John Dichtl is the deputy executive director of the Organization of American Historians, the largest professional society dedicated to the teaching and study of American history. He has been with the OAH for twelve years and held a variety of positions there while completing his Ph.D. (2000) at Indiana University Bloomington in early American history. His dissertation, which he is turning into a book, traced the adaption of Catholicism to the transappalachian frontier and its various points of contact with Protestant evangelicalism, from the 1780s to the 1830s.
Linda Dzuris is university carillonneur and assistant professor of music at Clemson University. Her teaching areas include music in the Western world, carillon, and organ. She has performed carillon concert tours through New York, Michigan and the Nether-lands. Additionally, she chairs the public relations committee of the Guild of Carillonneurs in North America and serves as music director of Church of the Redeemer Episcopal in Greenville, South Carolina. She holds the B.Mus., M.Mus. and D.M.A. in organ performance and church music from the University of Michigan. Her published articles include "The Neumeister Chorales," The Organ Works of Johann Sebastian Bach, University of Michigan School of Music, 1999 and "Six French Organs and the Registration Indications in l'Oeuvre d'Orgue de Jehan Alain," The Diapason, June 1999.
Katharina Heringis a Ph.D. student at George Mason University. She is working at the Center for History and New Media.
Charles T. Howlett is Advanced Placement history director of the Amityville Public Schools, New York. He specializes in American intellectual and social history and American peace history. He received his B.A. from Marist College, E.D.M. from Columbia University Teachers College, and Ph.D. from the State University of New York at Albany. In 1973 he was a SUNY Research Foundation Fellow. He was also the recipient of an Albert J. Beveridge Research Grant and a Fulbright award to the Netherlands. In addition to numerous historical articles, he has written Troubled Philosopher: John Dewey and the Struggle for World Peace (Port Washington, NY, 1977), The American Peace Movement: References and Resources (Boston, 1991), Brookwood Labor College and the Struggle for Peace and Justice in America, 1919–1937 (Lewiston, NY, 1993), and is co-author of the American Historical Association Teaching Pamphlet The American Peace Movement: History and Historiography (Washington, DC, 1985).
James Longhurst is a doctoral candidate in Carnegie Mellon University's history and policy program. His dissertation is titled "'I Belong Here!': Environmental Activism, Community Politics, and Air Pollution Control in Pittsburgh and the United States, 1965–1975." He is a co-principle investigator for the Humanities Instructional Technology (HIT) project, supported by CMU's Office for Technology for Education, and is also a Teaching Fellow at the Eberly Center for Teaching Excellence.
Kevin Mattson is professor of history at Ohio University (Athens, Ohio) where he teaches American intellectual history. He received his Ph.D. in 1994 from the University of Rochester, where he studied with Christopher Lasch, the subject of his article in this issue. He is author, most recently, of Intellectuals in Action: The Origins of the New Left and Radical Liberalism, 1945–1970 and co-editor of Democracy's Moment (2002) and Steal This University! (forthcoming, 2003). Currently, he is editing a book of interviews and conversations with Christopher Lasch.
Glenn Whitman has been teaching history at independent schools for ten years and is currently history department chairman at Saint Andrew's Episcopal School in Potomac, Maryland. He earned a B.A. in history form Dickinson College and M.A.L.S. from Dartmouth College. He serves as a workshop consultant to The College Board and Advanced Placement exam reading and scoring consultant to the Educational Testing Service. His last article for The History Teacher, "Teaching Students How to be Historians: An Oral History Project for the Secondary School Classroom" (Fall 2000) shapes his current project, A Dialog with the Past, based on an oral project he conducts with his students that can be viewed at www.doingoralhistory.org.