The Davidson College Task Force on Racial and Ethnic Concerns, 1984

The Task Force on Racial and Ethnic Concerns was appointed by Davidson College President John Kuykendall on September 10, 1984 in response to growing student frustration around support for students of color, particularly as related to academic resources and campus social climate (see page 28 of the Report).

Page 28 of the Task Force on Racial Concerns which lists the "past and current actions" of Davidson's Black Student Coalition between 1970 and 1984.
From page 28 of the Final Report: “The Black Student Coalition works to present black cultural events and opportunities to learn more about the Black Experience.”

Twenty appointees and one recorder made up the Task Force’s membership. Those members were chosen by either the college president or by a committee as representatives of five distinct groups, each delineated, below:

Students:

  • John C. Laughlin (Student Government Association President)
  • Janet Stovall (Black Student Coalition President)
  • Andrew Yon (R.A.C.E President)
  • Atondra Williams (Appointed by Student Senate)
  • Rodney Holman (Appointed by Student Senate)

Faculty:

  • Dr. R. Bruce Jackson (Co-chairman, appointed by the president)
  • Dr. John Kelton (Vice Chairman pro-tem of the faculty)
  • Dr. Lauren Yoder (chosen by faculty executive committee)
  • Dr. J. Alberta Hernandez-Chiroldes (chosen by faculty executive committee             

Administrators:

  • Will Terry (Dean of Students)
  • Dr. John Griffith (Dean of Admissions and Financial Aid, co-chairman, appointed by the president)
  • Dr. T.C. Price Zimmermann (Dean of Faculty)
  • Paula Miller (appointed by the Advisory Committee on Minorities)
  • Dr. Leland Park (Library Director)

Alumni:

  • Daniel Clodfelter
  • Dan LaFar, Jr.
  • Calvin Murphy

Trustees:

  • Dr. Thelma Adair
  • John A. Mawhinney, Jr.
  • Dr. J. Randolph Taylor

Recorder:

  • Dr. Malcolm O. Partin

These members were then divided into one of the four following committees: Past Davidson Committee, Current Davidson Committee, Higher Education Committee, and Policy Committee. Each group conducted in-depth research on their respective topics for inclusion in a report due to the campus community “no later than November 30, 1984.”

A paragraph snippet from page 3 of the Task Force's final report. The paragraph states, "Through a series of discussion forums, to be held in early January, the Task Force plans to record, consider and include in the report the reaction of faculty, staff, students and alumni of Davidson College."
From page 3 of the Final Report: “Through a series of discussion forums, to be held in early January, the Task Force plans to record, consider and include in the report the reaction of faculty, staff, students and alumni of Davidson College.”

After submitting the report, the Task Force made the document available for comment and critique through a series of forums. This feedback was either included or reflected in the final report submitted to the college president in February 1985.   

The Report presented several critical conclusions that later led to some institutional changes, a selection of which are paired and outlined, below:

