-8399
SCHOOL OF NATURAL SCIENCES
22 June 2000
Will Fitzhugh, President
The National Writing Board
730 Boston Post Road, Suite 24
Sudbury, Massachusetts 01776
Dear Mr. Fitzhugh:
I recently came across The Concord Review, and I would like to express to you my appreciation for your leadership role and your continuous dedication to this endeavor. Not only am I impressed with the high quality of the history articles that appear on the Review, but I am also impressed with the very idea of a publication which provides a forum for the academic work of high school students in history. As a physicist, I am accustomed to the many initiatives, such as math competitions and physics olympiads, instituted to recognize and promote interest and talent in the sciences among high school students. However, I have always felt that there are no equivalent mechanisms to encourage and nurture students in the humanities, and to recognize their accomplishments. The Concord Review strikes me as a simple yet brilliant idea to help fill that gap, and as a very effective way to promote high standards and excellence in the humanities.
Sincerely,
Chiara R. Nappi
Theoretical Physicist
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Letter from William R. FitzsimmonsDean of Admissions and Financial Aid, Harvard College
Harvard College
OFFICE OF ADMISSIONS AND FINANCIAL AID
BYERLY HALL
8 GARDEN STREET
CAMBRIDGE, MASSACHUSETTS 02138
January 6, 1999
Mr. Will Fitzhugh Editor & Publisher
The Concord Review
Post Office Box 661
Concord, Massachusetts 01742
Dear Mr. Fitzhugh,
Thank you for sending along Jonathan Hopkins' essay. I will be certain to include it with his application materials for review by the Committee, and I know they will find it most helpful.
I appreciate your taking the time and trouble to send this along. All of us here in the Admissions Office are big fans of The Concord Review!
Sincerely,
[signed]
William R. Fitzsimmons
Dean of Admissions and Financial Aid
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Letter from Eugene D. GenovesePresident, The Historical Society
THE HISTORICAL SOCIETY
Eugene D. Genovese, President
1487 Sheridan Walk
Atlanta, GA 30324
14 July 1998
Will Fitzhugh Editor & Publisher
The Concord Review
Post Office Box 661
Concord, Massachusetts 01742
Dear Mr. Fitzhugh:
May I take this opportunity to congratulate you on your splendid journal, The Concord Review. That you are performing a valuable service to American education goes without saying. What I find most remarkable is that the journal is intrinsically worth reading as interesting historical writing and not merely as a celebration of young talent. The articles would delight any professor of history if submitted to an advanced undergraduate class, and the best are of graduate student quality. With each issue I feel better about the future of American education and of our profession.
I wonder if The Concord Review would care to explore an attachment to The Historical Society. As you know, we are making a serious effort to recruit secondary school teachers and to promote the teaching of history in secondary schools, public and private. Since some people, most notably Diane Ravitch and yourself, are connected with both organizations, may I suggest we hold informal discussions with a view toward seeing how we might help each other.
With good wishes,
Sincerely yours,
[signed]
Eugene D. Genovese
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Letter from John SilberChancellor, Boston University
Chairman, State Board of Education, Massachusetts
May 16, 1997
Mr. Will Fitzhugh
Editor and Publisher
The Concord Review, P.O. Box 661
Concord, Massachusetts 01742
Dear Mr. Fitzhugh,
I have read your fine address of April 7, given at the Kennedy Library. This is the first time I was fully aware of the seriousness of your financial problems
The objection to elitism applies only if we are talking about an aristocratic or an oligarchic elite. Those who excel in academic and intellectual matters, Jefferson's natural aristoi, are not the sort of elite to be looked down upon or rejected. We are a society that makes heroes of the elites in entertainment and athletics. Why should we scorn academic elites?
The Concord Review will fill a need for years, if not generations, to come. I hope it can be an enduring presence. I wish we could insist on copies of the Review being in every high school, and I wish every high school principal at high school assemblies would urge that every student read The Concord Review. Students can be motivated by observing the work of their peers; sometimes they are only intimidated by the work of their elders.
