Tag Archives: archives

Race, gender, war, and integration

Standard

“You have to see this.” I’ve uttered this many times over the last few weeks. It’s interesting the things you find in a university archives.

In my archives rotation, I’m working on creating a K-12 curriculum plan. The idea is to highlight collections that could have possible ties to the Maryland Common Core curriculum, with an eye towards critical thinking, investigative research, and problem-based learning. Additionally, materials that I’ve located may also (or alternatively) be used for materials surveys or “white gloves sessions” hosted by the archives staff, as a part of academic coursework. Themes that I’ve identified as possible foci are desegregation/integration in the state of Maryland; race and gender during WWII; technology, transportation, and industry; and construction and expansion.

br0020as-th-highlight

Elementary school in Hurlock, MD circa 1935 (image via Library of Congress)

Within the topics of integration and desegregation, I’m selecting materials that highlight attempts to integrate public education institutions and responses to the Brown vs. Board of Education decision in 1954. A 1954 Maryland Board of Education study on integration in response to the Supreme Court decision begins, “Maryland has always been considerate of its colored populations. As a matter of fact, the State was considerate of the Negro race when most of its representatives within the confines of the State were not citizens but slaves…” Sounds promising, right? The report detailed how the state of Maryland had a “long and honorable record” as a part of the Union and they were more than happy to comply with desegregation, as soon as it was required. Further, while the Supreme Court considered the psychological effects of segregation on black children, no one considered that the Supreme Court in determining that segregation was unconstitutional, “abrogated a right of the majority group” and that integration may “cause emotional disturbances in those white children who have lived in a segregated world with […] a clear conscience.” The committee wished that the Supreme Court would take this into account in deciding their final mandate. Gradual desegregation was the committee’s recommendation and hope. Equal rights are, of course, important… *sarcasm*

Some other interesting finds include minutes from the State of Maryland Board of Education meetings, including advice/opinions from the Attorney General of Maryland and the Board of Education members regarding the legal implications behind desegregation; minutes from the Maryland Board of Trustees of State Colleges and Universities; and correspondence and notes within presidential papers.

Roberts

Case listing in archived index (image via Maryland State Archives)

Additionally, though Towson began integrating in late 1955, there was at least one African American student who attempted to gain admission prior to 1954. In 1950, F. Vernon Roberts applied for admission on the grounds that Coppin State’s educational experience was not on the same level as Towson’s and he wanted to have access to advanced courses that Coppin didn’t offer. Roberts was refused admission. Because he suspected it was on the basis of race, he filed a lawsuit with the Maryland courts. The outcome isn’t known (the actual court records are at the Maryland State Archives), but presumably he was not successful, as he completed his degree at Coppin a few years later. Roberts went on to become a principal in the Baltimore City school system.

The discussion around integration continued within the Maryland States Colleges and Universities for the next fifteen to twenty years, with predominantly white Towson trying to figure out how to attract more students of color and predominantly black Morgan State trying to figure out how to attract more white students, so as to be in compliance with mandates from the Supreme Court and the Board of Education. In 1968, Morgan proposed that students at Towson be required to take 9-12 credits at either Morgan State or Coppin State prior to graduation. Towson proposed that they offer scholarships to attract more students of color.  It’s not yet known what the outcome of these suggestions were. I find it interesting that these are the same discussions that continue to be had in 2016. I guess it’s hard to undue a race-based system that still supports so much of the national economy and infrastructure.

43-0188a

African American WAACs, Lts Harriet West and Irma Cayton going over recruiting schedules in 1942 (image via National Archives)

Within the areas of race and gender during World War II, I am currently looking through the World War II collection. During the war, Towson administrators sent newsletters to the college alumni, staff, and students who were serving in the armed forces. In response, the alumni would keep in touch, relaying some of their job duties and experiences during the war. The collections includes correspondence, news clippings, photos, and ledgers. Its interesting to read how the men versus the women talk about and navigate their time in the military and in military support roles.

