An Update on Archiving Student Activism at Princeton (ASAP)

The following is a guest post by Chase Hommeyer ’19, a first-year undergraduate student at Princeton working at the Mudd Manuscript Library this semester.

Hi everyone! My name’s Chase, I’m an undergraduate here at Princeton, and I’ll be working at the Mudd Manuscript Library in the Princeton University Archives this semester on the initiative Archiving Student Activism and Princeton (ASAP).

I arrived on campus with the perception that the legacy of Princeton was one of prestige, rigor, achievement…and rigid tradition. I didn’t perceive that there was, or ever had been, a great deal of room on Princeton’s campus for activism–which is why I was so shocked when I started talking to Princeton’s archivists and began learning about the incredible tradition of movement, contention, and action on our campus.

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Princeton Alumni Weekly Photograph Collection (AC126), Box 38

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Woodrow Wilson and the Graduate College

Written by Anna Rubin ’15

This is the second installment in a two-part series examining two aspects of Woodrow Wilson’s Princeton University presidency, featuring sources in our recently-digitized selections from the Office of the President Records. In the first, we looked at his attitude towards Princeton’s eating clubs. Here, we turn to his conflict over the location of the Graduate College.

At the start of Woodrow Wilson’s Princeton presidency, plans for a Graduate College had been in the works since 1896, as part of the transformation of Princeton from a college to a university. In the summer of 1905, graduate students moved to a building on an eleven acre tract called Merwick just to the north of Princeton’s main campus. Andrew F. West, the Dean of the Graduate College at the time, supported the Graduate College’s placement at Merwick, believing that the small, homey atmosphere of the house was precisely the right environment. In a report to Wilson, West said, “I am very anxious that Merwick shall not take on anything of the character of a boarding house, a club, or a hotel, but shall preserve at all times the aspect of a quiet studious home.” (Office of the President Records (AC117), Box 63, Folder 1)

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Andrew Fleming West, 1889. Historical Photograph Collection, Faculty Photographs Series (AC059), Box FAC103.

Graduate students appreciated Merwick’s removed but walkable location from the campus, “aloof” and secluded, yet homey air, beautiful and distinctive appearance, and distance from the raucous undergraduate happenings on campus and around Prospect Avenue. Those who lived there found it to have an “atmosphere of consistent and dignified work” (Office of the President Records (AC117), Box 62, Folder 11). But Wilson feared that Merwick’s location would thoroughly remove the graduate student population both academically and socially from the life of the campus and the University at large. “Geographical separation from the body of the University has already created in the Graduate School a sense of administrative as well as social seclusion which, slight as it is and probably unconscious, is noticeable, and of course undesirable….” (Office of the President Records (AC117), Box 62, Folder 11)

Wilson hoped to move the Graduate College to the heart of Princeton’s campus, between Prospect House (where as University President, he lived) and Class of 1879 Hall (where his tower office was located), in the area now occupied by Woolworth (music) and the School of Architecture. He was passionate about the move, framing it as the cornerstone of his Princeton presidency. In May 1907 he wrote:

My hopes and my chief administrative plans for the University would be injured and deranged at their very heart were the Graduate College to be put at any remove whatever from such a central site. I count upon it as model and cause of intellectual and social changes of the deepest and most significant kind. It is upon the model and by means of the inspiration of such a College, with its dignified, stimulating, and happy life, that, in my judgment, the University is to be made over into a body academic, vital and of universal example in America. (Office of the President Records (AC117), Box 62, Folder 11)

Wilson’s desire to have the graduate college at the heart of Princeton’s campus was not purely social or intellectual. The benefactor who was to pay for a portion of the new college, the estate of Josephine Thomson Swann, had specified that the fund must be used on “the grounds” of the University. Swann passed away before final plans for the placement of the College were made, causing the phrase to become the center of controversy among those determining where to place the College, including former U.S. President Grover Cleveland, a bastion of Princeton town and gown.

