On most college and university campuses, the voluntary option of attending Summer School between the end of any Spring semester and the beginning of a Fall term is a concept that is commonplace today. This has traditionally been a time when students could undertake selective coursework in order to repeat classes for added intellectual reinforcement, quicken the pace of their respective graduation timetable, or even for self-knowledge and continuing education purposes. Seton Hall has systematically followed this trend of student support through most of the twentieth century into the present day.
Historically, the typical Academic Year for a Setonia student during the nineteenth century entailed a regimented ten-month academic experience along with their proscribed vacation time to help rejuvenate themselves in time for an Autumn opening. General catalog(ue)s of the 1860s-90s highlighted this required modus operandi in the following manner:
“The Academic year, which consists of two terms of five months each, begins on the first Wednesday of September and ends on the third Wednesday of June. At Christmas there is a vacation of twelve days; and in May students are permitted to be absent for a day or two, to procure Summer clothing. At no other time are they allowed to leave the College, except for reasons of great importance . . . General examinations are held at the end of each term.”
Over subsequent decades, the number of months that a student at Seton Hall were required to stay on campus had been reduced with final examinations taking place in late or early May with commencement exercises taking place shortly thereafter. This left around three and a half months worth of vacation time as the twentieth century moved forward. As enrollment multiplied along with an increased number of course offerings especially when the Urban Division of Seton Hall (Newark and Jersey City) was created in 1937 became a catalyst to encourage co-educational study. This also led to an opportunity for all students (both Men and Women) to freely attend classes at the South Orange campus. However, Women could not fully avail themselves of course enrollment at any time during any formal Academic Year until 1968.
From the 1930s forward, especially after World War II a full calendar of Summer-based course offerings were planned and scheduled on an annual basis and representing every individual College, School, and Department on campus along with offerings from the School of Continuing Education and Internet-based learning communities as well. The evolution of Summer School has undergone various developments over the years and continues onward as the popularity of this program had endured. The time usually spent taking any course outside of the traditional Academic Year period is usually accelerated and completed within a matter of a week or two on average, but no matter how long, participation was a valuable experience for many individuals as we move forward into the twenty-first century.
For more information on the history of Summer School and other aspects of University History we are glad to assist you. Inquires can be sent via the following e-mail address: Archives@shu.edu
The concept of a collegiate yearbook (or annual) arose from the need to record student enterprise from the earliest volumes published during the early 1800s into a regularly anticipated fixture among most elite Eastern institutions and eventual adoption among many Catholic colleges and universities between the mid-nineteenth century into the early twentieth.
The trend of producing a yearly chronicle of academic life reached its zenith during the “Jazz Age” of the 1920s when the appeal of student life on college campuses entered the national conscious in a major way through positive and popular depictions in motion pictures, radio programs, and the daily press throughout the decade. Within this context, the Seton Hall
yearbook known originally as the “White and Blue” was christened in 1924.
From the first, the promise and appeal of memorializing the Setonia experience received strong support throughout campus. Officially released during May of 1924 (covering the 1923-24 academic year), the “White and Blue” (prior to its being re-named and bearing the legend – “The Galleon”
in 1940 and 1947-2006) reflected its original and enduring objective to prepare: “through word and picture a summary of all activities . . .” within a published memorial designed to honor each graduating class from its introductory edition to last imprint. Historically, the “White and Blue” was directly inspired in large measure by the colorfully written and illustrated student-run Dramatic Society playbills in vogue during the early 1920s.
From this inspirational point, the yearbook became one of the first regularly produced and distributed non-single event campus publication (aside from the College Catalogue) along with its counterpart “The Setonian” (student newspaper) which opened its presses a couple months
beforehand. This weekly (later monthly) serial became an allied publication with the “White and Blue” and regularly featured updates on yearbook issues including the promotion of staff members, production updates, and sale potential through its pages during the 1920s and 30s in particular. The yearbook reciprocated space-wise with “The Setonian” by including a special section on the newspaper and its activities under its Student Organizations chapter in most every volume that followed suit.
