(1079,13,'2012-02-11 01:30:27','2012-02-11 01:30:27','Over the last four years, I have worked as a lecturer teaching courses about Baltimore and African American history, and I have also served as project manager for the Diaspora Pathways Archival Access Project (DPAAP), a partnership between Johns Hopkins University and the Afro-American Newspapers funded by the Andrew W. Mellon Foundation.  These experiences have shown me that students learn best when they are not simply taught history, but when they also act as historians. Baltimore offers both possibilities and challenges  for students doing historical projects.  Much of the city’s history remains unwritten, and historical materials are often tucked away in small archives and private homes.  Records that are not easily accessible present a special problem for students who are constrained by time and transportation.  Both the East Baltimore Oral History Project and the Afro Archives partnership seek to address these challenges by involving students in the process of uncovering, describing, and making accessible historical records, and then encouraging students to use these resources for historical research.  \r\nThe East Baltimore History Project involves students in the work of preserving the memories of established members of the East Baltimore community.  For students this work addresses a major complaint about life as a Johns Hopkins undergraduate—that students are too removed from the life of the city, and that students are not encouraged to interact with the city, and its inhabitants, in meaningful ways.  The interviewing process has the additional benefit of making students experts, allowing them to bring a substantive point of view and body of evidence as they critique course readings and engage in class discussions.  As interviews are added to the project website, students produce an accessible community history resource that will last well beyond the usual semester long class project.\r\nDPAAP also depends heavily on the work of student archival interns, and on the technical skills of the current and former students who form the Project Gado team led by recent Hopkins graduate Tom Smith.  Archival interns have been involved in every step of uncovering the archives, from labeling boxes and shelves, to entering information into our archival database, to writing essays for our database website.  This work has given interns a perspective on African American history usually reserved only for history professionals.  With materials pertaining to almost every local, national, and international aspect of Black history, interns are often asked to describe the central themes and narratives residing of this diverse archives.  This challenge requires them to address the problem of twentieth century information overload familiar to both historians and archivists.  The Project Gado team offers a different set of solutions to the problem of preserving and making accessible vast amounts of archival materials.  The members of Project Gado are involved in innovative work in the digital humanities as they create low-cost options for large scale digitization.  The work of Tom Smith and Project Gado suggests another possibility for hands-on coursework in history, courses that would integrate technical skills and the creation of hardware and software into a rigorous humanities education to prepare students to be 21st century humanities scholars.\r\n','Moira Hinderer Instructor Commentary','','inherit','open','open','','1062-revision-5','','','2012-02-11 01:30:27','2012-02-11 01:30:27','',1062,'http://stage.archivejournal.net/2012/02/1062-revision-5/',0,'revision','',0),(1096,13,'2012-02-11 01:45:30','2012-02-11 01:45:30','	When people think of Johns Hopkins University, they think of medicine. And rightly so; JHU prepares people for medical school better than any college in the world. The medical attitude, however, permeates beyond the bounded world of pre-meds. Hopkins often values the reductionism of the scientific method and the cleanliness of the lab over holism and real-world, big-picture thinking. In looking for classes during my sophomore year at JHU, then, I was surprised to find The Power of Place taught by Melanie Shell-Weiss. The course was a practicum, and all participants would conduct oral histories as part of the East Baltimore Oral History Project (EBOH). This was a rare chance to get out of the infamous “Hopkins Bubble.” I signed up.\r\n	During Power of Place, I helped produce several oral histories. As interviews flowed in, however, I began to see a problem. Each interview was around two hours long, and included a full transcript. From my class alone, the project would amass nearly thirty hours of audio and several hundred pages of text. Making use of those materials would be tough.  As a software developer, I saw a solution. I imagined a tool which could link transcripts with audio, allow people to tag important areas within interviews, and make all the EBOH materials searchable. With support from the University, I spent the next year working with Professor Shell-Weiss to make my idea into a working web-application. \r\n 	While working on EBOH, I started visiting archives. I could find few digital images of East Baltimore, and I wanted to know why. On a visit to the Afro American Newspaper with Moira Hinderer, I found a plethora of visual materials. Very few, however, had been digitized. The main factor was cost; resources to manually digitize the Afro’s collection simply weren’t available. Again, I saw a technical solution. I would build a robot. I proposed creating an automatic scanner which could lift and digitize the Afro’s sensitive artifacts, all for less than $500. No one at JHU thought it would happen. Luckily, Professor Shell-Weiss managed to raise some small funds, and I spent a summer prototyping. The result was the Gado 1, a proof-of-concept which would later scan over 1,000 images at the Afro. The price tag? $496.\r\n	After graduating from JHU in May 2011, I wanted to continue refining my technology. With support from the JHU Sheridan Libraries and the Abell Foundation (a regional grantsmaker), I secured enough funding to work on my project full-time. In December 2011, I completed the Gado 2, a second generation machine which dramatically outpaces the original. Since testing began, my machine has digitized over 3,000 artifacts at the Afro, at a tiny fraction of the cost of manual scanning. In February 2012, we will make these images available to the general public, and launch GadoImages.com in order to distribute them to paying licensors. I believe Gado has the potential to dramatically alter the economics of archival digitization. And I would never be at this point without that first push to step outside the classroom and start thinking in broader terms.\r\n','Tom Smith - Student Commentary','','inherit','open','open','','1059-revision-6','','','2012-02-11 01:45:30','2012-02-11 01:45:30','',1059,'http://stage.archivejournal.net/2012/02/1059-revision-6/',0,'revision','',0),(1080,13,'2012-02-11 01:45:14','2012-02-11 01:45:14','Over the last four years, I have worked as a lecturer teaching courses about Baltimore and African American history, and I have also served as project manager for the Diaspora Pathways Archival Access Project (DPAAP), a partnership between Johns Hopkins University and the Afro-American Newspapers funded by the Andrew W. Mellon Foundation.  These experiences have shown me that students learn best when they are not simply taught history, but when they also act as historians. Baltimore offers both possibilities and challenges  for students doing historical projects.  Much of the city’s history remains unwritten, and historical materials are often tucked away in small archives and private homes.  Records that are not easily accessible present a special problem for students who are constrained by time and transportation.  Both the East Baltimore Oral History Project and the Afro Archives partnership seek to address these challenges by involving students in the process of uncovering, describing, and making accessible historical records, and then encouraging students to use these resources for historical research.  \r\nThe East Baltimore History Project involves students in the work of preserving the memories of established members of the East Baltimore community.  For students this work addresses a major complaint about life as a Johns Hopkins undergraduate—that students are too removed from the life of the city, and that students are not encouraged to interact with the city, and its inhabitants, in meaningful ways.  The interviewing process has the additional benefit of making students experts, allowing them to bring a substantive point of view and body of evidence as they critique course readings and engage in class discussions.  As interviews are added to the project website, students produce an accessible community history resource that will last well beyond the usual semester long class project.\r\nDPAAP also depends heavily on the work of student archival interns, and on the technical skills of the current and former students who form the Project Gado team led by recent Hopkins graduate Tom Smith.  Archival interns have been involved in every step of uncovering the archives, from labeling boxes and shelves, to entering information into our archival database, to writing essays for our database website.  This work has given interns a perspective on African American history usually reserved only for history professionals.  With materials pertaining to almost every local, national, and international aspect of Black history, interns are often asked to describe the central themes and narratives residing of this diverse archives.  This challenge requires them to address the problem of twentieth century information overload familiar to both historians and archivists.  The Project Gado team offers a different set of solutions to the problem of preserving and making accessible vast amounts of archival materials.  The members of Project Gado are involved in innovative work in the digital humanities as they create low-cost options for large scale digitization.  The work of Tom Smith and Project Gado suggests another possibility for hands-on coursework in history, courses that would integrate technical skills and the creation of hardware and software into a rigorous humanities education to prepare students to be 21st century humanities scholars.\r\n','Moira Hinderer Instructor Commentary','','inherit','open','open','','1062-revision-6','','','2012-02-11 01:45:14','2012-02-11 01:45:14','',1062,'http://stage.archivejournal.net/2012/02/1062-revision-6/',0,'revision','',0),(1081,13,'2012-02-11 01:31:09','2012-02-11 01:31:09','	When people think of Johns Hopkins University, they think of medicine. And rightly so; JHU prepares people for medical school better than any college in the world. The medical attitude, however, permeates beyond the bounded world of pre-meds. Hopkins often values the reductionism of the scientific method and the cleanliness of the lab over holism and real-world, big-picture thinking. In looking for classes during my sophomore year at JHU, then, I was surprised to find The Power of Place taught by Melanie Shell-Weiss. The course was a practicum, and all participants would conduct oral histories as part of the East Baltimore Oral History Project (EBOH). This was a rare chance to get out of the infamous “Hopkins Bubble.” I signed up.\r\n	During Power of Place, I helped produce several oral histories. As interviews flowed in, however, I began to see a problem. Each interview was around two hours long, and included a full transcript. From my class alone, the project would amass nearly thirty hours of audio and several hundred pages of text. Making use of those materials would be tough.  As a software developer, I saw a solution. I imagined a tool which could link transcripts with audio, allow people to tag important areas within interviews, and make all the EBOH materials searchable. With support from the University, I spent the next year working with Professor Shell-Weiss to make my idea into a working web-application. \r\n 	While working on EBOH, I started visiting archives. I could find few digital images of East Baltimore, and I wanted to know why. On a visit to the Afro American Newspaper with Moira Hinderer, I found a plethora of visual materials. Very few, however, had been digitized. The main factor was cost; resources to manually digitize the Afro’s collection simply weren’t available. Again, I saw a technical solution. I would build a robot. I proposed creating an automatic scanner which could lift and digitize the Afro’s sensitive artifacts, all for less than $500. No one at JHU thought it would happen. Luckily, Professor Shell-Weiss managed to raise some small funds, and I spent a summer prototyping. The result was the Gado 1, a proof-of-concept which would later scan over 1,000 images at the Afro. The price tag? $496.\r\n	After graduating from JHU in May 2011, I wanted to continue refining my technology. With support from the JHU Sheridan Libraries and the Abell Foundation (a regional grantsmaker), I secured enough funding to work on my project full-time. In December 2011, I completed the Gado 2, a second generation machine which dramatically outpaces the original. Since testing began, my machine has digitized over 3,000 artifacts at the Afro, at a tiny fraction of the cost of manual scanning. In February 2012, we will make these images available to the general public, and launch GadoImages.com in order to distribute them to paying licensors. I believe Gado has the potential to dramatically alter the economics of archival digitization. And I would never be at this point without that first push to step outside the classroom and start thinking in broader terms.\r\n','Tom Smith Student Commentary','','inherit','open','open','','1059-revision-5','','','2012-02-11 01:31:09','2012-02-11 01:31:09','',1059,'http://stage.archivejournal.net/2012/02/1059-revision-5/',0,'revision','',0),(1097,13,'2012-02-11 01:47:05','2012-02-11 01:47:05','As an undergraduate English major with a concentration in Creative Writing, I had always regarded books as a portal into the world of fiction; a place where I could study plots and themes, setting and syntax. I had never stopped to consider books as historical objects until my first class in English 241: Archeology of Text. The assignment for the final research paper seemed simple: use what we learned during the semester to explore, analyze, and describe a document of interest from Goucher’s Special Collections.\r\n\r\nI knew from the start I was intrigued by Goucher’s prolific collection of Jane Austen materials, but needed something specific to spark my interest. Walking around the small Special Collections room in the Julia Rogers Library, my gaze landed on a blue box behind a glass case. I soon learned that inside that box lay the first American edition of Emma. Nancy Magnuson, college librarian, told me all about Alberta Burk’s letters and thought that they might contain clues for my research. I have always been fascinated with letters (both reading and writing them), and the process of tracking a specific book through personal correspondences fascinated me. I chose to study the 1816 first American edition of Emma and explore the letters that track how it found a home in Goucher’s library.\r\n\r\nI remain baffled by the amount of information and detailed history I discovered while writing a descriptive bibliography. I wrote detailed accounts of the letters from Alberta Burke and David Gilson, the letters between David Gilson and Henry Burke, and the 1816 first edition Emma. After seeing the interest that both Alberta Burke and David Gilson had in the first American edition of Emma, I knew that perusing the pages and studying the tome in detail would be essential to revealing the book’s history. Sifting through dozens of letters hoping to find mention of the Emma thrilled me to no end. Reading different letters from various sources also illuminated how various people valued the first edition and why they wanted it in their possession. The circuit of corresponding materials proved equally intriguing and helpful for tracking down how the book traveled from Philadelphia to Goucher’s library.\r\n\r\nI learned that by latching on to a specific topic I could follow a steady thread of conversation about Emma. The experience made me feel like a genuine historian instead of an undergraduate student simply researching journal articles or internet resources. It felt very special and intellectually stimulating to handle history with my own hands! I even discovered two additional letters hidden between the inside cover and title page of the first volume. Unearthing these two letters felt very encouraging and proved that there is always the possibility of finding out something new within the archives.\r\n','Sarah Kendall - Student Commentary','','inherit','open','open','','1053-revision-4','','','2012-02-11 01:47:05','2012-02-11 01:47:05','',1053,'http://stage.archivejournal.net/2012/02/1053-revision-4/',0,'revision','',0),(1082,13,'2012-02-11 01:07:53','2012-02-11 01:07:53','As an undergraduate English major with a concentration in Creative Writing, I had always regarded books as a portal into the world of fiction; a place where I could study plots and themes, setting and syntax. I had never stopped to consider books as historical objects until my first class in English 241: Archeology of Text. The assignment for the final research paper seemed simple: use what we learned during the semester to explore, analyze, and describe a document of interest from Goucher’s Special Collections.\r\n\r\nI knew from the start I was intrigued by Goucher’s prolific collection of Jane Austen materials, but needed something specific to spark my interest. Walking around the small Special Collections room in the Julia Rogers Library, my gaze landed on a blue box behind a glass case. I soon learned that inside that box lay the first American edition of Emma. Nancy Magnuson, college librarian, told me all about Alberta Burk’s letters and thought that they might contain clues for my research. I have always been fascinated with letters (both reading and writing them), and the process of tracking a specific book through personal correspondences fascinated me. I chose to study the 1816 first American edition of Emma and explore the letters that track how it found a home in Goucher’s library.\r\n\r\nI remain baffled by the amount of information and detailed history I discovered while writing a descriptive bibliography. I wrote detailed accounts of the letters from Alberta Burke and David Gilson, the letters between David Gilson and Henry Burke, and the 1816 first edition Emma. After seeing the interest that both Alberta Burke and David Gilson had in the first American edition of Emma, I knew that perusing the pages and studying the tome in detail would be essential to revealing the book’s history. Sifting through dozens of letters hoping to find mention of the Emma thrilled me to no end. Reading different letters from various sources also illuminated how various people valued the first edition and why they wanted it in their possession. The circuit of corresponding materials proved equally intriguing and helpful for tracking down how the book traveled from Philadelphia to Goucher’s library.\r\n\r\nI learned that by latching on to a specific topic I could follow a steady thread of conversation about Emma. The experience made me feel like a genuine historian instead of an undergraduate student simply researching journal articles or internet resources. It felt very special and intellectually stimulating to handle history with my own hands! I even discovered two additional letters hidden between the inside cover and title page of the first volume. Unearthing these two letters felt very encouraging and proved that there is always the possibility of finding out something new within the archives.\r\n','Sarah Kendall','','inherit','open','open','','1053-revision-2','','','2012-02-11 01:07:53','2012-02-11 01:07:53','',1053,'http://stage.archivejournal.net/2012/02/1053-revision-2/',0,'revision','',0),(1083,13,'2012-02-11 01:06:36','2012-02-11 01:06:36','When I heard about English 241: Archeology of Text, I was immediately excited. I had been working in Special Collections and Archives at Goucher College for about a year and I knew the class would give me a chance to learn more about books and archives in a setting that would encourage discussions with my peers. When it came time to pick a collection for my final project, I decided to work with archival materials rather than books so that I could challenge myself.\r\nWhile working in Special Collections, I had often walked by large blue boxes containing scrapbooks, but I had yet to look through them. When I began leafing through the scrapbooks, I found that I learned as much about Goucher College as I did about the women who put the scrapbooks together. Many of the scrapbooks had things in common, including Valentines, pressed flowers, calling cards, and photographs. But what intrigued me most were the dance cards. I had never before encountered dance cards, or even heard of them, even though I had been dancing all my life. Many of the dance cards were from the Naval Academy, as it was a nearby school in need of women with which to dance. Goucher girls would often travel to Annapolis for the weekend dances and they brought back dance cards as souvenirs.\r\nWhen I began researching these cards, I found very little information. I went to all of the reference librarians I could find, but even they had difficulties, because there were just very few secondary sources out there. I looked through all the etiquette books I could get my hands on and even asked people to tell me what they knew about dance cards. Those who knew of them provided me with the basic information I needed to study the cards.\r\nI contacted the Naval Academy Archives and with the help of Nancy Magnuson, Goucher College Librarian, I made an appointment to see their collection. There I found an almost complete run of dance cards from the Farewell Ball, which was held every year after graduation. Some were blank, some were filled in, some contained photographs, and some still had their tiny pencils attached. Looking through the cards, I found that they could be studied in several ways. One could examine print history, dance history, social history or even one woman’s history of dance partners. I chose to look at how the cards changed over the years because the first and last dance cards were so drastically different. What I found was that the cards changed over the years to reflect the changes in social dances.\r\nThough I have not yet returned to the dance card collections to study them further, they have never been far from my mind. I am still trying to convince people that dance cards are brilliant and should be reinstated for social events. Dance cards remain an interest of mine and I would love to eventually write their complete history. \r\n','Cassie Brand','','inherit','open','open','','1051-revision-2','','','2012-02-11 01:06:36','2012-02-11 01:06:36','',1051,'http://stage.archivejournal.net/2012/02/1051-revision-2/',0,'revision','',0),(1084,13,'2012-02-11 01:08:13','2012-02-11 01:08:13','	Students prepare for English 241, “Archeology of Text,” research projects in twelve weeks of readings and laboratory experiences which introduce skills necessary to work with early printed books and archival documents. (For the text of the assignment, see:\r\nhttp://faculty.goucher.edu/eng241/241_individual_research_projects_F09.htm).  The goal of these projects is to enable each student to pursue a self-designed creative or descriptive study of books, manuscripts, and other artifacts from Special Collections and Archives.  Because the course is interdisciplinary and students come from many majors, it is hard to predict where students’ curiosities will take them.  The best way to encourage active student engagement is prepare students for the widest range of book and document related work.  Successful projects can lead to further research supported by Goucher’s Peirce Center fellowships.\r\nBeginning with study of how a digital document is constructed and the history of the Internet’s “cloud” library, students practice searching online scholarly sites such as the O.E.D., WorldCat, ESTC, and the continental library collections accessible through the University of Karlsruhe’s online catalog.  They also explore using search engines and databases to identify and locate people, places, and things.   Those skills provide interpretive context for hand-press books in the course’s next segment.  After three weeks studying typography, format, bindings, and hand-made paper and its manufacture, students have learned the most basic descriptive bibliography skills.  This enables them to describe edition-specific and copy-specific details of their “cadaver books,” a set of early printed books they have had handled each week to encourage safe and intelligent treatment of early paper and bindings.  Finally, paper and parchment manuscript laboratories teach them to decipher secretary and scribal hands from the nineteenth through the thirteenth centuries.  This enables them to interpret marginalia in early printed books, including owners’ inscriptions and other provenance and use evidence.  \r\n	Sarah Kendall’s study of the Burke Austen Collection’s copy of the two-volume American first edition of Emma (Philadelphia: M. Carey, 1818) represents a creative response to traditional rare book provenance study, resulting in her discovery of a significant trove of correspondence in the book’s archival container.  Before Alberta Burke brought the book to Baltimore, it had passed through the hands of Christina Broun Dalhousie (the Countess Dalhousie), the prominent collector, Frank J. Hogan, and the poet, Siegfried Sassoon.  Kendall’s study demonstrates the way a book’s value changes as it moves from owner to owner, becoming as attractive for associations and rarity as it is for its text.  An archives-based approach to using the course’s analytical tools is represented by Cassie Brand’s study of Naval Academy dance cards found in the scrapbook kept by Goucher student Mary Lee Keith (Class of 1924), augmented by research at The Nimitz Library in Annapolis.  Brand showed how the cards could be used to study crucial changes in American courtship conventions as women took control of their relations with potential suitors. \r\n  These two projects represent the course’s goal: to enable original, undergraduate, hands-on archival research using interdisciplinary skills.\r\n\r\n','Arnold Sanders','','inherit','open','open','','1049-revision-3','','','2012-02-11 01:08:13','2012-02-11 01:08:13','',1049,'http://stage.archivejournal.net/2012/02/1049-revision-3/',0,'revision','',0),(1143,13,'2012-02-11 01:59:47','2012-02-11 01:59:47','I was one of the first students to take the History Laboratory at Cleveland State Community College. My previous experience during an extra credit activity in a traditional history course initially sparked my interest. During an American History survey course Mr. Reed, the CSCC instructor who founded the Southeast Tennessee Digital Archive, offered students a chance to digitize historical photographs. He demonstrated how to research a photograph\'s history, starting with the limited information written on the back and clues within the picture itself. I was eager to enroll in a course that was dedicated to digitizing historical photographs. \r\n	Few history majors would turn down the opportunity to go beyond lecture courses and work directly with historical documents, but I never expected a two-year college to offer me this opportunity. The History Laboratory allowed me to gain hands-on experience preserving important records of local history. Moreover the History Lab transformed how I research. I had to learn to use a library because the most relevant research material was not accessible online. It took a while to get into the groove of picking up a book and reading through the text as opposed to using a search engine to gather information. Using physical books to research will be an invaluable experience that I will be able to take with me through my future courses and career.\r\n	Another new experience was the archiving section of the class in which we digitized photographs and organized the research in a way that would be coherent on the SETDA website. As students we are accustomed to elaborating and expanding upon our research to produce an essay. The archiving section of the course instead forced me to condense my findings into a few concise sentences. The term “metadata” was foreign to me before this class, so working my research into that format was not the easiest task. Entering metadata into ContentDM was a challenge. Nevertheless, this exercise has helped me to convey my thoughts more clearly in other classes.\r\n	Overall the History Laboratory was a great experience. I had wanted to add some constructive criticism, but after reflecting on my experience I cannot think of any suggestions. The instructors were terrific and the course of study was refreshing. I would recommend this course to history students or any student who is searching for an experience other that goes beyond a classroom lecture.\r\n','Matthew E. Saunders - Student Commentary','','inherit','open','open','','1040-revision-5','','','2012-02-11 01:59:47','2012-02-11 01:59:47','',1040,'http://stage.archivejournal.net/2012/02/1040-revision-5/',0,'revision','',0),(1085,13,'2012-02-11 01:45:50','2012-02-11 01:45:50','As an undergraduate English major with a concentration in Creative Writing, I had always regarded books as a portal into the world of fiction; a place where I could study plots and themes, setting and syntax. I had never stopped to consider books as historical objects until my first class in English 241: Archeology of Text. The assignment for the final research paper seemed simple: use what we learned during the semester to explore, analyze, and describe a document of interest from Goucher’s Special Collections.\r\n\r\nI knew from the start I was intrigued by Goucher’s prolific collection of Jane Austen materials, but needed something specific to spark my interest. Walking around the small Special Collections room in the Julia Rogers Library, my gaze landed on a blue box behind a glass case. I soon learned that inside that box lay the first American edition of Emma. Nancy Magnuson, college librarian, told me all about Alberta Burk’s letters and thought that they might contain clues for my research. I have always been fascinated with letters (both reading and writing them), and the process of tracking a specific book through personal correspondences fascinated me. I chose to study the 1816 first American edition of Emma and explore the letters that track how it found a home in Goucher’s library.\r\n\r\nI remain baffled by the amount of information and detailed history I discovered while writing a descriptive bibliography. I wrote detailed accounts of the letters from Alberta Burke and David Gilson, the letters between David Gilson and Henry Burke, and the 1816 first edition Emma. After seeing the interest that both Alberta Burke and David Gilson had in the first American edition of Emma, I knew that perusing the pages and studying the tome in detail would be essential to revealing the book’s history. Sifting through dozens of letters hoping to find mention of the Emma thrilled me to no end. Reading different letters from various sources also illuminated how various people valued the first edition and why they wanted it in their possession. The circuit of corresponding materials proved equally intriguing and helpful for tracking down how the book traveled from Philadelphia to Goucher’s library.\r\n\r\nI learned that by latching on to a specific topic I could follow a steady thread of conversation about Emma. The experience made me feel like a genuine historian instead of an undergraduate student simply researching journal articles or internet resources. It felt very special and intellectually stimulating to handle history with my own hands! I even discovered two additional letters hidden between the inside cover and title page of the first volume. Unearthing these two letters felt very encouraging and proved that there is always the possibility of finding out something new within the archives.\r\n','Sarah Kendall - Student Commentary','','inherit','open','open','','1053-revision-3','','','2012-02-11 01:45:50','2012-02-11 01:45:50','',1053,'http://stage.archivejournal.net/2012/02/1053-revision-3/',0,'revision','',0),(1086,13,'2012-02-11 01:46:13','2012-02-11 01:46:13','When I heard about English 241: Archeology of Text, I was immediately excited. I had been working in Special Collections and Archives at Goucher College for about a year and I knew the class would give me a chance to learn more about books and archives in a setting that would encourage discussions with my peers. When it came time to pick a collection for my final project, I decided to work with archival materials rather than books so that I could challenge myself.\r\nWhile working in Special Collections, I had often walked by large blue boxes containing scrapbooks, but I had yet to look through them. When I began leafing through the scrapbooks, I found that I learned as much about Goucher College as I did about the women who put the scrapbooks together. Many of the scrapbooks had things in common, including Valentines, pressed flowers, calling cards, and photographs. But what intrigued me most were the dance cards. I had never before encountered dance cards, or even heard of them, even though I had been dancing all my life. Many of the dance cards were from the Naval Academy, as it was a nearby school in need of women with which to dance. Goucher girls would often travel to Annapolis for the weekend dances and they brought back dance cards as souvenirs.\r\nWhen I began researching these cards, I found very little information. I went to all of the reference librarians I could find, but even they had difficulties, because there were just very few secondary sources out there. I looked through all the etiquette books I could get my hands on and even asked people to tell me what they knew about dance cards. Those who knew of them provided me with the basic information I needed to study the cards.\r\nI contacted the Naval Academy Archives and with the help of Nancy Magnuson, Goucher College Librarian, I made an appointment to see their collection. There I found an almost complete run of dance cards from the Farewell Ball, which was held every year after graduation. Some were blank, some were filled in, some contained photographs, and some still had their tiny pencils attached. Looking through the cards, I found that they could be studied in several ways. One could examine print history, dance history, social history or even one woman’s history of dance partners. I chose to look at how the cards changed over the years because the first and last dance cards were so drastically different. What I found was that the cards changed over the years to reflect the changes in social dances.\r\nThough I have not yet returned to the dance card collections to study them further, they have never been far from my mind. I am still trying to convince people that dance cards are brilliant and should be reinstated for social events. Dance cards remain an interest of mine and I would love to eventually write their complete history. \r\n','Cassie Brand - Student Commentary','','inherit','open','open','','1051-revision-3','','','2012-02-11 01:46:13','2012-02-11 01:46:13','',1051,'http://stage.archivejournal.net/2012/02/1051-revision-3/',0,'revision','',0),(1087,13,'2012-02-11 01:46:33','2012-02-11 01:46:33','	Students prepare for English 241, “Archeology of Text,” research projects in twelve weeks of readings and laboratory experiences which introduce skills necessary to work with early printed books and archival documents. (For the text of the assignment, see:\r\nhttp://faculty.goucher.edu/eng241/241_individual_research_projects_F09.htm).  The goal of these projects is to enable each student to pursue a self-designed creative or descriptive study of books, manuscripts, and other artifacts from Special Collections and Archives.  