Summer is indeed a quieter time on campus. Today starts the summer term here at FSU and we wish all students the best of luck in their summer classes.
We recently posted in DigiNole: FSU’s Digital Repository more volumes of The Girl’s Own Paper, or The Girl’s Own Annual as it was eventually titled. You can browse issues from this publication geared at young British girls and teenagers from the years 1880-1893 in DigiNole. This is an ongoing digitization project so be sure to look out for “new” issues in the future. This publication is a part of the larger John MacKay Shaw Childhood in Poetry Collection. Titles from that collection which have been digitized may be browsed and searched in DigiNole as well.
In loading some new titles to the John MacKay Shaw Childhood in Poetry Collection, I noticed an event popping up in several of the texts. The Lord Mayor’s Show, an event still held today, was a popular topic in British children’s books in the 1800s.
Children’s books in this era were often used to educate and explain people, place, nature and events to children. As the first example, Lord Mayor’s show, or, The 9th of November(1810) shows. This hand-colored picture book explains all the pageantry surrounding the event as well as takes the reader through each individual event that makes up the Show.
Another example shows how prominent events in children’s lives could always be used to teach a lesson. In The rose-bud: a flower in the juvenile garland, a poem entitled “Lord Mayor’s Show” shows a young boy exclaiming over all the pomp and circumstance around the traditional parade at the Lord Mayor’s Show. His parents are quick to point out it is the hard work the Lord Mayor puts in that is valued and not the gold of his carriage.
The Lord Mayor’s Show is one of the longest running events of its kind, dating back to the 16th century and still celebrated today on the same date as the young children in the 1800s would have celebrated it. Both of these examples show how children’s literature can give us a glimpse into how events have changed, or remained the same.
Since September of last year, FSU Libraries has partnered with Leon High School, Florida’s oldest continually accredited high school, to digitize their school yearbooks and newspaper and provide access to those materials through the FSU Digital Library. This has been a rewarding community partnership for the Digital Library Center and Special Collections & Archives here at FSU as it has allowed us to work closely with members of the Tallahassee community and also given those of us working on the project, many not Tallahassee natives, a unique view into the life of high schoolers in our city starting in the 1920s.
A new batch of Leon High School (LHS) newspapers was just loaded into the FSU Digital Library. This set spans from 1957 to 1987 during which our area, and the world, saw a massive amount of growth and change, especially technological change. The 1950s issues sport ads for film-based cameras, record shops, and lunch counter drug stores. Fast forward to the 1980s where cassette tapes, college radio, and computers all enter the high school parlance. Not to mention the cultural and social changes these issues record from the point of view of a high schooler. It is a truly fascinating way to look at the history of Tallahassee, Florida and beyond.
One of the advantages to the location of Florida State University is we’re not so very far from the Gulf of Mexico. FSU first established a research facility, The Oceanographic Institute, on the gulf coast in 1949 on 25 acres on the harbor side of the peninsula that forms Alligator Harbor, about 45 miles south of Tallahassee.
The Oceanographic Institute maintained a substantial research effort throughout the 1950s and 1960s. The research conducted by the faculty and graduate students was intended to be interdisciplinary, balancing fundamental investigations of the productivity of tropical continental-shelf waters in the northeastern Gulf of Mexico with applied research on practical problems of the commercial and sport fisheries and the use of other marine resources. Various other research locations were also used over the years.
In 1966, FSU formed the Department of Oceanography on campus, and the Oceanographic Institute was closed. A new facility was built across the harbor and further to the west on land donated to Florida State University by Ed Ball, President of the St. Joe Paper Company. This facility opened in 1968 and was known as the Edward Ball Marine Laboratory. Today, it is known as the FSU Coastal and Marine Laboratory. For more information on the history of the Laboratory, visit the Lab’s History webpage.
Recently, Heritage & University Archives added a collection of digitized materials about the Coastal and Marine Laboratory to the FSU Digital Library. This collection includes photographs, plans, letters and other documentation collected in operating the Lab since the 1950s. The photographs, in particular, show the growth of the Lab’s operations as well as the experiences of its faculty and students at the Lab and on the water over the years. To explore this new collection, visit the Lab’s collection in the FSU Digital Library.
October is a special month for those us in the archives. It’s an entire month to celebrate our collections and, more importantly, our work which is often shrouded in mystery. Even for our co-workers in libraries. So, archivists have embraced American Archives Month, held every October, as a way to share what it is we do.