Yearbooks in both a general and traditional sense were produced with a firm timeline in place to cover any given 12-month academic period. Each provide a means of immortalizing the students, faculty, and administrators affiliated with Seton Hall and also offer “snapshots” of life on campus broken down by different departments or sections to honor popular trends during a respective time and place. The traditional format and sections found in most annuals with Seton Hall being no exception tended to include in varying order the following categories: Welcome Page(s), Dedication; Graduates (Senior Portraits and List of Activities – Text and Photographs, 1920s-1950s); Undergraduates (Frosh, Sophomores, and Juniors); Faculty, Student Life (Activities, Current Events, Special Events, etc.); Academics (Departments, Who’s Who, etc.); Athletics, Student Organizations; Advertisement Section (earlier editions often featured a special emphasis on South Orange, Newark, and other local companies); and in some cases an Index, Colophon (statistical data), and a Notes/Autograph page(s) are found thereby providing a unique look at Setonia in a traditional and organized manner.
In regard to the first work plan based on historical models, the inaugural edition of the “White and Blue” featured an introductory forward by the College President at that time – Rt. Rev. Thomas H. McLaughlin, S.T.D. who wrote about the justification of this enterprise in regard to the institution and its lasting intrinsic value: “In years to come this book will serve to revivify events and intensify the love which every Setonian bears to Alma Mater. It will be an incentive to live up to the religious and educational standards presented and exemplified in daily life during college years.” This pioneering work in 1924 was undertaken directly under the leadership of Reverend John J. Sheerin, Faculty Moderator (this role would usually fall under the guidance of a priest until the 1950s when a member of the lay faculty usually assumed leadership duties); Editor-In-Chief, Francis J. Walsh; and a staff of researchers, writers, illustrators, photographers, and other volunteers which handled various duties associated with content management and marketing opportunities. During its first year, which involved a significant learning curve, the yearbook staff was able to finalize a volume in time for commencement and with funds collected via advertising space and subscriptions the “White and Blue” office collected $706.00 from various sources which helped defray supply costs and a
printing bill of $521.00 that led to a final first year net profit of $19.00. From here the consistent search for content and subscription drives became a regular fixture of the yearbook office thereafter.
The following year in 1925, editors of the “White and Blue” expressed the need for a yearbook with more clarity and eloquence after its first attempt succeeded and a methodical tradition had started. Therefore, finding a rhythm passing on experiences to the next class led to a sustained presence that lasted on campus for nine decades.
“Without a doubt if most Graduates were asked to name that event which, of the varied multiplicity of forms, loomed largest on the horizon of the scholastic year, their choice would be the publication of the Year Book . . . it is the result of their attempts to portray in succinct form, both to Alumni and Under-Grads, all that which occurred within the cycle of their daily lives at Setonia. WE present it with pride, for we fell that in it we have attained our purpose . . . We have merely presented phases from the humble life-drama of Setonians. Those figures that strutted unimportantly before the eyes of many are now paraded in a steady light. Those associations which engrossed our attention are seen in pleasant retrospect. We have turned the X-ray on the thought, spirit, deeds, and accomplishments of a student life and disclosed the skeleton. We have not attempted to analyze, to caricature, or to be distinctly erudite. In a word, our purpose was to present in the simplest way the record of a family life. If there are
occasional little traits of delicate feeling and sentiment manifested, we feel that the reader will not censure us for it. Especially informative in its character, the Year Book served to bridge the gap between the student and Alumnus. It is a story which a student tells to the “Old Grads.” A
story – yes, for it contains those varied elements that minster to our delight. It is enlivened by incidental adventures; it describes the places in which the scene is cast; the motley groups of character are skillfully drawn; genial humor pervades its pages, and the whole is a lively picture
of a real student life. It is well that such a story should be told occasionally by Setonains, for it is certain that there are many who will be interested in it . . . It is the wish of the editors that it will be greeted with the same spirit which made possible its present success and that future classes will find in it an incentive to carry on the pleasant duty of preserving the traditions of
their Alma Mater.”