Screenshot of page 10 of the Task Force's Final Report. The report states: “While, in the judgment of the Task Force, Davidson's current efforts in student, faculty and staff recruitment are similar to the best efforts of a number of the schools visited, our efforts in terms of social and academic support for black students are less adequate.”
From page 10 of the Final Report: “While, in the judgment of the Task Force, Davidson’s current efforts in student, faculty and staff recruitment are similar to the best efforts of a number of the schools visited, our efforts in terms of social and academic support for black students are less adequate.”
A memo dated September 3, 1986 sent to all faculty and staff about the formation of SCOPE (Standing Committee on Pluralistic Environments) in response to findings from the Final Report of the Task Force on Racial and Ethnic Concerns. Membership included: Paula Miller, Brenda Tapia, William Brown, Charlie Summers, Gary Mason, Tom Jennings, Mark Lomax, Debbie Young, Ruth Pittard, Jack Perry, and Ruth Ault.
Memo sent to all faculty and staff about the formation of SCOPE (Standing Committee on Pluralistic Environments) in response to findings from the Final Report of the Task Force on Racial and Ethnic Concerns (September 3, 1986). SCOPE facilitated and promoted programming designed to inform the campus community about pressing social issues and discrimination.
A group of about one dozen students balancing on a log as part of the August 1984 FOCUS Davidson College orientation program.
FOCUS, August 1984. FOCUS was a Davidson College orientation program that was re-organized to better address the needs of incoming African American students after the Task Force report was completed.
Excerpt from page 27 of the Task Force's final report that states: “Surveys of and interviews with black students point to this as a significant area of concern. Naive comments and stereotyped images projected by some students, faculty and staff reflect a lack of experience with and sensitivity to blacks. Recognizing this fact as a failure of our educational system, blacks and non-blacks alike have called for more opportunities to address this concern. The Project '87 proposal (see Appendix 16) represents a culmination of this expression of concern and focused on: the academic program, minority representation in the community, programming and social life.”
From page 27 of the Final Report: “Surveys of and interviews with black students point to this as a significant area of concern. Naive comments and stereotyped images projected by some students, faculty and staff reflect a lack of experience with and sensitivity to blacks…The Project ’87 proposal (see Appendix 16) represents a culmination of this expression of concern and focused on: the academic program, minority representation in the community, programming and social life.”
A scan of the second page of the February 1988 Black Student Coalition newsletter. Included is the date for the formation of the Davidson Black Alumni Network (DBAN) - January 30, 1988.
This is the second page of the February 1988 Black Student Coalition newsletter. The newsletter details resources available on campus, as well as the formation of the Davidson Black Alumni Network (DBAN). Support for DBAN was specifically requested in the Final Report of the Task Force on Racial and Ethnic Concerns (1984).
This is the third page of the Davidson College Black Student Coalition newsletter from February 1988. Note the closing message - "Sometime in February, black alumni will meet with Dr. Kuykendall once again to follow-up on the task force report.
This is the third page of the Davidson College Black Student Coalition newsletter from February 1988. Note the closing message – “Sometime in February, black alumni will meet with Dr. Kuykendall once again to follow-up on the task force report.”
A black professor assists a black student with a microscope as part of the 1995 Love of Learning summer program.
A professor with the Love of Learning program assists a student (1995). Love of Learning was established and led by Davidson College assistant chaplain Rev. Brenda Tapia in 1988 when four classes of 8th grade African American students were selected for the pilot five year program. Through Rev. Tapia, Davidson College, in partnership with the Charlotte-Mecklenburg School System, designed the program to enable secondary and post-secondary educational success for “at risk” and “promising” students by considering the whole person in addition to their academic needs.
The 1988 pilot class for the Love of Learning program. Rev. Brenda Tapia, the newly hired assistant chaplain, stands in the middle of the photograph in the red t-shirt.
The 1988 pilot class for the Love of Learning program. Rev. Brenda Tapia, the leader of the Love of Learning program, was hired as an assistant chaplain in direct response to the Task Force report. Rev. Tapia stands in the middle of the photograph in the red t-shirt.

The Task Force ended their report by stating, “…we hope that the “wheel will not need to be reinvented” when there is significant representation of another racial/ethnic group in our community. It is important that members of the community think creatively about implementation of strategies so that members of other racial/ethnic groups can avoid the problems blacks have experienced,” (41). One way the Archives facilitates this closing goal is by preserving and providing access to documents that detail the work and responses of previous generations.

A screenshot from page 41 of the Task Force's final report that states: “…we hope that the "wheel will not need to be reinvented" when there is significant representation of another racial/ethnic group in our community. It is important that members of the community think creatively about implementation of strategies so that members of other racial/ethnic groups can avoid the problems blacks have experienced,”
Page 41 from the Final Report of the Task Force on Racial and Ethnic Concerns, 1984.

If you are interested in reading the full report, Archives & Special Collections is open Monday to Friday from 9:00am to 5:00pm. You can read this report and similar documents upon appointment – simply email archives@davidson.edu with your research question and we will find an available time.

Guest Blogger: Dahlia Krutkovich, “Petition for Jewish Studies at Davidson College”

Hey everyone,

A group of students has been organizing to create an interdisciplinary Jewish Studies program at Davidson. This comes as part of a broader response to the events of last semester (the Pittsburgh shooting, “Hitler did nothing wrong,” and the neo-Nazis on campus).

This wouldn’t be possible without the work of students who came before us. We acknowledge and admire those who fought for Africana and GSS at Davidson and those continuing to advocate for Asian-American Studies, Indigenous Studies, and other initiatives that will ultimately make Davidson a place more people can call their own.

We hope that you’ll sign on, but we also want to answer your questions in person. Members of the working group will be at the tables by the fireplace in the Union this Monday to Friday from 11 to 3. This petition and its signatories will serve as proof that the Davidson community sees this as an urgent need. Talk to your friends, professors, alum friends and parents, etc. Thank you for your support.

Petition for Jewish Studies at Davidson College

1/27/19

To the Davidson College community:

The unmasking of Davidson students with neo-Nazi affiliation in November 2018 has left many students to wonder about Davidson’s commitment to its curricular and social values. We believe the creation of a Jewish Studies program at Davidson is crucial to the College’s wellbeing.

This is not the first time the College’s commitment to religious inclusion and academic integrity has been called into question. Less than 50 years ago, Davidson refused to hire a Jewish professor because he denounced a tenure policy that required professors to promote Christianity on campus (1). In response to student outrage and national attention, the first Jewish professor in Davidson history was hired two years later, in 1979 (2).

The Anti-Defamation League reports an 89% increase in anti-Semitic incidents on American college campuses between 2016 and 2017 (3). Over the same period of time, FBI Hate Crime Statistics Report show a 37% increase in anti-Semitic incidents nationwide (4).

