Intersession Intermission at Special Collections

Special Collections & Archives Research Center Reading Room, the Claude Pepper Library, and the Norwood Reading Room will be available by appointment only during the dates of August 6-17. Our faculty and staff will use this “downtime” during FSU’s intersession to complete projects and prepare for the upcoming semester (as well as spruce up our spaces!).

If you need to access our collections during this time, please contact us at lib-specialcollections@fsu.edu or (850) 644-3271 to schedule an appointment. We will resume our normal hours on Monday, August 20, 2018.

Celebrating the 4th

Special Collections & Archives, along with Strozier Library, the Claude Pepper Library and the Heritage Museum are closed in observance of Independence Day. All our spaces will resume normal hours on Thursday, July 5, 2018. We wish you a safe and happy Fourth of July!

Front Page of the Florida Flambeau, July 2, 1984
Front Page of the Florida Flambeau, July 2, 1984 [read entire issue in DigiNole]

What They Fought: Resistance to Integration and the Path to the 1956 Tallahassee Bus Boycott

In the spring of 1956, after students Wilhelmina Jakes and Carrie Patterson from Florida A&M University, were arrested and jailed for refusing to leave the “whites only” section of a Tallahassee bus, the African-American community of the city rallied together to boycott the city bus service and take a stand for their civil rights and the belief that the color of their skin should not leave them subject to discrimination and fear. Those who participated in the boycott, including Rev. C.K. Steele, Daniel Speed, Jakes and Patterson and many others from the then 10,600 African-American residents of Tallahassee, were met with resistance from bigoted members of the Tallahassee community that felt racial segregation should remain the law of the land. What factors contributed to a mindset that would allow for one group to so poorly treat another?

A new exhibit now open at the Claude Pepper Library seeks to illustrate the kind of resistance that the Bus Boycott participants faced in their endeavors to secure fair and impartial treatment in a city that they too, called home. Guests are invited to visit the Claude Pepper Library and explore the exhibit on the Tallahassee Bus Boycott of 1956 which is open to the public now, through the early fall of 2018. Using primary source documents, ephemera and photographs that provide a deeper context for the events that began to take place in May of 1956, Special Collections & Archives provides a look into the social and political climate in the State of Florida leading during the time of the Bus Boycott. Guests are also able to listen to audio recordings of boycott participants and witnesses, including the Reverend C.K. Steele, Daniel Speed and Governor LeRoy Collins. The Claude Pepper Library and Museum are open Monday through Friday from 9:00AM to 5:00PM, call (850) 644-9217 or email Political Papers Archivist Robert Rubero (rrubero@fsu.edu) with any questions.

A Visual Tour of Florida State University History: The Historic Photograph Collection

Heritage & University Archives is excited to present a newly reprocessed collection: The Florida State University Historic Photograph Collection. An initial inventory, which took a project archivist roughly four months to compile, indicated that the collection included nearly half a million images in both print and negative format. Former graduate student Dave Rodriguez then spent a year organizing and reprocessing the original several small collections and new accessions into its current state. The collection is now housed in over 200 boxes in the Special Collections & Archives stacks.

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The collection during reprocessing.

 

The images cover a wide time span, from FSU’s earliest iteration, the Seminary West of the Suwannee River, to the present. While the photographs date back as far as the 1800s, the bulk of the material is dated between 1920s to the 1970s.

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The Platonic Debate Society, 1903.

 

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Student reading, undated.

The images themselves depict every facet of life on campus, from construction and special events to students relaxing on Landis Green and action shots of athletics contests. Some notable items in the collection include prints from the Flying High Circus, Homecoming, and various theatrical performances. In addition, a series dedicated to buildings, faculty, and university presidents help give a complete view of what campus was like at any decade.

 

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Andrews Brothers, undated.

 

Additionally, some images from the collection have been scanned and entered into FSU’s Digital Repository, Diginole.

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The Flying Circus, undated.

For more information about Heritage & University Archives and the Florida State University Historic Photograph Collection, please contact Sandra Varry at svarry@fsu.edu or visit heritage.fsu.edu

Recording Destruction

The Digital Library Center has been working with the FSU Department of Anthropology for several years now to digitize the materials created at the Windover dig site. We’re nearing the light at the end of the tunnel! However, as I loaded the last of the unit excavation forms, I realized something. I had absolutely no idea what these forms were! So, I sent off an email to Dr. Geoffrey Thomas for some clarification.

