UArchives blog posts
Post contributed by Tracy Jackson, Head, Center Manuscript Processing Section and Technical Services Archivist for the Duke University Archives.
The Women’s Studies Program was founded in 1983, but women have been attending and graduating from Duke since the 1870s, and have been active as alums and supporters of the University. In the mid and late 1980s, as the Women’s Studies Program (WSP) was growing rapidly, they began to form a Friends of Women’s Studies group to help support the growth and evolution of the academic program.
In 1987, administrators in WSP created a survey focused on women’s experiences and sent it to the more than 16,000 women who had received undergraduate degrees from Duke since the 1920s. More than 700 responses came back. The first issue of the Women’s Studies Program Friends Newsletter published summary results of the survey in Spring of 1988. The piece in the newsletter breaks down the percentage of responses by decade of graduation, gives an overview of advanced degrees received and professions pursued, and includes information about involvement with alumni organizations, a major concern to WSP at the time. The following two issues of the Friends Newsletter give more in-depth profiles of the two women most commonly cited as role models by the survey respondents, Anne Scott and Juanita Kreps.The Women’s Studies Program Friends Newsletter article on the survey results
The survey asks about a number of issues not covered in the Newsletter summary, however, and the answers are fascinating. The survey includes questions about what women experienced as women at Duke, about what they would want to discuss with then-current students, about what they saw as the most important events for women in the last 25 years, whether they’d ever heard of Women’s Studies, and what else they should have been asked.
The answers to these questions give us a glimpse of what women’s lives were like at Duke over the decades, but they also show what the respondents saw as mattering to women’s lives at the time. It’s important to realize the limitations of this trove of information: since Duke didn’t desegregate until 1965, this is what predominantly white, relatively affluent women thought in 1987 and 1988. From the perspective of 2019, 30 years later, it is very much of the moment of the late 1980s, yet has strong echoes of concerns women still struggle with now.
The responses on what were the most important issues to women in the last 25 years had a few common themes most often listed: birth control, both contraceptives as in the pill, and legalized abortion after Roe v. Wade, grouped together as well as listed separately; greater number of women in the workplace, sometimes listed in conjunction with concerns about equal pay, sometimes with concerns about the economic necessity of married women working (with some respondents questioning the necessity), and often in conjunction with concerns about the effect of working mothers on “the family”; civil rights; and greater visibility of women’s efforts to achieve equality, as in the Equal Rights Amendment (ERA), the women’s movement and feminism, and wondering if women can really have it all. Other concerns often listed include AIDS, drugs, and welfare, issues that would have been frequently and prominently discussed in the late 1980s. In my random sampling I didn’t find any mention of lesbian or queer issues, or of immigration or refugee concerns, and very little mention of the specific needs of women of color. But the focus on issues of equality, economic concerns, reproductive justice, and whether women can really get what they need in a complicated world – these all still ring so true for me today.From a 1941 graduate.
From a 1942 graduate.
From a 1952 graduate.
From a 1967 graduate.
From a 1978 graduate.
The long answers are my favorite, especially about the respondents’ memories of Duke. They’re anecdotal and can’t necessarily be used to draw larger conclusions, but in my brief review some patterns did emerge: there weren’t enough women faculty; everyone wanted more counselling, whether for future careers or life during and after college or handling alcohol; most people struggle to “have it all” and it’s important to address that.
Most of the memories of time at Duke are pleasant, recalling friendships still important in the lives of these women. There are, however, a number of vivid anecdotes of facing sexism from the administration or predominantly male faculty or from the career world outside of Duke. There are also reminisces of struggling to fit in, and struggling to find one’s place in the world or find appropriate role models. These, I think, are concerns still relevant today, even as we have far greater numbers of women in faculty and mentorship roles.From a 1937 graduate.
From a 1940 graduate.
From a 1953 graduate.
From a 1962 graduate.
From a different 1962 graduate.
From yet a different 1962 graduate.
From a 1977 graduate.These are just a small slice of these surveys. They show a group of women who all seem to be brilliant, capable people. Respondents listed long histories of community involvement, educational achievements, work lives with copious variety, parenting and dedication to families, overcoming disappointments and adversity, and deep interest in what effected women of the time, both Duke students and everyone else. There’s also more I wanted to explore related to discussions of divorce, the often negative perception of the “women’s movement” contrasted with stated support of some women’s issues within the same survey, the differences in reference to some issues between graduates of different decades, the implicit assumption that women WILL become wives and mothers, but there just isn’t space here. It would be interesting to see these experiences analyzed for other trends and patterns (if anyone needs a research project!), but it is also engrossing just to read about the lives of these women, every one of them complicated and compelling.A response from a 1933 graduate.
Post contributed by Hillary Gatlin, Records ManagerWilliam Lowell Putnam scrapbook, inside front cover
The University Archives works with offices across campus to collect and preserve university history. As part of these efforts, the William Lowell Putnam Competition scrapbook, previously on display in the Department of Mathematics, has now made its way to the University Archives for preservation.
The scrapbook describes Duke undergraduates’ participation in the William Lowell Putnam Mathematics Competition. The Putnam, which began in 1938 as a competition between college and university mathematics departments, is now the premier mathematics competition for undergraduate students. In fact, it has been repeatedly described as the “NCAA tournament” of the math world. Taking place each December, undergraduates attempt to solve challenging mathematical problems over a six hour period. This is both an individual and team competition, with prizes awarded to students with the highest scores as well as to the five institutions with the highest rankings.
This scrapbook contains press releases, correspondence, programs, and photographs related to the Department of Mathematics’ participation in the Putnam Competition. In 1993, Duke University won its first Putnam, with the team of senior Jeffrey Vanderkam, junior Craig Gentry, and freshman Andrew Dittmer taking first place. Harvard University had taken the top honors for the previous eight years. While the scrapbook focuses primarily on Duke’s first victory in 1993, it also includes some material from later years, including a photograph of Duke’s second winning team in 1996, and a copy of a Board of Trustees announcement honoring five mathematics students in 2000, when the Duke University team again took first place in the Putnam.Photos of the Putnam Competition team from 1993
Duke University students compete in both athletics and academics. Now the victories of these undergraduates will be preserved and shared with the larger campus community as part of the University Archives.
The William Lowell Putnam Competition scrapbook was created by Dr. David Kraines, Associate Professor Emeritus of Mathematics, who leads many of the Putnam competition teams. It was transferred to the University Archives by the Department of Mathematics in April 2019.
The post Add it Up: Duke and the Putnam Mathematics Competition appeared first on The Devil's Tale.