With best wishes, Sincerely,
John Silber, Boston University
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Comment from Arthur Schlesinger, Jr.Historian
May 24, 1997
455 East 51st Street, New York, NY 10022
Dear Mr. Fitzhugh,
If you know of any foundations that might be interested in helping The Concord Review, I would be more than happy to write a letter of support. I heartily agree with John Silber that there should be a copy in every high school.
Sincerely yours,
Arthur Schlesinger, Jr.
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Letter from Jonathan P. ReiderSenior Associate Director of Undergraduate Admissions, Stanford University
STANFORD UNIVERSITY
Undergraduate Admissions
Old Union
Stanford, California 94305-3005
August 30, 1999
Mr. Will Fitzhugh
Editor
The Concord Review
P.O. Box 661
Concord, MA 01742
Dear Mr. Fitzhugh,
I want to tell you how pleased I am with the quality of the several issues of The Concord Review which you have recently sent to us. In the selective college admission process, admission officers rarely have the opportunity to read anything of intellectual depth written by high school students. We usually only have the short essays they write specifically for our applications. We read many testimonials to the quality of students' writing from teachers, but we can rarely judge for ourselves.
The quality of the writing and thinking found in The Concord Review is extremely high, equal in many cases to the best work done at the top colleges. I was pleased to read one essay from a student who has recently been admitted to Stanford. The quality of her work confirmed that we had made a good decision.
When a student applies to Stanford in the future, I would like to know if they have been published in your journal, or even if their essay has been considered seriously for publication. In a few special cases, (e.g., selective summer academic programs, certain science research awards) simple participation or membership by a student is a definite plus in the admission process. Henceforth, I will regard The Concord Review in the same light.
Sincerely,
Jonathan P. Reider, Ph.D.
Senior Associate Director
Undergraduate Admission
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A Giraffe's been sighted in Concord!a Giraffe for sticking his neck out for the common good.
We invite you to tell his story.
He'd been bothered for years by his observation that students' academic achievements went largely ignored, while athletic successes were grandly celebrated. He'd always wanted to bring that kind of appreciation to star scholars.
So he quit teaching and used every cent he had to start The Concord Review, a quarterly journal of history research papers--all written by high school students. Since 1987 he's worked alone out of his house to honor good students. He says he's countering the usual message they get: "If you do good academic work we won't tell anybody so they won't hate you. They won't find you in the hallway... students are under a tremendous amount of pressure to at least pretend not to care about academics."
The Concord Review has the high quality look of adult academic journals like Dædalus. Concord essays are eclectic, well researched and finely crafted, and average 5,000 words. The subjects are as varied as King Arthur, kamikaze pilots, women's suffrage, the Industrial Revolution, and ferris wheels; the young authors are from the US, Norway, Kenya, Indonesia--anywhere good scholars may be.
Teachers use the Review to show students what's possible when they go the extra mile. Students who are published in the Review add the honor to their college applications and their resumes. Other kids reference Review articles for their own papers, and in the process learn to respect the effort it takes to produce such first rate work. "I'm not patting kids on the head," Fitzhugh says. "I'm using their work to feed back into the system evidence to other students of what they are capable of if they work hard."
But The Concord Review is on the endangered list. Maintaining it has cost Fitzhugh more than $100,000--so far. He's gotten a few foundation grants, but far more rejections, many of them giving a disturbing reason for saying no: The Concord Review, they've said, is "elitist" for accepting only the best.
Fitzhugh publishes top notch work, regardless of where it comes from. He doesn't care about a young author's race, gender, family background or income; he's concerned only with the quality of the work. Publishing second-rate work in order to be politically correct would be, he feels, akin to awarding varsity letters to every kid who wants to play, even the ones with two left feet.
