An Introduction to Professor Edwin A. Greenlaw

 

At the dedication of Greenlaw Hall on October 4, 1970, the atmosphere reflected something not only of the namesake’s legacy, but the man himself—a prodigious but understated air. Gathered in the auditorium of the newly-erected building were both Edwin A. Greenlaw’s (1874-1931) remaining family and significant administrators of the University of North Carolina at Chapel Hill. President William C. Friday presented the building. Chancellor Joseph C. Sitterson accepted it. Robert Burton House delivered a tribute to the scholar and leader for whom building took its name, honoring the “Renaissance man with seemingly boundless energy and ambitious determination [who] sacrificed his leisure to his study and the classroom and in his years in Chapel Hill raised himself to eminence among scholars of the English Renaissance and to primacy among students of Edmund Spenser.”[1] In a black and white photograph taken at the ceremony, scholars, and relatives flank a portrait of Greenlaw. Hair neatly parted, wide-set brown eyes “quick with intelligence,”[2] Greenlaw’s depiction still retained some hint of that boundless energy around which students, scholars, and friends gathered.

Though his name may not be the first invoked among the figures who are synonymous with UNC-CH’s history as a center for higher learning, Greenlaw made indispensable contributions to the university’s development into a top-tier institution for research and innovation during the early 20^th century. He arrived in Chapel Hill in 1913, and for twelve years, he worked in a myriad of roles, including head of the English Department, editor for Studies in Philology, and Dean of the Graduate School. Through his leadership, the English Department expanded its faculty, developed new programs, and earned a reputation as one of the best in the country. Moreover, because of his efforts to reorganize and orient the graduate school toward research, UNC-CH was inducted into the Association of American Universities. By the time he left for a position at Johns Hopkins in 1925, Greenlaw had lain the groundwork for the university’s evolution from a knowledge-inculcating to a knowledge-producing institute. Hosting the departments of English and Comparative Literature and of American Studies, Greenlaw Hall today emphasizes its namesakes’ primacy as a scholar and teacher of literature, but conversations about his legacy should not be limited to how he changed and innovated a single department. Greenlaw changed and innovated the university at large. Among the people who brought the university into its modern phase as a research institution, Greenlaw’s name must be included.

 

A Wunderkind is Born in Illinois

 

Born on April 6, 1874, in Flora, Illinois, Greenlaw had connections to realms of higher learning from day one. Both of his parents, Thomas Brewer and Emma Julia Leverich Greenlaw, worked as educators. His father founded Orchard City College, started the newspaper Clay County Record, and served as superintendent for public schools in Clay County.[3]

 

Benefitting from the scholastic supervision of his mother and father, who taught young Edwin during the majority of his youth, Greenlaw evidenced the precocious intellectual and interminable energy that would later define his adulthood. At twelve, he entered Chester High School. At fourteen, he graduated top of his class. Despite being an adolescent, the following years were a fever of intense teaching and learning. At Orchard City College, he taught a gamut of courses on literature, business, and writing. In 1893, he enrolled at Illinois College. Yet, a year later, he withdrew, beckoned again by Orchard, where he served two years as president.[4] (For context, his presidency spanned the ages between twenty and twenty-two).

 

Greenlaw returned to his collegiate studies when he enrolled at Northwestern University in February 1896. After a year, he obtained his A.B. in history. After another year, he earned his masters in history, one of the first that Northwestern awarded. Between 1896 and 1905, the son of teachers furthered his career as an educator, teaching pedagogics and English at his alma mater and teaching methods at Northwestern Academy, a prep school where he eventually became head of the English Department in 1903.[5] He began graduate studies at Harvard in 1901, studying under eminent philologist and Shakespeare scholar G. L. Kittredge. After completing additional research at the University of Chicago—where he worked with English drama authority John Matthews Manly and Spenserian scholar Frederic Ives Carpenter—Mr. Greenlaw became Professor Greenlaw, earning a Ph.D. in English.[6]