Post contributed by Gia Cummings, University Archives student assistant
Among Duke’s countless unexplainable quirks are sleeping outside for a basketball game, the first-year meal plan, anything to do with the transportation system, and most mysteriously, Selective Living Groups. Prospective students are puzzled by the concept, and Duke students stammer to conjure an explanation: it functions similar to Greek life but it’s certainly not that; it’s not a club but it’s also not a friend group; you live together, but it extends beyond that—and all of these responses leave you equally as confused. Eventually, as one transitions from wide-eyed first year to aloof sophomore, the questions fall away and the social landscape becomes comprehensible. And yet, the underlying question: ‘what is an SLG?’ slips away unanswered.
Although the definition of a Selective Living Group is concrete now, it began as a nebulous idea pioneered by some innovative students of the Woman’s College, women who wanted to extend their learning into their living space. In 1961, the Women’s Student Government Association (WSGA) Council defined the reasoning for the living situation in their “Proposal for an Experimental Dormitory”:From the “Proposal for an Experimental Dormitory,” 1961. Woman’s College Records, box 35.
This logic parallels modern-day defense of the selected living group system, wherein living with people of diverse backgrounds and thought processes is a learning experience in and of itself. The women of the Experimental Dorm, which was housed in the Faculty Apartments (Wilson Residential Hall) beginning in the fall of 1961, had varying academic talents and interests: they organized themselves with the intentions of pursuing academic stimulation, learning for the sake of learning rather than learning for a course. The women read common books to expand their knowledge, but they also extended the experimental aspect past their studies.Wilson Residence Hall. The Experimental Dorm was housed on Wilson’s 3rd floor.
At that time, students of the Woman’s College had strict curfews and restrictions regarding their social lives and freedom, and the women of the Experimental Dorm took on an unprecedented level of self-governance. They requested self-monitoring on the tracking of their movements, along with control over the rules in their own house, and adopted a government-like structure that resembles the House Councils that each dorm currently has, with assistance from older (male) faculty members. The members organized a flexible leadership system that included rotating chairmanship and standing committees to address particular issues–including monetary ones, given that the members paid dues to be a part of this community. In this sense, and the selection process, the Experimental Dorm distinguished itself from the residential Corridors that would soon follow.Page from “Structures and Functions of the 1961-62 Experimental Dorm.” Woman’s College Records, box 35.
Although the vision of the Experimental Dorm prioritized “intellectual orientation”, they were intentional in not pursuing a specific academic community (like the later Corridors); in fact, the girls aimed to acquire a diverse group of interests in order to promote mental stimulation. As was recognized by these women, learning stems from exposure to new concepts and ideas; they aimed to choose members that stimulate one another. This aspect was evident in the fact that the Experimental Dorm took applications followed by interviews, attempting to select candidates who reflected a passion for learning. As the women outlined in their selection guidelines, their criteria specifically stated that they did “not want grade point averages or other specific records to be used in judging the girls” and that “each choice would be made on an individual basis,” with diverse interests being of particular importance. This dorm set itself apart by incorporating a social aspect along with an academic one: the Experimental Dorm was designed to create a community, not just a study group. In this sense, the ancestry of modern SLGs is clear, the creation of a group that shares similar values beyond their academic interests, designed to grow its members as people as well as students.
Selective Living Groups today are often praised for their ability to bring people together; to create a learning environment in the dormitory alongside the classroom. The origins of those aims can be traced directly to the goals of the women who began the Experimental Dorm: a project which began to create a community, but whose effects have grown to become an important aspect of student life at Duke to this day.
The post SLGs Have Their Roots in Woman’s College Experiment appeared first on The Devil's Tale.
Post contributed by [Matthew] Farrell, Digital Records Archivist.
I last wrote about harvesting Twitter for the archives way back in April 2016. Toward the end of that post I expressed our ambivalence toward access, essentially being caught between what Twitter allows us to do, what is technologically possible, and (most importantly) our ethical obligations to the creators of the content. Projects like Documenting the Now were just starting their work to develop community ethical and technological best practices in social media harvesting. For these reasons, we halted work on the collecting we had done for the University Archives, monitoring the technological and community landscape for further development.
February 2019 saw the 50th Anniversary of the Allen Building Takeover, when a number of Duke students occupied the Allen Building to bring attention to the needs of African-American students and workers on campus (here is a much better primer on the takeover). There were a number of events on campus to commemorate the takeover on campus, both in the Rubenstein Library and elsewhere. As is de rigueur for academic events these days, organizers decided on an official hashtag, which users could use to tweet comments and reactions. Like we did in 2016, we harvested the tweets associated with the hashtag. Unlike 2016, community practice has evolved enough to point to a path forward to contextualizing and providing access to the harvested tweets. We also took the time to update the collection we harvested in 2016 in order to have the Twitter data consistent.
In terms of technology, we use twarc a tool and Python library created by DocNow, to harvest and process Twitter content. Twarc interacts with the Twitter API and produces output files in JSON format. The image here is an example of JSON, which is clearly not human readable, but is perfect for machine processing as a data set.JSON output from twarc. Yikes, y’all.
But twarc also allows the user to work with the JSON in different ways. Some of these are obviously useful–e.g., you can create a basic HTML version of the data set.Much better.
Those funky characters are because twarc has a hard time encoding emoji. These web comics (here and here) are not full explanations, but point to some of the issues present. If you take nothing else from this, observe that you can somewhat effectively obscure the archival record if you communicate solely in emoji.
Finally, for our ability to offer access in a way that both satisfies Twitter’s Terms of Service and Developer Agreement, twarc allows us deyhdrate a data set and respect the wishes of the creator of a given tweet. “Dehydration” refers to creating a copy of the data set that removes all of the content except for Twitter’s unique identifier for a tweet. This results in a list of Tweet IDs that an end user may rehydrate into a complete data set later. Importantly, any attempt to rehydrate the data set (using twarc or another tool), queries Twitter and only returns results of tweets that are still public. If a user tweeted something and subsequently deleted it, or made their account private, that tweet would be removed from rehydrated data set even if the tweet was originally collected.Dehydrated Twitter data. These can be rehydrated into complete Twitter data using twarc or other tools.
What does this all mean for our collections in the University Archives? First, we can make a dehydrated set of Twitter data available online. Second, we can make a hydrated set of Twitter data available in our reading room, with the caveat that we will filter out deleted or private content from the set before a patron accesses it. Offering access in this way is something of a compromise: we are unable to gain proactive consent from every Twitter user whose tweets may end up in our collections nor is it possible to fully anonymize a data set. Instead we remove material that was subsequently deleted or made private, thereby only offering access to what is currently publicly available. That ability, coupled with our narrow scope (we’re harvesting content on selected topics related to the Duke community in observance of Twitter’s API guidelines), allows us to collect materials relevant to Duke while observing community best practices.
