Category Archives: Tales from Under Grounds

Treating the Zoological Keepsake: Borrowing a Textile Conservation Approach for a Book Covered in Silk 

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By: Sue Donovan, Conservator for Special Collections

A wonderful opportunity for collaboration took place recently in Shannon Library’s Special Collections Conservation Lab. As part of our Orange Flag Workflow, or the process by which rare book catalogers and archivists alert us to preservation issues, a book entitled The Zoological Keepsake came to my bench. Published in 1830 in London, the book had its original boards which were covered in silk. It was purchased as part of the History of Childhood collection, and it is described as “a child’s miscellany of facts, literature, and prose on animals” (from The National Library of Australia’s catalog). The cataloger had flagged it because the silk was quite damaged and even missing in some parts. I had never worked with a book bound in silk before, so I knew it was time to reach out to a colleague in textile conservation, Claudia Walpole.  

Claudia cautioned against using any kind of adhesive to reattach or stabilize the silk since it could cause discoloration of the silk. Instead, she suggested using bobbinet tulle (“bobbinet” is the term for tulle that is machine-made in the UK) sewn around the book. Since any covering would have to be made to allow the boards to open independently, the first thought that came to my mind was to use the bobbinet like a dust jacket wrapper. The Albert and Shirley Small Special Collections Library has one of the largest collections of dust jackets, so I am familiar with the kinds of wrappers that go around brittle paper, but I couldn’t use the same kind of wrapper with The Zoological Keepsake because it would create static that could damage the silk further.  

Creating a wrapper with bobbinet in the style of a dust jacket wrapper seemed to have potential, so I set to work experimenting with how to adapt a conservation textile to library and archives conservation.  

Nylon bobbinet was smooth and blended in well with the original silk, and I found out that I could weld two pieces together on the ultrasonic encapsulator, a piece of equipment that we use frequently to make reversible plastic enclosures for unbound sheets of paper, drawings, and maps.  

I molded nylon bobbinet around the book cover by welding a top seam with the encapsulator and using a heated spatula to create a crisply-creased bottom seam.

 Then I needed to fold a flap of the wrapper around each board to keep the wrapper in place. I experimented with using heat alone to attach the nylon to itself, but all my attempts failed, so I ended up using strips of heat-activated mending paper to tack the side flaps to the top and bottom flaps to hold everything in place.  

Image of the inside of a book: the turn-ins are a light pink and the paste-down is a cream-colored paper. The nylon bobbinet is wrapped around the cover, and two pieces of rectangular mending paper hold together the top and bottom flaps to the side flap.

Inside the front board of The Zoological Keepsake, showing the heat-activated mending paper.

Once in place, the bobbinet does a good job of protecting the original silk of the binding. All of the damaged silk is enclosed and protected from further damage. However, the bobbinet does make the book feel more slippery in the hands, so I thought it would be better to limit handling by placing the book itself in a drop-spine box. 

I made a custom box for the volume and included an image of the verso of the book inside the box itself so that anyone curious about the back wouldn’t have to handle the book to see the design.  

Image of The Zoological Keepsake shown inside a blue drop-spine box with the bobbinet wrapper in place. A printed-out image of the back cover is inserted into a mylar sleeve on the inside tray of the box with the following note reading: “Please refer to the attached pictures of the back cover before removing the book from its protective box. Thank you!”

Image of The Zoological Keepsake shown inside a drop-spine box with the bobbinet wrapper in place.

Overall, this was a great project to work on. It involved collaboration with a conservator in a different field and the adoption of a little-used material in library and archives conservation. I am pleased with the result, and I learned a lot! Two conservators have already reached out to me about the material and the process, so I think it will be helpful to other conservators if they encounter a similar item in the future.  

 

Thwarted in Texas: A Confederate Family versus a Union Naval Blockade

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This post by Ervin “EJ” Jordan Jr., Research Archivist & Associate Professor at the Albert and Shirley Small Special Collections Library, concerns a recent acquisition, “Isabella, Jumain, Miriam and Rosa Letter,” March 7, 1865 (MSS 16853)

This document of historical rarity on a unique maritime aspect of the American Civil War was recently acquired by the Albert and Shirley Small Special Collections Library. It consists of March 7, 1865 letters of an anonymous family of four Confederate women Isabella and her daughters Jumain, Miriam, and Rosa (their surname unknown) to their husband/father in Havana, Cuba. Trapped by the Union Navy’s blockade of Galveston, Texas, their anxious departure attempts were a backdrop of Southern blockade-running activities (‘running the blockade’). Postal supply shortages and costs necessitated these letters’ single sheet of blue stationery; its 160-year survival implies receipt by the husband/father, interception by federal blockaders or never having been mailed. (Its cover envelope is missing). Extant letters by blockade runners’ civilian passengers are rare as mail confiscated by Union blockaders was usually destroyed.

Building a Blockade: Team Union Navy Blockaders

The Federal government imposed a naval blockade (April 1861-May 1865) of Southern seaports during the Civil War, patrolling 3,550 miles of coastline with a blockading fleet of 400 ships assigned to six geographically-based squadrons: Atlantic, North Atlantic, South Atlantic, Gulf, East Gulf and West Gulf. Captured blockade runners were taken to federal-held ports as war prizes, their cargo’s cash value shared among ships’ crews as prize money. Several seized vessels were commissioned for Union naval service. The blockade gave notice that foreign nations trading with the Confederate South risked confrontation with the United States. Although the smaller Confederate Navy (100 ships) never seriously challenged the Union Navy (700 ships) nor imposed its own blockade, Southern commerce raiders attacked Northern merchant vessels and whaling fleets in the Atlantic, Arctic and Pacific Oceans, decimating trade and increasing shipping insurance rates.

Breaking the Blockade: Team Confederate Blockade Runners

Southern blockade runners, privately or government-owned, were specially-built seagoing steamships constructed or purchased in Britian, Scotland and Ireland with large cargo holds and comfortable cabins. Known as “greyhounds of the sea” for their gray paint and swiftness, many bore colorful names like Let Her Rip, Rattlesnake, Banshee, and Vulture. One Confederate government-owned vessel, the Fingal (later the ironclad CSS Atlanta), returned from Europe in late 1861 with 10,000 rifles, 400 barrels of gunpowder, and a million bullets.

Blockade runners exported cotton for British textile industries, tobacco, sugar and rice to Europe in exchange for munitions, shoes, blankets, meat, coffee, medicines, and Bibles. They also carried civilian passengers and private and diplomatic mail to and from Europe and the South’s Atlantic and Gulf Coast ports (usually as night runs to avoid detection): Fernandina and St. Augustine, Florida; Beaufort and Wilmington, North Carolina; Charleston, South Carolina; Savannah, Georgia; Mobile, Alabama; New Orleans, Louisiana; Galveston and Brazos Island, Texas. Favored foreign ports included Liverpool (Great Britain), Bermuda, the Bahamas (Nassau), Halifax, (Nova Scotia, Canada), Tampico, Matamoras and Vera Cruz (Mexico), and Havana, Cuba. European nations were officially neutral but vessels owned or crewed by their citizens dominated blockade-running. After the war international arbitration (the Alabama Claims, 1869-1872) resulted in Britain’s compensating the United States $15.5 million for ‘damages’ caused by British-built Confederate ships.

Blockade-running was a business often financed by joint stock ventures euphemistically known as ‘exporting and importing companies’ whose investors reaped profits ten times their cargoes’ original value. Such voyages were inherently perilous–1,500 ships were run aground, captured or sunk, drowning crews and passengers. “King Cotton” exports slumped by 95 percent; the Confederate South’s cotton embargo strategy to pressure European intervention in the war failed, contributing to its ruined economy.

The golden age of blockade-running ended by the early spring of 1865 as the Union army and navy increasingly captured Confederate seaports; though blockaded, only Galveston remained under Southern control. Ironically, blockade runners’ successes may have helped strangle the blockaded Confederacy by increasingly trafficking extortionately-priced luxury goods like silks and champagne while Confederate armies suffered shortages of badly-needed military supplies.

The Letter(s): “We have had some adventures”

In the first of this anonymous family’s four March 7, 1865 Galveston letters, “Isabella” writes to her unidentified husband of her frustrated attempts to join him in Cuba via Matamoras, Mexico—a regular route for self-exiled Confederates. Several tries by an unnamed blockade runner [paddle steamer CSS Lark?] on which she and their three daughters booked passage, had been thwarted by Union ships [the West Gulf Blockading Squadron, 990 miles of the Gulf of Mexico coastline from St. Andrews Bay, Florida, to Texas-Mexico border] “since last Saturday night” (March 4). Their misfortunes (“We have had some adventures, without any Success or Advantages”) were compounded by seasickness, “loss of Sleep and great fatigue,” their ship’s running aground and frequent engine trouble, barely avoiding seizure. An incoming schooner, Charles Russel, was turned away because of “Yankees firing at her in great rate.” Isabella provides a clue of the family as Texans, remarking “when we arrived here 21 years ago” [1844] and concludes: “I must close now the Children want to add some[.] I wish you farewell again with the hope of Your Health and Happiness.”