Will Fitzhugh is dedicated to keeping The Concord Review going as the honor it has always been. There are new generations of scholars to be found and encouraged.
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The Concord Review : "informative, accessible, and instructive"Santa Catalina School
Mark Thomas Drive
Monterey, California 93940
408-655-9300 FAX 408-649-3056
July 12, 1995
Will Fitzhugh
Editor & Publisher
The Concord Review
Post Office Box 661
Concord, MA 01742
Dear Will,
It was great to talk to you the other day, and I'm happy to send along this letter describing both "logistical" and pedagogical dimensions of how I have used The Concord Review in class since employing the first class sets in the 1988-89 academic year. You know from the fact that we have expanded our class subscription "coverage" from all U.S. History classes to all U.S. History and World History since 1500 classes that we have been very happy with the Review. In fact, I am happy to say that, due to an expanding school enrollment, our class set for 1995-96 will number about 150 subscriptions.
In terms of "logistics," the system we have employed here has been simple and consistent with how we deal with texts in all disciplines. Our students purchase their texts, so as students move through our bookstore before school opens, they mark the texts they need on a list, and the above-noted classes simply have The Concord Review listed as a text. At the end of the process, the girls turn in their lists to the bookstore manager, who double-checks their "pile" of books for correctness and then retains the list (with student name and grade) for billing purposes. The girls are informed that they will receive their Reviews in class from their instructor. Once school starts, I submit a "finalized" list to the bookstore as a "fail- safe" double-check, verifying the students enrolled in U.S. History (college prep and AP) and World History since 1500. The parents are then billed for the Review just as for any other text. The Reviews come to me quarterly, and are distributed to the students when appropriate. The "logistics," then are very simple and have worked most efficiently for us in this regard.
Pedagogically, I (or other appropriate instructor) view each issue with an eye toward an article or articles which are appropriate for any part of the material under current or imminent study. Because of the wide range of subjects and chronological eras covered in each issue, it is pretty easy to discern immediately one or more articles which will be applicable and useful. I do not feel compelled to put the Review in student hands the day the issues arrive, but rather plan ahead. For example, I might be covering mid-19th century reform in US History when new issues arrive, but will hold off until we are doing the Civil War to distribute the Reviews and assign an article on some phase of the Civil War. The girls are told to treat each issue of the Review as an extension of their texts, meaning that they must hold on to each issue, for additional articles may be assigned from a given issue later in the year. Again, given the wide range of topics and eras covered in the typical issue, it is not unusual for me to be able (again, as an example) to assign an article from one issue on the Civil War in December, then go back to the same issue in April for an article on some portion of mid-20th century history. Students have been great about this, and are thus prepared throughout the year.
As to the articles themselves, I have found several uses for them. An obvious advantage of the articles in the Review is that they are scholarly and informative, and, as my students have noted, a refreshing break from the text (this is a comment I frequently hear). Secondly, the articles, in addition to being scholarly, are readable, and the "right size," and thus readily accessible to high school students. Even "popular" history such as found in American Heritage, American History Illustrated, or similar sources can be "too much" for high schoolers, as the articles can be too long or presume too much a priori knowledge. The articles in The Concord Review are substantial and appropriately challenging, yet "intellectually digestible" for all students, not just the gifted few in an AP section, for example.
In addition to providing excellent reading, allowing for deeper exploration and discussion of some aspect of history, the Review provides an excellent methodological model. All students in History at Santa Catalina must write research papers based on both primary and secondary sources, with the length and quality expectations of the papers escalating appropriately from freshman to senior year. Sometimes, as you well know from your own teaching experience, explaining "arcane" items like where to put footnotes, etc. to students can be like trying to explain what "pink" looks like to a person who has never been able to see. The Review puts in students' hands excellent history, not only in terms of content, but in terms of methodology as well: footnotes, bibliography, placement, and all the other details. I have found it helpful not only to have students read an article for its content, but then to dissect it methodologically, asking my students (as appropriate to their level) to identify primary as opposed to secondary sources, to suggest what other sources might have been helpful, which sources might have the most credibility, and so on. We can thus effectively and efficiently combine quality reading with critical thinking/analysis and a methodology "practicum." The fact that teenagers are always highly interested in what other teenagers are doing is helpful, for the articles hold something of a natural attraction to the students. In addition, they are always impressed that students like themselves can and do produce such high-quality work. Many teens are used to hearing how poorly their age group is doing academically, but the Review is refreshing proof that such is not universally the case!