 

Early Professorial Years

 

Upon the completion of his doctorate, Greenlaw was hired by Adelphi College in Brooklyn, NY, where he served as head of the English Department. During his years at Adelphi, Greenlaw began to come into his own as an academic scholar. He published his first book, Selections From Chaucer in 1907.[7] Yet, as the years progressed, Greenlaw’s literary interest progressed from the Medieval period to the English Renaissance. The intersections of intellectual history and literary texts between the 15^th and 17^th centuries became his intellectual muse. Propelled by his early years studying beneath Manly, Greenlaw shifted away from Chaucer and dug into the works of Francis Bacon, John Milton, and Edmund Spenser. This period of specializing in his field and refining his methodology shaped his scholastic identity for the rest of his career. Ignited during this time, Greenlaw’s passion for Renaissance literature, particularly Spenser, would inform not only how he studied works but how he taught them to undergraduates and graduates alike.

 

First Years in Carolina

 

By the time Greenlaw was hired as a professor in the English Department at UNC-CH, he had accrued a sterling reputation as a scholar and teacher. He had taught for at least twenty-one years—eight of which were at Adelphi.[8] He had published well-received works on the English Renaissance and garnered acclaim as an astute authority on Spenser’s poetry. Yet, presented with the opportunities to not only teach but lead in various administrative capacities, Greenlaw entered into his own Renaissance as an educator, utilizing every role to reshape and innovate the institutions which he served.

 

The first opportunity presented when James Finch Royster accepted a position at the University of Texas at Austin, thus leaving a position as chairman of the English Department empty. A year into his professorship, Greenlaw was appointed as Royster’s replacement. The Illinois-native proceeded to dramatically expand and reimage the department, aggressively recruiting from the north and midwest. Some of Greenlaw’s colleagues expressed disgruntlement toward the influx of “outsider talent.”[9] Nevertheless, in the span of just a year, the new chairman essentially created a new department. J. Holly Hanford, Henry Dargan, Richard H. Thorton, and Norman Foerster were all new Greenlaw-hires. In a letter to Edwin’s younger brother Lowell, who worked years on an unpublished biography about his elder brother, Foerster recalled that “there were only two ‘old timers’ and a lot of new blood.”[10]

 

As a part of this “new blood,” Greenlaw possessed an incredible vigor as a teacher and mentor, making an impression on both the personal and academic lives of his students. Teaching widely popular courses on Shakespeare, Bacon, and Spenser, the professor from Illinois lectured in front of halls packed with students who were as much enthralled by the teacher as they were the literature. Demanding as much intellectual labor from his students as he did from himself and his colleagues, Greenlaw suffered no lackluster answers or efforts. He could be ironic. He could be sardonic. He would satirize any student who, perhaps drifting off in the middle of a lesson, uttered some superficial reflection on the text. Lacking any vestige of “sentimentality,”[11] a Greenlaw classroom was no place for a due-tomorrow-do-tomorrow undergraduate (or graduate) student seeking an easy A.

 

Yet, caustic and unsympathetic as his techniques could be, Greenlaw’s matter-of-fact manner of instruction never lacked purpose and never failed to yield incredible results. After all the sarcastic breakdowns of half-hearted answers, after all the drilling demands for the students to look deeper, after all the sound and fury signifying everything, students nevertheless left the classroom with a profound understanding of the text. According to one memorial, “[w]hen [Greenlaw] taught a play of Shakespeare’s, he made it throb with intense life; the student saw the universal truths presented and he applied them to himself as an individual….The fact remains…that after he had analyzed a play for a class the student had felt it emotionally as well as intellectually.”[12]

 

Greenlaw’s remarkable talent of translating the emotional and conceptual import of the English language’s foundation texts drew upon his remarkable talent of performing the works. Knowing the works of the great Renaissance writers were meant to be heard and not just read, Greenlaw ensured that the words sprung out of the texts, offering the dramatic experience for which the pieces were intended. Though far from histrionic, Greenlaw’s readings both enchanted and edified. Writing to Greenlaw’s brother Lowell, former students described being “spellbound” during class and “bewitched” by the time they left class,[13] the rhythms and music of Shakespeare and Spenser thrumming through their souls, the echo of Greenlaw’s alto ringing in their ears.

