Blog – Page 10 – Special Collections & The Gallery

Bayley Hall – The Grammar School of Setonia

In respect of the recent commemoration of National Catholic Schools Week, Seton Hall has a long and honored tradition of hosting countless students who have their academic roots in parochial-sponsored classrooms across New Jersey and around the world. Our institution is no exception to showing its support of pre-secondary level education. Between 1901 and the late 1920s, Seton Hall established the Bayley Hall Grammar School initiative to help students prepare for more advanced study with anticipation that pupils would better continue their educational journey at the Preparatory Academy and College in subsequent semesters.

Founded by Msgr. John A. Stafford, President, the following overview is the first notice of the school with the details extracted from the 1901 Seton Hall College Catalogue and signaled a renewed look at youth-centered instruction after the school attained its first accreditation status four years previous . . .

Over time, the Bayley Hall Grammar School received consistent support and regularly hosted an average of 40-50 students per academic year. Over its approximately three decades in operation, the school prospered and by the mid-1920s, the description of the school touted its accomplishments, but also provided full disclosure in their approach in print as the following notice from the 1924 Seton Hall College Catalogue was heralded within its pages at a time when the institution was male-only and highly structured in almost every manner . . .

“BAYLEY HALL GRAMMAR SCHOOL – CHARACTER AND PURPOSE . . . in the few years of its existence has won for itself a position second to none among the preparatory institutions of the country. It has its origin in the realization, forced on the President year after year, that many of the students who sought admission to the High School were, in some one or other of the required studies, inadequately prepared. It was evident that a department which should take students at an earlier age and give them a thorough grammar school course would not only serve a useful purpose in itself, but would in addition facilitate the more difficult work of the High School. This ideal has been fully realized. The graduates of Bayley Hall have, almost without exception, demonstrated by their work in the High School the need and the value of the training given them in the preparatory department.

Such an institution has, of course, to struggle against the difficulties which inevitably arise when boys are for the first time taken from parents and home. And it is in this particular that Bayley Hall has achieved its greatest success. The occupations of every hour have been so apportioned that mind and body are given useful work and healthy play from the morning bell at half-past is to the last bell at half-past eight. Periods of recreation alternate with periods of study; every species of athletics is encourages, and every means is employed to develop a sound mind in a sound body. One of the Reverend Fathers, resident in Bayley Hall, immediately supervises the work in this section. The discipline is firm, as discipline must always be; but harshness is never permitted to mar the relations of teacher and pupil. As in the other departments of the institution, the development of the moral character is looked upon as equally important with the acquisition of knowledge; and no pains are spared to lay the foundations of that combination of culture and religious virtue which constitutes the Christian gentlemen.”

The school building was named in honor of James Roosevelt Bayley (1814-1872), the first Bishop of Newark and hosted the Grammar School, hence the name of the institute and separate from the College proper. As further described in the catalogues of the era: “The study-hall, class rooms, reading and recreation rooms, and dormitories are all neatly and tastefully furnished, and everything tends to foster in the minds of the young a desire to cultivate habits of cleanliness and neatness in keeping with their surroundings.” Aside from the well-appointed surroundings, the model of having classes in one space led to consistency and a logical pattern of instruction. The following synopses provide the typical path of pedagogy found among the first three years encountered by the Bayley Hall student of yore . . .

FIRST GRADE

ENGLISH. Grammar Reviewed; Punctuation; Elementary Precepts of Composition; Forms of Style.

LITERATURE. Reading of Masterpieces in Prose and Verse; Spelling; Studies in Critical Analysis; Memory Work.

ELOCUTION. Special Exercises.

SCIENCE. Physiology and Hygiene.

ARITHMETIC. Advanced Arithmetic Completed and Reviewed; Business Forms.

GEOGRAPHY. The United States and Territories.

HISTORY. Elementary General History.

CHRISTIAN DOCTRINE.

OPTIONAL SUBJECTS. Music, Drawing, German, French, Stenography, Type-writing.

SECOND GRADE

ENGLISH. Grammar Completed; Prosody; Description and Narration.

LITERATURE. Selections in Poetry; Spelling and Analysis; Studies in Figures: Memory Work.

READING AND WRITING. Bi-Weekly Exercises.

ARITHMETIC . Continued; Mental Work.

GEOGRAPHY. Asia, Africa, South America.

HISTORY. United States History Completed.

CHRISTIAN DOCTRINE.

OPTIONAL SUBJECTS. Music, Drawing, German, French, Stenography, Type-Writing.

THIRD GRADE

ENGLISH. Grammar, Etymology Reviewed; Sentences; Essentials of Syntax: Letter Writing; Elementary Composition.

LITERATURE. Selections in Prose; Spelling and Analysis; Studies in Etymology and Use of Words; Word Formation.

READING AND WRITING. Special Exercises.

ARITHMETIC. Written and Mental Exercises.

GEOGRAPHY. Europe.

HISTORY. Elementary United States History.

CHRISTIAN DOCTRINE.