I could go on anecdotally for quite a while, but I think that would result in an excessively long epistle! Suffice it to say that my students (yes, even those who don't "like History") find the Review informative, accessible, and instructive, not only in terms of material they are learning, but also in terms of critical thinking and mastery of historical methodology. In a time when those of us who teach History frequently find ourselves hard-pressed for classroom time in meeting our goals, the Review is truly "triply rewarding" for students and instructors. I cannot imagine a junior high or high school history course which could not benefit immediately and tangibly from having its students utilize the Review.
All Best Wishes,
(signed)
Broeck N. Oder, Chair
Department of History
Santa Catalina School
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Letter from Rachel DavidsonPrinceton Class of 1993
Author of an essay on Women's Suffrage (Winter 1988)
October 27, 1995
William Fitzhugh
Editor and Publisher
The Concord Review
P.O. Box 661
Concord, Massachusetts 01742
Dear Mr. Fitzhugh,
As you know, while I was at Princeton I discovered and eventually majored in civil engineering. I am now in my third year of a Ph.D. program at Stanford University, where my current focus is earthquake engineering and risk assessment. Clearly, the subject matter I covered in my essay for The Concord Review ("The Split in the 19th Century Women's Suffrage Movement") is quite different from the issues I study now. Still, it becomes increasingly clear to me that the ability to write clearly and convincingly is important in any field, even engineering.
Being published in The Concord Review was a wonderful confidence-building experience for me. I am sure that the many other authors you have supported share my appreciation for the opportunity to see our work in print at such an early age. I hope that you are able to continue offering this opportunity to many more students in the future. I wish you the best of luck.
Sincerely,
(signed)
Rachel Davidson
Stanford University
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The Concord Review: "excellence and elegance"
Heueristics
Loretta Heuer, Director
(508) 429-1436
164 Norfolk Street
Holliston, MA 01746
June 12, 1995
Mr. William Fitzhugh
The Concord Review
Post Office Box 661
Concord, MA 01742
Dear Mr. Fitzhugh,
As a satisfied charter subscriber I wanted to explain why I'll not be sending in my renewal this year.
This fall, my son Tad, who was homeschooled for most of his secondary coursework, will be entering a new phase of his education, heading off to Brown. When you first began publishing Tad was only twelve, but he loved history and politics. At that age, he didn't read the Review. Instead, I'd read the papers that interested me, mention them briefly, and then shelve each issue in his room. Gradually, there developed this scholarly-looking row of journals on his shelf. Then one day, at a time when he was interested in the sinking of the Titanic, I mentioned that there was a paper on the subject in a past issue. From that point on the Review became a living resource, not just for its eclectic content, but for the excellence of the authors' varied writing styles.
Although Tad never submitted a paper to the Review, it certainly had an impact on his historical thought and expression. Last year at Harvard Summer School he did well in the foreign policy and history of science courses he elected to take. His op-ed article on term limits was published by The Middlesex News, and a letter confronting the stereotype of homeschoolers was printed in U.S News and World Report. As an aide to Representatives Barbara Gardner and Mark Roosevelt he wrote press releases and letters to constituents. He is a far better writer for having read your contributors' work.
Before he heads off to college and I become busy with other things, I wanted to let you know the impact your project had on one of your readers. Thank you for taking a risk, following your dream, and creating something of excellence and elegance that has affected both a young person and his mentor.
