The Monsignor Noe Field Archives and Special Collections Center is pleased to announce the addition of six new archival collections related to the Irish-American experience. Thanks to a generous grant from the New Jersey Historical Commission, we were able to process the following collections that are now available to researchers:
In addition to processing these collections, we have digitized roughly 1,200 files, at just over 9GB of data, primarily from the John Concannon and James Comerford collections.
Irish-American Experience in the 20th Century: Collection Highlights
The correspondence, research files, publications, photographs, and audio-visual materials in these collections provide an inside look at how Irish-American fraternal organizations worked together and separately to wield influence and political pressure on issues of importance to their communities — primarily immigration reform and the Troubles in Northern Ireland. These documents demonstrate how many of these organizations, notably the Ancient Order of Hibernians, maintained close ties with local political and religious leaders in New York and New Jersey.
For the first half of the 20th century, in the absence of larger governmental programs, membership organizations collected dues and shared out their funds to members in need of assistance. The AOH New Jersey and Knights of Columbus collections include ledgers and membership registers that record in granular detail how these organizations provided health insurance and sick benefits to their members.
In addition to serving as advocacy groups, Irish-American organizations provided a sense of community and maintained a full calendar of social events. The New York City St. Patrick’s Day Parade is widely documented in the John Concannon collection, as members of the Ancient Order of Hibernians helmed its operation for many decades. The collection includes internal documents, lines of march, invitations, correspondence, and hundreds of photographs.
Digital Exhibits
For an overview of these collections, we invite you to explore two digital exhibits:
One year ago, Seton Hall’s Monsignor William Noé Field Archives and Special Collections Center received two grants: one to process the papers of New Jersey politicians, and one to process the papers of Irish fraternal organizations. Apprentice archivists were hired and trained by Seton Hall staff, and they got to work organizing boxes of material, deciphering handwriting, and creating custom archival boxes for obsolete media such as LPs and Super-8 videos.
MSS 0148 James Comerford Papers, papers of a New York City judge who spent time as a volunteer in the IRA
MSS 0150 Gloria Schneider Papers, papers which document the donor’s involvement in numerous Catholic organizations in Northern New Jersey
The archives encourage those interested in these newly available materials to make an appointment to see them in the reading room. We look forward to seeing scholars use these collections to enrich our understanding of history!
From its earliest days, Seton Hall has welcomed international students from locations across the globe. During the post-World War II era, the school made a concerted effort to introduce and promote educational initiatives specifically devoted to the Asian experience. These measures have enhanced the intellectual and interactive opportunities for the benefit of countless Setonians over the past several years.
The formal genesis of a venture into learning more about civilizations across the Pacific Ocean led to the creation of the Far Eastern Institute (now known as the Asia Center) at Seton Hall University on October 29, 1951. This date became a major milestone in school history as Monsignor John McNulty, University President hosted various dignitaries from Japan and the Republics of China (Taiwan), Korea, and Vietnam at the South Orange campus to officially christen the Institute. The basis of this alliance was founded on the principles of offering specialized instruction, promoting scholarship, programming opportunities, and the encouragement of cultural exchange with the faculty, student body, and community at large.
Institute of Far Eastern Studies, Inaugural Prospectus Cover Art, 1951
In more formal terms, the principles of this center were outlined in the following manner: “The Institute of Far Eastern Studies was organized to promote better understanding between the American people and the people of the Far East. The academic courses of this Institute will give the student an opportunity to study the cultural, historical, political, economic, religious and social aspects of the Far East. Since the Institute wishes to use every means available to encourage the interchange of Eastern and Western culture, it is engaged in research work, it conducts public lectures and forums, and publishes articles, monographs and books.”
First Board Advisory Board for the Institute of Far Eastern Studies, 1951
The first advisory board featured a distinguished group of officials who directed the incorporation and implementation of programs ultimately adopted by the Institute. This “regency” of trustees included the following individuals: The Reverend John J. Cain, representative of Seton Hall University and the Archdiocese of Newark; The Most Reverend Paul Yu-Pin, Archbishop (later Cardinal) of Nanking; The Honorable John Chang Nyum, Prime Minister of South Korea; The Honorable Kostaro Tanaka, Chief Justice of Japan, who later became President of Tokyo University; The Honorable Ngo Dinh Diem, former Prime Minister of Việtnam who later became President of the Republic; and Dr. John C.H. Wu, Chinese Jurist and Minister of China to the Holy See who also served as a Professor of Law at the Seton Hall University School of Law.
The first noticeable examples of institutional support came in the form of Seton Hall-endorsed research projects that focused upon various aspects of Chinese socio-political life. The major studies that began this trend included one by the Reverend John Niu, who investigated the cultural and social development of the Industrial Bank of China along with the reorganization of Chinese Economics from a Communistic perspective. In addition, Mr. Yeu Yeu Pan, former Commissioner of Education of Shanghai, conducted research on the principles of democracy as explained by selected ancient Chinese writers representing different centuries and schools of thought.