 

Whether done aloud or silently, reading for Greenlaw was not just a necessarily skill for literary analysis, but a creative act. In the introduction to the second volume of the best-selling high school literature textbook Literature and Life (1922), the brief essay “Learning to Read” explicitly illustrates Greenlaw’s conviction of reading as creative, evidencing the passion and energy that made the author’s lectures so spellbinding. In the piece, he commands that

 

“you give your personality. This done, you receive the message that lies concealed within the poem or the piece of finely wrought prose. If you have nothing to give, you receive nothing in return. This means that reading is creative. It is active, not passive. The poet sees a vision of beauty, and weaves this vision into words. He creates a thing of beauty. Your task is to recreate this beauty in your own mind and soul.”[14]

 

Though Greenlaw was an esteemed man of letters, he did not think literature lived only in the book. Poetry and prose thrived in the body and mind of the author and the reader. Literature classes were not meant to be doldrums of words and lines but tempests of feeling and imagination. By advocating that a critical reader was a creative one, Greenlaw developed a meaningful connection with his students that fundamentally changed their relationship with literature.

 

Even some of Greenlaw’s students would go on to fundamentally change literature. Many impressive writers would go on to take one of “Uncle Eddie’s” creative writing courses renown around the country, but Greenlaw’s most famous pupil was Thomas Wolfe, author of Look Homeward, Angel (1929). A sprawling semi-autobiographical novel based in North Carolina, Look Homeward, Angel contained in one initial draft page after page depicting the student life of Chapel Hill before editors insisted the author cut some passages. (It was an enormous novel.) One deleted passage described a fiery lecture by a “paunch-jowled, putty-grey” English professor named Randolph Ware. Professor Ware chastises one of his students, George Webber, for offering an evidence-less analysis, shouting, “Get the Facts, Brother Webber! Get the Facts!” Needless to say, Webber was Wolfe. Ware was Greenlaw.[15]

 

The impression he made on Wolfe, who deemed the Renaissance man worthy of satire, speaks to Greenlaw’s legacy as an educator first. In light of his extensive contributions as an administrator and journal editor, one can easily neglect the caliber of the man in the classroom. Yet, it is essential to centralize Greenlaw’s role as a teacher—because teaching was central to him.

Head of the Department

 

By the time Greenlaw as appointed chairman of the English Department, UNC-CH had entered a new century and, thus, a new phase of expansion that would transform the institution from a modest regional college to a world-renowned public research university. From 1900 to 1914, university president Francis Venable labored to expand the university in nearly every dimension. Enrollment skyrocketed, and sixteen new buildings were built. Faculty positions increased, and state funding nearly quadrupled.[16] As the university was riding a wave of rapid development, Greenlaw received a department with a small, dispersed, but talented faculty, and it was his endeavor to bring it into the 20^th century.

 

Along with increasing the faculty positions in English from eight to thirty-two, and consolidating the classrooms where courses were taught, Greenlaw helped increase the number of scholarly opportunities offered by the department. In 1916, a university committee on Degrees with Distinction was organized, and sitting at the chair was none other than Greenlaw. During this time, Greenlaw developed the department’s first undergraduate Honors in Language and Literature. Consisting of “independent reading, tutorial guidance, a thesis, and an oral examination,”[17] the program established the template for decades of undergraduate honors theses to come, and ultimately signaled a new focus in the department. Instead of just learning scholarship, both undergraduate and graduate students had to contribute to scholarship. When A. M. Elliott, C. C. Miller, and H. B. Mock first graduated from the honors program,[18] they constituted a new vanguard of Carolina English students whose critical insights became no longer auxiliary to their education, but central.