With warmest regards,
(signed)
Loretta Heuer
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Compliment on the "consistently high standards" of The Concord Review
John Wardle
Head of History
Northern Secondary School
851 Mount Pleasant Road
Toronto, Ontario M4P 2L5
12 September 1996
Please find enclosed four essays for your consideration. All of these girls were students in my Modern Western Civilization class here at Northern.
I would also like to compliment you on the consistently high standards of The Concord Review. Our collection of them has proven to be a terrific educational tool for my senior students. For a few, it gives them ideas for topics of their own. For many more, it provides outstanding background material for their own research. For all of them, it is the benchmark against which they can measure their own writing and historical skills. Since we began setting aside class time for reading them, student essay writing has improved considerably.
From a teacher's point of view, it is tremendously rewarding to see students get engrossed in topics of their own choosing, enthusiastically pursue them and then produce strong, correct papers. The discussions before, during and especially after this creative process are always memorable. Almost without exception, the students feel that, by the end, they have gained a solid understanding and mastery of a particular aspect of history. By producing first-rate work, they also know they are ready for, and able to handle, post-secondary education.
When I returned their essays this year, for example, the question they posed each other was not "What was your mark?" but rather "Can I read your paper?" They spent the entire 76 minute period sharing essays, exchanging thoughts and genuinely learning from each other. I merely watched and listened. Professionally, it was a wonderful experience. As the catalyst, The Concord Review deserves a great deal of the credit for this kind of academic success.
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Letter from Scott R. Reisinger
Head of History, Greens Farms Academy
Greens Farms, Connecticut
July 21, 1997
Mr. Will Fitzhugh
The Concord Review
P.O. Box 661
Concord, Massachusetts 01742
Dear Mr. Fitzhugh,
For nine years now, The Concord Review has offered my students not only examples of the finest historical writing completed by high schoolers across this country and around the world, but it has also supplied a standard of achievement toward which to work. It has given them an opportunity to gain public recognition for the work they have completed. This recognition has been invaluable in building their confidence and in letting them see that their work is taken seriously enough to warrant its exposure to a wider audience than merely their high school teacher.
Many of us still hold that there is an inextricable connection between the teaching of clear, analytical thinking and good, solid, expository writing. Here The Concord Review serves as a model. The essays you publish -- the product of research and subtle writing -- illustrate the power of reason, and the compelling nature of fine writing.
After a number of years of using The Concord Review to help motivate students to the highest standards, our history department has decided to join a select group of schools that have ordered subscriptions for their students. So impressed have we been with the quality of the essays, we believe that all of our juniors should have the opportunity to read the volumes on their own. They will become an integral part of the teaching of writing in our program.
I know that you and your journal have received many plaudits and endorsements from professional historians, educators and professional organizations throughout the country. None has been more important to me, however, than a comment from one student of mine upon whom you've made such an impact by publishing her work. In reflecting upon what The Concord Review meant to her, she told me how much the publication of her paper made her feel like she was a genuine historian, writing real history. I was impressed by the extent to which she had already lived up to the late Carl Becker's dream of making "every man his own historian."
Indeed, your vision and leadership have provided opportunities for students of history to aspire to one of the highest goals for any historian: finding a proper audience for their work. You've performed a vital service. With best wishes,
Cordially,
Scott R. Reisinger, Assistant Head of School
Greens Farms Academy, Greens Farms, Connecticut
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Letter from Jesse Esch, Edmonton, Alberta
University of Alberta Class of 2001
Author of an essay on Operation Jubilee (Summer 1997)
August 20, 1997
William Fitzhugh
Editor and Publisher
The Concord Review
P.O. Box 661
Concord, Massachusetts 01742
Dear Mr. Fitzhugh,
I am writing to thank you for publishing my International Baccalaureate essay ("An Assessment of the Handling of Operation Jubilee") in this summer's issue of The Concord Review. I was very excited when I first heard that this essay was being considered for publication, and I can happily say that all my expectations have been met and surpassed. I am very pleased with the final result, and am very proud to be in the company of the other fine authors (and historians!) published by the Review.