Because the course is interdisciplinary and students come from many majors, it is hard to predict where students’ curiosities will take them.  The best way to encourage active student engagement is prepare students for the widest range of book and document related work.  Successful projects can lead to further research supported by Goucher’s Peirce Center fellowships.\r\nBeginning with study of how a digital document is constructed and the history of the Internet’s “cloud” library, students practice searching online scholarly sites such as the O.E.D., WorldCat, ESTC, and the continental library collections accessible through the University of Karlsruhe’s online catalog.  They also explore using search engines and databases to identify and locate people, places, and things.   Those skills provide interpretive context for hand-press books in the course’s next segment.  After three weeks studying typography, format, bindings, and hand-made paper and its manufacture, students have learned the most basic descriptive bibliography skills.  This enables them to describe edition-specific and copy-specific details of their “cadaver books,” a set of early printed books they have had handled each week to encourage safe and intelligent treatment of early paper and bindings.  Finally, paper and parchment manuscript laboratories teach them to decipher secretary and scribal hands from the nineteenth through the thirteenth centuries.  This enables them to interpret marginalia in early printed books, including owners’ inscriptions and other provenance and use evidence.  \r\n	Sarah Kendall’s study of the Burke Austen Collection’s copy of the two-volume American first edition of Emma (Philadelphia: M. Carey, 1818) represents a creative response to traditional rare book provenance study, resulting in her discovery of a significant trove of correspondence in the book’s archival container.  Before Alberta Burke brought the book to Baltimore, it had passed through the hands of Christina Broun Dalhousie (the Countess Dalhousie), the prominent collector, Frank J. Hogan, and the poet, Siegfried Sassoon.  Kendall’s study demonstrates the way a book’s value changes as it moves from owner to owner, becoming as attractive for associations and rarity as it is for its text.  An archives-based approach to using the course’s analytical tools is represented by Cassie Brand’s study of Naval Academy dance cards found in the scrapbook kept by Goucher student Mary Lee Keith (Class of 1924), augmented by research at The Nimitz Library in Annapolis.  Brand showed how the cards could be used to study crucial changes in American courtship conventions as women took control of their relations with potential suitors. \r\n  These two projects represent the course’s goal: to enable original, undergraduate, hands-on archival research using interdisciplinary skills.\r\n\r\n','Arnold Sanders - Instructor Commentary','','inherit','open','open','','1049-revision-4','','','2012-02-11 01:46:33','2012-02-11 01:46:33','',1049,'http://stage.archivejournal.net/2012/02/1049-revision-4/',0,'revision','',0),(1088,13,'2012-02-11 01:08:42','2012-02-11 01:08:42','','Hands-On Research with Rare Books and Ephemera ','','inherit','open','open','','1047-revision-3','','','2012-02-11 01:08:42','2012-02-11 01:08:42','',1047,'http://stage.archivejournal.net/2012/02/1047-revision-3/',0,'revision','',0),(1446,13,'2012-02-14 07:28:09','2012-02-14 07:28:09','','Hands-On Research with Rare Books and Ephemera ','','inherit','open','open','','1047-revision-17','','','2012-02-14 07:28:09','2012-02-14 07:28:09','',1047,'http://stage.archivejournal.net/2012/02/1047-revision-17/',0,'revision','',0),(1089,13,'2012-02-11 00:49:21','2012-02-11 00:49:21','I was one of the first students to take the History Laboratory at Cleveland State Community College. My previous experience during an extra credit activity in a traditional history course initially sparked my interest. During an American History survey course Mr. Reed, the CSCC instructor who founded the Southeast Tennessee Digital Archive, offered students a chance to digitize historical photographs. He demonstrated how to research a photograph\'s history, starting with the limited information written on the back and clues within the picture itself. I was eager to enroll in a course that was dedicated to digitizing historical photographs. \r\n	Few history majors would turn down the opportunity to go beyond lecture courses and work directly with historical documents, but I never expected a two-year college to offer me this opportunity. The History Laboratory allowed me to gain hands-on experience preserving important records of local history. Moreover the History Lab transformed how I research. I had to learn to use a library because the most relevant research material was not accessible online. It took a while to get into the groove of picking up a book and reading through the text as opposed to using a search engine to gather information. Using physical books to research will be an invaluable experience that I will be able to take with me through my future courses and career.\r\n	Another new experience was the archiving section of the class in which we digitized photographs and organized the research in a way that would be coherent on the SETDA website. As students we are accustomed to elaborating and expanding upon our research to produce an essay. The archiving section of the course instead forced me to condense my findings into a few concise sentences. The term “metadata” was foreign to me before this class, so working my research into that format was not the easiest task. Entering metadata into ContentDM was a challenge. Nevertheless, this exercise has helped me to convey my thoughts more clearly in other classes.\r\n	Overall the History Laboratory was a great experience. I had wanted to add some constructive criticism, but after reflecting on my experience I cannot think of any suggestions. The instructors were terrific and the course of study was refreshing. I would recommend this course to history students or any student who is searching for an experience other that goes beyond a classroom lecture.\r\n','Matthew E. Saunders','','inherit','open','open','','1040-revision-2','','','2012-02-11 00:49:21','2012-02-11 00:49:21','',1040,'http://stage.archivejournal.net/2012/02/1040-revision-2/',0,'revision','',0),(1090,13,'2012-02-11 01:54:11','2012-02-11 01:54:11','I was one of the first students to take the History Laboratory at Cleveland State Community College. My previous experience during an extra credit activity in a traditional history course initially sparked my interest. During an American History survey course Mr. Reed, the CSCC instructor who founded the Southeast Tennessee Digital Archive, offered students a chance to digitize historical photographs. He demonstrated how to research a photograph\'s history, starting with the limited information written on the back and clues within the picture itself. I was eager to enroll in a course that was dedicated to digitizing historical photographs. \r\n	Few history majors would turn down the opportunity to go beyond lecture courses and work directly with historical documents, but I never expected a two-year college to offer me this opportunity. The History Laboratory allowed me to gain hands-on experience preserving important records of local history. Moreover the History Lab transformed how I research. I had to learn to use a library because the most relevant research material was not accessible online. It took a while to get into the groove of picking up a book and reading through the text as opposed to using a search engine to gather information. Using physical books to research will be an invaluable experience that I will be able to take with me through my future courses and career.\r\n	Another new experience was the archiving section of the class in which we digitized photographs and organized the research in a way that would be coherent on the SETDA website. As students we are accustomed to elaborating and expanding upon our research to produce an essay. The archiving section of the course instead forced me to condense my findings into a few concise sentences. The term “metadata” was foreign to me before this class, so working my research into that format was not the easiest task. Entering metadata into ContentDM was a challenge. Nevertheless, this exercise has helped me to convey my thoughts more clearly in other classes.\r\n	Overall the History Laboratory was a great experience. I had wanted to add some constructive criticism, but after reflecting on my experience I cannot think of any suggestions. The instructors were terrific and the course of study was refreshing. I would recommend this course to history students or any student who is searching for an experience other that goes beyond a classroom lecture.\r\n','Matthew E. Saunders - Student Commentary','','inherit','open','open','','1040-revision-3','','','2012-02-11 01:54:11','2012-02-11 01:54:11','',1040,'http://stage.archivejournal.net/2012/02/1040-revision-3/',0,'revision','',0),(1091,13,'2012-02-11 00:58:23','2012-02-11 00:58:23','','History Lab: Combining Service Learning, Research Methods, and Digital Archives ','','inherit','open','open','','1018-revision-7','','','2012-02-11 00:58:23','2012-02-11 00:58:23','',1018,'http://stage.archivejournal.net/2012/02/1018-revision-7/',0,'revision','',0),(1092,13,'2012-02-11 00:51:05','2012-02-11 00:51:05','<center>\r\nHIST 2802 – HISTORY LABORATORY\r\nSpring 2011\r\n1 semester-hour credit\r\nIndependent Study/Service-Learning Experience\r\n</center>\r\n	\r\n\r\nINSTRUCTORS\r\nSarah Copeland, Records Catalog Coordinator\r\nBryan Reed, Associate Professor of History\r\n\r\nCOURSE DESCRIPTION\r\nThis course allows students to be involved in a service learning experience at an area museum, archive, historical society, or other historical collection.  The course is designed to expose students to the practice of researching, digitizing, and preserving historical artifacts.  Students will complete 20 hours of service during the semester.  (Co-requisite: HIST 2010, 2020, or 2030)\r\n\r\nLEARNING OUTCOMES\r\n1.	demonstrate appropriate handling of unique historical materials\r\n2.	describe the public role of institutions charged with preserving historical materials\r\n3.	create digital versions of historical documents using best practices\r\n4.	describe digitized documents using the Dublin Core metadata scheme\r\n5.	publish newly digitized materials to the Southeast Tennessee Digital Archive (SETDA) using CONTENTdm, a tool for managing digital collections and publishing them on the world wide web\r\n6.	demonstrate critical thinking and reasoning\r\n\r\nREFERENCED READINGS/RESOURCES\r\n1.	“Digital Imaging Tutorial,” Cornell University Library, http://www.library.cornell.edu/preservation/tutorial/contents.html\r\n2.	“Digital Preservation Management Tutorial,” Cornell University and the National Endowment for the Humanities, http://www.icpsr.umich.edu/dpm/dpm-eng/eng_index.html\r\n3.	“Digital Best Practices,” Washington State Library, http://digitalwa.statelib.wa.gov/newsite/best.htm\r\n\r\nWHAT COUNTS TOWARD MY 20 “SERVICE LEARNING” HOURS?\r\nThere are four tasks that you will undertake in this course: (1) scanning documents, (2) researching the background of those documents, (3) turning your research into “description,” and (4) uploading your documents and description to the CONTENTdm database.  Tasks 1 and 2 will count toward your 20 service learning hours.  Tasks 3 and 4 are your homework.\r\n\r\nASSESSMENTS\r\nLearning outcomes will be assessed through the following tools:\r\nStudent’s notebook (journal/log)			=  100 points\r\nInstructor’s evaluation of research		=  100 points\r\nOn-site supervisor’s evaluation			=  100 points\r\nDigital submissions to SETDA			=  100 points\r\n\r\nThere are 400 points possible in this course based upon the assessment tools.  The grading scale is\r\nA = 360-400 points\r\nB = 320-359 points\r\nC = 280-319 points\r\nD = 240-279 points\r\nF = below 240 points\r\n\r\nJOURNAL/LOG\r\nStudents are required to maintain a notebook where they will log their scanning and research sessions and reflect on their service-learning experience.  The notebook should also be used to keep research notes.  Notebooks must be brought to every service learning session; entries must be recorded for the session attended.  Each entry should include the date and time of both arrival and departure, followed by a thoughtful reflection of your experience.  The following questions can help guide your journaling:\r\n•	How does what you are doing compare to your prior expectations?\r\n•	What is the historical significance of the artifacts processed?  How are they useful in our understanding of the past?\r\n•	How does your work contribute to the institution where you are completing your service-learning hours?  How does your work impact the community?\r\nNotebooks will be collected for examination periodically during the semester.  Students may elect to produce a blog with approval of the instructor at the beginning of the course.\r\n\r\nON-SITE SUPERVISOR EVALUATION\r\nYour supervisor at the institution where you complete your service learning hours will submit an evaluation at the end of the semester.  This evaluation will measure your performance in the following areas: professional conduct, quality of work, and contributive effort.\r\n\r\nDIGITAL SUBMISSIONS\r\nStudents will submit digitized images and descriptive metadata for publication in the Southeast Tennessee Digital Archive.  These will be evaluated by the instructors before publication online, and students will receive feedback throughout the course as they contribute digital items.  Students will identify the five digital submissions that represent their best work.  Ms. Copeland will assess these five submissions according to the archival standards and preservation procedures covered in this class.  (The same 5 submissions will be reviewed by Professor Reed for the quality of background research, as described below.)  Each digital submission is worth 20 points and will be evaluated for digitization quality, descriptive accuracy, correct application of the tools in CONTENTdm, spelling and grammar. \r\n\r\nINSTRUCTOR EVALUATION \r\nProfessor Reed will evaluate the quality of your research at the end of the semester. This evaluation will be based on the five digital submissions that represent your best work. (The same 5 submissions will be reviewed by Ms. Copeland, as described above.) Each digital submission is worth 20 points and will be evaluated for quality and integration of source material, historical interpretation, descriptive accuracy, and spelling/grammar.\r\n\r\nATTENDANCE\r\nEach student is expected to attend and be on time for each training and service learning session.  Because of the nature of this course, attendance is critical toward preparing for and executing the service learning.  More than one unexcused absence from a scheduled training of service learning session will have a significant adverse effect on your evaluation.  Failure to complete the obligations of your service learning assignment in a timely and professional manner will cause substantial deductions from your overall grade. If a scheduled session cannot be met you must notify the institution and instructor(s) in advance.  You are also responsible for rescheduling your missed session in consultation with your on-site supervisor.\r\n\r\n','Project Syllabus','','inherit','open','open','','1031-revision-5','','','2012-02-11 00:51:05','2012-02-11 00:51:05','',1031,'http://stage.archivejournal.net/2012/02/1031-revision-5/',0,'revision','',0),(1093,13,'2012-02-11 00:49:51','2012-02-11 00:49:51','Cleveland State Community College (CSCC), a small two-year college in southeast Tennessee, offers freshman and sophomore students a service-learning course as an introduction to research in archives.  In this course, called the History Laboratory, students assist local cultural heritage institutions with digitizing collections and publishing them on the web.  As of spring 2012, students have completed service-learning hours at the Cleveland Bradley County Public Library History Branch, the Museum Center at 5ive Points, and the Polk County Historical and Genealogical Society Library. These local archives and museums benefit from increased access to their collections, and CSCC history students gain experience with handling and researching primary sources.  \r\nSeveral developments led the Department of History and the Library to collaborate on the creation of the History Laboratory. The college’s administrators recently encouraged instructors of every discipline, including the humanities, to develop content-appropriate service-learning courses to promote student engagement.  Moreover, the history curriculum at CSCC emphasizes the central role of primary sources in historical analysis, even in research projects assigned in introductory courses. A history instructor, Bryan Reed, realized that his students could access a rich learning experience if they contributed to a regional digitization project, the <a href=\" http://www.clevelandstatecc.edu/setda/\">Southeast Tennessee Digital Archive</a>.  Thus, Reed and I developed a service-learning history course where students assist local archives, museums, and historical societies that lack staff to digitize their collections.  \r\nAs the primary instructor, I oversee the classroom content of the course, which is informed by my training in both history and information science (MA, History; MS, Information Science).  The need of a historian to understand primary sources – where they are found and how they are curated – shapes the goal of the course.  Information science – including philosophy of archives, digitization, and creating metadata – shapes the course activities.  Reed serves as the local history expert, assisting students with research in obscure local publications.  \r\nBecause the History Laboratory’s target audience is freshman and sophomore history majors, the course is very basic.  The primary goal is to expose students to the cultural heritage institution’s role as curator of artifacts.  At the archive I introduce students to the archivist, collections, finding aids, and additional tools for discovering information about a collection. After this introduction to cultural heritage institutions, we discuss the historian’s role as interpreter of artifacts.  This discussion is often the students’ initiation to the “historian’s craft”: assembling a narrative, interpreting facts, and determining significance.  \r\nThe learning outcomes for the History Laboratory are similarly basic.  By the end of the course, we expect students to demonstrate appropriate handling of unique historical materials, to create digital surrogates of assigned primary documents, to research these primary documents using relevant resources (in paper and electronic formats), and to organize and present their findings in the Southeast Tennessee Digital Archive (SETDA) using a simple content management system (CONTENTdm).  The last learning outcome – creating and entering metadata – may seem out of place in a history course.  Nevertheless, we felt it was essential for students to complete this step: it gives them the opportunity to digest their research, consider their audience(s), and share their findings.  This process empowers students to take on the role of expert.  \r\nAfter two pilot semesters, the History Laboratory is now an officially sanctioned course in the history curriculum at Cleveland State Community College. Former students have indicated that the course was a valuable first introduction to archives and their importance for historical research.  In the future, we look forward to requiring this service-learning experience for all CSCC history majors.  Although we believe that the History Laboratory offers an unparalleled initiation to archival research, we look forward to hearing whether our graduates’ experiences remain relevant as they continue their academic careers.\r\n','Sarah Shippy Copeland','','inherit','open','open','','1027-revision-4','','','2012-02-11 00:49:51','2012-02-11 00:49:51','',1027,'http://stage.archivejournal.net/2012/02/1027-revision-4/',0,'revision','',0),(1094,13,'2012-02-11 00:50:39','2012-02-11 00:50:39','1.  How many students worked at the History Branch and Archives of the Cleveland Bradley County Library?\r\n\r\n<strong>Two students worked at the History Branch one evening a week for a set number of weeks.</strong>\r\n\r\n2.  Will you work with History Lab students again?\r\n\r\n<strong>Certainly.  The students were polite, reliable, diligent in their work, and followed directions with 	little supervision.</strong>\r\n\r\n3.  What did you find most productive or enjoyable about the process of working with the students?\r\n\r\n<strong>It was rewarding to see the students’ progress from novice researchers to becoming confident in their work.  Along the way their project changed from a class assignment to one of discovery.  They became excited and interested in their subject and wanted to expand the scope of their work through additional research.</strong>\r\n\r\n4.  How has the students’ work impacted the History Branch and its collections?	\r\n\r\n<ul>\r\n	<li><strong>The additional research done by the students will be available to all of the library’s patrons.</strong></li>\r\n	<li><strong>Students have given presentations on their research to the Bradley County Historical and 	Genealogical Society.</strong></li>\r\n	<li><strong>Observing the students as they worked with the photograph collection helped me to be more aware of the type of material that captures a new researcher’s attention.</strong></li> \r\n</ul>\r\n\r\n	\r\n','Barbara Fagen','','inherit','open','open','','1020-revision-7','','','2012-02-11 00:50:39','2012-02-11 00:50:39','',1020,'http://stage.archivejournal.net/2012/02/1020-revision-7/',0,'revision','',0),(1095,13,'2012-02-11 01:45:22','2012-02-11 01:45:22','Over the last four years, I have worked as a lecturer teaching courses about Baltimore and African American history, and I have also served as project manager for the Diaspora Pathways Archival Access Project (DPAAP), a partnership between Johns Hopkins University and the Afro-American Newspapers funded by the Andrew W. Mellon Foundation.  These experiences have shown me that students learn best when they are not simply taught history, but when they also act as historians. Baltimore offers both possibilities and challenges  for students doing historical projects.  Much of the city’s history remains unwritten, and historical materials are often tucked away in small archives and private homes.  Records that are not easily accessible present a special problem for students who are constrained by time and transportation.  Both the East Baltimore Oral History Project and the Afro Archives partnership seek to address these challenges by involving students in the process of uncovering, describing, and making accessible historical records, and then encouraging students to use these resources for historical research.  \r\nThe East Baltimore History Project involves students in the work of preserving the memories of established members of the East Baltimore community.  For students this work addresses a major complaint about life as a Johns Hopkins undergraduate—that students are too removed from the life of the city, and that students are not encouraged to interact with the city, and its inhabitants, in meaningful ways.  The interviewing process has the additional benefit of making students experts, allowing them to bring a substantive point of view and body of evidence as they critique course readings and engage in class discussions.  As interviews are added to the project website, students produce an accessible community history resource that will last well beyond the usual semester long class project.\r\nDPAAP also depends heavily on the work of student archival interns, and on the technical skills of the current and former students who form the Project Gado team led by recent Hopkins graduate Tom Smith.  Archival interns have been involved in every step of uncovering the archives, from labeling boxes and shelves, to entering information into our archival database, to writing essays for our database website.  This work has given interns a perspective on African American history usually reserved only for history professionals.  With materials pertaining to almost every local, national, and international aspect of Black history, interns are often asked to describe the central themes and narratives residing of this diverse archives.  This challenge requires them to address the problem of twentieth century information overload familiar to both historians and archivists.  The Project Gado team offers a different set of solutions to the problem of preserving and making accessible vast amounts of archival materials.  The members of Project Gado are involved in innovative work in the digital humanities as they create low-cost options for large scale digitization.  The work of Tom Smith and Project Gado suggests another possibility for hands-on coursework in history, courses that would integrate technical skills and the creation of hardware and software into a rigorous humanities education to prepare students to be 21st century humanities scholars.\r\n','Moira Hinderer - Instructor Commentary','','inherit','open','open','','1062-revision-7','','','2012-02-11 01:45:22','2012-02-11 01:45:22','',1062,'http://stage.archivejournal.net/2012/02/1062-revision-7/',0,'revision','',0),(1098,13,'2012-02-11 01:47:40','2012-02-11 01:47:40','When I heard about English 241: Archeology of Text, I was immediately excited. I had been working in Special Collections and Archives at Goucher College for about a year and I knew the class would give me a chance to learn more about books and archives in a setting that would encourage discussions with my peers. When it came time to pick a collection for my final project, I decided to work with archival materials rather than books so that I could challenge myself.\r\nWhile working in Special Collections, I had often walked by large blue boxes containing scrapbooks, but I had yet to look through them. When I began leafing through the scrapbooks, I found that I learned as much about Goucher College as I did about the women who put the scrapbooks together. Many of the scrapbooks had things in common, including Valentines, pressed flowers, calling cards, and photographs. But what intrigued me most were the dance cards. I had never before encountered dance cards, or even heard of them, even though I had been dancing all my life. Many of the dance cards were from the Naval Academy, as it was a nearby school in need of women with which to dance. Goucher girls would often travel to Annapolis for the weekend dances and they brought back dance cards as souvenirs.\r\nWhen I began researching these cards, I found very little information. I went to all of the reference librarians I could find, but even they had difficulties, because there were just very few secondary sources out there. I looked through all the etiquette books I could get my hands on and even asked people to tell me what they knew about dance cards. Those who knew of them provided me with the basic information I needed to study the cards.\r\nI contacted the Naval Academy Archives and with the help of Nancy Magnuson, Goucher College Librarian, I made an appointment to see their collection. There I found an almost complete run of dance cards from the Farewell Ball, which was held every year after graduation. Some were blank, some were filled in, some contained photographs, and some still had their tiny pencils attached. Looking through the cards, I found that they could be studied in several ways. One could examine print history, dance history, social history or even one woman’s history of dance partners. I chose to look at how the cards changed over the years because the first and last dance cards were so drastically different. What I found was that the cards changed over the years to reflect the changes in social dances.\r\nThough I have not yet returned to the dance card collections to study them further, they have never been far from my mind. I am still trying to convince people that dance cards are brilliant and should be reinstated for social events. Dance cards remain an interest of mine and I would love to eventually write their complete history. \r\n','Cassie Brand - Student Commentary','','inherit','open','open','','1051-revision-4','','','2012-02-11 01:47:40','2012-02-11 01:47:40','',1051,'http://stage.archivejournal.net/2012/02/1051-revision-4/',0,'revision','',0),(1099,13,'2012-02-11 01:48:03','2012-02-11 01:48:03','	Students prepare for English 241, “Archeology of Text,” research projects in twelve weeks of readings and laboratory experiences which introduce skills necessary to work with early printed books and archival documents. (For the text of the assignment, see:\r\nhttp://faculty.goucher.edu/eng241/241_individual_research_projects_F09.htm).  The goal of these projects is to enable each student to pursue a self-designed creative or descriptive study of books, manuscripts, and other artifacts from Special Collections and Archives.  Because the course is interdisciplinary and students come from many majors, it is hard to predict where students’ curiosities will take them.  The best way to encourage active student engagement is prepare students for the widest range of book and document related work.  Successful projects can lead to further research supported by Goucher’s Peirce Center fellowships.\r\nBeginning with study of how a digital document is constructed and the history of the Internet’s “cloud” library, students practice searching online scholarly sites such as the O.E.D., WorldCat, ESTC, and the continental library collections accessible through the University of Karlsruhe’s online catalog.  They also explore using search engines and databases to identify and locate people, places, and things.   Those skills provide interpretive context for hand-press books in the course’s next segment.  After three weeks studying typography, format, bindings, and hand-made paper and its manufacture, students have learned the most basic descriptive bibliography skills.  This enables them to describe edition-specific and copy-specific details of their “cadaver books,” a set of early printed books they have had handled each week to encourage safe and intelligent treatment of early paper and bindings.  Finally, paper and parchment manuscript laboratories teach them to decipher secretary and scribal hands from the nineteenth through the thirteenth centuries.  This enables them to interpret marginalia in early printed books, including owners’ inscriptions and other provenance and use evidence.  \r\n	Sarah Kendall’s study of the Burke Austen Collection’s copy of the two-volume American first edition of Emma (Philadelphia: M. Carey, 1818) represents a creative response to traditional rare book provenance study, resulting in her discovery of a significant trove of correspondence in the book’s archival container.  Before Alberta Burke brought the book to Baltimore, it had passed through the hands of Christina Broun Dalhousie (the Countess Dalhousie), the prominent collector, Frank J. Hogan, and the poet, Siegfried Sassoon.  Kendall’s study demonstrates the way a book’s value changes as it moves from owner to owner, becoming as attractive for associations and rarity as it is for its text.  An archives-based approach to using the course’s analytical tools is represented by Cassie Brand’s study of Naval Academy dance cards found in the scrapbook kept by Goucher student Mary Lee Keith (Class of 1924), augmented by research at The Nimitz Library in Annapolis.  Brand showed how the cards could be used to study crucial changes in American courtship conventions as women took control of their relations with potential suitors. \r\n  These two projects represent the course’s goal: to enable original, undergraduate, hands-on archival research using interdisciplinary skills.\r\n\r\n','Arnold Sanders - Instructor Commentary','','inherit','open','open','','1049-revision-5','','','2012-02-11 01:48:03','2012-02-11 01:48:03','',1049,'http://stage.archivejournal.net/2012/02/1049-revision-5/',0,'revision','',0),(1100,13,'2012-02-11 01:54:46','2012-02-11 01:54:46','I was one of the first students to take the History Laboratory at Cleveland State Community College. My previous experience during an extra credit activity in a traditional history course initially sparked my interest. During an American History survey course Mr. Reed, the CSCC instructor who founded the Southeast Tennessee Digital Archive, offered students a chance to digitize historical photographs. He demonstrated how to research a photograph\'s history, starting with the limited information written on the back and clues within the picture itself. I was eager to enroll in a course that was dedicated to digitizing historical photographs. \r\n	Few history majors would turn down the opportunity to go beyond lecture courses and work directly with historical documents, but I never expected a two-year college to offer me this opportunity. The History Laboratory allowed me to gain hands-on experience preserving important records of local history. Moreover the History Lab transformed how I research. I had to learn to use a library because the most relevant research material was not accessible online. It took a while to get into the groove of picking up a book and reading through the text as opposed to using a search engine to gather information. Using physical books to research will be an invaluable experience that I will be able to take with me through my future courses and career.\r\n	Another new experience was the archiving section of the class in which we digitized photographs and organized the research in a way that would be coherent on the SETDA website. As students we are accustomed to elaborating and expanding upon our research to produce an essay. The archiving section of the course instead forced me to condense my findings into a few concise sentences. The term “metadata” was foreign to me before this class, so working my research into that format was not the easiest task. Entering metadata into ContentDM was a challenge. Nevertheless, this exercise has helped me to convey my thoughts more clearly in other classes.\r\n	Overall the History Laboratory was a great experience. I had wanted to add some constructive criticism, but after reflecting on my experience I cannot think of any suggestions. The instructors were terrific and the course of study was refreshing. I would recommend this course to history students or any student who is searching for an experience other that goes beyond a classroom lecture.\r\n','Matthew E. Saunders - Student Commentary','','inherit','open','open','','1040-revision-4','','','2012-02-11 01:54:46','2012-02-11 01:54:46','',1040,'http://stage.archivejournal.net/2012/02/1040-revision-4/',0,'revision','',0);