Wilson’s plans to relocate the graduate college to the campus were no secret and in fact were part of his original goals for the University upon taking up the presidency in 1902. In March 1907, as the plans began to move forward more rapidly, 30 graduate students wrote a letter to the Trustee’s Committee on the Graduate School, lamenting that “It is with the deepest regret that we have heard of the possibility that the graduate school may be removed to the campus. There are many reasons why the present situation of the house appeals to us, and we venture to hope that they may seem valid to you.” The committee cited the need of “retirement and seclusion,” defined as “freedom from the too easy intrusion of undergraduate friends, remoteness from the campus noise and excitement, and from the club street and club life of the college.” They believed it was especially important to for those who earned undergraduate degrees at Princeton to have a distinction between undergraduate and graduate life. “Proximity of their quarters to the campus would mean that they would continue to live the undergraduate life.” (Office of the President Records (AC117), Box 62, Folder 11)

The Committee on the Graduate School ultimately resolved that the “Graduate College be fixed in the grounds of Prospect about midway between Seventy Nine Hall and the President’s house…” on April 9, 1908. In May 1909, William Cooper Proctor offered the Board of Trustees a $500,000 gift for the Graduate College, under the conditions that a) it be matched by another gift, b) only $200,000 of it would be used for the actual buildings of the graduate college and c) that the graduate college not be built in the middle of campus. Mr. Proctor preferred instead the golf links west of campus.

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Graduate College, Historical Postcards Collection (AC045), Box 1. This collection has been partially digitized and is viewable here.

Although Wilson attempted to convince the Board of Trustees not to accept the gift if it meant the graduate college must be placed elsewhere, they nonetheless did. The Committee of the Graduate School felt that too much emphasis was being placed on the graduate college residences, rather than the faculty and classroom facilities, and they wanted to commence with construction quickly with as little continued fanfare as possible. While Wilson believed that the residence, which played an integral role in his social reorganization of the University, was the most important aspect of bolstering the reputation of the new Graduate College, the Committee wanted the focus to be on academic and intellectual excellence. When the final decision was made in 1910, Wilson was outnumbered and, once again, lost. He left the Princeton presidency later that year, successfully running for New Jersey’s governorship. The initial buildings of the Graduate College were completed in 1913, just to the west of campus on the other side of what is today the Springdale Golf Club.

Anna Rubin ’15 worked as an archives assistant at the front desk here at Mudd while completing her senior year at Princeton. She was heavily involved in the digitization of this collection.

Reprocessing the Raymond Blaine Fosdick Papers

Raymond Blaine Fosdick, Princeton Classes of 1905 and 1906

Raymond Blaine Fosdick, Princeton classes of 1905 and 1906, in Mexico. Raymond Blaine Fosdick Papers (MC055), Box 26.

Sometimes less is more. Recently the Mudd Manuscript Library addressed some long-standing problems with the Raymond Blaine Fosdick Papers to improve access to his voluminous correspondence (22 archival boxes, almost 10 linear feet). Fosdick, who is best remembered for his leadership roles in the League of Nations and at the Rockefeller Foundation, donated his papers to Princeton University in 1966. At some point, a portion of the correspondence in the Fosdick Papers was cataloged at the item level, meaning that (supposedly) there was a record of the author, date, and general subject matter of every single letter in that part of the collection. Each letter was (again, supposedly) also assigned a serial number, and the correspondence was arranged in numerical order according to these serial numbers. A database was available on an older version of the Mudd Library’s website that allowed researchers to do a keyword search of the item level descriptions, and the results would tell researchers the serial number(s) of the correspondence they might be interested in so they could request the relevant folder(s) through the collection’s finding aid. In the finding aid, however, the description of the correspondence just looked like this:

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Majority of James M. Beck Papers Now Available Online

We are pleased to announce the completion of another digitization project. The bulk of the papers of James M. Beck (1861-1936), who enjoyed a long career as a lawyer, author, public speaker, Solicitor General, and U.S. Congressman, are now available online through the finding aid for collection MC007. Beck served as Solicitor General from 1921-1925 and represented the Philadelphia region as a Republican Congressman from 1927-1934. Researchers interested in a variety of topics will find this collection useful. For those interested in American politics and foreign policy during Beck’s life, the collection holds many items relating to World War I and Beck’s fights against Prohibition and the New Deal. It also reflects Beck’s personal interests in American history and Shakespeare.