Hester Brown, female Naval Yeoman, recounted, “I have relieved a man for sea duty and my feeling was a mixture of emotions when the time came for me to say goodby to him. I was a proud WAVE, and yet fearful that I might not be able to fully take that Bluejacket’s place here. As I grow more accustomed with my job, that fear is being overcome.”

“Three of us from Texas were the first WAACs on the field.” wrote Helene Davis, WAAC Link Trainer,  “Don’t think that wasn’t a thrill. The boys were so glad to see us for they expected us to take over the KP [kitchen patrol]. We soon straightened them out on that score. Most of us are taking over office jobs, but you’ll find WAACs doing most everything except flying the planes.”

Sibyl Davis, WAAC, wrote, “After feeling like the Army’s unwanted step child for over a month, I feel a little better now that I have a job that doesn’t make me feel like a scullery maid, even if it may be temporary.”

From Dorothy Farmer, WAAC Sergeant, “We are fortunate in having quarters in the temporary BOQ–Bachelor’s Officer’s Quarters–where most most of us have private rooms. It is very much like a school dormitory except we aren’t allowed to have curtains or fancy bedspreads and pillows. Everything is strictly GI, and woe to us if any dirt or dust is found anywhere on Saturday morning inspections. We all ought to make immaculate housewives when this is all over.”

“I am convinced that women are learning more from this war by being a part of it than they could have any other way.” Gwendolyn Felts, Pfc. and WAAC recruiter, wrote enthusiastically to Dr. Rebecca Tansil, “Perhaps this is the greatest assemblage of women for one ultimate goal, peace, ever known in the era of democracies…Say this is beginning to sound like an argument and somehow I don’t think you need any persuasion.”

For many women, the opportunities afforded during World War II, both in military service and in civilian positions, exposed them to a variety of jobs that had been typically reserved for men. Once the war ended in 1945 and men returned from active duty, most of these women were forced to revert to traditionally feminine roles. An emphasis on the woman in the role of homemaker and wife prevailed during the “golden age” of the 1950s, before being challenged during the push for civil and equal rights of the 1960s and 1970s.

Lack of opportunities and prevailing prejudice on a national scale limited employment options for African Americans for a very long time.  Even in service to the military, there was an obvious color line. Both the Marine Corps and the Navy began integrating their ranks during WWII, but the roles people of color were allowed to fill tended to differ greatly from that of their white comrades and serving in segregated units was a given. For a time, the only role the Navy allowed black soldiers to play was to serve as mess attendants, cooking and serving food. By the time Towson janitor, John Gwynn (featured on the archives’ blog here), joined the Navy in 1943, they had expanded their options somewhat. Though being a person of color, he was still limited to a service role

gwynnnavy-1nt2ilj-300x300

John Gwynn in uniform, circa 1943 (image via TU Archives)

similar to the one he had at Towson. He wrote to one of the Towson staff members of his work at the Naval Officer’s Club as being, “very much the same as I did there at school.” Meanwhile, mention was made of his joining the Navy in the newsletter sent to Towson affiliated military personnel, but the manner in which it was communicated gives a clue of the racial climate of the time. There was an elementary school (Lida Lee Tall School) located on the grounds of Towson, which has a long history as a teacher preparation college. The students of the Lida Lee Tall School were said to have done their part to support the war effort by “giving” Gwynn to the Navy.

Though African American men and women still faced Jim Crow laws and unjust practices in their homeland, they were willing to join in fighting for democracy abroad. It was with great disappointment that they returned after the war to find the same social conditions they had left. While white soldiers returned to fanfare and celebration, African Americans, especially in the South, were quickly reminded of their place and, in some instances, killed, for stepping out of it. Unwilling to settle back into this scripted existence of blackness, many departed the South in droves for better opportunities up North and out West, while other began to fight for change in their communities, spurring the Civil Rights  and Freedom movements.

I’m still sorting through materials and alternately laughing, shaking my head, and Googling things in fascination. I can’t wait to see what I stumble across next!