OPTIONAL SUBJECTS. Music, Drawing, Type-writing

As the individual progressed through the system, they reached the end of their time at Bayley Hall during the Eighth Grade. It was at this point, that pupils had the option belong to a host of clubs and societies including the Athletic Association which promoted competition in billiards, handball, and competition between neighboring schools. The Library Association was active in collecting and establishing a top flight reference center for the student body. In addition, the Saint Aloysius Society hosted weekly meetings in order to: “. . . instill into their minds an appreciation and tender regard for this illustrious patron of the young.” Which offered many students a preview, and a wider selection of extra-curricular activities when the reached the high school level. This was designed to educate the “whole person” as consistent with the goals of the instructors and administration from the start of the program.

The parting wish for graduates from Bayley Hall when they entered the Eighth Grade led to the following prescription: “The object of this organization is to transact the business of the class, to foster in the pupil the idea of self-reliance in the management of his affairs, and to prepare him for the more formal organization of the High School and College classes.” Although long defunct, the legacy of the Bayley Hall School lasts and remains a part of the history of Catholic parochial education annals and within the story of specialized schools hosted by Seton Hall over the last century and a half.

For more information on Bayley Hall and other aspects of Seton Hall history please feel free to contact us via e-mail at: archives@shu.edu or by phone at: (973)275-2378.

Object of the Week: Guro Mask

Guro Mask (reproduction)
Teaching Collection – Seton Hall University Museum of Anthropology and Archaeology Collection
T2017.01.0001
Courtesy of the Walsh Gallery

SETON HALL UNIVERSITY CELEBRATES AFRICAN AMERICAN HISTORY MONTH

This year’s theme for African American History Month is “Black Family: Representation, Identity and Diversity.” This theme illuminates the African diaspora and the spread of Black families across the United States. This mask, from Seton Hall University’s Museum of Anthropology and Archaeology, is from the Guro (also Gouro) People of the Ivory Coast in West Africa. This region of the continent was profoundly affected by the Transatlantic Slave Trade. An estimated 12 to 12.8 million forced migrations of African people took place over the course of more than 400 years. Those who survived the passage were enslaved in Europe and the Americas.[1]

Despite this trauma, West Africans and African Americans have retained many customs from their respective cultures. Music and dance are two of the most prevalent ways humanity connects with the past, and masks are a powerful and important part of these traditions in West Africa. In many African cultures, including the Guro, masks are potent instruments of unity, family and community.[2] Used in traditional ceremonies and rites such as funerals, weddings and festivals, the masks are activated through music and dance, playing an important role in honoring ancestors and providing community members with palpable links to the past.[3]

Guro dancer performing — Guro Dancer performing
Courtesy of Danse traditionnelle du du centre-ouest de la Côte d’Ivoire (Zaouli) à la cérémonie de la flamme de la paix à Bouaké.
Feb 25, 2008
Courtesy of Zenman

In West Africa, secret societies are an important part of community life. The Guro societies are called Je for females and Kne for males. Only members of these secret societies may wear masks and perform in rituals honoring ancestors.[4] Chika Okeke-Agula, a West African performer/curator/artist and art historian explained, “When fully activated, masks become ‘spirits made tangible’.”[5] The mask provides an entry into the spirit world to channel the divine, summon ancestral wisdom, escort the departed, accompany initiates, reaffirm societal values, venerate the living, and to mark the natural cycles of existence, from birth to death, season to season.[6] The ceremonies in which masks are used are called ‘masquerades’ – interventions between the world of the living and the world of the ancestors. During masquerades, the full powers of the masks are released.[7]

The video below from UNESCO shows a masked Guro dancer wearing traditional clothing. Dances are energetic and marked by quick footwork, accompanied by drumming and elaborate costumes. This traditional music and dance known as Zaouli[8] plays an educational, playful and aesthetic role, contributes to environmental preservation, conveys the cultural identity of its bearers and promotes integration and social cohesion among community members.[9]

The Walsh Gallery has a considerable collection of fine art, artifacts and archeological specimens for use by faculty, students and researchers. For access to this or other objects in our collections, contact us at 973-275-2033 or walshgallery@shu.edu to make a research appointment.

[1] https://en.wikipedia.org/wiki/Atlantic_slave_trade#:~:text=Slaves%20were%20imprisoned%20in%20a,a%20span%20of%20400%20years, accessed 1/21/2021.

[2] https://en.wikipedia.org/wiki/Zaouli, accessed 1/21/2021.

[3] https://www.africancraftsmarket.com/products/african-masks/African-Guro-mask.html, accessed 1/21/2021.

[4] https://kwekudee-tripdownmemorylane.blogspot.com/2014/06/guro-gouro-people-artistic-mande-mask.html, accessed 1/25/2021.

[5] https://www.culturesofwestafrica.com/west-african-mask/, accessed 1/26/2021.

[6] Binkley DA. Masks and Masquerades. In: Peek PM, Yankah K, eds. African Folklore: An Encyclopedia. New York, NY, USA: Routledge; 2004:479-485.

[7] Akubor EO. Africans’ concept of masquerades and their role in societal control and stability: Some notes on the Esan people of southern Nigeria. Asian and African Studies. 2016;25(1):32-50.