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James M. Beck. Photo from James M. Beck Papers (MC007), Box 11, Folder 8.

One subject the collection focuses upon is World War I. Beck’s writings on World War I were widely read. Beck defended America many times against the claims that initial neutrality in the European conflict was rooted in nationalist selfishness: “If the bones of your sons are now buried in France there are the bones of many a brave American boy who, without the protection of his flag … have gone and given their young lives as a willing sacrifice. Therefore, I say to you, men of England, if there are pinpricks, do not misjudge the American people, who have done what they did under the most trying and delicate circumstances…” (Beck, “America and the Allies,” July 5, 1916, p. 19) Later, Beck agreed that conditions had made it necessary for the United States to enter the war, but warned that the outcome of the hostilities of the era would “leave a heritage of hatred among nations” and that someday in the not too distant future Germany and Japan might join forces to fight America and its allies. (Beck, “America and the War”) Our collection contains translations of Beck’s World War I writings and speeches in Dutch, French, German, Italian, Russian, Spanish, Chinese, and Greek. The correspondence he received in response, from all over the world, is also in many languages. Thus, in addition to reflecting American opinions, researchers will find perspectives from diverse nations in the collection.

Another subject the collection provides insight into is the public’s impressions of domestic policies. Beck’s stand against Prohibition earned a mixed response from his constituents, with Lillian Francis Fitch writing to Beck in 1930, “It is more than difficult for me to see how any high-minded, intelligent person can … be a ‘wet’” and C. Pardo writing to praise Beck’s efforts that same year on the grounds that Prohibition “is the work largely of … busy bodies.” Beck’s strong criticism of the National Industrial Recovery Act of 1933, which authorized United States President Franklin Delano Roosevelt to regulate industry in an attempt to stimulate the economy during a period of severe deflation, also resulted a variety of responses. Most letters on the subject in our collection heaped praise upon Beck for his stand, but Cable Welfair urged a more cautious response to the bill: “I am not so terribly disturbed about some of the emotional legislation passed by the last Congress. Things that are said and done when one is excited must be more or less discounted. You don’t have to get a divorce from your wife because she says you are a brute. Maybe she is mistaken; or maybe you are, but can improve.”

A final substantial component of the collection concerns Beck’s private intellectual pursuits. Beck was particularly fond of Shakespeare. The collection includes his correspondence with the Folger Shakespeare Library’s Joseph Quincy Adams, and materials related to his membership and presidency in the Philadelphia Shakespeare Society. Researchers will also note that Beck frequently quoted Shakespeare in his speeches. Beck spoke to a variety of audiences on a range of topics in American history as well, and was a frequent guest speaker for the Pennsylvania Society and the Sons of the Revolution. This index to his speeches will help researchers locate these items.

Woodrow Wilson and the Eating Clubs

Written by Anna Rubin ’15

We are pleased to announce another newly digitized collection: the Woodrow Wilson Correspondence in the Office of the President Records. Wilson was president of Princeton University from 1902-1910, Governor of New Jersey 1911-1913, and U.S. President 1913-1921. This collection contains correspondence between Wilson and University faculty, administrators, alumni, and parents, as well as departmental records and information on University projects that were taking place during his term, such as the construction of the Graduate College. Wilson’s Princeton presidency presented him with many challenges, the most ultimately significant of which was conflict over campus social life. In the first of a two-part series, we take a look at Wilson’s battle with the eating clubs.

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Woodrow Wilson as Princeton’s president. Papers of Woodrow Wilson Project Records (MC178) Box 445.