Just a few months ago, we confronted anti-Semitism and neo-Nazism on our own campus. Though our push for Jewish Studies is a response to homegrown white supremacy, it is also informed by conversations Jewish students had following the exposure of the radicalized students’ twitter feeds. Suddenly, Jewish students were burdened with explaining everything from the differences between Reform and Hasidic Judaism to the concept of conditional whiteness, while also processing neo-Nazism so close to home. Even though non-Jewish students were willing and eager to learn about Jewish identities, it is unacceptable that these conversations were catalyzed only by tweets including “gas the kikes” and “I don’t actually give a ____ about Jews getting shot up” (5).

Although Davidson already offers some Jewish Studies courses, two or three classes a semester is not enough; a more complete curricular program in Jewish Studies would humanize and demystify Jewish culture, history, and identity. The student authors of this petition are advocating an interdisciplinary Jewish Studies program, which would span at least three disciplines and include at least one tenure-track position devoted to the study of Jewishness, be it through Religious Studies, History, Political Science, Anthropology, Sociology, Gender and Sexuality Studies, and/or Literary Studies. We envision Jewish Studies courses as dynamic, enriching spaces where students can more deeply engage with their academic pursuits.

Of the twenty institutions Davidson cites as its peers, nine have interdisciplinary or formal Jewish Studies departments, while eight others have access to programs or offer a significant number of courses devoted to a more expansive study of Jewish identity (6). If Davidson wants to maintain its status as a leader among other top colleges and continue to expand beyond its origins as a regional institution, adding a Jewish Studies program must become an immediate priority.

As an institution of higher learning that claims to serve as a “place where those who live, work, and study see differences as an opportunity to learn about themselves,” we have a responsibility to learn from our differences, engage with complicated topics, and combat ignorance with education (7). We hope the foundation of an interdisciplinary Jewish Studies program will move Davidson towards a greater, more inclusive understanding of Jewishness. Community support is vital to our success, so we implore those of you invested in the future of Davidson to show solidarity.

To demonstrate your support, sign your name below.

Sincerely,

The Student Working Group for Jewish Studies

References:

1. http://library.davidson.edu/archives/davidsonian/PDFs/19770422.pdf
2. https://www.washingtonpost.com/archive/politics/1977/04/25/christian-nc-college-rebu
ffs-jew/bff9b129-00d3-499e-8978-5da6a9b3cfb0/?noredirect=on&utm_term=.9ac
82f27a402; http://davidsonjournal.davidson.edu/2010/03/another-news-story/
3. https://www.adl.org/media/11174/download
4. https://ucr.fbi.gov/hate-crime/2016/tables/table-1;
https://ucr.fbi.gov/hate-crime/2017/topic-pages/tables/table-1.xls
5. https://twitter.com/WorkersCarolina/status/1060331304741453824?s=20
6. https://www.davidson.edu/offices/institutional-research/peer-institutions
https://docs.google.com/spreadsheets/u/1/d/1mnuIWvvhtnU_A4ubsWBnjcclX-H2
KjWRak37valaPFc/edit?usp=sharing
7. https://www.davidson.edu/admission-and-financial-aid/diversity

Guest Bloggers: Abby Fry, Mia Hodges, Hartlee Johnston & Erin Major, “Digging in the Davidson Archives: A Look at HIV and AIDS at Davidson”

Throughout this semester, we have been involved in an independent study class under the guidance of Dr. Wessner investigating the biological and social impacts of HIV and AIDS. We each entered this class with our own particular interests and experiences in this realm – Mia worked at the Mwandi Mission Hospital, Abby conducted research in Ghana on reproductive healthcare, Hartlee worked at an LGBTQ+ health nonprofit, and Erin worked at a harm reduction organization and needle exchange program. We were each able to bring our individual experiences to deepen our group’s discussion of the various scientific papers and books we read and movies we watched.

As the semester went on and we began to discuss what we wanted our final project for this class to look like, the topic of HIV on Davidson’s campus emerged. Though we each had knowledge of the AIDS Crisis both in the United States and abroad, none of us had ever heard much about the ways in which our campus was impacted by these events. We decided to expand the existing programming for World AIDS Day to encourage students to better understand the history of this infection both broadly and on Davidson’s campus, as well as to see that HIV is still an important and relevant issue. Our goal was to tie in several parts of campus for a series of exhibits and events that would be visible to our entire Davidson community.

Through the extensive and much appreciated help of the Archives and Special Collections staff, we were able to find pictures of the AIDS Memorial Quilt in the Johnston Gym (now the Union) and records of the group that brought the Quilt here in 1994, as well as photos from their trip to Washington D.C. to be a part of the showing of the Quilt on the National Mall. We explored how the LGBTQIA+ community has grown on campus and found the documentation of the formation of different groups such as F.L.A.G. (Friends of Lesbians and Gays), Q&A (Queers and Allies), and YANASH (You are Not a Stranger Here). Some of our favorite things to explore were the Davidsonian articles that documented the slow progression of the discussion surrounding HIV and AIDS on this campus juxtaposed next to articles about the regular goings-on of the school.

