Category Archives: Archives in Action

Wild, Outside, in the Night: Maurice Sendak, Queer American Jewishness, and the Child

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The following guest blog post is by Golan Moskowitz, a doctoral candidate at Brandeis University, where he received a joint M.A. in Near Eastern and Judaic Studies and Women’s and Gender Studies.  Mr. Moskowitz is the 2016 recipient of the Billie M. Levy Travel and Research Grant, an annual research grant awarded to scholars to encourage use of the Northeast Children’s Literature Collection.  Mr. Moskowitz is also a visual artist with a B.A. in Art from Vassar College.

Children’s books are serious business.  So thought the late Maurice Sendak (1928-2012), who believed that the apparent simplicity of the children’s book – along with children’s talent for intuition and interpretation – made it an ideal form for burying complex messages. Among the most serious of artists to ever write children’s books, Sendak offered messages about how the wider society might neglect or threaten unusual individuals, but also how those individuals might harness fantasy, animal strength, and improvisation to endure and survive.  As a recipient of the Billie M. Levy Travel and Research Grant, I had the privilege of studying several of the collections in Archives and Special Collections, which enriched my understanding of Sendak’s relationships with children’s authors Ruth Krauss (1901-1993) and James Marshall (1942-1992), as well as with children’s literature scholar Francelia Butler (1913-1998). Sendak absorbed much of Krauss’s critical stance toward social conventions of constrained gender and sexuality.  He found solidarity with Marshall’s good-natured cynicism and candidly shared some of his controversial intentions and interesting underlying beliefs with Butler.

Selling over eighty thousand copies by its fifth year in publication, A Hole Is to Dig (1952), children’s literature scholar Leonard S. Marcus writes, first established the twenty-four-year-old Sendak as “a talent to reckon with.”[1] To write the book, which was published as “a series of definitions reflecting childlike logic (many supplied by children themselves),”[2] Krauss studied children at the progressive Bank Street School, collecting definitions offered to her by the toddlers and preschoolers on 3×5-inch index cards.[3] She assembled and typed lists of these definitions; some that did not make it to the final version included: the stomach is a “food factory,” a match is “to light cigarette,” a chimney is “Smoke comes up and Santa Claus comes down,” and a shell is “Lobsters – snap your hand off.”[4] The Krauss papers also include hand-written comments on Sendak’s sketches for the book.  The author advised against pictures of children sitting on books (to get higher up), as books should not be treated “too rough.”  She also asked that for the caption, “dogs are to kiss people,” Sendak include among the other children being licked (each by a different dog) “one polygamous child with many dogs.” [5]

Krauss’s input sheds additional light on the young Sendak’s forming artistic values.  To better access his own vitality and humor, he was learning to revere books as sacred objects while demystifying the dominant, often clichéd narratives of the social order. [6]  Extraneous doodles in Sendak’s layout sketches for A Hole Is to Dig reveal the young artist’s self-liberating impulse during his work on the book. One sketch depicts two nude figures with a relaxed line, one leaning on the other, genitalia exposed.  Beside them, a small girl reclines with a dog, kissing the dog on the mouth. [7] Such free-flowing sensuality surely helped Sendak resist the self-policing of a closeted gay son of Eastern European Jewish immigrants – an essential exercise for an artist to strengthen honest expression and resist cliché. Sendak applied such subversive, child-like flow to the close relationships of his own life, including with Krauss, whom he loved dearly.  When he later visited her on her deathbed, he kissed the withering writer on her lips with tongue, eliciting a giggle that emanated the mirth and energy that was sadly fading from her body.[8] Sendak might have seen himself as something of a playfully welcomed intruder and an anomaly in the social matrix of heterosexuality – not belonging, but carving out a relational position for himself with play and affection.  One of his unused sketches for A Hole Is to Dig depicts a child on his mothers lap with the caption, “Marriage is so your brothers and sisters could get married when they grow up and then you could be the only child.”  A comment below reads, “This needs some rephrasing.” [9]

Sendak viewed illustration as a means for illuminating hidden interpretations or expressing his own emotional truth between the lines of the text. He enjoyed the illustrator’s prerogative, for example, in his Hector Protector (1965), which enlivens a short, ambiguous rhyme: “Hector Protector was dressed all in green; Hector Protector was sent to the Queen. The Queen did not like him, Nor more did the King; So Hector Protector was sent back again.” Sendak’s illustration of the poem creates a face-off between a scandalized, rotund Victorian queen reading Mother Goose and a wild boy, phallus erect in the form of an extended sword, riding on the back of a masculine lion. A serpent tangled around Hector’s sword in the shape of two coiled circles and a lunging head further emphasizes the phallic element (pp.15-16) [image at top]. One young male reader responded to the drawing with a letter to Sendak, asking, “When I grow up will mine be as big as Hector’s?” Describing his drawings for this book as a sort of revenge against critics who found his work too explicit for children, Sendak admitted, “I very consciously, obviously used and played with the snake in just those ways. Those pictures are so obvious it is embarrassing.” [10]

Sendak’s dark sense of humor and questioning of social boundaries was shared by artist and writer James Marshall. Sarcasm and morbid jokes helped them protect themselves against the potential pain that could result from clashing so starkly with aspects of mainstream, bourgeois culture. Both artists were gay men in an era that predated mainstream acceptance of LGBTQ people, especially in the field of children’s literature. A handmade birthday book [11] from Marshall to Sendak brims with delightful snark and suggests a level of solidarity that was rare for the reserved Sendak – a man who once confessed, “My rough time comes when [a] book is over and then I have to go to dinner with people and I am expected to go uptown and act like a grown-up at a party.”[12] Marshall and Sendak, however, much enjoyed their visits with each other.

Marshall seems to have appreciated the latter’s identification with German high culture, playfully inscribing a copy of one of his books to Sendak “For Wolfgang, Carl, Gustav Maurice.” He accompanied the inscription with a drawing of a boy blowing a horn, dressed in the German Romantic style of Sendak’s Outside Over There (1981). [13] Like Sendak’s proclivity for empathetically illustrating pigs, even coming from a culture that treated swine as abject and impure (Bumble-Ardy, House of Sixty Fathers, Swine Lake, etc.), Sendak’s identification with Germany may have reflected his own sense of difference or rejection. Germany and its art were queer love objects for a WWII-era Jewish child of an Eastern European, Yiddish-speaking family – much of which was destroyed in the Holocaust. Like his homosexuality and his veneration of childhood and artistic pursuits, Sendak’s identification with German culture signified a socially rebellious impulse to sometimes honor his own personal tastes and sensory drives even against the expectations of the wider public and of his family heritage. But as children, LGBTQ people, those resisting acculturation, and others who follow their inner drives understand, Sendak knew early on that integrity to an unusual calling could cost him the privilege of social belonging, even as it offered distinction.  An unused panel by Sendak for A Hole Is to Dig paired the caption “Lonely is to be like a star” with the image of a solitary boy staring up at a star.

My research at the Dodd Center adds important elements to my dissertation, which explores how Sendak contributed to shifting conceptions of modern childhood in relation to his own boyhood internalization of his immigrant family’s losses in Europe during WWII and the years surrounding it, as well as his “queer” difference as a gay, physically frail artist. The project examines Sendak’s articulations of how marginalized human beings – including refugees, traumatized individuals, and LGBTQ people – navigate a social order that neglects or threatens them. I am grateful to Melissa Watterworth Batt and Kristin Eshelman for ably administering the Dodd Research Center’s collections, generously facilitating my visit, and making it such a pleasant and productive one.

-Golan Moskowitz

 

[1] Leonard S. Marcus, “Chapter I: The Artist and His Work: Fearful Symmetries: Maurice Sendak’s Picture Book Trilogy and the Making of an Artist,” Maurice Sendak: A Celebration of the Artist and His Work, ed. Leonard S. Marcus (Abrams, 2013) 18.

[2] Vincent Giroud and Maurice Sendak (curators), Sendak at the Rosenbach, exhibition catalog, Rosenbach Museum, April 28-Oct. 30, 1995, 8.

[3] Marcus (2013) 18.

[4] Ruth Krauss, list collected from the class of Dorothy Walker, Group G., January 12, 1951. Ruth Krauss Papers, Series 2, Box 8, Folder 261: “A Hole is to Dig Teachers’ Notes, Jan 11-12, 1951,” Archives and Special Collections, Thomas J. Dodd Research Center, University of Connecticut.

[5] For unknown reasons, the published drawing does not accommodate this request.  Ruth Krauss, letter to Sendak (“Thursday,” n.y.), Ruth Krauss Papers, Correspondence to Sendak, Series 1, Box 2, Folder 63. Archives and Special Collections, Thomas J. Dodd Research Center, University of Connecticut.

[6] Typed definitions from the class of Margaret Jane Tyler, Group F, January 11, 1951, Ruth Krauss Papers, Series 2, Box 8, Folder 261, Archives and Special Collections, Thomas J. Dodd Research Center, University of Connecticut.

[7] Maurice Sendak, layout pencil sketch for A Hole Is to Dig, Ruth Krauss Papers, Series 2, Box 8, Folder 270: A Hole is to Dig Layout Sketches by Maurice Sendak, n.d., Archives and Special Collections, Thomas J. Dodd Research Center, University of Connecticut.

[8] “‘Don’t assume anything’: A Conversation with Maurice Sendak Philip Nel,” 2001, rpt. in Conversations with Maurice Sendak, ed. Peter C. Kunze (Jackson: U. Press of Mississippi, 2016) 138.

[9] Ruth Krauss Papers, Series 2, Box 8, Folder 282: “A Hole is to Dig Cover Paste-up Dummy and Copy (Images not used in book), n.d.,” Archives and Special Collections, Thomas J. Dodd Research Center, University of Connecticut.

[10] Maurice Sendak, Interview with Francelia Butler’s children’s literature class, April 1976, 19. Francelia Butler Papers, Series 2, Box 9, Folder: “Sendak, Maurice – Children’s Literature,” Archives and Special Collections, Thomas J. Dodd Research Center, University of Connecticut.

[11] James Marshall, birthday book for Maurice Sendak, Maurice Sendak Collection of James Marshall, Box 2, Archives and Special Collections, Thomas J. Dodd Research Center, University of Connecticut.

[12] Maurice Sendak, Interview with Francelia Butler’s children’s literature class, April 1976, 26. Francelia Butler Papers, Series 2, Box 9, Folder: “Sendak, Maurice – Children’s Literature,” Archives and Special Collections, Thomas J. Dodd Research Center, University of Connecticut.

