During World War II, German forces occupied parts of France from 1940 until 1944. Starting in June 1942, it was required that people of Jewish descent wear the six-pointed Star of David – a common symbol of Judaism—to signify their heritage. “Juif,” the French word for “Jew,” is written in Hebraic-style lettering. This star belonged to Michel Jeifa of Paris who was sent to southern France and hidden by a Christian family in 1942 at age 16. He and his sister survived the Holocaust, while their parents lost their lives at Auschwitz concentration camp.
This patch is part of the Jeifa Family Collection and was donated in honor of the Jeifa Family.
The Archives & Special Collections Center is proud to announce the opening of the John C.H. Wu Papers for access to our research community through the generosity of John and Theresa Wu and the entire Wu family. Dr. Wu was a scholar, author, and jurist who spent several years as a member of the Seton Hall faculty who made significant contributions to the studies of law, philosophy, religious studies, and other subject areas during the course of his lifetime which are reflected in part through the original manuscripts, printed works, photographs, notebooks, sketch books, subject files, and other materials that represent the intellectual life of Dr. Wu.
Counted among the highlights from the work of scholar, author, and jurist include the following highlights from his educational and professional life. John Ching Hsiung (C.H.) Wu (Chinese – Wu Jingxiong, 吳經熊) was on March 28, 1899, in the city of Ningbo, Jiangsu Province. His early education focused primarily on the teachings of Confucius along with the study of Daoism, Buddhism, and notable poets of ancient China. At age fifteen, Wu entered a local junior college, where he was exposed to the field of physics which he continued to study at the Baptist College of Shanghai. A change of educational path occurred during the spring of 1917 when Wu began studying law and transferred to the Comparative Law School of China. Wu completed his degree by the fall of 1920 and subsequently attended the University of Michigan Law School for post-graduate work and earned his JD in 1921. From here he began writing articles that largely compared the legal traditions of China and the Western World. In May 1921, Wu earned a fellowship from the Carnegie Endowment for International Peace, which enabled him to study at the Sorbonne and Berlin University prior to his return to the United States where he became a research fellow at Harvard Law School in 1923.
Page of an unpublished manuscript –
“Philosophical Foundation of the Old and New Legal System of China” by Dr. John Wu
During the mid-1920s, Wu moved back to China and settled in Shanghai where he began teaching at the Comparative Law School of China, and helped to co-found the China Law Review. During the World War II years, Wu became a writer for the cause of Chinese freedom and re-located to Hong Kong and was enlisted by Chinese President Chiang Kai-shek in 1942 to translate the Christian Book of Psalms and the entire New Testament into Chinese. In the spring of 1945, Wu attended the inaugural United Nations conference in San Francisco as an adviser to the Chinese Delegation and also became lead author of the Nationalist Constitution that same year. He also helped to work on their Charter and by the end of the year he was appointed the Chinese delegate to the Vatican which took effect on February 16, 1947 and lasted through 1949.
Upon leaving China, Wu became the Visiting Professor of Philosophy at the University of Hawaii in 1949 where he also wrote his autobiography entitled – Beyond East and West (New York: Sheed and Ward and Taipei: Mei Ya Publications, 1951). After his tenure in Hawaii, Wu began teaching legal studies at Seton Hall University and helped in the founding of the Institute of Far Eastern Studies during the 1951 academic year and remained a member of the faculty until his retirement in 1967. His legacy survives through regular interest in the scholarship that has been left behind for present and future scholars to discover.
This collection is available for study by appointment and more information about what is featured within the John C.H. Wu Papers can be found via the following link –
This silk scarf commemorates three speeches presented during the Second Italo-Ethiopian War by Italian Prime Minister Benito Mussolini (b. 1883 – d. 1945). In the speeches, Mussolini compares the burgeoning Italian Empire with Ancient Rome. The speech from October 2, 1934 (left) announces the war with Ethiopia, the one from May 9, 1936 (center) declares Ethiopia’s annexation, and the one from May 5, 1936 (right) proclaims the occupation of Addis Ababa by Italian troops. These Italian actions were significant in the events leading up to World War II as Italy directly violated agreements with the League of Nations, of which both Italy and Ethiopia were members.