Mr. Ly-Chanh-Du, ’52
Mr. Francis P. Sing, ’53
Concurrent with the inauguration of the Institute, the first documented Asian students to graduate from Seton Hall occurred during the early 1950s. Counted among the first alumni were Mr. Ly-Chanh-Du, ’52, a native of Travinh, Việtnam who earned a B.S. in Social Studies while attaining Dean’s List status and participated in the Le Circle Français Society. Mr. Francis P. Sing, ’53 hailed from Sen-Hui, Kit-Yang, Swallow, China, and earned his B.A. in Science and Management.
The creation of a formal and specific Asia-centric curriculum offered through the Institute commenced during the early-mid 1950s and was open to both high school and college students who could register both on a registered or non-matriculated basis. Courses were held at the University College Center campus located at 31 Clinton Street in Newark as part of the greater Seton Hall University Urban Division. Primary class offerings included Culture, History, Philosophy, and Political Science by country (including India and Pakistan) along with elementary through advanced levels of language instruction opportunities in Chinese, Japanese, Korean, and Vietnamese.
In the wake of the growing allure of the Institute, The Reverend R.J. de Jaegher was dispatched by Monsignor McNulty on a goodwill tour of Asia during the late-1950s to meet with various dignitaries to further enhance the program. Counted among his findings included the following highlights . . .
The University of Viet-Nam is willing to exchange books, professors, etc., with Seton Hall. President Diem would like to have Father de Jaegher back to Vietnam for important work there as soon as possible.
Chiang Fu-Tsun, Director of the Chinese National Central Library, is a Catholic convert, and he is willing to exchange books with Seton Hall. Recently he has sent some valuable books for the Seton Hall Centennial.
All the Korean Universities invited me to give lectures and gave me a trunk full of Korean books for our Institute. All those Universities asked for documentation on Seton Hall.
Bishop Paul Marie Kinam Ro of Seoul (Korea) has a Holy GHOST MEDICAL College, the only Catholic College in Korea, and Bishop Ro requested me to ask you to have his College affiliated with Seton Hall Medical Center.
Father Willem Grootaers – a professor from the Catholic University of Peiping, a great authority on linguistics . . . after receiving a Doctorate at Seton Hall, could be research professor for Seton Hall in Japan and do some work for Seton Hall free of charge.
Msgr. John McNulty, University President poses with the following distinguished visitors during Commencement Exercises at Seton Hall University in 1957. Hon. Kotaro Tanaka, Chief Justice of Japan LL.D.; Hon. Chang Chi-Yun, Minister of Education, Republic of China LL.D.; Hon. John Myun Chang, Vice President of the Republic of China LL.D.
Additional advancements were made as the school continued to thrive into the late 1950s and subsequent decades as Seton Hall University teamed with the United States Department of Education, Health and Welfare to offer scholarships to students who were willing to learn to speak fluent Chinese or Japanese. Along with external support, the administration looked to broaden the program and affiliate it with the Department of Social Studies. This led to other opportunities that would arise in subsequent decades including various research endeavors undertaken by a number of faculty and students, the creation of the Seton Hall University Press which specialized in Chinese language texts, and official student and professor exchanges with individual Chinese colleges and universities among other activities of note.
Additional introductory information on the Institute including faculty and graduates of the school can be found within our online yearbook collection – https://scholarship.shu.edu/yearbooks/
For more information on our resources and to schedule an appointment please contact via e-mail: archives@shu.edu or by phone at: (973) 275-2378.
Selected Bibliography
Asia Center, 50th Anniversary Program. South Orange, NJ: Seton Hall University, 2002.
Far Eastern Institute Prospectus. South Orange, NJ: Seton Hall University, 1951.
“Far Eastern Institute” Files. Office of the President & Chancellor of Seton Hall University: John L. McNulty records Collection, Identifier: SHU-0003-012
“Seton Hall Inaugurates Far Eastern Studies,” The Setonian, 2 November 1951, Vol. XXVI, No. 6, 1-3.
Seton Hall University Catalog(ue) Bulletin, 1956-57. South Orange, NJ: Seton Hall University, 1956.
Pathbreakers in New Jersey Politics on display on the first floor of Walsh Library
Seton Hall cares for fourteen archival collections documenting the careers of New Jersey politicians, illustrating the evolution of this state since its founding in 1787. In 2021, the National Archives awarded Seton Hall a federal grant to process five of these collections: the papers of Arthur A. Quinn, early twentieth-century pioneer in labor activism, the papers of Bernard Shanley, Chief of Staff to President Eisenhower, Governors Richard Hughes and Brendan Byrne, and first Black Congressman from New Jersey Donald Payne. After processing, these unique materials will be available to the public, enriching our understanding of the state we live in and the many people who worked to make it better.