[13] James Marshall inscription to Maurice Sendak in Sendak’s copy of James Marshall, The Stupids Die (1981), Maurice Sendak Collection of James Marshall, Box 1, Archives and Special Collections, Thomas J. Dodd Research Center, University of Connecticut.

This Week: Rachel Carson The Film and Elizabeth Kolbert Speaks at UConn

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Rachel Carson, a new documentary film produced for the PBS series American Experience, is now available to watch online marking its debut broadcast on CPTV Connecticut public television.

Archives and Special Collections contributed collection materials to be included in the production of the film and we have been eagerly awaiting its release.

According to PBS, the film draws heavily from Carson’s writings and letters and incorporates recent scholarship: “Rachel Carson illuminates both the public and private life of the woman who launched the modern environmental movement and revolutionized how we understand our relationship with the natural world.”

The film features photographs and letters by the naturalist Edwin Teale from the Edwin Way Teale Papers held here in the Archives and Special Collections. [Read more about the correspondence between Teale and Carson on the blog post “Nature, Wondrous and Fragile” by Richard Telford.]

Silent Spring was published in September 1962 and became a national bestseller.  The film features rarely-seen images and home movies, unpublished letters and writings, and explores the science and public debate surrounding pesticide-use ignited by the book. Special features can be found on the American Experience website, including an introductory essay, bonus video, and an interview with Pulitzer Prize-winning journalist and science writer Elizabeth Kolbert.

Join us on Thursday, February 2 at 4:00pm to hear Elizabeth Kolbert’s lecture “The Sixth Extinction” at UConn in the Dodd Research Center.  The event is FREE and open to the public, no registration is required.  The event will be live-streamed, details can be found here.

Elizabeth Kolbert is a staff writer for The New Yorker and won the Pulitzer for The Sixth Extinction: An Unnatural History and Field Notes from a Catastrophe: Man, Nature, and Climate Change in 2015. Her series on global warming, The Climate of Man, from which the book was adapted, won the American Association for the Advancement of Science’s magazine writing award and a National Academies communications award. She is a two-time National Magazine Award winner.

The Edwin Way Teale Lecture Series brings leading scholars and scientists to UConn to present public lectures on nature and the environment.  Since 1995, the UConn Library has sponsored the award-winning Edwin Way Teale Lecture Series in partnership with several UConn departments.  The Lecture Series is named in honor of the Pulitzer-prize winning naturalist and author, Edwin Way Teale, whose vast archive of literary manuscripts, letters, diaries and photographs is preserved and accessible at Archives and Special Collections.

 

Stop the Presses: UConn’s Student Newspaper is Now an Online Resource

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Viewing a newspaper issue in the digital repository

Have you ever wondered when the first female editor-in-chief of the UConn newspaper was elected? Or wanted to examine student reactions to the attack on Pearl Harbor? Have you ever desperately needed to know the time and location of the Philosophy Club meeting on November 28, 1945? Thanks to an ongoing project here at Archives & Special Collections, the answers to these and other questions concerning campus history will soon be just a few clicks away. Several staff members, myself included, have been working since last summer on uploading past issues of the campus newspaper, from its inception in 1896 until 1990, to the Archives’ digital repository, a component of the Connecticut Digital Archive (CTDA).

To date, everything up to the 1942-1943 school year has been completed, as well as some years in the 1970s and late 1980s. Once uploaded, every issue becomes a permanent digital object that is searchable within the repository. Associated metadata includes publication date, editor, genre, and, when applicable, a short description that lists any errors particular to that issue (i.e. a mislabeled volume or issue number or date.) Users can conduct term searches within each issue, and there’s also the option to download and print a PDF version.

Prior to this project, access to most of the student newspaper archive was available only through the use of paper copies, like this one from 1940

Want to check out what we’ve completed so far? Visit the digital repository here.

Access to UConn’s student newspaper archive, in both physical and digital form, is relatively old news (pun intended.) Researchers who visit Archives & Special Collections have been able to examine bound volumes or microfilm reels for years, and the UConn Digital Commons has offered online access to some copies of the newspaper since early 2012. Frequent use and the passage of time, however, have begun to show their effects on both the physical copies and the microfilm, and although plans were made to make all issues available online through the Digital Commons by the end of 2012, the project was never completed. Finally having the collection completely digitized will address these concerns and essentially make the newspaper a “self-serve” resource, available at any time and from anywhere.

Completing the project is no small task, in part because there is so much material to process. For the paper’s first eighteen years, for example, it was published monthly during the school year with an occasional summer issue. That works out to approximately 170 issues produced for the years 1896-1914. At an average of 20-25 pages per issue (although some, like the Commencement Issue, ran much longer), the total number of pages is more than 4,000! The numbers only increase as the years progress and the paper becomes a semi-monthly, weekly, biweekly, and finally a daily in 1953.

Editorial staff, Connecticut Campus, 1924

Another challenge has been tracking the changes undergone by the paper to ensure that the proper metadata is created and recorded for each individual issue. Just as the university has changed its official name several times over the course of its existence, so too has the campus newspaper gone by a number of different titles: the S.A.C. Lookout­ (1896-1899); the C.A.C. Lookout/Lookout (1899-1914); The Connecticut Campus and Lookout (1914-1917); the Connecticut Campus (1917-1955); the Connecticut Daily Campus (1955-1984); and finally the Daily Campus (1984-Present). There is also the Connecticut Scampus, an annual satirical issue first published in the 1920s. In addition, a new editor-in-chief was elected at least annually, and sometimes more frequently than that.

Luckily, the necessary groundwork had already been completed before we began the project. Realizing the historical significance of the newspaper, the UConn Libraries funded the scanning of the entire collection onto microfilm in the early 1990s. The Library again offered its support in 2012 when that microfilm was scanned and .txt, .jp2, and .pdf files were created for each individual page. It was from this cache of digital images that the Digital Commons issues were produced, and it is from there that we’ve been doing the majority of our work, grouping the individual pages into zip files (each one representing a single issue), ingesting them into the repository, and then adding the necessary metadata and PDF files.

Quality control is an important step throughout this process. The editors of yesteryear were far from perfect, and there are plenty of instances where volume and/or issue numbers are mislabeled and page numbers are out of order (or omitted entirely.) There are also errors from the microfilm scanning that need to be accounted for, like removing duplicates resulting from the same page being scanned more than once.

Challenges notwithstanding, progress has been steady, and we are looking forward to completing our work. In its entirety, the newspaper represents an integral part of UConn’s historical record, and is an ideal complement to the several excellent histories of the university that have been written (the out-of-print Connecticut Agricultural College: A History by Walter Stemmons, Bruce Stave’s Red Brick in the Land of Steady Habits, and Mark J. Roy’s University of Connecticut) which, owing to limitations of space and other factors, can never hope to include everything. When finished, the online archive will span more than a century and include thousands of pages. In using it, researchers will be given a unique perspective into the everyday nuances of campus life, and the reactions of students, staff, and the Storrs community to events, both major and mundane, that affected the campus, the nation, and the world.

A Brief History of the Student Newspaper:

1896 — Students of the Storrs Agricultural College establish a student newspaper, the S.A.C. Lookout.  It begins as a monthly, and the first issue is published on May 11, 1896. The cost of a subscription? 50 cents a year, paid in advance.

1899 — The school is re-named Connecticut Agricultural College, and the paper becomes The C.A.C. Lookout.

1902 — The paper transitions to the simpler title the Lookout.

1914 — The paper changes its name to the Connecticut Campus and Lookout, and is published semi-monthly during the college year.  It also takes on the standard newspaper format.

1917 — The paper simplifies its name to the Connecticut Campus beginning with the October 30, 1917 issue.

1919 — The paper begins publishing weekly with the October 3, 1919 issue.

1942 — The Connecticut Campus is published semi-weekly, on Tuesdays and Fridays. It will revert to a weekly two years later.

1946 — The paper again becomes a semi-weekly.

1950 — The paper is published three times a week.

1953 — Beginning with the September 21, 1953 issue, the Connecticut Campus becomes a daily.

1955 — The paper is renamed the Connecticut Daily Campus, and is published every weekday morning.

1984 — The school paper again simplifies its name, becoming the Daily Campus.

The Lonely Suffering of the Fallible Heart: Reexamining the Life and Writing of Edwin Way Teale

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by Richard Telford

Author’s note: Though the product of many hours of research, writing, and revision, this chapter is nevertheless a draft; it will be subject to revision as the larger book in which it will appear takes shape. Still, I believe it begins an important process of bringing renewed attention to natural history writer and photographer Edwin Way Teale. Teale himself frequently published chapters of his books first in the popular journals of his day, such as Natural History, Audubon, Nature, and Coronet. I welcome critical response, either in the comment section here or through direct e-mail. I am grateful to the Archives and Special Collections staff for providing me the opportunity to share this work, and to the Woodstock Academy Board of Trustees for awarding me a sabbatical for the 2016-2017 school year so that this work could be undertaken.  Contextual information about the project and manuscript can be found here.