By virtue of their timely focus, yearbooks are usually issued at the end of an academic cycle, but take several months to produce in order to: “. . . record, highlight, and commemorate the past year of a school.” Publications of this type had their ancestral origins in self-created student diaries, journals, and scrapbooks especially when it came to pasting snapshots, news clippings, cards, etc. and writing marginalia notes to accompany these artifacts. This personalized means of autobiographical expression became the general inspiration for the concept of school yearbooks in the modern sense and memorializing connections between a student and their
institutional ties as a result. The “White and Blue” was no exception. When it came to the Seton Hall approach in yearbook creation and looking at its legacy those digitized and found in the Digital Collections repository include the “White and Blue” (1924-1933, 1939, 1941-1942) and “Galleon” (1940, 1947-2006) in full text. However, due to financial issues and World War II no annual was produced during the years 1934-1938 and 1943-1946 respectively while the last edition featured is a combination of the 2002-2006 in one volume to honor the Sesquicentennial of the school.
The overall and specific appearance of each edition of the Seton Hall-produced yearbook from the “White and Blue” through the “Galleon” periods alike varied each time as depicted by the preferred graphics, font type, jargon, period humor, photographic poses, and other illustrative
choices that distinguished this specialized tome over time including such early loose themes as – “Collegiate Humor,” “Egyptian Motifs,” and “Medieval Learning” among others of note. After the final format for each edition was approved it was remitted to a professional publishing firm.
The first partnership made was with the Colyer Printing Company of Newark (1924-1933, 1947) and followed in sequence by publishing/printing concerns including Robert W. Kelly of New York City (1939); New City “Engravatone” of Union City (1940-1941); Baker-Jones-Hauser, Inc.
of New York City (1942); Campus Publishing of Philadelphia (1948-1949); and Progress Associates, Inc. of Caldwell (1950-55) leading up to the commemorative Centennial Edition of 1956.
From this landmark text onward, other professional publishers were employed and adopted the responsibility by working in tandem with various official local photography studios over the years in conjunction via the editorial team and publisher to create a finished product that is viewable in the electronic copies found on this site. In terms of size, page lengths varied from the first edition of 1924 that featured 78 inside pages and grew to most subsequent volumes featuring no less than a few hundred glossy sheets as a standard over time. The physical dimensions of each yearbook has also varied over the years with the most compact being the 1925 edition (8’ x 10”) and the 1974 and 1976 boxed editions (approx. 9 ½” x 12 ½” each) the largest with most other latter-day copies measuring the standard 9 ¼” x 12 ¼” extent.
The characteristic appearance features a traditional facing page approach with content bound within a hard cover (aside from the 1924 which was all paper) as the typically accepted template. Production usually consisted of a two-color (usually black and blue text with black and white photography) approach from 1925-1947 and multi-color editions eventually became
the accepted pattern from 1948 through 2006.
From a research standpoint, the Seton Hall yearbook remains a popular social history reference work that provides latter-day readers and family historians in particular with life in a prescribed time period. It also fosters memories and is a marker for those interested in historical research
and student demographic trends. On the sociological front, formally published yearbooks are becoming extinct in the traditional sense as social media and other means of presentation have modernized the process of student expression and memorialization.
As you can see upon reading different editions of the Seton Hall yearbook, the content offerings have changed from a balance of textual and photographic representation during the first six decades to a more photographic-based volume each year from the 1960s through the early-mid 2000s. At its core, the lasting need for such information is pointed out in the pages of the Diamond Jubilee History of 1931, whereby the value of the school yearbook was timely upon publication and remains manifest upon reflection. “The publication of a Year Book or ‘Annual’ by the graduating class has in recent years become a regular part of a college activity. Such a book is to the members of the class a permanent record of their achievements while in college, and a source of happy reminiscences in later life . . . Each succeeding issue of the “White and Blue” (and “The Galleon”) has been enlarged and improved in one way or another . . . ” which will benefit the reader of today and the future alike.
Access to the digitized collection of Seton Hall Yearbooks can be found via the following link – https://scholarship.shu.edu/yearbooks/ Hard copies of the Yearbook can be accessed via the Archives & Special Collections Center during office hours and by appointment.
For more information regarding yearbook content and all other aspects of school history please feel free to contact us via the Archives & Special Collections Center at Seton Hall University – Alan.Delozier@shu.edu / (973) 275-2378.