This scarf is part of the Valente Collection and was donated by Ruth Bystrom.
On September 17th, 1787, the United States Constitution was approved by delegates to a special convention with the goal of creating a set of reasoned legal standards for those who would be elected to lead and share in the welfare of their new nation. Since its ratification, the Constitution has provided the framework for a democratic form of government that has distinguished domestic leadership and its impact on the American populace over the past 230 years. In more specific terms, the content found in this document outlines the continued aspiration for shared and balanced authority between the three branches of government – executive, judicial, and legislative not only nationally, but also on the state and local level. The original authors were also aware that changes might be needed over time, and to date there have been 27 separate amendments made with the first ten comprising the Bill of Rights and the rest covering different aspects of civil equality.
Since its introduction, the Constitution has not only been a part of secular society since its official release, but from an academic perspective this text has been studied widely and given rise to special courses and independent study that stands alone, or paired with various disciplines from law to sociology to history among others. A major part of this rise in wider interest came after the American Revolution concluded with the need for schools, growing literacy rates, and spread of print media as a means of educational outreach. These incentives helped to create the means of inform the public about legislative developments that impacted upon the citizens of a new and developing country.
The first unveiling of the Constitution to the masses came two days after it was finalized through the efforts of John Dunlap (1747-1812) who was the founding editor of The Pennsylvania Packet and Daily Advertiser, the first daily newspaper in the United States. This milestone gave rise to a series of printed books that offer full-text treatment along with details on the process of different sections were crafted, commentary on the subject matter, and significance of the final content depending upon each individual volume and its particular focus. The examples presented in this exhibit represent not only the first published copy, but also select early nineteenth century works that cover the words of first president George Washington, early amendments, and perspective from the New Jersey delegation representing the third state to officially ratify the Constitution.
Select bibliographic examples and relevant pages from our collection can be found not only within this post, but in the bound volumes located within our collection. These include – The Pennsylvania Packet and Daily Advertiser, No. 2690, 19 September 1787 (Facsimile extract from: Farrar, Frederic B. This common channel to independence: revolution and newspapers, 1759-1789. (Garden City, NY: Farrar Books, 1975); The Federalist, on the new constitution. By Publius. Written in 1788. To which is added, Pacificus, on the proclamation of neutrality. Written in 1793. Likewise, the Federal Constitution, with all the amendments. 2 vols. (New York: George F. Hopkins, at Washington’s Head, 1802); and Eliott, Jonathan. The debates in the several state conventions on the adoption of the Federal Constitution, as recommended by the general convention at Philadelphia, in 1787. Together with the Journal of the Federal Convention, Luther Martin’s letter, Yate’s minutes, Congressional opinions, Virginia and Kentucky resolutions of ’98-’99, and other illustrations of the Constitution / collected and revised from contemporary publications by Jonathan Elliot. Published under the sanction of Congress. (Philadelphia: J.B. Lippincott Co., 1836)
In addition to these aforementioned works, further information on the United States Constitution and resources related to this subject area are accessible via the University Libraries through the following link –
Akimel O’odham women of southern Arizona (also known as the Pima) use techniques passed down through generations to create fine baskets. Though baskets are now treated as art objects, they were originally created for storing, carrying, serving, drinking, and protecting food items. Beginning in the 1880s, more and more tourists, scientists, and collectors traveled by the new railroad lines to the southwestern United States, resulting in the creation of increased numbers of baskets, such as this one, for the tourist trade. The pattern shown on this basket is known as coyote track.
This basket is part of the Seton Hall Museum of Anthropology and Archaeology Collection.
May Day is observed in various celebratory ways and this is no different within the Catholic Church as this diurnal it is a starting point for month-long devotions to the Blessed Virgin Mary across the globe. Counted among the most evident displays of homage include the annual “May Crowning” of Mary statues found within churches worldwide, creation of art works depicting the image of the Holy Mother, increased prayers, group recitations, and other means homage that invoke and honor her name and example. This increase in commitment to Mary has been nurtured over time especially from the 18th century forward. Within the Pre-Vatican II era, the official pronouncement of the “Queenship of Mary” and her connections to May as a time of greater ceremony came in the Marian Year of 1954 when Pope Pius XII (1876-1958) made in his encyclical – Ad Caeli Reginam. This inspired an oft-recited hymn that reads – “Hail Virgin, dearest Mary! Our lovely Queen of May! . . . ”
Mary herself was a Nazarean who lived in the 1st century BC and is known according to New Testament texts as the mother Jesus Christ by way of conceiving miraculously through the Holy Spirit. The Mother of God was assumed into Heaven after her mortal life ended and her example has led to several assertions that she has appeared in miraculous fashion to different followers over the years. This has led to Mary being the most venerated and admirable of all saints to most within the Catholic Church.
