Join us for the Kindred collection opening!

On Friday October 4, 2019 from 1:00-2:00 p.m. we will celebrate the opening of the Dave Kindred Papers.

Dave stands next to his 20-shelf collection! (click to enlarge)

Dave Kindred, IWU Class of 1963, and others in the IWU community will offer remarks and selections from his vast collection will be available for viewing. Guests may also tour the repository in Tate Archives & Special Collections on The Ames Library’s 4th floor.
 
After a 50-year sportswriting career, the archive of Dave’s work contains more than 300 of his reporter’s notebooks; articles he’s written; scrapbooks from his trips to cover the Olympics; materials related to the 12 books he’s written; and correspondence with colleagues, readers, and research subjects.
Dave’s work continues and as his collection continues to grow, researchers and the general public will benefit from being able to access his award-winning insights!

Kindred holds the caricature presented to him by colleagues on staff at The National on the occasion of his work being recognized with the Red Smith Award.


Dave Kindred’s legacy as a sportswriter was cemented when he became the recipient of the Red Smith Award for lifetime achievement in sports journalism in 1991. He was the youngest winner of the prestigious award at just 50 years old. Other awards that he has received include the National Sportswriter of the Year (1997), The Curt Gowdy Media Award (2000), The Dick Schaap Award for Outstanding Journalism (2011), The Nat Fleischer Memorial Award (2012), the PGA Lifetime Achievement Award (2013), the Dan Jenkins Medal for Career Achievement in Sportswriting (2018), and the PEN/ESPN Lifetime Achievement Award for Literary Sports Writing (2018).

Only Frank Deford and Dave Kindred have won the Smith, Jenkins and PEN/ESPN awards–the three highest awards in sports journalism!

Kindred shown looking at the contents of a folder in his collection.

Dave also recorded this interview about his career with journalist, New York Time best-selling author and Stanford lecturer Gary Pomerantz.
For details on this event or accessibility assistance, contact Meg Miner (309) 556-1538 and mminer@iwu.edu

Research Files: The Mission of IWU

This post records an answer to a question regarding the process for drafting the most recent IWU Mission Statement. It extends that question further to explore the origins of the phrase “liberal education” that appears in the IWU Mission statement.

Most recently, CUPP was charged with revising the Mission Statement as part of the Strategic Planning work done from 2000 to 2003 (see Record Group 10-2/16/6 Strategic Planning Committee, 2003-2004 (Folder1). The first page lists all committee members for the final year and even though the minutes reference a draft revision being circulated, there isn’t one in the packet.

[N.B., Many governance records, like CUPP minutes, are accessible online. If using the site from off campus, an IWU login is needed. I have summarized my findings for those who lack the necessary credentials.]
     We have to go to the CUPP Minutes from August 27, 2003 that note Wes Chapman was taking on the revision work of an earlier version. I have not attempted to find what version they started out with in their minutes because it must have been the published version from the 1990 catalog which shows the most recent wording differences. The only real discussion I saw recorded on the work is in the Faculty Meeting for September 8, 2003 (see pdf p. 5). Most minutes just mention discussion and don’t detail them but a few refer to minor word changes that have nothing to do with the use of the word liberal.
The Board of Trustees made minor revisions at the October 20-21, 2003 meeting and then approved the version adopted by the Faculty (see RG 1-2/9/29 : 2003 Oct. 20-21
Board of Trustees Meeting Packet). The Faculty minutes on this topic are for October 6, 2003 (see p. 3).
AACU Statement on Liberal Learning

The first paragraph of the “AAC&U Statement on Liberal Learning,” 1998 (the complete document is at https://bit.ly/2tZIeFL)

This image is from a document in the Feb. 9-10, 2004 Board of Trustees Meeting Packet. It is part of what the Academic Affairs Committee presented to the full Board for approval of the recent Mission changes. The fact that the back of the AAC&U document has the BOT approved version signifies a relationship between what the AAC&U advocates for and what the Board approved.