[8] https://en.wikipedia.org/wiki/Zaouli, accessed 1/26/2021.

[9] https://ich.unesco.org/en/RL/zaouli-popular-music-and-dance-of-the-guro-communities-in-cote-divoire-01255, accessed 1/26/2021.

Object of the Week: Seton Hall College School Bell

Seton Hall College School Bell
1856
Meneely Bell Foundry
bronze
Gift of the Seton Hall University Alumni Association
2019.14.0001
Walsh Gallery at Seton Hall University

WELCOME BACK FOR THE SPRING SEMESTER!

This mid-19^th century bronze bell was originally located at the Seton Hall College campus in Madison, New Jersey. In the late 1960s, Dr. Louis de Crenascol, Chair of the Department of Art and Music, saw it for sale in an antique shop in nearby Summit. The bell was purchased through an arrangement between Dr. de Crenascol, Norbert Kubilus – President of the Society for the Preservation of Setonia—and John L. Botti – Executive Secretary of the Alumni Association—and brought to Seton Hall University where it hung in the McLaughlin Library until the building was razed in the 1990s to make way for Jubilee Hall. The bell then moved to the current Walsh Library and is presently on view in the Reading Room of the Department of Archives and Special Collections.[1] The bell was manufactured by Meneely’s of Troy, New York, a foundry which was known for making school bells of 100 pounds or more.[2]

Bronze bells such as this one were commonly used in America from the 19^th century until the mid-20^th century and were rung to mark important times for students and teachers, such as to signal the beginning or end of the school day, classes or lunch breaks. They were intended to carry sound over a wide area in a world largely without clocks, wrist watches or cell phones to keep track of time. For this reason, bronze, with its resonant qualities, was the metal of choice.[3] Today, the old bronze school bell has largely been displaced by electric buzzers, public address (P.A.) systems or music.[4] You can hear what the Seton Hall College bell might sound like by listening to this sound sample of a similar Meneely Bell of the period below.[5]

School house bells were often sold ready for installation, bundled with a frame, wheel and wood sills. If you look closely at the image of Seton Hall

Diagram of the parts of a bell — Figure 1. https://www.pinterest.com/cpbellfoundry/_created/

College’s bell above, you will see horizontal arms that would have been attached to the frame to support the bell. Bells would be placed in the upper part of a belfry, or belltower, with a rope hung from the wheel. School bells were typically between 20 and 28 inches across to produce a slightly higher pitch than church bells which, would have been larger to peal with a deeper sound. This detail regarding size and tone was important. The public had to be able to distinguish between school, civic and church bells to avoid confusion.[6]

Church, clock and tower bells are also used to communicate with the public to commemorate important events such as the swearing in of an official or state leader, or religious rites including marriage and death. Bells are frequently associated with the concepts of peace and freedom, but they can also mark specific times on a clock or serve as a percussive musical

Image of red and white mid-19th century schoolhouse with belfry — Image of mid-19th century schoolhouse with belfry in Maysville, Colorado. Courtesy of Jeffrey Beal, Colorado, USA. https://commons.wikimedia.org/wiki/File:Maysville_School_(6287064191).jpg

instrument. The earliest archaeological evidence of bells dates from the 3rd millennium B.C.E. in the Yang Shao culture of Neolithic China.[7] Bells figure prominently in the public imagination, especially literary works. The Guardian has compiled a list of the 10 Best Bells in Literature. The list includes stories such as Macbeth by William Shakespeare, The Magician’s Nephew by C.S. Lewis, The Bells by Edgar Allan Poe and Notre Dame de Paris by Victor Hugo. Check out the full list to see how many you have read.

[1] Interview with Alan Delozier by Meghan Brady, 10/08/2020.

[2] https://antiques.lovetoknow.com/collectibles/antique-school-house-bells accessed 1/19/2021

[3] https://en.wikipedia.org/wiki/Bell#:~:text=The%20earliest%20archaeological%20evidence%20of,bells%20appear%20in%201000%20BC. Accessed 1/19/2021

[4] https://en.wikipedia.org/wiki/School_bell, accessed 1/19/2021.

[5] http://www.brosamersbells.com/hear.html, accessed 1/19/2021.

[6] https://antiques.lovetoknow.com/collectibles/antique-school-house-bells, accessed 1/19/2021.

[7] https://en.wikipedia.org/wiki/Bell#:~:text=The%20earliest%20archaeological%20evidence%20of,bells%20appear%20in%201000%20BC, accessed 1/19/2021.

Documenting Setonia – Written by Hand and Handled With Care

January 23^rd marks National Handwriting Day which was established in 1977 to promote and celebrate the usage of writing instruments from the quill to ballpoint pens along with the paper upon which such methods as cursive, script, and other self-expression is put into print for posterity. This particular date was also chosen to commemorate the birthday of John Hancock, first Autographer of the Declaration of Independence who arguably has the most famous signature in American History. However, the story of handwriting can be traced further back in time.