When looking back at the nation and world 150 years ago there were many memorable milestones that have since shaped society in various ways. These included the start of construction on the Brooklyn Bridge, enactment of the 15th amendment to the United States Constitution allowing African American males the right to vote, and Pius IX declared papal infallibility in matters of faith and morals among others. On the local front, Seton Hall College was in the process of celebrating its 14th anniversary of operations and tenth on the South Orange campus with its eye to future development as a modest, but growing institution of higher education.
The student catalog(ue) for that year noted that the campus proper: “ . . . is situated near the village of South Orange, distant, by railroad, sixteen and a half miles from New York, and six and a half from Newark: accessible from New York in about an hour. The College buildings are of great architectural beauty, large and commodious, thoroughly ventilated, well heated by steam, and lighted by gas. In addition to the buildings represented in the frontispiece, a large stone home has been erected for the Sisters and servants the Wardrobes and Infirmaries . . . The location is upon high ground, overlooking a beautiful country. The Orange Mountains have long been recommended by physicians as a most favorable residence for their patients. For years past, the advantages of the surrounding country, for breath, extensive view, and proximity to New York, have been fully appreciated; hence the villas and mansions on every eligible site for miles around.” This presented the incoming student with a helpful overview of their surroundings and vista if they stayed to experience the entire seven year curriculum in vogue at that time.
Counted among the administrative highlights during this year included the bishopric of James Roosevelt Bayley, first leader of the Diocese of Newark and founder of Seton Hall along with the fourth president of the college, Rev. Michael A. Corrigan, who would later become Archbishop of New York. Invaluable support was provided by clergy, lay teachers, and representatives from the Sisters of Charity who tended the infirmary. They were ever cognizant that: “. . . the object of the Institution is to impart a good education, in the highest sense of the word – to train the moral, intellectual and physical being. The health, manners, and morals of the pupils are an object of constant attention. The system of government is mild and paternal, yet firm in enforcing the observance of established discipline . . . The better to carry our the design of the Institution . . . For this reason, it is expedient that parents who wish to accrue, places for their sons in SETON HALL should make early application.” These spiritual and academic mentors managed a diverse student body that not only featured learners from New Jersey and throughout the Mid-Atlantic region, but also from such locales as Alabama, Louisiana, and abroad from Cuba, Colombia, New Grenada, and the Yucatan.
When it came to preparation for college life, each budding student had to arrive in South Orange with the following required articles if they were to be boarding on campus: “ . . . four summer and three winter suits. He should also have twelve shirts, twelve pairs of stockings, twelve pocket handkerchiefs, six towels, six napkins, three pairs of shoes or boots, a pair of slippers a cloak or overcoat, and two silver spoons, two forks, and a napkin-ring, all marked with his name.” In terms of expenses, the board and tuition, use of bed and bedding, $400 per annum, payable half-yearly, in advance. Washing and mending of clothes and linen, $20. Physician’s fees medicines, etc., $10, Music, $60, and drawing, $50 per annum, for those who wish to learn them. For use of Piano, $10 per annum. The German, Italian, and Spanish Languages, each $25 per annum. Each of these costs represented a substantial investment by parents and students alike prior to the greater inflation associated with expenditures found in the present day.
Once the student were on campus they encountered an academic year that consisted of two sessions of five months each, commences on the first Wednesday of September, and ends on the last Wednesday of June at which time there was a public Exhibition and Distribution of Premiums. At Christmas there was a vacation of ten days; and in the spring, absence for a day or two will be allowed, when necessary, for the summer equipment of the students. At no other time were they permitted to leave the College, except for reasons of great importance. The regular visiting day for parents was on Thursdays. In addition, weekly reports of all the classes are read before the Professors, Tutors, and Students. Monthly reports are sent to the parents or guardians. Below you will find a copy of the academic year calendar that each student followed per term . . .