So far this academic year, Rubenstein librarians have taught 132 class sessions (though we won’t finalize these numbers until the end of the spring semester). You’d think that’d be enough to fill our time, but we’ve also been meeting monthly to discuss our individual teaching practices and how to improve our students’ experiences in our class sessions. We want to inspire confident special collections researchers for life!
Through our discussions, we realized that we often returned to couple of key points about archives and primary source research in our class sessions. We’d broach those points on an ad hoc basis as they arose in classes, but we wondered if starting our class sessions off with a shared understanding of those points would be useful, reassuring, and perhaps even empowering for our students.
We’ve followed the development of codes of ethics for different spaces and organizations within (and beyond) our profession and thought that model might also work for us. Early this semester, we drafted and began implementing what we’re calling our approach to classes at the Rubenstein Library. (“Code of ethics” seemed so heady that it might have the unfortunate effect of tamping down student engagement.) Here is what we developed:
Explore and be curious! Our class sessions are interactive, hands-on opportunities to look at lots of materials, so take advantage of this time. Challenge yourself to look (even briefly) at items that don’t initially catch your interest—you might be surprised at what you discover.
Our class sessions seek to be inclusive, offering multiple perspectives, viewpoints, or lived experiences, but may not include the voices of every population for a number of reasons. Let’s talk in class about the voices that aren’t being presented.
The background, experience, and knowledge you bring to this class session are valuable. There isn’t one right interpretation of a historical document. Please listen carefully and treat everyone’s responses respectfully.
The material you encounter in this session has the potential to be uncomfortable or upsetting. Be kind to yourself and recognize your limits. You can look at something else or even step out of the room to take a break.
When working with historical documents, you may encounter racist, oppressive, or outdated language in the documents themselves or in the archival record. When we discuss these items, we will want to use terms that reflect the ways these communities describe themselves today.
Later this month, we’ll come together as a group of instructors to talk about how we’ve been able to incorporate the code into our class sessions—but informal reports suggest it’s been useful! Our practice has generally been to give students two to three minutes to individually read over the code (presented on a slide) and then talk as a class about any questions they might have and how the individual points in the code might come up in the class session.A Rubenstein librarian teaches our new instruction code of ethics in a recent class session.
We see this as a living document that we’ll continue to refine and add to as needed. So please do let us know what you think and feel free to borrow or adapt our instruction code of ethics for your own class sessions!
The post Developing a Code of Ethics for Rubenstein Library Instruction Sessions appeared first on The Devil's Tale.
Post contributed by Josh Larkin Rowley, Reference Archivist for the John W. Hartman Center for Sales, Advertising, and Marketing History
Spend a moment chatting with me and there’s one thing you’ll likely learn: I really like beer. Since my arrival in Durham nearly a decade ago, I’ve spent an uncomfortable amount of my income at Sam’s Quik Shop. It’s changed a lot since my time here—expanded indoor space, the addition of outdoor seating, a less surly staff. However, it has always been a hub for me, a family-owned bottle shop that still feels like the Durham I met years ago. In an evolving cityscape featuring more new high-rise condominiums than personality these days, Sam’s is iconic. Like many local beer drinkers, I was stunned but not altogether surprised by the news that the bottle shop will close at the end of the month and the property sold. As a beer-loving member of the Duke community I started thinking about what Sam’s, in all its historical iterations, has meant to generations of Duke students. Taking advantage of resources available in the Duke University Archives we catch a glimpse of the evolution of Sam’s and a feeling for what the institution meant to generations of Duke students.Sam’s Quik Shop ad from July 12, 1976 Chronicle
In the 1950s, when the Woman’s College was still active, codes of conduct choreographed interactions between men and women on campus. Consequently, students sought friendly establishments off campus where they could socialize freely. One of these was Sam’s Blue Light Basement, named after the hit song “The House of the Blue Lights,” which opened its doors in 1954 to students eager for a new nightlife spot in the city. Modeled on the German Rathskeller, students could dance to juke box tunes, drink beer, and mingle in proximity to the opposite sex, all without the heavy hand of administrative oversight. In a 1981 profile of Sam’s Quik Shop in The Chronicle, owner Sam Boy spoke fondly of current Duke students who tell him that their parents “came a courtin’” to the Blue Light years earlier.
While the basement boomed, the ground floor Blue Light Cafe thrived as well, with locals and students alike lining up for the drive-up food delivery. During the annual Joe College celebration, a mainstay of every Duke students’ social calendar in the 1950s, students found the time between scheduled events for a trip to the Cafe. “At 5 the lawn concert breaks up . . . a quick stop at the Blue Light for an in-car supper,” reads a poetic homage to Joe College weekend in the 1955 Chanticleer. The in-car service was so popular that by the 1960s local police were required to direct traffic on busy weekends. “Cars were lined up outside looking for a place to park,” Sam Boy remembered. In 1974, Sam and his wife Gerry converted part of the business into a convenience store, changing the name to Sam’s Quik Shop, while retaining the neon Blue Light sign that adorned the facade.
The Quik Shop became a one-stop establishment for anything one might need. From convenience store staples to automotive supplies, the Quik Shop had it all. However, alongside the self-serve carwash, books and newspapers, and VHS rentals (over 3,400 titles!), beer was the most prominent feature of their offerings. Sharing shelf space with standard brands like Miller, Budweiser, and for those with an aversion to beer, Bartles and Jaymes and a large selection of wines, the Quik shop also stocked less familiar names and imports like Old Peculiar, Glacier Bay, Chihuahua, and Sol. “That’s our drawing card as opposed to the supermarkets,” noted a prescient Sam Boy in 1981. Sam’s found its niche.