Exhibit case featuring photos, writings, inscribed book, political buttons and bound copy of Shanley diary
The exhibit includes photographs of these politicians, excerpts from their writings, political buttons issued by their campaigns, and most exciting: the daily diary kept by Bernard Shanley when he was Chief of Staff to President Eisenhower. The archives has a full copy of the diary now available to researchers, in addition to the bound copy on display.
Edwin Havas Along the Delaware 35 1/2” x 47 1/2” oil on canvas Date Unknown 2011.29.0001 Seton Hall University Permanent Collection
This exhibit is currently on display in the Archives Reading Room and may be viewed when the library is open. Hanging next to the hallway exhibit is a landscape by Seton Hall professor Edwin Havas, titled “Along the Delaware,” providing a contrast of the natural landscape in which all this political debate took place.
Special Collections and the Gallery acknowledge the support of the National Historic Publications and Records Commission, which generously provided funding for the archival work which made this exhibit possible.
Acknowledgement to the National Historic Publications and Records Commission for its support.
Recently, the Archives received a grant from the New Jersey Historical Commission to organize and describe a large collection of records from Irish immigrant cultural organizations, primarily the Ancient Order of the Hibernians.
These records show how immigrants to the United States organized themselves to help one another. These mutual aid organizations provided an early form of insurance – members would pay a little every month, and if they were injured or got sick or a breadwinner in their family died, the society would pay them a benefit in order to provide financial security. These organizations played a crucial role in supporting working class people before the New Deal provided unemployment insurance on a national scale.
As their original role of financial support receded, these organizations shifted their focus toward celebrating culture and community. The Ancient Order of the Hibernians played a prominent role in organizing the famous St. Patrick’s Day parade in New York.
St. Patrick’s Day parade program, 1963
The John Concannon papers, which project archivist Quinn Christie is processing, also contain planning documents for the parade, invitations to local dignitaries to attend and play roles in the celebration, tickets, musical lineups, and much more. As Christie says, “This collection is full of surprises. I never know what I’m going to find when we open a box. In the papers of Concannon, we found the records of James Comerford, who served as President of the AOH and Chairman of the Parade. In addition to papers from his organizational roles, we found his membership card in the Irish Volunteers (predecessors to the IRA) from 1918.”
The collection will be available to researchers by the end of 2022.
December is recognized as Universal Human Rights Month across the planet and this is a focus of study that has been particularly evident on the Seton Hall campus over the last several decades. Promoting the study of Social Sciences in the name of Humanities has been an intellectual-centered staple of the school curriculum and examples have been preserved within our repository showing its development from founding date to the present day.
During the 1960s under the sponsorship of University President, Bishop John Dougherty, the creation of a specialized Humanistic Studies program was one of the highlights of his tenure. His efforts along with the deans and professors on campus during this time helped to enhance the learning experience with specific course offerings that allowed the student body to explore the wide-ranging accomplishments of human endeavor in a more structured manner than ever before.
Humanities Program Course Listing – Spring 1969 Semester
The following abstract provides an overview of this seminal program during the 1969-70 academic year. “The purpose of the Office of Humanistic Studies is the development of a contemporary educational vehicle whose chief feature is to probe the humanistic dimension of knowledge and to communicate data whose significance points beyond the narrow confines of the specialist. As the occasion demands, the Office offers courses in those ‘boundary’ areas which do not fall within the competence of any given department.”
Additionally, the specific course offerings in this area included the following class titles: Humanist Dimension of the Sciences, The Phenomenon of Woman, The Contemporary Dialogue Between Christians and Marxists, The Meaning of Aspiration, Psychotheology, Perspectives in Mind Expansion, The Psychology of Creative Writing, Music in Human Experience, Religion and the American Experience, Films and Their Philosophical Implications: A Revolution in Consciousness, The Revolution of Color in the Afro-Asian World.
Humanities Promotional Flyer – 1974
For those who qualified for the Humanities Honors Program, this was another high point of educational opportunity that benefited those who engaged in higher level study. This sequence included the following course titles: “The Humanities Honors Program offers the specially qualified student the opportunity to cut across the subject areas of the liberal arts curriculum and to undertake an interdepartmental program of integrated studies in the Western tradition from ancient times to the 20th century as reflected in history, literature (discursive and imaginative), and the arts. The courses are organized on the principle that some sense of the interdependence of the various human disciplines assures the most meaningful command of each of them. While the lecture method is retained to provide the students with the necessary direction, the emphasis in the program is on intensive reading, discussion, independent research, and co-related project work in the humanities.”
The course titles integrated within the Honors sequence included the following: Ancient Studies, Medieval and Renaissance Studies, Modern Studies, Non-Western Humanities, Philosophy and Drama, Contemporary Russian Culture, Literature and Psychology.
Additionally, the University has been active in the promotion of Human Rights and various statements have been drafted and issued over the the years are also retained for posterity.
For more information on Humanities along with all aspects of Seton Hall University History, please contact via e-mail at: archives@shu.edu or by phone at: (973) 275-2378.