First page of a handwritten letter in cursive from "Isabella" to her unidentified husband, March 7, 1865.

First page of a handwritten letter in cursive from "Isabella" to her unidentified husband, March 7, 1865.

The second letter, “Jumain” [eldest daughter?] to “Dear father,” offers sentiments similar to her mother’s. She relates another sailing attempt Sunday night (March 5) that only traveled a few hundred yards, stopped by engine troubles a half mile from the Yankees, forcing a return to Galveston. Another attempt was planned for that night (March 7) but she concedes the “Yanks blockade outside very effective, and no doubt we will have some trouble getting out.” She hopes for gainful employment in Havana “as this loafing about don’t Pay” and concludes “Bad news today if it comes true about Charleston having been taken.” [Confederates evacuated this South Carolina city in February 1865; Union troops subsequently burned it.]

Third page of a handwritten letter in cursive—this section includes a second letter from Jumain ("eldest daughter") to her "Dear father."

The third letter, “Miriam” [middle daughter?] to “Dear father,” complains: “We have not as yet departed for one reason or another, but if we do not get out tonight we will probably have to stay until next moon.” She says because “Mother” (Isabella) had already written about “our proceedings” it would only trouble him to repeat them.

The fourth and last letter, “Rosa” [youngest daughter?] to “my dear father” in childlike handwriting, is the briefest: “I bid You good bye again.” In a penciled postscript her mother Isabella reports interrupting Rosa’s initial use of ink because it was in short supply. (The first seven letters “my dear f” are in ink.) Isabella made her use a pencil “fearing she would [turn] the ink over” but Rosa apparently pouted at being denied an ink pen: “She does not like [using] the Pencil and therefore only bid you good Bye.”

Fourth page of a handwritten letter, containing two notes: first, “Miriam” [middle daughter?] to “Dear father" dated March 7th, 1865; the second, from “Rosa” [youngest daughter?] to “my dear father.”

The Confederacy never lifted the Union blockade, and the war ended a month after the family’s last known breakout attempt; subsequent efforts, if any, are unknown. On May 24, 1865, the South’s last blockade runner, CSS Lark (built in England for the Confederate government), departed Galveston for Havana. Three weeks later, June 19, 1865, during its postwar Union military occupation, Galveston became the birthplace of Juneteenth.

Select Bibliography

Dead Confederates, A Civil War Era Blog,“Builder’s Drawing of Wren and Lark.”

Heidler, David and Heidler, Jeanne, eds. Encyclopedia of the American Civil War: A Political, Social, and Military History. New York: W. W. Norton & Company, 2000.

Mr. Edwin W. Hemphill, University of Virginia Library “Bibles from Britain for the Blockaded Confederacy,” 29 May 1949, MSS 3224, Albert and Shirley Small Special Collections, University of Virginia Library.

Isabella, Jumain, Miriam and Rosa Letter, 1865, MSS 16853, Albert and Shirley Small Special Collections, University of Virginia Library.

The New York Times, February 2, 1865: “Correspondence of the Associated Press/HAVANA, Saturday, Jan. 28.”

U.S. Naval War Records Office, Official Records of the Union and Confederate Navies in the War of the Rebellion Series 1, vol. 22. Washington: GPO, 1894-1922.

Wikipedia, The Free Encyclopedia: “CSS Lark”; “Danish West Indies”; “History of Galveston, Texas”; “List of ships built by Cammell Laird”; “Postage stamps and postal history of the Confederate States.”

Wilson, Paula. St. Croix Landmarks Society, 2007, https://www.stcroixlandmarks.org/history/transfer-day/

Perspectives from the Digitization of the Douglas H. Gordon Collection of French Books

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Perspectives from the Digitization  

of the Douglas H. Gordon Collection of French Books 

This post is contributed to by two former UVA students working with the Digital Production Group (DPG) to digitize the Douglas H. Gordon Collection of French Books.

Three shelves of rare books stored in the Vault of Special Collections

A sampling of the Gordon Books taken by Stacey Evans, DPG

Perspective A: How a French Graduate Student Recovered a First Edition Novel From the 17th Century 

Contributor Biography: Christina Coomer received her MA in French from the University of Virginia in 2024. As a second-year graduate student in the Department of French she worked part-time at UVA’s Small Special Collections Library digitizing rare French books in the Digital Production Group Studio. She focuses on women’s studies in 18th Century French literature. She was awarded a 2023 Rare Book School fellowship to complete research on forgotten female authors of eighteenth-century France.  

To write about how I recovered a first edition French novel from the 17th Century, I first must explain the Gordon Collection and to tell my personal connection to it. The Douglas H. Gordon Collection of French Books is a collection of over 1,200 rare French books dating from the 16th to 19th centuries. The collection comprises first-edition copies of every notable French work by every famous French writer. The collection’s defining characteristic is the custom gold-leaf and leather book bindings. The collection is impressive in its magnitude of titles, and with all the matching book bindings, an aesthetic masterpiece.  

I first learned about the collection when I accepted a part-time position at UVA Library in the Digital Production Group (DPG). DPG was seeking a French graduate student to digitize a portion of the books in the collection. It was a dream to come to work and touch first-edition works by Moliere, Michel de Montaigne, and Balzac to name a few. After months of working at the library, I went on a tour of the library vault which houses some of the most rare and valuable books in the Special Collections Library.  

Christina is looking up at a bust housed in the vault with three books of shelves under it.

Taken during Christina’s tour of the vault by Stacey Evans with DPG

While on the tour, I learned more about the collection, which made it even more impressive in my eyes. The collection contains a book that once belonged to Madame de Pompadour and was custom made to match her apartments at the Palace of Versailles. The collection also includes a book rumored to have once belonged to Marie-Antoinette. The collection’s shining star, a beautifully bound set of Diderot’s Encyclopedie, was at one time believed to have been a part of the library of Catherine II of Russia. The identity of this set’s former owner remains a mystery. However, that day in the vault there was only one book on my radar: La Princesse de Cleves by Madame de LaFayette.  Gordon 1678 .L3 v.1/2 

A screenshot of the digital scanning of La Princesse de Cleves v. 1 title page

A screenshot of the digital scanning of La Princesse de Cleves v. 1 title page by Christina during the digitization process.

La Princesse de Cleves was the novel that persuaded me to specialize in eighteenth-century French literature. After studying it in Jennifer Tsien’s graduate course, I fell in love with the novel and period. It is the novel that defined French Realism and was France’s first psychological novel (as well as being highly entertaining on its own). I found the Gordon edition in the vault and instantly inquired about its digitization status. To think I could have the opportunity to digitize my favorite book was a pipe dream. To my disbelief, the library’s records indicated that it had not been digitized yet. I made my request to my supervisors and advocated for the novel’s importance and significance in literary history. More than that, Gordon’s specific edition of the novel included handwritten notes about the characters – information any French scholar would be eager to examine. I wanted my lasting impact at the UVA Library to be digitizing this novel for readers and scholars all over the world to enjoy. Thanks to the kindness of the DPG, my request for digitization was accepted, and I was allowed to personally digitize La Princesse de Cleves.  

 

Perspective B:

Contributor Biography: Vaino Judson received his MA in French from the University of Virginia in 2024. He worked in the Digital Production Group studio in the UVA Library to digitize many artifacts in the UVA Library’s Douglas H. Gordon Collection of French books.  

The Albert and Shirley Small Special Collections Library is personally my favorite building on Grounds. Working in Special Collections means handling extraordinary and uncommon artifacts on a regular basis. Language, drawings, handwritten notes, and handmade things all make up the artifacts in the library, so really the extraordinary in this case is a variety of human activities in contexts that used to be common. Knowing that customs that have fallen out of use were once considered just as ordinary as the customs familiar to myself seems to contradict fascination with them on the surface. However, this knowledge also serves as a reminder that the human experience transcends not only myself and people I know, but the entire current moment as we understand it. In the case of the Gordon Collection of rare French books, the context in which the artifacts were made stretches back to as long as five hundred years ago. Many of these books contain biographies of major political actors and political treatises as well as philosophies that affected how people perceived themselves and others. In other words, people have been living in their own times for hundreds of years. 

Example of a handwritten page in French

Example of French hand writing

Coming into contact with the persistence of human consciousness does not only offer fascination but a humbling moment of resonance with a larger view of life. Scholars look to the past and to the previously formed ideas contained in books to understand the significance of current events. At the same time, current events relate back to the past such that the worlds of the living and the dead are intertwined. 