Glass exhibit cases filled with artifacts and articles about AIDS at Davidson

World AIDS Day exhibition

 

Additionally, we were shown Quilt squares made by Scotty Nichols, the former director of RLO, who made these pieces to honor Davidson students and staff who had passed away due to AIDS. To read about these students, see their pictures, and hear the ways in which Scotty honored them, was a poignant reminder that Davidson was not immune to the effects of the AIDS Crisis.

Many of these artifacts from the archives are currently on display in the Library, but many more will be shown during Common Hour (11am-noon) on Tuesday, November 27th and Thursday, November 29th in the Library Fishbowl. In addition, the documentary “The Last One” about the making of the AIDS Memorial Quilt will be screened, and four blocks of the Quilt will be on display for that whole week (Nov. 26th – Dec. 2nd) in the Union Atrium featuring the squares of four Davidson students. On Friday, November 30th at 4:30pm, the Visual AIDS presentation will be held the Wall Atrium. Please join us for any and all of these events, as well as taking a look at the display cases in the library.

Poster listing World AIDS Day events

World AIDS Day Events 2018

We would also like to extend a sincere thank you to everyone in the library and across campus who have provided their expertise, time, and materials to this project!

Guest Blogger: Andrew Rippeon, Ph.D. Visiting Assistant Professor of Writing, “More Frankenstein”

Broadside with the silhouette of a human with cross hatches of green surrounded by quotes regarding monsters and Frankenstein

Broadside Celebrating the Bicentennial of Mary Shelley’s Frankenstein and Halloween 2018

It’s been 200 years since the publication of Mary Shelley’s story of a creature created in a laboratory.  In the cinematic adaptations, the creature is stitched together, composed of body parts taken from corpses and medical specimens (and a famously “abnormal” brain).  Given this collage-like nature of Frankenstein’s creation, it seemed fitting to mark both the bicentennial of Shelley’s publication and Halloween 2018 with an “exquisite corpse”-style letterpress print.  In the Surrealist technique of the exquisite corpse, multiple authors or artists contribute short fragments to a single composition, with the result being a collaboratively composed final work that often demonstrates striking, unexpected juxtapositions.    

In our practice of the exquisite corpse, volunteers from Professor Sample’s WRI-101 course (“Monsters”!) visited the new and developing Letterpress Lab in the Wall Center for a brief overview of typesetting and letterpress printing.  After an introduction to the anatomy of moveable type (including the face, foot, belly, shoulder, and beard of the individual pieces of type, known as “sorts”), and the basics of typesetting (upside-down, from left to right), students selected typefaces and then set short quotations they’d brought with them, drawn from their readings in all things monsterish.  Some had chosen extracts from novels, while others had more theoretical excerpts.  When typesetting was complete, the students’ individual quotations were then gathered together onto one of two mid-century Vandercook proof presses, and locked into place in the bed of the press.   

The following day, students returned to print their type on large-format sheets previously printed with an appropriate background: a monsterish, vaguely human silhouette emerging from a visually noisy background.  Perhaps appropriate to the occasion (a celebration of what is sometimes called the first work of science fiction), these background sheets were produced on the letterpress but by means of a decidedly twenty-first century technique known as “pressure printing,” and in this specific case enabled by the technology of the laser-cutter in the college makerspace Studio M.  Pressure printing is a little bit like stenciling, but rather than applying pigment onto a sheet through a stencil, the stencil itself is placed behind the sheet, and the pair are run through the letterpress.  Ink transfers unevenly from the press to the print—a “mistake” in traditional letterpress practices!—according to the presence or absence of the material behind the printed sheet.  In this case, a negative and then a positive stencil were used to create, respectively, the background field (silver) with a silhouette removed, and the foreground figure (variably inked) with the background removed.  Hand inking of the figure produced a stitch-like effect, which continued the monsterish and collage-oriented approach to the print.  In the short edition (limited to 40), no two prints are the same.       

 

Guest Blogger: Emelyn Schaeffer “Wealth of Colleges: A History of Learning and the Texts that Help Us”

My name is Emelyn Schaeffer and I am from Atlanta, GA. I am approaching my sophomore year at Davidson and I am thinking about double majoring in English and Gender and Sexuality Studies. I am excited about working in Archives and Special Collections this summer, learning more about how the library operates, and discovering more about Davidson’s past.