To start with, and something that I have never really thought about is that Archeology, the act of excavating, is an act of destruction. If they’re doing their jobs right, at the end of the dig, the site no longer exists. So, the hundreds of forms (For the Windover dig, over 600!), called Unit Excavation Forms, are used to record exactly what the archeologists were seeing as they dug the site. The site itself is divided into squares on a grid with each square having specific coordinates within the grid. Each form then corresponds to a specific square, or as they are called, unit.

Per Dr. Thomas, Unit Excavation forms’ primary role then, is to record the process of removal, layer by layer in each unit. Each form is labeled with information like the site name/number, the coordinates of the unit, the unit number that corresponds with a location on the grid, people working on that unit, and the level (depth) of the excavation. The workers then excavate in 10cm levels (ground – 10cm below surface = level 1) and so on to 90-100 cms = level 10. Each and every artifact is recorded as it is found and the workers make sure to mark the location within the unit, depth, and type of artifacts discovered. So, the unit forms and each level gets a form, then tell us what was found and where.

A Unit Excavation Form from Lot No. 1 at Windover during the 1984 season
A Unit Excavation Form from Lot No. 1 at Windover during the 1984 season [see all forms from Lot No. 1]
You stop digging in a unit when you hit a “sterile” layer, or after you have not hit new artifacts for a few levels. You then close that unit and start on a new one. After completion of a dig, the Unit Excavation Forms can be used to reconstruct each unit so that future researchers know where certain artifacts were found and in what context they belong within the dig site.

Pretty cool right? I also asked Dr. Thomas to think about what people will be able to learn now that these forms are online. Having the forms for the Windover dig online allows researchers and people interested in archaeology to gain information on, not only the process of archaeology but the specifics of the Windover site. If someone is interested in a particular burial and would like to find out the context of the burial (for example individual 90,  a subadult with a large number of grave goods), Dr. Thomas, or the patron themselves, could look up burial 90 and have the excavation forms for that unit. This will allow Dr. Thomas and the researcher to see the position of the body and locations of each artifact in the burial, along with any pictures of the burial site if any exist. This will hopefully greatly increase the amount of interpretive power we have for examining the remains and the way they were treated at death.

Now that we know what they are, enjoy browsing through and getting a picture of the Windover site from the unit excavation forms. You will also find field notes and photographs as part of the larger Windover collection. Happy “digging”!

Note: We are in the process of digitizing and loading x-rays and photographs of burials at the Windover site. However, due to the nature of that material and NAGPRA guidelines, those materials will be in collections with restricted access. Look soon for instructions on how to apply to use these types of materials for research in DigiNole.

Andrea Gibson and Pride Month at FSU

Happy Pride Month, Noles! This month, people across the world are commemorating the Stonewall riots of 1969 by rejoicing in the wide spectrum of gender identities and sexual preferences represented in humankind.

To celebrate, I went digging for poetry in our Pride Student Union Records, part of the Heritage and University Archives. I came across evidence of FSU’s past celebrations of Pride month (June) and LGBT History month (October, as National Coming Out Day is October 11th).

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Pride Month poster from the past

Additionally, I found this poster signed by Andrea Gibson, poet extraordinaire and LGBTQ+ activist, who visited and performed at Florida State University in April of 2012.

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Andrea Gibson poster, signed

Gibson is brilliant enough on paper, but their pieces are best consumed aurally, as the FSU students in 2012 had a chance to do; YouTube videos, fortunately, abound! Here is the love poem “Maybe I Need You”:


Andrea’s voice is one of hope and community, reminding readers and listeners that they are not alone in their feelings or experiences. I leave you with another example of Andrea’s stirring work, which pairs poetry to music and creates a moving, motivating portrait of a young person discovering who they are and who they want to be.

Check out FSU’s Pride Student Union, still in action since its beginning back in 1969 and still hosting on-campus events: http://sga.fsu.edu/pride.shtml 

And to you and yours: HAPPY PRIDE!

Memorizing Math with Marmaduke Multiply

Poetry has, traditionally, served as an excellent way to remember things. The human brain just seems to better retain information that rhymes, and a rhythmic quality can bring the words to mind in an instant.