The library houses a number of priceless rare books and manuscripts, including those that belong to the Gordon Collection, in a secure underground chamber where the controlled temperature, moderated light level and humidity conditions shield these historical artifacts from change. Storing the books in this way makes them available to future generations and safeguards the knowledge they contain. However, they are simultaneously placed in a world unto themselves where the constant necessity of change that gives ideas gravity cannot affect the books. One way of affecting change on rare books, however, is by rendering them digital. Digitizing rare books takes these books that date back to hundreds of years in the past and recreates them in a way that is intelligible to how information is stored and shared in the present. It creates a kind of synchronism between the present and the past: a series of images in an online viewer. This relatively newly invented technology displays the use of an older technology to convey thoughts. People expressing interest in the lives of one another has existed for longer than anyone currently has been alive. Something about desiring to preserve that is distinctly human too. 

Digital picture of the spine of Lettres Philosophiques.

Voltaire, and Douglas H. Gordon Collection of French Books (University of Virginia). Lettres Philosophiques. Chez E. Lucas,
au Livre d’or [i.e. Jore], 1734.
Gordon 1734 .V65
https://search.lib.virginia.edu/items/u2334116
University of Virginia Library – search.lib.virginia.edu
Under 17USC, Section 107, this single copy was produced for the purposes of private study, scholarship, or research.
Copyright and other legal restrictions may apply. Commercial use without permission is prohibited.

Miniature books? Tell me more!

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This post is contributed by Kim Cull, McGehee Rare Book Librarian sharing an exciting milestone with the McGehee Miniature Book Collection.

Did you know that the Albert and Shirley Small Special Collections Library has more than 10,000 miniature books, maps, and objects within its collection? No? Well, get your magnifying glass because we do! Most of our miniatures belong to the McGehee Miniature Book Collection given to the library in 2005 by Caroline McGehee-Lindemann-Brandt in honor of her first husband, Carden Coleman McGehee.  

Now, you may be asking, “What is a miniature book? Is it just like a regular book but smaller?” Short answer: yes. The Miniature Book Society reports that in the United States, a miniature book is a book that is “no more than three inches in height, width, or thickness.”1 Miniature books can come in all different shapes and sizes; they must fit within the parameters established and generally accepted by collectors. Within the McGehee Miniature Book Collection, there are traditionally shaped books that were meant to be carried around in a pocket and enjoyed wherever the reader finds themselves. There is a secondary type of miniature book: the artist book. These books often appear to be works of art and are meant to be enjoyed visually. Artists’ books can be very abstract and tend to focus more on the book as an object and less on the content held within. There also exists a subgenre of miniature books: the micro miniature book. In this subgenre, book artists tend to compete to see who can create the smallest possible book, and readers usually need a strong magnifying glass to even attempt to read the text.

Two miniature books pictured. On the left: The wonderful world of Smurfs with a blue slipcase with two smurfs laughing. On the right: Jim Henson's mupper show bill with a red slipcase depicting Animal.

Check out McGehee 01354 and 01355 which came with the original gift.

Now that we have established what a miniature book is, we can dive a little deeper into the history and contents of the McGehee Miniature Book Collection. Every collector has an origin story and a reason why they collect what they do. Mrs. Brandt is no different. She started collecting when she was a young girl with encouragement from her parents. She started by keeping the little books attached to dolls and expanding to collect anything that fits the criteria of a miniature book. In the early 2000s, Mrs. Brandt was hoping to downsize her house in preparation for retirement and needed to find a home for her collection. Miniature books may be small and therefore take up little space, but by then, her collection numbered around 11,000. The books were stored in specially made miniature bookcases, shoe boxes, etc. As an alumnus of Sweet Briar College, Mrs. Brandt contemplated gifting her entire collection to them. At some point, Mrs. Brandt reached out to the university her first husband attended, the University of Virginia. Of course, we wanted her amazing collection. How could we not? After careful negotiations and support from many people, most of the collection was transferred to the library in 2004. 

An accordion fold Japanese text is on display with a wooden lacquered case

Caroline Brandt’s “crown jewel” of her collection – her Omikuji; currently uncataloged.

The path to making these miniatures available in the online catalog, Virgo, has not been without its challenges. The major hurdle has always been the size of the collection. A second hurdle is that fact that Mrs. Brandt has never limited herself to collecting only English language titles; she has collected books in all or almost all the major languages. She is very fond of Japan and has collected many Japanese texts. Sadly, libraries in the Western parts of the world have not always been equipped to catalog non-roman language materials. Luckily for the library, Mrs. Brandt has kept a very detailed inventory excel spreadsheet that could be manipulated and uploaded to the catalog to make the titles accessible. It was not a perfect solution, so trained library staff had to go in and correct records. Over the years various staff members have helped to catalog the collection, including Gayle Cooper, Allison Sleeman, Barbara Hatcher, Annette Stalnaker, Teresa Brown, Jocelyn Triplett, Jackie Parascandola, and Kim Cull. Thanks, and kudos to everyone who has helped with the McGehee Miniature Book Collection. As of April 2024, we have cataloged over 10,000 miniature books and reached call number McGehee 10000! 

Miniature book is held open to show a Medieval Nail maker at work.

McGehee 10000 opened to show a Medieval nail maker at work!

You might be wondering what some of our favorite miniature books are. We would encourage you to visit the Special Collections Library and check out our “Miniature wall” where 100 different miniature books have been photographed and displayed for all to enjoy. Next to the exhibit is an iPad that contains a little information for each book. These books were chosen primarily by library staff, and we hope that you will love them just as much as we do! We also encourage you to explore the collection yourself! Titles can be discovered by searching McGehee Miniature Book Collection in Virgo; it is ok if you cannot choose just one. We know. There are so many fantastic ones to see! 

Miniature Book wall display featuring 100 different miniature books.

Come visit our miniature book wall display and check out a sampling of the collection!

We look forward to seeing you soon and hearing what your favorite is. Please feel free to take photographs, sans flash, and share the images online. Tag us @rareuva on Instagram and include the hashtag #McGeheeMiniatureBooks. 

​​References 

​​Society, Miniature Book. n.d. What is a miniature book? Accessed May 22, 2024. https://mbs.org/. 

​

Analyzing Civil War-Era Correspondence and Portrait Photographs: Lesson Plans for the John L. Nau III Civil War History Collection

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This post is by Elizabeth Nosari, Project Processing Archivist at the Albert and Shirley Small Special Collections Library, who is currently working with the William Faulkner Collection. In her previous role, she served as the Nau Project Archivist for the John L. Nau III Civil War History Collection.

Black and white tintype portrait of two Black soldiers in uniform seated; American flag in background. Tintype portrait is encased in ornate gold frame.

Tintype double portrait of two unknown soldiers, ca. 1861–1865. John L. Nau III Civil War History Collection, MSS 16459, box 166, tray 1, PT0321, Albert and Shirley Small Special Collections Library, University of Virginia.

Lesson plans for the John L. Nau III Civil War History Collection are now available to view and download directly from the collection’s finding aid, under the “External Documents” heading at the bottom of the page. The two lesson plans—Analyzing Civil War-Era Correspondence and Analyzing Civil War-Era Portrait Photographs—engage students with the two most significant record types in the Nau collection in terms of scope. These two mediums also speak to one of the greatest strengths of Mr. Nau’s collection: the documentation of personal, lived experiences during the United States Civil War, 1861–1865.

Yellow envelope with red stamp on upper left corner. Addressed to Miss Sarah A. Platt, Naugatuck, Conn.

Goodyear, Robert B., February 14, 1863. John L. Nau III Civil War History Collection, MSS 16459, box 43, folder 31, DL0006, Albert and Shirley Small Special Collections Library, University of Virginia.

The Nau collection letters, found in Series 1 and written by white men as well as white women, connected men away fighting to loved ones and business associates at the home front; letters reflect their role as wartime lifeline and contain exchanges of everyday news about families, friends, and finances. Letters also offer firsthand accounts of camp life, hospital conditions, battlefield experiences, and political views. The portrait photographs in Series 2—in early photograph formats, including daguerreotype, ambrotype, tintype, and carte de visite—visually capture and document their mid-nineteenth-century subjects, including their wartime roles as evidenced in uniforms, insignia, and weaponry. Digital facsimiles pulled from Series 1 and 2 of the collection are an important part of the lesson plans and encompass a selection of letters written by white men and women as well as portraits of soldiers, including white men, Black men, a Native American man, and a white woman.

Tintype portrait of Frederick L. Rainbow, ca. 1861–1865. John L. Nau III Civil War History Collection, MSS 16459, box 157, tray 2, PT0424.0001, Albert and Shirley Small Special Collections Library, University of Virginia.