 

The honors program corresponded to a series of seminars through which visiting professors were invited to select a topic, organize a reading list in advance, and discuss with groups of Carolina students. A precursor to the myriad lecture series and workshops hosted by the Department of English and Comparative Literature today, the seminar series received a significant push from Greenlaw who, being the adamant and challenging educator he was, would relieve students of their school work so that they could prepare for and attend the next visiting professor’s group discussion. The first seminar occurred in the spring of 1917 when Joel Elia Spingarn lectured on Italian philosopher Benedetto Croce and expressionism.[19] Many more would follow.

 

The seminar series and honors program seemingly intersected when the Department of Comparative Literature came into being in 1920.[20] In a liminal state between curriculum and department, comparative literature at Carolina initially arose from a selection of courses from English, Latin, and Greek. At the time, however, the only other comparative literature programs in the nation resided at Harvard and Columbia, two elite Ivy League universities nestled far in the northeast.[21]

 

 

UNC-CH’s comparative literature program was one of many academic projects fueled by Greenlaw’s boundless energy. In addition to serving as an administrator, Greenlaw also began working as managing editor for Studies in Philology in 1915. Founded in 1906, Studies in Philology publishes articles “British literature through Romanticism and articles on relations between British literature and works in the classical, Romance, and Germanic languages,” and is still in operation today.[22] In 1915, however, the journal was small in size and circulation, publishing only work from university faculty. Greenlaw, a respected philologist, immediately moved the journal to a quarterly rotation, implemented a subscription plan, and solicited articles from scholars outside of the university. The changes yielded tremendous results. Within three years, the Studies in Philology tripled in size and was heralded as one of the leading journals in the field.[23]

 

With the founding of the Comparative Literature Department, the expansion of Studies in Philology, and the development of new programs, Greenlaw intentionally set the English Department out on an path toward joining the vanguard of literary studies in the United States, placing a state university’s literature department on par with the most illustrious institutions in the world.

 

In addition to literary studies, however, Greenlaw ensured that UNC-CH would have a mark on literary art. In “The Sahara of the Bozart” (1917), esteemed cultural critic H. L. Mencken lambasted the apparent cultural poverty of the American South. “In all that gargantuan paradise of the fourth-rate,” Mencken contended, “there is not a single picture gallery worth going into, or a single orchestra capable of playing the nine symphonies of Beethoven, or a single opera-house, or a single theater devoted to decent plays.”[24] To Mencken’s hyperbolic reprimand of the South, Greenlaw would not only found a theater but find a play-maker.

 

Frederick Henry Koch was arguably Greenlaw’s most significant recruit. Teaching courses in playwriting in addition to writing and directing and acting in plays himself, Koch mentored numerous burgeoning writers, such as Thomas Wolfe and Pulitzer-winner Paul Green, who would go on to leave an impact American literature and foster Carolina’s tremendous reputation of creative writing. Koch’s “folk plays”[25]—productions dedicated to legends, customs, and folklore of everyday people—inspired his pupils to write in and about their local North Carolina, to create bodies of work that drew upon and legitimized Southern vernacular life as a rich literary source. Koch would go on to establish the Carolina Playmakers and the Department of Dramatic Arts. With one strategic acquisition of talent, the Illinois-born Greenlaw proved to Mencken there was a least one theater in the South that could put on a “decent play,” and such a theater was at the University of North Carolina’s campus.

 

Under his Greenlaw, literature studies at Carolina were modernizing alongside the university as a whole. As the physical breadth of the university swelled in size, so did the range of Greenlaw’s department, whose graduate students had swelled from 125 in 1920 to 310 in 1925.[26]  The two pulses of innovation fed into one another. Yet, Carolina’s Renaissance man would arguably leave a greater impact outside of his department.