INSERT INTO `wp_posts_bu` VALUES (2010,19,'2012-09-06 02:23:19','2012-09-06 02:23:19','<span class=\"caption\"><a href=\"http://stage.archivejournal.net/wp-content/uploads/2011/02/castle-book1.png\"><img class=\"alignnone size-full wp-image-2008\" title=\"Castle Book\" src=\"http://stage.archivejournal.net/wp-content/uploads/2011/02/castle-book1.png\" alt=\"Castle Book\" width=\"526\" height=\"357\" /></a>Castle Book of Hours #2, use of Rouen. Manuscript, written and illustrated in Rouen, France, mid-15th century. Bryn Mawr College Library</span>\r\n\r\nThe encounter of the person with the object: that is the object of this journal and the focus of this first issue.   This particular object, the <em>Castle Book of Hours #2</em>, a gift to the Bryn Mawr College Library, has been in my hands several times and is now part of an exhibition of objects from the College’s Special Collections.  All of the objects in the exhibition have been in the hands of students and faculty over the years, encountered in classrooms, used in assignments, touched.\r\n\r\nHow do people encounter the <em>Castle Book of Hours #2</em>? We get some answer to this question in <a href=\"http://www.brynmawr.edu/library/exhibitions.html\" target=\"_blank\">“Worlds to Discover”</a>, an exhibit in honor of the 125<sup>th</sup> anniversary of Bryn Mawr College. The exhibit features objects that are set off by statements from students and faculty about how the object matters.  With this <em>Book of Hours</em>, faculty member Martha Easton remarks that instead of one page – out of context – when one has this manuscript in one’s hands, one gets a better sense of how this object “might have been used and consumed.” The encounters for Anne Harding, a student at Bryn Mawr, seem to be moving her towards a career that will keep her in touch with objects like these.\r\n\r\nhttp://www.viddler.com/explore/brynmawr/videos/960/\r\n\r\nI want to point to another encounter with this same object.  The teacher of a fifth grade art class, teaching the students to create their own illuminated manuscripts, asked that I bring in examples of illuminated manuscripts, and this was one of two that I brought along.  The fascination to the students was two-fold:  one, was the value of the object – how much was it worth?  This is something that college students ask too, so I say something like – well, as much as maybe a house is worth.  But that fascination was replaced quickly by the issue at hand:  the students had work to do; they were creating their own illumination and they wanted to use and consume this manuscript themselves.  Each of them had an initial letter, the first letter in their first name, to create for their own manuscript.  So the hunt was on, and luckily for them and for me, each of those letters could be found in the pages of this manuscript. Unlike Easton and Harding, the fifth graders themselves consumed the manuscripts, as opposed to getting the sense of how the manuscript was consumed.  They served as a reminder of the many ways that objects now in special collections speak to those who encounter them, from the first users of the Castle Book of Hours #2 to 21st-century students of all ages.','Same Object, Different Audiences','The encounter of the person with the object: that is the object of this journal and the focus of this first issue.   This particular object, the Castle Book of Hours #2, a gift to the Bryn Mawr College Library, has been in my hands several times and is now part of an exhibition of objects from the College’s Special Collections.  All of the objects in the exhibition have been in the hands of students and faculty over the years, encountered in classrooms, used in assignments, touched.','inherit','open','open','','222-revision-38','','','2012-09-06 02:23:19','2012-09-06 02:23:19','',222,'http://stage.archivejournal.net/issue/2/uncategorized/222-revision-38/',0,'revision','',0),(2011,19,'2012-09-06 02:24:18','2012-09-06 02:24:18','[caption id=\"attachment_2008\" align=\"alignnone\" width=\"526\"]<a href=\"http://stage.archivejournal.net/wp-content/uploads/2011/02/castle-book1.png\"><img class=\"size-full wp-image-2008 clear\" title=\"Castle Book\" src=\"http://stage.archivejournal.net/wp-content/uploads/2011/02/castle-book1.png\" alt=\"Castle Book\" width=\"526\" height=\"357\" /></a> Castle Book of Hours #2, use of Rouen. Manuscript, written and illustrated in Rouen, France, mid-15th century. Bryn Mawr College Library.[/caption]\r\n\r\nThe encounter of the person with the object: that is the object of this journal and the focus of this first issue.   This particular object, the <em>Castle Book of Hours #2</em>, a gift to the Bryn Mawr College Library, has been in my hands several times and is now part of an exhibition of objects from the College’s Special Collections.  All of the objects in the exhibition have been in the hands of students and faculty over the years, encountered in classrooms, used in assignments, touched.\r\n\r\nHow do people encounter the <em>Castle Book of Hours #2</em>? We get some answer to this question in <a href=\"http://www.brynmawr.edu/library/exhibitions.html\" target=\"_blank\">“Worlds to Discover”</a>, an exhibit in honor of the 125<sup>th</sup> anniversary of Bryn Mawr College. The exhibit features objects that are set off by statements from students and faculty about how the object matters.  With this <em>Book of Hours</em>, faculty member Martha Easton remarks that instead of one page – out of context – when one has this manuscript in one’s hands, one gets a better sense of how this object “might have been used and consumed.” The encounters for Anne Harding, a student at Bryn Mawr, seem to be moving her towards a career that will keep her in touch with objects like these.\r\n\r\nhttp://www.viddler.com/explore/brynmawr/videos/960/\r\n\r\nI want to point to another encounter with this same object.  The teacher of a fifth grade art class, teaching the students to create their own illuminated manuscripts, asked that I bring in examples of illuminated manuscripts, and this was one of two that I brought along.  The fascination to the students was two-fold:  one, was the value of the object – how much was it worth?  This is something that college students ask too, so I say something like – well, as much as maybe a house is worth.  But that fascination was replaced quickly by the issue at hand:  the students had work to do; they were creating their own illumination and they wanted to use and consume this manuscript themselves.  Each of them had an initial letter, the first letter in their first name, to create for their own manuscript.  So the hunt was on, and luckily for them and for me, each of those letters could be found in the pages of this manuscript. Unlike Easton and Harding, the fifth graders themselves consumed the manuscripts, as opposed to getting the sense of how the manuscript was consumed.  They served as a reminder of the many ways that objects now in special collections speak to those who encounter them, from the first users of the Castle Book of Hours #2 to 21st-century students of all ages.','Same Object, Different Audiences','The encounter of the person with the object: that is the object of this journal and the focus of this first issue.   This particular object, the Castle Book of Hours #2, a gift to the Bryn Mawr College Library, has been in my hands several times and is now part of an exhibition of objects from the College’s Special Collections.  All of the objects in the exhibition have been in the hands of students and faculty over the years, encountered in classrooms, used in assignments, touched.','inherit','open','open','','222-revision-39','','','2012-09-06 02:24:18','2012-09-06 02:24:18','',222,'http://stage.archivejournal.net/issue/2/uncategorized/222-revision-39/',0,'revision','',0),(2013,19,'2012-04-30 20:17:56','2012-04-30 20:17:56','My experience in the archive directly contributed to my interest in graduate school, which is perhaps unsurprising when you think about the demands of archival work. The move from undergraduate to graduate study shares the guiding principles of archival work. You must first learn what others have said before the foray into the topics that demand further examination. Archival research, in this sense, is the unending game of hide-and-seek with that perfect research subject we yen for in each new project, class, and semester.\r\n\r\nAside from its importance in the training of future scholars, archival work is an important paradigm even for students who have less professional allegiances to the academy. Original research is a principle worth thinking about closely in undergraduate course design, as it signifies the marketable job placement skills that are supposed to be evidence of proper university training. In the 1997 <em>Harper’s Magazine</em> essay “On the Uses of a Liberal Education,” Mark Edmundson suggests undergraduate study has become “lite entertainment for bored college students.” He writes, “University culture, like American culture writ large, is, to put it crudely, ever more devoted to consumption and entertainment, to the using and using up of goods and images.”<a title=\"\" href=\"#_ftn1\">[1]</a> Edmundson goes on to argue that the transactional nature of undergraduate study creates an imbalance between what professors look to put into a syllabus and what students seek to get out of it. But if we think about archival research as a process of skill development, it just may serve as a corrective to the literal and figurative banking concept of education.\r\n\r\nArchival work is often thought to be opposed methodologically to new media research techniques, an unfair corollary being that undergraduates, as “digital natives,” must learn and maintain a skill set in the archive apart from their new media literacy. How, for example, should undergraduates navigate the thick mess of a paper archive when Facebook and Twitter are their daily information grounds? If the job market is increasingly concerned with social media, why should students spend time poring over “dead” technologies? Contrary to the notion that the archive and new media are irreconcilable, we might instead think of them as complementary educational forces. It is no coincidence, for example, that undergraduates in the archive are more likely to be keen and discerning arbiters of information.\r\n<div><br clear=\"all\" />\r\n\r\n<hr align=\"left\" size=\"1\" width=\"33%\" />\r\n\r\n<div>\r\n\r\n<a title=\"\" href=\"#_ftnref\">[1]</a> Mark Edmundson, “On the Uses of a Liberal Education: I. As Lite Entertainment for Bored College Students,” <em>Harper’s Magazine</em>, September 1997, 40.\r\n\r\n</div>\r\n</div>','Vodou Songs - Gotkin 2','','inherit','open','open','','1527-revision-3','','','2012-04-30 20:17:56','2012-04-30 20:17:56','',1527,'http://stage.archivejournal.net/issue/2/uncategorized/1527-revision-3/',0,'revision','',0),(2012,19,'2012-09-06 02:25:14','2012-09-06 02:25:14','[caption id=\"attachment_2008\" class=\"caption\" align=\"alignnone\" width=\"526\"]<a href=\"http://stage.archivejournal.net/wp-content/uploads/2011/02/castle-book1.png\"><img class=\"size-full wp-image-2008 clear\" title=\"Castle Book\" src=\"http://stage.archivejournal.net/wp-content/uploads/2011/02/castle-book1.png\" alt=\"Castle Book\" width=\"526\" height=\"357\" /></a> Castle Book of Hours #2, use of Rouen. Manuscript, written and illustrated in Rouen, France, mid-15th century. Bryn Mawr College Library.[/caption]\r\n\r\nThe encounter of the person with the object: that is the object of this journal and the focus of this first issue.   This particular object, the <em>Castle Book of Hours #2</em>, a gift to the Bryn Mawr College Library, has been in my hands several times and is now part of an exhibition of objects from the College’s Special Collections.  All of the objects in the exhibition have been in the hands of students and faculty over the years, encountered in classrooms, used in assignments, touched.\r\n\r\nHow do people encounter the <em>Castle Book of Hours #2</em>? We get some answer to this question in <a href=\"http://www.brynmawr.edu/library/exhibitions.html\" target=\"_blank\">“Worlds to Discover”</a>, an exhibit in honor of the 125<sup>th</sup> anniversary of Bryn Mawr College. The exhibit features objects that are set off by statements from students and faculty about how the object matters.  With this <em>Book of Hours</em>, faculty member Martha Easton remarks that instead of one page – out of context – when one has this manuscript in one’s hands, one gets a better sense of how this object “might have been used and consumed.” The encounters for Anne Harding, a student at Bryn Mawr, seem to be moving her towards a career that will keep her in touch with objects like these.\r\n\r\nhttp://www.viddler.com/explore/brynmawr/videos/960/\r\n\r\nI want to point to another encounter with this same object.  The teacher of a fifth grade art class, teaching the students to create their own illuminated manuscripts, asked that I bring in examples of illuminated manuscripts, and this was one of two that I brought along.  The fascination to the students was two-fold:  one, was the value of the object – how much was it worth?  This is something that college students ask too, so I say something like – well, as much as maybe a house is worth.  But that fascination was replaced quickly by the issue at hand:  the students had work to do; they were creating their own illumination and they wanted to use and consume this manuscript themselves.  Each of them had an initial letter, the first letter in their first name, to create for their own manuscript.  So the hunt was on, and luckily for them and for me, each of those letters could be found in the pages of this manuscript. Unlike Easton and Harding, the fifth graders themselves consumed the manuscripts, as opposed to getting the sense of how the manuscript was consumed.  They served as a reminder of the many ways that objects now in special collections speak to those who encounter them, from the first users of the Castle Book of Hours #2 to 21st-century students of all ages.','Same Object, Different Audiences','The encounter of the person with the object: that is the object of this journal and the focus of this first issue.   This particular object, the Castle Book of Hours #2, a gift to the Bryn Mawr College Library, has been in my hands several times and is now part of an exhibition of objects from the College’s Special Collections.  All of the objects in the exhibition have been in the hands of students and faculty over the years, encountered in classrooms, used in assignments, touched.','inherit','open','open','','222-revision-40','','','2012-09-06 02:25:14','2012-09-06 02:25:14','',222,'http://stage.archivejournal.net/issue/2/uncategorized/222-revision-40/',0,'revision','',0),(2016,19,'2012-07-24 02:17:59','2012-07-24 02:17:59','<p>Undergraduate archival work can be like learning to ride a bike without training wheels. In most classes, the readings and discussions act as essential compasses in guiding the student through the semester. In the archive, most&mdash;if not all&mdash;bets are off: there are rarely already-made tutorials on organizing and making sense of the productive entropy that often marks an archive. How are we to situate a newly discovered text if we haven’t even finished our undergraduate prerequisite courses?</p>\r\n<p>For me, the most challenging moments in the archive were the earliest, both because I was adjusting to the demands of archival methods and because I had only a small number of anchoring texts echoing in my head to help me make sense of anything I found. In fact, I probably missed a number of promising leads in the archive because I didn’t know to look for.</p>\r\n<p>A good friend and I won a small grant at NYU for a research project about marginalia. We were to trace the marginalia of a particular ancient religious text, the Hermes Trismegistus. While I was scouring libraries in Paris for the history of the text’s early translation, my partner was in New York looking for evidence of contemporary readers’ marks on the book. My job was to plot the ancient scribbles, which seemed easy enough before I actually entered the stacks. (FIG. 3) I was looking for the text itself while piecing together others’ accounts of the its migrations. As it turns out, the Hermes Trismegistus is an enduringly baffling historical object and its ancestry is riddled with gaps. A more experienced researcher would know how to explain this fitful history and perhaps use the inconsistencies and question marks as launching pads for substantive contributions. But since it was my first time in the archive for a sustained and labor-intensive project, they instead weighed on me like chains. Not only did I have trouble tracing the marginalia themselves, I had trouble explaining how I was having trouble.</p>\r\n<p>I realize now that this situation is not so much overcome with academic training as it is more efficiently handled. That moment of chaos and crisis is in fact a prerequisite to clear thinking, in my experience. As an undergraduate, I was overwhelmed by the disorder of the archival process, but then again, these troubles might have been the best training.</p>\r\n','Vodou Songs - Gotkin 4','','inherit','open','open','','1533-revision-4','','','2012-07-24 02:17:59','2012-07-24 02:17:59','',1533,'http://stage.archivejournal.net/issue/2/uncategorized/1533-revision-4/',0,'revision','',0),(2014,19,'2012-02-16 20:23:00','2012-02-16 20:23:00','In one of my undergraduate courses, a professor handed out a checklist for good archival research. The last item on the list was simply, “Get lucky.” My most meaningful archival work has indeed been the pleasures of spelunking around archives hoping to come upon a hidden gem. In my junior year of college, I studied abroad in Paris where I took a class on global media structures. Like many graduate-level courses, the final paper was an individual research project rather than a paper born of the class readings and discussions. I knew that my home department in New York offered a course called “Hacker Culture &amp; Politics,” which I ended up taking as soon as I returned. In anticipation of that course, I contacted the professor, Biella Coleman, to ask if she had any contacts in Paris who work on hacking. After a series of e-mail introductions through friends of friends, I got in touch with the head of a hacker space just outside of Paris.\r\n\r\nAlthough I originally intended to study a contemporary aspect of hacking, I ended up with a historical project. After talking with a few French hackers on Internet Relay Chat, it became clear that the early French hacker scene was highly ritualized around electronic magazines, e-zines. Ultimately, I wrote the paper in which I drew from about 70 different e-zines sent over digital bulletin board systems and the nascent Internet. (FIG. 2) Getting access to the e-zines was not easy and in the end, I amassed my own archive. Mine was not the image of the archive-as-dungeon, but instead the archive-as-disk-space. Perhaps as difficult to catalog and maintain as any rare book collection (if not more so), the e-ezines I collected were infinitely reproducible and accessible from anywhere, even after I left France.\r\n\r\nArchival practices change when the historical subject is itself born digital. The challenge of marshaling evidence around a research question is no less important, but the dematerialized archive demands new techniques of investigation. What happens, for example, when we can do archival research from a coffee shop? The absence of the physical walls in a traditional archive might become a new figurative challenge. What is archival work without being literally surrounded by material? These are the questions that productively vex my research. The digital archive has become my greatest success because it provided me with a set of substantive and methodological questions that continue to complicate and broaden my research years later.','Vodou Songs - Gotkin 3','','inherit','open','open','','1530-revision-2','','','2012-02-16 20:23:00','2012-02-16 20:23:00','',1530,'http://stage.archivejournal.net/issue/2/uncategorized/1530-revision-2/',0,'revision','',0),(2015,19,'2012-09-06 03:59:38','2012-09-06 03:59:38','My experience in the archive directly contributed to my interest in graduate school, which is perhaps unsurprising when you think about the demands of archival work. The move from undergraduate to graduate study shares the guiding principles of archival work. You must first learn what others have said before the foray into the topics that demand further examination. Archival research, in this sense, is the unending game of hide-and-seek with that perfect research subject we yen for in each new project, class, and semester.\r\n\r\nAside from its importance in the training of future scholars, archival work is an important paradigm even for students who have less professional allegiances to the academy. Original research is a principle worth thinking about closely in undergraduate course design, as it signifies the marketable job placement skills that are supposed to be evidence of proper university training. In the 1997 <em>Harper’s Magazine</em> essay “On the Uses of a Liberal Education,” Mark Edmundson suggests undergraduate study has become “lite entertainment for bored college students.” He writes, “University culture, like American culture writ large, is, to put it crudely, ever more devoted to consumption and entertainment, to the using and using up of goods and images.”<a title=\"\" href=\"#_ftn1\">[1]</a> Edmundson goes on to argue that the transactional nature of undergraduate study creates an imbalance between what professors look to put into a syllabus and what students seek to get out of it. But if we think about archival research as a process of skill development, it just may serve as a corrective to the literal and figurative banking concept of education.\r\n\r\nArchival work is often thought to be opposed methodologically to new media research techniques, an unfair corollary being that undergraduates, as “digital natives,” must learn and maintain a skill set in the archive apart from their new media literacy. How, for example, should undergraduates navigate the thick mess of a paper archive when Facebook and Twitter are their daily information grounds? If the job market is increasingly concerned with social media, why should students spend time poring over “dead” technologies? Contrary to the notion that the archive and new media are irreconcilable, we might instead think of them as complementary educational forces. It is no coincidence, for example, that undergraduates in the archive are more likely to be keen and discerning arbiters of information.\r\n<div><br clear=\"all\" />\r\n\r\n<hr align=\"left\" size=\"1\" width=\"33%\" />\r\n\r\n<div>\r\n\r\n<a title=\"\" href=\"#_ftnref\">[1]</a> Mark Edmundson, “On the Uses of a Liberal Education: I. As Lite Entertainment for Bored College Students,” <em>Harper’s Magazine</em>, September 1997, 40.\r\n\r\n</div>\r\n</div>','Vodou Songs - Gotkin 2','My experience in the archive directly contributed to my interest in graduate school, which is perhaps unsurprising when you think about the demands of archival work. The move from undergraduate to graduate study shares the guiding principles of archival work. You must first learn what others have said before the foray into the topics that demand further examination. Archival research, in this sense, is the unending game of hide-and-seek with that perfect research subject we yen for in each new project, class, and semester.','inherit','open','open','','1527-revision-4','','','2012-09-06 03:59:38','2012-09-06 03:59:38','',1527,'http://stage.archivejournal.net/issue/2/uncategorized/1527-revision-4/',0,'revision','',0),(2017,19,'2012-09-06 04:02:34','2012-09-06 04:02:34','Undergraduate archival work can be like learning to ride a bike without training wheels. In most classes, the readings and discussions act as essential compasses in guiding the student through the semester. In the archive, most—if not all—bets are off: there are rarely already-made tutorials on organizing and making sense of the productive entropy that often marks an archive. How are we to situate a newly discovered text if we haven’t even finished our undergraduate prerequisite courses?\n\nFor me, the most challenging moments in the archive were the earliest, both because I was adjusting to the demands of archival methods and because I had only a small number of anchoring texts echoing in my head to help me make sense of anything I found. In fact, I probably missed a number of promising leads in the archive because I didn’t know to look for.\n\nA good friend and I won a small grant at NYU for a research project about marginalia. We were to trace the marginalia of a particular ancient religious text, the Hermes Trismegistus. While I was scouring libraries in Paris for the history of the text’s early translation, my partner was in New York looking for evidence of contemporary readers’ marks on the book. My job was to plot the ancient scribbles, which seemed easy enough before I actually entered the stacks. (FIG. 3) I was looking for the text itself while piecing together others’ accounts of the its migrations. As it turns out, the Hermes Trismegistus is an enduringly baffling historical object and its ancestry is riddled with gaps. A more experienced researcher would know how to explain this fitful history and perhaps use the inconsistencies and question marks as launching pads for substantive contributions. But since it was my first time in the archive for a sustained and labor-intensive project, they instead weighed on me like chains. Not only did I have trouble tracing the marginalia themselves, I had trouble explaining how I was having trouble.\n\nI realize now that this situation is not so much overcome with academic training as it is more efficiently handled. That moment of chaos and crisis is in fact a prerequisite to clear thinking, in my experience. As an undergraduate, I was overwhelmed by the disorder of the archival process, but then again, these troubles might have been the best training.','Vodou Songs - Gotkin 4','','inherit','open','open','','1533-revision-5','','','2012-09-06 04:02:34','2012-09-06 04:02:34','',1533,'http://stage.archivejournal.net/issue/2/uncategorized/1533-revision-5/',0,'revision','',0),(2019,19,'2012-05-07 19:05:49','2012-05-07 19:05:49','As an undergraduate, I felt like the archive primed me to search for pristine differences between the past and present, as if the past is a foreign country I was visiting while in the archive and must be translated into a more modern language. Yet the evidence I worked with was rarely so easily explained on the page. Similarities across time were often differences in addition. There was also the logistical challenge of gauging the depth of a semester-long archival project. I had the classic Goldilocks problem of finding a research question that was neither too big nor too small.\r\n\r\nThe added obstacle is that undergraduates rarely devote their time to academics as faithfully as graduate students and faculty do. As an undergraduate, I was juggling internships, part-time jobs, and community service with my class work. Before I started my undergraduate archival work, I usually resolved the logistical tangles by relegating reading and writing to the wee morning hours. When I needed to start visiting collections around New York City, this wasn’t so easy. I started setting aside time to commute uptown to the New York Public Library, for example, while giving myself enough time to grab lunch and get back downtown for class.\r\n\r\nThe challenge was manageable on a practical level, but also on a conceptual one. Undergraduates – and I include myself when I was one – tend to think that setting aside business hours for internships will help develop the practical skills necessary for landing the perfect job after graduation. And there’s no denying that internships can be useful in teaching the rigors of the workplace. But when we design courses for undergraduates, requiring them to spend time actively engaged in searching and <em>re</em>-searching, the pace and tenor of undergraduate study changes. In my experience, substituting work done alone late in my apartment for the work of talking with librarians, archivists, and other experts, was a far more meaningful undergraduate experience, and something that was actually easily marketable for a job interview.','Vodou Songs - Gotkin 5','','inherit','open','open','','1536-revision-3','','','2012-05-07 19:05:49','2012-05-07 19:05:49','',1536,'http://stage.archivejournal.net/issue/2/uncategorized/1536-revision-3/',0,'revision','',0),(2018,19,'2012-09-06 04:02:49','2012-09-06 04:02:49','Undergraduate archival work can be like learning to ride a bike without training wheels. In most classes, the readings and discussions act as essential compasses in guiding the student through the semester. In the archive, most—if not all—bets are off: there are rarely already-made tutorials on organizing and making sense of the productive entropy that often marks an archive. How are we to situate a newly discovered text if we haven’t even finished our undergraduate prerequisite courses?\r\n\r\nFor me, the most challenging moments in the archive were the earliest, both because I was adjusting to the demands of archival methods and because I had only a small number of anchoring texts echoing in my head to help me make sense of anything I found. In fact, I probably missed a number of promising leads in the archive because I didn’t know to look for.\r\n\r\nA good friend and I won a small grant at NYU for a research project about marginalia. We were to trace the marginalia of a particular ancient religious text, the Hermes Trismegistus. While I was scouring libraries in Paris for the history of the text’s early translation, my partner was in New York looking for evidence of contemporary readers’ marks on the book. My job was to plot the ancient scribbles, which seemed easy enough before I actually entered the stacks. (FIG. 3) I was looking for the text itself while piecing together others’ accounts of the its migrations. As it turns out, the Hermes Trismegistus is an enduringly baffling historical object and its ancestry is riddled with gaps. A more experienced researcher would know how to explain this fitful history and perhaps use the inconsistencies and question marks as launching pads for substantive contributions. But since it was my first time in the archive for a sustained and labor-intensive project, they instead weighed on me like chains. Not only did I have trouble tracing the marginalia themselves, I had trouble explaining how I was having trouble.\r\n\r\nI realize now that this situation is not so much overcome with academic training as it is more efficiently handled. That moment of chaos and crisis is in fact a prerequisite to clear thinking, in my experience. As an undergraduate, I was overwhelmed by the disorder of the archival process, but then again, these troubles might have been the best training.','Vodou Songs - Gotkin 4','Undergraduate archival work can be like learning to ride a bike without training wheels. In most classes, the readings and discussions act as essential compasses in guiding the student through the semester. In the archive, most—if not all—bets are off: there are rarely already-made tutorials on organizing and making sense of the productive entropy that often marks an archive. How are we to situate a newly discovered text if we haven’t even finished our undergraduate prerequisite courses?','inherit','open','open','','1533-revision-6','','','2012-09-06 04:02:49','2012-09-06 04:02:49','',1533,'http://stage.archivejournal.net/issue/2/uncategorized/1533-revision-6/',0,'revision','',0),(2020,19,'2012-09-06 04:00:52','2012-09-06 04:00:52','In one of my undergraduate courses, a professor handed out a checklist for good archival research. The last item on the list was simply, “Get lucky.” My most meaningful archival work has indeed been the pleasures of spelunking around archives hoping to come upon a hidden gem. In my junior year of college, I studied abroad in Paris where I took a class on global media structures. Like many graduate-level courses, the final paper was an individual research project rather than a paper born of the class readings and discussions. I knew that my home department in New York offered a course called “Hacker Culture &amp; Politics,” which I ended up taking as soon as I returned. In anticipation of that course, I contacted the professor, Biella Coleman, to ask if she had any contacts in Paris who work on hacking. After a series of e-mail introductions through friends of friends, I got in touch with the head of a hacker space just outside of Paris.\r\n\r\nAlthough I originally intended to study a contemporary aspect of hacking, I ended up with a historical project. After talking with a few French hackers on Internet Relay Chat, it became clear that the early French hacker scene was highly ritualized around electronic magazines, e-zines. Ultimately, I wrote the paper in which I drew from about 70 different e-zines sent over digital bulletin board systems and the nascent Internet. (FIG. 2) Getting access to the e-zines was not easy and in the end, I amassed my own archive. Mine was not the image of the archive-as-dungeon, but instead the archive-as-disk-space. Perhaps as difficult to catalog and maintain as any rare book collection (if not more so), the e-ezines I collected were infinitely reproducible and accessible from anywhere, even after I left France.\r\n\r\nArchival practices change when the historical subject is itself born digital. The challenge of marshaling evidence around a research question is no less important, but the dematerialized archive demands new techniques of investigation. What happens, for example, when we can do archival research from a coffee shop? The absence of the physical walls in a traditional archive might become a new figurative challenge. What is archival work without being literally surrounded by material? These are the questions that productively vex my research. The digital archive has become my greatest success because it provided me with a set of substantive and methodological questions that continue to complicate and broaden my research years later.','Vodou Songs - Gotkin 3','In one of my undergraduate courses, a professor handed out a checklist for good archival research. The last item on the list was simply, “Get lucky.” My most meaningful archival work has indeed ','inherit','open','open','','1530-revision-3','','','2012-09-06 04:00:52','2012-09-06 04:00:52','',1530,'http://stage.archivejournal.net/issue/2/uncategorized/1530-revision-3/',0,'revision','',0),(3290,19,'2012-10-19 04:38:19','2012-10-19 04:38:19','It is genuinely difficult to identify serious weaknesses of the Whitman archive. I might suggest a few relatively minor changes to site design. Some of the content is nested quite deeply within the site and requires several clicks to access it. For example in the Disciples section the user is three clicks away from accessing individual poems. Web log analysis suggests that the more clicks a users is required to make, the less likely they are to use that part of a site.[ref]P. Huntington, D. Nicholas, P. Williams and B. Gunter “Characterising the Health Information Consumer: an Examination of the Health Information Sources used by Digital Television Users,” <em>Libri</em> 52:1 (2002): 16-27[/ref] Thus I would suggest that if at all possible some of the intermediate levels of nesting are removed to allow better access to material.\n\nI also found it difficult to access the newspaper content, since the page images took a very long time to load, on an average home broadband connection. This will not cause problems for academics using the site on fast campus networks. However it might limit its usefulness and usability of these newspapers for members of the public to high school students who might be accessing them on a slower connection.\n\nI also had some problems using the search function, or rather understanding the results returned. I typed the words ‘metaphysics’ and ‘books’ into the search box as someone searching for the exact origin of a quotation might do. I would have hoped that the first hit in any general search of the archive might have referred me to published works, but instead it took me to instances of the words in criticism, but it was not clear why this happened, and would, I think be counter intuitive for most users. I then clicked on the top hit of published works, and when I clicked on it, this did indeed take me to Leaves of Grass, but only to the title page. Again this would not be intuitive for users accustomed for example to the functionality of commercial resources such as EEBO who would expect to be taken to the exact hit without a need to use the search function in Firefox to locate it.\n\nThese are technical problems which should be relatively easily corrected. However, I would also like to point out something which while not exactly being a weakness may more correctly be thought of as an opportunity that has not yet been exploited: that is the possibility of involving users more extensively in the Archive’s activities. At present, apart from leaving comments, it is difficult to see how academic users or members of the public interested in Whitman might be able to get involved in the project.