By 1984, a legal drinking age of 21 put beer drinking by law-abiding college students out of reach. However, thanks to advances in home computing technology and photo editing software, a surfeit of fake IDs hit the nightlife scene in the late 1990s. During this scourge of lawlessness, many Durham drinking establishments reported an increase in fake ID confiscation—IDs most easily identified by their atrocious quality. Sam’s on the other hand reported a decline in the number of fake IDs. “Usually we have a whole wall full by the end of the semester,” exclaimed Robert Clark, a Sam’s clerk in 1999. “Right now, we only have four or five.” (If you were one of those lucky students publicly shamed on the walls of Sam’s circa 1999, let us know!).Sam’s Quik Shop ad from the November 11, 1988 Chronicle
“It has been said that one cannot stand in the way of progress,” began an editorial by student Marc Weinstein in the October 5, 1990 issue of The Chronicle. The extension of the 147 Expressway to the west turned the area around Sam’s Quik Shop into a construction and traffic nightmare that affected the livelihood of the family-owned business. While approving of necessary infrastructure improvements, Weinstein went on to say that he equally liked Sam’s Quik Shop. “I like being able to snatch a 6-pack of Colt 45 . . . rent Breakin’ II: Electric Boogaloo, and grab some hot pork rinds at 10 on a Friday night,” said the Trinity senior. Weinstein vowed to contribute in some small way to ensuring the survival of this “shoppers paradise” by making extra trips to the Quik Shop each week. His fear, surely shared by many, was that the institution would go the way of Pete Rinaldi’s Chicken Palace, a beloved eatery on 9th Street.
Alas, progress has finally caught up to Sam’s Quik Shop. As another Durham landmark is swapped for clean, commodious living, let us—Durhamites and Duke students alike—mourn the loss of one of the city’s most enduring locales . . . over a beer, of course.
“Since the war began ‘times ain’t what they used to be:’” Life at Trinity College During the Great War
Post contributed by Mandy Cooper, PhD, exhibit curator, former Research Services Graduate Intern, and Duke History PhD.
One hundred and one years ago, the doors to the East Duke Parlors were “thrown open” and “tables and machines [were] hauled in” along with “oilcloth, bleaching, hammer and tacks.” Led by Trinity College’s newly established branch of the Young Women’s Christian Association (YWCA), the women at Trinity College and in the surrounding community turned the East Duke Parlors into a Red Cross room. According to Trinity’s YWCA president Lucile Litaker, the room was now “splendidly equipped” and “great bundles of material began to appear.” Throughout the next year, women at Trinity were joined by women from Durham to roll and send bandages overseas. The Red Cross room was officially open every Tuesday and Friday afternoon from 2:00-4:30, with the Trinity Chronicle reporting in February 1918 that between forty and fifty women had worked in the room the previous Friday. The women at Trinity were determined to do their part for the war effort.Photos of the Student Army Training Corps at Duke in the University Archives Photograph Collection, Box 72.
They were not the only ones. By the 1917-1918 school year, the United States had officially entered World War I, and Trinity was feeling its effects. The impact on enrollment was immediate. Trinity saw a decrease of over 100 enrolled students from 1916-1917 and 1918-1919. President William P. Few was alarmed and attempted to boost enrollment in multiple ways: he encouraged current students to remain at Trinity until they were drafted; he toured North Carolina to promote the need for college-educated men to rebuild a war-ravaged Europe; and, like many other North Carolina universities, he started a Student Army Training Corps (SATC) unit on campus. The young men who enrolled in the SATC officially joined the US Army, but remained students at their institutions and were protected from the draft while receiving the training necessary to be considered for officer positions after graduation. Special classes were established for the SATC to ensure that those enrolled received the necessary training. The War Department required that Trinity create a course for the SATC that covered the “remote and immediate causes of the war and on the underlying conflict of points of view.” This course was intended to enhance the SATC’s morale and help them understand the “supreme importance to civilization” to the war.
Few’s worries that Trinity would lose many students “to government service of one kind or another” proved apt. Although Few tried to dissuade freshman Charlton Gaines from leaving Trinity when he heard of his plans, Gaines enlisted and was sent to Camp Meigs for training. He apologized to Few shortly after arriving at Camp Meigs for leaving “without giving you notice of my departure.” Gaines served throughout the war, attaining the rank of Sergeant in the Quartermaster Corps, and never returned to Trinity College.
Even those students who remained at Trinity felt the effects of the war. Friends and former students who had joined the military often returned to campus to visit on the weekends. The Chronicle reported in January 1918, that there would be no Chanticleer for the 1917-1918 largely because of the war. In addition to financial woes carried over from the previous year, the editor-elect had failed to return to Trinity in fall 1917—presumably because he joined the army. As the Chronicle writer reported, though, Trinity was not the only college (even just in North Carolina) that had been forced to cancel the yearbook for the year. In the end, the writer told students that they must “patriotically adapt” themselves to this situation because “since the war began ‘times ain’t what they used to be.’” The Chanticleer returned in 1919 as a special edition. It was issued at the end of the war, published as Victory, 1919, and highlighted the victory of the United States and its allies in the war.
The war had some unexpected effects on Trinity as well. Football had been banned at Trinity since 1895, and in 1918 students petitioned for its return. They argued that a football program would help build a manly physique during a time when there was “a distressing need for physically well-developed men.” As the war was ending, the administration lifted the ban and football returned to Trinity.
Trinity’s connection to the war was never more clear than in the masses of letters that alumni and former students sent to friends still at Trinity, to President Few or other faculty, to the Trinity Chronicle, or to the Alumni Register. Lt. R.H. Shelton wrote to Duke Treasurer D.W. Newsome from the front in France, telling him that he had seen “some of the worst over here.” Shelton continued, “Sherman certainly knew what he was talking about, but his was an infant.” Alumni like Shelton made the horrors of war clear to everyone still at Trinity. The pages of the Alumni Register for the war years are filled with letters from the front, placed in the same volumes as the President’s updates on the war’s effect on the college.Captain Charles R. Bagley (’14, A.M. ’15) wrote multiple letters from the front that were published: one in the Alumni Register in April 1918 and one in the Chronicle in December of the same year. Photo of Captain Charles R. Bagley, ’14, A.M. ’15, Camp Jackson. In the Trinity Alumni Register, Vol. 4, No. 1, April 1918, p. 48. Available digitally at https://archive.org/details/trinityalumnireg04trin
The Alumni Register and the Chronicle both regularly reported on the service of Trinity alumni and students overseas, including the first alumnus killed in action. First Lieutenant Robert “Kid” Anderson was among the first wave of American soldiers sent overseas. Part of the class of 1914, he was killed in action on May 29, 1918, at the Battle of Cantigny in France—the first major American engagement in the war. The news of Anderson’s death was sent both to his family and to President Few. The Alumni Register announced that Anderson had been killed in action in its July 1918 issue. The Register profiled his time at Trinity and his military service before reprinting an account of the memorial service held in his honor in his hometown of Wilson, North Carolina, a letter to Anderson’s parents from a fellow soldier that described his, and portions of Anderson’s letters to relatives and friends.