When it came to the “Fundamental Rules of Discipline” which guided student conduct, this showed the correct ways from staying out of trouble and maintaining decorum among the student body. These guidelines included the following examples: “The Rules of the College require of all Students a manly bearing and kind, courteous deportment towards each other at all times; application to study during the hours of study, and the through preparation and recitation of the lessons assigned . . . No Student ever leaves the College grounds without permission . . . Leaving the College grounds after nightfall subjects the Student to expulsion . . . The use of tobacco is forbidden . . . No other books other than text-books and works of reference recommended by the Professors can be held by the Students, unless by permission of the President . . . Students are not allowed to receive newspapers, except for their Reading-room, which is under the direction of the President . . . Correspondence is permitted only with parents, guardians, and relatives . . . “ These limitations and other items were part of the student experience along with making sure they paid close attention to their physical health through visits to the college gymnasium and the required classrooms to attend to their proscribed study schedules. This summary provides but a capsule look at the life encountered by the Setonian of 1870.
We are currently poised to celebrate the latest Seton Hall commencement in creative ways during this time of COVID-19, but even without a formal communal ceremony we are proud to honor the graduates of the Class of 2020 nonetheless. We offer them congratulations, but also pause to remember several thousand others who received degrees from Seton Hall over the last few centuries. In looking back at the history of school commencement exercises and alumni rolls, a common question often arises. Have you ever wondered who was the first individual to receive a diploma from the Seton Hall? The answer takes us back to 1862 when a young man by the name of Louis Firth earned a Bachelor of Arts degree and became the first to set a trend that lasts to the present day.
When Louis Firth crossed the Hudson River to New Jersey from his New York City home to attend Seton Hall College as a freshman in 1857 he knew that a seven-year academic journey (Prep and College divisions were combined at this time) that a unique intellectual awakening awaited him. What he experienced followed a set of prescribed and orderly goals that he and his fellow Setonians took to heart: “The object of the Institution is to impart a good education in the highest sense of the word – to train the moral, intellectual, and physical being. The health, manners, and morals of the pupils, are an object of constant attention. The system of government is mild and paternal, yet firm in enforcing the observance of established discipline. No pupil will be received from another College without unexceptional testimonials, and none will be retained, whose manners and morals are not satisfactory.”
After graduation, Firth moved back to New York City and lived most of his life at West 37th Street in Manhattan as one of a growing number of alumni who remained in the metropolitan area. In an interview conducted during the early 20th century, Firth opened up to the local press about his days at Seton Hall and some of the memorable figures he encountered during his halcyon days on campus.
Early in the article the reporter noted that: “Mr. Firth who is hale and hearty and as active as a man twenty years his junior, paid a tribute to the work of the first president (Father Bernard McQuaid) when the college was at Madison, where he first saw him in 1857, and at South Orange when the college was established there.” Of Reverend McQuaid, Firth marveled at his “vigor” and went on to recount that: “. . . this remarkable man had a wonderful influence over the boys at college . . . the holy and learned men with which he surrounded himself and taught us imparted the qualities which fit a man to live. Character was formed at Seton Hall, because of the environment.”
When it came to recollecting his graduation day, Firth colorfully illustrated the scene and his creativity in marking this historical day . . .
“The first commencement exercises were held on an improvised stage built under the trees just east of the present college buildings. There were but a small number present, as South Orange was but a hamlet, and there were no cars to Newark. Through a prank played by the boys a few nights before commencement day, I came very near not being the first graduate of the college. It happened in this way: The college bell rang every morning at 4 o’clock, and the farmers for miles around roe by it. One night we planned to ring it at 2 o’ clock instead, and after setting the college clock two hours fast, I was selected to pull the rope. I did it, and hustled back to bed. The college prefect, whose duty it was to ring the bell, appeared just then, looked at the clock and went about his early morning work, wondering all the while how the bell rung. The farmers were awakened and started in to do a day’s work. Needless to say, when the sun did not rise at the appointed time, watches were compared, and the faculty decided that a prank had been played.” Needless to say that despite the “time change” Firth managed to make it to the ceremony and receive his honor due. A full overview of the ceremony can be viewed below . . .
For more information on the 1862 academic year and other early 19th century details featuring studies at Seton Hall please consult our Undergraduate Catalog(ue) links found via the Archives & Special Collections – eRepository site at – https://scholarship.shu.edu/archives/ We are also available to assist with information on commencement ceremonies along with other research questions concerning Seton Hall and we can be reached via e-mail at: Archives@shu.edu
During the Winter-Spring 2020 semester I served as an intern at Seton Hall where I worked in the Archives and Special Collections Center under Walsh Library. They house a number of collection areas including institutional records, New Jersey history, Irish and Irish-American history, and additionally serve as the repository for records regarding the Archdiocese of Newark. But over the next few months my work was focused on SHU A, or the university’s audio-visual records.