The lesson plans engage with letters and photographs from the Nau collection as artifacts of history and material culture that served real and practical functions in the context of war. The reading materials and activities are designed for students to learn about the technologies that made letter writing and portrait photography possible on a mass scale in the mid-nineteenth century as well as their democratizing influences. As both practices increased in popularity over the course of the Civil War, literacy rates rose and a new, larger swath of American society was able to read and write. Portrait photography, which proliferated in part due to its convenience and affordability, allowed Americans across the social strata of the country to participate in portraiture for the first time. Mid-nineteenth century people could readily and self-consciously construct, capture, and memorialize their identities. They could also share their likenesses with friends and loved ones and mail these mementos back to the home front.

The Nau collection lesson plans invite students to read about Civil War-era letter writing and photographic portrait making, look at and analyze real-world examples, and create their own letters and portraits. Designed for grades 9 and up as well as grades K–8, they allow instructors to pick and choose which materials and activities best suit their students’ learning objectives.

Access the lesson plans and explore the John L. Nau III Civil War History Collection here.

If You Did It, Show It: A Confessory Manuscript for Deaf People

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This post, by Ellen Welch, Manuscript and Archives Processor, is about the recent acquisition: Illustrated Manuscript Confessory for Deaf People (MSS 16803).

a single leather-bound illustrated manuscript for Deaf persons to confess their sins. They could identify their sins by the illustrations and ask to be absolved. Called a Confessory, it was made in Flanders or the Netherlands roughly between 1770 and 1790.

A single leather-bound illustrated manuscript for Deaf persons to confess their sins. They could identify their sins by the illustrations and ask to be absolved. Called a Confessory, it was made in Flanders or the Netherlands roughly between 1770 and 1790.

This leather-bound manuscript serves as a confessional aid, containing illustrations depicting a variety of sins from which a Deaf individual could show a picture of their sin to the priest and ask for absolution. The simple drawings depict sins such as being distracted in or late for church, missing confession, gluttony, gossip, theft, gambling, drunkenness, fighting, wishing another person dead, and lust, or “inappropriate libido”! This illustrated confessory was made in either Flanders or the Netherlands, between 1770 and 1790, and was probably created at a school for Deaf people.

Throughout history, societies have misunderstood and mistreated Deaf people because they could not communicate in the same way others could. As long ago as antiquity, influential figures like the Greek philosopher Aristotle (384–322 BC) falsely believed that Deaf people were incapable of reason (1). Legal tradition across Europe barred Deaf people from inheriting property, purchasing land, and getting married.  Within Christian communities, Deaf people were often excluded because it was wrongly believed that they were not able to receive the word of God and the sacraments, especially confession, which would absolve them of their sins. In the Bible, Paul reveals in Romans 10:17 “So faith comes from what is heard, and what is heard comes through the word of Christ.” (New Revised Standard Version of the Bible, Romans, Chapter 10, Verse 17). This type of message alienated Deaf people from collective worship and their religious community and insinuated that without the ability to hear or speak, they could not receive salvation in this life or the next (2).

Illustrated Confessory Manuscript: A Way to Confession and Absolution

The manuscript is composed of ninety-two leaves, with ten leaves left blank (possibly to leave room for sins yet to be illustrated). It contains two sets of drawings composed by different hands: the first set illustrated in black and white featuring a man and Latin captions, and the second in color picturing women with captions in Dutch.

The first set includes thirty-six drawings of sins with a man as the subject, completed in pen and ink with pale washes of black and gray.

Graphite sketch of figure reclining but reaching for a pitcher and cup.

Illustration of a man drinking with the Latin caption “Ebrius” meaning drunk.

Sketch of two figures sitting at a table playing cards.

Illustration of the sin gambling. The Latin word for game is “Ludiem.”

Sketch of two figures sitting and holding hands.

The illustration for too much libido or lust. “Lubido” in Latin.

The second series includes forty-six drawings of similar sins with women as the subjects, done in iron-gall ink and colored with gouache and watercolor.

Sketch of two figures sitting at table playing cards.

Illustration of women playing cards and possibly gambling.

Illustration of three people sitting at table, eating.

Illustration of the sin gluttony.

Illustration of two groups of figures, one talking to the other; the other two pointing at the first group.

Illustration of the sin of gossiping.

 

Priests and Deaf Educators

In 1519, Protestant reformer Martin Luther (1483–1546) addressed the theological question of how Deaf people could hear God by turning to the teachings of Saint Jerome (347–420 BC), the patron saint of translators and librarians. Saint Jerome recognized Deaf people as God’s children. He said, “…to the word of God nothing is ‘deaf’ if only the inward ‘ears’ are willing to hear.” The answer for Jerome (and later, Martin Luther) lay in the figurative ears of the soul: “Whosoever has these,” Jerome wrote, “will not need physical ears to apprehend the Gospel of Christ.” In one of his sermons on Galatians, Martin Luther expanded upon Jerome’s reasoning: “…the word of God is not heard even among adults and those who hear, unless the Spirit promotes growth inwardly.” (2)

In the 1670s, the French Franciscan friar Christophe Leutbrewer created a confessory manual that featured definitions of sins that were printed on pre-cut paper. This allowed Christians who were Deaf to pull the slips up individually so that they extended over the paper margin, thereby serving as topical reminders for reflection and confession, which could be tucked under the margin again after the confession (3) (4)

Christophe Leutbrewer’s confessory book, with sins defined and printed on pre-cut paper, Leutbrewer, Christophe, “BRB1072,” https://bridwell.omeka.net/items/show/1693.

Hand Gestures and Sign Language (vs. Oralism)

French abbot Charles-Michel de L’Épée (1712-–1789), was the founder of the first free public school for deaf children in the world, the National Institute for Deaf Children of Paris (5). In 1755, he demonstrated that Deaf people could communicate among themselves and with the hearing world through a system of conventional gestures, hand signs, and finger spelling, much like modern French Sign Language. Following  L’Épée’s work, there were other educators and theologians, including Roch Ambroise Cucurron Sicard, principal of  L’Épée’s school after his death (6), Roch Ambrose Auguste Bébian, who was fluent in sign language (7), Laurent Clerc, a French man who was the first Deaf teacher of Deaf students and taught in America (8), Thomas Hopkins Gallaudet, who started the first Deaf school in America (9), and Jean Massieu, a Deaf person who taught Deaf children and formalized French Sign language (10). These educators fought for Deaf people to have their own language of hand signs and were opposed to the teaching method of Oralism, which banned sign language and tried to force Deaf people to conform by making them use lipreading or oral speech. Oralism was an oppressive method, as it infringed on deaf peoples’ ability to use their own language—sign language. Instead of bringing hearing and non-hearing people together, Oralism hindered Deaf people and stripped them of their identity, culture, and community (11).

In 1817, Roch Ambrose Auguste Bébian (1789–1839), the author of an important book of sign language titled Mimographie, wrote, “We do not speak, it is true; but still do you think us unable to express ourselves as well with our eyes, our hands, our smiles, our lips? Our most beautiful discourse is at the tips of our fingers, and our language is rich in secret beauties that you who speak will never know. And have we not our own art of Phoenicia to paint the words that speak into our eyes?” Bébian points out that Deaf people and their use of sign language are resilient. They can see the world more visually and have a sharper focus on communication and listening which gives them a unique and valuable perspective.

In 1850, French author and political activist Victor Hugo (1882–1885) wrote to his close friend, Deaf educator Ferdinand Berthier, who was a student of Bébian and a recipient of the French Legion of Honor for his activism of Deaf peoples’ linguistic rights. Hugo wrote, “You, Sir, who have the rare talent of being at once [Deaf] and eloquent, please tell your friends . . . that in my eyes the accession of the [Deaf] to civic and intellectual life must be counted among the most magnificent and decisive accomplishments in the history of the progress of humanity.” Hugo added, “What matters deafness of the ear, when the mind hears? The only deafness, the true deafness, the incurable deafness, is that of the mind.” Hugo’s message embraces the concept that Deaf people and those with hearing loss can see the world more visually, and have a sharper focus on communication and listening. They can thrive in a hearing-centric world by using other means of communication, embracing new ideas, and accepting different approaches, which can lead to more inclusive engagement with the world (12).

Honor and Awareness of Deaf persons and their Culture

Today, Deaf culture is a vibrant and diverse community that spans the globe. Deaf people have their own unique language, customs, and traditions and are proud of their identity and heritage. From Deaf artists and musicians to Deaf athletes and entrepreneurs, people who are Deaf continue to make important contributions to society and to shape the world around them (13).

Despite these gains, however, there is still much work to be done to fully recognize and honor the contributions of the Deaf community (13). Collections like this manuscript mark a beginning in sharing more materials that include Deaf people. Similar to this acquisition is a manuscript titled Emblems on Christian Doctrine for use by Deaf People (MSS 16804)  [Emblemi sulla Dottrina Cristiana ad uso de’ Sordo-Muti  Ottavio Giovanni Battista Assarotti (1753–1829), which is another recent addition that represents the identity of Deaf persons in our collections and community.