To honor the centennial of the end of the First World War, selected items from the Duke University Libraries are on display in the Mary Duke Biddle Room as part of the exhibit “Views of the Great War: Highlights from the Duke University Libraries.” In addition to the impact of World War I on Trinity College and other people back home, the exhibit highlights aspects of the Great War and tells the personal stories of a few of the men and women (whether soldiers, doctors, or nurses) who travelled to France with the American Expeditionary Force during the “war to end all wars.” “Views of the Great War” is on display through February 16, 2019.
 Lucile Litaker, “The Year with the Y.W.C.A.,” The Alumni Register, Volume IV, No. 2, July 1918; 148-149. Available digitally at https://archive.org/details/trinityalumnireg04trin. For the Chronicle article, see: “Red Cross Notes,” The Trinity Chronicle, Vol. 13, No. 19, Wednesday, February 6, 1918. Available digitally at https://library.duke.edu/digitalcollections/dukechronicle_dchnp83014/.
 Memo from the War Department Committee on Education and Special Training to Institutions where Units of the Student Army Training Corps are Located, September 10, 1918. Wartime at Duke Reference Collection, World War I – Student Army Training Corps, Box 1.
 For Few’s statement about losing students, see: William Preston Few to Benjamin N. Duke, July 16, 1917, Few Papers, Box 17, Folder 210. For the Charlton Gaines’s letter, see: Charlton Gaines to President Few, February 19, 1918, Few Papers, Box 19, Folder 235.
 “No Chanticleer for 1918.” The Trinity Chronicle, Vol. 13, No. 17, Wednesday, January 16, 1918. Available digitally at: https://library.duke.edu/digitalcollections/dukechronicle_dchnp83013/.
 Statement from the Student Committee on Football, May 14, 1918. Trinity College Yearly Files, 1918. Board of Trustees Records, Box 5, Duke University Archives, David M. Rubenstein Rare Book & Manuscript Library, Duke University.
 Lt. R.H. Shelton to D.W. Newsom, June 25, 1918. Trinity College (Durham, N.C.) Office of the Treasurer Records, Box 1, Duke University Archives, David M. Rubenstein Rare Book & Manuscript Library, Duke University.
 The Alumni Register, Volume IV, No. 2, July 1918; 98-104. Available digitally at https://archive.org/details/trinityalumnireg04trin.
Post contributed by Val Gillispie, University Archivist.Hanging portraits in the Gothic Reading Room following the Rubenstein Library renovation, 2015
The air is finally crisp in Durham, and we are all enjoying the cool weather and colorful leaves. We are changing inside the library, too, with a major shift for the portraits in the Gothic Reading Room. That’s right, the beloved and historic Gothic is getting an art update!
So what’s moving?
- The three men responsible for the initial construction of Duke’s campus, Horace Trumbauer, Julian Abele, and Arthur C. Lee, will be moving across the room, next to the John Hope Franklin portrait.
- The presidents will all be moved down to make room for future presidential portraits, including a portrait of past president Richard Brodhead, which will be hung in early November.
- Founding Duke Endowment trustees will be moving in to archival storage, providing more room for additional portraits.
What’s not moving? James, Washington, and Ben Duke will remain where they are, as will Mary Duke Biddle Trent Semans and John Hope Franklin.
The change means that the room now has space for new portraits to be added. So we ask you, dear reader: who would you honor with a portrait in the Gothic Reading Room?
Post contributed by Tracy Jackson, Technical Services Archivist for the Duke University Archives and Head, Center Manuscript Processing Section.Watch football films here!
Duke University Archives is very proud to announce that select films of football games made by Duke Athletics are now available for viewing on the web!
This is exciting news for us, and we hope you will be excited, too. The digitized films are available in two different ways: within the complete collection guide and directly from the Duke Digital Repository.
Not all of the films are available, unfortunately, as not all have been digitized yet. Only the football game films that have been requested by our users and digitized within the last ten years or so can now be viewed by anyone. The story of how these films became available is a bit complicated, and demonstrates why making digitized content of archival materials is never as easy as folks might think.
The football game films have been in the archives since the 1980s, with additions coming in occasionally. The older films are all actual films – 16mm films, to be more precise. Later films were made on video, including Betacam and DVCam. In total, there are about 2,500 films representing more than 80 years of football games at Duke.
Staff have made copies of some game films for people to view since the originals first came the Archives, and as time went on the format of these copies changed: we have use copies of films on VHS, Betacam, DVD, and digital files.
To keep an inventory of these films, Archives staff created an Access database in the mid-2000s, which includes both football and basketball films. This database included the date of the game, the opponent Duke played, and the outcome of the game, as well as how many films had been made of the game and what boxes they were in. The database was later made available online so people could search it and find games they were interested in seeing, and also included some information about use copies.A screenshot of the Sports Films Access database
Unfortunately, the database was difficult, and then impossible, to update. We received more films from Duke Athletics, and more use copies were made, but the database didn’t include these new items. Also, our methods of keeping track of individual films changed. Our current archival practice for handling sound and motion picture recordings is to give each item a unique number so we can track it, and track any copies made of it. The database was made before we assigned these unique IDs to the films, so staff created a spreadsheet with information from the database plus the unique ID assigned to each film.Screenshot of the Excel spreadsheet with information about the football game films
What’s more, we now manage all of the information about all of our collections in a separate, much larger database, ArchivesSpace. The sports film database could not talk to ArchivesSpace, and the spreadsheet version with the unique IDs wasn’t formatted to go into ArchivesSpace, either.
By 2016, we had well over a hundred boxes holding a couple thousand films of football games (and a similar situation with basketball films), and we had quite a lot of description about the games divided across several places, plus use copies of films and a few dozen digital files of games that people had requested, none of which were easily accessible to the public.
We know people want to see these films. We want people to see these films! So we set to work to figure out how to get a full list of all the games we had, in the same place and format where we keep all the information about our collections; how to let people know which ones have been digitized already; and also let people actually watch the ones that have been digitized.
First I had to get all the metadata about the films together into one place, formatted consistently, with the unique IDs we use to track them included. This involved lots and lots of spreadsheets. I used the original Access database, two different Excel spreadsheets that had been created to assign unique IDs and format data, and OpenRefine. I spent a lot of time cleaning up dates, moving things around, and just so much copying and pasting. I also had to figure out how to organize the films in a way that made sense both to human beings looking at the lists and the way ArchivesSpace stores and displays description. Finally, after months of wrangling spreadsheets, I got the description for football films from the 1930s through 1993 organized by opponent, in chronological order, with any other description we had (final score, what part of the game an individual film covered), and into ArchivesSpace. We created a collection guide that was available online, showing all this information, hooray!Screenshot of the football films entered in ArchivesSpace
After that, there was still a lot of work to do to get the digitized films available for streaming online. I worked closely with Craig Breaden, the Audiovisual Archivist, to figure out what had been digitized and where those files were. Craig and I also worked extensively with Molly Bragg and Moira Downey in the Digital Production Center to get the digitized films into the Duke Digital Repository, the home of our digital collections. Moira did a ton of work and was very patient with me while we worked out how to do this, since it involved once again making sure the metadata we had was formatted in a way that worked with the DDR systems, that we knew what and where the files were, and many other steps.
