As the caretakers of Special Collections, staff work diligently to preserve the integrity of materials for future researchers. This includes reducing materials’ exposure to light and preventing fluctuations in temperature and humidity within carefully controlled environments. Interaction with collections usually occurs in the Reading Room to ensure these conditions can be regulated. Sometimes, though, materials leave the Special Collections vault in order to venture into the wider world. Class instruction sessions are a way to bring collections directly into the hands of students who might otherwise never know of their existence.
Recently I led an instruction session with the Manuscript Archivist for the course Travel in the Ancient World. The class was held in the Special Collections instruction room where students observed several types of ancient texts, including cuneiform tablets, papyrus fragments, and Greek and Latin ostraka. For many students, this was their first experience with Special Collections materials; as some of the oldest items in the library, the ancient texts arguably offered one of the more dramatic introductions to our holdings. The 2,000 year old papyrus fragments, for instance, were previously used as mummy cartonnage – layers of linen or papyrus covered in plaster as part of Ancient Egyptian funerary masks. Seeing these objects up close allowed students the chance to create tangible, meaningful connections to otherwise distant ideas.
When collaborating with professors about class visits, it’s often helpful to communicate in advance so Special Collections can provide the best supporting materials for the course. In this case, a course on travel meant we wanted to highlight letters and other mobile documents. Preparing for the session involved studying translations of the materials to cultivate a selection that would match this need while also representing the collection as a whole. Class sessions offer the Special Collections instructors just as much opportunity to learn about the collection as the students – and perhaps even more so. In an effort to prepare for any questions that arise, we study the stories and context of our materials as diligently as possible. That way, if a student wants to know how our cuneiform tablets compare to the Flood Tablet, or why some ostraka were written in Latin instead of Greek, we can provide the answer.
So while teaching assistants teach and research assistants research, graduate assistants get the best of both worlds. We not only learn more about our collections every day, but we then get to teach others about the incredible histories behind our objects, hopefully inspiring students to visit us again after class lets out.
In 1966, a group of women, frustrated at the failure of the Equal Employment Opportunity Commission to recognize sex discrimination in the workplace and the failure of the conference they were attending to demand the EEOC do so, started what became the National Organization for Women (NOW). In 1971, Tallahassee gained its own NOW chapter, chartered through the national organization. Two years later in 1973, the Florida NOW state chapter was chartered to help coordinate the local chapters’ activities as well as to organize new chapters into formation. The state chapter’s records reside at the University of Florida.
As March is Women’s History Month, this week the Pepper Library is highlighting the National Organization for Women, Tallahassee Chapter records. The Tallahassee NOW papers contain official NOW correspondence, meeting minutes and agendas, reports, budgets, newsletters, and other records which chronicle the development and activities of Tallahassee NOW from its founding in 1971 until 1997. An excellent resource for studying the history of the Equal Rights Amendment in the state of Florida, the NOW material offers a firsthand glimpse into the organization’s efforts to empower and inform. This is particularly on point right now as last Wednesday, the Nevada State Legislature ratified the Equal Rights Amendment, which guarantees that “equality of rights under the law shall not be denied or abridged by the United States or by any state on account of sex.” NPR stated in an article on the ratification that the ERA “was first passed by Congress in 1972 and last approved by a state (Indiana) in 1977.” Florida has yet to ratify the ERA. The NOW records provide a look at the fight to do so in the 1970s.
Last fall,the staff of the FSU Digital Library digitized and made available online for researchers the Florida NOW Times (1974-1997). Within this statewide NOW publication, the history of the ERA and the activities of NOW chapters throughout the state can be followed over a twenty year period. Providing digital access to the newsletters was a challenge. Each newsletter needed to be reviewed to provide useful description for users to be able to browse and search these objects successfully. The DLC enlisted help from our Cataloging & Description colleagues to catalog the 211 newsletters that range from 1974 to 1997. These items cover the state chapter’s ERA fight, its yearly conferences, legislative and lobbying actions, and the many events sponsored to fight for the rights of women in Florida. You can see all the newsletters in the FSU Digital Library.
Le Moniteur Universel was a French newspaper founded in Paris under the title Gazette Nationale ou Le Moniteur Universel by Charles-Joseph Panckoucke. It was the main French newspaper during the French Revolution and was for a long time the official journal of the French government and at times a propaganda publication, especially under the Napoleonic regime. Le Moniteur had a large circulation in France and Europe, and also in America during the French Revolution.