One thing I have learned during my fledgling archival career is that the real world is very different from coursework. Although this may seem obvious the differences manifest in surprising ways. Often archivists are not part of an organization’s record keeping plan from the outset; they enter the scene well after one or several people have compiled records deemed important. In the past the same has been true of Seton Hall. Books and records were dutifully kept but without full consideration as to whether they fell under the archives’ purview. Similarly, the decision was made to separate out certain record types from their original collection. This is the case with SHU’s photograph collection, and before this semester was true of SHU A. When Technical Archivist Sheridan Sayles pointed out the 3 shelves full of boxes my first day in late January, I thought perhaps I was in over my head. There were boxes full of VHS and cassette tapes, many of which were blank or confusingly labeled. On the shelves beside the boxes were rows of record albums. These came in their commercial boxes and homemade sleeves, with a books of multi-disc albums rounding out the row of records.
I took part in several different AV projects during my semester at SHU. Initially, I consolidated and organized the array of VHS tapes. This consisted of surveying what was in the collection, weeding out commonly produced or off-focus tapes, and rehoming objects with their original existent collection. Separating taped episodes of The Sopranos from the collection was easy, but categorizing the wide range of news clips, Seton Hall TV spots, filmed lectures, and other miscellaneous tapes was something of a challenge. Many were also lacking much or any descriptive information, so they were viewed in order to try and find context so they could be better sorted.
I then set to work capturing the existing collections where the tapes belonged. These areas included the Athletics, College of Business, Poetry in the Round, and WSOU, just to name a few. I created spreadsheets outlining the new additions to the collections, including metadata information like the title, date, and format for easier search and organization in the future.
The process was then repeated with record albums: they were surveyed, weeded, rehoused, and reassigned to their original collections. In this way over the course of a few weeks we transformed SHU A from over a dozen linear feet of shelving into 3 neat boxes.
Isaac Goody Rabbi
30” x 23”
Gift of Mr. Joseph Elkind
“Passover affirms the great truth that liberty is the inalienable right of every human being…. Pharaoh enslaved a whole race, and was chastised for his crime by the Divine Hand. But in thus intervening between the slave and his oppressor the Almighty fixed His canon against slavery for all time. He thereby declared that every human being has the right to the freedom which will enable him to develop to the utmost all the powers of body, of mind, of soul, with which God has endowed him; and that slavery, therefore, with its debasing effects upon the intellect and the character, is a sin against the laws of God himself.” – Morris Joseph, Jewish Theologian, excerpt from his book, Passover: Judaism as Creed and Life
Passover is a week-long festival commemorating the exodus of the Israelites from slavery in ancient Egypt. In Hebrew, it is called Pesach, meaning “to pass over,” as God passed over the homes of Israelites during the tenth plague on the first Passover. This multicolored serigraph print in a graphic style depicts a Rabbi wearing a yarmulke and a tallit, reading from a prayer book. In the background are two rolled Torah scrolls in a Aron Kodesh, or Holy Arc.
Alfred Booth The Seton Family at their estate in Cragdon Reproduction of an original albumen silver print
8” × 8 ⅞”
1866 – 1867
Courtesy of Archives and Special Collections
Check out this photo of Seton family members at Cragdon, their estate located in the area tucked between the present-day Bronx neighborhoods of Wakefield and Eastchester. Going through family photos can unearth gems like one and is a great activity for your extra time at home. As you rediscover your own treasured images, there are a few things you can do to increase their longevity. Make sure you have clean, dry hands when handling photos and try not to touch the image directly but hold it from the sides and bottom. When thinking about where to store your photos, areas with temperatures between 65-70 degrees are ideal, as rooms temperature changes common in rooms such as a basement or attic can accelerate deterioration. If your photos are kept in an album, use ones with acid-free pages or polyester, polypropylene, or polyethylene sleeves and use photo corners instead of glue or tape when mounting photos. When displaying your photos, keep them out of direct sunlight to avoid fading, yellowing, and embrittlement.