Once Moira did the bulk of the work in getting the films into the DDR, there were still a few steps I and my colleague Noah Huffman needed to do to make sure the films would be visible within the collection guide. We were able to make sure metadata from the DDR went into ArchivesSpace, then once Molly’s team published the digital collection, reposted the collection guide. And voila!Screenshot of Football Game Film Collection guide showing streaming 1984 Duke vs. UNC game film
Getting digitized archival material available for almost seamless viewing by the public takes a lot of preparation and work behind the scenes. The technologies we use to make copies of recordings, the methods we use to keep track of our materials, and the way we store and display materials online all change rapidly and frequently, so any endeavor like this, even one that seems simple, takes multiple people, multiple systems, and a surprising amount of time. So far, there are 38 films from the Football Game Films Collection available online, but there is still a lot of work to be done with this collection: there are more films to add to the collection guide, and other copies made of films that we hope to make available.
The staff of University Archives is very excited to make the digitized football films available, and we’re glad all our work went in to something we think a lot of people will enjoy. I’m currently working on repeating this process with the Basketball Films, so stay tuned!
The post Why Watch One Duke Football Game Each Weekend When You Can Watch a Bunch? appeared first on The Devil's Tale.
We’re starting the school year off w/ lots of interest in Duke’s complex history, which warms (and engages) our archivist hearts. So here’s a handy compilation of ways to learn more about Duke history at the University Archives!
Travel through 178 years of Duke history with this nifty timeline.
Or grab your coffee & head to the permanent Duke University history exhibit outside the Gothic Reading Room.
Learn more about the workers who built the Duke campuses & their working conditions on the website created by this past summer’s Story+ project, “Stone by Stone: Who Built the Duke Chapel?”
Our research guides will point you to key resources on popular topics, like athletics & student activism.
Or you can browse our online exhibits! Integration, Duke during World War II, Duke’s queer history—find them here!
The Duke Chronicle, Duke’s student-run newspaper, is a fantastic historical resource. We’ve digitized the very first issue (December 19, 1905) through Feb 1989 and you can read/search through them here. 1990s issues will be available this fall!
103 years of the Chanticleer (Duke’s yearbook) are also browsable online. So many retro hairstyles!
Or see what the Pratt School of Engineering was like with digitized issues of DukEngineer.
Want to see Duke history rather than read about it? Our Flickr site has 3,000+ photos!This 1982 photo is on Flickr. Might not be the best set up for looking at Flickr, though. And the easiest way to learn about Duke history? Stop by the University Archives and talk to your friendly university archivists!
Tell us a little bit about your new job at the University Archives!
As the Records Manager, I will be working closely with University Archives staff and other university stakeholders to update, redesign, and guide Duke’s records management program to ensure that the significant records of the university, including both paper and electronic formats, are preserved and made available for future research. I will be assisting offices and departments to help them identify, retain, and dispose of their records appropriately by creating records retention guidelines, assisting with records transfer, and providing guidance on electronic records management. You will see me out and about on campus as I work with departments and offices.
Why is records management important?
Records management is all about getting the right information to the right people at the right time. The goal is to ensure that employees have access to the information they need to be successful here at Duke while also protecting personal information and sensitive data in accordance with best practices and federal regulations. Records management is also crucial when documenting university history. The work we do at Duke is important, and we should make sure the records of it are preserved in the Archives for future research and scholarship.
Can you give us a sneak peek of some upcoming changes for the records management program?
The Archives will soon be unveiling new webpages with updated information on records management procedures, including a new online form to streamline the records transfer process. Later this year, we will begin offering introductory records management presentations to offices and department staff.
What is one thing that people may not realize about records management?
Records management is everywhere! Records management plays a role in everything from records creation to access and use to destruction or preservation of records. People use records management every day whether they think about it or not; naming a document, saving a photo, filing an email—all of these tasks involve records management. Records management is a crucial part of our lives—and you may not even notice!
How did you become a records manager/archivist?
My interest in records began during my undergraduate work at the University of Mary Washington, where I studied historic preservation. I then attended the University of Pittsburgh to get my MLIS in Library Science. I took two classes on Records Management, and I realized I had found my calling.
What aspects of your new job are you most excited about?
As a records manager, I get to know campus well. I get to work with new people all the time, and I enjoy working with people from all across campus. I also get to know campus spaces. I frequently go to departments and get to see their storage spaces. I’ve been in more basements, “troll dungeons”, closets, and attics than I can count. While those places are not good spaces for storing records, they make for interesting visits!
Tell us one fun thing about yourself.
I love football—both professional and college! I look forward to cheering on the Blue Devils in the ACC!
Any last words of wisdom?
Are you having difficulties managing your records? You are not alone! Sometimes people feel they are the only ones facing records issues. Every department and office faces these problems, and the Records Management program is here to help. Just ask!
Thanks, Hillary, and welcome to the UA!
Post contributed by Rubenstein Library staffPhotos from collections in the Rubenstein Library that will be featured during Black History Month.
Happy Black History Month! This year we’ll be celebrating #28daysofblack by sharing materials from the Rubenstein Library’s collections and by highlighting our work on current projects. Stay tuned to follow our rare materials catalogers and manuscript archivists as they catalog and process collections that feature black authors, activists, artists, characters, entrepreneurs, and families. You will also be hearing regularly from John Gartrell, Director of the John Hope Franklin Research Center for African and African American History and Culture. John will be posting about the SNCC Legacy project, among many other things. You can follow us on our various social media platforms:
Franklin Center Facebook: https://www.facebook.com/JHFResearchCen
Franklin Center twitter: twitter.com/JHFResearchCen
Look for the #28daysofblack, #bhm, #blackbooks, and #blackarchives hashtags.
Here’s a brief rundown of the projects we will be working on for #28daysofblack:SNCC Legacy Project
In the 1960s a group of brash young organizers worked alongside local people in the Deep South to change the direction of America. The Student Nonviolent Coordinating Committee was a key catalyst for mobilizing grassroots activists to address voting and political power, economic equity, education, and civil rights. Over the last three years, the SNCC Digital Gateway project has worked to create an online platform that highlights the work of SNCC activists, mentors and allies using primary sources from our library and libraries across the country.Contract with freedmen on Plains Plantation, 1865 June 8-August 28 Newly acquired Freedmen’s contract, 1865.