We’ve been steadily working on digitizing the run of Le Moniteur that we hold here in Special Collections and Archives for about a year now (how time flies!). We’ve provided access to the publication through the end of 1808 in the FSU Digital Library. Our run of these papers starts with the founding of the newspaper in May of 1789. So, we’ve loaded 20 years worth of the publication or over 7300 issues! We still have quite a long way to go but we’re happy to be providing online access to a publication that supports scholarship here at FSU through the Institute on Napoleon and the French Revolution as well as beyond our campus.
In honor of the 152nd anniversary of the Battle of Natural Bridge, we are re-posting an entry that was originally published on March 6th, 2013 by Eddie Woodward.
Almost from its inception, there had been a military and cadet component at West Florida Seminary (1851-1901), predecessor to Florida State University. With the commencement of the Civil War in 1861, this aspect of the school’s curriculum increased in importance, so much so that the State Legislature proposed changing the name of the institution to the Florida Collegiate and Military Institute. Throughout the War, the students served as something of a home guard, occasionally guarding Union prisoners of war and always on call in the event of a Federal threat to the capitol. In early March 1865, that threat was realized when word came that a Union fleet had landed troops on the Gulf coast at the St. Marks lighthouse with the probable intention of capturing the capitol in Tallahassee.
The invading forces, commanded by Brigadier General John Newton, moved northward from the coast, hoping to cross the St. Marks River at Newport and attack St. Marks from the rear. Local militia was called out to delay the Union advance, and among those were cadets from West Florida Seminary. At noon on March 5, the cadet corps assembled at the school and marched to the state capitol where they were enlisted and sworn into Confederate service. The cadet’s principal, Captain Valentine M. Johnson then led them to the Tallahassee train station for their journey southward to meet the invaders. Johnson was a veteran and had served honorably in the Confederate Army until 1863 when he was forced to resign for health reasons. It is nearly impossible to accurately determine the number of cadets that participated in the campaign. However, reasonable estimates put the number at around twenty-five, with their known ages ranging from eleven to eighteen. At the train station, Johnson filtered out those cadets, mostly the youngest of the corps, that would not participate. Others were left behind to continue their home guard duties and to man fortifications as a last line of the capitol’s defense.
The cadets and other Confederate troops boarded a train in Tallahassee which carried them south to Wakulla Station on the St. Marks Railroad. From there, they marched six miles to the small village of Newport. There, in the late afternoon on March 5, they joined forces with a portion of Lieutenant Colonel George Washington Scott’s 5th Florida Cavalry Battalion and a small contingent of Confederate marines and militia. Scott’s men had skirmished with the Federal troops the previous day, gradually falling back from the East River Bridge toward Newport. It was at that bridge that the Union forces hoped to cross the St. Marks River, enabling them to move against St. Marks and perhaps Tallahassee. At Newport, the cadets occupied a line of breastworks running parallel to the river along its west bank. From there, they commanded the approaches to the East River Bridge, which Scott’s men had partially burned. Federal troops on the opposite side of the river still hoped to force their way across and a skirmish soon developed. By nightfall, the firing diminished, and everyone waited in their positions to see if the Federals would resume the conflict the next morning. It was in those trenches on the banks of the St. Marks River that the young cadets from the West Florida Seminary received their baptism of fire.
Newton, frustrated in his efforts to cross the St. Marks River at Newport, learned of another crossing upriver at Natural Bridge. At that location, the St. Marks River ran underground for a short distance, creating a natural crossing point. In anticipation of such a move, the Confederate General William Miller positioned Scott’s cavalry at Natural Bridge with orders to delay a crossing until reinforcements could arrive. At dawn on March 6, a battle erupted with the Federal forces unable to force their way across the span. The cadets were soon ordered out of their entrenchments at the East River Bridge and marched along the Old Plank Road to reinforce Scott’s men at Natural Bridge. One mile from the battlefield, two cadets peeled off to aid the wounded at a field hospital. The rest continued on, all the while the sounds of cannon and musket fire growing louder.
When they reached the battlefield, the cadets were positioned near the center of the Confederate line, a giant crescent enveloping the Natural Bridge. There they immediately dug trenches to protect them from enemy fire and were instructed not to fire unless a charge was made on an adjoining Confederate battery. In these early stages, the battle was primarily an artillery engagement and the cadets could do little more than wait it out with the rest of the defenders. All attempts by the Federal troops to cross at Natural Bridge were stymied with heavy losses. The worst fighting occurred in front of the Confederate line in a dense hammock that covered the crossing. The cadets were not heavily involved in this action but remained under constant artillery and musket fire. Cadet Lieutenant Byrd Coles credits the Seminary’s teachers on the battlefield with the safety of the cadets: “no doubt many of the cadets would have been struck if our teachers had not watched us constantly and made us keep behind cover.”