For us here in Special Collections & Archives this year, we started October by participating in #AskAnArchivist day on October 3, 2018, by staging a takeover of the FSU Libraries twitter feed, answering questions and participating in discussions that happened all over the Twittersphere. You can check out the hashtag #AskAnArchivist and the FSU Libraries twitter page to catch up on those tweets.
Special Collections & Archives hosted our first Open House for Archives Month this year for our faculty and staff here in FSU Libraries. We hope to grow this event in the coming years so more people on campus and in the community can come and see our collections and talk to us about our work.
Lastly, we also had our annual tradition of visiting Paul Dirac’s gravesite and cleaning the headstone. Dirac, a Nobel Prize-winning physicist, retired to Tallahassee and taught at FSU while he lived here. Upon his death, his papers and collections came here to FSU and is a cornerstone collection to our History of Science materials.
Our partnership with the Institute on World War II and the Human Experience has introduced me to some of the most interesting people of the Greatest Generation. I added a new one to my list this week as I loaded a set of photographs from Dr. Oliver L. Austin Jr. Students working for Dr. Annika A. Culver digitized this small set of images from the collection earlier this year for a museum in Japan. A student described them over this summer and now they are available in DigiNole (and later this year, will be available in DPLA).
Dr. Austin sounds like he was always up for an adventure. In 1931, he received Harvard University’s first Ph.D. Degree in Ornithology. As a seasoned sailor whose family owned a summer home on Cape Cod, Austin felt that he could be of service to the US Navy, and volunteered for sea duty in World War II, a somewhat unpopular posting prior to the Battle of Midway when the Japanese were still a formidable presence in the western Pacific Ocean. In 1942, when he was 39 years old, he went to naval headquarters in Boston and received his orders in late July. After three months of communications school, he was assigned to the USS Tryon, an evacuation transport, or armed hospital ship, headed for an embattled contingent of Marines in New Caledonia. Deck service was followed by duty in Admiral Bull Halsey’s communication pool and as communications officer on a gas tanker to forward bases. While in dock, he collected over 2,000 bird and bat specimens in “no man’s land” of the Pacific Theater’s roughest battles, including Tulagi and Bougainville, and even discovered two new bat species in Guadalcanal. After two years in the Navy and earning Lieutenant Commander rank, Austin was transferred to “military government school” at Princeton University to prepare him for service in the future occupations of Korea and Japan.
Dr. Austin headed the Wildlife Branch of the Fisheries Division in the Natural Resources Section (NRS) for Supreme Commander for the Allied Powers (SCAP) from September 4, 1946 to December 31, 1949. He was honored as one of only two members of the US Occupation of Japan who received a personal commendation for meritorious civilian service by General Douglas MacArthur. Austin implemented reforms of game laws and created wildlife sanctuaries as well as public hunting grounds to help conserve and manage Japan’s wildlife and natural resources. During his nearly four years in Japan, Austin left behind almost 1,000 well-preserved color photographic slides of postwar Japan under reconstruction. Highlights include American expatriate life, ordinary Japanese families in Tokyo and the countryside, and Japanese veterans purveying street entertainments. These sorts of images are included in the materials now available in DigiNole.
Later, in 1955 and 1956, Dr. Austin was invited to work as an Air Force scientific observer on the US Navy’s first Operation Deep Freeze, a preparatory expedition for the International Geophysical Year. In addition to his work on the expedition, Austin conducted research on Adelie and emperor penguins, skua, and seals, implementing a bird-banding project for his ornithological work.
FSU is gearing up for another semester to start in just a few weeks. Student-athletes, however, are already back at work. The FSU Volleyball team will play its first match this Friday and the Swimming and Diving teams are back in action by mid-September. These two sports are the last of a long project for the Digital Library Center, the digitization of all the sports media guides for FSU teams that the Archives currently holds.
The sports media guide is essentially the press kit for that season’s team. It includes all the facts and figures announcers seem to effortlessly sprout out as you listen to commentary at sporting events. The Swimming/Diving Team media guides go back to the 1970s whereas the Volleyball guides start in the 1980s. Do you have media guides to help fill in the blanks in our collection? You can always donate to Heritage & University Archives to help complete the collection. Start the conversation by sending an email to firstname.lastname@example.org.
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.
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.
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.
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!
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).
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.
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).