     Regardless, the phrase “liberal education” in the context of IWU curricular offerings predates all of this. Skimming backwards from 1989 in the printed catalogs, I find the mission statement using the phrase going back to the 1960s (where I stopped looking).
     I conducted a search of our old catalogs (1851-1954 are freely available online) and the first use of the phrase “liberal education” is in regards to offerings listed by the Women’s Education Association in 1879-80 catalog (p. 50). The next area of IWU to use the phrase is the School of Music in the 1891 catalog (p. 62). Our Home Economics program used it in 1916 (p. 70) and the first use in describing the University as a whole is in 1920 (p 25).
So if the question is how long have we embraced the phrase “liberal education” I’d say it’s been a good, long, time!
1920 Type of Institution statement

1920 Course Catalog, p. 25 (click to enlarge)

A report on our Summer 2019 intern

Cynthia O’Neill standing ready to examine audiovisual media from the Arends Collection

Earlier this summer, University Librarian Scott Walter posted news on the start of Cynthia O’Neill’s graduate school internship.As Scott stated, we view the library as “the site for research, internships, and community projects that demonstrate our commitment to engaged learning, both for our undergraduate students and for graduate students working toward a future in library work.”

During her 150 hours in Tate Archives & Special Collections, Cynthia accomplished her internship goal of putting classroom experiences to work in a real-world environment.

Tulasi (left) and Cynthia stand in a row containing the Arends Collection at the completion of their work.

The largest project Cynthia undertook was conducting a preservation assessment of the media contained in the Leslie Arends Congressional Collection. She also created a framework of analysis for Special Collections Student Assistant Tulasi Jaladi (’20) as she conducted an assessment of the papers held in over 5,000 folders in this collection. Tulasi also re-boxed the collection, replacing from 80 records-storage boxes that had become acidic over time with the smaller document boxes you see on the left in their photo.

Throughout this work Cynthia and I discussed the kinds of preservation analysis resources available and how these sources could apply to the work at hand. The result of Cynthia and Tulasi’s work will guide me to the specific parts the collection, some of which is over 80 years old, that need preservation treatments. Most of the paper (the bulk of the collection) is in good condition, but the audiovisual content on older media (like 35mm film and reel-to-reel tapes) is quickly becoming inaccessible because the technology needed to play it is no longer widely available. Some of these recordings are also showing tangible signs of age-related damage. With these details, I will estimate costs of the preservation actions needed.

Cynthia’s experiences in both a museum and public library led us to interesting cross-institutional discussions about policy needs, patron types and research and staffing concerns. Her passion for material culture also resulted in a timely exhibition on the Apollo 11 moon landing. Cynthia proposed the idea based on her survey of the Congressman’s collection, which contains additional material on the Apollo program. She also reached out to a museum in the region to make a connection between us for a larger exhibition she knows they are doing in the fall. I appreciate having the opportunity to collaborate outside of academia!

The processing project Cynthia undertook for a recent donation by artist and alumna Marjorie Kouns (’79) was small enough—and had enough unique aspects to it—that we were able to dive into theory vs. practice discussions right away. There was so much variation in this personal “papers” type of collection that we could consider strategies for different types of arrangement.

Afterwards, Cynthia conducted a thorough assessment of materials and presented me with her observations and ideas about their organization and preservation needs. After I approved a final arrangement plan, I taught her how to use ArchivesSpace to make a record for the collection. To enhance our understanding of this artist’s work, Cynthia agreed to conduct an oral history interview with the donor.

One day I mentioned receiving a fairly typical-to-the-archives donation from a long-time staff member who just retired. I outlined how this would be a different collection from the artist’s. On her own initiative, Cynthia offered to assess and process this material. She readily made the transition from the concepts we discussed about arrangement for a personal collection to a professional one.

To enhance her understanding of book history, Cynthia capped off her experience by creating a tutorial on historical book construction techniques and their preservation needs. She used selections from Special Collections to provide examples of these works, and so we now have a resource to help prepare visitors about what they can expect to find in special collections, how book history relates to these specific items, and how they can interact with them to help preserve them for the future.

Exhibits: Apollo 11 at 50

astronaut with lunar test equipment

Aldrin sets up seismic test equipment. (click to enlarge)

No doubt, news outlets everywhere are noting the 50th anniversary of this milestone in human achievement. This post also commemorates the lunar landing and provides me with a chance to highlight both the work of our summer intern Cynthia O’Neill and one of the collections she’s been working on: The Leslie Arends Congressional Collection.

In a previous post, University Librarian Scott Walter profiled the range of learning experiences Cynthia is engaging in this summer. In the course of her preservation assessment on the Arends material, she found many Apollo program items, including a clipping that describes Arends as one of only three Illinoisans named on the 1.5″ silicon Goodwill disk left on the moon by the Apollo 11 astronauts.