Deaf Awareness Month, which is celebrated in September, provides an important opportunity to learn more about the history, culture, and achievements of the Deaf community. The Community Services for the Deaf (CSD) website states, “Deaf history is a testament to the strength and resilience of the human spirit. Despite centuries of discrimination and marginalization, Deaf people have persevered and created a culture that is vibrant, unique, and enduring. By celebrating Deaf history and culture, we can honor the contributions of Deaf people and promote a more inclusive and compassionate world for all” (13).

Ways to support Deaf Awareness

  • Watch Deaf films and documentaries, such as 2021 film CODA by Sean Hader, 2009 film See What I’m Saying by Kaycee Choi, and 2023 film The Hammer about wrestler Matt Hammil
  • Read books by Deaf authors or that accurately depict Deaf character
  • Support Deaf-owned businesses in your area
  • Learn Sign Languages
  • Donate to organizations that advocate for the deaf community
  • Advocate for improved accessibility, education, and workplace protections for deaf people
  • Listen to and share the stories of Deaf creators

Sources:

  1. Gannon, Jack, R. “Deaf Heritage: A Narrative History of Deaf America.” Gallaudet Classics in Deaf Studies Series, Volume 7, June 30, 2012
  2. Oates, Rosamund. “Speaking in Hands: Early Modern Preaching and Signed Languages for the Deaf.” Past and Present. Oxford Academic. Volume 256, Issue 1, August 2022, Pages 49–85 Accessed 7/24/23
  3. Smyth, Adam. “Slicing the Page: Christophe Leutbrewer and Raymond Queneau” Text! April 22, 2022.
  4. Leutbrewer, Christoph.  “BRB1072,” Bridwell Library Special Collections Exhibitions, Southern Methodist University. accessed September 19, 2023,
  5. “Charles-Michel de l’Épée.” Wikipedia. Accessed 9/19/23
  6. “Roch Ambrose Cucurron Sicard.” Wikipedia. Accessed 9/19/23
  7. “Roch-Ambroise Auguste Bébian.” Wikipedia. Accessed 9/19/23
  8. “Louis Laurent Marie Clerc.” Wikipedia. Accessed 9/19/23
  9. “Thomas Hopkins Gallaudet” Wikipedia. Accessed 9/19/23
  10. “Jean Massieu.” Wikipedia. Accessed 9/19/23
  11. “Oralism.” Wikipedia. Accessed 9/19/23
  12. The Mind Hears Mission Statement, a blog by and for deaf and hard of hearing academics. The Mind Hears website. Accessed 9/19/23
  13. Community Services for the Deaf (CSD) website. “Exploring the Rich Heritage of Deaf People.” Accessed 7/24/23

Beyond Making the Grade: Student and Life success at UVA (in 1854 and 2022)

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As students approach their final exams for the Fall of 2022, Manuscript and Archives
processor Ellen Welch is pleased to share an original letter from a new acquisition of the Bennett Taylor Papers (MSS 9221), written in 1854 from a father giving advice to his son, a University of Virginia student. These letters were donated by Elizabeth Kirk Page—a descendant of the Jefferson and Randolph family—to the Small Special Collections Library in October 2018.

The letter was written by John Charles Randolph Taylor (1812-1875) to his son Bennett Taylor (1836-1898), a student in February 1854. Taylor is also a great-great-grandson of Thomas Jefferson through his mother Martha “Patsy” Jefferson Randolph Taylor, (1817-1857). Mr. Taylor advises Bennett to engage in student learning that extends beyond test scores and grades.

I love the advice in this letter because it reminds me of how my father used to counsel me when I was a college student—telling me to savor my years of learning as if I were drinking a fine glass of wine! While we may forget a test score, we remember personal and meaningful connections with faculty, students, and academic concepts for a lifetime. As the University community nears the end of this semester, it is good to focus on those connections that can enrich your life forever.

“My dearest Boy,

I received your letter of the 10th & again your letter of the 13th. I am not

disappointed at your finding the examinations harder than you expected. I do not think

success at the University at all necessary to our future success in life. The main object

to be aimed at in after life, it seems to me, is to be good & useful & to perform faithfully

& diligently the duties which accident & your own inclination point out to you. A certain

amount of this world’s goods is necessary to every man. This amount is always attain-

able by every industrious man who does not allow himself to be led away by the temp-

tations which surround him. The mode & manner of attaining this independence

must always depend upon the circumstances of natural talent, capacity for

study, & consequent acquirement, which belong to the individual. Success at college

is often injurious because the recipient of college honors is often inclined to rest

on his [ears]! I look upon the knowledge acquired during your college life of your own

self, as not the least important result which is to be attained. It will be a great

pleasure to me, I confess, for you to graduate with credit in your different classes, &

I still hope that you will be able to do so, by using due diligence. Your after course,

in entering upon the success of life, must as you must see, depend on the

amount of knowledge which you may acquire, & the training which your mind

will receive, during the next four years, & it is most important to you to bring

out your full capacity during that time. My impression is that you ought not

to be discouraged by the late examinations, but that you ought to devote yourself

with all your powers, & systematically, to Latin, French, & Spanish, & endeavor to

make yourself a good graduate in each of these classes at the present session.

In your Greek & Mathematical classes, I would give them sufficient study to insure my

standing well in them in the recitation room and [exam], & give all my extra time to the

three first named, if I were you. If you have not written to me, write to say how

you found the examinations in French & Spanish- & also, the examination in

mathematics, when that takes places. Write to me what you think of my suggestion

about your studies…”

Your most affectionate father

J.C.R. Taylor

Bennett Taylor graduated from the University of Virginia, became a Lieutenant Colonel in the American Civil War, and survived being a prisoner at Johnson Island in Lake Erie, New York. He was a clerk for the Circuit Court, a Justice for the Peace, a Town Magistrate, an attorney, and a husband and father of six children. While he was far from being wealthy—in fact, he struggled to pay his rent—by all known accounts he had a rich and fulfilling life. The Bennett Taylor papers include letters from his grandmother Jane Hollins Randolph (1798-1871), and his great aunt Ellen Wayles Coolidge (1796-1876), granddaughter of Thomas Jefferson.

Some of the letters can also be read online created via Monticello and the Thomas Jefferson Foundation.

Bennett Taylor also collected autographed comments of friendship and signatures from his Kappa Alpha brothers and fellow students at the University of Virginia in an autograph album which is also in our University Archives collection (RG-30/17/1.821).

Check out the related Edgehill Randolph family collection (MSS 5533-e)—these collections give a close-up view of the attitudes and lives of people that lived in our town during another time, sharing past knowledge into our present.

 

 

 

 

 

 

 

Special Collections Catalogs and Catalogers

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This post was contributed by Seonyoo Min, Rare Book Cataloging Intern at the Small Special Collections Library.

The Guanhailou Collection is a collection of East Asian rare books formed by Soren Edgren, Editorial Director of the Chinese Rare Book Project at Princeton University and current RBS Instructor. Recently, part of the collection was transferred to the Albert and Shirley Small Special Collections Library. As a Summer 2022 intern at the UVA Library who has a background in East Asian Book History, I was able to get a chance to catalog and process 338 titles of invaluable rare materials, written in Classical Chinese, Modern Chinese, Japanese, Korean, Tibetan, etc. Cataloging records I created this during my Summer 2022 internship will help you to find books from Guanhailou more easily, and help you understand the overall information of the collection quickly.

The Special Collection Library manages diverse materials written in various languages besides English. Catalogers in there always consider the best way to introduce these collections to the community. Through this blog post, I would like to share with you all the new things I learned during my internship.

How do you find a book you are looking for? In my case, I use a library catalog. I visit a library website, and search for a title of the book, or search keywords that I want to explore. And then, I look at a list of catalog records to find a book I want to investigate. In particular, in the case of Special Collections, the place with “closed stacks,” catalog used to be the only medium that made books accessible to me. Sometimes, even if I do not look for books to read, I look at a library catalog when I want to get some information about on books or writers. And then, I use hyperlinks on the list to search for books on related topics or books written by the same author.

Library catalogs can help you when you find books, when you want to get brief book information, or when you need well-organized information about the book you are looking for. In libraries, staff called ‘Cataloger’ makes catalog records every day to connect valuable information to library users who want to use it. Special Collections Library also has wonderful catalogers.

Catalog records of special collections are a bit more special than usual library catalog records that we are familiar with. Most of the materials in Special Collections are old, and they often go through the hands of several owners before they come to the library. Therefore, you can find descriptions about previous owners or history of the material itself: such as notes written by owners, purchase receipts, and photographs in the bookcase. In addition, catalogers sometimes need to catalog materials other than books, such as leaflets, scrolls, sculptures, etc. The charm of the special collections catalog comes from explaining contextual information and some special physical formats. It helps library users to efficiently search for information by allowing them to understand the characteristics of the materials, without physically looking at them.