Iconic Illustration from the 1926 White & Blue, Seton Hall College Yearbook

Written communication can be traced back to Ancient Rome (c. fifth century AD) that was built on contributions from other founding civilizations and in the process became an important means of non-verbal communication and by extension preserving the word of the author for future reference. As this practice caught hold and moving forward to other eras, the Medieval period has been noted for manuscripts reproduced by cloistered monks who patiently and expertly provided copies of texts (mainly Christian and classical-based) as an important service to humanity as a means of promoting literacy and inspire deeper learning opportunities than ever before. With the advent of the Printing Press during the sixteenth century this lessened the need for handwritten, mass produced works and ushered in a new era of mass-produced writings. Despite this invention the trade art of “penmanship” still became a sought after skill set especially in the documentary establishment of the American Republic and as the nation grew in size and population where school systems, mail service, and other forums for handwritten communication were created.

With the establishment of the United States and moving into the nineteenth century, a bookkeeper named Platt Rogers Spencer who adopted a method to teach cursive writing that was captured in various textbooks and made its way to various schools and colleges to help students improve their respective writing styles. Eventually print and cursive developed into various methods side-by-side in the dawn before typewriters and later computers would help with journaling and interpersonal communication. Overall, expanded technology has superseded the need or want to write as a matter of preferred course. More information on the historical evolution of handwriting can be referenced via the V-Letter and History Channel sites found via the links located below . . .

https://www.vletter.com/help/font-faq/history-of-handwriting.html

https://www.history.com/news/a-brief-history-of-penmanship-on-national-handwriting-day#:~:text=Borrowing%20aspects%20of%20the%20Etruscan,script%20for%20transactions%20and%20correspondence.&text=Elegant%20handwriting%20emerged%20as%20a,educating%20generations%20of%20master%20scribes

Page featuring student autographs – 1926 White & Blue Seton Hall College Yearbook

Although handwriting is not in vogue in the present day except for the most part among those who prefer traditional forms of communication and to “jot down” information, but if nothing else a personal signature and/or requested autograph are at the very least a form of handwriting that has held on as a mark of personal identification and shows that the practice has not departed altogether. These examples are true to life within the world of Seton Hall academic life where note-taking is now mainly done via a computer laptop, etc. But there is always a place for handwriting to remain even though it is rarer to find schools that teach this craft in full, or even the elementary level basics nowadays.

When looking at historical textbooks and examples within our Rare Book Collection there are a pair of texts found that show how the student of the nineteenth century learned the finer art of taking their writing skills into advanced applications. The following works include the following texts . . .

A volume entitled: Five Hundred Mistakes of Daily Occurrence in Speaking, Pronouncing, and Writing the English Language, Corrected. (New York: D. Burgess & Co., 1856) [Call Number: PE1460 .B8 1856] is one that saw print in the same year that Seton Hall College was founded. Within this book, the modern reader can see what some of the most common errors and correct approaches were made among the student body of yore.

Within this volume you can see five hundred individual examples from the first . . .

“THE business would suit any one who enjoys bad health.” [From an advertisement in a daily newspaper of New-York.] Few persons who have bad health can be said to enjoy it. Use some other form of expression: as, one in delicate health, or, one whose health is bad.”

Through to the five-hundredth on their list . . .

The last direction which this little book will give on the subject with which it has been occupied, is one that long ago was given in the greatest of books – “Let your conversation be as it becometh the Gospel of Christ.” If obedience to this injunction may not guard him who heeds it against the commission of such mistakes as are numbered in this catalogue, it will not fail to lead him out of the way of errors more grievous and solemn.”

More specific to Setonia, is the book entitled – How to Write Letters: A Manual of Correspondence Showing the Correct Structure, Composition, Punctuation, Formalities, and Uses of the Various Kinds of Letters, Notes, and Cards by J. Willis Westlake (Philadelphia: Christopher Sower Co., 1876) [Call Number: PE 1485 .W4 1876] Our version was once owned by a former student – Thomas Raftery, ’93 who not only possessed this copy, but along with the book, but also found within the text block was a letter from his mother that shows a perfect example of cursive writing from that period.

Letter written Mrs. Raftery found in the book of her son (c. 1880s-early 1890s)

Along with their primer in tow, Mr. Raftery would have encountered a core curriculum that was totally structured and included detailed classes in English Composition along with optional instruction in stenography and/or drawing (for $50.00 per annum apiece) to help with his writing practice and perfecting his form. Even though Mr. Raftery attended the school for a brief time without graduating he did have the basic tools to aid with his writing efforts. This is one of many examples that features unique handwritten registers, letters, and other documents based content that have been transcribed and preserved in our repository. These materials are available to researchers for exploration and perspective on handwriting styles and content that have been created through sight and hand alike.

For more information on the other 498 Mistakes, see other examples of handwriting in the name of academic life and administrative business, and other aspects of handwriting along with the Rare Books and Seton Hall History feel free to reach out to us via e-mail at: Archives@shu.edu or by phone at: (973) 275-2378.

Ceramics Exhibit Launched on Google Arts & Culture

Dragon Ewer (15th-16th century)
China
Walsh Gallery at Seton Hall University.