 

Dean of the Graduate School

 

In his first several years, Greenlaw had accomplished a great deal. He had transformed a small English faculty into one of the most dynamic and well-respected departments in the nation. In 1918, he was named to one of the first five Kenan Professorships.

 

In 1920, he would add one more: being named the third Dean of the Graduate School.

 

 

Much like the university at-large prior to its expansion in the early 20^th century, the graduate school was reputable on a local level but fairly modest beyond the borders of North Carolina and the American South. Once appointed to the position of the dean, much like he had been doing with the English Department, Greenlaw endeavored to reorganized the graduate school. Through incorporating a variety of programs geared to modernization, Greenlaw “made the school conscious of itself” and “made the nation conscious of it.”[27]

 

Dean Greenlaw’s fundamentally changed the graduate school by clearly defining its core objectives: to produce knowledge and guide students’ independent research. This move successfully distinguished the purpose of a graduate education from an undergraduate education, the latter of which emphasized the perpetuation of knowledge rather than the contribution to it.[28] Under Greenlaw’s administration, the graduate school obtained a budget and research fund separated from the college.

 

With the needs and infrastructures of the college and the graduate school separated, Greenlaw argued, the latter could then more readily develop new resources to aid graduate students. Greenlaw’s grad school inaugurated teaching fellowships, established a bulletin for research in progress, and organized an administrative board to standardized expectations across departments.[29] To provide a publication space for the research-orientated professors recruited by President Harry Woodburn Chase,[30] the University of North Carolina (UNC) Press was founded in 1922 significantly because of support from Greenlaw.[31] In addition to the various resources in development, UNC Press contributed to a growing research-primary environment of which graduate students could take advantage. As with his English department, Greenlaw’s graduate school fostered an awareness in its student that they were active members of national (and international) scholarly community, and that the work done in the classrooms and laboratories of the graduate school would not remain there unheard and unseen.

 

When Association of American Universities (AAU) accepted the University of North Carolina at Chapel Hill in 1922,[32] the moment represented a culmination of Greenlaw’s efforts as a professor, administrator, leader, and scholar. Joining the ranks of Harvard, Princeton, and Columbia, UNC-CH had officially entered a community of international scholarship, transforming from a school known regionally to a research institution renowned worldwide. The growing sophistication of the graduate school played an essential role in the university’s invitation, and more than anything else, UNC-CH’s enrollment in the AAU demonstrated the profound way in which Greenlaw shaped Carolina for decades to come.

 

Leaving Southern Part of Heaven

 

Greenlaw’s stay at Carolina would not last, however. In 1925, Johns Hopkins University offered him the first Sir William Osler Professorship of English Literature. He accepted the position, much to the dismay of the loyal colleagues and students for whom he had become a quintessential character in Chapel Hill. The decision was not an easy one. Greenlaw excelled as an administrator, and given a few more years of service, who knows in what other positions of influence he could have found himself? Yet, Greenlaw at his heart was a Renaissance man, and the lightened workload at Johns Hopkins would provide him more than enough time to research for and complete a definitive volume on Edmund Spenser, to whose works he had dedicated his career.[33] Though he had made a home in Chapel Hill, Greenlaw would need to make one in Baltimore.

 

After six years of teaching in Johns Hopkins, Edwin Greenlaw passed away in the night of September 10, 1931, at age 57. His death reverberated across the campuses in Baltimore and Chapel Hill. Though referring to his move to Johns Hopkins, one sentence in the pamphlet for the dedication of Greenlaw Hall encapsulates the feeling experienced by his friends, students, and colleagues: “A maker, to use an old word which Spenser would have understood, had gone” from the world.[34]

 

A Hall for Greenlaw

 

In the middle of the 1960s, the Greenlaw’s former department remained the largest one on campus. According to a May 6, 1969, edition of The Daily Tar Heel, “[t]he English student enrollment total[ed] approximately 6,000 students per semester, with more than 600 majors and almost 300 graduate students each year.”[35] The number of students placed a strain on the faculty, who had been working in inadequate facilities for years. Though classes were held across campus, most courses were held in Bingham Hall. The same DTH article describes the overuse of Bingham during this period: “In Bingham Hall today some rooms are being used 50 hours a week (at least 2- above the national average), and one, 57—which means it has classes in it more than 10 hours every week day and five hours on Saturday.”[36] Between over-packed classrooms and dispersed faculty offices, the English department was due for a new space to accommodate its growth.