Seton Hall has traditionally been noted for its detailed liberal arts curriculum but has also hosted a number of other major programs across the academic spectrum. Within the natural sciences, the field of Chemistry has been an integral part of the educational offerings for the student body. This year marks the 160th anniversary of the first documented course offered at Seton Hall College eventually led to increased expansion to a full-fledged program known as the Department of Chemistry and Biochemistry at the present time.
Types of Chemistry Offered to Seton Hall Students, Mid-1960s
The study of Chemistry by general definition found in various primers definition chain of qualities involved with this natural science focuses primarily on the investigation of the properties and behavior connected to matter. This includes the deeper study of elements and compounds involving the reactive behavior of atoms, ions, and molecules in particular.
During the first years of Seton Hall on the South Orange campus, the Chemistry class option was listed within the earliest Seton Hall College Catalog(ue)s/Bulletins under the “Mathematical Course” banner was by all indicators a required course. Between the 1860s-90s, an introductory Chemistry class was offered to enrolled students during the First Term of the Sophomore year at the school and held on Tuesdays, Fridays, and Saturdays during a particular semester. The first text-books used included popular works for their time: “First Principles of Chemistry, For the Use of Colleges and Schools,” by Benjamin Silliman (Philadelphia: T. Bliss & Co., 1866) and later, A Class-Book of Chemistry: On the Basis of the New System, by Edward Livingston Youmans (New York: Appleton, 1857) as foundational works to this discipline.
Early Chemistry Laboratory (Alumni Hall), c. 1910s
Moving into the twentieth century, a more specific insight to Chemistry and its place in the Setonia curriculum can be gleaned from the following description of study from the pages of the Seton Hall College Catalogue of 1921-22. This passage from one hundred years ago provides a detailed look at what was involved in the requirements associated with class participation at that time . . .
“SCIENCE. CHEMISTRY – The aims of the course are: (1) to offer all students an opportunity to become acquainted with the facts of modern chemistry and the special forms of reasoning and method applied to those practical sciences which have their basis in chemistry; (2) to fill out the general training of undergraduates; and (3) to prepare the student for later advanced work in the sciences. Special stress is therefore laid on thoroughness of preparation, and the symmetrical development of the student’s knowledge. The elements of inorganic chemistry are taught by lectures, laboratory illustrations nad experiments, and recitations from notes and from a general text-book. Through the scope of the course is essentially fitted to the purposes in view, yet the method of treatment, particularly in the matter of lecture presentation, offers many special advantages to the student. He must learn how to synopsize and generalize a lecture, he must know how to trace its drift and link its lessons with the matter already learned, ad must see its import, as well, in relation to the work yet to be done. The notebook counts for examination results, and a pass-mark cannot be won without it. The course occupies the entire Sophomore year. Its study is obligatory on all B Sc. degree students and for such others as can offer for it no satisfactory equivalent . . . The following is a brief outline of the course: Oxygen; hydrogen; water and hydrogen dioxide; the atomic theory; molecular and atomic wights; chemical calculations; nitrogen; the atmosphere; solutions; acids; bases; salts; neutralization; valence; compounds of nitrogen; sulphur and its compounds; the periodic law; the chlorine group. Carbon and its simpler compounds; flames the phosphorus group; silicon; titanium; baron; the metals; the alkaline-earth group; copper; mercury; silver; tin and lead; manganese; gold and the platinum group; some simpler organic compounds.”
Students in Front of Atom Wall, c. 1960s
Moving forward over the last several decades, scores of Setonia students have either majored in Chemistry or taken a version as an elective or in some other context. Among the lasting testament to this study are lasting course descriptions, papers, and other landmarks across campus. This includes McNulty Hall (now known as the Science Center) featuring the legendary “Atom Wall” relief built during the 1950s has been the host to countless lectures and lab experiments by faculty and students alike to further the knowledge of Chemistry-centered inquiry.
Graduate Studies in Chemistry Overview, 1966
A continuum of supporting the need and advance of those wishing to explore advanced study expanded in large measure when Chemistry became the first University-wide doctoral program established by University during the mid-1960s. A number of Master’s Theses were produced by 1964 and the first PhD degrees earned that year led to published Dissertations released the following year. Specific examples can be found within the Seton Hall University Libraries Catalog by searching via the following link – https://library.shu.edu/library/books within the search term: “Chemistry” and choosing to search within the category of: “Thesis, Dissertation” resources and focusing upon a specific year or year-range.
Renovations to the Science Center, publications arising from Chemistry faculty, and other developments in the new Millennium have provided a success story for those connected to the study and success of this field of endeavor. In documenting the trajectory and evolution of the history within the holdings found at the Monsignor William Noé Field Archives & Special Collections Center there are various resources including various articles in school publications, vertical file content, prospectus booklets, departmental notes along with various faculty notes, and a specific historical textbook collection that shows examples of college-level print aids published mainly from the 1920s-70s. Our Rare Book holdings also contain centuries-old titles and have been consulted by the Seton Hall community over the years including some of the oldest titles found in our catalog . . .