The Walsh Gallery has launched a new exhibit in Google Arts and Culture featuring some of the highlights of Seton Hall’s collection of ceramics. The exhibit draws from Wang Fang-yu’s Asian Art collection, Ron D’Argenio’s collection of Coins and Antiquities, and Herbert Kraft’s Archeology and Anthropology collection to show connections between material cultures widely disparate in both time and place. According to Gallery Director Jeanne Brasile, this exhibit is not only about the formal qualities of the pieces but most importantly how they reveal the technological development of cultures from the Neolithic era to the twentieth century. The wealth of world cultures featured in this exhibit demonstrates the breadth and scope of Seton Hall’s museum collections.

Object of the Week: Civil Defense Medical Corp Armband

Civil Defense Medical Corp Armband
embroidered textile
mid-20^th century
Leonard Dreyfuss papers
MSS 0001
Courtesy of Archives and Special Collections

JANUARY IS NATIONAL BLOOD DONOR MONTH

First observed in January 1970, National Blood Donor Month brings attention to the heightened need for blood and platelet donations in the winter months, typically the most difficult time of the year to meet

Notice of Re-Appointment to Board of Directors, The American Red Cross – Newark Chapter, January 26, 1943, Leonard Dreyfuss papers, MSS 0001, Courtesy of Archives and Special Collections. — Notice of Re-Appointment to Board of Directors
The American Red Cross – Newark Chapter
January 26, 1943
Leonard Dreyfuss papers (MSS 0001)
Courtesy of Archives and Special Collections

patients’ needs for these products. Inclement weather and the onset of flu season shrinks the donor pool while demand increases.[1] Though COVID-19 has altered our daily lives, hospitals and clinics still serve patients in need of blood transfusions. COVID-19 has forced many health care facilities to serve patients at a different capacity by temporarily closing clinics and suspending elective services and procedures or shifting to virtual care in many cases. Yet the need for blood still exists to perform transfusions in most emergent cases, such as traumas, cancer patients, orthopedic surgeries, and many others. Unfortunately, while the need for blood is growing, fewer people are donating presently.[2]

Did you know that one in seven hospital patients will use blood? Or that one in 83 births will require a blood transfusion? If you know someone who has cancer, is pregnant, or has sickle-cell disease, then you might know someone who may need blood. On December 31, 1969 President Richard Nixon proclaimed January 1970 as the first official observance of National Blood Donor Month as requested by Senate Joint Resolution 154, to

Certificate of Merit from American Red Cross – Newark Chapter 1943 Leonard Dreyfuss papers MSS 0001 Courtesy of Archives and Special Collections — Certificate of Merit from American Red Cross – Newark Chapter
1943
Leonard Dreyfuss Papers (MSS 0001)
Courtesy of Archives and Special Collections

pay tribute to voluntary blood donors and encourage new donors.[3] The American Red Cross provides roughly 35% of donated blood in the United States, while community-based organizations provide 60% and the remaining 5% of the blood supply is collected directly by hospitals.[4] The American Red Cross was founded in Dansville, New York in 1881 by Clara Barton, who served as a nurse during the American Civil War.[5]

These objects are from the Leonard Dreyfuss Collection on deposit at the university’s Archives and Special Collections. Leonard Dreyfuss served as Chair of the Newark Chapter of the American Red Cross from 1956 to 1960, and was distinguished as an honorary director of the of the chapter for life.[6] He also volunteered for the New Jersey Civil Defense which was formed by legislation in 1942 “to provide for the health, safety and welfare of the people of the State of New Jersey and to aid in the prevention of damage to and the destruction of property during any emergency.”[7] Dreyfuss also served as a trustee of the Newark Museum and the advisory board at Seton Hall University, which awarded him an honorary degree in 1950. Leonard Dreyfuss was born in Brooklyn, New York, on November 6, 1886. In 1914, he joined the Newark Sign Company – an outdoor sign

Christmas Roll Call Acknowledgement Letter American Red Cross – Newark Chapter January 12, 1919 Leonard Dreyfuss papers MSS 0001 Courtesy of Archives and Special Collections — Christmas Roll Call Acknowledgement Letter
American Red Cross – Newark Chapter
January 12, 1919
Leonard Dreyfuss papers (MSS 0001)
Courtesy of Archives and Special Collections

advertising firm. After 1923, he led a highly successful merger with several advertising companies which became known as U.A.C. Dreyfuss rapidly moved up the executive ladder, becoming Vice President, President and finally, Chairman of the Board before retiring in 1965. Leonard Dreyfuss died on December 29, 1969 in Essex Fells, New Jersey. [8]

The Leonard Dreyfus Papers show the namesake’s commitment to service, particularly his efforts with the Civil Defense and Newark Chapter of the American Red Cross. These materials are available to students, faculty and researchers. For access, set up a research appointment online or contact us at 973-761-9476.

[1] https://www.few.org/national-blood-donor-month/ accessed 1/12/2021

[2] https://news.llu.edu/patient-care/why-giving-blood-necessary-during-pandemic accessed 1/12/2021

[3] https://www.adrp.org/NBDM accessed 1/12/2021 accessed 1/12/2021

[4] https://en.wikipedia.org/wiki/American_Red_Cross#Blood_donation, accessed 1/12/2021.