Close-up of canceled first-issue stamps commemorating the Apollo 11 Moon landing

Close-up of President Richard Nixon and Postmaster General Winton Blount’s signatures on a commemorative print of the Earth as seen from orbit and a first-day-of-issue stamp created in 1971. The Armstrong quote printed at the bottom of the Moon photo states “…one small step for a man, one giant leap for mankind.”

That clipping, commemorative photos and stamps are on display in the John Wesley Powell Rotunda on The Ames Library’s entry level from now through August. (see a selection of images from the exhibit below)

Arends received these and items from other Apollo missions in thanks for his support of the program. A copy of the speech he gave on July 21, 1969 is part of this exhibit, too. In it he makes note of historic and contemporary global contributions that led to the success of Apollo 11. Visitors are invited to reflect on the broader implications of this achievement.

Another exhibit case just beyond the rotunda commemorates Arends’ involvement in the visit that Apollo 8 Commander Col. Frank Borman made to IWU in March 1969.

I will share more details on Cynthia’s internship in a future post, but I will add one additional benefit we gained by hosting her this summer. Cynthia’s full time work is as the Program Coordinator at the Eureka Public Library and she recently arranged a visit to her library by a museum director from Peoria. Cynthia shared her insights into the Arends collection with that person, and I am hoping we can arrange a loan of some materials from the Arends Collection for their Apollo-related exhibition this fall.

We welcome the opportunity to collaborate with others and readers should know that the Arends Collection and other materials located in Tate Archives and Special Collections are available for use by both the IWU community and the general public. So stop by the library’s first floor for a look at our Apollo exhibits M-F, 8-4 now through the end of August and let me know if you are interested in exploring this or any of our other collections!

Departmental History: School of Theatre Arts

This post traces the origins of and changes to the Bachelor of Arts and Bachelor of Fine Arts degrees for IWU’s theatre program as found through examining the Catalogue of Courses held in the University’s Archives.

Starting in 1945-46 academic year, students could take a course in dramatics from among offerings in the Humanities division in the College of Liberal Arts but dramatic productions had their origin in the student organization known as the Masquers starting in 1916. IWU’s Speech program is associated with this area of study beginning in the 1920s.

Summer Theatre, ca. 1966

Richard Jenkins, Class of 1969, is in a white t-shirt, third man up on the left side of this photo. Contact archives@iwu.edu if you can identify any of the others. (click to enlarge)

1947-48 BA and BFA awarded in Dramatics: This is the first time the School of Dramatics is listed as an independent unit within the College of Fine Arts. “The courses in Dramatics are offered 1) as part of a liberal education, 2) as training for teachers and directors in schools, and 3) as preparation for work in the theatre, either community or professional.” (see catalog p. 153). The catalog also notes that a BA in Dramatics through the Division of Humanities is available on completion of 16 semester hours (of 126 total) in Dramatics. BFAs require 60-100 semester hours in Dramatics and “allied fields.” Professor of Dramatics Lawrence E. Tucker, M.A., is the School’s first Director and it was his first year on campus.

1951-52 BA and BFAs awarded in Drama and in Drama and Speech — the year that the unit becomes known as School of Dramatics and Speech. Tucker is still the director (see catalog p. 137). Candidates for BFAs “must present a minimum of 124 semester hours.” BAs are earned through the Division of Humanities after completion of 24 semester hours.

1964-65 BA and BFAs awarded in Drama — the year the unit becomes the School of Drama. The courses in Drama are offered 1) as part of a liberal education, 2) as training for teachers and directors in schools, 3) as preparation for work in television or the theatre, either community or professional, and 4) as preliminary work for graduate study” (see catalog p. 119). Tucker is still the director but is listed with a Ph.D. at this time. Candidates for BFAs “must present a minimum of 130 semester hours.” BAs are earned through the Division of Humanities after completion of 24 semester hours (of 124 total).

1978-79 BA and BFAs awarded in Drama and in Music-Theatre — the unit is still The School of Drama. “The Music-Theatre Degree Program at Illinois Wesleyan University has as its goal the training of young people for careers in musical theatre. It is a complete and intensive course of study leading to a degree, Bachelor of Fine Arts in Music-Theatre” (catalog p. 125). Associate Professor of Drama Carole A. Brandt, Ph.D., became the director in 1977. BAs are awarded in the College of Liberal Arts after completion of 34 course units. BFAs in drama require 34 units; BFAs in Music-Theatre require 36 units.