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Announcing ASAP: Archiving Student Activism at Princeton

Next Thursday and Friday, the Princeton University Archives will host a collecting drive to launch ASAP: Archiving Student Activism at Princeton, an initiative that seeks to collect and preserve individual and organizational records created by Princeton students who engage in activism on a broad range of issues and perspectives, both on campus and off. We hope students will drop by our table in Frist Campus Center between 11:00 am and 2:00 pm on Thursday, December 10, or come visit us between 1:00 pm and 3:00 pm at Mudd Library on Friday, December 11, to drop off their records. You can find details of ASAP here. In this post, I want to explain 1) why the University Archives is launching this initiative now and 2) why you as students should consider depositing your records.

Before reading any further, stop and ask yourself: what is the purpose of the Princeton University Archives? Is it to preserve pieces of Princeton’s past for posterity? Or is it to provide reference assistance to researchers, including students who consult senior theses? Or, is the purpose to collect new records that are created today?

First Charter in Board of Trustees Minutes

Charter of the College of New Jersey, in Board of Trustees Minutes, Vol. 1. (Board of Trustees Records (AC120). See the first 8 volumes of the Board of Trustees Minutes in the Princeton University Digital Library (PUDL).

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Power to the People: Princeton’s Black Activism Movement

ABC was a place where we could go and it was us. We did have a kindred spirit. I mean because it was 98 black students, all of us knew each other. And even guys that you didn’t hang out with, at some point in time you might be in their dorm room.
Ralph Austin ’73

In 2015,  Brandon A. Holt ’15 conducted interviews with black activists from Association of Black Collegians (ABC) and other organizations at Princeton. The interviews, which include alumni from the classes of 1969-1981, address student participation in demonstrations, hate crimes on campus, and black solidarity. The transcripts of the Brandon D. Holt Collection of Oral History Interviews on Black Student Activism at Princeton are available freely online and provide an insider’s look into black student life.

Princeton’s black students experienced the struggles of the Civil Rights Movement as a reality of daily life, not just as stories they saw on the news. From low numbers of African American students to discrimination on campus, the black college experience at Princeton University had its share of adversity. During these tumultuous years, black Princetonians united across national, class, and gender lines to fight for inclusion and civil rights on campus as well as worldwide.

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Photo from 1970 Bric-a-Brac.

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Toni Morrison’s Born-Digital Material

By Elena Colon-Marrero and Allison Hughes

On October 14, 2014, Princeton University announced it had acquired the papers of author, emeritus faculty member, and Nobel Laureate Toni Morrison. The papers, which are currently being processed, consist of approximately 200 linear feet of material, including manuscripts, drafts, correspondence, working files, teaching material, and just over 150 floppy disks. The disks come in 2 varieties, 3.5” and 5.25”, pictured below:

5.25” and 3.5” floppy disks

5.25” and 3.5” disks

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Remembering the Atomic Bomb, 70 Years Later

In 2012, Hiroshima University gave Princeton University seven roof tiles that were damaged during the atomic bombing of Hiroshima. The details of the gift can be found here. Three years later, the tiles have been brought out into our lobby display case to mark the 70th anniversary of the dropping of the atomic bomb.

The roof tiles serve as a physical reminder of the devastation that occurred in Hiroshima and Nagasaki.

The roof tiles serve as a physical reminder of the devastation that occurred in Hiroshima and Nagasaki.

The scorched roof tiles are not the only items in the Mudd Manuscript Library that tell the story of the atomic bomb. Both the University Archives and the Public Policy Papers contain documents that detail the creation of the bomb and the attempts to reconcile the implications of its use. Continue reading

We Are the Champions: The History of Princeton University’s Women’s Lacrosse Team

After the admission of women in 1969, many aspects of student life at Princeton were transformed, including sports activities. The first changes happened in the area of physical education. After response to a questionnaire given to female students revealed high demand for women’s physical education, the Department of Athletics designated a women’s locker room in Dillon Gym complete with hair dryers. Women’s participation in physical education courses, however, was voluntary and limited to swimming and tennis. The changes to physical education had mixed reviews, but most male students responded favorably. One student reportedly stated that it was pleasant not to see hairy legs all the time.