Lines that are intended to aid in memorization are called mnemonic verses, and we use them on a daily basis. Think of when you try to determine how many days are in a month: “Thirty days hath September…” Or when you consider how “neither” should be spelled: “I before E except after C…” Is that snake in your yard friend or foe? “Red on black, friend of Jack…”

There are even longer mnemonic verses for memorizing heftier material. For example, this witty little song for the history of the monarchy in England (sung to the tune of Good King Wenceslas):

Willie, Willie, Harry, Stee,
Harry, Dick, John, Harry three;
One, two, three Neds, Richard two
Harrys four, five, six... then who?
Edwards four, five, Dick the bad,
Harrys twain and Ned the Lad;
Mary, Bessie, James the Vain,
Charlie, Charlie, James again...
William and Mary, Anna Gloria,
Four Georges, William and Victoria;
Edward seven next, and then
George the fifth in 1910;
Ned the eighth soon abdicated
Then George the sixth was coronated;
After which Elizabeth
And that's the end until her death.
–Wikipedia, “Mnemonic verses of monarchs in England”

The little book from Special Collections that I’m sharing today is Marmaduke Multiply’s Merry Method of Making Minor Mathematicians of 1841. We have a facsimile of the work, which was a favorite among nineteenth-century schoolchildren for memorizing their numbers.

Originally published in 1816 and 1817, the book was largely popular in the UK, but it spread to the US toward the later half of the nineteenth century. The book has funny little woodcuts depicting various scenes and then a rhyming verse that helps the reader remember their times tables. Here are a few examples:

31
4 times 8 are 32, I once could dance as well as you.

 

46.1
6 times 8 are 48. Dear Aunt, your dress is out of date.

 

47.2
6 times 9 are 54. My little boat has come ashore.

Some of the most beautiful woodcut work appears on the borders. Here is close up of the corner piece on that last one:

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Detail image of a corner woodcut.

Finally, my favorite page shows a child holding a book just like the one the image appears in! It also mentions the bookshop that sold Marmaduke Multiply’s Merry Method of Making Minor Mathematicians, which happened to be financially linked to the publishing house that produced the book (talk about savvy marketing!):

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A little metatextual advertising!

What rhymes do you remember from childhood?


 

Marmaduke Multiply’s Merry Method of Making Minor Mathematicians. New York: Dover Publications, 1972. Print.

Paris is Always a Good Idea (in stereoscope!)

The Digital Library Center has been working with the Art History department for a few years now to digitize and make available a collection of stereographs. While the collection is wide-ranging in its topics, its main focus is on Paris and her environs just prior to “Haussmannization,” or a series of public works projects led by Georges-Eugène Haussmann, which redesigned Paris in many ways. We recently loaded a new set of materials into this collection and wanted to share a few in this set that have the added bonus of color!

Vue dans Le Bois de Boulogne a Paris, ca. 1850-1900
Vue dans Le Bois de Boulogne a Paris, ca. 1850-1900

A former hunting ground of the French Kings, Bois de Boulogne is a large public park on the outskirts of the 16th arrondissement of Paris. It was created as part of Haussmann’s work for Napoleon III who had been impressed by Hyde Park in London during his exile and wanted to include more public parks in his reimagining of Paris (Wikipedia).

St. Cloud-Cascades, Parc de Saint-Cloud, ca. 1850-1900
St. Cloud-Cascades, Parc de Saint-Cloud, ca. 1850-1900

Parc de Saint-Cloud is now considered one of the most beautiful gardens in Europe. On the outskirts of Paris, it was once home to the Château de Saint-Cloud. However, the castle was destroyed during Napoleon III’s war with the Prussians and completely razed in 1892 (Wikipedia). The cascade featured in this stereograph no longer exists; if you visit the park today, you would see waterfalls, but none in the design of the original castle.

Arc de Triomphe, 1850-1900
Arc de Triomphe, 1850-1900

L’Arc de Triomphe needs no introduction. She has stood proudly in Paris’s Place de l’étoile since 1836. Wanted by Napoleon in 1806, the Arc de Triomphe was inaugurated by the French king, Louis-Philippe, who dedicated it to the armies of the Revolution and the Empire (City of Paris).

You may click on any of the links with the images to see larger, zoomable versions and be sure to browse the John House Stereograph Collection for over 1200 stereograph images of Paris between 1850 and 1900.

