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A beautifully illustrated argument that reveals notebooks as extraordinary paper machines that transformed knowledge on the page and in the mind.
We often think of reason as a fixed entity, as a definitive body of facts that do not change over time. But during the Enlightenment, reason also was seen as a process, as a set of skills enacted on a daily basis. How, why, and where were these skills learned? Concentrating on Scottish students living during the long eighteenth century, this book argues that notebooks were paper machines and that notekeeping was a capability-building exercise that enabled young notekeepers to mobilize everyday handwritten and printed forms of material and visual media in a way that empowered them to judge and enact the enlightened principles they encountered in the classroom. Covering a rich selection of material ranging from simple scribbles to intricate watercolor diagrams, the book reinterprets John Locke's comparison of the mind to a blank piece of paper, the tabula rasa. Although one of the most recognizable metaphors of the British Enlightenment, scholars seldom consider why it was so successful for those who used it. Each chapter uses one core notekeeping skill to reveal the fascinating world of material culture that enabled students in the arts, sciences, and humanities to transform the tabula rasa metaphor into a dynamic cognitive model. Starting in the home, moving to schools, and ending with universities, the book reconstructs the relationship between media and the mind from the bottom up. It reveals that the cognitive skills required to make and use notebooks were not simply aids to reason; rather, they were part of reason itself.
Contents
Bibliographic Note
Prologue
Introduction
1. Recrafting Notebooks
The Tabula Rasa and Media Interface
Notebooks as Artifacts
Notekeeping as Artificing
Notekeepers as Artificers
Thought as a Realtime Activity
Science as a System
Book Outline
Part I: Inside the Tabula Rasa
2. Writing
Writing as a Knowledge-Creating Tool
The Place of Writing within Literacy
Script and Observational Learning
Grids and Verbal Pictures
Copies and the Exercise of Memory
3. Codexing
Paper Machines as Material Artifacts
Paper as an Informatic Medium
Quires and Knowledge Management
Books and Customized Packaging
4. Annotating
Revisibilia Made through Annotation
Marginalia as Scribal Interface
Paratexts and Editorial Training
Ciphers and the Acquisition of Numeracy
Part II: Around the Tabula Rasa
5. Categorizing
Headings as Realtime Categories
Headings as Mnemonic Labels
Headings as Visual Cues
Headings as Coordinates for Scanpaths and Sightlines
6. Drawing
Description and Movement across a Page
Learning to Draw a Picture
Figures as Developmental Tools
Scenes as Observational Training
Observation and the Utility of Perception
7. Mapping
Mapkeepers and Knowledge Systems on Paper
Map-Mindedness and Embodied Experience
Desk Maps as Crafted Constructions
Field-Mindedness in the Classroom
Field Maps and Visualized Data
Maps as Mnemonic Devices
Part III: Beyond the Tabula Rasa
8. Systemizing
The Syllabus as a System and a Machine
Lecture Notebooks and Knowledge Formation
The Syllabus and Its Organizational Technologies
Scroll Books and the Strategies of Realtime Learning
Transcripts and the Extension of Memory
Lines and the Media of the Mind
9. Diagramming
Paths and Diagrammatic Knowledge
Schemata as Useful Mnemonic Aids
Shapes as Repurposed Perceptual Devices
Pictograms and Visual Judgment
Tables as Kinesthetic Diagrams
Traces and Realtime Observation
10. Circulating
Local and Global Networks
Personal and Institutional Libraries
Commodities within Knowledge Economies
Courts of Law and Public Opinion
Conclusion
11. Rethinking Manuscripts
The Tabula Rasa and Manuscripts
Manuscripts as Dynamic Artifacts
Manuscript Skills as Artifice
Manuscript Keepers as Artificers
Acknowledgments
Bibliography
Abbreviations
Primary Sources
Manuscripts and Ephemera
Printed Primary Sources
Secondary Sources
Index