In 1965, approximately $1.5 million were gathered for the construction of a new building to provide classroom and office space to the department. $950,000 came from the General Assembly, $412,000 from a federal grant, and $150,000 from UNC funds.[37] Construction initiated in 1966[38] using the design of Albert B. Cameron, head of the architectural firm Cameron Little and Associates of Charlotte, which was also responsible for designing the student union, the student store, and undergraduate library. Cameron’s design incorporated a brick and concrete-trimmed exterior that would contrast the limestone-heavy structures around Greenlaw Hall.[39] Completed in 1970, the five-story 55,000 square ft. building featured twenty-one classrooms with seating for more than seven hundred students, 109 faculty offices, 12 administrative offices, a faculty seminar lounge (now Donovan Lounge), a library, and even a bridge that connected the second floor to the adjacent Bingham Hall.[40] The bridge would not last.

Since its dedication in 1970, Greenlaw Hall has generally maintained its original purpose for housing the English department, which is still housed there to this day. Now, the American Studies Department, Comparative Literature Department, Creative Writing Program, and Folklore Program all call Greenlaw home. (A few science courses have even been taught inside its many rooms.) The Writing Center has a satellite site on the second floor. In 2011, the Digital Innovation Lab (DIL) was launched to provide a laboratory space for Digital Humanities research. In the fall of 2015, Greenlaw 101 underwent a significant renovation, becoming outfitted with video screens, software, and 360-degree swiveling chairs in order to maximize interactive learning techniques.[41]

 

 

 

Conclusion

 

Against the backdrop of names like Venable, Kenan, Morehead, and Graham, Edwin Greenlaw’s legacy as an instrumental figure in during the expansion of UNC in the 20^th century can be easily lost. Greenlaw Hall’s red brick, concrete trim, and narrow windows form an unassuming presence among the buildings near the Pit, reflecting some ephemeral quality about its namesake. A gruff Renaissance scholar who would rather lock himself in his study than go gallivanting at local parties during the Jazz Age,[42] Greenlaw sought knowledge, not attention. A teacher, a department head, a dean, he channeled his interminable energy into whichever role was assigned to him, and took advantage of every opportunity to make the department, the university, and himself better agents for producing and sharing knowledge. Though only a building bears his name, his intellectual spirit is forever imbued in the graduate school, the English Department, and UNC-CH as a whole.

 

Edwin Greenlaw’s portrait can still be found in Greenlaw Hall. Hair neatly parted, brown eyes quick with intelligence, the portrait recalls a letter Thomas Wolfe wrote to his old professor in the summer of 1930, about a year before Greenlaw would leave this world: “[T]he men who waken us and light a fire in us when we are eighteen are so rare that their image is branded into our hearts forever….we remember them always with affection and loyalty.”

 

Additional Resources

 

Though Greenlaw was an accomplished scholar and administrator, there is little comprehensive writing about his life. Most of it can be found in obituaries and memorials. Nevertheless, a cornucopia of information about Edwin Greenlaw can be found in the Lowell Greenlaw Papers contained in the university archives of Wilson Library. Edwin’s younger brother, Lowell was accomplished biographer and set off to write a two-volume tome about his elder brother’s life and influence as a teacher both inside and outside of academia. Unfortunately, Lowell never completed it. A draft of the first volume, folders full of newspaper and journal clippings, and numerous handwritten notes can be found in his archive. It is out of the abundance of these materials, collected by one brother for the life of another, that this brief history was written.