In the fall of 1970, the university appointed Meredith Lee Dean as director for women’s physical education. Dean expanded the Department of Athletics offerings to include field hockey, dancing, and sailing. These physical education courses were co-ed, and female students often showed as much promise as their male classmates. The Daily Princetonian mentions one incident where the students selected a female student as the star quarterback of a co-ed touch football team.

Female quarterback

Drawing by Jim Lecky, Daily Princetonian, September 14, 1970

Furthermore, women also informally participated in other sports activities. Janice F. Hill ’73, for example, had convinced the new freshman crew coach, John A. Rathschmidt to let her be a barge coxswain during the freshman crew practices.

One of the most dramatic changes to women’s participation in sports occurred during the fall of 1970: the University broke tradition and allowed women to battle each other in events at the annual Cane Spree. Centered around an odd cane wrestling match, the Cane Spree had long been a show of brawn for freshmen and sophomore men. This changed in 1970 when the University allowed freshman and sophomore women to compete in the same athletic matches as men.

Co-ed Cane Spree, 1970

Co-ed Cane Spree, Daily Princetonian, September 21, 1970

Another significant change was the formalization of women’s sports teams. In the fall of 1971, the University created a women’s varsity intercollegiate sports program that allowed intramural teams to compete formally with other schools. The 1971 varsity teams included field hockey, which had already been played extensively in other colleges, as well as tennis, squash, and crew. Princetonian women quickly demonstrated that they were willing and able to compete; several newspapers, including a feature in the New York Times, discussed the achievements of the women’s crew and tennis teams.

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Louise Meledin ’74 with Coach Penny Hinckley, Undergraduate Alumni Records (AC199), Box 556

Although the women’s lacrosse team had been playing since 1971, the university did not incorporate the team into the varsity league until the 1972-1973 season. The women’s field hockey and women’s lacrosse team shared many things: their coach Penny Hinckley, practice fields, and even some teammates. The team played its first game on April 26, 1973 against Westchester and suffered a 21-2 defeat. Among the early stars of the team was Emily Goodfellow ’76, who would win 12 letters for a variety of sports, and Louise Meledin’ 74, also a multiple letter winner and field hockey player.

The women’s lacrosse team finally acquired a coach of their own in 1978, when Hinckley accepted a position at Haverford College.  The new coach, Betty Logan, taught a more offensive approach and led the team to their best records, including beating long-time opponent Penn State. She also significantly increased the performance of the team by hiring Sandy Hoody, a 1986 World cup goalie and member of the US national team, as an assistant coach.

1979 Team Photo, Office of Communications Records (AC168), Box 161

1979 Team Photo, Office of Communications Records (AC168), Box 161

The team’s major winning streaks occurred in the mid-90s under the direction of Coach Chris Sailer, a Harvard graduate, and a rookie coach. Sailer, who has been with the team nearly 30 years, was inducted into the US Lacrosse National Hall of Fame in 2008 and has received many Coach of the Year awards. In 1993, the team won its first Ivy League championship and became the first Princeton women’s team to reach an NCAA final.

The following year the Tigers finished the job by beating Maryland 10-7 and becoming the first Princeton women’s team to win an NCAA Championship. The team retained its place as the Ivy League Champions until 1997, then regained the Ivy title in 2001 and kept it until 2005. The impressive wins of the team include 10 semi-finals and three championship games.

The Seeley G. Mudd Manuscript Library has recently processed the Women’s Lacrosse Records acquired from the Department of Athletics. The collection covers games and practices from 1975-2010 and includes a variety of records including clippings, statistics, and video recordings. Other items in the collection are handwritten notes from the team’s coaches, game programs and reports and issues of various sports and lacrosse publications.

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