Historical Text-Books and Rare Book classified Chemistry works can be found by limiting your search to “Archives and Special Collections” when locating the following site – https://library.shu.edu/library/books Additional resources both historical and contemporary can be found by searching for wider Chemistry resources via the University Libraries Homepage – https://library.shu.edu/home and Chemistry-based Library Guide constructed by Dr. Lisa Rose-Wiles found here – https://library.shu.edu/chemistry
Chemistry Faculty and Students, c. 2000s
For more specific information on Chemistry and Natural Science-centered resources and any other aspect of University History and/or Rare Books we are glad to assist your research efforts. Contact us at: archives@shu.edu or by phone at: (973) 275-2378.
Beyond an educated choice of academic specializations, the selection of a nickname, mascot, school colors, special cheers, and other unique campus traditions have long been one of the most important legacies that any college or university can make to universally celebrate their respective athletic teams in particular while honoring their student, alumni, and fan base by extension. On a competitive level sports-wise, there have been an abundance of Tigers, Bulldogs, Lions, Bears, and other wildlife for example in order to show team pride and hopefully inspire fear in opponents. However, other appellations have a logical link to history including such local models as the “Queensmen” of Rutgers College (founded in 1766 as Queen’s College) and the “Vikings” of Upsala (established in 1893 by Swedish educators who noted the nickname was synonymous with Scandinavian lore). Beyond what their opponents were formulating when it came to their own respective mascot preferences, Seton Hall had its own road to image-based immortality.
Throughout its storied history, the hues of “White and Blue” have always been synonymous with Seton Hall. These colors were adopted during the nineteenth century and likely inspired by Bishop James Roosevelt Bayley whose family crest features a series of white stars affixed to a cobalt field. Additionally, Blue is associated with the Blessed Virgin Mary, one of the early patronesses of the school and associated with finding truth while White is the symbol of purity, light, and saints who were not martyred (although Elizabeth Ann Seton was not canonized until 1975, she did not achieve martyrdom)
The first graphic depiction of a “Pirate” from the December 1930 edition of The Setonian, four months before this nickname was actually adopted by the College
When it came to seminal nicknames at Seton Hall during the years prior to the celebration of its Diamond Jubilee, intercollegiate squads used the sobriquet – “White and Blue” as an all-purpose attribution. Additional adjectives included “The Villagers,” “Alerts,” and the “Quick Step Nine” (for Baseball Nines) have also been documented in print through Setonia-produced imprints (including the title of the School Annual or Yearbook from 1924-42) and external media sources alike. This legacy still lives on in the popular refrain – “Fight, Fight, Fight for the Blue and White . . . Onward to Victory!” Presumably this “mascot” and choice of talisman would have continued further, had it not been for one fateful day on a New England Baseball Field nine decades ago
The Pirates are Born
Within the aftermath of the Seton Hall-Holy Cross Baseball Game held on April 24, 1931 in Worcester, Massachusetts, the visiting team from New Jersey somewhat miraculously came from behind after experiencing a five-run deficit through the stringing together a combination of walks, hits, and errors that helped the “White & Blue” Nine emerge victorious by a final score of 11-10. This outcome prompted a Newark News sportswriter to exclaim, “That Seton Hall team is a gang of Pirates! . . . ,” which applied to the aggressive play and the squad stealing a victory (or a “treasured” result if you will) from the Crusader Nine. Upon hearing of this post-game proclamation within their locker room, the Seton Hall squad decided that their newfound name was both fitting and fashionable, and they would return to South Orange and be known as the Pirates thereafter.
Article from the April 24, 1931 edition of The Newark News
It has been oft-wondered why the writer used the term “Pirates” instead of something else? Upon reflection this makes sense as the noun “Pirate” has been defined according to the Cambridge University Dictionary as one who: “. . . sails on the sea and attacks and steals from other ships.” Combine the formal definition taken from a journalist with the prevalence of Pirate imagery in popular culture including the long-standing renown of such novels as: The Pirate, by Sir Walter Scott (1821); “Long John Silver” a major figure in Treasure Island by Robert Louis Stevenson (1883); “Captain Hook” from Neverland, one of the main protagonists from the book – Peter Pan, by J.M. Barrie (1904). Book covers/jackets, early cinema, and literary descriptions set the image of English launched a “Jolly Roger” Pirate model (with large, plumed hat featuring a decorative “Skull and Cross Bones” motif, eye patch, peg leg, hook hand, etc.) who sailed the Caribbean during the eighteenth-mid-nineteenth century seas.