Although I am now studying mathematics at the University of Alberta, I am still grateful for my experiences with The Concord Review, and with the study of history in general. The opportunity you offer young historians is essential because it provides a goal for them to strive for; moreover, achieving this goal gives them greater confidence in their ability to contribute something to our understanding of the past (and perhaps of our future). Further, I think it is important that people such as yourself continue to support the study of history, which is sometimes looked down upon as not being very "useful." I firmly believe that an understanding of the past, by providing a framework into which knowledge may be placed, enhances the study of any subject, no matter how far removed it may seem to be from history.
Finally, I would be remiss if I did not thank you, on behalf of all students who have been called upon to attempt the seemingly insurmountable task of writing an in-depth history paper, for providing us with plentiful examples of good writing and good history. Your publication has helped us to see a way through the jungle.
Again, many thanks. I wish you all the best!
Sincerely,
(signed)
Jesse Esch
Edmonton, Alberta, Canada
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Letter from Ginger Gentile
East Hampton High School Class of 1998
Author of an essay on the Women's Christian Temperance Union (Fall 1997)
September 7, 1997
William Fitzhugh
Editor and Publisher
The Concord Review
P.O. Box 661
Concord, Massachusetts 01742
Dear Mr. Fitzhugh,
I want to thank you for publishing my essay in the fall edition of The Concord Review. Before beginning the seven-month odyssey of researching and writing on my topic, the Women's Christian Temperance Union, I considered myself a lover of history but a possessor of second-rate writing skills. Part of the reason for my lack of confidence is that I attend a school where students are given few opportunities to develop their talents in this field (it is assumed students will learn how to write in college). With publication in your journal as my goal, and with the help of my teacher, Mr. Timothy Rood, I began the process of learning how to use the English language to prove my thesis. The results were not only vastly improved skills but also, due to the nature of my topic, the questioning of my own feminist beliefs.
The back copies you sent me were a great help. I want to thank the other students who have been published in The Concord Review, the quality of their articles was what I aspired to. In the future I will use their techniques, such as using more original sources, to enhance my writing.
As a public school student, I want to urge other students in similar situations to consider independently studying a historical topic and experiencing the thrill of becoming an author. For myself, being published has opened doors not only in the academic world, but in my own mind as well.
Sincerely,
(signed)
Ginger Gentile
East Hampton, New York
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Samples from Authors' lettersAlbert Shanker was one of a tiny handful of unusual individuals (20 years ago) who understood right away that The Concord Review was not meant to benefit only, or even mainly, those whose work was published, but rather was “equally important” for those students who could be inspired, by reading the diligent work of their peers in this journal, to make more of an effort with their own academic work in high school…
Albert Shanker (1993): “Publication in The Concord Review is a kind of prize—a recognition of excellence and a validation of intellectual achievement—that could be for young historians what the Westinghouse [Intel] Science Competition is for young scientists. Equally important, the published essays can let youngsters see what other students their own age are capable of and what they themselves can aspire to.”
HS Author Inspiration (samples from letters)
Kaitlin Marie Bergan: “When I first came across The Concord Review, I was extremely impressed by the quality of writing and the breadth of historical topics covered by the essays in it. While most of the writing I have completed for my high school history classes has been formulaic and limited to specified topics, The Concord Review motivated me to undertake independent research in the development of the American Economy. The chance to delve further into a historical topic was an incredible experience for me and the honor of being published is by far the greatest I have ever received. This coming autumn, I will be starting at Oxford University, where I will be concentrating in Modern History.”
Jesse Esch: “Finally, I would be remiss if I did not thank you, on behalf of all students who have been called upon to attempt the seemingly insurmountable task of writing an in-depth history paper, for providing us with plentiful examples of good writing and good history.”