\n\nThe current model for the Archive seems very much that of conventional publishing whereby the team produces content for its users, in a one-to-many fashion. It may be that this is a deliberate decision on the part of the editors: involving users is not appropriate for every digital project. However, if further content is to be created in future, the Whitman archive may consider taking part in some kind of crowd sourcing project. This is still a somewhat unusual method, but is being used by projects such as Transcribe Bentham at UCL to access crowd sourced transcriptions of page images of manuscripts. The use of crowd sourcing and social networking by memory institutions such as museums, has demonstrated that those outside academia are interested in participating in projects about their heritage and history and it may be that there is a potential new way for the Archive to engage with its user community, and to add further content while doing so.','The Walt Whitman Archive – Warwick 2','It is genuinely difficult to identify serious weaknesses of the Whitman archive.  I might suggest a few relatively minor changes to site design. Some of the content is nested quite deeply within the site and requires several clicks to access it.For example in the Disciples section the user is three clicks away from accessing individual poems.  Web log analysis suggests...','inherit','open','open','','122-autosave','','','2012-10-19 04:38:19','2012-10-19 04:38:19','',122,'http://stage.archivejournal.net/issue/2/uncategorized/122-autosave/',0,'revision','',0),(2022,19,'2012-08-28 05:13:29','2012-08-28 05:13:29','<em>The Vodou Archive</em> is a collaborative partnership spearheaded by the University of Florida and Duke University which seeks to improve the understanding of a central Haitian and Haitian-American spiritual tradition by gathering the <strong>audiovisual</strong> and <strong>textual</strong> sources of Vodou communities, by <strong>interpreting</strong> what we collect, by <strong>expanding </strong>the holdings through a <strong>self-submission tool</strong>, and by diffusing the knowledge via an open access digital library.  You can find the current prototype here (<a href=\"http://www.dloc.com/vodou\">http://www.dloc.com/vodou</a>),  hosted within the existing <a href=\"http://dloc.com/\">Digital Library of the Caribbean</a> (dLOC). In addition to the 27 international partners working with the Digital Library of the Caribbean, collaborators from the University of Notre Dame, the University of Miami, the Schrijversvakschool, Florida International University, the Université des Antilles et de la Guyane, and City Lore, among others, will contribute elements to <strong><em>The Vodou Archive</em></strong>. This project belongs to a tradition of scholarly work stretching back to the early 20<sup>th</sup> century that has sought to counter reductionist and racist visions of the religion through ethnography, analysis of culture and music, and an exploration of the role of Vodou in Haiti’s founding revolution. Such work has long turned to the central texts in Haitian Vodou: its <strong>Creole-language songs</strong>.\r\n\r\nBuilding on my <em>Vodou Songs in Haitian Creole and English</em>,<a title=\"\" href=\"#_ftn1\">[1]</a> <em>The Vodou Archive</em> project makes these songs available in Haitian Creole and English along with substantial interpretative annotations and essays to contextualize the collection. The materials to be edited and curated in <em>The Vodou Archive</em> are of major literary, historical, cultural and religious significance. The vast Vodou corpus stands out because it preserves a wealth of African cultural, ethnological and historical knowledge.<a title=\"\" href=\"#_ftn2\">[2]</a> (Beauvoir 2008b). The oral and textual corpora of songs are comprised of the authentic and living traditions of the Vodou religion. They are primarily the songs that are sung in the context of Vodou worship in public and domestic ceremonies and they constitute the sacred literature of the religion. Vodou songs, a constant in ceremonies, address the mythologies and characteristics of the lwa and they describe their relations with humans. Vodou songs are time capsules that reveal the history and origins of the Haitian people in Africa, their journey to the Americas in the French slave trade, and their lives in the French colony. Due to their sacred nature, they are very well-preserved records of African and Haitian history and culture.<a title=\"\" href=\"#_ftn3\">[3]</a>). Ceremonies and songs preserve African historical (i.e. <em>Bosou</em>, <em>Achade</em>, <em>Legba</em>, <em>Danbala</em>), cultural (i.e. <em>lwa</em>,<em> ounsi</em>, <em>ason</em>,<em> oungan</em>) and geographical (i.e. <em>Rada</em>, <em>Savalou</em>, <em>Boumba</em>) terms in a creolized or blended religious and cultural system.<a title=\"\" href=\"#_ftn4\">[4]</a> <a href=\"#_msocom_1\">[C1]</a> Likewise, there are numerous Vodou ceremonies (rites) classified by the African <em>nanchon </em>(nations/communities) where they originate, i.e. Rada, Petwo, Ginen, Seneka, Ibo, Danwonmen, Nago, Kongo, Kita, etc.<a title=\"\" href=\"#_ftn5\">[5]</a> Undergraduates played, and will play, a key role in this archive.  They contributed first drafts of transcriptions and translations of Vodou songs and interviews with Vodou practitioners for the book, <em>Vodou Songs in Haitian Creole and English</em> (Hebblethwaite 2012). The undergraduate students worked on transcribing and translating interviews that I collected from Vodou priests in Haiti and they also transcribed and translated rare pre-existing published materials.<a title=\"\" href=\"#_ftn6\">[6]</a>   The students, Joanne Bartley, Vanessa Brissault, Kat Warwick, Wilmide Vernet, and Musset Apollon, were either paid hourly through grant funding or they earned credit for an independent study. We worked from manuscripts that employ a range of Haitian Creole spelling systems. The official variety, the “IPN,” named after the <em>Institut Pédagogique National</em>, was adopted for the first time in 1980. Many of our manuscripts predate 1980 and thus transcription required heavy correction and consultation with lexicographical works.<a title=\"\" href=\"#_ftn7\">[7]</a>The students had been exposed to the official variety of Haitian Creole spelling in my intermediate Haitian Creole course. After establishing the Haitian Creole source text, the students next produced the first draft of the English translation. I then corrected the Haitian Creole and English drafts in various cycles as the materials moved towards the finished products, the book or the Vodou Archive.  (See Figure 1, and for the related Vodou Archive digital library, Figures 2 - 4.)\r\n<div class=\"footnotes\"><br clear=\"all\" />\r\n  <hr align=\"left\" size=\"1\" width=\"33%\" />\r\n  <div><a title=\"\" href=\"#_ftnref\">[1]</a> Benjamin Hebblethwaite and Joanne Bartley, <em>Vodou Songs in Haitian Creole and English </em> <em>= Chante vodou an kreyòl ayisyen ak angle</em> (Philadelphia: Temple University Press, 2012). </div>\r\n  <div><a title=\"\" href=\"#_ftnref\">[2]</a> Max Beauvoir, <em>Le Grand Recueil Sacré ou Répertoire des Chansons du Vodou Haïtien </em>(Port-au-Prince: Edisyon Près Nasyonal d Ayiti, 2008). </div>\r\n  <div><a title=\"\" href=\"#_ftnref\">[3]</a> Claudine Michel, “Vodou in Haiti: Way of Life and Mode of Survival,” in <em>Vodou in Haitian Life and Culture: Invisible Powers, </em>ed. Claudine Michel and Patrick Bellegarde-Smith (New York: Palgrave Macmillan, 2006), 27–37.<em></em> </div>\r\n  <div><a title=\"\" href=\"#_ftnref\">[4]</a> See Roger Brand, <em>Cultes vodoun et textes oraux des Wéménou du sud Bénin </em>(Munich: Lincom Europa, 2000), 15; Marc Monsia, <em>Religions indigènes et savoir endogène au Bénin </em>(Cotonou, Benin: Les Éditions du Flamboyant, 2003); Gilbert Rouget, <em>La musique et la transe </em>(Paris: Gallimard, 1991 (1980)); and Gilbert Rouget, <em>Initiatique vôdoun, images du rituel: Chants et danses initiatiques pour le culte des vôdoun au Bénin </em>(Saint-Maur, France: Éditions Sépia, 2001), v. </div>\r\n  <div><a title=\"\" href=\"#_ftnref\">[5]</a> Max G. Beauvoir, <em>Lapriyè Ginen </em>(Port-au-Prince: Edisyon Près Nasyonal d Ayiti. 2008), 109-110. </div>\r\n  <div><a title=\"\" href=\"#_ftnref\">[6]</a> Milo Marcelin, <em>Mythologie Vodou (Rite Arada)</em>,<em> </em>2 vols. (Pétionville: Éditions Canapé Vert, 1950); Laura Boulton, “Laura Boulton’s Songs” (1947), in <em>Vodou Songs in Haitian Creole and English = Chante vodou an kreyòl ayisyen ak angle</em>, eds. Benjamin Hebblethwaite and Joanne Bartley (Philadelphia: Temple University Press, 2012), 127-145;  J.L., “J.L. Songs,” in <em>Vodou Songs in Haitian Creole and English</em>,<em> </em>147-184; Harold Courlander, unpublished manuscript (1939–1940), University of Michigan Special Collections Library; Milo Rigaud, <em>La tradition voudoo et le voudoo haïtien: Son temple, ses mystères, sa magie </em>(Paris: Éditions Niclaus, 1953). </div>\r\n  <div><a title=\"\" href=\"#_ftnref\">[7]</a> Albert Valdman, Iskra Iskrova, Jacques Pierre, and Nicolas André, <em>Haitian Creole-English Bilingual Dictionary</em> (Bloomington, IN: Creole Institute, 2007); Bryant Freeman and Jowel Laguerre, <em>Haitian-English Dictionary</em>, 5th ed. (Lawrence, KS: Institute of Haitian Studies, 2004).</div>\r\n</div>\r\n<div><hr align=\"left\" size=\"1\" width=\"33%\" />\r\n<a href=\"#_msoanchor_1\">[C1]</a>The Brand citation is here. The original reference is: (Brand 2000: 15; Monsia 2003; Rouget 1991, 2001: v).  Which of the two Brand books should be referenced (I chose 2000a, but that could be wrong)?</div>','Vodou Songs - Hebblethwaite 1','','inherit','open','open','','1504-revision-4','','','2012-08-28 05:13:29','2012-08-28 05:13:29','',1504,'http://stage.archivejournal.net/issue/2/uncategorized/1504-revision-4/',0,'revision','',0),(2023,19,'2012-02-16 08:31:32','2012-02-16 08:31:32','There were many benefits working with these undergraduates. The undergraduates selected to work for this project were balanced bilinguals who demonstrated robust literacy in English and Haitian Creole, which I was able to assess since they had taken my intermediate Haitian Creole course. The State of Florida has a large Haitian-American population that is second only to New York State; and, positioned at the Flagship University of the State, I instruct a significant number of Haitians and Haitian-Americans who have an advanced command of spoken and written Haitian Creole. Due to this strength, it is only natural to cultivate and tap into these talents for the benefit of their professional development and for the momentum of this project. As Haitian Creole is the third most spoken language in the State of Florida after English and Spanish, developing advanced literacy in the language benefits employment prospects and it empowers individuals to seek out unique  knowledge that exists only in Haitian Creole. Bilingual and biliterate candidates for employment in Florida’s healthcare industry, tourism industry, government, law enforcement and judiciary system, transportation and a host of other industries stand out next to their monolingual peers. Mastery of literacy in two languages is beneficial because knowledge can be acquired and shared via different mediums; individuals with these skills can facilitate communication, accuracy and productivity.\r\n\r\nComplex and large projects like <em>Vodou Songs in Haitian Creole and English</em> and <em>The Vodou Archive</em>—projects that overlap with specialized aspects of culture and language—are best done, I think, in collaboration with others. Since many of the texts are at first obscure, it is helpful to have several individuals bring unique knowledge and skills to the task of translation and interpretation. Each undergraduate editorial assistant has a unique mastery of Haitian Creole and English. Since material is parsed and analyzed by various editorial assistants, over time the collaboration allows for the emergence of an accurate collective transcription and translation. Given their fluency in Haitian Creole and English, the undergraduates provided outstanding transcriptions and translations of Vodou songs and interviews with Vodou practitioners that I could edit and improve upon for the book or <em>The Vodou Archive</em>.','Vodou Songs - Hebblethwaite 2','','inherit','open','open','','1507-revision-2','','','2012-02-16 08:31:32','2012-02-16 08:31:32','',1507,'http://stage.archivejournal.net/issue/2/uncategorized/1507-revision-2/',0,'revision','',0),(2024,19,'2012-02-16 08:32:20','2012-02-16 08:32:20','The positive responses I received from publishers reinforced my sense that this project would be viable.  In addition to this standard measure of academic success, the project itself was very successful as an intellectual and practical collaboration. The undergraduate collaborators worked vigorously and productively, helping to quickly advance the project. Vodou religion itself is a communal phenomenon. Likewise, I want the book and <em>The Vodou Archive</em> to express the unity of our collaboration as a means of ensuring accuracy through multiple voices and perspectives. Plus, as someone who was not raised within Vodou religion, I sensed that my scholarship on Haitian religion and its primary language, Haitian Creole, would benefit from extensive refereeing from a wide variety of informants: from <em>oungan </em>(priests), <em>manbo </em>(priestesses), <em>bòkò </em>(diviners), <em>ounsi</em> (initiates), scholars of all stripes, as well as students in my classes and the students directly involved in the project. As sharp intellectuals in their own right, these students participated in a triangular working methodology (myself, my students, and Vodou practitioners) that helped ensure quality. They lent their talents to the correcting, fashioning, and polishing of the final product. The book and <em>The Vodou Archive</em> are the direct result of sharing texts and ideas through cooperative study, writing, and editing. As several students have native command of Haitian Creole, they were able to bring their deep knowledge and instincts of the language to the tasks I assigned them. Overall, it is the friendship and collegiality of working with people from all the walks of life, and the experience of discovery, that has made, and continues to make, this project a great success for me. Writing and editing for academics is often a solitary activity. The work with undergraduate research assistants transformed the experience into a textual conversation about the nature and design of Vodou religion.','Vodou Songs - Hebblethwaite 3','','inherit','open','open','','1510-revision-2','','','2012-02-16 08:32:20','2012-02-16 08:32:20','',1510,'http://stage.archivejournal.net/issue/2/uncategorized/1510-revision-2/',0,'revision','',0),(2025,19,'2012-02-16 08:33:36','2012-02-16 08:33:36','The major challenges in writing and editing <em>Vodou Songs in Haitian Creole and English</em> and <em>The Vodou Archive</em> are the profusion of variant spelling systems found in Haitian Creole until 1980. Most Haitian-Americans I work with at the University of Florida have limited exposure to written Haitian Creole prior to enrolling in my courses. After a year of intermediate Haitian Creole, it is typical to still misspell certain words. Given that the source texts they work from routinely employ spelling conventions that are no longer current, it is also common for undergraduate research assistants to reproduce the outdated spelling, especially in the cases of words that refer to concepts that are unfamiliar to them. The source text in (a) below, taken from scholar Milo Marcelin (1950), illustrates the base from which transcription (b) and translation (c) were produced:\r\n\r\n(a)\r\n\r\n(b) (c)\r\n\r\nDanbala Wèdo se koulèv dlo! Danbala Wèdo is the water snake!\r\n\r\nChèche Danbala, ki bò w a wè li? Look for Danbala, where will you see him?\r\n\r\nPapa Danbala se koulèv dlo, Papa Danbala is the water snake,\r\n\r\nli plonje anba dlo! he dives under water!\r\n\r\n&nbsp;\r\n\r\nIn texts like this one, it is common for research assistants to import words like <em>Oueddo </em>uncorrected, or to accidently retain the “c” in <em>coulève </em>instead of writing the official <em>koulèv</em>. This impacted my work as it required that I extensively edit the students’ work and send it back for review and correction; while labor intensive, the feedback provided the students with the opportunity to master the transcription of Haitian Creole and the translation into English. Students will learn from their mistakes if they can see what they are and have the chance to correct them. It is also common for students to import erroneous grammatical analyses by writing “wa” following <em>oua</em> (in line two), a minor confusion in which separate words are conflated. The correct representation of <em>oua </em>is “<em>w a</em>” (‘you will’ or ‘will you,’ when used interrogatively as in the above). As senior editor, I had the challenge of constantly encountering traces of outdated spellings that research assistants had unwittingly imported into their transcription.\r\n\r\n&nbsp;\r\n\r\nThe quality of the work of the undergraduates varied widely. The nuances of the mythology, the ‘cryptic tricksterism’  of Vodou semantics, and the rich—and obscure—idioms, expressions, and conceptualizations of the Haitian Creole language meant that all the texts required years of refinement through the editorial process which is based upon countless critical re-readings from various points of view. Thus working with undergraduates is rewarding but requires mentoring and patience due to their limited experience.','Vodou Songs - Hebblethwaite 4','','inherit','open','open','','1513-revision-2','','','2012-02-16 08:33:36','2012-02-16 08:33:36','',1513,'http://stage.archivejournal.net/issue/2/uncategorized/1513-revision-2/',0,'revision','',0),(2026,19,'2012-02-18 20:11:59','2012-02-18 20:11:59','<em>The Vodou Archive</em> is being unveiled currently (spring of 2012) in my course “Introduction to Haitian Vodou.” On a weekly basis, different parts of the archive will be highlighted and students will be expected to visit the digital library to read or view the assigned materials. In order to stress the importance of <em>The Vodou Archive</em> as a digital library, I will also require that students write essays about some of its components. As Florida has numerous active Vodou communities, students will be encouraged to produce materials for the archive—photographs or recordings from Vodou ceremonies and rituals, for example.\r\n\r\n&nbsp;\r\n\r\nThe work undertaken in collaboration with undergraduates to produce <em>Vodou Songs in Haitian Creole and English</em> and <em>The Vodou Archive</em> has been integrated into the curriculum in numerous ways. For example, students are assigned reading materials that spring from the collaboration. Based on the topics selected for essays, students are encouraged to read or examine parts of <em>The Vodou Archive</em>; for example, students who want to write about how Catholic chromolithographs camouflage Vodou <em>lwa</em> (spirits) are encouraged to visit the selection in <em>The Vodou Archive</em> (<a href=\"http://www.dloc.com/AA00008694/allvolumes2\">click here</a>); other students might need photographic data about Vodou (<a href=\"http://www.dloc.com/AA00005507/00001/thumbs\">click here</a>); other students may need to consult important but hard to find works such as Arthur Holly’s (1928) <em>Dra-po</em> (<a href=\"http://www.dloc.com/UF00076958\">click here</a>); finally, some students will want to listen to rare recordings made by Maya Deren held exclusively by <em>The Vodou Archive</em> (<a href=\"http://www.dloc.com/UF00082017\">click here</a>). <em>The Vodou Archive</em> is rich and diverse assemblage of documents; while not all of it can be directly included in the curriculum for all students, individual students are encouraged to branch into the parts of the archive that are relevant to their own work.\r\n\r\n&nbsp;\r\n\r\nAnother way that I will increase student contributions to <em>The Vodou Archive</em> will be through the creation of <em>The</em> <em>Vodou Journal</em>, a planned dimension of the digital archive: 10 of the students’ best essays will be submitted to <em>The</em> <em>Vodou Journal </em>for peer review and possible publication. I hope that this unique opportunity for undergraduates to make a significant contribution to the scholarship on Vodou and will also stimulate greater attention to writing and also introduce undergraduates to the process of scholarly publishing in general.','Vodou Songs - Hebblethwaite 5','','inherit','open','open','','1516-revision-3','','','2012-02-18 20:11:59','2012-02-18 20:11:59','',1516,'http://stage.archivejournal.net/issue/2/uncategorized/1516-revision-3/',0,'revision','',0),(2027,19,'2012-10-29 19:20:38','2012-10-29 19:20:38','The major challenges in writing and editing <em>Vodou Songs in Haitian Creole and English</em> and <em>The Vodou Archive</em> are the profusion of variant spelling systems found in Haitian Creole until 1980. Most Haitian-Americans I work with at the University of Florida have limited exposure to written Haitian Creole prior to enrolling in my courses. After a year of intermediate Haitian Creole, it is typical to still misspell certain words. Given that the source texts they work from routinely employ spelling conventions that are no longer current, it is also common for undergraduate research assistants to reproduce the outdated spelling, especially in the cases of words that refer to concepts that are unfamiliar to them. The source text in (a) below, taken from scholar Milo Marcelin (1950), illustrates the base from which transcription (b) and translation (c) were produced:\n\n(a)\n<a href=\"http://stage.archivejournal.net/wp-content/uploads/2012/02/figure_a.png\"><img class=\"alignnone size-full wp-image-3242\" title=\"figure_a\" src=\"http://stage.archivejournal.net/wp-content/uploads/2012/02/figure_a.png\" alt=\"\" width=\"252\" height=\"70\" /></a>\n<table width=\"70%\" border=\"0\" cellspacing=\"0\" cellpadding=\"3\">\n<tbody>\n<tr>\n<td>(b)</td>\n<td>(c)</td>\n</tr>\n<tr>\n<td>Danbala Wèdo se koulèv dlo!</td>\n<td>Danbala Wèdo is the water snake!</td>\n</tr>\n<tr>\n<td>Chèche Danbala, ki bò w a wè li?</td>\n<td>Look for Danbala, where will you see him?</td>\n</tr>\n<tr>\n<td>Papa Danbala se koulèv dlo,</td>\n<td>Papa Danbala is the water snake,</td>\n</tr>\n<tr>\n<td>li plonje anba dlo!</td>\n<td>he dives under water!</td>\n</tr>\n</tbody>\n</table>\nIn texts like this one, it is common for research assistants to import words like <em>Oueddo </em>uncorrected, or to accidently retain the “c” in <em>coulève </em>instead of writing the official <em>koulèv</em>. This impacted my work as it required that I extensively edit the students’ work and send it back for review and correction; while labor intensive, the feedback provided the students with the opportunity to master the transcription of Haitian Creole and the translation into English. Students will learn from their mistakes if they can see what they are and have the chance to correct them. It is also common for students to import erroneous grammatical analyses by writing “wa” following <em>oua</em> (in line two), a minor confusion in which separate words are conflated. The correct representation of <em>oua </em>is “<em>w a</em>” (‘you will’ or ‘will you,’ when used interrogatively as in the above). As senior editor, I had the challenge of constantly encountering traces of outdated spellings that research assistants had unwittingly imported into their transcription.\n\nThe quality of the work of the undergraduates varied widely. The nuances of the mythology, the ‘cryptic tricksterism’  of Vodou semantics, and the rich—and obscure—idioms, expressions, and conceptualizations of the Haitian Creole language meant that all the texts required years of refinement through the editorial process which is based upon countless critical re-readings from various points of view. Thus working with undergraduates is rewarding but requires mentoring and patience due to their limited experience.','Undergraduates in the Archives - Hebblethwaite 4','The major challenges in writing and editing <em>Vodou Songs in Haitian Creole and English</em> and <em>The Vodou Archive</em> are the profusion of variant spelling systems found in Haitian Creole until 1980. Most Haitian-Americans I work with at the University of Florida have limited exposure to written Haitian Creole prior to enrolling in my courses.','inherit','open','open','','1513-autosave','','','2012-10-29 19:20:38','2012-10-29 19:20:38','',1513,'http://stage.archivejournal.net/issue/2/uncategorized/1513-autosave/',0,'revision','',0),(2028,19,'2012-10-19 03:24:10','2012-10-19 03:24:10','The most obvious benefit to Penn students is an opportunity to work on a project designed to be used by Native American community members and to hear the voices of elders. Penn, unfortunately, has no Native American faculty working in the field of American Indian studies, and the state of Pennsylvania has no Indian reservations. As a result, students generally have no contact with the people they are studying. Because many have never met a Native American, they are prone to thinking of Indians as being extinct. By getting students to look at archival materials from an indigenous perspective, they learn to think about such basic terms as “American,” “history,” “literature,” “intelligence,” and “writing” in new ways. Even if the students do not major in American Indian studies, the intellectual experience of understanding a very different cultural epistemology and ontology is inherently valuable.\n\nFrom a pedagogical perspective, the students learn research skills in archives that will serve them well no matter what their chose careers. In my experience, most undergraduates do not have the opportunity to work with archival or museum collections. Many students seem to enjoy the courses more once they have been to the American Philosophical Society and seen Thomas Jefferson’s hand written draft of the Declaration of Independence or held a drum owned by Sitting Bull in their hands. It makes history and culture come alive in a way that textbooks rarely achieve. I find that it requires a lot of preliminary work—selecting and skimming documents, scanning photographs, etc.—to prepare a class for doing research in the archives. This semester my students will be going through hundreds of pages of oral history transcripts about an Ojibwe Medicine Man to try to match them to historical documents and photographs in order to make them more useful to the community where the recordings were originally made more than 75 years ago. I find that the students’ work is more thoughtful and more inspired when they realize that their work will be shared with community members, rather than writing a paper that will be read by one person. Me.','Undergraduates in the Archives - Powell 2','The most obvious benefit to Penn students is an opportunity to work on a project designed to be used by Native American community members and to hear the voices of elders. Penn, unfortunately, has no Native American faculty working in the field of American Indian studies, and the state of Pennsylvania has no Indian reservations. ','inherit','open','open','','1580-autosave','','','2012-10-19 03:24:10','2012-10-19 03:24:10','',1580,'http://stage.archivejournal.net/issue/2/uncategorized/1580-autosave/',0,'revision','',0),(2029,19,'2012-09-06 02:00:29','2012-09-06 02:00:29','“So, how do we bring students to our table?” That was the question a special collections librarian asked in 1999. <sup><a id=\"ref1\" href=\"#fn1\">1</a></sup> Now, in 2012, the question is no longer how: “Teaching with primary source materials is unquestionably ‘hot’ in higher education [as] authentic rare books, manuscripts, or archival documents\" appear in many undergraduate classrooms. <sup><a id=\"ref2\" href=\"#fn2\">2</a></sup>\r\n\r\nThe table is full; the effort to bring undergraduates into special collections and archives has been enormously successful. What matters now is how to turn these encounters to account. What happens in the archival laboratory, a place where students are actively involved in research, stewardship, publication, and exhibits? How do librarians, curators, archivists, instructors, and technology specialists collaborate to get such projects off the ground? How do we make use of these encounters to develop research and interpretive skills, showcase students’ findings, and learn from their discoveries? What do students report that they have gained through their archival experiences?\r\n\r\nIn this issue of “Archives, Remixed,” we present six case studies illustrating inventive solutions to these dilemmas of success. The parameters and formats of these projects demonstrate the diversity of ways to teach with primary source materials: not all of the projects take place in a classroom context (although some do); not all the student work is authored singly (although some is). Some projects involve one institution, while others involve partnerships with local organizations or other universities or colleges; some projects are more analog, others more digital; and some end when the student’s work is complete, while others continue. The projects all have historical claims, but the array of objects under consideration—architectural drawings, photographs, ancient statuary, newspaper clippings, rare books, personal mementos—speaks to many disciplines. The academic institutions where these projects originate, from a community college to liberal arts colleges to a research university, vary as much as the projects themselves.\r\n\r\nEach case study focuses the work students produce in these archival encounters. On each case-study page, you will find a sample of student work accompanied by a project description; commentary on the project by the student(s); commentary from the teachers, librarians, and/or technologists who structured the projects and guided students through them; as well as links to related or additional resources.\r\n\r\nWe invite you to explore, to comment, and to use these case studies as fodder for your own research and teaching projects.\r\n<div class=\"footnote\"><sup id=\"fn1\">1.</sup>Allen, Susan M. “Rare Books and the College Library: Current Practices in Marrying Undergraduates to Special Collections.” Rare Books &amp; Manuscripts Librarianship 13.2 (Spring 1999): 110-19.</div>\r\n<div class=\"footnote\"><sup id=\"fn1\">2.</sup> Bahde, Anne. “Taking the Show on the Road: Special Collections Instruction in the Campus Classroom.” RBM: A Journal of Rare Books, Manuscripts, &amp; Cultural Heritage 12.2 (Fall 2011): 75.\r\n\r\n</div>','Student Project Case Studies','','inherit','open','open','','1711-revision-24','','','2012-09-06 02:00:29','2012-09-06 02:00:29','',1711,'http://stage.archivejournal.net/issue/2/uncategorized/1711-revision-24/',0,'revision','',0),(2358,19,'2012-09-24 18:46:43','2012-09-24 18:46:43','','hebbelthwaite_fig1','The book cover of Vodou Songs in Haitian Creole and English.','inherit','open','open','','hebbelthwaite_fig1','','','2012-09-24 18:46:43','2012-09-24 18:46:43','',1504,'http://stage.archivejournal.net/wp-content/uploads/2012/02/hebbelthwaite_fig1.jpg',0,'attachment','image/jpeg',0),(2033,19,'2012-09-10 19:51:25','2012-09-10 19:51:25','“So, how do we bring students to our table?” That was the question a special collections librarian asked in 1999. <sup><a id=\"ref1\" href=\"#fn1\">1</a></sup> Now, in 2012, the question is no longer how: “Teaching with primary source materials is unquestionably ‘hot’ in higher education [as] authentic rare books, manuscripts, or archival documents\" appear in many undergraduate classrooms. <sup><a id=\"ref2\" href=\"#fn2\">2</a></sup>\r\n\r\nThe table is full; the effort to bring undergraduates into special collections and archives has been enormously successful. What matters now is how to turn these encounters to account. What happens in the archival laboratory, a place where students are actively involved in research, stewardship, publication, and exhibits? How do librarians, curators, archivists, instructors, and technology specialists collaborate to get such projects off the ground? How do we make use of these encounters to develop research and interpretive skills, showcase students’ findings, and learn from their discoveries? What do students report that they have gained through their archival experiences?\r\n\r\nIn this issue of “Archives, Remixed,” we present six case studies illustrating inventive solutions to these dilemmas of success. The parameters and formats of these projects demonstrate the diversity of ways to teach with primary source materials: not all of the projects take place in a classroom context (although some do); not all the student work is authored singly (although some is). Some projects involve one institution, while others involve partnerships with local organizations or other universities or colleges; some projects are more analog, others more digital; and some end when the student’s work is complete, while others continue. The projects all have historical claims, but the array of objects under consideration—architectural drawings, photographs, ancient statuary, newspaper clippings, rare books, personal mementos—speaks to many disciplines. The academic institutions where these projects originate, from a community college to liberal arts colleges to a research university, vary as much as the projects themselves.\r\n\r\nEach case study focuses the work students produce in these archival encounters. On each case-study page, you will find a sample of student work accompanied by a project description; commentary on the project by the student(s); commentary from the teachers, librarians, and/or technologists who structured the projects and guided students through them; as well as links to related or additional resources.\r\n\r\nWe invite you to explore, to comment, and to use these case studies as fodder for your own research and teaching projects.\r\n<div class=\"footnote\"><sup id=\"fn1\">1.</sup>Allen, Susan M. “Rare Books and the College Library: Current Practices in Marrying Undergraduates to Special Collections.” Rare Books &amp; Manuscripts Librarianship 13.2 (Spring 1999): 110-19.</div>\r\n<div class=\"footnote\"><sup id=\"fn1\">2.</sup> Bahde, Anne. “Taking the Show on the Road: Special Collections Instruction in the Campus Classroom.” RBM: A Journal of Rare Books, Manuscripts, &amp; Cultural Heritage 12.2 (Fall 2011): 75.</div>','Student Project Case Studies','','inherit','open','open','','1711-revision-26','','','2012-09-10 19:51:25','2012-09-10 19:51:25','',1711,'http://stage.archivejournal.net/issue/2/uncategorized/1711-revision-26/',0,'revision','',0),(2034,19,'2012-09-10 21:00:04','2012-09-10 21:00:04','','Hidden Learning: Undergraduates at Work in the Archives','','inherit','open','open','','1899-revision','','','2012-09-10 21:00:04','2012-09-10 21:00:04','',1899,'http://stage.archivejournal.net/issue/2/uncategorized/1899-revision/',0,'revision','',0),(2044,19,'2012-11-07 05:59:26','2012-11-07 05:59:26','<h3>Students as Archivists</h3>\nBehind the scenes in special collections libraries and archives across the country, undergraduate students are being hired as part-time, temporary employees to assist with processing cultural-heritage materials. A recent survey of recipients of Cataloging Hidden Collections Special Collections and Archives grant projects<sup><a title=\"footnote\" href=\"#_ftn1\">[1]</a></sup> found that 97% of respondents employ student workers, and 73% reported that their student workers included undergraduate students. Students are assisting with civil rights collections atEmoryUniversity, modernist architectural drawings and plans atNorth CarolinaStateUniversity, Jewish cultural-heritage materials at theCollege ofCharleston, and Moravian historical documents atLehighUniversity, to name just a few examples. Employing students in special collections libraries and archives is not a new practice; indeed, many of today\'s career librarians and archivists were once student workers themselves. Generally this is a budget-driven practice: students are in need of work and their labor is relatively inexpensive. The educational impact on students, however, is not widely understood or even acknowledged. How does working in archives impact students themselves? What skills do they acquire? Is their library employment connected to their studies? Does this work experience influence their career path? How does engagement with cultural-heritage materials affect their learning in the digital age?