This worn and creased contract was once framed and ostensibly hung on someone’s wall. It contains language binding newly-freed African Americans and their children to the Plains Plantation in Jefferson County, Mississippi and was signed not even a month after the Civil War was over. According to the contract, the laborers committed to working every day “from sun to sun,” except Sunday, with other possible days off. They were to be paid one quarter of the net proceeds for the crop. Surnames of the freedmen include: Wilson, Thompson, Digg, Turner, Lonsway, Hatton, Clement, Willis, Payne, West, Blair, Garner, Kelley, Arran, and Johnson. The contract was written in iron gall ink, which caused corrosion of the paper. It now has a catalog record and a collection guide and is currently with Duke Libraries’ Conservation Department to receive repairs and proper housing.Radio Haiti Radio Haiti in 1986.
Radio Haiti is an ongoing, multi-year project to create a trilingual (Haitian Creole, French, and English) public-facing digital archive of all the audio of Radio Haiti-Inter, Haiti’s first and most prominent independent radio station. Our goal is to make the content as accessible as possible to people living in Haiti.
In February, we are going to finish up the processing of Radio Haiti’s papers, and archivist Laura Wagner will be traveling to Haiti to continue to do outreach around the project and to distribute flash drives with a large selection of Radio Haiti audio (around 500 recordings) to libraries in Haiti.Allen Building Takeover
February 13th will mark the 49th anniversary of the Allen Building Takeover at Duke in 1969. This month we’ll be continuing work on the Vice President for Student Affairs Records, which include materials documenting the events during and after the Allen Building Takeover. Some items of note include eye-witness accounts of events written by students as well as materials documenting the administration’s planning for an African and African-American Studies Program in the wake of the Allen Building Takeover.Sojourner Truth OCLC
The Rubenstein Library recently acquired works by and about the abolitionist and women’s rights activist Sojourner Truth. Some of these acquisitions form part of the Lisa Unger Baskin Collection, including multiple editions of The Narrative of Sojourner Truth. While describing these editions in OCLC, the shared catalog used by libraries around the world, catalogers noticed that Olive Gilbert, a white woman who acted as Truth’s transcriber, is given authorship of The Narrative. Cataloger’s are working to fix this attribution, mainly looking to biographer Nell Irvin Painter, to confirm Truth as the author and Gilbert as the transcriber. Catalogers will use this research to correct records in OCLC and the Library of Congress Name Authority File.Robert A. Hill Collection
This collection exists due to historian and editor Robert A. Hill’s desire to document the journey of Jamaican black nationalist leader Marcus Garvey (1887-1940) and his Universal Negro Improvement Association (UNIA) and the back to Africa movement. Hill’s interest in the subject encouraged Garveyites to hand over cherished photographs, notebooks, legal documents, and printed ephemera that describes the rise of the organization, the battles with detractors and the FBI, and Garvey’s subsequent trial, jailing, and deportation. The UNIA members’ passion for the dream of black independence is further conveyed by their oral histories and personal papers. After a year and half of hard work by archivists, this large collection is now open to research.Comic Books
Catalogers in the Rubenstein Library and across Duke University Libraries are currently cataloging the Edwin and Terry Murray Collection, a comic book collection spanning decades and featuring around 50,000 individual items. This month, we’ll focus on cataloging comics starring African American superheroes like Luke Cage, Black Lightning, and Storm, as well as highlight the work of companies like Milestone Media, a company created by African American artists and writers. We will do this work in our local catalog (Search “Edwin and Terry Murray Collection (David M. Rubenstein Rare Book & Manuscript Library)” to follow along!) and in OCLC.Poro in Pictures Poro products featured in the promotional book, Poro in Pictures.
This promotional book, part of the Lisa Unger Baskin Collection, tells the fascinating tale of Poro College, a school that taught black cosmetology, deportment, and business skills to African-American women in the United States. The school was founded by Annie Turnbo Malone, an entrepreneur and philanthropist who developed a very lucrative line of hair products in the first half of the 20th century; many credit her business model to the success of other black entrepreneurs, including Madame C.J. Walker.Bullock family papers
While doing a survey of the Rubenstein’s collections in search of highly-flammable nitrate negatives, Visual Materials Archivist Paula Mangiafico noticed an interesting collection with an unprocessed addition that was mostly photographs, the Bullock family papers. Upon closer inspection, it became clearer that these photos depicted a bi-racial branch of the Bullock family and that the collection could use more detailed and updated description. This month we’ll be returning to the Bullock family papers and sharing information about the descendants who lived in Nutbush and Manson, North Carolina.Bingham Center Artist’s book
One of the many collecting interests of The Sallie Bingham Center for Women’s History & Culture is artists’ books by women. The Bingham Center describes artists’ books as an “amalgamate of traditional arts, such as graphic design, printmaking & bookbinding, with the full spectrum of contemporary art practice and theory, expanding and redefining the form.” Recently, the Rubenstein acquired Divide and Conquer by Maureen Cummins, a book that uses period photographs, many of them from the New York Historical Society and Schomburg Center for Research in Black Culture, and a manuscript from the American Antiquarian Society to explore: the early history of the Ku Klux Klan; ideas about power, oppression, and terrorism; and thoughts and questions about how communities come together and are torn apart (description taken from Maureen Cummins’ website). Once this book is cataloged, it will be ready for researchers. If artists’ books interest you, make sure to also check out Clarissa Sligh.Jonathan Leiss papers
The Jonathan Leiss papers contain oral histories about the sit-ins in North Carolina during the 1960s. The library received the papers in 2007 and we created a catalog record. This month we’ll be adding FBI files that were released in 2008, and we’ll be creating a collection guide that will make it easier for researchers to discover and use this collection.Henry Washington Album
This newly acquired family photo album contains photos and clippings of Henry Washington, who was a repairman for the Tuskegee Airmen (the first African American military aviators in the United States) during WWII. He was also a painter and musician. We will be carefully removing the photos from their current album for conservation reasons and creating a catalog record and collection guide so that it will be available for researchers soon.
Finally, we’d like to hear from you. Do you have stories about your encounters with black history in libraries? Are there books or other representations of black history and culture you found or wished you’d found in libraries?