[5] https://en.wikipedia.org/wiki/Clara_Barton, accessed 01/12/2021.

[6] https://archivesspace-library.shu.edu/repositories/2/resources/168, accessed 01/12/2021.

[7] http://ready.nj.gov/laws-directives/appendix-a.shtml, accessed 01/12/2021.

[8] https://archivesspace-library.shu.edu/repositories/2/resources/168, accessed 01/12/2021.

Martin Luther King, Jr. – His Influences Rediscovered & Setonia Ties

The impact that the Reverend Doctor Martin Luther King, Jr. (1929-1968) had on society is manifest especially when it came to his legacy in regard to the Civil Rights movement. The individuals, writings, and imagery that captured his life and impact is extensive. However, it is also noteworthy to reference and reflect upon those who influenced his own philosophy and teachings.

Poster proclaiming the visit of Ghandi’s Grandson as part of the Seton Hall MLKSA celebration in 2003

Among the more famous individuals that Doctor King has cited include Indian lawyer and ethician Mohandas Karamchand Ghandi (1869-1948) and his embrace of nonviolent resistance to unjust laws along with the political writings of American statesman, Thomas Jefferson (1743-1826) found in his pronouncements on “liberty,” “democracy,” and “equal rights” in particular.

In addition to notable secular figures, another individual cited as part of the early education is the prophet Moses (1391-1271 BC) who was seen as a living symbol connected to the law of God. In American historical annals, when it came to slavery such figures and role models as Abraham Lincoln and Harriet Tubman each became a latter-day Moses in leading their people to a promised land of freedom and grace. Ironically, Doctor King would not only quote Moses on a regular basis within his sermons, but he was equated by many of his adherents as another Moses for his efforts to achieve freedom and equality within American society. More on the relationship between Doctor King and Moses can be found within the Stanford Freedom Project site accessible via the following link – https://stanfordfreedomproject.com/multi-media-essays-on-freedom/the-biblical-exodus-in-the-rhetoric-of-martin-luther-king/

MLKSA Seton Hall Scholarship Banquet Menu, 1992

Connections to Doctor King, Moses, and/or Seton Hall have been made within the Archives & Special Collections Center. Along with records relating to the Martin Luther King, Jr. Scholarship Program (MLKSA) is the oldest and most prestigious Servant Leadership Program on campus and one of the first in the United States having been founded in 1970. This initiative deals with tuition funding, management, leadership skills development, and research opportunities covering social justice, spirituality, critical thinking, and community service.

Frontispiece of the book: The History of the Heavens (1752)

In regard to Moses, various theological-centered volumes are found in the Rare Book Collection including a 1752 edition of a text entitled:

The History of the Heavens : Considered According to the Notions of the Poets and Philosophers, Compared with the Doctrines of Moses. Being an Inquiry into the Origine of Idolatry, and the Mistakes of Philosophers, Upon the Formation and Influence of the Celestial Bodies, 2 vols. (London: J. Wren, 1752) by Noël Antoine Pluche (1688-1761) and translated from the French by John Baptist De Freval. The catalog entry for this work can be found under the LC Code – BL305 .P68 1752.

For more information on Doctor King, Moses, and other figures of note that are connected to the history and academic curriculum of Seton Hall University please contact us for information. E-Mail: Archives@shu.edu, Phone: (973) 275-2378.

Object of the Week: Image of Dr. Martin Luther King Jr.

REMEMBERING DR. MARTIN LUTHER JR.

January 18, 2021 marks the annual observance of Dr. Martin Luther King Jr. Day in honor of the Civil Rights leader’s life and legacy. This day is one of service, not rest, encouraging all Americans to consider Dr. King’s work and honor his memory by volunteering in their communities. Dr. Martin Luther King Jr. Day became a federally recognized holiday in 1983 when President Ronald Reagan signed a bill into law, though the first official federal observance did not occur until 1986.[1]

Image of MLK day article by Lenora Cerrato — Nancy Forsberg Collection, MSS 22, Folder 718 Dr. Martin Luther King, Jr. 1968 Courtesy of Archives and Special Collections

In 1964, Dr. King was awarded the Nobel Peace Prize. When notified of his selection, he announced that he would turn over the prize money of $54,123 to the furtherance of the Civil Rights Movement.[2] He was 35 years old at the time, and the youngest man to have received the award to that point. The prize was bestowed upon Dr. King in recognition of his nonviolent campaign against racial segregation. Since 1901 when the first Nobel Prizes were awarded, recipients have been required to present a public lecture.[3] You can hear Dr. King’s Nobel Lecture in Oslo, Norway on December 11, 1964 in the video below. Dr. Clayborne Carson, Director of The King Institute at Stanford University, believes this lecture, which “lays out his goals for the remainder of his life” is one of his most important speeches. In this speech, King addresses the problems of racial injustice, poverty and war as global evils and not a uniquely American problem.[4]

The Statement of the Clergy of Union (NJ) on the formation of the MLK Commission was issued just a little over a week after his death, demonstrating their devastation and the importance they placed on Dr. King and his work.