Chapter 9: The Lonely Suffering of the Fallible Heart

A man said to the universe:
“Sir, I exist!”
“However,” replied the universe,
“The fact has not created in me
A sense of obligation.”[i]

Stephen Crane, from “War is Kind,” 1899

Again and again, reason refutes the claims of worry; again and again, the rational mind points out the mathematical odds and the laws of averages—but again and again, the fallible heart returns to its lonely suffering.[ii]

Edwin Way Teale, March 22, 1945

The evening of April 2, 1945 began joyfully for Edwin Way Teale. It was an evening that affirmed his rising stature among the natural history writers of his day and perhaps, too, amongst the former-age titans he revered—Henry David Thoreau, John Burroughs, W.H. Hudson, and others. Two years earlier, he had accepted the John Burroughs Medal for distinguished natural history writing for his 1942 publication of Near Horizons: The Story of an Insect Garden. Now, two years later, he had returned to the American Museum of Natural History in Central Park West, New York, to look on as Rutherford Hayes Platt, a fellow Dodd, Mead natural history writer and photographer, received the Burroughs Medal. Platt’s 1943 This Green World was a book that in spirit, intent, structure, and design closely paralleled Grassroot Jungles (1937) and Near Horizons. Just as Edwin had suggested in 1937 that the amateur student of the insect world could be “like the explorer who sets out for faraway jungles” but do so in “the grassroot jungle at our feet,”[iii] Platt argued in 1943 that such wonders in the botanical world “were not rare nor discovered in a remote place, but were here all the time in the immediate surroundings of the everyday world.”[iv] That evening, Edwin noted later, “Platt pays tribute to my help in his acceptance speech.” He also celebrated his own election as “a Director in the John Burroughs Association” and expressed appreciation for the tenor of the evening, which “from beginning to end was in just the right key. I felt happy, enjoying every minute with no sense of impending doom.” It was “perfectly memorable.”[v]

The brief interlude of unrestrained pleasure that unfolded in “the Hall of the Roosevelt Wing”[vi] on that early April evening offered much-needed reprieve. It was a time marked largely by deep foreboding for Edwin and Nellie Teale as their beloved Davy, their only child, fought near the Siegfried Line during the final collapse of Hitler’s Third Reich. This fear had taken root in the elder Teales’ shared consciousness long before David’s August 1943 enlistment in the Army Specialist Training Program at Syracuse University, long before his transfers to Forts Benning and Jackson after the ASTP was disbanded, and long before his deployment as a Private First Class to the European Theater of Operations in the fall of 1944.[vii] Edwin would later characterize this fear as “the dread of seven years—from 1938 to 1945,”[viii] and it was a dread that consumed the collective consciousness of a generation of parents watching their children come of age during the rise of Fascism and Nazism in Italy and Germany—the future course of which became fully evident with the September 1, 1939 German invasion of Poland—and the apogee of Japanese Imperialism, made plain to the American public by the December 7, 1941 Japanese attack on the U.S. Pacific Fleet at Pearl Harbor, Hawaii. The Teales’ dread is evident in a brief but poignant anecdote near the end of the eighth chapter of Edwin’s 1945 book The Lost Woods, a book that, for Edwin, would become inextricably linked to David’s wartime service and to his death.

In the aforementioned chapter, “On the Trail of Thoreau,” Edwin chronicles the final leg of a 1939 car trip during which he traced the famous river journey undertaken by Henry and John Thoreau exactly 100 years earlier. Henry Thoreau, in his 1849 A Week on the Concord and Merrimack Rivers, wrote in great part to memorialize John, who had died in excruciating pain in his brother’s arms three years after the trip, succumbing to tetanus. Edwin too, in The Lost Woods, would later recount a trip he and David took by canoe on Middle Saranac Lake in upstate New York. “The Calm of the Stars” would be the last chapter completed for the book’s first draft, written while David was declared Missing in Action in Germany. It, too, would later serve as a memorial. In “On the Trail of Thoreau,” Edwin noted how, one century after the Thoreaus’ journey, on September 2, 1939, “the Merrimack flowed as placidly as before around the great bend of Horseshoe Interval.”[ix] The world’s waters, however, were turbulent and troubled: “Thoreau’s September day had been one of comparative peace in the world,” while, “a century later, it was a time of fateful decisions, of onrushing war, of the breaking of nations.”[x] The conclusion of Edwin’s 1939 journey came one day after Nazi Germany’s invasion of Poland, one day before declarations by France and Britain of war on Germany, and six days shy of David’s fourteenth birthday.

Pulling into a filling station that evening, Edwin noticed the attendant, “a young man in his early twenties,” who appeared “silent and preoccupied” as he listened to a “radio […] shattering the Sabbath quiet, raucous with direful news.”[xi] Edwin’s description of this young man is telling. It stands in stark contrast with most of the book’s content, which largely lives up to its subtitle, “Adventures of a Naturalist,” and strays only rarely into social commentary or overt emotionality. Edwin wrote:

We spoke but a few sentences that morning. I have never seen him again. I don’t know his name. Yet, often he has been in mind and his face, like a stirring countenance seen under a streetlamp, has returned many times in memory. Under the blare of the radio, that late-summer Sunday, we were drawn together by a common uncertainty, by a common experience. Although we were strangers before and strangers we have remained since, we were, for that tragic moment, standing unforgettably together. I have often wondered about his fate in the years that followed.[xii]

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Teaching Nineteenth-Century Media

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A fascinating interview with UConn Professor Jennifer Terni went live this week on the Humanities Institute’s new blog Brain Bytes: Digital Humanities and Media Studies. Professor Terni discusses her teaching methods and “experiments” incorporating 19th-century artifacts into the classroom experience.  She reflects on a recent visit with her students to Archives and Special Collections where they examined 19th-century photographs with Archivist Kristin Eshelman.  Below is a clip from that interview…

This past semester I taught a new graduate course on 19th-century media.  It would have been impossible to give this course even a decade ago, since it was built on the shoulders of major digitized archives including Gallica at the Bibliothèque Nationale de France, Hathi Trust, and ARTFL, to name but a few.  To make use of them effectively, however, I had to build an extensive website as a platform from which to organize the many primary sources that we explored as a group as well as to give a picture of what 19th-century media would have looked like. What is more, I tried, as much as possible, to get the students to experience what it would have been like to consume media in the 19th century, for instance, by reading a pulp fiction novel in installments in a newspaper.

This experiment was more successful than I could have hoped.  What is more, occasionally I sent the students to the Dodd archive to encounter 19th-century artifacts more directly (illustrated newspapers, daguerreotype, stereoscopes, photographic technology).  The impact of those encounters was intense in large part because the students had been engaged with primary sources throughout the semester: they had seen the exploding variety of media forms in the 1800s, but also knew firsthand how even very disparate forms were interconnected. They had also read theoretical and historical articles that helped them think about what kinds of cultural work these different genres and platforms were performing.  Touching the actual artifact was meaningful because to them it was already embedded in a web of references and ways of thinking about media, but also because it contrasted with all of the digital content they had been using throughout the semester.  It was thus doubly a material encounter with material culture.

Read more…

Great Years, Great Crises, Great Impact: Reexamining the Life and Writing of Edwin Way Teale

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by Richard Telford

uconn_asc_1981-0009_box270_env1724_ed_and_nellie_1948Shortly before American natural history writer Edwin Way Teale died in 1980, he agreed, with his beloved wife and working partner, Nellie Donovan Teale, to donate all of his literary and personal papers and related materials to the University of Connecticut. It was an extraordinary gift. Teale documented his working life and his personal life to an astonishing degree, often keeping several journals concurrently, each with a distinct purpose. For example, from 1938 until 1980, Teale kept an annual daily diary. In 1945, of these diaries he wrote, “These books record the days of the great years of our lives.”[i] These were short but highly detailed records. During the same period he kept these diaries, Teale likewise wrote more elaborated journal entries in Adventures in Making a Living, an unpublished, ongoing narrative of his life. This he called the “book of my heart.”[ii] While here, too, he recorded daily events, frequently overlapping those recorded in the diaries, he also reflected on them in deeper ways. Here, he celebrated the triumphs of his life and reconciled the tragedies. Here, he tried to confer order and sensibility on the world of human affairs, a world that often bewildered him. The ninth and final volume of this 43-year journal was dedicated solely to the final days of his life, beginning with his prostate cancer diagnosis in 1974. Even this most personal and final journey he documented in detail and left as a record. And, these two records of a meaningfully-spent life, as rich as they are, represent only a very small fraction of the materials housed in his voluminous papers.

This year, through the generosity of the Administration and the Board of Trustees of Woodstock Academy, where I have taught for two decades, I have been granted a year-long sabbatical to complete research at the Dodd Research Center, research that will enable me to write a book-length work on Edwin Way Teale. This builds upon three years of generous support of my work by the Archives and Special Collections Department at the University of Connecticut, which has provided me financial assistance through the Rose and Sigmund Strochlitz Travel Grant program. I am very grateful for this support, and for the extensive on-site help of the Archives staff, particularly Melissa Watterworth Batt.

John Burroughs, whom Edwin Way Teale admired greatly, wrote in 1902, “The day inevitably comes to every writer when he must take his place amid the silent throngs of the past.”[iii] While this has come to be the case for Edwin Way Teale—and John Burroughs too—I am not convinced it has to be. Teale has much to offer us now, especially as we face an environmental crisis in which our resource exploitation and waste production cannot continue at current rates without grave consequences for the Earth and, ultimately, for ourselves. Now, as I continue my research within the vast holdings of the Teale Papers and begin the book in earnest, I am both awed by the enormity of the task and excited by the opportunity. Teale’s significant body of published work and his profound impact on the modern conservation movement—particularly through his support of and influence upon many of its principle figures, including Rachel Carson and Edward Abbey—merits reexamination.

The generosity of the Archives and Special Collections staff has extended so far as to allow me to publish a series of representative chapter drafts in this forum as the research and writing processes unfold. These will inevitably evolve as I make new discoveries in the collection. Still, even in draft form, I believe that these chapters can play a meaningful part in bringing the contents of the Teale Papers out into the light of public view, perhaps prompting thoughtful reflection on their importance. I am deeply grateful to the Archives and Special Collections staff for this opportunity, and I welcome public comment and insight on my work here, either through the comment forum on the blog or through direct communication (contact information below). .

On a practical note, the first three chapters to be featured in this forum document events in roughly the middle period of Edwin Way Teale’s life. Though I plan to address Teale’s early life in the book as well, my intuition told me to start where I did, during the period when Edwin and Nellie’s beloved son David, their only child, was serving in Europe late in the Second World War, a period that Edwin called “one of the great crises of our lives.”[iv]

Richard Telford teaches literature and composition at Woodstock Academy in Connecticut.  He has a BA in English from the University of New Hampshire, an MS in English Education from the University of Bridgeport, and an MS in Environmental Studies from Green Mountain College. Working with the Connecticut Audubon Society, he helped design and found the Edwin Way Teale Artists in Residence at Trail Wood program, which he directs.  He was recently awarded a Rose and Sigmund Strochlitz Travel Grant by the University of Connecticut to support his manuscript for a book-length work on naturalist, writer and photographer Edwin Way Teale.

References

Burroughs, John. Literary Values and Other Papers. Boston and New York: Houghton, Mifflin and Company,1902.

Teale, Edwin Way. Adventures in Making a Living: Volume II, unpublished journal, February 1944 to May 1946. Box 113, Edwin Way Teale Papers 1799-1995, Archives and Special Collections, Thomas J. Dodd Research Center, University of Connecticut Libraries.

Teale, Edwin Way. Guild diary, 1945. Box 99, Edwin Way Teale Papers 1799-1995, Archives and Special Collections, Thomas J. Dodd Research Center, University of Connecticut Libraries.

Footnotes:

[i] Teale, Edwin Way. Adventures in Making a Living, Vol II. 3 January 1945.