Guanhailou Collection

Guanhailou (觀海樓) Collection was formed by Dr. James Sören Edgren (or 艾思仁, 1942-), former Editorial Director of the Chinese Rare Books Project at Princeton University. The primary focus of the collection is Chinese rare books, but the collection also includes significant rare materials in East Asian book history outside China, and some sample leaves of early printing in Europe. Overall, the collection gives a chronological overview of the East Asian book history and printing history, spanning the period of the 12thcentury to the 21st century.

Here are some collection highlights of Guanhailou Collection.

Guanhailou A144

十竹齋箋譜 (Shi zhu zhai jian pu), edited by Hu Zhengyan (1584-1674), Beijing: Rong bao zhai, 1934. 1 volume.

Guanhailou A144 is a Chinese stationery paper book. This 1934 copy is a reprint of xylographic polychrome stationery from Ten Bamboo Studio (十竹齋), Ming Dynasty. Every page of the book contains beautiful printing with detailed light and shade. You can also figure out Chinese blind printing technique (拱花, gong hua) through this book. It is a similar concept to blind embossing of Western culture.

Photo Guanhailou A144 displaying its blue cover and side stab sewing.

Photo of correspondence.

At the backside, 2 pieces of correspondence are laid in the book (Photo 3). The document on the right side of Photograph 3 is the correspondence from R. J. Walsh (1886-1960) to J. Walter Flynn (1910-1977), regarding the book itself and their plan for a new article. The document indicates that the Guanhailou A144 is a presentation copy (no. 12 of 21) by Zheng Zhenduo (鄭振鐸, 1898-1958) to Nym Wales (Helen Foster Snow, 1907-1997).

Guanhailou A144 not only shows an advanced printing technique of China, but also shows the intellectual communication between China and America in 1930s, regarding Chinese publication history. I am thinking about finding a corresponding article in the ASIA journal in the upcoming days, to satisfy my curiosity.

Guanhailou A175

妙法蓮花經卷第三 (Myōhōrengekyō kan dai-3), [Japan], 12th century. 1 roll.

Guanhailou A175 is a Lotus Sūtra (Saddharmapuṇḍarīkasūtra) manuscript, used gold and silver pigment on indigo paper. When you open the scroll, you can find a frontispiece illustration depicting the three chapters of the Lotus sūtra, chapter 5 to 7. I enjoyed finding out which part of the illustration represents each chapter. If this material is used in undergraduate classes or graduate school’s introductory Buddhist studies class, I think it will be a meaningful experience to compare the texts and illustration of the sūtra.

Lotus Sūtra is my favorite Buddhist text, because of the idea of equity in chapter 5, Parable of the Plants, which is in the first part of the Guanhailou A175. In this chapter, Sakyamuni likens the people to plants. Every plant has various heights and leaves size. These differences make each plant’s acceptable amounts of rainwater (wisdom) different. In Sakyamuni’s view, every person has a possibility to become a buddha, so they are equal. He thought if he understood each person and gave them a customized sermon for them, everyone could get enlightenment. This phrase was helpful to me at the time when I just started teaching as a graduate assistant. Thanks to the phrase, I could try to understand each student’s characteristics and their interest more. I hope this sūtra will help someone who is starting a new career in dealing with people.

Guanhailou A095

中說 (Chungsŏl), written by Wang Tong (584-617); annotated by Ruan Yi, [Seoul: Kyosŏgwan], [not before 1484]. 1 volume.

Guanhailou A095 is a canonical work of famous Confucian scholar Wang Tong (王通). Wang’s insights into Confucianism, education, and politics are well described in conversations between Wang and their students.

A number of Ex libris stamps on the caption title page, and photographs and documents laid in shows the solid provenance information, from the 16th century to the present.

A number of Ex libris stamps on the caption title page, and photographs and documents laid in shows the solid provenance information, from the 16th century to the present.

What makes this book so attractive is the printing style and provenance. This metal movable type printing used Korean metal movable type called Kapchinja (甲辰字). Made by palace in 1484, this movable type is well-known for beauty and its small font size. It was used until just before the Japanese invasions of Korea (1592-1598).

After the war, the book started a long journey outside Korea. A number of Ex libris stamps on the caption title page, and photographs and documents laid in shows the solid provenance information, from the 16th century to the present.

Guanhailou A095 is a wonderful teaching and research resource to study history of Japanese book collectors and the wartime history of East Asia. If there is anyone who is interested in the history of Korea-Japan relationship, they will fall in love with this book.

Cataloging Guanhailou Collection

Making catalogs of the 338 titles of rare books, I realized that this collection has invaluable content and contextual information, showing the long history of intellectual distribution and exchange. I cannot deny that this collection is attractive, but I thought it is quite difficult to access because most of the materials in the collection were written in Chinese characters. As a cataloger, I need to focus on creating catalog records with accurate metadata according to the guidelines. But this ‘language barrier’ made me think more about how to effectively share this information with entire UVA communities. This thought brought out in me the memories when I just started to study East Asian book history.

I was a junior in college, and was learning about East Asian history, but bad at reading Chinese characters. When I first took a glance at East Asian rare book catalog records, I was embarrassed because there was nothing I could read. At that time, I thought it would be wonderful if I could know the topic of the book at least. Also, I wanted to read the Ex Libris seals on the first page of the main text. I simply thought if I knew the previous owners of books, I could more easily figure out the theme and value of the book. However, understanding those decorative engraving seal scripts was impossible for the student who had just begun to memorize regular script Chinese characters.

While cataloging the Guanhailou Collection, I wanted to make a catalog that people like me in the past could read and would like to read. As mentioned earlier, catalog is a search tool that allows library users to find information efficiently. I was convinced that if I could create a catalog that even users who did not know Chinese characters could figure out the title, author, subject, and provenance information of the book, I could reduce the time of information research for users and help users’ decision-making. Let me talk a bit more about subject information and provenance information.

Catalog records of Guanhailou A095, “中設.”

Catalog records of Guanhailou A095, “中設.”

Most catalog records in Virgo use controlled vocabulary called Library of Congress Subject Headings (LCSH). Developed and maintained by the Library of Congress, this thesaurus is one of the most well-known and widely used controlled vocabulary in the library world. Catalogers find or combine the appropriate words in this huge wordbook to describe topics well. If you know LCSH, you can not only understand the topic of the book you are looking for, but also figure out the list of books with the same subject. Catalog records of Guanhailou Collection also contain LCSH. If you click the blue hyperlink at Subject field in Image 10, you can see multiple UVA Library materials with the topic. “Philosophy, Confucian – Early works to 1800.”

Provenance information, information about where the book comes from is in the Local Notes field. As you can see the Image 10, there is a string of the previous owner’s name that can be found in the book. If you know those people and could find a relationship between their interests and the book, you may discover some knowledge that has not been known before.

A Screen you can see when you click “Full Metadata” hyperlink

Currently, the processing for Guanhailou Collection is almost complete. If you search for “Guanhailou” in Virgo, you can explore its catalog records managed by the Special Collections Library. If you want to learn more about the book, please click the “Full metadata” at the bottom of the record, and “FULL RECORD” button. You can read additional information of the material written in some Chinese characters, such as physical description, table of contents, and more subject information.

Finding Your Books

Library resources in foreign languages always makes library users think one step back. They are much harder to find, and even if we find something, it takes more time to figure out if this information is necessary for research. Catalog records of Guanhailou Collection might not give you a complete answer but would assist your decision making at least. I hope my records could help you on your journey to explore our amazing East Asian rare book collection and find some new things that will make you excited.

Othello Tillo Freeman and the Otis Mead Chalmers Family Papers

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Small Special Collections Library Manuscript and Archives Processor Ellen Welch is back with another story from her work to process the papers of Anna Maria Hickman Otis Mead Chalmers (1809-1891):  

 It has been very exciting to process this collection and learn of an enslaved person called Othello “Tillo” Freeman. Anna Maria Hickman’s grandfather, General William Hull, who served in the American Revolutionary War and was governor of Michigan, enslaved Othello Tillo Freeman—and “Tillo” is mentioned in legal documents and in the family correspondence. Othello Freeman, if that is even his real name, is represented in the collection by the perspectives and bias of the family. They characterize their relationship with Tillo as being someone that they needed to take care of instead of recognizing that he should be a free man (1. Historic Newton).  The collection was part of our backlog of holdings that are open but needed a higher level of processing to give more visibility and description of marginalized persons in the collection. Thanks to our curator, Molly Schwartzburg, for facilitating an addition to the Mead Chalmers family papers which led to the rediscovery of this historic collection that documents the stories of enslaved people and the generations of the Hull family. They lived in Michigan, Massachusetts and Virginia during epic moments in our history from 1821 to 1897. The collection contains nineteenth century correspondence that would be relevant to historians and scholars because it reveals the complicated relationships of enslavement, including letters about Othello Freeman, as well as a letter written by a formerly enslaved person, William.