Upon Dr. King’s assassination on April 4, 1968, the Clergy Association of Union (New Jersey) composed a statement which was read at a memorial service for Dr. King. The typed statement, as well as a printed copy from a local newspaper, was preserved by Rev. Nancy Forsberg of the First Congregational Church, where she served as pastor from 1967 until her death in 2000.[5] Like Dr. King, Reverend Nancy – as she was affectionately known by parishioners – was dedicated to interfaith and interracial understanding. She formed an interfaith Bus Ministry which took participants on inspirational day, weekend, and overseas trips in the furtherance of peace and understanding between people of various faiths and backgrounds. The Nancy Forsberg Papers, preserved at The

Newspaper clipping on 3 x 5 card from the Nancy Forsberg Collection — Nancy Forsberg Collection, MSS 22, Folder 718 Dr. Martin Luther King, Jr. 1968 Courtesy of Archives and Special Collections

Department of Archives and Special Collections at Seton Hall University, contains numerous clippings, correspondence and ephemera she collected, including a file dedicated to the subject of Dr. Martin Luther King, Jr., revealing the importance of his work in parallel to her own efforts. Though Rev. Forsberg’s papers date to the late 1960s, they still resonate today and ask us to reconsider her and Dr. King’s efforts for Civil Rights and social justice with a renewed sense of urgency. These materials are available to students, faculty and researchers. For access, set up a research appointment online or contact us at 973-761-9476.

Marvin Rich Statement on death of Martin Luther King Jr. — Nancy Forsberg Collection, MSS 22, Folder 718 Dr. Martin Luther King, Jr. 1968 Courtesy of Archives and Special Collections

[1] https://www.al.com/news/2018/01/alabama_mississippi_only_2_sta.html, accessed 1/8/2021.

[2] https://www.nobelprize.org/prizes/peace/1964/king/biographical/, accessed 1/8/2021.

[3] https://www.youtube.com/watch?v=u71K76y7jf8, accessed 1/8/2021.

[4]https://kinginstitute.stanford.edu/clayborne-carson, accessed 1/8/2021.

[5] http://www.tributes.com/obituary/show/Nancy-E.-Forsberg-83332540, accessed 1/8/2021.

Women’s Sporting Excellence & Seton Hall – The Origins of Equality in Athletics

January of 1974 marked the advent of Women’s Intercollegiate Athletic competition on the South Orange campus of Seton Hall which came six years after full co-education was approved by school administration officials. From the tip, female student-athletes who began the trend of competitive success on the Basketball Court or Fencing “Piste” that Winter (to be joined in the Spring by Swimming and Tennis, and in subsequent years by Softball, Volleyball, Golf, Track & Field and other sports) would ultimately become trailblazers in the annals of Setonia sports history.

Prior to the mid-1970s, women had the opportunity to participate on club or intramural teams which were more informal than competition between various institutions of higher education. Known as either the “Pirates” or colloquially as the “Bucettes” (the female equivalent of a Buccaneer, i.e. – Pirate) Women-centered squads were created in part to provide student activity opportunities for all co-eds, but also required as a result Title IX federal legislation. This public law enacted during the June of 1972 required that all college campuses across the nation establish equity in the establishment of athletic opportunities for both male and female students. Initially, Seton Hall played a number of local teams across New Jersey and the metropolitan area under the banner of the Association of Intercollegiate Athletics for Women (AIAW) founded in 1971 prior to joining the National Collegiate Athletic Association (NCAA) by the early 1980s.

Icon depicting Women’s Sports at Seton Hall, 1974

Fortunately, Women’s Athletics have been documented by the student and local press from the first games ever contested in early 1974 onward. An account of the start of the Basketball and Fencing programs from that era was covered in detail by Ms. Gail Elrick in an article entitled: “Women’s Sports are alive and well at Seton Hall” published in the 1974 Galleon (Seton Hall Student Yearbook, p. 119) is quoted in part here . . .

“Up until three years ago women’s sports were practically non-existent at Seton Hall. With the completion of the Women’s Residence hall in 1971, the need for athletic and recreational activities for women became necessary. In 1971 . . . Volleyball, basketball and softball intramurals were organized. A women’s fencing team (club) was already in existence and club basketball was introduced. A very popular activity was a noncredit modern dance class . . . This year the Athletic Department was fortunate to have Sue Dilley as the new assistant director of recreation to head women’s athletics . . . The program greatly expanded due to better organization and an increase of interest . . . Dilley believes that preparation should begin in college. If programs are organized in which women may compete, their skills would improve . . . The Recreation Department . . . encourage their participation . . . volleyball intramurals, the first activity planned this year, revealed that some success had been achieved. There were six more teams than the preceding year. Intramurals were also offered in basketball, softball tennis, swimming and badminton . . . Plans are to advance one club sport to the varsity level each year. Basketball was raised to the varsity status, joining fencing as the only two women’s varsity sports . . . As these opportunities are taken advantage of, more will become available. Women have to prove themselves by actively participating in organized athletics. The Recreation Department’s job is to organize and preside over activities, while it will always be the students that keep athletics alive on campus.”