Post contributed by Tracy Jackson, Technical Services Archivist for University Archives
Terry Sanford was a fixture of North Carolina life and politics for decades, and from 1970 to 1985 he was “Uncle Terry,” the President of Duke University. As a North Carolina State Senator, Governor, and United States Senator, he was known for his tireless support of and advocacy for education, especially public education, as well as his support of civil rights causes, including desegregation. He has left a lasting legacy here at Duke (the Sanford School of Public Policy is named for him), in North Carolina, and across the South.
While he may be well-known at Duke and across the country for his progressive ideals, he is slightly less well-known for a particularly fascinating tradition known as the Varmint Dinner. We’re here today to rectify this oversight and share with you all the story of this peculiar party.
According to an article in the Atlanta Constitution in 1980, the Varmint Dinner, also sometimes called the Critter Dinner, started in the mid-1970s when then-President Sanford and a friend, Jake Phelps, had “a lot of game” and thought “a Varmint Dinner in a formal setting would be a fun way to get rid of it.” The dinner continued because it was a way “to get family and friends together every once in a while.” Hard to argue with that!click image to enlarge
So what was served at the Varmint Dinner? Over the years, courses included raccoon (universally shortened to “ ’coon”), venison, catfish, wild pig, squirrel, rabbit, goat, bear, turtle, possum, and snake. The theme demanded the idea that “these entrees should have been recently lumbering around the words somewhere or at least hiding in tall grass beside a winding asphalt highway bracing for a brave challenge to oncoming cars.” Highly romantic description that allowed for basically anything not raised on a farm for the sole purpose of being eaten. In keeping with the down-home feel, the dinner was limited to mostly family and some friends, and the recipes based on instinct, rumor, and trial and error. With help from, according to the article, copious amounts of moonshine.
The article appearing in the Atlanta Constitution does an excellent job of trying to convey the sense of Southern country ingenuity combined with refined charm and grace that the whole idea of this dinner given by Terry Sanford evokes. The Terry Sanford Records and Papers, the collection of materials from President Sanford held in the University Archives, also includes some humorous correspondence that details the attendance of the article’s author at the Varmint Dinner in 1980.
Included in the collection is a note written to President Sanford by Bill Green, a journalist and the then-Director of University Relations, conveying the wish of David Morrison of the Atlanta Constitution to attend that year’s dinner, if there was to be one, and offering to bring snake. President Sanford jotted a reply on the letter that reads: “We’ll have one if we can gather in enough varmints. Seems we have been eating them as fast as they come by –“.
Later correspondence shows that David Morrison, in attempting to deliver his promise of snake, contacted Georgia State Senator Franklin Sutton, apparently a known source of “rattlesnake steak,” who wrote a lengthy and detailed account of how he might trap a snake and why he was unable to procure one. The letter was a fun reminder to me that politicians and executives rarely typed their own correspondence, since it also includes a sharply hilarious postscript from Senator Sutton’s secretary Benita to David Morrison.
We don’t know exactly how long the Varmint Dinner tradition carried on, since this correspondence and the photocopied article from the Atlanta Constitution, as well as half of a photocopied article from an unknown paper, are the only mentions of it in the collection (that I know of, please note this collection has more than 300 feet of material). But if you are looking for a new holiday tradition, and you can lay your hands on some (legally and ethically acquired) varmints, consider what Uncle Terry would do.
These materials came to light during recent reprocessing of portions of Terry Sanford’s collections related to his campaigns for President of the United States in 1972 and 1976. There is a wealth of interesting material in this collection – check it out for yourself!
Correction: After this was posted, a helpful friend of Terry Sanford called to let us know what happened to the Varmint Dinners. The dinners continued while Sanford was President of Duke University and lived at Knight House on Pinecrest Road, but once he stepped down as President and moved to a different residence, the dinner ended. The dinner written about above was one of the last Varmint Dinners held. Paul Vick, our source of information, attended and assures us it was a good one.
Post contributed by Valerie Gillispie, University Archivist
Most Dukies know about the Allen Building Takeover of February 13, 1969. It proved to be a watershed moment for Duke, and led to real change in the curriculum and in social and academic support for students of color. What many don’t know, however, is that there was a protest in the Allen Building just 15 months earlier, the Allen Building Study-In. Although less dramatic than the Allen Building Takeover, it was also organized by African-American students, and it also had real impact on Duke.
The Allen Building Study-In took place on November 13, 1967. The purpose was to protest the use of segregated facilities by Duke student organizations. One year earlier, the local chapter of the Duke Alumni Association had held a banquet honoring the football team at the all-white Hope Valley Country Club—thereby excluding the black players. Two hundred picketers protested the event. The Duke administration took no immediate action, and no prohibition was in place around the use of such facilities.
In September 1967, President Douglas Knight agreed to a policy that banned the use of such facilities by faculty and administrative groups, but did not require student groups to comply. In early November of that same year, the Associated Students of Duke University (ASDU, precursor to today’s DSG) conducted a student-wide referendum on a proposed ban on such facilities, but this motion was defeated. Frustrated with the lack of action by the student body and the administration, the students issued a statement and demands on November 10. They demanded that action be taken on the policy immediately.
With no immediate response from the administration, three days later a group of around 30 students entered the president’s office, staying for seven hours and blocking the entrance to Knight’s office. Reporters from radio stations and newspapers were also present to cover the event. Shortly after the conclusion of the protest, two major university committees recommended the passage of a complete ban on the use of segregated facilities. On November 17, just four days after the Study-In, Knight issued a statement in which he extended the existing policy to cover all student groups, in addition to faculty and staff groups.
Monday, November 13, 2017, will mark the fiftieth anniversary of this peaceful but powerful action by a small group of students. A small exhibit commemorating the Study-In is currently installed near the service desk of Perkins Library.Students participate in the Allen Building Study-In, November 13, 1967
Post contributed by Sierra Moore, Library Assistant for Research Services
Date: Tuesday, October 31, 2017
Time: 1:30-3:30 PM
Location: Holsti-Anderson Family Assembly Room
Contact: Rubenstein Library front desk, 919-660-5822
As all Hallows’ Eve draws near there are a multitude of reasons why you might traipse through all places dark, gloomy, and strange. Here at the Rubenstein Library your travels will be far less perilous. Nonetheless, we have compiled samples from collections containing chilling texts and photographs certain to both entertain, enchant, and imbibe the type of intrigue you seek. Here is a brief preview of what we have in store:
An early version of our very own Blue Devil mascot lingers before the Chapel.
A copy of Stephen King’s IT, ca. 1986.
From our Postcard Collection, a selection of Halloween postcards.
Black and white images of puppets from Puppets and the Puppet Theater.
Please join us on Tuesday, October 31st from 1:30-3:30 PM for a most festive open house certain to rouse the spirits!