\n<h3>Archivists as Educators</h3>\nStudent workers require management:  recruitment, training, oversight, and mentorship. In fact, when viewed strictly as employees, student workers—a transitory population with jam-packed, fluctuating schedules—do not represent the ideal work force. At the same time, we know that employment in the archives gives students an exceptional opportunity for applied learning under the guidance of professional archivists who can provide for the growth of intellectual and practical skills. These skills include exposure to primary sources combined with hands-on training in cataloging, processing, preserving, and digitizing such materials. Working with primary sources involves precisely the kind of active, integrative, experiential learning that is vital to inspiring undergraduate research.<sup><a title=\"footnote\" href=\"#_ftn2\">[2]</a></sup> So, how can we better reconcile the challenges of employing student workers with the potential educational benefits of such labor? We believe that by recognizing and empowering archivists in their roles as teachers, the informal or “hidden” learning that student workers gain can become more visible.\n<h3>Linking Archival Work to the Educational Missions of Universities and Colleges</h3>\nBased on anecdotal evidence, we know that student workers\' exposure to primary sources and the skills and technologies necessary to preserve, manage, and study them is resulting in student learning, informing choices of major, and altering career paths. Yet, the informal or \"hidden learning” that is occurring behind the scenes in libraries and archives is treated largely as a side effect, a fortunate but contingent byproduct of labor, rather than as an integral part of the educational mission. We hope this situation changes with closer attention to the educational experiences of students working in the archives. To that end, we are currently engaged in a study that investigates the impact of working in libraries and archives on students involved in civil rights-related hidden collections projects. These civil rights collections—records of organizations such as the Mexican American Legal Defense and Education Fund, Alianza Hispano-Americana, the Southern Christian Leadership Conference, and the Voter Education Project—are often directly connected to local communities and relevant to contemporary issues and curricula. Most importantly, students are often able to recognize themselves and their communities in the collections, thus increasing the potential for transformative educational experiences. We believe that such work should be acknowledged as precisely the kind of applied learning that most higher education institutions are now actively pursuing in the form of internships, field work, and community service. Our study raises the following questions:\n<ul>\n	<li>What if “student workers” were perceived as “student archivists,” “young researchers,” or “apprentice scholars”?</li>\n	<li>What if student participation in the work of libraries and archives was foregrounded and celebrated, instead of remaining largely anonymous?</li>\n	<li>What if training students was seen as central to the business of library and archival practice in educational institutions?</li>\n	<li>What if the work students were being hired to do was considered essential to their educational experience and the mission of their universities?</li>\n	<li>What if professional archivists emphasized their role as teachers within institutions of higher education?</li>\n</ul>\n&nbsp;\n<h3>Archival Work, the Digital Humanities, and the Library Commons</h3>\nConnecting informal learning to university education requires that librarians, archivists, and technologists view themselves as educators working alongside faculty to help students become researchers in a hybrid analog-digital world. Twenty-first-century models for collaborative learning and teaching are emerging, especially in the digital humanities, where students study primary sources in digital formats and apply new technologies to pose and answer research questions. In the digital humanities, students are being guided by faculty to identify and study research questions using new technologies in partnership with their peers. At many institutions, such classes and activities are being supported in Library Commons\' spaces—multi-service research and learning hubs that are technology-enabled and staffed by professional librarians and technologists. How might the hidden learning that students are experiencing behind the scenes in special collections libraries and archives be connected to the digital humanities and the Library Commons?\n<h3>Teaching the Whole Student: Faculty, Librarian, Archivist, and Technologist as a Team</h3>\nCreating an integrated learning experience demands a symbiotic mindset—a team approach—with archivists, librarians, technologists, and faculty working together to support student learning through engagement with primary sources and new technologies. At the very least, expanding access to primary sources, both physical and digital, in the undergraduate curriculum will require intensifying and scaling coordination and collaboration between the faculty member teaching disciplinary content, the librarian teaching research strategies, the technologist teaching digital tools, and the archivist teaching primary sources. The aim of such coordination would be to provide an environment in which students were more likely to develop skills necessary for success in the knowledge-driven economy of the twenty-first century. Today\'s students must learn not only to find and analyze reliable information, but also to communicate effectively, solve problems, work in teams, use advanced digital tools to create new knowledge, and engage in multicultural communities. The phenomenon of student employment on archival projects is happening largely undetected at the margins of higher education, but it could inspire a new approach to undergraduate learning that foregrounds the role of cultural heritage in the digital age.\n<div class=\"footnote\"><sup title=\"footnote\">[1]</sup> The <a href=\"http://www.clir.org/hiddencollections/index.html\">Cataloging Hidden Special Collections and Archives</a> grant program, funded by The Mellon Foundation and administered by the Council on Library and Information Resources, addresses the problem of “hidden collections”: millions of cultural heritage materials held by libraries and archives that have not been adequately described and remain unavailable to researchers.</div>\n<div class=\"footnote\"><sup title=\"footnote\">[2]</sup> See, the definition of “high-impact educational practices” articulated by the Association of American Colleges and Universities LEAP (Liberal Education andAmerica’s Promise) Program: http://www.aacu.org/leap/.</div>','Hidden Learning: Undergraduates at Work in the Archives','Student workers require management:  recruitment, training, oversight, and mentorship. In fact, when viewed strictly as employees, student workers—a transitory population with jam-packed, fluctuating schedules—do not represent the ideal work force. At the same time, we know that employment in the archives gives students an exceptional opportunity for applied learning under the guidance of professional archivists who can provide for the growth of intellectual and practical skills. ','inherit','open','open','','1899-autosave','','','2012-11-07 05:59:26','2012-11-07 05:59:26','',1899,'http://stage.archivejournal.net/issue/2/uncategorized/1899-autosave/',0,'revision','',0),(2042,19,'2012-09-10 21:10:04','2012-09-10 21:10:04','<h3>Students as Archivists\r\n</h3>Behind the scenes in special collections libraries and archives across the country, undergraduate students are being hired as part-time, temporary employees to assist with processing cultural-heritage materials. A recent survey of recipients of Cataloging Hidden Collections Special Collections and Archives grant projects<sup><a title=\"footnote\" href=\"#_ftn1\">[1]</a></sup> found that 97% of respondents employ student workers, and 73% reported that their student workers included undergraduate students. Students are assisting with civil rights collections atEmoryUniversity, modernist architectural drawings and plans atNorth CarolinaStateUniversity, Jewish cultural-heritage materials at theCollege ofCharleston, and Moravian historical documents atLehighUniversity, to name just a few examples. Employing students in special collections libraries and archives is not a new practice; indeed, many of today\'s career librarians and archivists were once student workers themselves. Generally this is a budget-driven practice: students are in need of work and their labor is relatively inexpensive. The educational impact on students, however, is not widely understood or even acknowledged. How does working in archives impact students themselves? What skills do they acquire? Is their library employment connected to their studies? Does this work experience influence their career path? How does engagement with cultural-heritage materials affect their learning in the digital age?\r\n\r\n\r\n<h3>Archivists as Educators</h3>\r\nStudent workers require management:  recruitment, training, oversight, and mentorship. In fact, when viewed strictly as employees, student workers—a transitory population with jam-packed, fluctuating schedules—do not represent the ideal work force. At the same time, we know that employment in the archives gives students an exceptional opportunity for applied learning under the guidance of professional archivists who can provide for the growth of intellectual and practical skills. These skills include exposure to primary sources combined with hands-on training in cataloging, processing, preserving, and digitizing such materials. Working with primary sources involves precisely the kind of active, integrative, experiential learning that is vital to inspiring undergraduate research.<sup><a title=\"footnote\" href=\"#_ftn2\">[2]</a></sup> So, how can we better reconcile the challenges of employing student workers with the potential educational benefits of such labor? We believe that by recognizing and empowering archivists in their roles as teachers, the informal or “hidden” learning that student workers gain can become more visible.\r\n\r\n<h3>Linking Archival Work to the Educational Missions of Universities and Colleges </h3>\r\nBased on anecdotal evidence, we know that student workers\' exposure to primary sources and the skills and technologies necessary to preserve, manage, and study them is resulting in student learning, informing choices of major, and altering career paths. Yet, the informal or \"hidden learning” that is occurring behind the scenes in libraries and archives is treated largely as a side effect, a fortunate but contingent byproduct of labor, rather than as an integral part of the educational mission. We hope this situation changes with closer attention to the educational experiences of students working in the archives. To that end, we are currently engaged in a study that investigates the impact of working in libraries and archives on students involved in civil rights-related hidden collections projects. These civil rights collections—records of organizations such as the Mexican American Legal Defense and Education Fund, Alianza Hispano-Americana, the Southern Christian Leadership Conference, and the Voter Education Project—are often directly connected to local communities and relevant to contemporary issues and curricula. Most importantly, students are often able to recognize themselves and their communities in the collections, thus increasing the potential for transformative educational experiences. We believe that such work should be acknowledged as precisely the kind of applied learning that most higher education institutions are now actively pursuing in the form of internships, field work, and community service. Our study raises the following questions:\r\n<ul>\r\n	<li>What if “student workers” were perceived as “student archivists,” “young researchers,” or “apprentice scholars”?</li>\r\n	<li>What if student participation in the work of libraries and archives was foregrounded and celebrated, instead of remaining largely anonymous?</li>\r\n	<li>What if training students was seen as central to the business of library and archival practice in educational institutions?</li>\r\n	<li>What if the work students were being hired to do was considered essential to their educational experience and the mission of their universities?</li>\r\n	<li>What if professional archivists emphasized their role as teachers within institutions of higher education?</li>\r\n</ul>\r\n<h3>Archival Work, the Digital Humanities, and the Library Commons</h3>\r\nConnecting informal learning to university education requires that librarians, archivists, and technologists view themselves as educators working alongside faculty to help students become researchers in a hybrid analog-digital world. Twenty-first-century models for collaborative learning and teaching are emerging, especially in the digital humanities, where students study primary sources in digital formats and apply new technologies to pose and answer research questions. In the digital humanities, students are being guided by faculty to identify and study research questions using new technologies in partnership with their peers. At many institutions, such classes and activities are being supported in Library Commons\' spaces—multi-service research and learning hubs that are technology-enabled and staffed by professional librarians and technologists. How might the hidden learning that students are experiencing behind the scenes in special collections libraries and archives be connected to the digital humanities and the Library Commons?\r\n\r\n<h3>Teaching the Whole Student: Faculty, Librarian, Archivist, and Technologist as a Team</h3>\r\nCreating an integrated learning experience demands a symbiotic mindset—a team approach—with archivists, librarians, technologists, and faculty working together to support student learning through engagement with primary sources and new technologies. At the very least, expanding access to primary sources, both physical and digital, in the undergraduate curriculum will require intensifying and scaling coordination and collaboration between the faculty member teaching disciplinary content, the librarian teaching research strategies, the technologist teaching digital tools, and the archivist teaching primary sources. The aim of such coordination would be to provide an environment in which students were more likely to develop skills necessary for success in the knowledge-driven economy of the twenty-first century. Today\'s students must learn not only to find and analyze reliable information, but also to communicate effectively, solve problems, work in teams, use advanced digital tools to create new knowledge, and engage in multicultural communities. The phenomenon of student employment on archival projects is happening largely undetected at the margins of higher education, but it could inspire a new approach to undergraduate learning that foregrounds the role of cultural heritage in the digital age.\r\n<br clear=\"all\" />\r\n<div class=\"footnote\">\r\n  <sup title=\"footnote\" href=\"#_ftnref1\">[1]</sup> The <a href=\"http://www.clir.org/hiddencollections/index.html\">Cataloging Hidden Special Collections and Archives</a> grant program, funded by The Mellon Foundation and administered by the Council on Library and Information Resources, addresses the problem of “hidden collections”: millions of cultural heritage materials held by libraries and archives that have not been adequately described and remain unavailable to researchers.\r\n</div>\r\n<div class=\"footnote\">\r\n  <sup title=\"footnote\" href=\"#_ftnref2\">[2]</sup> See, the definition of “high-impact educational practices” articulated by the Association of American Colleges and Universities LEAP (Liberal Education andAmerica’s Promise) Program: http://www.aacu.org/leap/.\r\n</div>\r\n','Hidden Learning','','inherit','open','open','','1899-revision-8','','','2012-09-10 21:10:04','2012-09-10 21:10:04','',1899,'http://stage.archivejournal.net/issue/2/uncategorized/1899-revision-8/',0,'revision','',0),(2037,19,'2012-09-10 21:07:11','2012-09-10 21:07:11','<h3>Students as Archivists\r\n</h3>Behind the scenes in special collections libraries and archives across the country, undergraduate students are being hired as part-time, temporary employees to assist with processing cultural-heritage materials. A recent survey of recipients of Cataloging Hidden Collections Special Collections and Archives grant projects<sup><a title=\"footnote\" href=\"#_ftn1\">[1]</a> found that 97% of respondents employ student workers, and 73% reported that their student workers included undergraduate students. Students are assisting with civil rights collections atEmoryUniversity, modernist architectural drawings and plans atNorth CarolinaStateUniversity, Jewish cultural-heritage materials at theCollege ofCharleston, and Moravian historical documents atLehighUniversity, to name just a few examples. Employing students in special collections libraries and archives is not a new practice; indeed, many of today\'s career librarians and archivists were once student workers themselves. Generally this is a budget-driven practice: students are in need of work and their labor is relatively inexpensive. The educational impact on students, however, is not widely understood or even acknowledged. How does working in archives impact students themselves? What skills do they acquire? Is their library employment connected to their studies? Does this work experience influence their career path? How does engagement with cultural-heritage materials affect their learning in the digital age?\r\n\r\n\r\n<h3>Archivists as Educators</h3>\r\nStudent workers require management:  recruitment, training, oversight, and mentorship. In fact, when viewed strictly as employees, student workers—a transitory population with jam-packed, fluctuating schedules—do not represent the ideal work force. At the same time, we know that employment in the archives gives students an exceptional opportunity for applied learning under the guidance of professional archivists who can provide for the growth of intellectual and practical skills. These skills include exposure to primary sources combined with hands-on training in cataloging, processing, preserving, and digitizing such materials. Working with primary sources involves precisely the kind of active, integrative, experiential learning that is vital to inspiring undergraduate research.<sup><a title=\"footnote\" href=\"#_ftn2\">[2]</a></sup> So, how can we better reconcile the challenges of employing student workers with the potential educational benefits of such labor? We believe that by recognizing and empowering archivists in their roles as teachers, the informal or “hidden” learning that student workers gain can become more visible.\r\n\r\n<h3>Linking Archival Work to the Educational Missions of Universities and Colleges </h3>\r\nBased on anecdotal evidence, we know that student workers\' exposure to primary sources and the skills and technologies necessary to preserve, manage, and study them is resulting in student learning, informing choices of major, and altering career paths. Yet, the informal or \"hidden learning” that is occurring behind the scenes in libraries and archives is treated largely as a side effect, a fortunate but contingent byproduct of labor, rather than as an integral part of the educational mission. We hope this situation changes with closer attention to the educational experiences of students working in the archives. To that end, we are currently engaged in a study that investigates the impact of working in libraries and archives on students involved in civil rights-related hidden collections projects. These civil rights collections—records of organizations such as the Mexican American Legal Defense and Education Fund, Alianza Hispano-Americana, the Southern Christian Leadership Conference, and the Voter Education Project—are often directly connected to local communities and relevant to contemporary issues and curricula. Most importantly, students are often able to recognize themselves and their communities in the collections, thus increasing the potential for transformative educational experiences. We believe that such work should be acknowledged as precisely the kind of applied learning that most higher education institutions are now actively pursuing in the form of internships, field work, and community service. Our study raises the following questions:\r\n<ul>\r\n	<li>What if “student workers” were perceived as “student archivists,” “young researchers,” or “apprentice scholars”?</li>\r\n	<li>What if student participation in the work of libraries and archives was foregrounded and celebrated, instead of remaining largely anonymous?</li>\r\n	<li>What if training students was seen as central to the business of library and archival practice in educational institutions?</li>\r\n	<li>What if the work students were being hired to do was considered essential to their educational experience and the mission of their universities?</li>\r\n	<li>What if professional archivists emphasized their role as teachers within institutions of higher education?</li>\r\n</ul>\r\n<h3>Archival Work, the Digital Humanities, and the Library Commons</h3>\r\nConnecting informal learning to university education requires that librarians, archivists, and technologists view themselves as educators working alongside faculty to help students become researchers in a hybrid analog-digital world. Twenty-first-century models for collaborative learning and teaching are emerging, especially in the digital humanities, where students study primary sources in digital formats and apply new technologies to pose and answer research questions. In the digital humanities, students are being guided by faculty to identify and study research questions using new technologies in partnership with their peers. At many institutions, such classes and activities are being supported in Library Commons\' spaces—multi-service research and learning hubs that are technology-enabled and staffed by professional librarians and technologists. How might the hidden learning that students are experiencing behind the scenes in special collections libraries and archives be connected to the digital humanities and the Library Commons?\r\n\r\n<h3>Teaching the Whole Student: Faculty, Librarian, Archivist, and Technologist as a Team</h3>\r\nCreating an integrated learning experience demands a symbiotic mindset—a team approach—with archivists, librarians, technologists, and faculty working together to support student learning through engagement with primary sources and new technologies. At the very least, expanding access to primary sources, both physical and digital, in the undergraduate curriculum will require intensifying and scaling coordination and collaboration between the faculty member teaching disciplinary content, the librarian teaching research strategies, the technologist teaching digital tools, and the archivist teaching primary sources. The aim of such coordination would be to provide an environment in which students were more likely to develop skills necessary for success in the knowledge-driven economy of the twenty-first century. Today\'s students must learn not only to find and analyze reliable information, but also to communicate effectively, solve problems, work in teams, use advanced digital tools to create new knowledge, and engage in multicultural communities. The phenomenon of student employment on archival projects is happening largely undetected at the margins of higher education, but it could inspire a new approach to undergraduate learning that foregrounds the role of cultural heritage in the digital age.\r\n<br>\r\n<br>\r\n\r\nKelly Miller, PhD, is Director of Teaching and Learning Services and Head of the College Library at the UCLA Library, and Michelle Morton, PhD, MLIS, is a Librarian atCañadaCommunity College.\r\n<br clear=\"all\" />\r\n<div class=\"footnote\">\r\n  <sup title=\"footnote\" href=\"#_ftnref1\">[1]</sup> The <a href=\"http://www.clir.org/hiddencollections/index.html\">Cataloging Hidden Special Collections and Archives</a> grant program, funded by The Mellon Foundation and administered by the Council on Library and Information Resources, addresses the problem of “hidden collections”: millions of cultural heritage materials held by libraries and archives that have not been adequately described and remain unavailable to researchers.\r\n</div>\r\n<div class=\"footnote\">\r\n  <sup title=\"footnote\" href=\"#_ftnref2\">[2]</sup> See, the definition of “high-impact educational practices” articulated by the Association of American Colleges and Universities LEAP (Liberal Education andAmerica’s Promise) Program: http://www.aacu.org/leap/.\r\n</div>\r\n','Hidden Learning','','inherit','open','open','','1899-revision-3','','','2012-09-10 21:07:11','2012-09-10 21:07:11','',1899,'http://stage.archivejournal.net/issue/2/uncategorized/1899-revision-3/',0,'revision','',0),(2035,19,'2012-09-10 19:59:16','2012-09-10 19:59:16','“So, how do we bring students to our table?” That was the question a special collections librarian asked in 1999. <sup><a id=\"ref1\" href=\"#fn1\">1</a></sup> Now, in 2012, the question is no longer how: “Teaching with primary source materials is unquestionably ‘hot’ in higher education [as] authentic rare books, manuscripts, or archival documents\" appear in many undergraduate classrooms. <sup><a id=\"ref2\" href=\"#fn2\">2</a></sup>\r\n\r\nThe table is full; the effort to bring undergraduates into special collections and archives has been enormously successful. What matters now is how to turn these encounters to account. What happens in the archival laboratory, a place where students are actively involved in research, stewardship, publication, and exhibits? How do librarians, curators, archivists, instructors, and technology specialists collaborate to get such projects off the ground? How do we make use of these encounters to develop research and interpretive skills, showcase students’ findings, and learn from their discoveries? What do students report that they have gained through their archival experiences?\r\n\r\nIn this issue of “Archives, Remixed,” we present six case studies illustrating inventive solutions to these dilemmas of success. The parameters and formats of these projects demonstrate the diversity of ways to teach with primary source materials: not all of the projects take place in a classroom context (although some do); not all the student work is authored singly (although some is). Some projects involve one institution, while others involve partnerships with local organizations or other universities or colleges; some projects are more analog, others more digital; and some end when the student’s work is complete, while others continue. The projects all have historical claims, but the array of objects under consideration—architectural drawings, photographs, ancient statuary, newspaper clippings, rare books, personal mementos—speaks to many disciplines. The academic institutions where these projects originate, from a community college to liberal arts colleges to a research university, vary as much as the projects themselves.\r\n\r\nEach case study focuses the work students produce in these archival encounters. On each case-study page, you will find a sample of student work accompanied by a project description; commentary on the project by the student(s); commentary from the teachers, librarians, and/or technologists who structured the projects and guided students through them; as well as links to related or additional resources.\r\n\r\nWe invite you to explore, to comment, and to use these case studies as fodder for your own research and teaching projects.\r\n<div class=\"footnote\"><sup id=\"fn1\">1.</sup>Allen, Susan M. “Rare Books and the College Library: Current Practices in Marrying Undergraduates to Special Collections.” Rare Books &amp; Manuscripts Librarianship 13.2 (Spring 1999): 110-19.</div>\r\n<div class=\"footnote\"><sup id=\"fn1\">2.</sup> Bahde, Anne. “Taking the Show on the Road: Special Collections Instruction in the Campus Classroom.” RBM: A Journal of Rare Books, Manuscripts, &amp; Cultural Heritage 12.2 (Fall 2011): 75.</div>','Student Project Case Studies','','inherit','open','open','','1711-revision-27','','','2012-09-10 19:59:16','2012-09-10 19:59:16','',1711,'http://stage.archivejournal.net/issue/2/uncategorized/1711-revision-27/',0,'revision','',0),(2036,19,'2012-09-10 21:01:39','2012-09-10 21:01:39','<em>Students as Archivists\n</em>Behind the scenes in special collections libraries and archives across the country, undergraduate students are being hired as part-time, temporary employees to assist with processing cultural-heritage materials. A recent survey of recipients of Cataloging Hidden Collections Special Collections and Archives grant projects<a title=\"\" href=\"file:///C:/Users/Kirsten/Documents/Dropbox/Clients/Archive/LifeinArch_Issue2/nandq_miller%20morton.doc#_ftn1\">[1]</a> found that 97% of respondents employ student workers, and 73% reported that their student workers included undergraduate students. Students are assisting with civil rights collections atEmoryUniversity, modernist architectural drawings and plans atNorth CarolinaStateUniversity, Jewish cultural-heritage materials at theCollege ofCharleston, and Moravian historical documents atLehighUniversity, to name just a few examples. Employing students in special collections libraries and archives is not a new practice; indeed, many of today\'s career librarians and archivists were once student workers themselves. Generally this is a budget-driven practice: students are in need of work and their labor is relatively inexpensive. The educational impact on students, however, is not widely understood or even acknowledged. How does working in archives impact students themselves? What skills do they acquire? Is their library employment connected to their studies? Does this work experience influence their career path? How does engagement with cultural-heritage materials affect their learning in the digital age?\n\n<em> </em>\n\n<em>Archivists as Educators</em>\n\nStudent workers require management:  recruitment, training, oversight, and mentorship. In fact, when viewed strictly as employees, student workers—a transitory population with jam-packed, fluctuating schedules—do not represent the ideal work force. At the same time, we know that employment in the archives gives students an exceptional opportunity for applied learning under the guidance of professional archivists who can provide for the growth of intellectual and practical skills. These skills include exposure to primary sources combined with hands-on training in cataloging, processing, preserving, and digitizing such materials. Working with primary sources involves precisely the kind of active, integrative, experiential learning that is vital to inspiring undergraduate research.<a title=\"\" href=\"file:///C:/Users/Kirsten/Documents/Dropbox/Clients/Archive/LifeinArch_Issue2/nandq_miller%20morton.doc#_ftn2\">[2]</a> So, how can we better reconcile the challenges of employing student workers with the potential educational benefits of such labor? We believe that by recognizing and empowering archivists in their roles as teachers, the informal or “hidden” learning that student workers gain can become more visible.\n\n<em>Linking Archival Work to the Educational Missions of Universities and Colleges </em>\nBased on anecdotal evidence, we know that student workers\' exposure to primary sources and the skills and technologies necessary to preserve, manage, and study them is resulting in student learning, informing choices of major, and altering career paths. Yet, the informal or \"hidden learning” that is occurring behind the scenes in libraries and archives is treated largely as a side effect, a fortunate but contingent byproduct of labor, rather than as an integral part of the educational mission. We hope this situation changes with closer attention to the educational experiences of students working in the archives. To that end, we are currently engaged in a study that investigates the impact of working in libraries and archives on students involved in civil rights-related hidden collections projects. These civil rights collections—records of organizations such as the Mexican American Legal Defense and Education Fund, Alianza Hispano-Americana, the Southern Christian Leadership Conference, and the Voter Education Project—are often directly connected to local communities and relevant to contemporary issues and curricula. Most importantly, students are often able to recognize themselves and their communities in the collections, thus increasing the potential for transformative educational experiences. We believe that such work should be acknowledged as precisely the kind of applied learning that most higher education institutions are now actively pursuing in the form of internships, field work, and community service. Our study raises the following questions:\n<ul>\n	<li>What if “student workers” were perceived as “student archivists,” “young researchers,” or “apprentice scholars”?</li>\n	<li>What if student participation in the work of libraries and archives was foregrounded and celebrated, instead of remaining largely anonymous?</li>\n	<li>What if training students was seen as central to the business of library and archival practice in educational institutions?</li>\n	<li>What if the work students were being hired to do was considered essential to their educational experience and the mission of their universities?</li>\n	<li>What if professional archivists emphasized their role as teachers within institutions of higher education?</li>\n</ul>\n<em>Archival Work, the Digital Humanities, and the Library Commons</em>\nConnecting informal learning to university education requires that librarians, archivists, and technologists view themselves as educators working alongside faculty to<em> </em>help students become researchers in a hybrid analog-digital world. Twenty-first-century models for collaborative learning and teaching are emerging, especially in the digital humanities, where students study primary sources in digital formats and apply new technologies to pose and answer research questions. In the digital humanities, students are being guided by faculty to identify and study research questions using new technologies in partnership with their peers. At many institutions, such classes and activities are being supported in Library Commons\' spaces—multi-service research and learning hubs that are technology-enabled and staffed by professional librarians and technologists. How might the hidden learning that students are experiencing behind the scenes in special collections libraries and archives be connected to the digital humanities and the Library Commons?\n\n<em>Teaching the Whole Student: Faculty, Librarian, Archivist, and Technologist as a Team</em>\nCreating an integrated learning experience demands a symbiotic mindset—a team approach—with archivists, librarians, technologists, and faculty working together to support student learning through engagement with primary sources and new technologies. At the very least, expanding access to primary sources, both physical and digital, in the undergraduate curriculum will require intensifying and scaling coordination and collaboration between the faculty member teaching disciplinary content, the librarian teaching research strategies, the technologist teaching digital tools, and the archivist teaching primary sources. The aim of such coordination would be to provide an environment in which students were more likely to develop skills necessary for success in the knowledge-driven economy of the twenty-first century. Today\'s students must learn not only to find and analyze reliable information, but also to communicate effectively, solve problems, work in teams, use advanced digital tools to create new knowledge, and engage in multicultural communities. The phenomenon of student employment on archival projects is happening largely undetected at the margins of higher education, but it could inspire a new approach to undergraduate learning that foregrounds the role of cultural heritage in the digital age.\n\n&nbsp;\n\nKelly Miller, PhD, is Director of Teaching and Learning Services and Head of the College Library at the UCLA Library, and Michelle Morton, PhD, MLIS, is a Librarian atCañadaCommunity College.