[ii] Teale, Edwin Way. Adventures in Making a Living, Vol II.18 April 1945.

[iii] Burroughs, John. Literary Values and Other Papers. 1

[iv] Teale, Edwin Way. Guild diary 1945. 4 April 1945.

Chasing History through Annotations

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The following guest blog post is by Daniel Allie, a 2014 graduate of the University of Connecticut’s English Program. While a student, Mr. Allie worked in Archives and Special Collections for two years as a Student Library Assistant. Since graduation, he has turned to the field of History, and volunteers his time at the Mansfield Historical Society and the Connecticut Historical Society as well as researching and writing pieces like this one for Archives and Special Collections.

George L. Rosebrooks's signature as it appears on the side of Experimental Physics

George L. Rosebrooks’s signature as it appears on the side-edge        of the book Experimental Physics

What can a book tell you?

Quite a lot, though not necessarily in the way you would immediately suppose. You can read the text, certainly, but sometimes minor annotations to a volume tell a more compelling story than that.

This is the case for a collection of late nineteenth and early twentieth century textbooks recently donated to Archives and Special Collections. By most estimations, this is dry stuff—titles include Milk and its Products; Elements of Chemistry; and The Beginner’s American History among others—but it was not this specific content that is what is most interesting. The true story lies with the annotations within these volumes, a story of the early University of Connecticut and the surrounding community of Mansfield.

The annotations within the books indicate two separate collections, those of George L. Rosebrooks and of Harold L. Storrs, respectively. It is clear from name alone that Harold L. Storrs is part of the family that founded the University, though this does not necessarily indicate a connection, and is unrelated to what we can learn from his books. We can immediately tell from the books that Harold L. Storrs was likely a generation younger than George L. Rosebrooks, as his books were later-published texts for younger students. While Rosebrooks owned Elements of Chemistry (1881), Storrs owned The Beginner’s American History (1902). I was able to confirm this in a genealogical record of the Storrs family, which indicated that Harold L. Storrs was born on October 2, 18951, while the Commemorative Biographical Record of Tolland and Windham Counties confirms that George L. Rosebrooks was born September 21, 18792. A document in Archives and Special Collections indicates that Storrs was an employee of the university in 19313.

As interesting as it is to learn that Harold L. Storrs was a university employee, though, the books from the Rosebrooks family provide a more compelling story. At the beginning of the project, we knew from the donor of the collection that George L. Rosebrooks was an 1899 graduate of Storrs Agricultural College, and we knew that George L. Rosebrooks’s brother Fred Rosebrooks (also a Storrs Agricultural College graduate) ran the Mansfield, Connecticut poor house.

Fred Rosebrooks's report card, Spring 1889. (Ethel Larkin Papers, Mansfield Historical Society)

Fred Rosebrooks’s report card, Spring 1889. (Ethel Larkin Papers, Mansfield Historical Society)

Knowing that the Rosebrooks family was related both to the early university as well as the Mansfield Poor House raised questions worth investigating about the collection: Could any of these volumes be related to George L. Rosebrooks’s education at the Storrs Agricultural College? Are any of the other volumes in the collection from the the poor house, books meant for the education of resident children?

To answer the latter question, some of the books in the collection which are signed by neither George L. Rosebrooks nor Harold L. Storrs, are in fact didactic texts, earlier dated schoolroom readers such as An Introduction to the Study of English Grammar (1856) and Hillard’s The Sixth Reader (1866). Since these books were not directly connected to any Rosebrooks family member, it seemed possible that they had come from a potential Poor House library.

I was able to further confirm this as a possibility at the Mansfield Historical Society. The book The Mansfield Poor House: A Forgotten Institution includes a transcription of the House’s founding document, which reads, in part: “the said Barrows [founder of the Poor House] further agrees to send all children of a suitable age to school and to furnish them with suitable books”4, thus establishing Poor House provenance as possible, though I would caution that the fact that the books could possibly have been part of the Poor House’s collection is by no means a confirmation that this is true for these specific examples. Any schoolchild of the time could have possessed them.

Far more certain, though, is the books’ connection to the Storrs Agricultural College. Already well documented is the Rosebrooks family’s relation to the early university, a fact attested by an item from the Mansfield Historical Society, Fred Rosebrooks’s report cards. The Ethel Larkin Papers, comprising documents collected by a late Historical Society member, contains the student records of Fred Rosebrooks. Dated to 1888 (a decade earlier than his brother George’s textbooks), these records show Fred Rosebrooks taking such courses as Chemistry, Arithmetic, Physics, and English, out of a possible fifteen subjects offered on the report card at that time5.

With the Rosebrooks family’s connection to the early university already clearly established, it is unsurprising to find that the new collection’s copy of Elements of Chemistry by Elroy M. Avery includes an annotation inside the cover reading “G.L. Rosebrooks Jr., Storrs, Conn. SAC [Storrs Agricultural College]. 97.,” indicating that Rosebrooks had this book for one of his college courses. The Connecticut College of Agriculture and the Mechanic Arts Catalogue 1899-1900 partially confirms this, albeit with a different book of the same title. The description of their course in “General Chemistry” has as its text “Williams’ Elements of Chemistry”6.

George L. Rosebrooks's signature, accompanied by the annotations 'Storrs, Conn' and 'SAC. 97', in Elements of Chemistry.

George L. Rosebrooks’s signature, accompanied by the annotations ‘Storrs, Conn’ and ‘SAC. 97’, in Elements of Chemistry.

The coursebook connection is even clearer in the case of the book Milk and its Products. The description of the course “Dairying” in the Storrs Agricultural College Catalogue: 1898-1899, reads “A short winter course in dairying. . . including composition of milk, conditions of creaming, milking for market, butter making, washing, salting, packing, etc. Breeding, feeding, and diseases of dairy cattle are subjects also treated in this course, with such texts as ‘ Milk and its Products,’ ‘ Bacteriology,’ and ‘Feeds and Feeding’”7, thus confirming the actual use of one of the books owned by George L. Rosebrooks in a Storrs Agricultural College course.

So those are a few things a book can tell you. Individually, these texts would perhaps have said little beyond their original subjects. Together, they form a context with each other, through their original owners, illustrating a history, be it local, academic, or familial. What one will find when conducting historical research is never certain, but in searching through the collections of two institutions, the University of Connecticut Archives and Special Collections as well as the Mansfield Historical Society in the search for this collection’s history and significance, I found far more significance to this collection than one would ever expect to find from a collection of century-old textbooks and readers.

-Daniel Allie

1    Durand, Robert. Storrs Family Pedigree Chart. Mansfield Historical Society digital record. Accessed 13 July 2016.

2    “George L. Rosebrooks.” In Commemorative Biographical Record of Tolland and Windham Counties. (Chicago: J.H. Beers & Co, 1903), 420.

3    “Financial Summary: Farm Receipts: Poultry, 1931.” University of Connecticut Agricultural Economics Records, Series VII, Subseries B, Box 42. University of Connecticut Archives and Special Collections, Thomas J. Dodd Research Center.

4    “Contracts.” In The Mansfield Poor House: A Forgotten Institution. (Mansfield: History Workshop of The Mansfield Historical Society, 1985), 7.

5    “Storrs Agricultural School: Report of F. Rosebrooks, For the Term Ending Mar. 29, 1889.” Ethel Larkin Papers, Mansfield Historical Society, Mansfield, Connecticut.

6     Connecticut College of Agriculture and the Mechanic Arts Catalogue 1899-1900, 25. University of Connecticut Archives and Special Collections, Thomas J. Dodd Research Center.

7     Storrs Agricultural College Catalogue: 1898-1899, 13. University of Connecticut Archives and Special Collections, Thomas J. Dodd Research Center.

Charles Olson and Henry Murray: Projective Verse and the Projective Test

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Lucy Burns is a PhD candidate in English and American Studies at the University of Manchester. Her thesis is on Black Mountain College and postwar American poetry, with a focus on the relationship between poetry and psychology, and the development of the creative writing program. She is an assistant editor at the Manchester Review, the online journal from the Centre for New Writing at the University of Manchester. Lucy was awarded a Strochlitz Travel Grant to further her PhD research in the Charles Olson Research Collection in Archives and Special Collections.

 In May I was fortunate enough to spend a week with the Charles Olson Research Collection at Archives and Special Collections in the Thomas J. Dodd Center, principally examining the unpublished correspondence between Charles Olson and Henry Murray. This seemingly unlikely link between Olson, the larger-than-life poet turned pedagogue and rector of experimental arts college at Black Mountain – and Murray, a personality psychologist and director of the Harvard Psychological Clinic – is the focus of my current research, through their concurrent work on projection and the projective: Olson’s “Projective Verse,” a poetics essay published in 1950, and Murray’s projective psychological test, the Thematic Apperception Test (TAT).

This link between Olson and Murray has previously been neglected: Tom Clark’s biography of Olson brackets Murray’s influence to his Harvard years when Olson was a PhD candidate on the new American Civilization program [1], while Olson scholarship tends to reference Murray in terms of their shared interest in Herman Melville (Olson’s study, Call Me Ishmael was published in 1947, while Murray’s introduction to Melville’s Pierre; or, The Ambiguities was published in 1949). Forrest G. Robinson’s excellent biography of Murray also gives very little space to Olson, and figures their relationship as a practical and limited one. [2] Even George F. Butterick, the first curator of the Charles Olson Research Collection, long-time editor of Olson’s work, and author of the definitive Guide to the Maximus Poems of Charles Olson, dismisses any significance in Murray and Olson’s concurrent uses of projection and the projective:

“Not insignificantly, it [the Thematic Apperception Test] is also known as a “projective” test although Olson experienced it after his well known “Projective Verse” essay was already in press, so there probably was no connection.” [3]

My research considers not only the extent to which the relationship between Olson and Murray’s work has been overlooked, but the ways in which a link between projective verse and the projective test may provide new ways to read both Olson’s writings and his interdisciplinary curriculum at Black Mountain College. This current work on the Olson-Murray correspondence thus forms part of my wider research into the shared networks of American poetry and psychology, and, building on Mark McGurl’s work on the postwar fiction program, how these networks may have informed or shaped the postwar poetry program. [4]

Sixty-eight letters survive from Murray and Olson’s near twenty-year correspondence; fifty-nine of these are held at the Thomas J. Dodd Research Center, while the Henry Murray Papers at Harvard University Archives holds nine. The correspondence spans several key events in both men’s lives: Olson’s departure from Cambridge and the PhD program, his Guggenheim Fellowship, and his move to Black Mountain College; the end of Murray’s directorship at the Harvard Psychological Clinic and the start of his work for the Office of Strategic Services, and the publication of his first study to make use of the TAT, Explorations in Personality. It appears that Murray financially supported Olson’s family during the late 1940s, until Olson was invited to teach literature and writing at Black Mountain College in 1948. Olson hurriedly wrote to Murray an hour before they were due to leave for North Carolina with news of the appointment, writing that Murray’s support was a “talisman” that had “enabled us to start back to life.” [5] In 1953 Olson accepted the rectorship of the college until its closure in 1956, and this time not only marks a period of manic productivity for Olson, but a new period in the life of Black Mountain College. [6] Olson and Murray’s most frequent exchanges are during the first two years of Olson’s appointment at the college: Olson often sent Murray poems and essays that he was working on, and they exchanged letters on a number of potential collaborations bringing together their experience. Though these projects were never fully realized or completed, they continued to occupy Olson well into the 1950s and after the college’s closure. I hope to continue working on these proposed collaborations and their link to Olson’s poetry and poetics in my thesis.