Illustrative “Pirate” from the April 1931 Setonian
In 1931, the book entitled: Yankee Ships in Pirate Waters by Rupert Sargent Holland and the daily comic strip, Terry and the Pirates by Milton Caniff helped to reinforce the “swashbuckling” and exciting aspects of Piracy in a fictional sense. On the sports-front, that same year the Pittsburgh Pirates, a major league club was celebrating a half century of existence and their third decade in the National League. They were known as frequent visitors to the Newark-area to play such local teams as the Brooklyn Dodgers and New York Giants in regular series during that era. Thus, “Pirates” already had a wider appeal throughout popular society and the sports world alike.
The first edition of The Setonian (Student Newspaper) after the Holy Cross contest resulted in the first public pronouncement of this new nickname adoption. The Reverend Thomas J. Gilhooly (then a student in 1931) wrote a poetic verse in tribute of this new and figurative era in Seton Hall Athletics History . . .
“THE PIRATES – Our teams are known as Pirates, / In the world where sport holds sway; / And like their honored forbears, / Nothing stands in their way. / On the football field, the Pirates / Fight for every gain; / And though they do not always win, / The enemy earns the game. / In the realm of basketball, / The Pirates stand supreme; For her is their initial charge, / Their booty . . . so it seems. / Then baseball calls them to the helm, / And bold and brave they stand; / Now they justify their name, / They are heroes of the land. / So onward, ye brave Pirates. / On, on to worlds of crowns; / Onward to “runs” and “baskets”, / Onward to many “touchdowns.” / on, onward to greater heights, / In the world where sports holds sway; / And where your honored forbears, / Pridefully bless your day.”
Despite an initially warm and exciting reception, somewhat curiously, the use of the “Pirate” nickname in print did not have wider usage or uniform approval during the remainder of the 1930s and into the 1940s. Interestingly, the “Pirate” term was used conservatively beforehand especially in print as the “White and Blue” and the unofficial and colloquial – “Setonians,” “South Orangers,” and even “South Orange Lads,” were typically used as an alternative term within some press circles.
“Pirate” Mascot caricature used primarily during the Late 1930s-1940s
Conceivably the violent and illegal nature associated with real-life “Pirates” went against Catholic teaching and moral sensibilities, but for the sake of intercollegiate competition having a fearsome nickname makes a team appear more formidable, but all in the spirit of competitive sportsmanship. The question of change came in 1936, when sports scribes from The Setonian made their own attempt to create a distinctive nickname for the Seton Hall Five and every other sports team to supersede the “Pirates” for something more benign. They came up with the “Kerryblues” (the “Kerry” is a bluish furry dog noted for its fighting instincts and “Blues” for the school color), but this particular moniker never stuck, and the “Pirates” have endured and by the 1970s had adopted an alternative and rarely used nickname of the “Buccaneers” or “Buccettes” for Women’s sports teams. And would be used conservatively for a few more years.
However, it would not be until the post-World War II-era when the “Pirates” brand came into greater vogue. This explosion which began in earnest from the early 1950s forward was fueled by the success of each Seton Hall Athletic squad to compete over the last half century plus whether it be on the Basketball or Volleyball Court, Baseball Diamond, Soccer Field, Running Track, Golf Course, or any other venue where Seton Hall squads have competed. Additionally, there is no aspect of school life that has been left untouched by some aspect of a “Pirate” allegory. Whether it be figurative or visual, the proliferation of Pirate references by word, print, and in logo form that is associated with Setonia has not only become regionally recognized, but nationally as well. This has also coincided with the wide-spread growth of sports marketing along with a receptive and passionate student body, alumni, and wide-spread fan base that choose to identify as Pirate Fans.
Additional “Pirate” Historical Sightings and Research Opportunities
Documentation shows that not only athletic teams really ran with the nickname (and the Seton Hall Prep School by extension adopted the nickname as well) The student body also began to incorporate popular Pirate-centered imagery into their activities. As noted above, the renaming of the Student Annual (Yearbook) first known as the “White and Blue” was later changed to “The Galleon” (for one year in 1940) and for good from 1947-2006 when it ceased publication . . .
Examples of the evolution of the Seton Hall “Pirate” logo, c. 1960s-Present
As archival documentation shows, other examples go beyond Athletic Team representation alone to exhibit how the administration and all parts of the University adopted the nickname to coincide with various project designations and publication titles including the aforementioned Galleon (a term for a Pirate Ship), there are others like “Pirate Plank” (as in “Walking The . . . “ as a form of punishment, “Pirate Treasure” (the typical objective that Pirates sought), in other words from 1931 to the present-day, all aspects of University life have been touched by some degree of “Pirate” identification in some way either by exposure, extension, usage, naming opportunities, cheering, school spirit, along with other applications or allegories.
“Pirate” Mascot from the 1970s
Seton Hall University looks to navigate forward with the “Pirate” as its mascot now and well past its ninetieth anniversary. Many more “ahoys” will be heard on campus and beyond when it comes to praising Seton Hall in the following traditional manner . . . “Go Pirates!”
For more information on Seton Hall traditions and other aspects of school history please contact the University Archives by e-mail: archives@shu.edu or by phone at: (973) 275-2378.