Davidson’s two libraries, the Main and the Music, house many interesting volumes just waiting to be opened and explored by students eager to learn.  As a student, the Library often feels like more of a social hub than the Student Union, the tables packed with students studying together or planning group projects, sharing fascinations and frustrations about their classes. I have no way of knowing if this is what the library looked like throughout the history of the college, but the Original Davidson College Library gives us a peek into what students of the past studied.

The Original Library used to be housed in the Davidsoniana Room, where the works of alumni and faculty are available for students to use, but was recently moved to the Rare Book Room. This move gave me a chance to compare what my predecessors read to what I read.

Bookshelves containing the Original Davidson College Library and the personal library of President Morrison, the first president of the college

Original Davidson College Library in its new location in the Rare Book Room

 

One of the books we have in common is Adam Smith’s Wealth of Nation, though admittedly the green-covered and gold-embossed copy belonging to the Original Library looks much nicer than my yellow paperback. The work inside the Algebra textbooks also looks rather familiar – one of which, written by Davidson Mathematics professor Major (later General) D.H. Hill, contains the note, “This book was published in 1857 and was considered an excellent text, tho’ it is chiefly notable for the strong sectional feeling it displays (Note Yankee and wooden nutmeg problem 41). James G. Blaine referred to it in the U.S. Senate in an effort to keep alive Northern hatred for the South.”

As is likely expected, there is a plethora of books on historical, religious, and linguistic subjects. Historical texts include Aaron Burr, Benjamin Franklin, Andrew Jackson, and the Marquis de Lafayette. Students simultaneously studied the history of the Church and natural theology, along with the works of several philosophers. Languages studies included Latin, Greek, and Hebrew.

This is just a sampling of the books the Original Library contains. If you want to learn about this or any of our other collections, you can head on over to our website to contact us or schedule an appointment!

 

Celestial objects, space, and the physical universe as a whole.

The title of this post is from the Oxford Living Dictionary’s definition of astronomy, and this week, millions of people were contemplating “celestial objects.” On Monday, August 21 from 2:30 pm until 3 pm, Davidson hosted its own Eclipse Party on the Chambers lawn.

Davidson Eclipse Party brochure 2017

While Davidson did not experience a total eclipse, the moon still provided intriguing crescent-shaped shadows filtered through the trees.

Shadows on the patio in front of E.H. Little Library from a solar eclipse.

Patio in front of E.H. Little Library

Thanks to Kelly Denzer, Electronic Resources Librarian, for sharing this image.

With the shifting light, several people in the crowd alluded to the variance in the shadows and the speed of those same shadows. With a little help from library resources, it was determined that in 1824, Friedrich Wilhelm Bessel introduced one of the techniques to calculate that speed and that technique is still used today.

Wondering about Davidson students and when they began studying astronomy: 1837. Astronomy was a required course and was part of the original college curriculum. In 1837, it was taught by the first President of the College, Robert Hall Morrison.

First Annual North Carolina Debate Championships: a Window into the History of Debate at Davidson

45 years ago this week, March 24-25, 1972, the First Annual North Carolina Debate Championships were held at Wake Forest University. As A. Tennyson Williams, Jr., then Director of Debate at WFU, explained in a letter sent to debate team coaches and instructors around the state:

“Every debate school in North Carolina is invited to enter 2-man switch-side teams in varsity and/or novice (first year debaters) competition. There will be six rounds of eliminations beginning at the semi-final level (if there are enough teams to merit semi’s) in both divisions. Each school may enter 1 or 2 teams in each division. Please try to provide one qualified judge per 2 teams… I hope you will be able to enter some teams. North Carolina Championships could be an effective tool for building support for debate in the state and within your school.”

Davidson College has a rich tradition of debate, or as it was sometimes known, forensics. Eumenean and Philanthropic Literary Societies, founded in 1837, held both internal debates based on members’ research and formal debates with each other. Although the exact formation date of the official Debate Club on campus is unknown, Davidson students began competing in intercollegiate debate competitions in the 1890s and helped found the Intercollegiate State Oratorical Association in 1890.

A photograph of some debaters on the balcony of Philanthropic Hall circa 1915, from Roy Perry's scrapbook.

A photograph of some debaters on the balcony of Philanthropic Hall circa 1915, from Roy Perry’s scrapbook.

The Debate Club was most active between 1909 and the beginning of World War II, before fading out as student interest waned for the next few decades. The Davidsonian reported on a string of debate wins in April 1924, pointing out that between 1909 and 1924, the college debate teams had entered thirty matches and won twenty of them. The headline of the April 17, 1924 edition of the paper read “Davidson Debaters Down Emory Stars at Queens,” and the lead story crowed about the college’s success:

The rebuttal showed Davidson’s superior strength… It was here that the debate was cinched and even the consensus of opinion of the audience was that Davidson had added another victory to her string of intercollegiate debating wins.
Earlier that month, The Davidsonian reported that Davidson and University of North Carolina at Chapel Hill “met in what is believed to be the first inter-collegiate debate conducted in a foreign language in North Carolina. The entire debate was in Spanish.” Davidson debaters lost that one, but the volume of newspaper coverage demonstrates student body interest in the Debate Club.