By the end of 1950 Olson had written the first two “letters” of his near three-hundred poems sequence, The Maximus Poems, and published his most influential work, “Projective Verse,” in Poetry New York magazine which he eagerly sent to Murray. [7] The essay called for a new, kinetic poetics modeled on “the breathing of the man who writes” in accordance with the three principles of composition by field: first, the “kinetics,” that “the poem must, at all points, be a high-energy construct and, at all points, an energy-discharge”; second, the “law,” that “FORM IS NEVER MORE THAN AN EXTENSION OF CONTENT,” and third, the “process,” that “ONE PERCEPTION MUST IMMEDIATELY AND DIRECTLY LEAD TO A FURTHER PERCEPTION.” [8]

BurnsBlogFigure1

FIGURE 1

Olson’s essay, and its deployment of projection and the projective appears at first to have little in common with Murray’s projective psychological test. The TAT was co-developed with Christiana D. Morgan in the 1930s and was founded on the psychoanalytic mechanism of projection, whereby a subject expels thoughts or wishes that are too unpleasant or uncomfortable to recognize in themself into or onto another object. The projective psychological test utilizes this movement from the unreadable, interior space of the unconscious to an exterior object, by asking the participant to interpret an unstructured stimulus, like a suggestive image or single word. The TAT was designed to “stimulate literary creativity” and “creative imagination” and asked participants to respond to a series of painted cards, usually depicting one or more persons in an ambiguous setting. [9] While I was in America I was also able to visit the Murray archive at Harvard University to examine the wide range of TAT images that were designed and used by Murray and his team. Here is a fairly typical card depicting a young couple [see Figure 1], which the participant would be asked to narrate with the following prompts: “What is the relation of the individuals in the picture? What happened to them? What are their present thoughts and feelings? What will be the outcome?” [10]

BurnsBlogFigure2

FIGURE 2

Olson participated in the test in 1950 along with twenty-eight other poets and writers, including William Carlos Williams, Marianne Moore and Robert Lowell. The test was administered by Murray’s student, Robert N. Wilson as part of his PhD thesis, “The American Poet: A Role Investigation,” and Wilson continued to work on the relationship between the poet and projection. Olson appears to have written about the test in an unpublished poem, “Gli Amanti,” which the Thomas J. Dodd Centre has in four annotated drafts. Here is the first draft [see Figure 2]:

The Olson-Murray correspondence in the Charles Olson Research Collection not only helps us to begin to understand the ways in which Olson and Murray’s concurrent uses of projection and the projective might be related. It also reveals the ways in which Olson extended this understanding to his own poetry, chiefly, The Maximus Poems 1-10 (published in 1953 while Olson was still at Black Mountain College), and Olson’s teaching practices at Black Mountain College, including his interdisciplinary writing courses, which ran sporadically from 1948 to 1956. Despite the correspondence beginning over their shared academic interests and Cambridge circles, it is clear that they developed a close friendship, and at times the exchanges are intensely personal. In this particular note from 1951, Olson announces the birth of his daughter [see Figure 3].

BurnsBlogFigure3

FIGURE 3

Alongside the correspondence I also had a chance to look at Olson’s journals and notebooks, in which he kept meticulous notes of his dreams and his own lay analysis to use in his poetry, Olson’s personal library, and most significantly his various materials related to Black Mountain College. These are especially useful to my thesis and, combined with research completed last year in the Black Mountain College archive at Western Regional, are slowly beginning to build a bigger picture of the life of the college. Though the Olson-Murray letters make up just a fraction of the research collection, these small discoveries are enormously rewarding, and I would highly recommend making use of this rich collection.

– Lucy Burns

References

[1] Tom Clark, Charles Olson: The Allegory of a Poet’s Life (Berkeley: North Atlantic Books, 2000), 44; 122; 135.

[2] Forrest G. Robinson, Love’s story told: a life of Henry A. Murray (Cambridge, MA: Harvard University Press, 1992) 315; 334.

[3] George F. Butterick, “Charles Olson and the Postmodern Advance,” The Iowa Review 11 (4) (1980): 4, http://ir.uiowa.edu/iowareview/vol11/iss4/3.

[4] Mark McGurl, The Program Era: Postwar Fiction and the Rise of Creative Writing (Massachusetts: Harvard University Press, 2009).

[5] Charles Olson, letter to Henry A. Murray (October 10, 1948); Box 194, Folder 13 (Series II: Correspondence), Charles Olson Research Collection, Thomas J. Dodd Research Centre.

[6] This change in the life of the college is summarized by Martin Duberman: “Not until the fifties, with the advent of Charles Olson, Robert Creeley, Robert Duncan and the Black Mountain Review, was the emphasis to shift; then writing moved to the center and visual arts to the periphery.” Black Mountain: An Exploration in Community (New York: E. P. Dutton & Co., 1972), 228.

[7] Charles Olson, letter to Henry A. Murray (August 2, 1950); Box 194, Folder 14 (Series II: Correspondence), Charles Olson Research Collection, Thomas J. Dodd Research Center.

[8] Charles Olson, “Projective Verse,” in Selected Writings of Charles Olson, ed. Robert Creeley (New York: New Directions, 1967), 15; 16; 17.

[9] Henry A. Murray, Explorations in Personality: A Clinical and Experimental Study of Fifty Men of College Age (New York: Oxford University Press, 1938), xii-xiv.

[10] Murray, Explorations in Personality, 532.

Figures

(1) TAT image; Box 4, Folder 0 (Series: Research), HUGFP 97.43.2: Thematic Apperception Test Pictures and Other Papers, 1940-1960, The Papers of Henry A. Murray, Harvard University Archives.

(2) Charles Olson, letter to Henry A. Murray (October 28, 1951); Box 194, Folder 15 (Series II: Correspondence), Charles Olson Research Collection, Thomas J. Dodd Research Center.

(3) “Gli Amanti” (ca. 1950); Box 21, Folder 929 (Series I: Works), Charles Olson Research Collection, Thomas J. Dodd Research Center.

Bibliography

Butterick, George F. 1978. A Guide to the Maximus Poems of Charles Olson. Berkeley: University of California Press.

Butterick, George F. 1980. “Charles Olson and the Postmodern Advance,” The Iowa Review 11 (4): 3-27. http://ir.uiowa.edu/iowareview/vol11/iss4/3.

Clark, Tom. 2000. Charles Olson: The Allegory of a Poet’s Life. Berkeley: North Atlantic Books.

Duberman, Martin. 1972. Black Mountain: An Exploration in Community. New York: E. P. Dutton & Co.

McGurl, Mark. 2009. The Program Era: Postwar Fiction and the Rise of Creative Writing. Massachusetts: Harvard University Press.

Melville, Herman. 1949. Pierre; or, The Ambiguities. Edited by Henry A. Murray. New York: Hendricks House, Inc.

Murray, Henry A. 1938. Explorations in Personality: A Clinical and Experimental Study of Fifty Men of College Age. New York: Oxford University Press.

Olson, Charles. 1966. Call Me Ishmael. San Francisco, California: City Lights Books.

Olson, Charles. 1967. Selected Writings of Charles Olson. Edited Robert Creeley. New York: New Directions.

Olson, Charles. 1983. The Maximus Poems. Berkeley: University of California Press.

Robinson, Forrest G. 1992. Love’s story told: a life of Henry A. Murray. Cambridge, MA: Harvard University Press.

Wilson, Robert N. 1990. The American Poet: A Role Investigation. New York: Garland Publishing.

Black Experience in the Arts: Playwright Leslie Lee

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-Guest blog post by Marc Reyes, doctoral student at the University of Connecticut and 2016 Summer Graduate Intern in Archives and Special Collections.

LeslieLee“Now, I am a black playwright; I am not a playwright who happens to be black…I am very happy writing about black people.  I do not have to write about anybody else.”

Those words were spoken by dramatist Leslie Lee, a renowned writer of stage and screen.  When Lee was not scripting Tony Award-nominated plays or acclaimed television programs, he spoke to students about his life, writing career, and creative process.  Lee visited the University of Connecticut on September 29, 1987 as a guest speaker for the university’s course, Black Experience in the Arts.  The class, offered through the School of Fine Arts, debuted in the Fall semester of 1970 and lasted under this name until the mid-1990s.  During the course’s lifetime, UConn undergraduates heard from hundreds of black artists, representing fields such as music, dance, poetry, sculpture, and architecture.  Many of the invited presenters were performers with a myriad of memories and achievements as well as thoughts about what it meant to be a black artist in America.  Course notes, typed lecture transcriptions, and over three hundred audio recordings are some of the materials found in Archives and Special Collections’ Black Experience in the Arts collection.  This collection offers researchers an exciting look into a course dedicated to highlighting the contributions of black artists and the power of art as a mechanism for social change and racial expression.  From this vantage point, scholars of the American experience gain a richer understanding of the black arts movement of the 1960s and 1970s and how black artistic expression was a crucial element of the civil rights and later black power movements.