\n<div><br clear=\"all\" />\n\n<hr align=\"left\" size=\"1\" width=\"33%\" />\n\n<div>\n\n<a title=\"\" href=\"file:///C:/Users/Kirsten/Documents/Dropbox/Clients/Archive/LifeinArch_Issue2/nandq_miller%20morton.doc#_ftnref1\">[1]</a> The <a href=\"http://www.clir.org/hiddencollections/index.html\">Cataloging Hidden Special Collections and Archives</a> grant program, funded by The Mellon Foundation and administered by the Council on Library and Information Resources, addresses the problem of “hidden collections”: millions of cultural heritage materials held by libraries and archives that have not been adequately described and remain unavailable to researchers.\n\n</div>\n<div>\n\n<a title=\"\" href=\"file:///C:/Users/Kirsten/Documents/Dropbox/Clients/Archive/LifeinArch_Issue2/nandq_miller%20morton.doc#_ftnref2\">[2]</a> See, the definition of “high-impact educational practices” articulated by the Association of American Colleges and Universities LEAP (Liberal Education andAmerica’s Promise) Program: http://www.aacu.org/leap/.\n\n</div>\n</div>','Hidden Learning','','inherit','open','open','','1899-revision-2','','','2012-09-10 21:01:39','2012-09-10 21:01:39','',1899,'http://stage.archivejournal.net/issue/2/uncategorized/1899-revision-2/',0,'revision','',0),(2041,19,'2012-09-10 21:09:10','2012-09-10 21:09:10','<h3>Students as Archivists\r\n</h3>Behind the scenes in special collections libraries and archives across the country, undergraduate students are being hired as part-time, temporary employees to assist with processing cultural-heritage materials. A recent survey of recipients of Cataloging Hidden Collections Special Collections and Archives grant projects<sup><a title=\"footnote\" href=\"#_ftn1\">[1]</a></sup> found that 97% of respondents employ student workers, and 73% reported that their student workers included undergraduate students. Students are assisting with civil rights collections atEmoryUniversity, modernist architectural drawings and plans atNorth CarolinaStateUniversity, Jewish cultural-heritage materials at theCollege ofCharleston, and Moravian historical documents atLehighUniversity, to name just a few examples. Employing students in special collections libraries and archives is not a new practice; indeed, many of today\'s career librarians and archivists were once student workers themselves. Generally this is a budget-driven practice: students are in need of work and their labor is relatively inexpensive. The educational impact on students, however, is not widely understood or even acknowledged. How does working in archives impact students themselves? What skills do they acquire? Is their library employment connected to their studies? Does this work experience influence their career path? How does engagement with cultural-heritage materials affect their learning in the digital age?\r\n\r\n\r\n<h3>Archivists as Educators</h3>\r\nStudent workers require management:  recruitment, training, oversight, and mentorship. In fact, when viewed strictly as employees, student workers—a transitory population with jam-packed, fluctuating schedules—do not represent the ideal work force. At the same time, we know that employment in the archives gives students an exceptional opportunity for applied learning under the guidance of professional archivists who can provide for the growth of intellectual and practical skills. These skills include exposure to primary sources combined with hands-on training in cataloging, processing, preserving, and digitizing such materials. Working with primary sources involves precisely the kind of active, integrative, experiential learning that is vital to inspiring undergraduate research.<sup><a title=\"footnote\" href=\"#_ftn2\">[2]</a></sup> So, how can we better reconcile the challenges of employing student workers with the potential educational benefits of such labor? We believe that by recognizing and empowering archivists in their roles as teachers, the informal or “hidden” learning that student workers gain can become more visible.\r\n\r\n<h3>Linking Archival Work to the Educational Missions of Universities and Colleges </h3>\r\nBased on anecdotal evidence, we know that student workers\' exposure to primary sources and the skills and technologies necessary to preserve, manage, and study them is resulting in student learning, informing choices of major, and altering career paths. Yet, the informal or \"hidden learning” that is occurring behind the scenes in libraries and archives is treated largely as a side effect, a fortunate but contingent byproduct of labor, rather than as an integral part of the educational mission. We hope this situation changes with closer attention to the educational experiences of students working in the archives. To that end, we are currently engaged in a study that investigates the impact of working in libraries and archives on students involved in civil rights-related hidden collections projects. These civil rights collections—records of organizations such as the Mexican American Legal Defense and Education Fund, Alianza Hispano-Americana, the Southern Christian Leadership Conference, and the Voter Education Project—are often directly connected to local communities and relevant to contemporary issues and curricula. Most importantly, students are often able to recognize themselves and their communities in the collections, thus increasing the potential for transformative educational experiences. We believe that such work should be acknowledged as precisely the kind of applied learning that most higher education institutions are now actively pursuing in the form of internships, field work, and community service. Our study raises the following questions:\r\n<ul>\r\n	<li>What if “student workers” were perceived as “student archivists,” “young researchers,” or “apprentice scholars”?</li>\r\n	<li>What if student participation in the work of libraries and archives was foregrounded and celebrated, instead of remaining largely anonymous?</li>\r\n	<li>What if training students was seen as central to the business of library and archival practice in educational institutions?</li>\r\n	<li>What if the work students were being hired to do was considered essential to their educational experience and the mission of their universities?</li>\r\n	<li>What if professional archivists emphasized their role as teachers within institutions of higher education?</li>\r\n</ul>\r\n<h3>Archival Work, the Digital Humanities, and the Library Commons</h3>\r\nConnecting informal learning to university education requires that librarians, archivists, and technologists view themselves as educators working alongside faculty to help students become researchers in a hybrid analog-digital world. Twenty-first-century models for collaborative learning and teaching are emerging, especially in the digital humanities, where students study primary sources in digital formats and apply new technologies to pose and answer research questions. In the digital humanities, students are being guided by faculty to identify and study research questions using new technologies in partnership with their peers. At many institutions, such classes and activities are being supported in Library Commons\' spaces—multi-service research and learning hubs that are technology-enabled and staffed by professional librarians and technologists. How might the hidden learning that students are experiencing behind the scenes in special collections libraries and archives be connected to the digital humanities and the Library Commons?\r\n\r\n<h3>Teaching the Whole Student: Faculty, Librarian, Archivist, and Technologist as a Team</h3>\r\nCreating an integrated learning experience demands a symbiotic mindset—a team approach—with archivists, librarians, technologists, and faculty working together to support student learning through engagement with primary sources and new technologies. At the very least, expanding access to primary sources, both physical and digital, in the undergraduate curriculum will require intensifying and scaling coordination and collaboration between the faculty member teaching disciplinary content, the librarian teaching research strategies, the technologist teaching digital tools, and the archivist teaching primary sources. The aim of such coordination would be to provide an environment in which students were more likely to develop skills necessary for success in the knowledge-driven economy of the twenty-first century. Today\'s students must learn not only to find and analyze reliable information, but also to communicate effectively, solve problems, work in teams, use advanced digital tools to create new knowledge, and engage in multicultural communities. The phenomenon of student employment on archival projects is happening largely undetected at the margins of higher education, but it could inspire a new approach to undergraduate learning that foregrounds the role of cultural heritage in the digital age.\r\n<br>\r\n<br>\r\n\r\nKelly Miller, PhD, is Director of Teaching and Learning Services and Head of the College Library at the UCLA Library, and Michelle Morton, PhD, MLIS, is a Librarian atCañadaCommunity College.\r\n<br clear=\"all\" />\r\n<div class=\"footnote\">\r\n  <sup title=\"footnote\" href=\"#_ftnref1\">[1]</sup> The <a href=\"http://www.clir.org/hiddencollections/index.html\">Cataloging Hidden Special Collections and Archives</a> grant program, funded by The Mellon Foundation and administered by the Council on Library and Information Resources, addresses the problem of “hidden collections”: millions of cultural heritage materials held by libraries and archives that have not been adequately described and remain unavailable to researchers.\r\n</div>\r\n<div class=\"footnote\">\r\n  <sup title=\"footnote\" href=\"#_ftnref2\">[2]</sup> See, the definition of “high-impact educational practices” articulated by the Association of American Colleges and Universities LEAP (Liberal Education andAmerica’s Promise) Program: http://www.aacu.org/leap/.\r\n</div>\r\n','Hidden Learning','','inherit','open','open','','1899-revision-7','','','2012-09-10 21:09:10','2012-09-10 21:09:10','',1899,'http://stage.archivejournal.net/issue/2/uncategorized/1899-revision-7/',0,'revision','',0),(2038,19,'2012-09-10 21:07:48','2012-09-10 21:07:48','&lt;h3&gt;Students as Archivists\r\n&lt;/h3&gt;Behind the scenes in special collections libraries and archives across the country, undergraduate students are being hired as part-time, temporary employees to assist with processing cultural-heritage materials. A recent survey of recipients of Cataloging Hidden Collections Special Collections and Archives grant projects&lt;sup&gt;&lt;a title=\"footnote\" href=\"#_ftn1\"&gt;[1]&lt;/a&gt;&lt;/sup&gt; found that 97% of respondents employ student workers, and 73% reported that their student workers included undergraduate students. Students are assisting with civil rights collections atEmoryUniversity, modernist architectural drawings and plans atNorth CarolinaStateUniversity, Jewish cultural-heritage materials at theCollege ofCharleston, and Moravian historical documents atLehighUniversity, to name just a few examples. Employing students in special collections libraries and archives is not a new practice; indeed, many of today\'s career librarians and archivists were once student workers themselves. Generally this is a budget-driven practice: students are in need of work and their labor is relatively inexpensive. The educational impact on students, however, is not widely understood or even acknowledged. How does working in archives impact students themselves? What skills do they acquire? Is their library employment connected to their studies? Does this work experience influence their career path? How does engagement with cultural-heritage materials affect their learning in the digital age?\r\n&lt;h3&gt;Archivists as Educators&lt;/h3&gt;\r\nStudent workers require management:  recruitment, training, oversight, and mentorship. In fact, when viewed strictly as employees, student workers—a transitory population with jam-packed, fluctuating schedules—do not represent the ideal work force. At the same time, we know that employment in the archives gives students an exceptional opportunity for applied learning under the guidance of professional archivists who can provide for the growth of intellectual and practical skills. These skills include exposure to primary sources combined with hands-on training in cataloging, processing, preserving, and digitizing such materials. Working with primary sources involves precisely the kind of active, integrative, experiential learning that is vital to inspiring undergraduate research.&lt;sup&gt;&lt;a title=\"footnote\" href=\"#_ftn2\"&gt;[2]&lt;/a&gt;&lt;/sup&gt; So, how can we better reconcile the challenges of employing student workers with the potential educational benefits of such labor? We believe that by recognizing and empowering archivists in their roles as teachers, the informal or “hidden” learning that student workers gain can become more visible.\r\n\r\n&lt;h3&gt;Linking Archival Work to the Educational Missions of Universities and Colleges &lt;/h3&gt;\r\nBased on anecdotal evidence, we know that student workers\' exposure to primary sources and the skills and technologies necessary to preserve, manage, and study them is resulting in student learning, informing choices of major, and altering career paths. Yet, the informal or \"hidden learning” that is occurring behind the scenes in libraries and archives is treated largely as a side effect, a fortunate but contingent byproduct of labor, rather than as an integral part of the educational mission. We hope this situation changes with closer attention to the educational experiences of students working in the archives. To that end, we are currently engaged in a study that investigates the impact of working in libraries and archives on students involved in civil rights-related hidden collections projects. These civil rights collections—records of organizations such as the Mexican American Legal Defense and Education Fund, Alianza Hispano-Americana, the Southern Christian Leadership Conference, and the Voter Education Project—are often directly connected to local communities and relevant to contemporary issues and curricula. Most importantly, students are often able to recognize themselves and their communities in the collections, thus increasing the potential for transformative educational experiences. We believe that such work should be acknowledged as precisely the kind of applied learning that most higher education institutions are now actively pursuing in the form of internships, field work, and community service. Our study raises the following questions:\r\n&lt;ul&gt;\r\n&lt;li&gt;What if “student workers” were perceived as “student archivists,” “young researchers,” or “apprentice scholars”?&lt;/li&gt;\r\n&lt;li&gt;What if student participation in the work of libraries and archives was foregrounded and celebrated, instead of remaining largely anonymous?&lt;/li&gt;\r\n&lt;li&gt;What if training students was seen as central to the business of library and archival practice in educational institutions?&lt;/li&gt;\r\n&lt;li&gt;What if the work students were being hired to do was considered essential to their educational experience and the mission of their universities?&lt;/li&gt;\r\n&lt;li&gt;What if professional archivists emphasized their role as teachers within institutions of higher education?&lt;/li&gt;\r\n&lt;/ul&gt;\r\n&lt;h3&gt;Archival Work, the Digital Humanities, and the Library Commons&lt;/h3&gt;\r\nConnecting informal learning to university education requires that librarians, archivists, and technologists view themselves as educators working alongside faculty to help students become researchers in a hybrid analog-digital world. Twenty-first-century models for collaborative learning and teaching are emerging, especially in the digital humanities, where students study primary sources in digital formats and apply new technologies to pose and answer research questions. In the digital humanities, students are being guided by faculty to identify and study research questions using new technologies in partnership with their peers. At many institutions, such classes and activities are being supported in Library Commons\' spaces—multi-service research and learning hubs that are technology-enabled and staffed by professional librarians and technologists. How might the hidden learning that students are experiencing behind the scenes in special collections libraries and archives be connected to the digital humanities and the Library Commons?\r\n\r\n&lt;h3&gt;Teaching the Whole Student: Faculty, Librarian, Archivist, and Technologist as a Team&lt;/h3&gt;\r\nCreating an integrated learning experience demands a symbiotic mindset—a team approach—with archivists, librarians, technologists, and faculty working together to support student learning through engagement with primary sources and new technologies. At the very least, expanding access to primary sources, both physical and digital, in the undergraduate curriculum will require intensifying and scaling coordination and collaboration between the faculty member teaching disciplinary content, the librarian teaching research strategies, the technologist teaching digital tools, and the archivist teaching primary sources. The aim of such coordination would be to provide an environment in which students were more likely to develop skills necessary for success in the knowledge-driven economy of the twenty-first century. Today\'s students must learn not only to find and analyze reliable information, but also to communicate effectively, solve problems, work in teams, use advanced digital tools to create new knowledge, and engage in multicultural communities. The phenomenon of student employment on archival projects is happening largely undetected at the margins of higher education, but it could inspire a new approach to undergraduate learning that foregrounds the role of cultural heritage in the digital age.\r\n&lt;br&gt;\r\n&lt;br&gt;\r\n\r\nKelly Miller, PhD, is Director of Teaching and Learning Services and Head of the College Library at the UCLA Library, and Michelle Morton, PhD, MLIS, is a Librarian atCañadaCommunity College.\r\n&lt;br clear=\"all\" /&gt;\r\n&lt;div class=\"footnote\"&gt;\r\n&lt;sup title=\"footnote\" href=\"#_ftnref1\"&gt;[1]&lt;/sup&gt; The &lt;a href=\"http://www.clir.org/hiddencollections/index.html\"&gt;Cataloging Hidden Special Collections and Archives&lt;/a&gt; grant program, funded by The Mellon Foundation and administered by the Council on Library and Information Resources, addresses the problem of “hidden collections”: millions of cultural heritage materials held by libraries and archives that have not been adequately described and remain unavailable to researchers.\r\n&lt;/div&gt;\r\n&lt;div class=\"footnote\"&gt;\r\n&lt;sup title=\"footnote\" href=\"#_ftnref2\"&gt;[2]&lt;/sup&gt; See, the definition of “high-impact educational practices” articulated by the Association of American Colleges and Universities LEAP (Liberal Education andAmerica’s Promise) Program: http://www.aacu.org/leap/.\r\n&lt;/div&gt;','Hidden Learning','','inherit','open','open','','1899-revision-4','','','2012-09-10 21:07:48','2012-09-10 21:07:48','',1899,'http://stage.archivejournal.net/issue/2/uncategorized/1899-revision-4/',0,'revision','',0),(2039,19,'2012-09-10 21:08:23','2012-09-10 21:08:23','&lt;h3&gt;Students as Archivists\r\n&lt;/h3&gt;Behind the scenes in special collections libraries and archives across the country, undergraduate students are being hired as part-time, temporary employees to assist with processing cultural-heritage materials. A recent survey of recipients of Cataloging Hidden Collections Special Collections and Archives grant projects&lt;sup&gt;&lt;a title=\"footnote\" href=\"#_ftn1\"&gt;[1]&lt;/a&gt;&lt;/sup&gt; found that 97% of respondents employ student workers, and 73% reported that their student workers included undergraduate students. Students are assisting with civil rights collections atEmoryUniversity, modernist architectural drawings and plans atNorth CarolinaStateUniversity, Jewish cultural-heritage materials at theCollege ofCharleston, and Moravian historical documents atLehighUniversity, to name just a few examples. Employing students in special collections libraries and archives is not a new practice; indeed, many of today\'s career librarians and archivists were once student workers themselves. Generally this is a budget-driven practice: students are in need of work and their labor is relatively inexpensive. The educational impact on students, however, is not widely understood or even acknowledged. How does working in archives impact students themselves? What skills do they acquire? Is their library employment connected to their studies? Does this work experience influence their career path? How does engagement with cultural-heritage materials affect their learning in the digital age?\r\n&lt;h3&gt;Archivists as Educators&lt;/h3&gt;\r\nStudent workers require management:  recruitment, training, oversight, and mentorship. In fact, when viewed strictly as employees, student workers—a transitory population with jam-packed, fluctuating schedules—do not represent the ideal work force. At the same time, we know that employment in the archives gives students an exceptional opportunity for applied learning under the guidance of professional archivists who can provide for the growth of intellectual and practical skills. These skills include exposure to primary sources combined with hands-on training in cataloging, processing, preserving, and digitizing such materials. Working with primary sources involves precisely the kind of active, integrative, experiential learning that is vital to inspiring undergraduate research.&lt;sup&gt;&lt;a title=\"footnote\" href=\"#_ftn2\"&gt;[2]&lt;/a&gt;&lt;/sup&gt; So, how can we better reconcile the challenges of employing student workers with the potential educational benefits of such labor? We believe that by recognizing and empowering archivists in their roles as teachers, the informal or “hidden” learning that student workers gain can become more visible.\r\n\r\n&lt;h3&gt;Linking Archival Work to the Educational Missions of Universities and Colleges &lt;/h3&gt;\r\nBased on anecdotal evidence, we know that student workers\' exposure to primary sources and the skills and technologies necessary to preserve, manage, and study them is resulting in student learning, informing choices of major, and altering career paths. Yet, the informal or \"hidden learning” that is occurring behind the scenes in libraries and archives is treated largely as a side effect, a fortunate but contingent byproduct of labor, rather than as an integral part of the educational mission. We hope this situation changes with closer attention to the educational experiences of students working in the archives. To that end, we are currently engaged in a study that investigates the impact of working in libraries and archives on students involved in civil rights-related hidden collections projects. These civil rights collections—records of organizations such as the Mexican American Legal Defense and Education Fund, Alianza Hispano-Americana, the Southern Christian Leadership Conference, and the Voter Education Project—are often directly connected to local communities and relevant to contemporary issues and curricula. Most importantly, students are often able to recognize themselves and their communities in the collections, thus increasing the potential for transformative educational experiences. We believe that such work should be acknowledged as precisely the kind of applied learning that most higher education institutions are now actively pursuing in the form of internships, field work, and community service. Our study raises the following questions:\r\n&lt;ul&gt;\r\n&lt;li&gt;What if “student workers” were perceived as “student archivists,” “young researchers,” or “apprentice scholars”?&lt;/li&gt;\r\n&lt;li&gt;What if student participation in the work of libraries and archives was foregrounded and celebrated, instead of remaining largely anonymous?&lt;/li&gt;\r\n&lt;li&gt;What if training students was seen as central to the business of library and archival practice in educational institutions?&lt;/li&gt;\r\n&lt;li&gt;What if the work students were being hired to do was considered essential to their educational experience and the mission of their universities?&lt;/li&gt;\r\n&lt;li&gt;What if professional archivists emphasized their role as teachers within institutions of higher education?&lt;/li&gt;\r\n&lt;/ul&gt;\r\n&lt;h3&gt;Archival Work, the Digital Humanities, and the Library Commons&lt;/h3&gt;\r\nConnecting informal learning to university education requires that librarians, archivists, and technologists view themselves as educators working alongside faculty to help students become researchers in a hybrid analog-digital world. Twenty-first-century models for collaborative learning and teaching are emerging, especially in the digital humanities, where students study primary sources in digital formats and apply new technologies to pose and answer research questions. In the digital humanities, students are being guided by faculty to identify and study research questions using new technologies in partnership with their peers. At many institutions, such classes and activities are being supported in Library Commons\' spaces—multi-service research and learning hubs that are technology-enabled and staffed by professional librarians and technologists. How might the hidden learning that students are experiencing behind the scenes in special collections libraries and archives be connected to the digital humanities and the Library Commons?\r\n\r\n&lt;h3&gt;Teaching the Whole Student: Faculty, Librarian, Archivist, and Technologist as a Team&lt;/h3&gt;\r\nCreating an integrated learning experience demands a symbiotic mindset—a team approach—with archivists, librarians, technologists, and faculty working together to support student learning through engagement with primary sources and new technologies. At the very least, expanding access to primary sources, both physical and digital, in the undergraduate curriculum will require intensifying and scaling coordination and collaboration between the faculty member teaching disciplinary content, the librarian teaching research strategies, the technologist teaching digital tools, and the archivist teaching primary sources. The aim of such coordination would be to provide an environment in which students were more likely to develop skills necessary for success in the knowledge-driven economy of the twenty-first century. Today\'s students must learn not only to find and analyze reliable information, but also to communicate effectively, solve problems, work in teams, use advanced digital tools to create new knowledge, and engage in multicultural communities. The phenomenon of student employment on archival projects is happening largely undetected at the margins of higher education, but it could inspire a new approach to undergraduate learning that foregrounds the role of cultural heritage in the digital age.\r\n&lt;br&gt;\r\n&lt;br&gt;\r\n\r\nKelly Miller, PhD, is Director of Teaching and Learning Services and Head of the College Library at the UCLA Library, and Michelle Morton, PhD, MLIS, is a Librarian atCañadaCommunity College.\r\n&lt;br clear=\"all\" /&gt;\r\n&lt;div class=\"footnote\"&gt;\r\n&lt;sup title=\"footnote\" href=\"#_ftnref1\"&gt;[1]&lt;/sup&gt; The &lt;a href=\"http://www.clir.org/hiddencollections/index.html\"&gt;Cataloging Hidden Special Collections and Archives&lt;/a&gt; grant program, funded by The Mellon Foundation and administered by the Council on Library and Information Resources, addresses the problem of “hidden collections”: millions of cultural heritage materials held by libraries and archives that have not been adequately described and remain unavailable to researchers.\r\n&lt;/div&gt;\r\n&lt;div class=\"footnote\"&gt;\r\n&lt;sup title=\"footnote\" href=\"#_ftnref2\"&gt;[2]&lt;/sup&gt; See, the definition of “high-impact educational practices” articulated by the Association of American Colleges and Universities LEAP (Liberal Education andAmerica’s Promise) Program: http://www.aacu.org/leap/.\r\n&lt;/div&gt;','Hidden Learning','','inherit','open','open','','1899-revision-5','','','2012-09-10 21:08:23','2012-09-10 21:08:23','',1899,'http://stage.archivejournal.net/issue/2/uncategorized/1899-revision-5/',0,'revision','',0),(2040,19,'2012-09-10 21:08:56','2012-09-10 21:08:56','&lt;h3&gt;Students as Archivists\r\n&lt;/h3&gt;Behind the scenes in special collections libraries and archives across the country, undergraduate students are being hired as part-time, temporary employees to assist with processing cultural-heritage materials. A recent survey of recipients of Cataloging Hidden Collections Special Collections and Archives grant projects&lt;sup&gt;&lt;a title=\"footnote\" href=\"#_ftn1\"&gt;[1]&lt;/a&gt;&lt;/sup&gt; found that 97% of respondents employ student workers, and 73% reported that their student workers included undergraduate students. Students are assisting with civil rights collections atEmoryUniversity, modernist architectural drawings and plans atNorth CarolinaStateUniversity, Jewish cultural-heritage materials at theCollege ofCharleston, and Moravian historical documents atLehighUniversity, to name just a few examples. Employing students in special collections libraries and archives is not a new practice; indeed, many of today\'s career librarians and archivists were once student workers themselves. Generally this is a budget-driven practice: students are in need of work and their labor is relatively inexpensive. The educational impact on students, however, is not widely understood or even acknowledged. How does working in archives impact students themselves? What skills do they acquire? Is their library employment connected to their studies? Does this work experience influence their career path? How does engagement with cultural-heritage materials affect their learning in the digital age?\r\n&lt;h3&gt;Archivists as Educators&lt;/h3&gt;\r\nStudent workers require management:  recruitment, training, oversight, and mentorship. In fact, when viewed strictly as employees, student workers—a transitory population with jam-packed, fluctuating schedules—do not represent the ideal work force. At the same time, we know that employment in the archives gives students an exceptional opportunity for applied learning under the guidance of professional archivists who can provide for the growth of intellectual and practical skills. These skills include exposure to primary sources combined with hands-on training in cataloging, processing, preserving, and digitizing such materials. Working with primary sources involves precisely the kind of active, integrative, experiential learning that is vital to inspiring undergraduate research.&lt;sup&gt;&lt;a title=\"footnote\" href=\"#_ftn2\"&gt;[2]&lt;/a&gt;&lt;/sup&gt; So, how can we better reconcile the challenges of employing student workers with the potential educational benefits of such labor? We believe that by recognizing and empowering archivists in their roles as teachers, the informal or “hidden” learning that student workers gain can become more visible.\r\n\r\n&lt;h3&gt;Linking Archival Work to the Educational Missions of Universities and Colleges &lt;/h3&gt;\r\nBased on anecdotal evidence, we know that student workers\' exposure to primary sources and the skills and technologies necessary to preserve, manage, and study them is resulting in student learning, informing choices of major, and altering career paths. Yet, the informal or \"hidden learning” that is occurring behind the scenes in libraries and archives is treated largely as a side effect, a fortunate but contingent byproduct of labor, rather than as an integral part of the educational mission. We hope this situation changes with closer attention to the educational experiences of students working in the archives. To that end, we are currently engaged in a study that investigates the impact of working in libraries and archives on students involved in civil rights-related hidden collections projects. These civil rights collections—records of organizations such as the Mexican American Legal Defense and Education Fund, Alianza Hispano-Americana, the Southern Christian Leadership Conference, and the Voter Education Project—are often directly connected to local communities and relevant to contemporary issues and curricula. Most importantly, students are often able to recognize themselves and their communities in the collections, thus increasing the potential for transformative educational experiences. We believe that such work should be acknowledged as precisely the kind of applied learning that most higher education institutions are now actively pursuing in the form of internships, field work, and community service. Our study raises the following questions:\r\n&lt;ul&gt;\r\n&lt;li&gt;What if “student workers” were perceived as “student archivists,” “young researchers,” or “apprentice scholars”?&lt;/li&gt;\r\n&lt;li&gt;What if student participation in the work of libraries and archives was foregrounded and celebrated, instead of remaining largely anonymous?&lt;/li&gt;\r\n&lt;li&gt;What if training students was seen as central to the business of library and archival practice in educational institutions?&lt;/li&gt;\r\n&lt;li&gt;What if the work students were being hired to do was considered essential to their educational experience and the mission of their universities?&lt;/li&gt;\r\n&lt;li&gt;What if professional archivists emphasized their role as teachers within institutions of higher education?&lt;/li&gt;\r\n&lt;/ul&gt;\r\n&lt;h3&gt;Archival Work, the Digital Humanities, and the Library Commons&lt;/h3&gt;\r\nConnecting informal learning to university education requires that librarians, archivists, and technologists view themselves as educators working alongside faculty to help students become researchers in a hybrid analog-digital world. Twenty-first-century models for collaborative learning and teaching are emerging, especially in the digital humanities, where students study primary sources in digital formats and apply new technologies to pose and answer research questions. In the digital humanities, students are being guided by faculty to identify and study research questions using new technologies in partnership with their peers. At many institutions, such classes and activities are being supported in Library Commons\' spaces—multi-service research and learning hubs that are technology-enabled and staffed by professional librarians and technologists. How might the hidden learning that students are experiencing behind the scenes in special collections libraries and archives be connected to the digital humanities and the Library Commons?\r\n\r\n&lt;h3&gt;Teaching the Whole Student: Faculty, Librarian, Archivist, and Technologist as a Team&lt;/h3&gt;\r\nCreating an integrated learning experience demands a symbiotic mindset—a team approach—with archivists, librarians, technologists, and faculty working together to support student learning through engagement with primary sources and new technologies. At the very least, expanding access to primary sources, both physical and digital, in the undergraduate curriculum will require intensifying and scaling coordination and collaboration between the faculty member teaching disciplinary content, the librarian teaching research strategies, the technologist teaching digital tools, and the archivist teaching primary sources. The aim of such coordination would be to provide an environment in which students were more likely to develop skills necessary for success in the knowledge-driven economy of the twenty-first century. Today\'s students must learn not only to find and analyze reliable information, but also to communicate effectively, solve problems, work in teams, use advanced digital tools to create new knowledge, and engage in multicultural communities. The phenomenon of student employment on archival projects is happening largely undetected at the margins of higher education, but it could inspire a new approach to undergraduate learning that foregrounds the role of cultural heritage in the digital age.