Advertisements

Stories from the Archives: Alice Herz-Sommer

Standard

“Things are as they are supposed to be,” she says. “I am still here, never too old so long as I breathe to wonder, to learn, and to teach.” ~ (Martyrdom & Resistance, Vol. 37, No. 5, pg. 5)

 

sommer-2-obit-master180

Alice Herz-Sommer in 1924 (Image courtesy of The NY Times)

As I transition out of my Technical Services and into my Research and Instruction rotation in a few days, I wanted to share one of the stories I came across while creating metadata for the Martyrdom and Resistance digitized collection. The Martyrdom and Resistance newsletter is focused on raising awareness of the Holocaust, Holocaust victims, and Holocaust survivors.

Born in 1903 in Prague, Alice Herz-Sommer was a renown classical pianist. One of five children born to Friedrich and Sofie Herz, she began studying piano at the age of five years.

As a Jewish woman in the 1930s and 1940s, Herz-Sommer experienced the slow loss of freedom in occupied Czechoslovakia. After her mother was murdered by the Nazis, Herz-Sommer and her family were imprisoned in a ghetto. Thereafter, Herz-Sommer, her husband, Leopold  Sommer, and their son, Raphael, were sent to the Theresienstadt (Terezín) concentration camp. Her husband was later sent to Auschwitz. She never saw him again.  Herz-Sommer and her son remained at Theresienstadt for two years.

Herz-Sommer credited her survival, and that of her son, to the music she loved so dearly. The inmates at Theresienstadt, some of whom were gifted musicians, staged concerts as a means of survival and holding onto their humanity; they played through their hunger and weakness. The Nazis permitted them to perform in order to maintain the appearance of civility towards camp inmates. As Herz-Sommer described, “‘People ask, ‘How could you make music?’ We were so weak. But music was special, like a spell, I would say. I gave more than 150 concerts there. There were excellent musicians there, really excellent. Violinists, cellists, singers, conductors and composers.” (The Guardian)

After liberation, Herz-Sommer continued to play. Her son, Raphael, went on to become a celebrated cellist, having inherited his parents’ gift.

sommer-1-obit-master675

Alice Herz-Sommer in her London apartment in 2012. (Image courtesy of The NY Times)

When she died in 2014 at the age of 110, she was the oldest known Holocaust survivor. Until the end, Herz-Sommer continued to look for and appreciate the “nice things in life” (The Guardian).

In a 2012 CNN interview, she identified seven life lessons that are worth realizing, no matter where you are in life:

  • Hatred only begets hatred.
  • Love your work, no matter the situation.
  • Perseverance.
  • In routine, there is hope.
  • If you have something spiritual, you don’t need as much food.
  • Complaining does not help; it makes everyone feel bad.
  • Faith is stronger than fear.

I’m currently reading her biographyA Century of Wisdom: Lessons from the Life of Alice Herz-Sommer, the World’s Oldest Living Holocaust Survivor. Check it out!

 

 

Blog Post on SIA’s The Bigger Picture

Standard

Exciting news! I just learned that my blog post has been published to the Smithsonian Institution Archives blog. I researched, developed, and wrote an article on John N. Robinson in the course of my digital services internship at SIA this past summer. Here’s a link, because you know you want to check it out.

Enjoy!

Wait, is that…??

Standard

This week, in addition to completing the processing of the Joseph F. McCrindle papers and working with the Smithsonian transcription project, I organized and cataloged materials for the oral history department. While I was going through transcript files, I happened to see the name, “Minter,” which, by the way, is my own surname. In case you’ve never had the experience, seeing your own name in the archives, when you were not looking for it, it is very strange. Of course, I had to look up and read the transcript. It seems Marilyn Minter, New York artist, was interviewed in 2011. As a genealogist, my first thought was: “Could she be connecting to the Minters I’m familiar with?” Her family, though, was from Virginia, so probably not. Or at least, not an immediate connection. My Minters are from Georgia.

Aycocks All Around

Aycocks All Around

Then, if that wasn’t enough, as I continued on my merry organizing way, I came across the name “Aycock,” which is a surname from my mother’s side of the family. How weird is that?? Alice Aycock’s family was from North Carolina, so while she may be related to the Aycocks, who may be related to me, I don’t think there is a close ancestral connection. But you never know…

In addition to finding my names in the archives, I also got to use a barcode wand. Growing up, I always had a fascination with being able to scan things. The invention of self-checkout in libraries and grocery stores alleviated some of that, but it still satisfied my inner child to be the one with the tool, in a real, live working environment! 🙂

After I finish with this final exam and other related tasks, I will return and reflect on my experiences for the summer. See you then!