Content warning: the collection does contain offensive language.

The papers of Anna Maria (Campbell Hickman) Otis Mead Chalmers (1809-1891 (MSS 4966) and her family offer a deep look into a 19th century American family with a sharp focus on enslaved and formerly enslaved persons. The collection documents the life of a young, widowed woman, Anna Maria Mead Chalmers, who was the granddaughter of General William Hull (1753-1825). She was a mother of four children and became a businesswoman in Richmond, Virginia. She was a writer, an editor of the Southern Churchmen, an educator and founder of Mrs. Mead’s School for Young Ladies, and a director of The Southern Churchmen Cot (“Retreat for the Sick”), a hospital for children. Anna Maria’s family enslaved people who are mentioned in the papers, including Othello “Tillo” Freeman (1790’s-1860’s?).  

In the correspondence of the Mead-Chalmers family are letters describing Othello “Tillo” Freeman. According to the History of Newton Massachusetts, Town and City, From Its Earliest Settlement to Present Time 1630-1880 by Samuel Francis Smith, Tillo was the last known enslaved person in Newton, Massachusetts (2 Smith, S. F.). When Tillo could not work anymore, Anna Maria’s mother, Nancy “Ann” Binney Hull Hickman (1787-1847) left a stipulation in her will that his housing, clothing, and medical care would be provided for him. At the time, this would have been considered generous but there was no discussion of granting him his freedom from enslavement. Instead, the family also inquired about slave laws for travelling with the family so that they could bring Tillo with them when they moved from Newton, Massachusetts to Richmond, Virginia.  

Nancy Ann Binney Hickman last will and testament (September 16, 1846) making provisions for the care of Othello “Tillo” Freeman

Nancy Ann Binney Hickman last will and testament (September 16, 1846) making provisions for the care of Othello “Tillo” Freeman

Letter from Zachariah Mead to his mother-in-law Nancy Ann Binney Hickman explaining that if she moves to Virginia from Massachusetts that she will need to have legal papers to bring Tillo with her. (August 24, 1838)

Letter from Zachariah Mead to his mother-in-law Nancy Ann Binney Hickman explaining that if she moves to Virginia from Massachusetts that she will need to have legal papers to bring Tillo with her. (August 24, 1838)

Letters in the collection show that the Mead and Chalmers family describe themselves as being anti-slavery but not supportive of abolition. They believed in educating enslaved persons but did not free them because they felt that the enslaved needed the protection of their white enslavers.  

Anna Maria Mead Chalmers recounts memories of living with her grandparents, General William Hull and Sarah Fuller Hull, in Newton, Massachusetts and describes their first meeting of an African American named Sam. He survived being enslaved and beaten in Louisiana and escaped to the Hull farm where he was given rest and, after he recovered, worked on their hay fields for the rest of his life. Anna Maria Chalmers refers to him as a “hired” [African American] working on the farm. Her recollection focuses on the kindness that her grandmother bestowed upon Sam who stayed on the farm until his death thirty years later. He was called “Sam the fiddler” because he played the fiddle for the children. He is characterized as faithful and loyal, and while he may have felt gratitude, this description does not take into consideration that he never had the opportunities that existed for free white men.  

There is also a leather-bound account book containing a list of the first names of enslaved persons. It is not clear who owned the book or the location of the enslaved persons, but the list is extensive and dates from 1767 to 1845. Also included in the account book are records for horses and business transactions. 

Page from account book with an extensive list of first names and dates from 1767 to 1845.

Page from account book with an extensive list of first names and dates from 1767 to 1845.

Another formerly enslaved person, William, wrote a letter to Mrs. Chalmers (May 2, 1875) in which he expresses sorrow for the death of her husband, David Chalmers. The letter appears to express the mutual affection shared between Mr. and Mrs. Chalmers and William. It offers a rare glimpse into the realities that people experienced in the institution of enslavement, showing that as wrong as it is to own a person, there are a range of emotions that are hard to describe when people are living close together, with their relationships intertwined in daily life. According to the context provided in these family letters, the family acted as benevolent providers by teaching enslaved persons to read the Bible, paying for their bedding, clothing, medical care, rest, and retirement if they could not work. The family and the formerly enslaved person express intimacy and concern for one another as people might do when they live close together, but at the same time, they are forcing them to serve in bondage or limiting their freedom by offering them work with very low wages. Even though the language in the correspondence appears to be caring and intimate, it must be noted that enslaved persons had no choice in the relationship and that only the family perspectives are fully represented.  

Letter from William, who drove the carriage for Mr. Chalmers, to Anna Maria Mead Chalmers after Mr. Chalmers’s death. May 2, [1875]

Letter from William, who drove the carriage for Mr. Chalmers, to Anna Maria Mead Chalmers after Mr. Chalmers’s death. May 2, [1875]

Anna Maria Mead Chalmers grew up with a strong religious foundation that supported her faith throughout her life of grief and loss. She became the family matriarch after surviving the deaths of three husbands, George Otis (1803-1831), Zachariah Mead (1800-1840), and David Chalmers (1779?-1875?). She also had three sons who lived during the time of the American Civil War: George Alexander Otis, Jr. (1830-1881) who was a field surgeon in the Massachusetts 27th volunteers and assistant surgeon general of the army; Edward C. Mead (1837-1908) who traveled to Australia in search of financial independence with a stint in gold digging, and settled on a farm in Keswick, Virginia; and William Zachariah Mead (1838-1864) who fought at Murfreesboro and died fighting for the Tennessee Army in the Confederacy in the Battle of Resaca, Georgia. The letters from William C. Mead and his friends and family describe skirmishes and battles in the Civil War including Tennessee and Georgia. Included in the collection are letters about succession and anxiety about the conflict between the states. 

Letter from Lieutenant William Mead describing the Battle of Murfreesboro where he was injured. (January 19, 1862)

Letter from Lieutenant William Mead describing the Battle of Murfreesboro where he was injured. (January 19, 1862)

Photograph of Lieutenant William Zachariah Mead (1838-1864)

Lieutenant William Zachariah Mead (1838-1864)

William Mead graduated from the University of Virginia in 1857 before the Civil War began. The collection has many references to Charlottesville and the University of Virginia, including comments about university professors Basil L. Gildersleeve, Gessner Harrison, Socrates Maupin, John Minor, Schele De Vere, James L. Cabell, Frederick George Holmes, and Alfred T. Bledsoe. Charlottesville families include Peter and Frances (“Fannie”) Meriwether, Frances Poindexter, Rector, and Mrs. Ebenezer Boyd, William Cabell Rives, Franklin Minor, Thomas Walker Gilmer and Elizabeth Anderson Gilmer, and Dr. Mann Page. 

 

University of Virginia Report Card for William Zachariah Mead

University of Virginia Report Card for William Zachariah Mead

Anna Maria Otis Mead Chalmers was extraordinary in having been as well educated as any man in Boston (3 Duval, Maria Pendleton) and shared her knowledge with other privileged young white girls, including Amélie Rives Troubetzkoy, the famous writer. She and some of her family members were friends with literary authors including Edgar Allan Poe, Nathaniel P. Willis, Ralph Waldo Emerson, and Oliver Wendell Holmes. The letters refer to these writers, but there are no letters written by or to the authors themselves. 

Examination questions from Mrs. Mead’s School for Young Ladies

Examination questions from Mrs. Mead’s School for Young Ladies

The collection also includes correspondence from Anna Maria Mead Chalmer’s cousins, James Freeman Clarke (1810-1888) and his sister, Sarah Freeman Clarke (1808-1896). Sarah Clarke was a landscape artist, a world traveler, and a member of the transcendentalist movement (4 Maas, Judith). James Clarke was an American theologian, author, and abolitionist (5 Wikipedia). 

Also of interest in the collection are letters about General William Hull (1753-1825) who fought in the American Revolutionary War and the War of 1812. He was born in Derby, Connecticut and moved to Detroit Michigan when his government work, which involved the taking of land from Indigenous persons, led him to become the Governor of the Territory of Michigan and the commander of the Army of the Northwest Territory during the War of 1812. He was appointed by Thomas Jefferson and was a friend of General Lafayette. After being unsuccessful in fighting off the Canadians (however claiming that the government did not give him the resources to defend Michigan) he was court-martialed by James Madison who later commuted his sentence (6 Detroit Historical Society). For years, the family fought a claim to refute the charges and receive his backpay. In contrast to General Hull’s work with the government in taking land from Indigenous people, the family kept a newspaper clipping of a sermon by Bishop Henry Benjamin Whipple (1822-1901) printed in 1876 which displays Whipple’s outrage at the United States government for taking lands from Indigenous persons. 