 

 

 

 

[1] “Greenlaw Hall, circa 1970s: Scan 10” in University of North Carolina at Chapel Hill Image Collection (P0004), North Carolina Collection Photographic Archives, Wilson Library, UNC-Chapel Hill.

[2] “Edwin Greenlaw, Teacher and Scholar (volume 1), 1950s-1960s” in Lowell M. Greenlaw Papers on Edwin Greenlaw, 1917-1972 (1950s-1960s) (40463), University Archives, Wilson Library, UNC-Chapel Hill.

[3] Edwin Greenlaw Sapp, “Greenlaw, Edwin Almiron,” NCpedia, January 1, 1986, http://www.ncpedia.org/biography/greenlaw-edwin-almiron (accessed March 26, 2017).

[4] Ibid.

[5] Ibid.

[6] “Edwin Greenlaw Memorials, 1931-1932” in Lowell M. Greenlaw Papers on Edwin Greenlaw, 1917-1972 (1950s-1960s) (40463), University Archives, Wilson Library, UNC-Chapel Hill.

[7] Edwin Greenlaw Sapp, “Greenlaw, Edwin Almiron,” NCpedia, January 1, 1986, http://www.ncpedia.org/biography/greenlaw-edwin-almiron (accessed March 26, 2017).

[8] Ibid.

[9] “Edwin Greenlaw, Teacher and Scholar (volume 1), 1950s-1960s” in Lowell M. Greenlaw Papers on Edwin Greenlaw, 1917-1972 (1950s-1960s) (40463), University Archives, Wilson Library, UNC-Chapel Hill.

[10] Dougald Macmillan, English at Chapel Hill, 1795-1969, (Chapel Hill: Department of English, UNC-CH), 45.

[11] “Clippings, 1917, 1925, 1931” in Lowell M. Greenlaw Papers on Edwin Greenlaw, 1917-1972 (1950s-1960s) (40463), University Archives, Wilson Library, UNC-Chapel Hill.

[12] Ibid.

[13] “Edwin Greenlaw, Teacher and Scholar (volume 1), 1950s-1960s” in Lowell M. Greenlaw Papers on Edwin Greenlaw, 1917-1972 (1950s-1960s) (40463), University Archives, Wilson Library, UNC-Chapel Hill.

[14] Greenlaw, Edwin and Clarence Stratton, Literature and Life: Book Two (Chicago: Scott, Foresman and Company, 1922), 5.

[15] “Edwin Greenlaw, Teacher and Scholar (volume 2), 1950s-1960s” in Lowell M. Greenlaw Papers on Edwin Greenlaw, 1917-1972 (1950s-1960s) (40463), University Archives, Wilson Library, UNC-Chapel Hill.

[16] “University Expansion in the Early 20^th Century,” Carolina Story: Virtual Museum of University History, accessed April 22, 2017, https://museum.unc.edu/exhibits/show/researchuniv.

[17] Dougald Macmillan, English at Chapel Hill, 1795-1969, (Chapel Hill: Department of English, UNC-CH), 26.

[18] Ibid. 26.

[19] Ibid. 26.

[20] UNC-CH’s Department of Comparative Literature lists its founding year at 1917. This conflicts with the date provided by MacMillian, but I suspect the department’s self-proclaimed founding year refers to the beginning of Greenlaw visiting seminar series, many of which featured topics on international literature.

[21] “About Comparative Literature,” Department of English and Comparative Literature, accessed April 22, 2017, http://englishcomplit.unc.edu/complit/about.

[22] “Studies in Philology,” Studies in Philology, accessed April 22, 2017, http://englishcomplit.unc.edu/journals/sip.htm.