The example of Mary served the faithful not only in times of peace, but especially in times of turmoil. A decade before the “Queenship of Mary” was formally established, and as the Second World War raged, Vatican Secretary of State Cardinal Amleto Giovanni Cicognani (1883-1973) reached out to the American hierarchy on behalf of Pius XII to encourage focused prayer during the month of May. In particular, he made special note of all to call on the intercession of the Blessed Virgin Mary in helping all people to lead a true life and to always remember – “. . . the needs of humanity and for the attainment of a just peace . . . at this time of conflict across the world.” In response to this request, Archbishop Thomas J. Walsh (1873-1952) asked the faithful of the Archdiocese of Newark to not only participate in daily contemplation, but engage in the Holy Crusade of Peace as a means of honoring the Solidarity of Mary. This was a means of joining the call of the Vatican in other shows of spiritual commitment on a daily basis as outlined in the April 27, 1943 circular letter illustrated on this page.
Archbishop Walsh also expressed the wish that the Litany of the Blessed Virgin, Litany of Loreto (a special Marian-centered prayer first uttered in 1587), and the “Prayer for Peace” (found below) each be read after each Mass throughout the month of May.
In addition, further demonstrations of faith included public services that featured the recitation of the Rosary of the Blessed Virgin Mary and honoring the Mother of Christ with a Benediction of the Most Blessed Sacrament at each parish and mission chapel throughout the Archdiocese of Newark. Additionally, in accordance with the hope that the Catholic youth of the Newark See would be more active in spiritual exercises of this type, it was requested by Archbishop Walsh that students make a devotion to their nearest church every school day in addition to worship on Sundays.
This circular was read to parishioners at each parish throughout the Archdiocese of Newark during Masses conducted on Sunday, May 2, 1943. In looking back 75 years later, this devotion to Mary shows how the words of the hierarchy and enlistment of the faithful helped in making peace a reality and further strengthened belief in the Blessed Virgin and her example through continued dedication throughout the month of May and even beyond.
For more information on Marian traditions, Archdiocese of Newark history, and other research subjects please feel free to contact at: Alan.Delozier@shu.edu / (973) 275-2378.
This exhibit on display throughout the Spring 2018 semester on the first floor of Walsh Library is designed to share the historical significance of remembering the Holocaust and have furthered the discussion of inter-religious dialogue and cooperation over the last century into the new millennium. This select array of materials on display also provides an introductory and research-oriented means of appreciating the power of individual and communal stories through the sharing of documentary evidence.
The Jeifa Family Collection is based mainly on the contributions of Mr. Michel Jeifa (b. 1927) who was born and raised Paris, France and surviving the Holocaust and being able to endure after the deaths of his parents in concentration camps during World War II. Various representations of life before and after this tragedy along with symbols and pride in their faith have been preserved by Michel, his children, and grandchildren as part of an important and lasting legacy.
Founded in 1953, The Institute of Judaeo-Christian Studies became a trailblazing enterprise devoted to religious dialogue and understanding. The first director was Monsignor John Oesterreicher and through his vision and that of former university president, Monsignor John L. McNulty, Bishop John J. Dougherty, and others. More detailed and additional information on Judaeo-Christian Studies and related initiatives sponsored through this Center can be found on the Institute homepage at: https://www.shu.edu/judaeo-christian-studies/
The materials presented here were selected from various portions of the Archives & Special Collections Center at Seton Hall University with editorial assistance from Reverend Lawrence Frizzell, Director and Associate Professor of the Jewish-Christian Studies Graduate Program, and Ms. Gisele Joachim, Dean of Enrollment Management of the Seton Hall University School of Law.