With the arrival of reinforcements, the Confederate troops counterattacked, charging across the bridge and driving the Federal troops a short distance. At this instance, the Union General Newton, realizing that Natural Bridge, like the East River Bridge at Newport, was too heavily defended to cross, ordered a retreat back to the St. Marks lighthouse and the protection of the Federal fleet. The cadets were then ordered to return to Newport to guard against another attempted crossing there. However, the Federal forces had had enough, and the cadets’ active duty had come to an end.
The Confederate victory against the Federal invasion was complete. Confederate casualties numbered three killed and twenty-three wounded (three mortally), with Federal losses totaling 148. The cadets from West Florida Seminary suffered no casualties. With the battle won, some of the cadets returned to Tallahassee, while others remained at Newport where they guarded two Confederate deserters that had crossed over to the Federal army and had been captured during the campaign. After the cadets witnessed their trial and execution, they escorted a group of around twenty-five Federal prisoners of war back to Tallahassee. On their return to Tallahassee, the cadets were welcomed as conquering heroes. A ceremony was held in the State House of Representatives chamber of the state capitol, where the cadets were presented with a company flag. Cadet Hunter Pope accepted the flag in the name of his comrades. It is uncertain what became of the flag, and it is thought that it returned with the cadets to the Seminary and was probably taken by Federal troops when they occupied Tallahassee after the War.
The Confederate victory at the Battle of Natural Bridge had no effect on the outcome of the War, and in less than a month, Robert E. Lee would surrender the Army of Northern Virginia at Appomattox Court House in Virginia. The terms of Joseph E. Johnston’s surrender of the Army of Tennessee seventeen days later, included the surrender of Confederate troops in Florida as well. On May 10, Federal troops under the command of Brigadier General Edward McCook took possession of Tallahassee. The Federal army captured and paroled approximately 8,000 Confederate soldiers, including twenty-four cadets. It is thought that some of the cadets simply returned home after the surrender and before being formally paroled.
Tallahasseeans fondly remembered the service provided by the West Florida Seminary cadets. Beginning in 1885, the state of Florida granted pensions to Confederate veterans, and two years later, they were also extended to home guard units, which included the cadets. Sixteen former cadets applied for pensions, while several others endorsed the applications of their comrades. The Tallahassee chapter of the United Daughters of the Confederacy issued Southern Crosses of Honor to the former cadets who applied for the award, and they received tributes as “The Youngest of the Young Who Wore the Gray.” That phrase, forever associated with their participation in the battle, is inscribed on a monument at Natural Bridge Battlefield, which is today a state park.
As a result of the cadet/students participation in the engagement, on February 28, 1957, the FSU Army and Air Force ROTC units were officially presented with battle streamers by Governor LeRoy Collins in a ceremony at Doak Campbell stadium. Today the Florida State University Reserve Officers’ Training Corps detachment is permitted to fly a battle streamer as a result of the School’s participation in the action at Natural Bridge. It is one of only three colleges and universities in the United States which is permitted to do so. In the 1990s, the campus ROTC Building was renamed the Harper-Johnson Building in honor of Captain Valentine M. Johnson and a twentieth century Air Force ROTC graduate who rose to the rank of general.
For a full account of the battle, see David J. Coles, “Florida’s Seed Corn: The History of the West Florida Seminary During the Civil War,” Florida Historical Quarterly 77, no. 3 (Winter 1999): 283-319.
The C.B.I. Pointie Talkie Number 4 is a fascinating phrase book issued by the US Army Air Force for airmen in the China Burma India Theater in World War II. Containing sections in Chinese, Burmese, French, Annamese, Thai (Siamese), Shan, Lolo, and Lao, the book offers phrases for airmen to point at when trying to communicate with locals. The phrases range from basics like “Where is the latrine?” to pointed questions that reveal the fears and suspicions American soldiers were likely to have in a war zone, such as “Are there any spies around here?” The Pointie Talkie has recently been added to our rare book collections alongside a 1944 Japanese Phrase Book issued by the War Department.