[23] Edwin Greenlaw Sapp, “Greenlaw, Edwin Almiron,” NCpedia, January 1, 1986, http://www.ncpedia.org/biography/greenlaw-edwin-almiron (accessed March 26, 2017).

[24] “Henry Louis Mencken, 1880-1956,” Documenting the American South, accessed April 23, 2017, http://docsouth.unc.edu/southlit/mencken/bio.html.

[25] “‘Folk Plays, ’” Carolina Story: Virtual Museum of University History, accessed April 22, 2017, https://museum.unc.edu/exhibits/show/lithist/frederick-henry-koch–1877-194.

[26] Edwin Greenlaw Sapp, “Greenlaw, Edwin Almiron,” NCpedia, January 1, 1986, http://www.ncpedia.org/biography/greenlaw-edwin-almiron (accessed March 26, 2017).

[27] “Edwin Greenlaw Memorials, 1931-1932” in Lowell M. Greenlaw Papers on Edwin Greenlaw, 1917-1972 (1950s-1960s) (40463), University Archives, Wilson Library, UNC-Chapel Hill.

[28] Edwin Greenlaw Sapp, “Greenlaw, Edwin Almiron,” NCpedia, January 1, 1986, http://www.ncpedia.org/biography/greenlaw-edwin-almiron (accessed March 26, 2017).

[29] ““Edwin Greenlaw Memorials, 1931-1932” in Lowell M. Greenlaw Papers on Edwin Greenlaw, 1917-1972 (1950s-1960s) (40463), University Archives, Wilson Library, UNC-Chapel Hill.

[30] “The University of North Carolina Press,” Carolina Story: Virtual Museum of University History, accessed April 22, 2017, https://museum.unc.edu/exhibits/show/researchuniv/william-t–couch–1901-1989-.

[31] Edwin Greenlaw Sapp, “Greenlaw, Edwin Almiron,” NCpedia, January 1, 1986, http://www.ncpedia.org/biography/greenlaw-edwin-almiron (accessed March 26, 2017).

[32] Ibid.

[33] “Edwin Greenlaw Memorials, 1931-1932” in Lowell M. Greenlaw Papers on Edwin Greenlaw, 1917-1972 (1950s-1960s) (40463), University Archives, Wilson Library, UNC-Chapel Hill.

[34] “Greenlaw Hall, circa 1970s: Scan 10” in University of North Carolina at Chapel Hill Image Collection (P0004), North Carolina Collection Photographic Archives, Wilson Library, UNC-Chapel Hill.

[35] “Greenlaw Building Will Triple Space of UNC English Dept.,” Daily Tar Heel, May 6, 1969, https://universityofnorthcarolinaatchapelhill-newspapers-com.libproxy.lib.unc.edu/image/67744256/?terms=%22Greenlaw%22 (accessed February 26, 2017).

[36] Ibid.

[37] Ibid.

[38] “UNC Plan Room: Facility Info,” accessed February 27, 2017, https://planroom.unc.edu/FacilityInfo.aspx?facilityID=066.

[39] “Greenlaw Building Will Triple Space of UNC English Dept.,” Daily Tar Heel, May 6, 1969, https://universityofnorthcarolinaatchapelhill-newspapers-com.libproxy.lib.unc.edu/image/67744256/?terms=%22Greenlaw%22 (accessed February 26, 2017).

[40] “2 Buildings Open on Campus,” Daily Tar Heel, September 15, 1970, http://universityofnorthcarolinaatchapelhill.newspapers.com.libproxy.lib.unc.edu/image/67796295/?terms=%22Greenlaw%22 (accessed April 23, 2017).

[41] “Greenlaw 101, Lecture Hall for the 21st Century,” The University of North Carolina at Chapel Hill, accessed February 27, 2017, http://www.unc.edu/spotlight/greenlaw-101-lecture-hall-for-the-21st-century/.

[42] Dougald Macmillan, English at Chapel Hill, 1795-1969, (Chapel Hill: Department of English, UNC-CH), 45.