Muhammad Ali The Gathering
23” x 27”
Gift of Mr. Joseph Elkind
Ramadan Mubarak (Blessed Ramadan)! One of the holiest months of the year for Muslims, Ramadan commemorates the month in which the Qur’an, the holy book of Islam, was first revealed to the Prophet Muhammad by Allah (God). Daily fasting is practiced, and it is a time of self-reflection and spiritual improvement. Ramadan is a time to strengthen one’s relationship with Allah through reading the Qur’an and prayer, as well as reinforce communal bonds through shared meals when breaking the fast and giving to the poor. This print depicting figures in white walking towards a mosque with two minarets and a gold dome is by American Muslim, sports figure, celebrity and political activist, Muhammad Ali, who joined the Nation of Islam in 1964 and later converted to Sufi Islam after a pilgrimage to Mecca in the 1970s.
Contributed By Jack Kelly, BA ‘66, MMAS US Army Command and General Staff College, 1981
Anyone writing about Seton Hall student organizations history can access significant material in the Archives & Special Collections Center. This is especially true with regard to the founding and first airing of radio station WSOU-FM, the first College operated FM station in New Jersey. On April 14, WSOU celebrated its 72nd Anniversary.
Among the archival items which provided the background and ensuing explanation of the WSOU founding were the Memoirs of Msgr. James F. Kelley ’24, the President of Seton Hall College. The Memoirs have a section devoted to WSOU as a student run activity and can be coupled with important description of the events which took place from the inception and thought to the actual on-air event on April 14th, 1948.
As a new of enterprise, Seton Hall needed approval of the Board of Trustees and the then Archbishop of Newark, Thomas J. Walsh for whom the Walsh gymnasium is named and the home of WSOU for its 72 year history. Msgr. Kelley described an exchange with U.S. President Harry Truman and his daughter Margaret, at which time a possible allocation of a station might be accomplished. He merely had to educate and persuade the Board of Trustees. In addition, the actual cost of the building of the station would be a significant amount of money, Msgr. Kelley finessed this by persuading several donors to finance the acquisition of the needed equipment, and through his many contacts, he even acquired a radio tower, which still stands today at the rear of the Walsh Gymnasium and Regan Athletic Center complex.
Construction of the Seton Hall radio station actually began in January 1948, as reported in the Setonian, under the tutelage of Fr. (later Msgr.) Thomas J. Gillhooly ‘33 whom he had appointed the Director, in the previous December with a mission of actually getting station built. Fr. Gillhooly organized the original staff of the station and with the help of several students, notably Thomas N. Parnham ‘50, who would remain the Chief Engineer until his death in 1994 and Victor J. Kemper ’50, later to become a noted cinema-photographer in Hollywood, the actual physical installation of the WSOU was accomplished in time to go on air as needed on April 14, even if the radio tower was not yet erected and a lower power output had to be used.
The big day arrived on a Wednesday, and at 8:00 PM the first words were spoken by Fr. Gillhooly to start the event, with the Archbishop in attendance along with the Master of Ceremonies for the evening, Ted Husing, a noted sports announcer of the time, and for whom the Press box in Walsh Gymnasium was subsequently dedicated. Soon afterward the initial launch, the “Voice of Seton Hall” would be on the air seven days a week, providing a variety of programs, including live performances, recorded music, the first nationality oriented programs and eventually remote broadcast of events such as Baseball and Basketball as well as community topics of interest in the New York Metropolitan area.
Franz Mayer of Munich
Stained Glass Panel – Chapel of the Immaculate Conception
lead and glass
21 1/5” x 12 1/5”
Seton Hall University Archives and Special Collections
This original stained glass window from the Chapel of the Immaculate Conception at Seton Hall University was one of six panels which were installed in the old side entrance where there is now a shrine in honor of Saint Elizabeth Ann Seton. The original side entrance was customary, and prevented wind gusts from traveling the length of the chapel in inclement weather. When building the shrine to Mother Seton in the 1960’s, the stained glass panels were removed and the entrance was moved to its present location at the front of the chapel.