1993-94 Music Theatre, Theatre Arts — the year it becomes The School of Theatre Arts. Professor of Theatre Arts Jared Brown, Ph.D. is listed as the director with a start date of 1989. BAs are awarded in the College of Liberal Arts after completion of 35 course units. BFAs in theatre arts require 35 units; BFAs in Music-Theatre require 36 units.

2003-04 Acting, Music Theatre, Theatre Design and Technology — still The School of Theatre Arts. Professor of Theatre Arts Nancy B. Loitz, M.F.A., is listed as the director with a start date of 1999. Of 32 total course units required for graduation, BAs in Theatre Arts need 12; and BFAs in Acting need 20.5 units, BFAs in Music Theatre need 22.25 units, and BFAs in Theatre Design and Technology need 19 units.

Sesquicentennial Gate (aka Hedding College Pillars)

It’s almost twenty years since the pillars were installed by Felmley-Dickerson as our main campus entry! This post commemorates that legacy due to newly re-discovered images you will find below and a recently digitized film of the dedication. The text that follows is from this August 23, 2000 press release by Bob Aaron. [Photos were not part of the original press release. Click to enlarge. Additional images are available in the online historical collections.]

The University’s Sesquicentennial Gateway, located at the corner of Park and Empire, was dedicated on Oct. 14, 2000 as part of Homecoming festivities. The two-section curved gateway to the campus features two inscriptions: “Illinois Wesleyan University” and “1850 Scientia et Sapienta 2000” (the University’s motto, “Knowledge and Wisdom”).

Four pillars are the gateway’s architectural highlight. They were key design features that
straddled the entrance to a building at Hedding College, an Abingdon, Ill., campus, that merged with IWU in 1930.

The four limestone pillars are composed of eight segments each. Each pillar is about 25-feet tall. They stand on a wall five-to-six feet tall.

The Rev. Henry M. Bloomer, president of Hedding’s Board of Trustees, preserved the pillars in the hope they would one day be used to honor his mother and father and the joint heritage of Hedding College and IWU. His son, H. Harlan Bloomer, presented the pillars to IWU to commemorate the university’s sesquicentennial. The late Harlan Bloomer was married to Florence Bloomer, who is the granddaughter of Joseph Fifer, governor of Illinois from 1889-93, an 1868 graduate, and the 37th student to earn an IWU diploma.

Help preserve our heritage!

May Day 2019 logo from SAA

The Society of American Archivists promotes May 1 as a day for all cultural heritage institutions to take time to consider how well their collections are protected.

At IWU’s University Archives, (located in Tate Archives & Special Collections, 4th floor, The Ames Library) we conduct collection assessments and use high quality material to protect the analog items in our care. We also subscribe to high quality digital preservation services and redundant storage media to protect historically important electronic files. Physical Plant’s Heating/Cooling crew conducts regular maintenance to make sure our environmental conditions are efficient and effective. Other maintenance personnel and cleaning crews from Physical Plant keep our building in good condition, too.

Protecting our collections is one of our fundamental responsibilities as archivists. But sometimes disasters are so devastating that all we can do is offer funding to support clean up and recovery. That was true in 2018, when Hurricanes María and Irma wreaked havoc on repositories in Puerto Rico and the US Virgin Islands.

Society of American Archivists' May Day 2019 logo

The SAA Foundation’s National Disaster Recovery Fund for Archives was there to help, providing more than $37,000 in grants to support our colleagues. Here at the Ames Library, we also take a building-wide approach to disaster preparedness by conducting fire drills, having regular site visits with the crews of Bloomington’s Fire Department both to familiarize them with our floor plans and collection concerns and to give us their insights into our safety practices.

The whole reason we can have repositories for cultural heritage like archives and museums is because people have saved items significant to their lives and our collective history. Here’s what you can do to help:

1. Take a look around your home or wherever you store the mementos of your life and the lives of people who are important to you. Is a lot of it in long-term storage? Is the storage room subject to temperature and humidity fluctuation?

TIP: You don’t need to have cold storage to make paper and print photographic collections last. Constant levels of each are the most important thing. 70 degrees F is the upper recommended limit, but keeping storage spaces well-ventilated and preventing frequent fluctuation can help your stuff go a long way into the future.

2. Are your mementos sitting on the ground? Try putting a pallet underneath boxes or raising them 4-6 inches off the floor with something else.

3. Avoid stacking boxes directly on each other if at all possible. Open shelving is optimal: leaving space on all sides of stored material promotes air circulation and limits the chance that mold will develop.