Confessions of an Emerging Archivist

Standard

Confession #1: Working with archival collections is something like spying on someone else’s  life. I’ve heard it said that the lovely thing about working in an archive is that you get to open people’s mail and it is not a federal offence. ‘Tis true…:)

Confession #2: I mentioned the micro spatula…well, I think removing staples is therapeutic. I inwardly cheer whenever I come across stapled papers. Don’t look at me like that, I’m normal.

Confession #3: Whoever says that the alphabet song is for babies has never alphabetized a correspondence series, especially not after 3pm. Don’t worry, I don’t sing out loud.

Confession #4: Gaining real world experience while in grad school makes all the difference in the world. It allows me to see (and hear) how information in the classroom is applied in real life.

Confession #5: I’m considering specializing in preservation of photographs. The topics of  appraisal and restoration of historic photographs fascinates me.

That’s all the confessions I could think of at the moment, besides that I have one more week left in my first summer term. Tomorrow I get to interview a library professional, only I chose to interview the assistant curator at a research center, because I am interested in working with specialized collections.

This past week has been spent rearranging the collection according to series.  I have labeled the folders and sorted the contents of the collection, according to the categories I established. For example: Correspondence – Friends and Colleagues, Biographical and Family Materials – Burials and Cemeteries, Print Material – Articles and Clippings. I have been keeping mental and written  notes on the arrangement. Tomorrow, I will likely begin writing series description, which means describing the contents of each series and detailing the specific entities researchers will be interested in. This entails describing  the scope of the collections, such as who is in the photographs and what institutions are included in the correspondence series.

Have a terrific Tuesday!

Lovin’ It!!

Standard

I completed my first week of internship and am now in the middle of my second week. All I can say is: “I love it!!” I also love the atmosphere. I’ve never been around so many people who actually enjoy their job.

Currently, I am working on processing  a collection of 3.3 linear feet (not including an addition we received yesterday), which was recently acquired by the archive.  The creator was an art patron, art collector, and very wealthy. Upon his death, his art collection was gifted to various museums and galleries around the country. Our repository received his personal papers and records.  Apparently, one of the staff was hoping to process “my collection,” due to its interesting nature. Guess I won the lottery. 🙂

Last week was spent surveying the collection and taking notes on the contents, condition, existing organization, and noting any preservation concerns. I also completed a processing proposal and submitted a draft of an organization plan. It was a bit difficult for me to adjust to sitting in an office environment all day. (My background is in education and I rarely sat longer than thirty minutes at a time, if even that. By the end of the week, though, I could appreciate the quiet and calm.) I think my favorite part of this collection is the photographs ( I love vintage photos) and the records on the family yacht. I’ve never handled yacht blueprints before. So neat!

This week, in addition to finalizing my organization plan, I am beginning to physically rearrange the records and take preservation action. This includes interleaving photos with acid free paper. For the older and more fragile photos, I am interleaving with renaissance paper. After having combed through the collection while surveying, I am familiar enough with the creator and his family to identify them in photographs. I have begun separating photos of the creator and placing them in a separate folder.  I got to dismantle my first photo album. Sounds really complicated, right?

Today, I also worked on organizing the creator’s personal business records and placing them in acid free folders (a.k.a. sorting according to date and removing staples). Did I mention that micro spatulas are indeed the coolest tools ever?

And So We Commence…

Standard

In a few weeks I’ll be starting my first internship in archival science. I’ll be interning at the Smithsonian in one of their archival institutions. I’m really excited and looking forward to learning a lot. I’ll also be taking summer courses, so it will be interesting to see how well I survive.

I completed my first semester of graduate school in Library Science with a 4.0!! That made me really happy. All in all, things are looking up. Now, if I could just get some sleep in before the next round of classes start.