The 1917-1918 debate teams, standing on the steps of Old Chambers. These student teams won debates with Lafayette College and Roanoke College.

The 1917-1918 debate teams, standing on the steps of Old Chambers. These student teams won debates with Lafayette College and Roanoke College.

However, despite all of the early interest in debate, much of this activity centered around extracurricular clubs and societies and was not necessarily supported by classroom work. The study of rhetoric had been offered from the beginning days of the college, although specific speech and debate courses did not get offered until 1912, when Archibald Currie, who also taught Latin, Greek, mathematics, political science, economics, and education, led the first course in public speaking. After 1920, Dr. Currie dropped his broad Renaissance man duties and retained only his appointments in political science and economics, and the public speaking course was dropped until the 1950s and then offered sporadically until the hiring of Jean Springer Cornell in 1971.

Jean Cornell with members of the debate team in 1976. From left to right: Nancy Northcott (Class of 1977), Eric Daub (Class of 1979), Maria Patterson (Class of 1979), Jimmy Prappas (Class of 1980), and Ellen Ogilvie (Class of 1978).

Jean Cornell with members of the debate team in 1976. From left to right: Nancy Northcott (Class of 1977), Eric Daub (Class of 1979), Maria Patterson (Class of 1979), Jimmy Prappas (Class of 1980), and Ellen Ogilvie (Class of 1978).

Jean Cornell taught speech and debate at Davidson from 1971 until 1987, and directed the department of forensics that would develop into part of today’s Communication Studies interdisciplinary minor. Cornell earned a BA from Ohio Wesleyan University, a MS in journalism from Northwestern University, and a MA in speech from University of Arizona, and taught speech and debate at the University of Arizona at Tucson and Scripps College before coming to Davidson. Cornell served in a leadership role in Delta Sigma Rho – Tau Kappa Alpha (the honorary forensics organization), coordinated Mecklenburg and the surrounding counties’ Bicentennial Youth Debaters in 1976, and served as the editor for the Journal of the North Carolina Speech Communication Association.

Cornell would be prove to be an extremely effective debate team coach, and it was she who received the letter in early 1972, asking for Davidson to join the First Annual North Carolina Debate Championships. The Davidson and Wake Forest teams won nearly all of the honors at these championships, with Davidson’s novice team of Les Phillips and Paul Mitchell (both Class of 1975) taking second place, and the varsity pairing of John Douglas (Class of 1974) and Rick Damewood (Class of 1975) tying for third with a team from the University of North Carolina at Greensboro. Phillips won first place honors individually in the novice division, and Douglas placed third individually for the varsity division. Both divisions debated the national intercollegiate topic of 1972: “Resolved: That greater controls should be imposed on the gathering and utilization of information on U.S. citizens by government agencies.”

Score sheets from the First Annual North Carolina Debate Championship in March 1972.

Score sheets from the First Annual North Carolina Debate Championship in March 1972.

In late fall 1972, Cornell sent a memo to John M. Bevan, then Dean of Academic Affairs, detailing the debate program and its need for greater funds:

“Needless to say, the weak need not and do not apply. We have had the number one students in the freshman, sophomore, and junior classes as debaters… Due to our limited budget, several of the Extended Studies students have not been able to debate in these tournaments, and we have had to decline invitations to such prestigious schools as Princeton and Dartmouth… In two years (spring, 1974) we should have the manpower and proficiency to have our own tournament for neighboring high school students. Who knows what else we might do? Maybe even become a real power in college debate.”

Four members of the debate team stand behind trophies they won in 1975. From left to right: Gordon Widenhouse (Class of 1976), Paul Mitchell (Class of 1975), Mark Gergen (Class of 1978), and Randy Sherrill (Class of 1978).

Four members of the debate team stand behind trophies they won in 1975. From left to right: Gordon Widenhouse (Class of 1976), Paul Mitchell (Class of 1975), Mark Gergen (Class of 1978), and Randy Sherrill (Class of 1978).

Cornell built a successful debating program, and during the 1970s, Davidson was ranked consistently in the top 20 teams in the “small school” category nationally, and occasionally cracked the top 10. During the 1970s, Davidson debaters won their match-ups roughly 55-60% of the time, and Cornell grew the program through special debate workshops prior to the academic year, as well as through course credits. As part of her work coaching the Davidson debate team, she helped plan the North Carolina Debate Championships in 1978 when they were held on our campus.

Members of the 1976 debate team pose together for the picture. Back row, left to right: Steve Smith, Mark Gergen, Coach Jean Cornell, Robert Enright, and Mike Daisley; middle row: Unknown, Gordon Widenhouse, unknown, unknown; front row: Randy Sherrill, Ellen Ogilvie, Nancy Northcott, and Maria Patterson.