Coming from a strictly public library background, at first the world of Special Collections felt just as foreign and mysterious to me as I’m sure it does to many people. Luckily, as a graduate assistant in Special Collections & Archives, I’m in exactly the right position to learn more about it every day. While it might seem obvious why some books are special — they’re often very old, or very scarce, or both — archives are a bit more elusive. As the Manuscript Archivist explained to me, archives provide contextual primary source documents to help researchers understand the environment surrounding a person or event.
My first project as a graduate assistant involved the Gloria Jahoda Collection – or rather, collections. An author whose husband taught at Florida State University, Gloria Jahoda initially donated a portion of her personal notes and manuscripts to FSU Libraries forty years ago. Some donors might offer more material to the archives after the first gift; this can happen quickly or many years later. These new items are assessed to see if they fit within the scope of the initial donation and, in many cases, added to the same collection. Sometimes, though, this doesn’t happen. When I started working with her manuscripts, Jahoda’s work was spread across seven collections, all donated at different times. I was first tasked with looking over the materials to find a major theme that might unite them into a single collection. I divided the work into new series – like smaller chapters in a single book, series help organize a collection by grouping items together based on their original purpose. I then rearranged the materials, removed duplicate publications, relabeled folders, and copied unstable materials (like old newspaper articles) onto paper that wouldn’t discolor or deteriorate. As this was happening, I learned a lot about who Gloria Jahoda was.
She was born in Chicago and was very proud of the fact that her first poem was published at the age of four. She liked to write on overlooked areas of Florida, including Tallahassee, which she described as being “200 miles from anywhere else.” She photographed her cats. She enjoyed classical music, especially by the English composer Frederick Delius. Her book The Road to Samarkand chronicled Delius’s life, including his time spent managing an orange plantation in Florida. She was an elected registrar of the Creek Nation. She spoke about ecology and conservation. Gloria Jahoda was bold, witty, and passionate.
What’s left behind after her death in 1980 are her books and, now, the Gloria Jahoda Papers. Visitors to Special Collections can track the development of Jahoda’s works, learn about her personal interests, and laugh at the jokes in her letters. Jahoda’s books document an interesting time in Florida’s development, and I’m proud to say I contributed to preserving her work for future research.
Dr. Mary McLeod Bethune (1875-1955) was a prominent, influential African American woman of her time who became an American educator, philanthropist, and civil rights activist. In 1904, Dr. Bethune created a school for African American girls in Daytona Beach, Florida known as The Daytona Beach Educational and Industrial School for girls. In 1923, the school combined with the all male Cookman Institute of Jacksonville which later became Bethune Cookman University. In 1935, Dr. Bethune cultivated and became President of multiple organizations to fight against school segregation and inadequate healthcare for black children. Her organizations consisted of the State Federation of Colored Women’s Club, the prestigious National Association of Colored Women’s Club, and the National Council of Negro Women. Dr. Bethune also served as the President of Bethune Cookman University until 1942, and later served again from 1946-1947. On April 25, 1944, she fostered the development of the United Negro College Fund which has provided scholarships for thousands of African American students, including 39 black colleges and universities.
Dr. Mary McLeod Bethune profound work as an humanitarian in such a tumultuous time period in history allowed her to become one of the most eminent leaders in history. She was appointed to numerous national commissions including the Coolidge Administration’s Child Welfare Conference, the Hoover Administration’s National Commission on Child Welfare and Commission on Home Building and Home Ownership. She eventually became an advisor on minority affairs in the Roosevelt Administration, organizing two national conferences on the problematic issues that black Americans faced on a daily basis. While providing counsel to presidents and networking with America’s elite, Mary McLeod Bethune remained accessible to mentor young men and women to be great in their chosen paths academically and professionally.
Dr. Bethune, amazing strength and commitment to service pave the way for African Americans to be victorious. Her, impeccable journey truly exemplifies a line from Maya Angelou’s poem, called “Our Grandmothers” which states, “I come as one but I stand as 10,000.” She truly envisioned more for her people and stood at the forefront to use her voice as a weapon to promote change.
FSU Special Collections & Archives is pleased to add a new chapbook to the John MacKay Shaw Collection of Childhood in Poetry. The History of the House That Jack Built is a popular nursery rhyme told as a cumulative narrative. Starting with “This is the House that Jack built,” each verse adds on to the previous one, creating a delightfully nonsensical, rhyming story. This edition was printed in 1841 by Gustav S. Peters, a notable printer of broadsides who often catered to the German-speaking population of Harrisburg, Pennsylvania and its environs. While many cheaply printed books of the time were colored by hand, if at all, Peters was one of the first printers in America to make color printing commercially viable (even if, as seen above, his colored printing blocks didn’t always register perfectly). This edition printed by Peters is one of several versions of The House That Jack Built that can be found in the Shaw Collection.