When Lee spoke in the Fall of 1987, he was one of the few playwrights that addressed the class.  Most of the speakers who represented black theater were actors or directors, but Lee offered insights into how a writer expresses their creative vision through different mediums.  Of all the ways his writing was expressed – through films, television, and novels – his first love was theatre because it was the most verbal.  He explained, “But in the theater it is my play and it is my vision, and those persons who are directing, or the set designers, or the costume designers, the lighting designers, the actors are an extension of me…” FirstBreezeofSummer_

Besides discussing his career, Lee told students about his middle-class upbringing in Pennsylvania and how family members, like his grandmother, were inspirations for some of his play’s most memorable characters.  He also explained how his interest in writing and the arts was not predestined, in fact, Lee confided to his audience that his artistic journey started later in life.  Growing up he wanted to be a doctor and even spent years as a cancer researcher, but his passion for writing overwhelmed all else and he returned to school to study playwriting at Villanova University.  After graduating, Lee worked as a writing instructor at several colleges and adapted for television Richard Wright’s Almos’ a Man.  But his big break came with the staging of his 1975 play, “The First Breeze of Summer.”  The production won three Obie Awards (the top honor for Off-Broadway productions) including Best New American Play and then moved to Broadway where it was later nominated for a Tony Award in the Best Play category.

In his lecture, Lee stressed to the students that to be a successful writer, one must have something important to say.  Their voice must communicate a message that can even reach international audiences.  With his voice, Lee strove to produce works that celebrated blackness and displayed the beauty of black bodies.  He lamented seeing blacks thin their lips, alter their noses, and bleach or peel their skin to appear lighter.   He remembered marching in the 1960s to the chants of “Black is Beautiful” and how the collective faith in that message erased the doubts he had about the beauty of black bodies.   From that moment, he wanted his work to produce a similar feeling in black Americans.  As for the characters found in Lee’s works, his heroes are the everyday black man or woman “who struggle daily against racism and against other things that are constantly impinging upon their consciousness.”  Finding theatre to be the best avenue for exploring black consciousness, Lee developed an array of three-dimensional black characters that tackled issues such as systematic racism and the horrors of war.

LeslieLee2Beyond individual depictions, Lee was also concerned in the ways black families were depicted in the arts.  He believed black families, like the ones found on The Jeffersons and Good Times, were almost always portrayed in comic lights, making it easier to not take black people, and their concerns, seriously.  He recounted a story about a reviewer who saw his play “Hannah Davis,” which centered on the actions of an upper-class black family.  Although the work received many positive reviews, one critic panned the play.  The critic found the piece problematic because he could not envision that a well-to-do black family like this existed.  Lee rejected the shallow criticism and informed the reviewer that the family in the play was based on a real black family, but the experience reinforced in Lee the need to project stronger images of black people and their families than the depictions usually found on television or motion pictures.

Leslie Lee’s September 1987 visit to UConn’s Black Experience in the Arts class discussed the personal and artistic fulfillment that can be found in the performing arts and encouraged students to consider a career in drama and make a home in black theatre.  For interested students, he referred to the Negro Ensemble Company which produced many of Lee’s plays and has been a training ground for black actors such as Lawrence Fishburne, Angela Bassett, and Denzel Washington.  Lee asserted that more black writers and actors were needed to produce multi-dimensional and complex black characters.  He also wished black students would pursue theatre criticism because he believed black critics would bring greater insights when evaluating the works of black playwrights.

There are many more exciting ideas and profound lessons found in Lee’s lecture which can be explored in the Black Experience in the Arts collection at Archives and Special Collections. Stay tuned as we continue to make these valuable materials more widely known and available as well as additional blog posts highlighting other prominent lecturers who visited the university and spoke to students about the Black Experience in the Arts.

Marc Reyes is a doctoral student in the Department of History at the University of Connecticut.  He received his B.A. in History from the University of Missouri and his M.A., also in History, from the University of Missouri-Kansas City. His research investigates the United States and its interactions – diplomatically, economically, and culturally – with India.  As a 2016 graduate intern, Marc is excited to gain additional experience working in a university archive and will be exploring the history of the Black Experience in the Arts course here at UConn as well as the broader movement of 20th century black expression in the arts. 

ROTC TURNS 100: UConn and Military Training, Part Five: The Modern Era, 1971-2016

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Though it might not have seemed like it at the time, there were certain things to be thankful for during the winter of 1970. Storrs had seen its fair share of turmoil, to be sure, but the events of the late 1960s had not forced a closing of the university at any time. Even the fire of December 1970 failed to have the desired effect; although Colonel Richard DeKay admitted to the Connecticut Daily Campus that the incident was “a bit of an inconvenience,” military science classes continued as scheduled and repairs to the affected offices began the day after the fire. “I’ve been trying to get this placed remodeled,” DeKay joked as he sifted through the charred remains of his office. “I guess now it’ll be easier.”

Although things began to settle down during the 1970-71 school year, the continuous confrontations over Vietnam and other social issues raised by university groups during the late 1960s seemed to have taken their toll on UConn’s president. In October of 1971, Homer Babbidge tendered his resignation, stating that it was his time to pass “the baton of leadership” to someone else and denying that his leaving had anything to do with recent events. Whether or not that was true is difficult to ascertain; what is clear, however, is that regardless of the criticism he had faced from campus radicals during the late 1960s, Babbidge has retained his popularity with a majority of the student population. A petition asking him to reconsider his resignation garnered over 7,000 signatures, but to no effect, and Glenn Ferguson was appointed as the new president of UConn in May of 1973.

As always, changes to the university during this time were mirrored by changes to its Cadet units. This time, it wasn’t the introduction of a new branch, but a new gender that would forever change the face of ROTC. Until the late 1960s, female involvement in ROTC was primarily through auxiliary programs meant to support and encourage interest in Cadet training. One such program known as “Angel Flight” was active at UConn beginning in 1956. While those involved referred to one another using military ranks (the head of the chapter was known as a flight leader) and had some semblance of a uniform, they were not officially affiliated with the military. They served as hostesses at Air Force ROTC events, helped Cadets type term papers, and sponsored events like the annual military ball. While the organization still exists nationally today (now co-ed and known as Silver Wings), the UConn chapter appears to have died out sometime in the 1970s.

By 1969, however, certain administrative and legislative changes within the military meant that a number of jobs had been opened to females, and the demand for female officers increased significantly. Both nationally and at UConn, the Air Force took the lead in incorporating women into ROTC on a trial basis, and women were admitted to AFROTC units at several universities during the 1969-70 school year. The response was so overwhelmingly positive that the original plan of gradual integration was abandoned, and dozens of programs were opened to women by the fall of 1970.

[slideshow_deploy id=’6580′]It was about this time that UConn AFROTC had its first participating female Cadets, and in May of 1973 Ann Orlitzki became the first female Second Lieutenant commissioned through UConn ROTC. She would be followed the next year by Martha Bower and Mallory Gilbert, who also received commissions as Air Force officers. Army ROTC followed close behind; by 1972, at least one woman was participating in training, and the program’s first four female Second Lieutenants were commissioned in 1977.

Even with the introduction of women, ROTC programs faced a sharp decline in enrollment during the early 1970s. The transition to an all-volunteer military, the decision by many land-grant colleges to make ROTC optional, and a pervasive anti-military atmosphere all served to decimate the ranks of Cadet units across the country; by one account, Army ROTC enrollment fell from over 140,000 to just over 38,000 between 1967 and 1975. In 1969, amid protests similar to those at UConn, Yale banned ROTC, leaving the Army and Air Force units at UConn as its sole representatives in Connecticut.

ROTC was therefore faced with the difficult task of maintain sufficient enrollment during a time when the military was an increasingly unpopular career choice. The obvious solution, far easier in theory than implementation, was to make the military more appealing to young men and women. While an increase in both the number of scholarships offered and the size of a Cadet’s monthly stipend were critical to this goal, changes to the daily on-campus life of a Cadet were even more beneficial in improving the appeal of ROTC. Haircut regulations were relaxed to allow sideburns, Afros, and haircuts below the ears, and many programs significant reduced the amount of time Cadets spent in uniform each week. Training was altered to focus less on the “spit and polish” subjects of drill and ceremony, and the traditional system of discipline through demerits was done away with, as were other forms of physical hazing and punishment previously considered rites of passage for new Cadets.

Campus Carnival, ROTC Hangar, 1978.

Campus Carnival, ROTC Hangar, 1978.

As intended, the relaxed environment and increased monetary incentives that came to characterize ROTC during the post-Vietnam period served to portray the program as less of a burden and more of an opportunity, and to blur the line between an ROTC Cadet and a normal college student. At UConn, the hangar provided a unique opportunity to improve relations between the university and the ROTC. Thanks to its spacious drill floor, it was used as a venue for a number of student activities throughout the 1970s, 80s, and 90s, including carnivals, dances, and even “Beerfests.”

The ROTC reforms of the 1970s resulted to a rise in enrollment by the end of the decade. At many institutions, however, the outright ban on military training continued. Yale, for example, continued its no-ROTC policy well the 1990s due to the “Don’t Ask, Don’t Tell” policy enacted by the Clinton administration in 1994, which barred openly gay, lesbian, or bisexual persons from military service. Similar protests were raised at UConn, with critics of the legislation pointing out that exclusion of homosexuals from the military—and therefore ROTC—conflicted with the university’s policy against discrimination due to sexual orientation. Although an April 1995 vote by the University Senate proposed the phasing out of ROTC by June 2000, the recommendation was not accepted by the Board of Trustees. Don’t Ask, Don’t Tell was repealed in 2011, and a year later ROTC returned to Yale in the form of Air Force and Navy Cadet programs (UConn still has the sole Army ROTC unit in Connecticut.)

Cadet weapons have come a long way since the days of black powder muskets and bolt-action rifles. In this undated photo, two UConn Cadets examine an M14 Automatic Rifle, the standard issue infantry rifle for U.S. military personnel from 1959-1970.

Cadet weapons have come a long way since the days of black powder muskets and bolt-action rifles. In this undated photo, two UConn Cadets examine an M14 Automatic Rifle, the standard issue infantry rifle for U.S. military personnel from 1959-1970.

Looking at the current ROTC curriculum, it is interesting to see what has changed and what has stayed the same. While the lax grooming standards of the 1970s and 80s have been replaced by a return to short haircuts and minimal facial hair, the uniform requirement has remained more or less the same; Cadets are required to wear their uniform while attending Military Science and Aerospace Studies classes and during leadership labs and field exercises, but spend a majority of the week in civilian clothes. As they have for decades, Cadets continue to spend several weeks in the field during the summer, with Army Cadets training between their junior and senior years at the Cadet Leaders Course (CLC) at Fort Knox, Kentucky (previously known as the Leadership Development and Assessment Course (LDAC), and before that “Advanced Camp”), and Air Force Cadets between their sophomore and junior years at Maxwell Air Force Base, Kentucky and Camp Shelby, Mississippi.