Candace Choi: “I attend a public high school with teachers who rarely, if ever, assign any paper that exceeds two thousand words, much less a research paper. Therefore, I am writing my paper as independent research…I thank you for this great opportunity you are providing for high-schoolers all around the globe. It is indeed rare to have a publication that showcases works of secondary students.”
Emma Curran Donnelly Hulse: “As I began to research the Ladies’ Land League, I looked to The Concord Review for guidance on how to approach my task. At first, I did check out every relevant book from the library, running up some impressive fines in the process, but I learned to skim bibliographies and academic databases to find more interesting texts. I read about women’s history, agrarian activism and Irish nationalism, considering the ideas of feminist and radical historians alongside contemporary accounts…Writing about the Ladies’ Land League, I finally understood and appreciated the beautiful complexity of history…In short, I would like to thank you not only for publishing my essay, but for motivating me to develop a deeper understanding of history. I hope that The Concord Review will continue to fascinate, challenge, and inspire young historians for years to come.”
Shounan Ho: “Although history has always been my favorite subject, I had never written a paper with this extensive research before. After reading the high quality of essays in The Concord Review, I was very inspired to try to write one myself. I though it was a significant opportunity to challenge and expand my academic horizons. Thus during the summer before my Senior year, I began doing the research for my own paper…”
Samuel Brudner: “No one from my school had ever been published in The Concord Review, and I’ll admit I was unfamiliar with it at first. A little research, however, alerted me to its outstanding quality, and I revisited my paper with my teacher’s suggestions and a sense of the journal’s high standards in mind. After several months of further research and revisions, I completed something I though would be worth submitting. The process of revision was as transformative for me as it was for my paper, not only better informing me about an important controversy, but also leading me to think very deeply about certain ideas at play in the world. Studying a subject as closely as The Concord Review requires was a valuable experience for me, as I am sure it has been for many students. I cannot thank you enough for motivating me to achieve, and for recognizing the hard work I put into my paper. I am honored to see my paper among the fine examples of terrific historical research published in your journal.”
Daniel Winik: “As many others have no doubt told you, your publication of The Concord Review is a noble enterprise with tremendous value for young historians...it not only recognizes such work but also encourages it. Your publication of my paper has inspired several of my classmates to consider submitting theirs. I can only hope that with your jubilee [50th] issue, you will begin to receive the accolades you deserve. Once more, I thank you for honoring me and for recognizing the work of young historians everywhere.”
Colin Rhys Hill: “Also, for your information, most of the ‘get into college’ publications I read referred to The Concord Review as the ‘Intel Science Competition’ of the humanities and the only serious way to get academic work noticed.”
Antoine Cadot-Wood: “The paper I wrote three years ago for The Concord Review was an undertaking beyond what I had attempted up to that point, and I have continued to write papers on history frequently every since. The [Emerson] prize will be put to good use, as I embark this week on a six-month trip to China. I will be attending a program to continue to improve my Mandarin, with the goal of being able to use it for research as my college career continues. Thank you for providing me with such a great opportunity during my last year of high school, and I hope that The Concord Review continues to publish for many years more.”
Jessica Leight: “At CRLHS, a much-beloved history teacher suggested to me that I consider writing for The Concord Review, a publication that I had previously heard of, but knew little about. He proposed, and I agreed, that it would be an opportunity for me to pursue more independent work, something that I longed for, and hone my writing and research skills in a project of considerably broader scope than anything I had undertaken up to that point…I likewise hope that the range of academic opportunities and challenges I discovered beyond my school, that contributed to make my experience in secondary school so rewarding and paved the way for a happy and successful career as an undergraduate [at Yale] and (I hope) as a graduate student [Rhodes Scholar], will still be available for them [her children]. Among those opportunities, of course, is The Concord Review. Twenty or twenty-five years from now, I will be looking for it.