Counted among the most important figures in the history of labor relations and human rights advocacy is Cesar Chavez whose legacy remains alive through continual study and application of his principles on behalf of the migrant farm community and other disenfranchised Latinos in particular. As part of an ambitious plan, Mr. Chavez founded the United Farm Workers of America (UFW) in order to bring awareness and advocate for fair working conditions, collective bargaining opportunities, competitive wages, and seeking fairness and respect for all farmers who were in need of support. The following highlights taken from the UFW biographical overview produced by the UFW provides a brief overview on the life and accomplishments of Mr. Chavez which would lead to his wide-spread appeal which became global including Seton Hall on a local level.
Flag and Symbol of the United Farm Workers
Biographical Sketch
Cesar Estrada Chavez (1927-1993) was born in the vicinity of Yuma, Arizona. In 1938, his family re-located to California where they briefly resided at the La Colonia Barrio in Oxnard prior to moving back and forth between his home state and California where the family settled in San Jose by June of 1939, but would soon live in a series of towns including Brawley, Atascadero, Gonzales, King City, Salinas, McFarland, Delano, Wasco, Selma, Kingsburg, and Mendota.
In addition to his moving from place to place, Mr. Chavez was discriminated against as a youth especially as a Latino who attended primarily English-language grade school where racist remarks, discriminatory practices, and the linguistic barrier led to an unbalanced experience in the classroom. Mr. Chavez made it through the eighth grade but dropped out to become a migrant farm worker during the 1930s through the early 1940s. Despite not having a formal education beyond middle school, Mr. Chavez was well-read and studied a vast range of subjects and believed that: “The end of all education should surely be service to others.” Counted among his early inspirations were St. Francis of Assisi and Mohandas Gandhi who both taught non-violence as a means of achieving justice for others.
By 1946, Mr. Chavez enlisted in United States Navy and served for two years prior becoming a civilian and at this time he married the former Ms. Helen Fabela and at first lived in Delano, California and together were parents to eight children over the course of their lives together.
Mr. Chavez became more interested and active in civil rights during the late 1940s and 1950s and offered to assist with voter registration as part of his local California-based Community Service Organization. From this starting point, he founded the National Farm Workers Association (later known as the UFW) in 1962. Counted among his co-founders and long-time allies were Ms. Dolores Huerta and his brother Mr. Richard Chavez. Their core group of supporters were grape farmers, but this soon spread to those who harvested other fruits and vegetables which resulted in 50,000 dues paying members by 1970.
As part of the La Causa “The Cause” movement, the most iconic and effective forms of non-violent resistance initiated by Mr. Chavez included the Delano Grape Strike (1965-70), a 340-mile March for Civil Rights from Delano to Sacramento (1966), and a number of fasts in protest of sub-standard worker conditions including those of: 25 days (1968), 24 days (1972), and 36 days (1988) for example. These demonstrations were also complimented by a number of product boycotts, picketing, and other means of non-violent protest to draw attention to those who were exposed to unfair treatment and in need not only vocal, but also legal and political support.
Mr. Chavez passed away near Salinas, California on April 23, 1993. It is estimated that this was the largest funeral conducted for any labor leader in United States history to date. The following year, Mr. Chavez was posthumously awarded the Presidential Medal of Freedom for his lifetime of advocacy work on behalf of others and as U..S. President Bill Clinton noted in the accompanying citation: “The farm workers who labored in the fields and yearned for respect and self-sufficiency pinned their hopes on this remarkable man who, with faith and discipline, soft spoken humility and amazing inner strength, led a very courageous life.”1
Newark Star-Ledger Article on the Symposium – November, 1974
Seton Hall Ties – Cesar Chavez & Dolores Huerta
The work of Mr. Chavez had been long known by those on the Seton Hall University campus through media reports that chronicled activities on the West Coast to a national audience including our student body, faculty, and administration. The Monsignor William Noé Field Archives & Special Collections Center has worked with the public on research projects related to the Latino community including primary source documentation connected to the Unanue Latino Institute and their celebration entitled: “The Catholic Symbolism of Cesar Chavez” in 2019. This which resulted in an overview of the event and connections that he and other members of the UFW had to Seton Hall was researched and written by Adam Varoqua. Counted among the main features that marked the connection between Mr. Chavez and our school go back to the founding date of the Puerto Rican Institute (now known as the Unanue Institute) in 1974.
By 1974, the first Seton Hall-sponsored Migrant Symposium was created through the efforts of University President Monsignor Thomas Fahy who was an active supporter of the UFW along with a variety of other social justice related issues. He noted that: We are happy to express solidarity with the aims of Cesar Chavez and the United Farm Workers.” Monsignor Fahy also worked with Archbishop Peter Gerety and other clergy within the Archdiocese of Newark and across the region to help with advocacy on behalf of Mr. Chavez and his mission. Their work also extended to working with state legislators such as Assemblyman Byron Baer who introduced a bill to aid farmer workers in New Jersey later that year.2
Mr. Chavez invited to provide the keynote address, but due to medical issues could not attend. His proxy was Ms. Dolores Huerta who was also a top official within the UFW and was an honored guest then and also when revisiting campus in 2019 to discuss what progress had been made regarding the rights of Latinos and migrant famers over the last four decades since she last came to South Orange.