Currently, UConn ROTC benefits from a close relationship to the CT National Guard, which provides equipment and other support for Cadet training. In this 2010 photo, Army Cadets prepare to board UH-60 Blackhawk helicopters of the CTARNG’s 1st Battalion, 169th Aviation Regiment, which will transport them to a Field Training Exercise (FTX) at Camp Niantic, CT.

Currently, UConn ROTC benefits from a close relationship to the CT National Guard, which provides equipment and other support for Cadet training. In this 2010 photo, Army Cadets prepare to board UH-60 Blackhawk helicopters of the CTARNG’s 1st Battalion, 169th Aviation Regiment, which will transport them to a Field Training Exercise (FTX) at Camp Niantic, CT (Photo: Nick Hurley)

At UConn, the ROTC hangar, long a fixture on campus, was demolished in 1999, with the UConn Foundation Building quickly being built in its place. Both programs had moved out of the hangar the previous year, taking up residence in the former admissions building on North Eagleville Rd (now the Islamic Center, across from Swan Lake.) By the 2002-2003 school year, both programs had moved again, this time to their current homes on the third and fourth floors of Hall Dorm. Hawley Armory remained in use throughout this time, and is still utilized today; the court serves as a parade deck for Army and Air Force Cadets, and the building also houses the Army program’s supply offices.

After several decades of relative peace following the Vietnam War, UConn ROTC Cadets were once again faced with the realities of war following the terror attacks on September 11, 2001 and the beginning of the Global War on Terror. Many of those who commissioned through UConn, both before and after the outbreak of war, would go on to serve combat tours in Iraq, Afghanistan, and elsewhere, and at least two Army ROTC alumni have to date paid the ultimate price for their service during this current conflict. Captain Jason Hamill (’98) was killed in Baghdad in 2006, and First Lieutenant Keith Heidtman (’05) died on Memorial Day 2007 when his helicopter was shot down in the Diyala province of Iraq.

Cadet Lieutenants Nick Hurley (hmm..the name sounds familiar!) and Ashley Cuprak, both CLAS ’13, pose with Jonathan the Husky during a UConn football game at Rentschler Field in 2011.

Cadet Lieutenants Nick Hurley and Ashley Cuprak, both CLAS ’13, pose with Jonathan the Husky during a UConn football game at Rentschler Field in 2011 (Photo: Nick Hurley)

Several weeks ago, UConn Army and Air Force ROTC graduated its newest officers. Thirty-eight young men and women from the Class of 2016 put on Second Lieutenant rank for the first time and set out to begin their careers. Like their predecessors a hundred years ago, they cannot know what the future holds, but it is my hope that in reading these posts, they will now have a better understanding of where they came from, and the legacy that they, as UConn ROTC alumni, are now a part of.

It is a legacy that bears the names of thousands of Cadets who made their start at Storrs and went on to show the world the true meaning of professionalism, leadership, and heroism at places like Belleau Wood, Bataan, Normandy, the Chosin Reservoir, Khe Sanh, and Baghdad. When their country needed them, UConn ROTC graduates have been there to lead young American men and women in combat—and all too often, they’ve given their lives while doing so.

We here at Archives and Special Collections take pride in the knowledge that, in preserving the documents and artifacts related to UConn ROTC for future generations, we are playing a small part in safeguarding that legacy. If after reading these posts you are interested in donating artifacts or documents related to your own time in UConn ROTC to the collections, please contact Betsy Pittman, University Archivist, at betsy.pittman@uconn.edu.

Thank you for reading! And Happy 100th Birthday ROTC!

Sources

Archives & Special Collections

Connecticut Daily Campus, 1970-1989
Nutmeg (University of Connecticut Yearbook), 1970-1995
University Archive Subject file, “ROTC”

University of Connecticut Photograph Collection:
Record Group 1, Series VI, Boxes 93-95
Record Group 1, Series II, Box 244
Record Group 1, Series XIV, Box 222

Misc.

Neiberg, Michael S. Making Citizen-Soldiers: ROTC and the Ideology of American Military Service. Cambridge, MA: Harvard University Press, 2000.

Renner, Gerald. “Does ROTC Belong on UConn Campus? The Debate Is Boiling Over.” Hartford Courant, April 5, 1995.

Stave, Bruce M. Red Brick in the Land of Steady Habits: Creating the University of Connecticut, 1881-2006. Lebanon, NH: University Press of New England, 2006.

ROTC TURNS 100: UConn and Military Training, Part Four: Korea, Vietnam, and the Cold War, 1946-1970

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Students at the Fort Trumbull Campus in New London, circa 1946.

Students at the Fort Trumbull Campus in New London, circa 1946.

UConn, like many other American universities, experienced a period of significant growth during the immediate postwar period in terms of enrollment and campus expansion. Long-serving president Albert Jorgensen struggled to accommodate the influx of returning students, mostly veterans, which doubled the university’s student body to almost 3,300 by 1946. The opening of the Fort Trumbull campus in New London, previously an officers’ training school acquired by UConn in 1945, provided a partial solution. Hundreds of returning servicemen were sent there to resume their education, receiving two years’ instruction at Fort Trumbull before transferring to Storrs for their junior and senior year. While effective, the campus was meant only as a temporary measure; it was returned to the federal government in 1950 and demolished in 1954.

At Storrs, meanwhile, the solution was to build, and build fast. In the five years following the end of the war, countless temporary and permanent structures were built on the Storrs campus to provide housing for students and staff alike. In 1948, construction was completed on a new building composed of surplus Army Air Corps hangars. Known as “the Cage,” it was originally built for the school’s basketball team, but would eventually become the new home of UConn ROTC when the former moved to Greer Field House in December of 1954. The School of Insurance followed in 1949, and in 1950 no less than twenty-five new structures were dedicated, including the Williams Health Service Building, the Budds Building, and the North and Northwest Campus residence halls (all but one, Wright, are still standing and in use today.)

An Air Force ROTC Color Guard passes in review on Gardner Dow Field in 1952.

An Air Force ROTC Color Guard passes in review on Gardner Dow Field, 1952.

Change came to ROTC as well. The program was not only reinstated under the prewar model, but joined by a new branch. So-called Air ROTC programs had been in existence since the early 1920s, but not at UConn, which only maintained “an Infantry unit of the Senior Division, Reserve Officers’ Training Corps” in accordance with its original 1916 mandate from the War Department. That changed in the fall of 1946 when the university’s application for an Air ROTC unit was accepted by the War Department, and Lieutenant Colonel Converse Kelly and Major Robert Eaton arrived on campus to oversee its formation. This action was superseded a year later by a Department of Defense order transferring all personnel of the Army Air Forces, including Air ROTC units, to the newly-created United States Air Force. Air ROTC became Air Force ROTC, and the instructors at UConn became known as Assistant Professors of Air Science and Tactics. The new program produced its first officers in the spring of 1948, and by the early 1950s both it and Army ROTC had relocated from the armory to more spacious offices in the basketball hangar.

UConn Army and Air Force ROTC units assembled at Memorial Stadium for Military Day observances, 1955.

UConn Army and Air Force ROTC units assembled at Memorial Stadium for Military Day observances, 1955.

In many ways the 1950s represented the “golden years” for UConn ROTC. As the campus grew, so did the program, and by the middle of the decade the combined strength of the Cadet Regiment (Army) and Division (Air Force) exceeded 2,000 students. With the increased enrollment came a proliferation of military-related social activities and clubs. In 1950, a UConn chapter of the Arnold Air Society was founded. Open to Cadets in the advanced Air Force ROTC, the aim of the organization was, according to the 1951 Nutmeg, “to help accomplish the mission of the Air Force, aid the Air Scout program, and to recruit for the ROTC program.” The chapter is still in existence today. An associated all-female group known as Angel Flight, founded at UConn in 1956, acted as an AFROTC auxiliary of sorts; members served as hostesses at Air Force ROTC events, helped Cadets type term papers, and sponsored events on campus.

Not to be outdone, Army ROTC established E Company, 10th Regiment of the National Society of Scabbard and Blade in the fall of 1951. A military honor society that promoted scholastic and leadership excellence on college campuses, the UConn chapter of Scabbard and Blade numbered some twenty-two Cadets by 1957 and was best known for its sponsorship of the annual Military Ball. Company F-12 of the National Society of Pershing Rifles came to Storrs in 1954. As a military fraternal organization, its members were dedicated to promoting the principles of discipline, loyalty and devotion through a focus on close-order and exhibition rifle drill.

Company F-12, UConn Pershing Rifles performs during a Military Day ceremony sometime in the 1950s.

Company F-12, UConn Pershing Rifles performs during a Military Day ceremony sometime in the 1950s.

The highlight of each school year continued to be Military Day, typically held in mid-May just prior to graduation. Alternatively referred to as Military Day, Military Commencement, Armed Forces Day, and 76th Division Day (due to ROTC’s relationship with the nearby 76th Infantry Division in West Hartford), the event dated back to the mid-1930s and was always well-attended. Each year, friends, family, and distinguished military guests turned out to watch as senior Cadets received their commissions as Army and Air Force officers. Beginning in 1954, the event was held on the football field of the new Memorial Stadium (dedicated 1953), and typically included a drill demonstration by the Pershing Rifles, a parade of the combined ROTC unit and band, the presentation of awards to outstanding Cadets, and a keynote address (usually delivered by President Jorgensen.) The festivities were often accompanied by a demonstration of military technology or firepower. In 1957 an Army assault force “captured” Hawley Armory after a helicopter insertion on Gardner Dow field (at that time spectators at Memorial Stadium could see clear across campus to the Armory, as Oak Hall, Babbidge Library, the Business Center, the ITE Building, and Gampel Pavilion had not yet been built.)

Brigadier General Walter Larew pins Second Lieutenant rank onto his son Karl’s uniform during Military Day ceremonies, 1959.

Prosperous as they were, the 1950s were not without hardship. The war in Korea, though perhaps less impactful than the Second World War had been on the campus, claimed the lives of seventeen alumni, including at least two Army ROTC graduates. The Cold War, and the U.S.-Soviet tension that characterized it, also took their toll. In 1958, Air Force Captain Edward Jeruss (’47) was killed when his unarmed aircraft was shot down over Armenia, and Lieutenant Paul Drotch (’57) died in May of 1960 while conducting a training flight near Guantanamo Bay in Cuba. Still, the growth and improvement seen during the fifteen or so years following the end of the Second World War represented a high point in the history of UConn ROTC—especially considering what the 1960s would bring.