Newspaper clipping with sermon by Bishop Whipple in 1876 (unidentified newspaper)

Newspaper clipping with sermon by Bishop Whipple in 1876 (unidentified newspaper)

Covering a wide-range of historic themes, including: the taking of Indigenous lands; enslavement of African Americans; the story of a widowed woman trying to earn a living in the nineteenth century; the War of 1812 and the American Civil War; as well as politics, religion, transcendentalism, local Charlottesville history and professors at the University of Virginia—this is a collection of letters rich in history that shows the inner workings of government and society, and how those systems impact people’s everyday life. Collections like the Papers of Anna Maria (Campbell Hickman) Otis Mead Chalmers (1809-1891) help us to envision our collective past and broaden our perspective on our history and our future. This one is worth a deep dive into the history of the nineteenth century locally and nationally. 

Sources: 

  1. Historic Newton, Historic Burying Grounds Preservation 
    Attachments F-1 – F3 for Historic Resource Proposals 
  2. Smith, S. F. History of Newton Massachusetts. Town and City. From Its Earliest Settlement to Present Time 1630-1880.” Boston: The American Logotype Company, 1880.   
  3. Duval, Maria Pendleton. “The Lengthened Shadow of a Woman” in The Richmond Times Dispatch. August 10, 1913 (Description of Anna Maria Mead Chalmers education in William B. Fowle’s school as being the best in Boston and Mrs. Chalmer’s school as being up to the standards of Harvard) 
  4. Maas, Judith. “Sarah Freeman Clarke: Artist, Traveler, Diarist” The Beehive. Massachusetts Historical Society. November 21, 2019 
  5. “James Freeman Clarke.” Wikipedia. Accessed June 7, 2022. 
  6. “William Hull” Detroit Historical Society. Detroit Encyclopedia. Accessed June 7, 2022.

Other articles of interest:  

Martin, Susan. “The Unstoppable Anna Maria Mead Chalmers,” The Beehive. Massachusetts Historical Society. June 7, 2022. 

 

Juneteenth 2022: The Nansemond County Training School 1924-1970

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Juneteenth was originally established to commemorate June 19, 1865, when enslaved African Americans in Galveston, Texas heard the reading of the Emancipation Proclamation and learned that they were free. However, Juneteenth is not the only freedom celebration in the United States. For more than two hundred years, Black Americans have selected various dates—including January 1, March 3, July 5, and August 1—for the day’s local significance to the abolition of the slave trade and slavery. With the recent creation of Juneteenth as a federal and state holiday, today we’re reflecting on education as one of many ways that African Americans manifested freedom in Virginia.
— Krystal Appiah, Curator of Virginia Collections

Nansemond County Training School was the first high school for African Americans in Suffolk, Virginia in 1924. We recently received the Margaret Stephenson Collection on Nansemond County Training School (MSS 16683) which documents the work of alumni from 1998 to 2007 to preserve the school and its history—which is also their history. They made a documentary film “Living Through Our Roots” about the school which is included in the collection. Alumni also held reunions to encourage former classmates to share their memories and ephemera in the film. I have enjoyed learning about the school and the people who attended it, and I feel enriched by their personal and uplifting perspectives on life after having lived through segregation. We would like to explore this new collection with you as a celebration of Juneteenth.
— Ellen Welch, Manuscripts and Archives processor

The Nansemond County Training School grew out of a one room building named Little Fork School located on the estate of William Jackson Copeland. According to former second grade teacher Paula Dozier, Copeland envisioned providing a building site to meet the educational and cultural needs of African American children before the turn of the century. The original school was destroyed by fire; its replacement was built in 1924 and become known as the Nansemond County Training School.

Photograph of red school building

Nansemond County Training School 1924-1970

The school, with seven classrooms and one auditorium, contained an elementary and secondary school, and was one of ten Rosenwald schools in Suffolk, Virginia. The Rosenwald schools were known for their standardized floor plans which were designed to let sunlight into the classrooms in the afternoon to save money on electricity and heating. Hannibal E. Howell was its first principal from 1919 to 1961, serving for 42 years. In 1964, the name was changed to Southwestern High School and, after the racial integration of county schools, became Southwestern Intermediate School. Today it is called Southwestern Elementary School and is located next to the Nansemond County Training School (which is currently used for storage).

Headshot portrait of man in suit

Hannibel E. Howell, Principal of Nansemond County Training School 1919-1961

Nansemond County Training School graduating class of 1931

1920’s Photograph of a 4-H Club meeting on the grounds of the new school. (Courtesy of Ruby Holland Walden)

Rosenwald schools were partially funded by Julius Rosenwald (1862-1932), an American businessman, philanthropist, and part owner of Sears and Roebuck Company. Rosenwald met Booker T. Washington in 1911, and Washington encouraged Rosenwald to address the poor state of African American education in the South. In 1917, Rosenwald incorporated the Julius Rosenwald Fund to help fund schools with inadequate buildings and teaching materials. The fund required matching support from the community, parents, and local government. Nansemond County Training School received $1,500 from the Rosenwald fund, $5,000 from African American families, and $11,500 in public money.

By the time the program ended in 1932, the Rosenwald Fund had supported nearly 5,000 schools, 217 teachers’ houses, and 163 shop buildings for the education of Black students in the rural South. The documentation in the National Register of Historic Places states that the “Nansemond County Training School is an excellent example of rural southern school architecture, and the combination of public and private money and monies from the Julius Rosenwald Fund show how strongly the community wanted to be able to educate its African American population in a modern school building.”

According to an article by Phyllis Speidell in the 2008 Virginia Pilot article “Raising Funds to Restore Historic School into Heritage Center,” “Many of the Rosenwald schools have disappeared or deteriorated, while the Nansemond County Training School stands strong because it was constructed by skilled Black stonemasons living in the area.”

Ruby Walden (1921-2020; Class of 1938). Her slogan: “what I can, I ought to do. With God’s help, I will do.”

One of the school’s alumni, Ruby Walden (1921-2020; Class of 1938), recalled the struggles of those who attended the school endured just to get basic school supplies. She carried a notebook full of court documents from a court case about the segregated schools—those papers detailed everything from the disparity in library space between Black and white schools to a list of patrons who had given money to help fight the case. In the Suffolk News Herald article “Former School’s Alumni Recall Past, Look to the Future” (October 1, 2013), news editor Tracy Agnew quotes Walden: “We’ve come a long way with a whole lot of struggles,” citing how Black children had to walk to school while white children were provided with buses for transport. Walden added, “I’m proud of the school, but I’m not proud of the fact we could have had a much better education.”

In another article “What She Could, She Did” by Jimmy Laroue in the Suffolk-News Herald (December 29, 2020), Walden is interviewed by Dr. Cassandra Newby Alexander in 2008 as part of an oral history of Virginia’s appellate court. It describes the active leadership of Ruby Walden:

“As part of her legacy, Walden worked with the Suffolk-Nansemond branch of the NAACP to help start a community center and the Nansemond Community Ballpark. She also helped organize the Holland-Holy-Neck Civic League, helping increase voter participation and helped start a Legal Aid Society in Suffolk. Walden also worked with the Literacy Council and spoke personally with the Reverend. Dr. Martin Luther King Jr. when he visited Suffolk, an event she estimated about 20,000 people attended. Walden said, “integration was the law of the land,” so they were torn between integration and their lawsuit to equalize the schools. She recalled that the “whole state started out in ‘massive resistance,’ and then it went to ‘freedom of choice,’ and then ‘assignment.”

Photograph of woman holding framed portrait.

Mae Burke holds her 1958 graduation photo from the Nansemond Training School.

In thinking of her fond memories of the school, Nansemond graduate Mae Burke (Class of 1959) said, “We don’t want to live all our lives and not leave anything for future generations. We don’t want to live here and work here and raise our children here and have nothing to show for it. I think it is a good thing to tell the history.” She and Wardell Baker (Class of 1956), president of the Heritage Center Association, hope that the school can be restored, preserving a historic African American legacy in Suffolk. He said, “This is not an African American project—it’s for the entire area, the whole community.”

Despite the hurdles and inequities of a segregated school system and society, many of the Nansemond/Southwestern alumni achieved academic and professional success, graduating from universities including New York University and Norfolk Polytechnic State University (Norfolk State University) and having professional careers as teachers, doctors, politicians, and lawyers. Our work now is to share their legacy and preserve the story of this school.

This collection was recently donated to the Small Special Collections library by Margaret Stephenson, an architectural historian who collected materials from 1988-2007 to document the effort to preserve historic Nansemond County High School. Stephenson (1942-2014) was born in Richmond, Virginia to Lucille Long Bowles (originally of Severn, North Carolina and later of Como, North Carolina). She earned a master’s degree in architectural history from the University of Virginia and worked for the City of Raleigh’s Planning Department and the Virginia Department of Transportation’s Environmental Division. The Nansemond County Training School was added to the National Register of Historic Places in 2004 in (Holland) Suffolk, Virginia.