Celebrating the Life and Legacy of Thurgood Marshall
Thurgood Marshall became the 1st African American man to serve as Justice of the Supreme Court. Throughout his career he possessed tenacity and resilience in ending legal segregation by becoming a legal counsel for the National Association for the Advancement of Colored People (NAACP). In that work, he broke barriers in American history by guiding the litigation to eradicate the legal underpinnings of Jim Crow segregation laws. Moreover, he became victorious in his position as Justice of the Supreme Court by crafting a distinctive jurisprudence marked by uncompromising liberalism, unusual attentiveness to practical considerations beyond the formalities of law, and an indefatigable willingness to dissent.
Marshall was born in Baltimore, Maryland on July 2, 1908 and was the grandson of a slave. Marshall’s father religiously instilled morals and values in his son’s upbringing as well as an appreciation for the United States Constitution, including the rule of law. As a result, his father’s words served as a strong foundation which later became evident in his profound role in law. Marshall completed high school in 1925 and later followed his brother, William Aubrey Marshall, to the historically black Lincoln University in Chester County, Pennsylvania. Surprisingly, his classmates at Lincoln included a distinguished group of future Black leaders who would later make their mark on the world. For example, poet and author Langston Hughes, the future President of Ghana, Kwame Nkrumah, and musician Cab Calloway. Before Marshall graduated from Lincoln University, he married his first wife, Vivian “Buster” Burey. Sadly, their 25 year marriage ended with her untimely death from cancer in 1955.
Later in 1930, Marshall applied to the University of Maryland Law School, but was denied admission because he was black. He did not know that this event he perceived as a failure would later turn into one of the most ground breaking cases that would leverage his professional career and negate superficial college admittance procedures based on race. Thurgood sought admission at Howard University Law School and was accepted that same year. During that year, Marshall became deeply influenced by the new dean, Charles Hamilton Houston. Houston instilled in all of his students the desire to apply the tenets of the Constitution to all Americans. In 1933, Marshall took on his first case involving the University of Maryland Law School which was the same Law school that denied his admission years before due to his skin color. He successfully sued the University of Maryland for the refusal of admitting a young African American Amherst University graduate by the name of Donald Gaines Murray due to race. Author H.L. Mencken celebrated Marshall’s victory by writing that the decision of denial by the University of Maryland Law School was “brutal and absurd,” and they should not object to the “presence among them of a self-respecting and ambitious young Afro-American well prepared for his studies by four years of hard work in a class A college.”
After accomplishing this huge milestone in his career, Thurgood Marshall followed his Howard University mentor, Charles Hamilton Houston to New York and later became Chief Counsel for the NAACP. During this period, Mr. Marshall was asked by the United Nations and the United Kingdom to help draft the constitutions of the emerging African nations of Ghana and what is now Tanzania. It was felt that the person who so successfully fought for the rights of America’s oppressed minority would be the perfect person to ensure the rights of the white citizens in these two former European colonies. After amassing an impressive record of Supreme Court challenges to state-sponsored discrimination, including the landmark Brown v. Board decision in 1954, President John F. Kennedy appointed Thurgood Marshall to the U.S. Court of Appeals for the Second Circuit. In this capacity, he wrote over 150 decisions including support for the rights of immigrants, limiting government intrusion in cases involving illegal search and seizure, double jeopardy, and right to privacy issues. Biographers Michael Davis and Hunter Clark note that, “none of his (Marshall’s) 98 majority decisions was ever reversed by the Supreme Court.” In 1965 President Lyndon Johnson appointed Judge Marshall to the office of U.S. Solicitor General. Before his subsequent nomination to the United States Supreme Court in 1967, Thurgood Marshall won 14 of the 19 cases he argued before the Supreme Court on behalf of the government. Thurgood Marshall lead an impeccable career in law by winning more cases before the United States Supreme Court than any other American.
Until his retirement from the highest court in the land, Justice Marshall established a rapport by using his voice to enforce change to improve the lives of minority groups and improve laws to promote equality. Having honed his skills since the case against the University of Maryland, he developed a profound sensitivity to injustice by way of the crucible of racial discrimination in this country. As an Associate Supreme Court Justice, Thurgood Marshall left a legacy that expands that early sensitivity to include all of America’s voiceless. Justice Marshall died on January 24, 1993.