Members of the 1976 debate team pose together for the picture. Back row, left to right: Steve Smith, Mark Gergen, Coach Jean Cornell, Robert Enright, and Mike Daisley; middle row: Unknown, Gordon Widenhouse, unknown, unknown; front row: Randy Sherrill, Ellen Ogilvie, Nancy Northcott, and Maria Patterson.

Jean Cornell retired from Davidson in 1987, moved to Arizona, and passed away in November 2015. Today, the Mock Trial Association carries on the tradition of hosting debate competitions, and the Communication Studies department has expanded its range of academic offerings beyond speech and debate to focus on interpersonal communication, public communication, and mass communication, but still hosts the Speaking Center.

Searching for Jane

No cookies this week but a little more on researching aspects of women’s lives–this time looking for Jane Austen in the college’s curriculum. Given that full coeducation came late to Davidson (unofficially co-eds have been on the scene since the 1850s, officially since the 1970s ), it would not be surprising to find women writers, including Austen, slow to appear on class reading lists.

A little searching turned up that should Davidson students in 1888 have made it to Chapter 6 “Our First Great Novelists” in their assigned textbook Nicoll’s Landmarks of English Literature, they would have encountered some faint praise of her work. Naming her “a greater novelist” than either Fanny Burney or Miss Edgeworth, Nicoll brief summary of her work concludes “In her chosen walk of fiction,  truthful pictures of the 0rdinary, middle-class society we see around us, Miss Austen has not equal; and the extent to which she succeeds in interesting us in her annals of humdrum, commonplace English life is the highest tribute to her genius.”

Title page for English textbook used in 1880s and 1890s.

Title page for English textbook used in 1880s and 1890s.

English literature first invaded the classical curriculum of Davidson in the 1870s; John Milton and Francis Bacon opened the way to survey classes for prose and poetry; Shakespeare soon earned classes of his own.  By the 1930s, the English department had expanded sufficiently in number of faculty and course listings to provide students with deeper encounters with novelists.

1929 Catalog listing announcing the new course The English Novel to Hardy.

1929 Catalog listing announcing the new course The English Novel to Hardy.

Changing course numbers and faculty (James Purcell succeeded William Cumming), the English Novel to Hardy remained a department fixture into the 1970s.  Purcell added to the number of women writers being taught with his Women in American Fiction course introduced in 1973. The course readings included both male and female writers while focusing on women as characters. Four years later, Assistant Professor Georgiana Ziegler offered a course focusing on women as writers.

1977 course description returning Austen to the classroom.

1977 course description returning Austen to the classroom.

The course description identifying the instructor as “Miss Ziegler” was not a slight but a reflection of the era when all faculty were listed as Mr. or Miss. A decade later, Ziegler’s replacement in the course was Ms. Mills, who kept women writers before students into the 1990s.

Ziegler and students in an outdoor class session in the front of E.H. Little Library - perhaps discussing the English countryside of Austen

Ziegler and students in an outdoor class session – perhaps discussing the English countryside of Austen

The British Novel returned to the curriculum by 2000 and in 2001-02 the list of advanced English seminars included ENG 472 Jane Austen and Thomas Hardy: Sex, Politics and the Novel.

In 2010, Austen jumped from the confines of English into Theatre with a production of Pride and Prejudice.

Playbill for fall 2010 production of pride and prejudice

Playbill for fall 2010 production

This search for Austen was not exhaustive. Despite the best efforts of archivists to document curriculum, there are limitations.  At Davidson, we have a full run of catalogs which provide listings of course titles and brief descriptions but very few syllabi before 1994.  If the course listing doesn’t name an author, we can’t know for certain what was taught. Fortunately for this search, our catalogs are online and searchable. And another library has done the work of digitizing Nicoll’s Landmarks, giving us a way to look at what the students of the era saw.

We might have a notion of what students thought about Austen but the literary magazines of the day are not quite as accessible yet.  If the Davidson Monthly has articles on Austen, it will take a longer and slow search to find them!

 

 

College statistics – 1916 -2016

The spring semester is officially underway.  Students poured back onto campus over the weekend. Following the pattern of the last few years, there are more students on campus in January than in August.  This happens because more students opt to study abroad in the fall.

Coming across the short article below prompted some thoughts about changes in college statistics.

The college no longer uses the category “Electics.”  This term referred to students who came to take classes but never intended to graduate. The contemporary version of this might be auditors –although most people auditing classes now are already college graduates rather than college age students looking to pick up a few credits.  The college does not count auditors in our student totals.

Davidson College statistics as published in January 1916.

Davidson statistics as published in January 1916.