Forward Christine Mapp (10) drives to the baseline as Kathy Keating (22) looks to help out during a 1974 contest

Reports were also made on individual sports within the 1974 Galleon (p. 120) to compliment the overall article above. When it came to the inaugural Basketball lineup, Ms. Cathy Meyer gave a detailed account of the establishment of the sport from December 1973 when a call for volunteers was made with 30 answering the call. After tryouts had completed 12 players were selected to make the squad under Coach Sue Dilley. They had their first scrimmage with Bergen Community College that month and Ms. Maureen Keenan became the first team captain. Their inaugural game was contested on January 5, 1974 when the played the City College of New York (L, 33-42) and registered their first victory against Ramapo College by a score of 57-15 on January 19, 1974. They ended the 1973-74 campaign with a 9-4 record and just missed the AIAW New Jersey State Colleges Playoff of that year, but would rebound to have a 13-5 mark and make the AIAW National Tournament.

1973-74 Seton Hall Women’s Fencing Team .LEFT: Kneeling: Linda Hall, Liz Carol, Lesley Sharrock, Nancy Cucci. STANDING: Gregory Boutsikaris, Claudia Cantemi, Brenda Hand, Barbara Williams, Sue Brown, Coach Harry Boutsikaris.

Success also came to the Women’s Fencing force of 1973-74 and reporter Ms. Judy Rothrock (also of the 1974 Galleon Yearbook, p. 129-131) wrote the following testimonial for those who competed in épée, foil, and sabre. “Perhaps the most inspiring sport for women at Seton Hall in the past four years is the women’s fencing team. Up until this year, it was the only varsity sport made available on the campus. Its success has been outstanding . . . The team started on a club basis, only to receive varsity status its second year . . . Since that time, the program has been open to all women on campus regardless of fencing experience. They begin with individual instruction and are immediately included in the dual meets as they improve. However, there is no long wait before they may participate . . .” The first contest for Setonia came against Caldwell College and resulted in a 13-3 for the Pirate “Swordswomen” and on the season they hovered around the .500 mark, but this would turn around to consecutive winning records later that decade.

From its beginnings in 1974, the Women of Setonia Athletics have continued their path of sustained play on behalf of their alma mater, individual and team success along with increased popularity that has endured to the present day. Go Bucettes and Pirate Swordswomen!

Full-text and additional illustrations on Seton Hall Women’s Athletic Teams featured within the pages of our Galleon Yearbooks (1974-2006) can be discovered through online resources of these texts can be found via the following link: https://scholarship.shu.edu/yearbooks/index.2.html

Additional details on all aspects of the Athletic and Recreation Program at Seton Hall can be found within our Special Collection connected to sports on campus. The link to our ArchivesSpace catalog can be found via the following link: https://archivesspace-library.shu.edu/repositories/2/resources/420

For more information and questions about the Athletic History of Seton Hall, contact Alan Delozier, University by e-mail at: Alan.Delozier@shu.edu or by phone at: (973) 275-2378.

Object of the Week: Chimú Banded Hanging Pot

Banded Hanging Pot
Chimú
1000 – 1400
5” H x 5” W x 5” D
M83.1.1
Gift of Jack Noel Jacobsen Jr.
Seton Hall University Museum of Anthropology and Archeology

This pot was made in the Chimor Empire, which was one of the largest and most prosperous civilizations in South America between the 10^th and 15^th centuries, before being overtaken by the Inca around 1470. The Chimú resided in fertile river valleys located on a strip of desert on the northern

Map of Chimu Empire — Map of Chimú Empire shown in yellow
https://commons.wikimedia.org/wiki/File:Tahuantinsuyo-PeruBolivia.png

coast of present-day Peru. The region was favorable for crop irrigation and plentiful supplies of fish, both important drivers for their economy. The Chimú, were comprised of many different ethnic groups owing to ongoing expansion into new regions. Most citizens were artisans who used extensive trade networks to contribute to this flourishing culture. This pot is an example of the empire’s distinctive monochromatic pottery which was utilitarian in nature, but the Chimú were also known for more elaborately decorated crafts made of precious metals such as the rattle pictured below.[1]

Chimú gold rattle, courtesy of the Art Institute of Chicago via https://www.ancient.eu/image/3795/chimu-gold-rattle/

The Chimú lived in urban settings and left behind many formidable examples of architecture. The former capital, Chan-Chan, not far from present-day Trujillo, contains 14 square miles of their former cityscape where streets, imposing walls, reservoirs and temples still stand. The size of the ruins suggests the city was populated by thousands.[2]

Chan-Chan Ruins by Veronique Debord https://commons.wikimedia.org/wiki/File:ChanChanCapitalChimu.jpg

The Walsh Gallery has a considerable collection of fine art, artifacts and archeological specimens for use by faculty, students and researchers. For access to this or other objects in our collections, contact us at 973-275-2033 or fill out a research request form to make a research appointment.

[1] https://www.ancient.eu/Chimu_Civilization/, accessed 12/18/2020.

[2] https://www.britannica.com/topic/Chimu , accessed 12/18/2020.