4. Do you have digital files? Do you back up your hard drive or use a commercial company for online storage? If you’ve got a back up hard drive, is it located near your primary digital storage place? Explore ways to back up your important files and keep them in a separate location to lessen the chance for loss if there’s a fire or natural disaster in your area.

5. Are your digital images labeled? File names like DSC7723, DSC7724, and so on can accumulate faster than you think. After awhile, how will you know what you are saving?

TIP: At a minimum, make folders with event names and dates to store photos in or create an index that associates this information with the program-generated file names.

6. Are your physical collections falling apart? Books, photo albums, scrapbooks and textiles need attention if they are to last. Taking photos out of old albums whose adhesives are failing and making sure they’re labeled is a good start. Some books may be rebound, but many will survive well into the future in a box or wrapper designed for them. Photocopying or scanning newspaper clippings can preserve their information without the worry of deterioration due to typically acidic scrapbook pages and/or newspaper itself.

TIP: Don’t seal anything in a plastic bag! Condensation forms quickly in plastic and damp, airless environments promote mold growth.

If you have concerns about any of your personal collections, I’m happy to talk with you about them. Use the Library of Congress’s Personal Archiving tips and the American Library Association’s Preservation Week as opportunities to take stock of what you’re keeping, why it’s important to you and how you can act in ways that will keep your heritage safe for years to come!

Note: more ideas are available in one of my previous blog posts.

Named places: Buck Memorial Library

Buck Memorial Library is named for Rev. Dr. Hiram and Martha A. Buck. The Bucks became benefactors of the University starting in the 1890s with a donation of farmland. Hiram served as a trustee and Martha became IWU’s first female trustee on his death. On Mrs. Buck’s death a gift to the University included a request that funds be designated for a library and World Culture Center

HiramBuck

Rev. Dr. Hiram Buck

MarthaBuck

Martha Buck

 

 

 

 

 

 

Buck was IWU’s first free-standing library and served our community in that capacity from 1923-1968. It continues to fill Martha Buck’s wishes as home to IWU’s World Languages, Literatures and Culture department.

More information on the Bucks is available in IWU’s Historical Sketch and Alumni Record (1895) pp. 50-53 available online at https://bit.ly/2QX8865

First African-American PhD in Sociology

This guest post was contributed by Carl Teichman, Director of Government and Community Relations, IWU President’s Office, and member of the Class of 1980. Teichman created this biographical summary through information found in Randall K. Burkett’s book Black Redemption: Churchmen Speak for the Garvey Movement (Temple University Press, 1978).

James Robert Lincoln Diggs, Ph.D., 1906
James Robert Lincoln Diggs, Ph.D., 1906

James Robert Lincoln Diggs was awarded a Ph.D. in Sociology from Illinois Wesleyan University in 1906, thereby becoming the first African-American to earn a Ph.D. in that discipline and the ninth to earn a Ph.D. in any field in the United States.

Diggs, whose Ph.D. thesis was titled “The Dynamics of Social Progress,” graduated from Wayland Seminary in Washington, D.C., in 1866, and went on to earn the A.B. and A.M. degrees from Bucknell University in 1898 and 1899.

After completing his academic training, Diggs was the head of several small black Baptist colleges in the south, including State University in Louisville, Ky., Virginia Theological Seminary and College in Lynchburg, Va., and Selma University in Selma, Ala. In 1914, he was named president of Clayton-Williams University in Baltimore. A year later he was called to the pastorate of Trinity Baptist Church in Baltimore, and he served as the minister there until his death in 1923.

Diggs was a colleague of W.E.B. DuBois and was one of the few black educators to participate in the Niagara Movement. Diggs was among the group of 29 prominent African-Americans who met secretly in Niagara Falls, Ont., in 1905 and drew up a manifesto that called for full civil liberties, abolition of racial discrimination, and recognition of human brotherhood. The Niagara Movement was the forerunner of the NAACP.

At the Niagara Movement’s Harper’s Ferry Convention in 1906, the year he received the Ph.D. from Illinois Wesleyan, Diggs lectured alongside Du Bois and Reverd D. Ransom. He was also a principal financial backer of the Niagara Movement’s journal, the Horizon. An early member of the NAACP, Diggs was president of the Baltimore division. He was also a member of the national Equal Rights League and served as its national vice president. Diggs was regarded for his scholarly sermons, including an eloquent defense of Marcus Garvey during the third International Convention of Garvey Universal Negro Improvement Association in August 1922.