In January 1916,  the college still offered a graduate degree. Three students “Post Graduates” counted in the Davidsonian’s summary.  Below are the requirements for earning a M.A. – basically a five course addition to a bachelor’s degree. The college expanded the program requiring a thesis in 1919-1920 and 36 hours of classes.  The option for earning a graduate degree ended in 1930.

Davidson's requirements to earn a Master's Degree.

Davidson’s requirements to earn a Master’s Degree.

Geography is another significant change. In 1916 the college boasted students from 12 states and 3 foreign countries.  The 2015-2016 college Factfile compiled in December 2015, reports students from 48 states and territories and 43 countries. One aspect has not changed– students are considered to be from a foreign country based on their (or their parents’) home address and not by citizenship. The 1916 students listed as being from China include Philip B. Price, George Alexander Hudson, and future college physician James Baker Woods. They all grew up in China as missionary kids.  At least two of the international students were citizens – Francisco Del Rio of Cuba and William Yohannon Sayad of Persia. Interestingly, in 1916 and 2016, the foreign country with the largest representation is China.

The map below dates from 1964 and shows locations of Davidson alumni working outside of the USA.  It was accompanied by a 2-page listing of all the names, job titles and cities. The map included two members of the class of 1962 living in Alaska and one living in Washington, DC. There were no doubt more alumni in DC but only one was Secretary of State at the time.

A map with blue ocean and white continents. Red flags marking where Davidson alumni were abroad in 1964

Davidson alumni abroad in 1964.

How many more flags would there be today?

The Science of Archives

No, we aren’t opening a chemistry lab in the archives– but we are moving the archives into STEM (Science, Technology, Engineering and Mathematics) classrooms.  Davidson’s liberal arts curriculum has always included courses that fall into the STEM rubric. Chemistry, physics, mathematics, and natural philosophy classes stood alongside Greek, Latin, rhetoric, religion, and political economy courses in filling students’ days and heads from the college’s earliest years.

Davidson curriculum in 1845, replete with STEM

Davidson curriculum in 1845, replete with STEM

Still, it is relatively new for the Archives to play a role in these classes.  Other parts of the curriculum– English, Sociology, Education, Theatre, even Africana Studies are our more traditional partners.  With the Under the Lake project, Environmental Studies students both used the archives and added to our research.

Website for Environmental Studies research projects. http://libraries.davidson.edu/uln/student-projects/

Website for Environmental Studies research projects.
http://libraries.davidson.edu/uln/student-projects/

Most recently we have worked with Mathematics, Computer Science and a digital studies class.
For Computer Science 362, the archives provided statistical data derived from our Statistics and Class Events database (Hint: if you want to do a search by year use the format 1915-1916).  We gave them tuition costs, number of faculty and number of students for each year, including for some years the number of students by class.  They took the data and explored the kinds of questions that can be asked and learned out to use different kinds of charts and plots to visualize the data.  Below are some of the class examples:

Graph tracking patterns in tuition and number of faculty created by Brandon Liang for class lab.

Graph tracking patterns in tuition and number of faculty created by Brandon Liang for class lab.

Scatter plot graph on Davidson Dropout Percentage by Academic Year and Class Year created by Courtney Cochrane

Scatter plot graph on Davidson Dropout Percentage by Academic Year and Class Year created by Courtney Cochrane

Chart of Faculty - Student ratio Over Time created by Morgan Spencer

Chart of Faculty -Student ratio created by Morgan Spencer

Graph tracking freshman enrollment and tuition numbers by Dustin Atchley

Graph tracking freshman enrollment and tuition numbers by Dustin Atchley

Bar chart tracking the size of Freshman classes in relation to total student body by Tommy Rhodes

Bar chart tracking the size of Freshman classes in relation to total student body by Tommy Rhodes

Archives staff were invited to hear presentations by the students. We all learned that some of the comparisons provided no useful historical insights, some pointed to anomalies worth further exploration, and some to bad or missing data.  We were inspired to think more about numbers in archives and future CS362 projects.

Over the last 2 years, students in Finite Math collected data from archival sources and created information graphic that highlighted aspects of Davidson’s history. They used alumni catalogs, yearbooks, sports media guides, and catalogs to track Davidson enrollment, student home states, percentages of athletes, and tuition.

Poster using athletic history data researched and designed by math students Ryan Lowe, Peyton Aldridge, and Jack Gibbs.

Poster using athletic history data researched and designed by math students Ryan Lowe, Peyton Aldridge, and Jack Gibbs.

 

Davidson demographics done by Norma Barksdale, Tess Rollins, and David Curtis

Davidson demographics done by Norma Barksdale,
Tess Rollins, and David Curtis

This last week students in DIG 101 used a variety of documents from the archives to learn about scanning and optical character recognition- and in the process learned a little bit about Davidson culture in the 1920s and 1940s and worked with some early handwritten stories by William Styron. At Around the D, we’re doing our best to connect the past and present and to cover the curriculum in the process