Category: Uncategorized

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.

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 –

U.S. Constitution – University Libraries Resources

More detail on the titles featured in this exhibit and additional volumes found within the Archives & Special Collections Center related to the United States Constitution can be referenced here –

U.S. Constitution – Archives & Special Collections Resources

 

• Examples from our collection will be on exhibit through September, 2018 in the First Floor foyer of Walsh Library located across from the stairs and elevator.

For additional background on the United States Constitution and questions about relevant holdings and other research topics please feel free to contact us at – archives@shu.edu or (973) 761-9476.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The Msgr. William Noé Field Archives & Special Collections Center has in its rare book collection a copy of Gratian’s Decretum, with commentary by Bartholomaeus Brixiensis and Johannes Teutonicus Zemeke. This edition was printed in Strassburg by Johann Grüninger in 1484. It is one of the few examples of incunabula in our rare book collection. “Incunabula” are books printed in Europe prior to 1501.

Gratian’s Decretum was first published in the twelfth century as a textbook of canon law. Although the Church never formally recognized it as the official version of canon law, Decretum was widely used in the study of canon law from the mid-twelfth to the early twentieth century. Commonly referred to as the Decretum Gratiani, this text is comprised of excerpts from a variety of authorities, including church councils, papal letters, penitentials, Roman civil law, regulations of Germanic rulers, and the writings of Church fathers. Gratian’s goal was to resolve discrepancies among canons, and organize the vast amount of rules governing the Church into a comprehensible legal system.

Another notable find in the Archives is a proclamation by King George III. The proclamation is dated May 15, 1770. It appears to grant a parcel of land along the Hudson River in Orange County, New York to two disbanded non-commission officers, Archibald Brecken and William Arison, who had served in North America.

King George III was Great Britain’s longest-reigning monarch prior to Queen Victoria, ruling from 1760 to his death in 1820. During his reign he sought to root out political corruption in Britain and enforced unpopular taxes on the American Colonies, which eventually led to the American Revolution.

References:

Brundage, James A. The Medieval Origins of the Legal Profession. Chicago: University of Chicago Press, 2014. Accessed June 8, 2017. ProQuest Ebook Central.

George III. Biography.com. Accessed June 8, 2017

“George III, king of Great Britain and Ireland.” In The Columbia Encyclopedia, by Paul Lagasse, and Columbia University. 7th ed. Columbia University Press, 2017.

Gratianus (12^th century). Decretum. With commentary by Bartholomaeus Brixiensis (c. 1200-1258) and Johannes Teutonicus Zemeke (d. 1245). Printed in Strassburg by Johann Grüninger, 4 Sept. 1484. 

This period of civil unrest occurred between July 12 and July 17, 1967, was a protest by African-American residents in response to various discriminatory practices.  The causes associated with this event can be traced back through a long history of uneasy relations between lawmakers, law enforcement, and local citizens.  As Dr. Larry Greene, Professor of History notes in regard to the Newark Uprising that it “was a result of a city administration following a policy of exclusion from Newark civic life, denial of black input into public policy decisions, and the creation of a profound sense of disillusionment with the new northern promise land.”  This frustration manifested itself in regular cases of racial profiling, lack of political representation, lack of meaningful job opportunities, and an overall state of economic and social poverty that led to the events of July 1967.

A history of prior police-citizen confrontations became a regular source of concern.  Dr. Greene further stated that “for the 1967 Newark riot . . .  African-Americans were arrested and physically mistreated by the police (including the deaths of Lester Long, Bernard Rich, and Walter Mathis between 1965-1967) prior to the arrest of John Smith. It should be noted in the exhibit that a pattern existed in Newark, as in other cities, of police mistreatment of African Americans which contributed to Newark uprising.” With this historical context in mind, the spark for the events of mid-July came when a pair of white Newark policemen, John DeSimone and Vito Pontrelli, arrested an African-American cabdriver, John Weerd Smith who drove past their double parked police cars after signaling for a lane change.  He was stopped, arrested, beaten, and charged with assault of a police officer.  Witnesses recounted that an injured Smith was dragged into a local station house and his lawyer secured release from the jail later that evening.  However, rumors spread that Smith was killed while in custody, which resulted in a series of bricks, bottles, and other objects being thrown at the station building.  This also led others to protest at City Hall, set off fire alarms, or attack local businesses on Belmont Avenue and the vicinity.  Police in riot gear responded to these demonstrations, but this only led to further confrontations over the next few days.

The following day, a group of rioters broke all of the windows of other police stations and further defacement was reported on Springfield Avenue, the main shopping district in the African-American section of Newark at the time.  This was succeeded by other acts of protest, including destruction of property, theft, and bloodshed that resulted in a call to the New Jersey State Police and the National Guard who were enlisted to help restore the peace.  Gradually, the uprising was suppressed, but not before resulting in a total of 26 dead, 727 wounded, 1,500 arrests, and over $10 million ($73.3 million = 2017 dollars) in property damage.

This exhibit will be on display on the first floor of Walsh Library through the Spring of 2017 features various published articles from the Archives & Special Collections Center at Seton Hall University including a number of examples from our 1967 Newark Riots Newsclippings Collection (1967-1987).  The display attempts to show the story of this conflict from different media perspectives and illustrates the importance of remembering this protest and its powerful legacy.  There are several resources available that provides more detail on the Newark Uprising.  For further information please consult the following select list of websites for more details and perspectives about the Newark Uprising of 1967 . . .

After The Riots: The Search For Answers (Los Angeles Times)

40 Years On,  Newark Re-Examines Painful Riot Past (National Public Radio)

49 Years Later . . . (nj.com)

Newark Riot 1967 (Black Past)

Siegel, Kimberly – Silent No Longer: Voices of the 1967 Newark Race Riots (University of Pennsylvania)

Spahn, Jule (Newark Memories)

For more about the exhibit and additional information leads in relation to the Newark Uprising contact Alan Delozier, Education Coordinator at – <archives@shu.edu> or (973) 275-2378.

Acknowledgements – Thank you to Dr. Mary Balkun, Professor of English; Dr. Larry Greene, Professor of History; and Dr. Vanessa May, Professor of History for their contributions to this project.