\r\n&lt;br&gt;\r\n&lt;br&gt;\r\n\r\nKelly Miller, PhD, is Director of Teaching and Learning Services and Head of the College Library at the UCLA Library, and Michelle Morton, PhD, MLIS, is a Librarian atCañadaCommunity College.\r\n&lt;br clear=\"all\" /&gt;\r\n&lt;div class=\"footnote\"&gt;\r\n&lt;sup title=\"footnote\" href=\"#_ftnref1\"&gt;[1]&lt;/sup&gt; The &lt;a href=\"http://www.clir.org/hiddencollections/index.html\"&gt;Cataloging Hidden Special Collections and Archives&lt;/a&gt; grant program, funded by The Mellon Foundation and administered by the Council on Library and Information Resources, addresses the problem of “hidden collections”: millions of cultural heritage materials held by libraries and archives that have not been adequately described and remain unavailable to researchers.\r\n&lt;/div&gt;\r\n&lt;div class=\"footnote\"&gt;\r\n&lt;sup title=\"footnote\" href=\"#_ftnref2\"&gt;[2]&lt;/sup&gt; See, the definition of “high-impact educational practices” articulated by the Association of American Colleges and Universities LEAP (Liberal Education andAmerica’s Promise) Program: http://www.aacu.org/leap/.\r\n&lt;/div&gt;','Hidden Learning','','inherit','open','open','','1899-revision-6','','','2012-09-10 21:08:56','2012-09-10 21:08:56','',1899,'http://stage.archivejournal.net/issue/2/uncategorized/1899-revision-6/',0,'revision','',0),(2043,19,'2012-09-10 21:21:32','2012-09-10 21:21:32','<h3>Students as Archivists\r\n</h3>Behind the scenes in special collections libraries and archives across the country, undergraduate students are being hired as part-time, temporary employees to assist with processing cultural-heritage materials. A recent survey of recipients of Cataloging Hidden Collections Special Collections and Archives grant projects<sup><a title=\"footnote\" href=\"#_ftn1\">[1]</a></sup> found that 97% of respondents employ student workers, and 73% reported that their student workers included undergraduate students. Students are assisting with civil rights collections atEmoryUniversity, modernist architectural drawings and plans atNorth CarolinaStateUniversity, Jewish cultural-heritage materials at theCollege ofCharleston, and Moravian historical documents atLehighUniversity, to name just a few examples. Employing students in special collections libraries and archives is not a new practice; indeed, many of today\'s career librarians and archivists were once student workers themselves. Generally this is a budget-driven practice: students are in need of work and their labor is relatively inexpensive. The educational impact on students, however, is not widely understood or even acknowledged. How does working in archives impact students themselves? What skills do they acquire? Is their library employment connected to their studies? Does this work experience influence their career path? How does engagement with cultural-heritage materials affect their learning in the digital age?\r\n\r\n\r\n<h3>Archivists as Educators</h3>\r\nStudent workers require management:  recruitment, training, oversight, and mentorship. In fact, when viewed strictly as employees, student workers—a transitory population with jam-packed, fluctuating schedules—do not represent the ideal work force. At the same time, we know that employment in the archives gives students an exceptional opportunity for applied learning under the guidance of professional archivists who can provide for the growth of intellectual and practical skills. These skills include exposure to primary sources combined with hands-on training in cataloging, processing, preserving, and digitizing such materials. Working with primary sources involves precisely the kind of active, integrative, experiential learning that is vital to inspiring undergraduate research.<sup><a title=\"footnote\" href=\"#_ftn2\">[2]</a></sup> So, how can we better reconcile the challenges of employing student workers with the potential educational benefits of such labor? We believe that by recognizing and empowering archivists in their roles as teachers, the informal or “hidden” learning that student workers gain can become more visible.\r\n\r\n<h3>Linking Archival Work to the Educational Missions of Universities and Colleges </h3>\r\nBased on anecdotal evidence, we know that student workers\' exposure to primary sources and the skills and technologies necessary to preserve, manage, and study them is resulting in student learning, informing choices of major, and altering career paths. Yet, the informal or \"hidden learning” that is occurring behind the scenes in libraries and archives is treated largely as a side effect, a fortunate but contingent byproduct of labor, rather than as an integral part of the educational mission. We hope this situation changes with closer attention to the educational experiences of students working in the archives. To that end, we are currently engaged in a study that investigates the impact of working in libraries and archives on students involved in civil rights-related hidden collections projects. These civil rights collections—records of organizations such as the Mexican American Legal Defense and Education Fund, Alianza Hispano-Americana, the Southern Christian Leadership Conference, and the Voter Education Project—are often directly connected to local communities and relevant to contemporary issues and curricula. Most importantly, students are often able to recognize themselves and their communities in the collections, thus increasing the potential for transformative educational experiences. We believe that such work should be acknowledged as precisely the kind of applied learning that most higher education institutions are now actively pursuing in the form of internships, field work, and community service. Our study raises the following questions:\r\n<ul>\r\n	<li>What if “student workers” were perceived as “student archivists,” “young researchers,” or “apprentice scholars”?</li>\r\n	<li>What if student participation in the work of libraries and archives was foregrounded and celebrated, instead of remaining largely anonymous?</li>\r\n	<li>What if training students was seen as central to the business of library and archival practice in educational institutions?</li>\r\n	<li>What if the work students were being hired to do was considered essential to their educational experience and the mission of their universities?</li>\r\n	<li>What if professional archivists emphasized their role as teachers within institutions of higher education?</li>\r\n</ul>\r\n<h3>Archival Work, the Digital Humanities, and the Library Commons</h3>\r\nConnecting informal learning to university education requires that librarians, archivists, and technologists view themselves as educators working alongside faculty to help students become researchers in a hybrid analog-digital world. Twenty-first-century models for collaborative learning and teaching are emerging, especially in the digital humanities, where students study primary sources in digital formats and apply new technologies to pose and answer research questions. In the digital humanities, students are being guided by faculty to identify and study research questions using new technologies in partnership with their peers. At many institutions, such classes and activities are being supported in Library Commons\' spaces—multi-service research and learning hubs that are technology-enabled and staffed by professional librarians and technologists. How might the hidden learning that students are experiencing behind the scenes in special collections libraries and archives be connected to the digital humanities and the Library Commons?\r\n\r\n<h3>Teaching the Whole Student: Faculty, Librarian, Archivist, and Technologist as a Team</h3>\r\nCreating an integrated learning experience demands a symbiotic mindset—a team approach—with archivists, librarians, technologists, and faculty working together to support student learning through engagement with primary sources and new technologies. At the very least, expanding access to primary sources, both physical and digital, in the undergraduate curriculum will require intensifying and scaling coordination and collaboration between the faculty member teaching disciplinary content, the librarian teaching research strategies, the technologist teaching digital tools, and the archivist teaching primary sources. The aim of such coordination would be to provide an environment in which students were more likely to develop skills necessary for success in the knowledge-driven economy of the twenty-first century. Today\'s students must learn not only to find and analyze reliable information, but also to communicate effectively, solve problems, work in teams, use advanced digital tools to create new knowledge, and engage in multicultural communities. The phenomenon of student employment on archival projects is happening largely undetected at the margins of higher education, but it could inspire a new approach to undergraduate learning that foregrounds the role of cultural heritage in the digital age.\r\n<br clear=\"all\" />\r\n<div class=\"footnote\">\r\n  <sup title=\"footnote\" href=\"#_ftnref1\">[1]</sup> The <a href=\"http://www.clir.org/hiddencollections/index.html\">Cataloging Hidden Special Collections and Archives</a> grant program, funded by The Mellon Foundation and administered by the Council on Library and Information Resources, addresses the problem of “hidden collections”: millions of cultural heritage materials held by libraries and archives that have not been adequately described and remain unavailable to researchers.\r\n</div>\r\n<div class=\"footnote\">\r\n  <sup title=\"footnote\" href=\"#_ftnref2\">[2]</sup> See, the definition of “high-impact educational practices” articulated by the Association of American Colleges and Universities LEAP (Liberal Education andAmerica’s Promise) Program: http://www.aacu.org/leap/.\r\n</div>\r\n','Hidden Learning','','inherit','open','open','','1899-revision-9','','','2012-09-10 21:21:32','2012-09-10 21:21:32','',1899,'http://stage.archivejournal.net/issue/2/uncategorized/1899-revision-9/',0,'revision','',0),(2045,22,'2012-09-10 21:40:11','2012-09-10 21:40:11','Archival research is an important source for coursework and teaching, as professors and instructors are increasingly incorporating work with primary documents into undergraduate courses. Because access to primary resources is often restricted by research room hours, and can be further limited because of preservation concerns if materials are extremely fragile or if collections are not fully inventoried, this kind of research takes time. Despite this, many student researchers leave archives with a great deal more information than they will be able to explore in their written scholarship. Students’ research goals also inform their actual practice, although, due to the many pleasures and challenges of working with primary documents, even the best intentions often change dramatically when working through a collection of materials. Whatever the situation, undergraduates working with primary documents need to be aware of a number of general recommendations, in addition to any particular archive’s specific rules.\r\n\r\nThough the individual archive or library is the best first source of information for working with specific collections, the following resources provide general information about working effectively with archival materials that may be of use to students and/or their teachers.\r\n<h1>Resources for Working with Primary Source Documents</h1>\r\n<h3>Comprehensive</h3>\r\nSchmidt, Laura. \"Using Archives: A Guide to Effective Research.\" <em>Society of American Archivists</em>. 2011. <a href=\"http://www2.archivists.org/usingarchives\">http://www2.archivists.org/usingarchives</a>. An excellent primer for using archives, with considerations such as: \"What Are Archives and How do They Differ from Libraries?\"; \"Requesting Materials Remotely\"; \"Planning to Visit an Archive\"; and \"Notes on Copyright, Restrictions, and Unprocessed Collections.\"\r\n<h3>Handling Documents</h3>\r\nNational Archives (UK). \"Handling Documents.\" <em>The National Archives.</em> 2011. <a href=\"http://www.nationalarchives.gov.uk/visit/document-handling.htm\">http://www.nationalarchives.gov.uk/visit/document-handling.htm</a>. A basic overview for handling documents, including best practices and an explanation of common types of documents and handling needs.\r\n\r\nNational Park Service. \"Handling Archival Documents and Manuscripts.\" <em>Conserve O Gram </em>19, no. 17 (Sept. 1996). <a href=\"http://www.nps.gov/museum/publications/conserveogram/19-17.pdf\">http://www.nps.gov/museum/publications/conserveogram/19-17.pdf</a>. A brief guide focused on handling archival documents and manuscripts organized into a series of do’s and don’ts, including setting up the research area, moving materials, and dealing with problems (brittle, damaged, attached, and contaminated materials).\r\n<h3>Working in Archives</h3>\r\nArchives of American Art. \"Frequently Asked Questions.\" <em>Archives of American Art: Ask Us.</em> 2011. <a href=\"http://www.aaa.si.edu/askus/faq\">http://www.aaa.si.edu/askus/faq</a>: A general FAQ addressing basic questions and providing policy information, such as the need for researchers to schedule appointments, a useful reminder no matter which archive you plan to use.\r\n\r\nNew York University Libraries. \"Using Archives and Manuscripts.\" <em>New York</em><em> University</em><em> Libraries: Research Guides.</em> 2011. <a href=\"http://nyu.libguides.com/content.php?pid=38517\">http://nyu.libguides.com/content.php?pid=38517</a>. Intended for researchers using NYU collections, this guide also provides general relevant information, including definitions, recommendations on handling materials, and best practices for archival research.\r\n<h3>Teaching</h3>\r\nThe National Archives Experience (US). \"Tool Box.\"<em> The National Archives Experience: Educators and Students. </em>2011. <a href=\"http://www.archives.gov/nae/education/tool-box.html\">http://www.archives.gov/nae/education/tool-box.html</a>. The \"Tool Box\" includes many basic documents explaining the benefits of teaching with primary sources, basics for teaching with primary documents, and links to teaching workshops and collaborative opportunities (<a href=\"http://www.archives.gov/nae/education/collaboration.html\">http://www.archives.gov/nae/education/collaboration.html</a>).\r\n\r\nNational Archives of Australia. <em>Vrroom: Virtual Reading Room</em>. 2011. <a href=\"http://vrroom.naa.gov.au/\">http://vrroom.naa.gov.au/</a>. With a tagline of \"easy access to archival records for teachers and students,\" <em>Vrroom</em> is designed as a full virtual reading room, allowing users to search and browse archival collections, as well as providing support for teaching and research.\r\n<h3>Working with Technology in Archives</h3>\r\nBateman, Kirklin, Sheila Brennan, Douglas Mudd, and Paula Petrik. \"Taking a Byte Out of the Archives: Making Technology Work for You.\" <em>Perspectives Online </em>43, no. 1: (Jan. 2005)\r\n<a href=\"http://www.historians.org/perspectives/issues/2005/0501/0501arc1.cfm\">http://www.historians.org/perspectives/issues/2005/0501/0501arc1.cfm</a>. A useful overview of working with technology in archives, as well as maintaining electronic documents and notes from archival research. Published in 2005, the guide is somewhat dated (it does not include Zotero, for example, which rolled out in 2006).','How to Work with Primary Source Documents','','publish','open','open','','how-to-work-with-primary-source-documents','','','2012-11-02 21:39:56','2012-11-02 21:39:56','',0,'http://stage.archivejournal.net/?p=2045',2,'post','',0),(2051,19,'2012-09-10 21:46:42','2012-09-10 21:46:42','<h3>How to Work with Primary Source Documents</h3>\r\nArchival research is an important source for coursework and teaching, as professors and instructors are increasingly incorporating work with primary documents into undergraduate courses. Because access to primary resources is often restricted by research room hours, and can be further limited because of preservation concerns if materials are extremely fragile or if collections are not fully inventoried, this kind of research takes time. Despite this, many student researchers leave archives with a great deal more information than they will be able to explore in their written scholarship. Students’ research goals also inform their actual practice, although, due to the many pleasures and challenges of working with primary documents, even the best intentions often change dramatically when working through a collection of materials. Whatever the situation, undergraduates working with primary documents need to be aware of a number of general recommendations, in addition to any particular archive’s specific rules.\r\n\r\nThough the individual archive or library is the best first source of information for working with specific collections, the following resources provide general information about working effectively with archival materials that may be of use to students and/or their teachers.\r\n<h3>Comprehensive</h3>\r\nSchmidt, Laura. \"Using Archives: A Guide to Effective Research.\" <em>Society of American Archivists</em>. 2011. <a href=\"http://www2.archivists.org/usingarchives\">http://www2.archivists.org/usingarchives</a>. An excellent primer for using archives, with considerations such as: \"What Are Archives and How do They Differ from Libraries?\"; \"Requesting Materials Remotely\"; \"Planning to Visit an Archive\"; and \"Notes on Copyright, Restrictions, and Unprocessed Collections.\"\r\n<h3>Handling Documents</h3>\r\nNational Archives (UK). \"Handling Documents.\" <em>The National Archives.</em> 2011. <a href=\"http://www.nationalarchives.gov.uk/visit/document-handling.htm\">http://www.nationalarchives.gov.uk/visit/document-handling.htm</a>. A basic overview for handling documents, including best practices and an explanation of common types of documents and handling needs.\r\n\r\nNational Park Service. \"Handling Archival Documents and Manuscripts.\" <em>Conserve O Gram </em>19, no. 17 (Sept. 1996). <a href=\"http://www.nps.gov/museum/publications/conserveogram/19-17.pdf\">http://www.nps.gov/museum/publications/conserveogram/19-17.pdf</a>. A brief guide focused on handling archival documents and manuscripts organized into a series of do’s and don’ts, including setting up the research area, moving materials, and dealing with problems (brittle, damaged, attached, and contaminated materials).\r\n<h3>Working in Archives</h3>\r\nArchives of American Art. \"Frequently Asked Questions.\" <em>Archives of American Art: Ask Us.</em> 2011. <a href=\"http://www.aaa.si.edu/askus/faq\">http://www.aaa.si.edu/askus/faq</a>: A general FAQ addressing basic questions and providing policy information, such as the need for researchers to schedule appointments, a useful reminder no matter which archive you plan to use.\r\n\r\nNew York University Libraries. \"Using Archives and Manuscripts.\" <em>New York</em><em> University</em><em> Libraries: Research Guides.</em> 2011. <a href=\"http://nyu.libguides.com/content.php?pid=38517\">http://nyu.libguides.com/content.php?pid=38517</a>. Intended for researchers using NYU collections, this guide also provides general relevant information, including definitions, recommendations on handling materials, and best practices for archival research.\r\n<h3>Teaching</h3>\r\nThe National Archives Experience (US). \"Tool Box.\"<em> The National Archives Experience: Educators and Students. </em>2011. <a href=\"http://www.archives.gov/nae/education/tool-box.html\">http://www.archives.gov/nae/education/tool-box.html</a>. The \"Tool Box\" includes many basic documents explaining the benefits of teaching with primary sources, basics for teaching with primary documents, and links to teaching workshops and collaborative opportunities (<a href=\"http://www.archives.gov/nae/education/collaboration.html\">http://www.archives.gov/nae/education/collaboration.html</a>).\r\n\r\nNational Archives of Australia. <em>Vrroom: Virtual Reading Room</em>. 2011. <a href=\"http://vrroom.naa.gov.au/\">http://vrroom.naa.gov.au/</a>. With a tagline of \"easy access to archival records for teachers and students,\" <em>Vrroom</em> is designed as a full virtual reading room, allowing users to search and browse archival collections, as well as providing support for teaching and research.\r\n<h3>Working with Technology in Archives</h3>\r\nBateman, Kirklin, Sheila Brennan, Douglas Mudd, and Paula Petrik. \"Taking a Byte Out of the Archives: Making Technology Work for You.\" <em>Perspectives Online </em>43, no. 1: (Jan. 2005)\r\n<a href=\"http://www.historians.org/perspectives/issues/2005/0501/0501arc1.cfm\">http://www.historians.org/perspectives/issues/2005/0501/0501arc1.cfm</a>. A useful overview of working with technology in archives, as well as maintaining electronic documents and notes from archival research. Published in 2005, the guide is somewhat dated (it does not include Zotero, for example, which rolled out in 2006).','How to Work with Primary Source Documents','','inherit','open','open','','2045-revision-5','','','2012-09-10 21:46:42','2012-09-10 21:46:42','',2045,'http://stage.archivejournal.net/issue/2/uncategorized/2045-revision-5/',0,'revision','',0),(2046,19,'2012-09-10 21:39:43','2012-09-10 21:39:43','&lt;h3&gt;How to Work with Primary Source Documents&lt;/h3&gt;\n&lt;p&gt; Archival research is an important source for coursework and teaching, as professors and instructors are increasingly incorporating work with primary documents into undergraduate courses. Because access to primary resources is often restricted by research room hours, and can be further limited because of preservation concerns if materials are extremely fragile or if collections are not fully inventoried, this kind of research takes time. Despite this, many student researchers leave archives with a great deal more information than they will be able to explore in their written scholarship. Students&amp;rsquo; research goals also inform their actual practice, although, due to the many pleasures and challenges of working with primary documents, even the best intentions often change dramatically when working through a collection of materials. Whatever the situation, undergraduates working with primary documents need to be aware of a number of general recommendations, in addition to any particular archive&amp;rsquo;s specific rules.&lt;/p&gt;\n&lt;p&gt; Though the individual archive or library is the best first source of information for working with specific collections, the following resources provide general information about working effectively with archival materials that may be of use to students and/or their teachers.&lt;br /&gt;\n&lt;/p&gt;\n&lt;h3&gt;Comprehensive&lt;/h3&gt;\n&lt;/p&gt;\nSchmidt, Laura. &amp;quot;Using Archives: A Guide to Effective Research.&amp;quot; &lt;em&gt;Society of American Archivists&lt;/em&gt;. 2011. &lt;a href=\"http://www2.archivists.org/usingarchives\"&gt;http://www2.archivists.org/usingarchives&lt;/a&gt;. An excellent primer for using archives, with considerations such as: &amp;quot;What Are Archives and How do They Differ from Libraries?&amp;quot;; &amp;quot;Requesting Materials Remotely&amp;quot;; &amp;quot;Planning to Visit an Archive&amp;quot;; and &amp;quot;Notes on Copyright, Restrictions, and Unprocessed Collections.&amp;quot;\n&lt;h3&gt;Handling Documents &lt;/h3&gt;\n&lt;p&gt;National Archives (UK). &amp;quot;Handling Documents.&amp;quot; &lt;em&gt;The National Archives.&lt;/em&gt; 2011. &lt;a href=\"http://www.nationalarchives.gov.uk/visit/document-handling.htm\"&gt;http://www.nationalarchives.gov.uk/visit/document-handling.htm&lt;/a&gt;. A basic overview for handling documents, including best practices and an explanation of common types of documents and handling needs.&lt;/p&gt;\n&lt;p&gt;National Park Service. &amp;quot;Handling Archival Documents and Manuscripts.&amp;quot; &lt;em&gt;Conserve O Gram &lt;/em&gt;19, no. 17 (Sept. 1996). &lt;a href=\"http://www.nps.gov/museum/publications/conserveogram/19-17.pdf\"&gt;http://www.nps.gov/museum/publications/conserveogram/19-17.pdf&lt;/a&gt;. A brief guide focused on handling archival documents and manuscripts organized into a series of do&amp;rsquo;s and don&amp;rsquo;ts, including setting up the research area, moving materials, and dealing with problems (brittle, damaged, attached, and contaminated materials). &lt;/p&gt;\n&lt;h3&gt;Working in Archives&lt;/h3&gt;\n&lt;/p&gt;\nArchives of American Art. &amp;quot;Frequently Asked Questions.&amp;quot; &lt;em&gt;Archives of American Art: Ask Us.&lt;/em&gt; 2011. &lt;a href=\"http://www.aaa.si.edu/askus/faq\"&gt;http://www.aaa.si.edu/askus/faq&lt;/a&gt;: A general FAQ addressing basic questions and providing policy information, such as the need for researchers to schedule appointments, a useful reminder no matter which archive you plan to use.\n&lt;p&gt;New York University Libraries. &amp;quot;Using Archives and Manuscripts.&amp;quot; &lt;em&gt;New York&lt;/em&gt;&lt;em&gt; University&lt;/em&gt;&lt;em&gt; Libraries: Research Guides.&lt;/em&gt; 2011. &lt;a href=\"http://nyu.libguides.com/content.php?pid=38517\"&gt;http://nyu.libguides.com/content.php?pid=38517&lt;/a&gt;. Intended for researchers using NYU collections, this guide also provides general relevant information, including definitions, recommendations on handling materials, and best practices for archival research. &lt;/p&gt;\n&lt;h3&gt;Teaching &lt;/h3&gt;\n&lt;p&gt;The National Archives Experience (US). &amp;quot;Tool Box.&amp;quot;&lt;em&gt; The National Archives Experience: Educators and Students. &lt;/em&gt;2011. &lt;a href=\"http://www.archives.gov/nae/education/tool-box.html\"&gt;http://www.archives.gov/nae/education/tool-box.html&lt;/a&gt;. The &amp;quot;Tool Box&amp;quot; includes many basic documents explaining the benefits of teaching with primary sources, basics for teaching with primary documents, and links to teaching workshops and collaborative opportunities (&lt;a href=\"http://www.archives.gov/nae/education/collaboration.html\"&gt;http://www.archives.gov/nae/education/collaboration.html&lt;/a&gt;). &lt;br /&gt;\n&lt;br /&gt;\nNational Archives of Australia. &lt;em&gt;Vrroom: Virtual Reading Room&lt;/em&gt;. 2011. &lt;a href=\"http://vrroom.naa.gov.au/\"&gt;http://vrroom.naa.gov.au/&lt;/a&gt;. With a tagline of &amp;quot;easy access to archival records for teachers and students,&amp;quot; &lt;em&gt;Vrroom&lt;/em&gt; is designed as a full virtual reading room, allowing users to search and browse archival collections, as well as providing support for teaching and research.&lt;/p&gt;\n&lt;h3&gt;Working with Technology in Archives&lt;/h3&gt;\n&lt;p&gt;Bateman, Kirklin, Sheila Brennan, Douglas Mudd, and Paula Petrik. &amp;quot;Taking a Byte Out of the Archives: Making Technology Work for You.&amp;quot; &lt;em&gt;Perspectives Online &lt;/em&gt;43, no. 1: (Jan. 2005) &lt;br /&gt;\n&lt;a href=\"http://www.historians.org/perspectives/issues/2005/0501/0501arc1.cfm\"&gt;http://www.historians.org/perspectives/issues/2005/0501/0501arc1.cfm&lt;/a&gt;. A useful overview of working with technology in archives, as well as maintaining electronic documents and notes from archival research. Published in 2005, the guide is somewhat dated (it does not include Zotero, for example, which rolled out in 2006).&lt;/p&gt;','','','inherit','open','open','','2045-revision','','','2012-09-10 21:39:43','2012-09-10 21:39:43','',2045,'http://stage.archivejournal.net/issue/2/uncategorized/2045-revision/',0,'revision','',0),(2048,19,'2012-09-10 21:40:25','2012-09-10 21:40:25','<h3>How to Work with Primary Source Documents</h3>\r\n<p> Archival research is an important source for coursework and teaching, as professors and instructors are increasingly incorporating work with primary documents into undergraduate courses. Because access to primary resources is often restricted by research room hours, and can be further limited because of preservation concerns if materials are extremely fragile or if collections are not fully inventoried, this kind of research takes time. Despite this, many student researchers leave archives with a great deal more information than they will be able to explore in their written scholarship. Students&rsquo; research goals also inform their actual practice, although, due to the many pleasures and challenges of working with primary documents, even the best intentions often change dramatically when working through a collection of materials. Whatever the situation, undergraduates working with primary documents need to be aware of a number of general recommendations, in addition to any particular archive&rsquo;s specific rules.</p>\r\n<p> Though the individual archive or library is the best first source of information for working with specific collections, the following resources provide general information about working effectively with archival materials that may be of use to students and/or their teachers.<br />\r\n</p>\r\n<h3>Comprehensive</h3>\r\n</p>\r\nSchmidt, Laura. &quot;Using Archives: A Guide to Effective Research.&quot; <em>Society of American Archivists</em>. 2011. <a href=\"http://www2.archivists.org/usingarchives\">http://www2.archivists.org/usingarchives</a>. An excellent primer for using archives, with considerations such as: &quot;What Are Archives and How do They Differ from Libraries?&quot;; &quot;Requesting Materials Remotely&quot;; &quot;Planning to Visit an Archive&quot;; and &quot;Notes on Copyright, Restrictions, and Unprocessed Collections.&quot;\r\n<h3>Handling Documents </h3>\r\n<p>National Archives (UK). &quot;Handling Documents.&quot; <em>The National Archives.</em> 2011. <a href=\"http://www.nationalarchives.gov.uk/visit/document-handling.htm\">http://www.nationalarchives.gov.uk/visit/document-handling.htm</a>. A basic overview for handling documents, including best practices and an explanation of common types of documents and handling needs.</p>\r\n<p>National Park Service. &quot;Handling Archival Documents and Manuscripts.&quot; <em>Conserve O Gram </em>19, no. 17 (Sept. 1996). <a href=\"http://www.nps.gov/museum/publications/conserveogram/19-17.pdf\">http://www.nps.gov/museum/publications/conserveogram/19-17.pdf</a>. A brief guide focused on handling archival documents and manuscripts organized into a series of do&rsquo;s and don&rsquo;ts, including setting up the research area, moving materials, and dealing with problems (brittle, damaged, attached, and contaminated materials). </p>\r\n<h3>Working in Archives</h3>\r\n</p>\r\nArchives of American Art. &quot;Frequently Asked Questions.&quot; <em>Archives of American Art: Ask Us.</em> 2011. <a href=\"http://www.aaa.si.edu/askus/faq\">http://www.aaa.si.edu/askus/faq</a>: A general FAQ addressing basic questions and providing policy information, such as the need for researchers to schedule appointments, a useful reminder no matter which archive you plan to use.\r\n<p>New York University Libraries. &quot;Using Archives and Manuscripts.&quot; <em>New York</em><em> University</em><em> Libraries: Research Guides.</em> 2011. <a href=\"http://nyu.libguides.com/content.php?pid=38517\">http://nyu.libguides.com/content.php?pid=38517</a>. Intended for researchers using NYU collections, this guide also provides general relevant information, including definitions, recommendations on handling materials, and best practices for archival research. </p>\r\n<h3>Teaching </h3>\r\n<p>The National Archives Experience (US). &quot;Tool Box.&quot;<em> The National Archives Experience: Educators and Students. </em>2011. <a href=\"http://www.archives.gov/nae/education/tool-box.html\">http://www.archives.gov/nae/education/tool-box.html</a>. The &quot;Tool Box&quot; includes many basic documents explaining the benefits of teaching with primary sources, basics for teaching with primary documents, and links to teaching workshops and collaborative opportunities (<a href=\"http://www.archives.gov/nae/education/collaboration.html\">http://www.archives.gov/nae/education/collaboration.html</a>). <br />\r\n<br />\r\nNational Archives of Australia. <em>Vrroom: Virtual Reading Room</em>. 2011. <a href=\"http://vrroom.naa.gov.au/\">http://vrroom.naa.gov.au/</a>. With a tagline of &quot;easy access to archival records for teachers and students,&quot; <em>Vrroom</em> is designed as a full virtual reading room, allowing users to search and browse archival collections, as well as providing support for teaching and research.</p>\r\n<h3>Working with Technology in Archives</h3>\r\n<p>Bateman, Kirklin, Sheila Brennan, Douglas Mudd, and Paula Petrik. &quot;Taking a Byte Out of the Archives: Making Technology Work for You.&quot; <em>Perspectives Online </em>43, no. 1: (Jan. 2005) <br />\r\n<a href=\"http://www.historians.org/perspectives/issues/2005/0501/0501arc1.cfm\">http://www.historians.org/perspectives/issues/2005/0501/0501arc1.cfm</a>. A useful overview of working with technology in archives, as well as maintaining electronic documents and notes from archival research. Published in 2005, the guide is somewhat dated (it does not include Zotero, for example, which rolled out in 2006).</p>','How to Work with Primary Source Documents','','inherit','open','open','','2045-revision-3','','','2012-09-10 21:40:25','2012-09-10 21:40:25','',2045,'http://stage.archivejournal.net/issue/2/uncategorized/2045-revision-3/',0,'revision','',0),(2047,19,'2012-09-10 21:40:11','2012-09-10 21:40:11','&lt;h3&gt;How to Work with Primary Source Documents&lt;/h3&gt;\r\n&lt;p&gt; Archival research is an important source for coursework and teaching, as professors and instructors are increasingly incorporating work with primary documents into undergraduate courses. Because access to primary resources is often restricted by research room hours, and can be further limited because of preservation concerns if materials are extremely fragile or if collections are not fully inventoried, this kind of research takes time. Despite this, many student researchers leave archives with a great deal more information than they will be able to explore in their written scholarship. Students&amp;rsquo; research goals also inform their actual practice, although, due to the many pleasures and challenges of working with primary documents, even the best intentions often change dramatically when working through a collection of materials. Whatever the situation, undergraduates working with primary documents need to be aware of a number of general recommendations, in addition to any particular archive&amp;rsquo;s specific rules.&lt;/p&gt;\r\n&lt;p&gt; Though the individual archive or library is the best first source of information for working with specific collections, the following resources provide general information about working effectively with archival materials that may be of use to students and/or their teachers.&lt;br /&gt;\r\n&lt;/p&gt;\r\n&lt;h3&gt;Comprehensive&lt;/h3&gt;\r\n&lt;/p&gt;\r\nSchmidt, Laura. &amp;quot;Using Archives: A Guide to Effective Research.&amp;quot; &lt;em&gt;Society of American Archivists&lt;/em&gt;. 2011. &lt;a href=\"http://www2.archivists.org/usingarchives\"&gt;http://www2.archivists.org/usingarchives&lt;/a&gt;. An excellent primer for using archives, with considerations such as: &amp;quot;What Are Archives and How do They Differ from Libraries?&amp;quot;; &amp;quot;Requesting Materials Remotely&amp;quot;; &amp;quot;Planning to Visit an Archive&amp;quot;; and &amp;quot;Notes on Copyright, Restrictions, and Unprocessed Collections.&amp;quot;\r\n&lt;h3&gt;Handling Documents &lt;/h3&gt;\r\n&lt;p&gt;National Archives (UK). &amp;quot;Handling Documents.&amp;quot; &lt;em&gt;The National Archives.&lt;/em&gt; 2011. &lt;a href=\"http://www.nationalarchives.gov.uk/visit/document-handling.htm\"&gt;http://www.nationalarchives.gov.uk/visit/document-handling.htm&lt;/a&gt;. A basic overview for handling documents, including best practices and an explanation of common types of documents and handling needs.&lt;/p&gt;\r\n&lt;p&gt;National Park Service. &amp;quot;Handling Archival Documents and Manuscripts.&amp;quot; &lt;em&gt;Conserve O Gram &lt;/em&gt;19, no. 17 (Sept. 1996). &lt;a href=\"http://www.nps.gov/museum/publications/conserveogram/19-17.pdf\"&gt;http://www.nps.gov/museum/publications/conserveogram/19-17.pdf&lt;/a&gt;. A brief guide focused on handling archival documents and manuscripts organized into a series of do&amp;rsquo;s and don&amp;rsquo;ts, including setting up the research area, moving materials, and dealing with problems (brittle, damaged, attached, and contaminated materials). &lt;/p&gt;\r\n&lt;h3&gt;Working in Archives&lt;/h3&gt;\r\n&lt;/p&gt;\r\nArchives of American Art. &amp;quot;Frequently Asked Questions.