The decade began with a major shift in ROTC curriculum. In 1935, President Albert Jorgensen had arrived at UConn amidst a wave of protest against compulsory military training on campus. In the early 1960s, as he prepared to retire as President Emeritus, the issue had again come to the fore. In December 1961, after several months of debate, the Board of Trustees voted to drop the mandatory basic ROTC course beginning with the 1962-63 school year. The reason? In the words of President Jorgensen, “required ROTC is not considered essential to production of the necessary number of officers for the Armed Forces.” The decision at UConn reflected the general opinion of the Department of Defense that a large pool of reserve officers, and thus the compulsory ROTC program that produced them, was no longer vital to national defense as it had been previously. It was felt that an all-volunteer force could adequately meet the military’s manpower demands. Student response to the decree was exceedingly positive; the Student Senate had for years notified the Trustees that the student body was in favor of voluntary ROTC, and now they had finally gotten their wish. Many students believed that while enrollment numbers would plummet, the new system would lead to “less confusion, bad feelings and apathy among the cadets,” because those who remained in the program would truly want to participate.

In the fall of 1962, as the first year of voluntary ROTC got underway, Jorgensen left campus and UConn welcomed its new president, Homer D. Babbidge Jr.. Almost immediately, Babbidge gained favor with the campus community for his quick wit and empathy when it came to student issues. In the first few years of his tenure, he greatly expanded the library budget, rejuvenated interest in the humanities, social sciences, and fine arts, and took steps to increase private funding for the university. The popularity he gained early on would be put to the ultimate test during the latter half of the decade, however, as events abroad manifested themselves at Storrs in a major way.

Cadets and Protesters at Military Day ceremonies, May 1968.

Cadets and Protesters at Military Day ceremonies, May 1968.

As the war in Vietnam escalated during the late 1960s, protests erupted on college campuses throughout the country, including UConn. As the most conspicuous military presence on campus, ROTC was an early and frequent target. The trouble began in earnest in 1967, with a small demonstration of eight students outside the hangar. While this occurred without incident, more serious events were soon to follow. The following May, demonstrators led by members of the UConn Students for a Democratic Society (SDS) picketed the annual Military Day ceremonies at Memorial Stadium, taunting Cadets as they marched onto the field and chanting during Babbidge’s keynote address. Several protesters engaged in what they termed “guerrilla theater,” donning bloody makeup and ragged clothes and limping around the parade field. The object, they stated, “was to drive home to the ROTC cadets and all present that they…were being trained to kill and be killed.”

The trouble continued into the fall semester. On two separate occasions, SDS-backed protesters disrupted interviews taking place on campus between students and recruiters from the Dow Chemical Company and the Olin Corporation, both of which produced weapons and ammunition for the military. During the Olin protests, on what he would later refer to as “the saddest day of my life,” Babbidge was forced to call in the state police to disperse the crowds and restore order. Blows were exchanged, and several students and faculty members were arrested.  Similar actions against on-campus interviews continued into the 1969-1970 school year.

Tensions reached a boiling point in May of 1970, when National Guardsmen shot and killed four student protesters at Kent State University in Ohio. The incident sparked a new wave of unrest at UConn and elsewhere, as calls for a nationwide student strike led to requests that classes be cancelled for the remainder of the semester in order to allow the campus community “to respond in a constructive way to this ominous situation.” The UConn chapters of SDS and the Black Student Union issued a number of demands, including the end of hostilities in Southeast Asia and the abolishment of ROTC, with the intention that the hangar at UConn be converted into a free on-campus daycare center. When the University Senate failed to act on the latter issue, students took matters into their own hands, and occupied the hangar on May 11th for a “paint in.” Peace symbols and other related artwork were applied to both the interior and exterior of the building before the group dispersed that night. In a counter-protest, some 300 students who supported Babbidge and the ROTC signed up to repaint the building and repair the damage done.[slideshow_deploy id=’6539′]

It wouldn’t be the last time that the hangar was targeted that year. In the early hours of December 15th, 1970, a Molotov cocktail was thrown through an office window, and flames soon engulfed several rooms inside the building. The UConn Fire Department was able to contain the blaze, and no one was injured, but substantial damage was done to three administrative offices. Although UConn Police and the FBI began investigations immediately, a perpetrator was never identified.

It was a depressing end to a difficult period for UConn, Babbidge, and the university ROTC. The future of all three remained unclear as the new decade began and the war in Vietnam showed no signs of stopping. In the fifth and final installment of this series, we’ll look at the resolution to the events of 1967-1970, the introduction of women to ROTC, and the ever-changing relationship between the university and its Cadet units during the 80s, 90s, and present day.

Sources

Archives & Special Collections

Connecticut Daily Campus, 1946-1970
Nutmeg (University of Connecticut Yearbook), 1946-1970
University Archive Subject file, “ROTC”

University of Connecticut Photograph Collection:
Record Group 1, Series VI, Boxes 93-95
Record Group 1, Series II, Box 244
Record Group 1, Series XIV, Box 222

Misc.

Starger, Steve. “Military Day Punctuated By Protest.” Hartford Courant (Hartford, CT), May 17, 1968
Stave, Bruce M. Red Brick in the Land of Steady Habits: Creating the University of Connecticut, 1881-2006. Lebanon, NH: University Press of New England, 2006.

Unearthing and Preserving Elusive State Party Platforms

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The following is a guest post by Matthew Carr, PhD candidate in the Political Science Department at Columbia University studying American politics, specifically institutions, political parties, and judicial politics.  In 2016 he was awarded a Strochlitz Travel Grant to further his research using the political papers in Archives and Special Collections. 

Carrphoto1rev I was able to spend a few days searching the rich collection of political papers in Archives and Special Collections at the Dodd Research Center for an often neglected document – state-level political party platforms. Every four years, the national Democratic and Republican parties issue lengthy platforms, explicating their policy goals and objectives. However, the Democratic and Republican parties of the 50 states issue their own, independent platforms. While the historical national platforms are well-preserved and somewhat well-known political documents, the state party platforms are almost ephemeral and have never been systematically preserved. Although the most recent state party platforms are readily available on the party websites, the goal of myself and my fellow researchers is to locate all state party platforms from 1960 until present.

Since most state parties issue a new platform every two years, the enterprise of collecting all of them entails finding hundreds of (usually elusive) documents. Locating them presents several challenges. Chief among these is that, unlike many other documents related to politics and the policy making process, state governments do not archive party platforms. Therefore, in order to find them we have turned to a variety of sources. We initially thought that the state parties themselves might be the best preservers of their own history, but we quickly found that the parties rarely maintain any significant archives. There are encouraging exceptions; a handful of party offices maintain an attic or storeroom that serves as an informal archive with decades’ old documents. On the other hand it is a distressing experience being just a few years too late, which must be all too familiar to archivists and others concerned with historic preservation. Some parties told us that they once had a large collection of old platforms, but that – during the latest office move or a spring cleaning a few years earlier – they were purged.  We have therefore turned to other sources to find the documents. A small percentage of the platforms are given a call number and placed on a library shelf, and we attained those through interlibrary loan. We have also directly reached out to those currently involved in politics and received some platforms from long-term activists Carrphoto2who happened to keep them.

Archives and manuscript collections, however, have been by far our most fruitful source of platforms. The hope is that a politician, political activist, or political observer attained a copy of the platform (e.g., through being directly involved in the platform drafting process at the state convention that produced the document or simply by being given one by the state party) and kept it in his or her records. Given that the Archives’ at the Dodd Research Center is the premier repository of the papers of Connecticut political figures, searching its collections was essential in our effort to attain Connecticut platforms. Thanks to the Strochlitz Travel Grant, I was able to take a few days searching through the papers of Connecticut’s political luminaries. The Center has a rich political collection, housing the papers of senators (Prescott Bush and Thomas Dodd) and members of the House (Robert Giaimo, Stewart McKinney, Sam Gejdenson, and Nancy Johnson, among others). Although I found platforms among those collections, the most valuable source for the purpose of locating the documents I am looking for was the collection of the lesser-known Herman Wolf. He ran a public relations firm and was heavily involved in politics. Fortunately, he saved several state platforms – and for both parties, which is rare as most collections heavily document only one party or the other. Another particularly valuable resource was the collection of Audrey Beck, a state legislator who had a penchant for holding onto the platforms.

Carrphoto3Searching the papers illustrated the array of record-keeping practices, even among similarly situated political figures. Some collections are vast with a wide variety of documents, and other collections are smaller, even though the donor had a lengthy career. In short, the individual discretion they each had was on full display, and it was, of course, nice to encounter large collections with donors who were inclined to keep a wide variety of documents (including platforms!). I found clear evidence that some documents survived only by the skin of their proverbial teeth. The picture of the 1974 Democratic platform showcases this, as the original post-it note, with discussion of whether to keep or discard the document, is still attached.

Culling through literally hundreds of feet of political documentation requires calculation in order to efficiently find what you’re looking for. Here, the collections’ finding aids, describing the contents of each box, are invaluable. But when a single collection contains thousands of documents, it is impossible for the finding aid to have extreme specificity. Therefore, to get a full sense of exactly what’s in the collection, one really needs to take some time to go through the boxes in person. Thankfully, my trip to Storrs was successful in that I found several platforms. However, we’re still searching for the Connecticut Democratic platforms for 1988, 1992, 1996, and 2000, and looking to confirm that the Connecticut Republicans stopped making platforms in 1974. The collections at the Dodd Research Center provided us with a firm foundation to eventually acquire a complete set of Connecticut platforms.

A lone state platform might be mildly interesting to those deeply invested in political history, but, frankly, the historical appeal and value of a single state party platform is limited. However, the entire corpus of state-level political platforms offers a rich documentation of political history and partisan belief which can help us better understand several phenomena highly relevant to the field of political science: the emergence and dispersion of political issues, the extent to which Carrphoto4the state parties differ from each other and their national counterparts, and the polarization and nationalization of the two parties. Some might expect these documents – crafted by politicians and political activists – to be stereotypically sparse and platitudinous. However, they tend to run several pages and offer highly specific policy recommendations on a diverse set of issues, including agriculture, criminal law, constitutional rights, transportation, education, and immigration, among many other topics. Therefore, we are hopeful that a systematic hand coding of these documents will allow for a better understanding of America’s two party system and the evolution of policy goals.

– Matthew Carr