Catholic Advocate Article, November 14, 1974
Catholic Advocate Article, November 14, 1974
Archival & Library Research Opportunities
Over the course of his life and into the present day, the work of Mr. Chavez has also been included as part of various History, Labor Studies, Diplomacy, and Latino-centered courses at Seton Hall. Interest continues not only in regard to the life and work of Cesar Chavez, but Dolores Huerta, UFW, and the Unanue Latino Institute at Seton Hall. Along with materials found in our Vertical Files, Office of Public Affairs Clipping Files, Setonian Newspaper, Seton Hall Yearbooks – https://scholarship.shu.edu/yearbooks/ and other resources found within our repository are available for research project consultation. Additionally, the following resources are available within the University Libraries and the Monsignor William Noé Field Archives & Special Collections for review.
Major Archival Collections
Office of the President & Chancellor of Seton Hall University: Thomas G. Fahy
Identifier:SHU-0003-015
Abstract
Thomas G. Fahy was the fifteenth President of Seton Hall University and oversaw significant physical growth as well as progress in equal access to education for minorities, improved governance, and student affairs during his tenure as president. The Office of the President and Chancellor: Thomas Fahy records include materials generated and gathered by Monsignor Fahy during his time as President of Seton Hall University.
Dates: 1970-1976
Link To Finding Aid: https://archivesspace library.shu.edu/repositories/2/resources/283
Chavez Literary Journals
(Named in honor of Cesar Chavez, but covering a wide range of Multi-Cultural subjects and themes)
Cover Art – Chavez, Literary Journal of Seton Hall University, Spring 2012
Chavez Literary Arts Magazine, 1998-2005
File — Box: 169
Scope and Contents note
Published by: Department of English at Seton Hall University
Original number: 1.191
For more information about our resources and to schedule an appointment to view our resources please feel free to contact us via e-mail: Archives@shu.edu or by phone at: (973) 761-9476.
As we reflect on the twentieth anniversary of the tragic events that occurred on September 11, 2001, the historical record is deep and reflects upon the many ranges of emotion for those who lived through that day and subsequent generations who are just now learning about its prevailing effects both past and present. When it comes to the legacy of 9-11 and learning more about the varied issues in published form that connect to this period, the educational benefit is considerable.
The Front page of The Setonian, 13 September 2001
Resources preserved inside the Monsignor William Noé Field Archives & Special Collections Center, the resources found mainly reflect on the student, alumni, and administrative perspective. For example, within the pages of The Setonian published right after 9-11 there are several articles that explore not only the basics of the attack on the World Trade Center, but also on a local level in salute to both the victims and heroes who had connections to the school. Additional articles appeared in the Seton Hall University Magazine and other communiqués produced campus-wide during this time and in subsequent years to mark the occasion.
Additional information can also be referenced within the many articles and books that have been penned about the subject found in our Rare Book and the University Libraries Main Collections. Special copies of the Thomas L. Friedman volume entitled: Longitudes and Attitudes: Exploring the World After September 11. (New York: Farrar, Strauss, and Giroux, 2002) and Superpower Syndrome: America’s Apocalyptic Confrontation With the World. (New York: Thunder’s Mouth Press/Nation Books, 2003) are found in our Special Collections Center. Other volumes include a work by former Writer-In-Residence Anthony De Palma whose work” City of Dust: Illness, Arrogance, and 9/11. (Upper Saddle River, NJ: FT Press, 2011) is included with many other titles found via our SetonCat bibliographical system. Various print materials under the Library of Congress subject heading: “September 11 Terrorist Attacks, 2001” can be referenced via our homepage found within this site – https://library.shu.edu/home
When it comes to our Manuscript Collections, the Honorable Donald M. Payne Papers features a detailed file on September 11th from a U.S. Congressional standpoint. More information on the collection proper can be found via the following link – https://archivesspace-library.shu.edu/repositories/2/archival_objects/34116 Other documentation and resources from different entities and Catholic New Jersey-centered outlets in particular are also available to our research community on many levels.
Memorial Cross and Register of Deceased from 9-11 located in front of Boland Hall, Seton Hall University
The Seton Hall University Homepage also includes a number of different resources that commemorate the aftermath of 9-11 over the past decades along with other significant pages that touch upon this anniversary. A corresponding list of individual site links can be found here – https://www.shu.edu/search.cfm?q=9%2F11#gsc.tab=0&gsc.q=9%2F11&gsc.page=1
For more information related to any aspect related to 9-11 please feel free contact us via e-mail at: archives@shu.edu or by phone at: (973) 275-2378.