Memorial Day

American Flag Behind Westcott Building, ca. 1940-1944
American Flag Behind Westcott Building, ca. 1940-1944

Special Collections & Archives will be closed Monday, May 28 in observance of Memorial Day. We will resume our normal hours on Tuesday, May 29.

We wish you all a safe and fun holiday weekend!

Responding to Hiroshima and Nagasaki: A Children’s Book Calls for Peace

War & Peace for Children

The Special Collections book we’re highlighting today has a very specific mission: to teach children (and perhaps, the adults reading to or with them) about the post-nuclear world, and about the need for peace. On the Wings of Peace: In Memory of Hiroshima and Nagasaki is a 1995 collection of prose, poetry, and accompanying illustrations that promotes a message of world peace by incorporating voices from communities that have been affected by the atrocities of war.

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On the Wings of Peace: Writers and Illustrators Speak Out for Peace, in Memory of Hiroshima and Nagasaki

The introduction by compiler and editor Sheila Hamanaka lays out the historical events of August 6, 1945, aligning the victims to the reader: “In this city of 350,000 were people like you and me, and they were already suffering from the effects of war — the death of loved ones, starvation, separation” (11). Her words appear across from this harrowing illustration:

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Illustration by George Littlechild

Little Boy and Fat Man

Throughout the large hardback volume, essays, personal accounts, and poetry are accompanied by both illustrations that evoke difficult emotions and photographs that portray the reality of the circumstances. Across from “Thoughts from a Nuclear Physicist,” a short essay by Michio Kaku, is Little Boy and Fat Man, a photograph by Robert Del Tredici. A young man leans casually against what must be a mock-up of the bomb, appropriately reflecting Dr. Kaku’s wise observation:

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Little Boy and Fat Man photograph by Robert Del Tredici

 

“Regrettably, our scientific skills have far outstripped the wisdom and compassion necessary to control this deadly, cosmic power. We are like spoiled infants playing with matches while floating on a swimming pool of gasoline” (25).

Marsha Gontarski Children’s Literature Collection & Visual Literacy

The volume is a compelling addition to the growing Marsha Gontarski Children’s Literature Collection, a broad collection of works mostly written and designed with children in mind. What is most fascinating about the collection is the way that Dr. Gontarski conceives of it; in her years of studying visual literacy, Dr. Gontarski has made connections between the books within her collection via the myriad ways meanings are visually communicated to children in these works. This book, which handles heavy subject matter, incorporates a mix of illustrations by different artists.

“Sky”

One of the stand-out poems includes illustrations by the poet.

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A page from Junko Morimoto’s “Sky”

“Sky,” by Junko Morimoto, tells the story of the atomic bombs from the perspective of a child in a village very near the drop-site. The illustrations are small and appear alongside the stanzas, as though they are part of the poetry.

Communities

This month’s Year of Poetry theme is community, and the book On the Wings of Peace considers the mission of achieving world peace through the eyes of people from different communities with different relationships to war and peace. In the case of “Sky” it is of a person who has experienced atomic fallout.

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The Peacemaker, snake, and frog

In the case of “Rabbit Foot: A Story of the Peacemaker,” the poem is from the perspective of the Iroquois people. It recounts one of the legends that accompanies the foundation of the Great League of Peace, which joined five nations at war into a larger league comprised of the Mohawk, Onondaga, Oneida, Cayuga, and Seneca people (eventually, in 1722, the Tuscarora people joined as well). In the story, the Peacemaker warns of the dangers of war, illustrating his point with a story of a frog and a snake who eventually consume one another:

The snake swallowed more of the frog
the frog swallowed more of the snake
and the circle got smaller and smaller
until both of them swallowed one last time
and just like that, they both were gone.

They had eaten each other,
the Peacemaker said.
And in much the same way,
unless you give up war
and learn to live together in peace,
that also will happen to you.
— “Rabbit Foot: A Story of the Peacemaker” by Joseph Bruchac

If you’re interested in seeing how more artists respond to questions of war and peace, visit FSU’s Museum of Fine Arts to see the new exhibit, Waging Peace! There are beautiful pieces by a number of different artists, and local schools were involved in the design and installation of the exhibit.

The exhibit Waging Peace! will be up until July 6th, 2018. Don’t miss it!

 


Hamanaka, Sheila. On the Wings of Peace. Clarion Books, 1995.