For more information on this exhibit and other materials related to the Holocaust and Judaeo-Christian Studies, please contact Alan Delozier, University Archivist via e-mail at:<Alan.Delozier@shu.edu> or phone: (973) 275-2378.
When looking back at the world one hundred years ago, fighting had ceased to end the “Great War” and the United States proper was returning to a time of peace and budding prosperity. Counted among the highlights of 1918 included the hope for creating a unified League of Nations to ensure world peace as advocated by President Woodrow Wilson. The creation of distinct time zones along with daylight savings time was enacted via the United States House of Representatives, and also watched was a continuation of the Progressive Era that featured increased social, economic, and labor reform measures all marked this transitional period in the American experience.
In South Orange, Seton Hall College was in the midst of its sixty-second year of operation and played host to a student body numbering 87 during during the 1917-18 academic year (down from 105 the year before and rising to 96 by the Fall of 1918 most likely caused by enlistments with the American Expeditionary Forces [AEF] during World War I) with another 106 enrolled in the prep division and 54 seminarians on-site. These individuals encountered a school year consisting of two terms of five months apiece beginning in September that ended by June of the following calendar year. The Christmas recess was twelve days long and a week without classes was also provided for Holy Week and Easter much like the scheduling of today.
Administratively, the school was headed by the Right Reverend John J. O’Connor, D.D., Bishop of Newark (1901-1927) and Head of the Board of Trustees and the Right Reverend Monsignor James F. Mooney, D.D., LL.D., President of the College who had one of the longest tenures as chief executive in school history serving as leader from 1907-1922.
When it came to defining aspects of building community and academic standards, the administration made sure the institution had its own guidelines that were followed closely by the Setonians of 1918. This included recognition of the organization scheme for the school which was outlined in the following manner . . .
“Seton Hall at present consists of Seton Hall College, Seton Hall High School, Bayley Hall Grammar School and the Theological Seminary of the Diocese of Newark. The College prepares for the degrees of Bachelor of Arts and Bachelor of Science. The High School prepares for either the Classical or the Scientific Course of the College. Bayley Hall offers thorough instruction in the last three grades of the grammar school course. The Theological Seminary prepares candidates for the priesthood and gives a four years’ course in theology and the other Sacred Sciences.”
The ideals and overall goals for the school and its student body were summarized in the following manner . . .
“The aim of Seton Hall is to impart a good education in the highest sense of the word – to train the moral, intellectual and physical being. The mere imparting of knowledge is looked upon as but a small part of the work of the institution. The training of the heart and the formation of character under the guiding influence of Christian principles, the development of the intellectual faculties, the encouragement and guidance of laudable ambition, the acquisition of habits of logical thought, correct methods of study, self-discipline and refinement, the realization, in a word, of the highest ideals of excellence in the cultured Christian gentleman – these are the ends that Seton Hall keeps steadily in view in the arduous and sacred office of educating youth.”
Another aspect of the collegiate life that appealed to the student body was its location within the densely populated suburbs of Newark and within manageable travel range of Gotham. The following description of the campus and its environs was outlined in the following manner . . .
“The College is situated in the village of South Orange, N.J., on the line of the Delaware, Lackawanna and Western Railroad, fourteen miles west of New York City. No more healthful and inviting site could be chosen for the College buildings, situated as they are in full view of the Orange Mountains, on high ground and surrounded by fine shade trees and well-kept laws that afford charming fields for recreation and sport. The College property embraces about seventy-five acres. The buildings are grouped together in a natural surrounding that makes Seton Hall one of the most attractive sites in the State.”
When it came to actually “educating youth,” the student of 1918 had the choice of following a “Classical” or “Scientific” course of study which entailed more of a liberal arts or naturalistic path of research respectively. Please consult the illustrations for more details on the overview of each major . . .
Otherwise, the cost of education was also a concern especially to the parents and sponsors of students attending Seton Hall in an age of low wages and pre-inflation pricing which is highlighted here. The following details show what a Seton Hall student of 1918 usually paid yearly . . .
For Resident Students
Tuition, board, washing and mending clothes and line – $330.00 per annum
Physician’s attendance at physician’s charges.
For Day Scholars
Tuition – $75.00 per annum
Dinner at College = $100.00 per annum
Extra Charges –
Italian or Spanish, each – $25.00 per annum
Stenography and Typewriting – $50.00 per annum
Piano, Organ, Violin, Guitar, Cornet, each – $60.00 per annum
Use of Piano – $10.00 per annum
Use of ORgan – $15.00 per annum
Private Rooms – $75.00 per annum
Graduation Fee and Diploma – $10.00 per annum
Books, stationary and other incidentals will be supplied from the College stationary department at the lowest possible rates.
Articles of clothing, etc., will not be furnished to students without special instructions from parents or guardians; but it must be noted that in such cases a sum sufficient to defray these expenses and the expense of books, stationary and other incidentals must be deposited with the Treasurer in advance.”
Bills are presented at the beginning of each term and are payable in advance. The Trustees of the College have instructed the Treasurer to enforce rigidly this rule of payment in advance, and in no case will any exception be made.
As with the student of today, those who attended Seton Hall during the teens contributed to the development of school life and left a legacy that continued through the last several decades as higher education and society within South Orange and on a global scale alike. In providing a prelude to the students of today regardless of what time zone they hailed from, the students of 1918 also echoed the school motto of “Hazard Zet Forward” as part of the Seton Hall legacy that continues to this day.
For more information about this, and other periods in Seton Hall history please feel free to contact University Archivist, Alan Delozier – Alan.Delozier@shu.edu / (973) 275-2378.
The commemoration of All Saint’s Day (also known in some quarters as “All Hallows’ Day,” “Hallowmas,” “Feast Of All Saints,” or “Solemnity of All Saints”) recognizes the lives and legacy of saints and martyrs in history and is celebrated not only in the United States, but globally. It is a Christian-based holiday that is observed every year on November 1st among Western Churches and the first Sunday after Pentecost in Eastern Rite Churches. The traditional rituals found to be connected with All Saints’ Day include personal reflection and formal remembrance combined with a religious service to honor those who are recognized for their exceptional piety. Their tales are often recounted in print form and available to future generations to discover.
In our Rare Book Collection, a number of texts on individual saints dating back to the 15th century which are worth reading in a wide-range of languages including Latin, French, German, and others. Among our earliest American published volumes is the work entitled – Christ In His Church: Her Dogmas and Her Saints, With Moral Reflections, Critical Illustrations, and Explanatory Notes (New York: Thomas Kelly, 1875) by noted author Henry Rutter. He provided the context of how the work of saints was instrumental in the overall work of devotion to the Catholic Church with a particular emphasis on female deities including St. Brigid, St. Margaret, St. Cecily, St. Lucy and others. This volume is a prime example of a mid-19th century devotional text that highlights the contributions of saints with their influence on Church teachings.
For more information there are many books, articles, and other resources including the Internet where more information can be found regarding the sainthood and the holiday of All Saints’ Day. The following a few starting works, but not limited to these examples, for those who want to learn more can connect to the following link –
With the current architectural-centered projects taking place on campus including the Student Center addition and the new Welcome Commons, the look, feel, and function of Seton Hall will be enhanced event further once these projects are completed in the near future. As with any new structure, each has its own evolving story and functionality as part of the “brick and mortar” story of Setonia history from 1860 to the present day.
Looking back 50 years ago, the view of the campus is different than it is today as the school continued to make additional blueprints as the evolving need for various structures including classroom buildings, dormitories, and administrative centers took shape and form. In 1968, the year full Co-Education occurred on the South Orange campus and the establishment of the Educational Opportunity Program (EOP), a new Humanities Building (now known as Fahy Hall in honor of Father Thomas Fahy, former President of Seton Hall from 1970-76) featuring needed classroom and office space for the College of Arts & Sciences in particular was completed and complimented other structures on the grounds stretching from Ward Place to South Orange Avenue. Along with edifices such as Fahy Hall still in use, those which have replaced or modified over the semesters including McLaughlin Library, Parking Lot (in front of Walsh Gymnasium), the Veterans/R.O.T.C. Barracks, and others hold just as many milestones for those who have a connection to these spaces over the course of time and memory.
For more information about University History during the late 1960s and any time period, please feel free to contact us via e-mail at – email@example.com or by phone at – (973) 275-2378.