&amp;quot; &lt;em&gt;Archives of American Art: Ask Us.&lt;/em&gt; 2011. &lt;a href=\"http://www.aaa.si.edu/askus/faq\"&gt;http://www.aaa.si.edu/askus/faq&lt;/a&gt;: A general FAQ addressing basic questions and providing policy information, such as the need for researchers to schedule appointments, a useful reminder no matter which archive you plan to use.\r\n&lt;p&gt;New York University Libraries. &amp;quot;Using Archives and Manuscripts.&amp;quot; &lt;em&gt;New York&lt;/em&gt;&lt;em&gt; University&lt;/em&gt;&lt;em&gt; Libraries: Research Guides.&lt;/em&gt; 2011. &lt;a href=\"http://nyu.libguides.com/content.php?pid=38517\"&gt;http://nyu.libguides.com/content.php?pid=38517&lt;/a&gt;. Intended for researchers using NYU collections, this guide also provides general relevant information, including definitions, recommendations on handling materials, and best practices for archival research. &lt;/p&gt;\r\n&lt;h3&gt;Teaching &lt;/h3&gt;\r\n&lt;p&gt;The National Archives Experience (US). &amp;quot;Tool Box.&amp;quot;&lt;em&gt; The National Archives Experience: Educators and Students. &lt;/em&gt;2011. &lt;a href=\"http://www.archives.gov/nae/education/tool-box.html\"&gt;http://www.archives.gov/nae/education/tool-box.html&lt;/a&gt;. The &amp;quot;Tool Box&amp;quot; includes many basic documents explaining the benefits of teaching with primary sources, basics for teaching with primary documents, and links to teaching workshops and collaborative opportunities (&lt;a href=\"http://www.archives.gov/nae/education/collaboration.html\"&gt;http://www.archives.gov/nae/education/collaboration.html&lt;/a&gt;). &lt;br /&gt;\r\n&lt;br /&gt;\r\nNational Archives of Australia. &lt;em&gt;Vrroom: Virtual Reading Room&lt;/em&gt;. 2011. &lt;a href=\"http://vrroom.naa.gov.au/\"&gt;http://vrroom.naa.gov.au/&lt;/a&gt;. With a tagline of &amp;quot;easy access to archival records for teachers and students,&amp;quot; &lt;em&gt;Vrroom&lt;/em&gt; is designed as a full virtual reading room, allowing users to search and browse archival collections, as well as providing support for teaching and research.&lt;/p&gt;\r\n&lt;h3&gt;Working with Technology in Archives&lt;/h3&gt;\r\n&lt;p&gt;Bateman, Kirklin, Sheila Brennan, Douglas Mudd, and Paula Petrik. &amp;quot;Taking a Byte Out of the Archives: Making Technology Work for You.&amp;quot; &lt;em&gt;Perspectives Online &lt;/em&gt;43, no. 1: (Jan. 2005) &lt;br /&gt;\r\n&lt;a href=\"http://www.historians.org/perspectives/issues/2005/0501/0501arc1.cfm\"&gt;http://www.historians.org/perspectives/issues/2005/0501/0501arc1.cfm&lt;/a&gt;. A useful overview of working with technology in archives, as well as maintaining electronic documents and notes from archival research. Published in 2005, the guide is somewhat dated (it does not include Zotero, for example, which rolled out in 2006).&lt;/p&gt;','How to Work with Primary Source Documents','','inherit','open','open','','2045-revision-2','','','2012-09-10 21:40:11','2012-09-10 21:40:11','',2045,'http://stage.archivejournal.net/issue/2/uncategorized/2045-revision-2/',0,'revision','',0),(2049,19,'2012-10-24 01:11:07','2012-10-24 01:11:07','Archival research is an important source for coursework and teaching, as professors and instructors are increasingly incorporating work with primary documents into undergraduate courses. Because access to primary resources is often restricted by research room hours, and can be further limited because of preservation concerns if materials are extremely fragile or if collections are not fully inventoried, this kind of research takes time. Despite this, many student researchers leave archives with a great deal more information than they will be able to explore in their written scholarship. Students’ research goals also inform their actual practice, although, due to the many pleasures and challenges of working with primary documents, even the best intentions often change dramatically when working through a collection of materials. Whatever the situation, undergraduates working with primary documents need to be aware of a number of general recommendations, in addition to any particular archive’s specific rules.\n\nThough the individual archive or library is the best first source of information for working with specific collections, the following resources provide general information about working effectively with archival materials that may be of use to students and/or their teachers.\n<h1>Resources for Working with Primary Source Documents</h1>\n<h3>Comprehensive</h3>\nSchmidt, Laura. \"Using Archives: A Guide to Effective Research.\" <em>Society of American Archivists</em>. 2011. <a href=\"http://www2.archivists.org/usingarchives\">http://www2.archivists.org/usingarchives</a>. An excellent primer for using archives, with considerations such as: \"What Are Archives and How do They Differ from Libraries?\"; \"Requesting Materials Remotely\"; \"Planning to Visit an Archive\"; and \"Notes on Copyright, Restrictions, and Unprocessed Collections.\"\n<h3>Handling Documents</h3>\nNational Archives (UK). \"Handling Documents.\" <em>The National Archives.</em> 2011. <a href=\"http://www.nationalarchives.gov.uk/visit/document-handling.htm\">http://www.nationalarchives.gov.uk/visit/document-handling.htm</a>. A basic overview for handling documents, including best practices and an explanation of common types of documents and handling needs.\n\nNational Park Service. \"Handling Archival Documents and Manuscripts.\" <em>Conserve O Gram </em>19, no. 17 (Sept. 1996). <a href=\"http://www.nps.gov/museum/publications/conserveogram/19-17.pdf\">http://www.nps.gov/museum/publications/conserveogram/19-17.pdf</a>. A brief guide focused on handling archival documents and manuscripts organized into a series of do’s and don’ts, including setting up the research area, moving materials, and dealing with problems (brittle, damaged, attached, and contaminated materials).\n<h3>Working in Archives</h3>\nArchives of American Art. \"Frequently Asked Questions.\" <em>Archives of American Art: Ask Us.</em> 2011. <a href=\"http://www.aaa.si.edu/askus/faq\">http://www.aaa.si.edu/askus/faq</a>: A general FAQ addressing basic questions and providing policy information, such as the need for researchers to schedule appointments, a useful reminder no matter which archive you plan to use.\n\nNew York University Libraries. \"Using Archives and Manuscripts.\" <em>New York</em><em> University</em><em> Libraries: Research Guides.</em> 2011. <a href=\"http://nyu.libguides.com/content.php?pid=38517\">http://nyu.libguides.com/content.php?pid=38517</a>. Intended for researchers using NYU collections, this guide also provides general relevant information, including definitions, recommendations on handling materials, and best practices for archival research.\n<h3>Teaching</h3>\nThe National Archives Experience (US). \"Tool Box.\"<em> The National Archives Experience: Educators and Students. </em>2011. <a href=\"http://www.archives.gov/nae/education/tool-box.html\">http://www.archives.gov/nae/education/tool-box.html</a>. The \"Tool Box\" includes many basic documents explaining the benefits of teaching with primary sources, basics for teaching with primary documents, and links to teaching workshops and collaborative opportunities (<a href=\"http://www.archives.gov/nae/education/collaboration.html\">http://www.archives.gov/nae/education/collaboration.html</a>).\n\nNational Archives of Australia. <em>Vrroom: Virtual Reading Room</em>. 2011. <a href=\"http://vrroom.naa.gov.au/\">http://vrroom.naa.gov.au/</a>. With a tagline of \"easy access to archival records for teachers and students,\" <em>Vrroom</em> is designed as a full virtual reading room, allowing users to search and browse archival collections, as well as providing support for teaching and research.\n<h3>Working with Technology in Archives</h3>\nBateman, Kirklin, Sheila Brennan, Douglas Mudd, and Paula Petrik. \"Taking a Byte Out of the Archives: Making Technology Work for You.\" <em>Perspectives Online </em>43, no. 1: (Jan. 2005)\n<a href=\"http://www.historians.org/perspectives/issues/2005/0501/0501arc1.cfm\">http://www.historians.org/perspectives/issues/2005/0501/0501arc1.cfm</a>. A useful overview of working with technology in archives, as well as maintaining electronic documents and notes from archival research. Published in 2005, the guide is somewhat dated (it does not include Zotero, for example, which rolled out in 2006).','How to Work with Primary Source Documents','','inherit','open','open','','2045-autosave','','','2012-10-24 01:11:07','2012-10-24 01:11:07','',2045,'http://stage.archivejournal.net/issue/2/uncategorized/2045-autosave/',0,'revision','',0),(2229,19,'2012-09-21 02:41:51','2012-09-21 02:41:51','Archival research is an important source for coursework and teaching, as professors and instructors are increasingly incorporating work with primary documents into undergraduate courses. Because access to primary resources is often restricted by research room hours, and can be further limited because of preservation concerns if materials are extremely fragile or if collections are not fully inventoried, this kind of research takes time. Despite this, many student researchers leave archives with a great deal more information than they will be able to explore in their written scholarship. Students’ research goals also inform their actual practice, although, due to the many pleasures and challenges of working with primary documents, even the best intentions often change dramatically when working through a collection of materials. Whatever the situation, undergraduates working with primary documents need to be aware of a number of general recommendations, in addition to any particular archive’s specific rules.\r\n\r\nThough the individual archive or library is the best first source of information for working with specific collections, the following resources provide general information about working effectively with archival materials that may be of use to students and/or their teachers.\r\n<h3>Comprehensive</h3>\r\nSchmidt, Laura. \"Using Archives: A Guide to Effective Research.\" <em>Society of American Archivists</em>. 2011. <a href=\"http://www2.archivists.org/usingarchives\">http://www2.archivists.org/usingarchives</a>. An excellent primer for using archives, with considerations such as: \"What Are Archives and How do They Differ from Libraries?\"; \"Requesting Materials Remotely\"; \"Planning to Visit an Archive\"; and \"Notes on Copyright, Restrictions, and Unprocessed Collections.\"\r\n<h3>Handling Documents</h3>\r\nNational Archives (UK). \"Handling Documents.\" <em>The National Archives.</em> 2011. <a href=\"http://www.nationalarchives.gov.uk/visit/document-handling.htm\">http://www.nationalarchives.gov.uk/visit/document-handling.htm</a>. A basic overview for handling documents, including best practices and an explanation of common types of documents and handling needs.\r\n\r\nNational Park Service. \"Handling Archival Documents and Manuscripts.\" <em>Conserve O Gram </em>19, no. 17 (Sept. 1996). <a href=\"http://www.nps.gov/museum/publications/conserveogram/19-17.pdf\">http://www.nps.gov/museum/publications/conserveogram/19-17.pdf</a>. A brief guide focused on handling archival documents and manuscripts organized into a series of do’s and don’ts, including setting up the research area, moving materials, and dealing with problems (brittle, damaged, attached, and contaminated materials).\r\n<h3>Working in Archives</h3>\r\nArchives of American Art. \"Frequently Asked Questions.\" <em>Archives of American Art: Ask Us.</em> 2011. <a href=\"http://www.aaa.si.edu/askus/faq\">http://www.aaa.si.edu/askus/faq</a>: A general FAQ addressing basic questions and providing policy information, such as the need for researchers to schedule appointments, a useful reminder no matter which archive you plan to use.\r\n\r\nNew York University Libraries. \"Using Archives and Manuscripts.\" <em>New York</em><em> University</em><em> Libraries: Research Guides.</em> 2011. <a href=\"http://nyu.libguides.com/content.php?pid=38517\">http://nyu.libguides.com/content.php?pid=38517</a>. Intended for researchers using NYU collections, this guide also provides general relevant information, including definitions, recommendations on handling materials, and best practices for archival research.\r\n<h3>Teaching</h3>\r\nThe National Archives Experience (US). \"Tool Box.\"<em> The National Archives Experience: Educators and Students. </em>2011. <a href=\"http://www.archives.gov/nae/education/tool-box.html\">http://www.archives.gov/nae/education/tool-box.html</a>. The \"Tool Box\" includes many basic documents explaining the benefits of teaching with primary sources, basics for teaching with primary documents, and links to teaching workshops and collaborative opportunities (<a href=\"http://www.archives.gov/nae/education/collaboration.html\">http://www.archives.gov/nae/education/collaboration.html</a>).\r\n\r\nNational Archives of Australia. <em>Vrroom: Virtual Reading Room</em>. 2011. <a href=\"http://vrroom.naa.gov.au/\">http://vrroom.naa.gov.au/</a>. With a tagline of \"easy access to archival records for teachers and students,\" <em>Vrroom</em> is designed as a full virtual reading room, allowing users to search and browse archival collections, as well as providing support for teaching and research.\r\n<h3>Working with Technology in Archives</h3>\r\nBateman, Kirklin, Sheila Brennan, Douglas Mudd, and Paula Petrik. \"Taking a Byte Out of the Archives: Making Technology Work for You.\" <em>Perspectives Online </em>43, no. 1: (Jan. 2005)\r\n<a href=\"http://www.historians.org/perspectives/issues/2005/0501/0501arc1.cfm\">http://www.historians.org/perspectives/issues/2005/0501/0501arc1.cfm</a>. A useful overview of working with technology in archives, as well as maintaining electronic documents and notes from archival research. Published in 2005, the guide is somewhat dated (it does not include Zotero, for example, which rolled out in 2006).','How to Work with Primary Source Documents','','inherit','open','open','','2045-revision-7','','','2012-09-21 02:41:51','2012-09-21 02:41:51','',2045,'http://stage.archivejournal.net/issue/2/uncategorized/2045-revision-7/',0,'revision','',0),(2050,19,'2012-09-10 21:40:44','2012-09-10 21:40:44','<h3>How to Work with Primary Source Documents</h3>\r\n<p> Archival research is an important source for coursework and teaching, as professors and instructors are increasingly incorporating work with primary documents into undergraduate courses. Because access to primary resources is often restricted by research room hours, and can be further limited because of preservation concerns if materials are extremely fragile or if collections are not fully inventoried, this kind of research takes time. Despite this, many student researchers leave archives with a great deal more information than they will be able to explore in their written scholarship. Students&rsquo; research goals also inform their actual practice, although, due to the many pleasures and challenges of working with primary documents, even the best intentions often change dramatically when working through a collection of materials. Whatever the situation, undergraduates working with primary documents need to be aware of a number of general recommendations, in addition to any particular archive&rsquo;s specific rules.</p>\r\n<p> Though the individual archive or library is the best first source of information for working with specific collections, the following resources provide general information about working effectively with archival materials that may be of use to students and/or their teachers.<br />\r\n</p>\r\n<h3>Comprehensive</h3>\r\n</p>\r\nSchmidt, Laura. &quot;Using Archives: A Guide to Effective Research.&quot; <em>Society of American Archivists</em>. 2011. <a href=\"http://www2.archivists.org/usingarchives\">http://www2.archivists.org/usingarchives</a>. An excellent primer for using archives, with considerations such as: &quot;What Are Archives and How do They Differ from Libraries?&quot;; &quot;Requesting Materials Remotely&quot;; &quot;Planning to Visit an Archive&quot;; and &quot;Notes on Copyright, Restrictions, and Unprocessed Collections.&quot;\r\n<h3>Handling Documents </h3>\r\n<p>National Archives (UK). &quot;Handling Documents.&quot; <em>The National Archives.</em> 2011. <a href=\"http://www.nationalarchives.gov.uk/visit/document-handling.htm\">http://www.nationalarchives.gov.uk/visit/document-handling.htm</a>. A basic overview for handling documents, including best practices and an explanation of common types of documents and handling needs.</p>\r\n<p>National Park Service. &quot;Handling Archival Documents and Manuscripts.&quot; <em>Conserve O Gram </em>19, no. 17 (Sept. 1996). <a href=\"http://www.nps.gov/museum/publications/conserveogram/19-17.pdf\">http://www.nps.gov/museum/publications/conserveogram/19-17.pdf</a>. A brief guide focused on handling archival documents and manuscripts organized into a series of do&rsquo;s and don&rsquo;ts, including setting up the research area, moving materials, and dealing with problems (brittle, damaged, attached, and contaminated materials). </p>\r\n<h3>Working in Archives</h3>\r\n</p>\r\nArchives of American Art. &quot;Frequently Asked Questions.&quot; <em>Archives of American Art: Ask Us.</em> 2011. <a href=\"http://www.aaa.si.edu/askus/faq\">http://www.aaa.si.edu/askus/faq</a>: A general FAQ addressing basic questions and providing policy information, such as the need for researchers to schedule appointments, a useful reminder no matter which archive you plan to use.\r\n<p>New York University Libraries. &quot;Using Archives and Manuscripts.&quot; <em>New York</em><em> University</em><em> Libraries: Research Guides.</em> 2011. <a href=\"http://nyu.libguides.com/content.php?pid=38517\">http://nyu.libguides.com/content.php?pid=38517</a>. Intended for researchers using NYU collections, this guide also provides general relevant information, including definitions, recommendations on handling materials, and best practices for archival research. </p>\r\n<h3>Teaching </h3>\r\n<p>The National Archives Experience (US). &quot;Tool Box.&quot;<em> The National Archives Experience: Educators and Students. </em>2011. <a href=\"http://www.archives.gov/nae/education/tool-box.html\">http://www.archives.gov/nae/education/tool-box.html</a>. The &quot;Tool Box&quot; includes many basic documents explaining the benefits of teaching with primary sources, basics for teaching with primary documents, and links to teaching workshops and collaborative opportunities (<a href=\"http://www.archives.gov/nae/education/collaboration.html\">http://www.archives.gov/nae/education/collaboration.html</a>). <br />\r\n<br />\r\nNational Archives of Australia. <em>Vrroom: Virtual Reading Room</em>. 2011. <a href=\"http://vrroom.naa.gov.au/\">http://vrroom.naa.gov.au/</a>. With a tagline of &quot;easy access to archival records for teachers and students,&quot; <em>Vrroom</em> is designed as a full virtual reading room, allowing users to search and browse archival collections, as well as providing support for teaching and research.</p>\r\n<h3>Working with Technology in Archives</h3>\r\n<p>Bateman, Kirklin, Sheila Brennan, Douglas Mudd, and Paula Petrik. &quot;Taking a Byte Out of the Archives: Making Technology Work for You.&quot; <em>Perspectives Online </em>43, no. 1: (Jan. 2005) <br />\r\n<a href=\"http://www.historians.org/perspectives/issues/2005/0501/0501arc1.cfm\">http://www.historians.org/perspectives/issues/2005/0501/0501arc1.cfm</a>. A useful overview of working with technology in archives, as well as maintaining electronic documents and notes from archival research. Published in 2005, the guide is somewhat dated (it does not include Zotero, for example, which rolled out in 2006).</p>','How to Work with Primary Source Documents','','inherit','open','open','','2045-revision-4','','','2012-09-10 21:40:44','2012-09-10 21:40:44','',2045,'http://stage.archivejournal.net/issue/2/uncategorized/2045-revision-4/',0,'revision','',0),(2052,19,'2012-09-10 21:47:44','2012-09-10 21:47:44','','Laurie N. Taylor','','inherit','open','open','','ltaylor','','','2012-09-10 21:47:44','2012-09-10 21:47:44','',0,'http://stage.archivejournal.net/wp-content/uploads/2012/09/ltaylor.jpg',0,'attachment','image/jpeg',0),(2053,19,'2012-06-27 02:20:58','2012-06-27 02:20:58','','Notes and Queries','','inherit','open','open','','1850-revision-7','','','2012-06-27 02:20:58','2012-06-27 02:20:58','',1850,'http://stage.archivejournal.net/issue/2/uncategorized/1850-revision-7/',0,'revision','',0),(2054,19,'2012-09-10 21:49:22','2012-09-10 21:49:22','','Notes and Queries','','inherit','open','open','','1850-revision-8','','','2012-09-10 21:49:22','2012-09-10 21:49:22','',1850,'http://stage.archivejournal.net/issue/2/uncategorized/1850-revision-8/',0,'revision','',0),(2055,19,'2011-05-02 21:35:13','2011-05-02 21:35:13','The weaknesses I have noticed in the <em>Archive</em> are not unique to this site.  One problem is the site’s misunderstanding—and thus its improper assertion—of copyrights.[ref]I am a founding member of the Society of American Archivists’ Intellectual Property Working Group.[/ref] Specifically the site asserts the existence of copyright in the transcripts and facsimiles and more broadly in Whitman’s writings—because transcripts and facsimiles are “slavish copies” neither is entitled to copyright protection;[ref]The term is from the U.S. Second District Court of New York’s decision in <em>Bridgeman Art Library Ltd v. Corel Corporation</em>, 1998.[/ref]published or unpublished anything written by Whitman is in the public domain.[ref]See “<a href=\"http://www.whitmanarchive.org/about/conditions.html\">Conditions of Use</a>,” <em>TWWA</em>.  Unpublished works are public domain for authors deceased prior to 1940; published works for everything published prior to 1923.  For an authoritative source, see Peter Hirtle, “Copyright Term and the Public Domain in the United States: 1 January 2010,” online at <a href=\"http://copyright.cornell.edu/resources/publicdomain.cfm\">http://copyright.cornell.edu/resources/publicdomain.cfm</a>.[/ref] Only original contributions of editors are copyrightable at this late date.[ref]Such mistakes are not unique to <em>The Walt Whitman Archive</em>, certainly.  Copyright statements for the <em>In the Valley of the Shadow</em> Civil War project (<a href=\"http://valley.lib.virginia.edu/VoS/usingvalley/copyright.html\">http://valley.lib.virginia.edu/VoS/usingvalley/copyright.html</a>) and the <em>Journals of the Lewis and Clark Expedition</em> site (<a href=\"http://lewisandclarkjournals.unl.edu/read/?_xmlsrc=lc.privacy.xml&amp;_xslsrc=LCstyles.xsl\">http://lewisandclarkjournals.unl.edu/read/?_xmlsrc=lc.privacy.xml&amp;_xslsrc=LCstyles.xsl</a>) are much more egregious.[/ref] What distresses me about the inaccuracies is they suggest that there are limits to use of the main site content by researchers—notwithstanding frequent assertions that the purpose of the archive is “to make Whitman\'s vast work electronically accessible” to all.[ref]Katherine L. Walter and Kenneth M. Price, <a href=\"http://www.whitmanarchive.org/about/articles/anc.00001.html\">\"An Online Guide to Walt Whitman\'s Dispersed Manuscripts,\"</a> <em>TWWA</em> (2004).[/ref] Making the archive accessible but incorrectly claiming limitations on actual use is paradoxical at best.\r\n\r\nThere are other issues causing me unease, for example the inadequacy of site use data.  The site does not regularly report use statistics, and what statistics it does provide—average daily hits in 2007[ref]Ed Folsom, <a href=\"http://www.whitmanarchive.org/about/articles/anc.00142.html\">\"Database as Genre: The Epic Transformation of Archives,\"</a> <em>TWWA</em> (2007).[/ref]--are of dubious value even when current.[ref]Google Analytics: “the number of hits a website receives is not a valid popularity gauge, but rather is an indication of server use and loading” (<a href=\"http://www.google.com/support/analytics/bin/answer.py?hl=en&amp;answer=33026\">http://www.google.com/support/analytics/bin/answer.py?hl=en&amp;answer=33026</a>). Better measures are unique visitors or page views, coupled with visits’ duration.[/ref] In addition there is little similar data at similar websites to compare to (though to their credit one of the site editors did gather some parallel data in 2008).[ref]The data, from the <em>Willa Cather Archive</em> and the <em>Journals of the Lewis and Clark Expedition,</em> is<em> </em>presented in Kenneth M. Price,<strong> </strong><a href=\"http://www.whitmanarchive.org/about/articles/anc.00267.html\">\"Electronic Scholarly Editions,\"</a> <em>TWWA</em> (2008).[/ref] Thus this is an endemic weakness of major “archive” sites, a weakness related to a broader disinterest in the economics and sustainability of such sites.[ref]And of bricks and mortar archival operations, though this is beginning to change, as suggested by the questions—“Does the level of onsite use of special collections justify the resources being expended? What are the most appropriate measures by which to evaluate use?”—in Jackie M. Dooley and Katherine Luce, <em>Taking Our Pulse: The OCLC Research Survey of Special Collections and Archives</em> (OCLC, 2010), 34-36, online at <a href=\"http://www.oclc.org/research/publications/library/2010/2010-11.pdf\">http://www.oclc.org/research/publications/library/2010/2010-11.pdf</a>.[/ref] The greater viability of websites such as <em>The Walt Whitman Archive</em> is ultimately the $64,000 question and the focus of my essay for Part II of this roundtable.','360°: The Walt Whitman Archive – Question 2','The weaknesses I have noticed in the Archive are not unique to this site.  One problem is the site’s misunderstanding—and thus its improper assertion—of copyrights. Specifically the site asserts the existence of copyright in the transcripts and facsimiles and more broadly in Whitman’s writings—because transcripts and facsimiles are “slavish copies” neither is entitled to copyright protection...','inherit','open','open','','88-revision-18','','','2011-05-02 21:35:13','2011-05-02 21:35:13','',88,'http://stage.archivejournal.net/issue/2/uncategorized/88-revision-18/',0,'revision','',0),(2056,10,'2012-11-11 00:57:52','2012-11-11 00:57:52','The weaknesses I have noticed in the <em>Archive</em> are not unique to this site. One problem is the site’s misunderstanding—and thus its improper assertion—of copyrights.[ref]I am a founding member of the Society of American Archivists’ Intellectual Property Working Group.[/ref] Specifically the site asserts the existence of copyright in the transcripts and facsimiles and more broadly in Whitman’s writings—because transcripts and facsimiles are “slavish copies” neither is entitled to copyright protection;[ref]The term is from the U.S. Second District Court of New York’s decision in <em>Bridgeman Art Library Ltd v. Corel Corporation</em>, 1998.[/ref]published or unpublished anything written by Whitman is in the public domain.[ref]See “<a href=\"http://www.whitmanarchive.org/about/conditions.html\">Conditions of Use</a>,” <em>TWWA</em>. Unpublished works are public domain for authors deceased prior to 1940; published works for everything published prior to 1923. For an authoritative source, see Peter Hirtle, “Copyright Term and the Public Domain in the United States: 1 January 2010,” online at <a href=\"http://copyright.cornell.edu/resources/publicdomain.cfm\">http://copyright.cornell.edu/resources/publicdomain.cfm</a>.[/ref] Only original contributions of editors are copyrightable at this late date.[ref]Such mistakes are not unique to <em>The Walt Whitman Archive</em>, certainly. Copyright statements for the <em>In the Valley of the Shadow</em> Civil War project (<a href=\"http://valley.lib.virginia.edu/VoS/usingvalley/copyright.html\">http://valley.lib.virginia.edu/VoS/usingvalley/copyright.html</a>) and the <em>Journals of the Lewis and Clark Expedition</em> site (<a href=\"http://lewisandclarkjournals.unl.edu/read/?_xmlsrc=lc.privacy.xml&amp;_xslsrc=LCstyles.xsl\">http://lewisandclarkjournals.unl.edu/read/?_xmlsrc=lc.privacy.xml&amp;_xslsrc=LCstyles.xsl</a>) are much more egregious.[/ref] What distresses me about the inaccuracies is they suggest that there are limits to use of the main site content by researchers—notwithstanding frequent assertions that the purpose of the archive is “to make Whitman\'s vast work electronically accessible” to all.[ref]Katherine L. Walter and Kenneth M. Price, <a href=\"http://www.whitmanarchive.org/about/articles/anc.00001.html\">\"An Online Guide to Walt Whitman\'s Dispersed Manuscripts,\"</a> <em>TWWA</em> (2004).[/ref] Making the archive accessible but incorrectly claiming limitations on actual use is paradoxical at best.\n\nThere are other issues causing me unease, for example the inadequacy of site use data. The site does not regularly report use statistics, and what statistics it does provide—average daily hits in 2007[ref]Ed Folsom, <a href=\"http://www.whitmanarchive.org/about/articles/anc.00142.html\">\"Database as Genre: The Epic Transformation of Archives,\"</a> <em>TWWA</em> (2007).[/ref]--are of dubious value even when current.[ref]Google Analytics: “the number of hits a website receives is not a valid popularity gauge, but rather is an indication of server use and loading” (<a href=\"http://www.google.com/support/analytics/bin/answer.py?hl=en&amp;answer=33026\">http://www.google.com/support/analytics/bin/answer.py?hl=en&amp;answer=33026</a>). Better measures are unique visitors or page views, coupled with visits’ duration.[/ref] In addition there is little similar data at similar websites to compare to (though to their credit one of the site editors did gather some parallel data in 2008).[ref]The data, from the <em>Willa Cather Archive</em> and the <em>Journals of the Lewis and Clark Expedition,</em> is<em> </em>presented in Kenneth M. Price,<strong> </strong><a href=\"http://www.whitmanarchive.org/about/articles/anc.00267.html\">\"Electronic Scholarly Editions,\"</a> <em>TWWA</em> (2008).[/ref] Thus this is an endemic weakness of major “archive” sites, a weakness related to a broader disinterest in the economics and sustainability of such sites.[ref]And of bricks and mortar archival operations, though this is beginning to change, as suggested by the questions—“Does the level of onsite use of special collections justify the resources being expended? What are the most appropriate measures by which to evaluate use?”—in Jackie M. Dooley and Katherine Luce, <em>Taking Our Pulse: The OCLC Research Survey of Special Collections and Archives</em> (OCLC, 2010), 34-36, online at <a href=\"http://www.oclc.org/research/publications/library/2010/2010-11.pdf\">http://www.oclc.org/research/publications/library/2010/2010-11.pdf</a>.[/ref] The greater viability of websites such as <em>The Walt Whitman Archive</em> is ultimately the $64,000 question and the focus of my essay for Part II of this roundtable.','The Walt Whitman Archive – Greene 2','The weaknesses I have noticed in the Archive are not unique to this site.  One problem is the site’s misunderstanding—and thus its improper assertion—of copyrights. Specifically the site asserts the existence of copyright in the transcripts and facsimiles and more broadly in Whitman’s writings—because transcripts and facsimiles are “slavish copies” neither is entitled to copyright protection...','inherit','open','open','','88-autosave','','','2012-11-11 00:57:52','2012-11-11 00:57:52','',88,'http://stage.archivejournal.net/issue/2/uncategorized/88-autosave/',0,'revision','',0),(2057,19,'2012-02-15 07:01:35','2012-02-15 07:01:35','From my perspective as a scholar, the greatest strength of the Whitman Archive is that it provides free and open access to the essential texts for studying the life and work of Walt Whitman. I’ve consulted the Whitman Archive every time I’ve ever written about Whitman, whether it’s to check the precise wording of a text, to follow the life cycle of a poem as it moves from manuscript to print and on through the various editions of <em>Leaves of Grass</em>, to identify the location of a primary document in a brick-and-mortar archive, to read nineteenth-century reviews of Whitman’s writing, or to search the Archive’s exhaustive database of Whitman scholarship. Using the Whitman Archive is like having immediate access to shelves and shelves worth of valuable (and often expensive) books.\r\n\r\nWhen I was a graduate student I burned through a toner cartridge printing out page images of the antebellum editions of <em>Leaves of Grass</em> from the Whitman Archive. The poems in these early editions went through radical revisions from one edition of <em>Leaves of Grass</em> to the next, and I really needed to get to know these poems in order to make the argument I was making in my dissertation about Whitman’s antebellum period. Being able to access these poems in various states gave me a much better sense of Whitman’s pre-Civil War career than the variorum of <em>Leaves of Grass</em>—with its decontextualized snippets from the antebellum editions—was able to give me.\r\n\r\nI’ve also recently learned that the Whitman Archive is more than just a repository of raw materials that scholars can mine for the resources we need to tell our stories about Whitman’s life and work; rather, the Archive is a storyteller in its own right. Here’s an example: <em>With Walt Whitman in Camden,</em> the multi-volume collection of Whitman’s conversations with his friend Horace Trauble, was not yet available on the Archive when I was writing an essay a few years ago about Elizabeth Porter Gould, the editor of a gift-book edition of Whitman’s poems called <em>Gems from Walt Whitman</em> (1889). Without the benefit of a searchable, digital edition of <em>With Walt Whitman in Camden</em> I had to find references to Gould the old-fashioned way: cribbing from Ed Folsom’s footnotes—and, of course, slogging through the poorly indexed volumes themselves. Since I published the essay, however, I’ve had the opportunity to search for Gould in the Archive’s edition of <em>With Walt Whitman in Camden</em>, and the effect of having the Archive’s search engine generate a list of these references had a remarkable impact on me. The essay that I had written demanded a certain amount of focus in order to make the argument about gender and authorship that I wanted to make, and I was always left with a touch of regret that I never had the chance to unfold the fascinating relationship between Whitman and Gould as fully as I would have liked. Opening up different tabs in my browser to read each of these references on the Whitman Archive, however, allowed me to track the progress of their relationship as they negotiated their competing goals for what <em>Gems from Walt Whitman </em>should be. I’m proud of the story that I was able to tell about Whitman and Gould, but I’m also glad to know that the Whitman Archive can tell that story another way.','The Walt Whitman Archive – Whitley  1','From my perspective as a scholar, the greatest strength of the Whitman Archive is that it provides free and open access to the essential texts for studying the life and work of Walt Whitman. I’ve consulted the Whitman Archive every time I’ve ever written about Whitman, whether it’s to check the precise wording of a text, to follow the life cycle of a poem...','inherit','open','open','','138-revision-16','','','2012-02-15 07:01:35','2012-02-15 07:01:35','',138,'http://stage.archivejournal.net/issue/2/uncategorized/138-revision-16/',0,'revision','',0),(2058,19,'2012-07-27 10:37:52','2012-07-27 10:37:52','<img class=\"alignleft size-full wp-image-1244\" title=\"jhu_student photo_smith\" src=\"http://stage.archivejournal.net/wp-content/uploads/2012/02/jhu_student-photo_smith.jpg\" alt=\"\" width=\"120\" height=\"160\" />When people think of Johns Hopkins University they think of medicine, and rightly so. JHU prepares people for medical school better than any college in the world. The medical attitude, however, extends beyond the bounded world of pre-meds. Hopkins often values the reductionism of the scientific method and the cleanliness of the lab over holism and real-world, big-picture thinking. In looking for classes during my sophomore year at JHU, then, I was surprised to find The Power of Place taught by Melanie Shell-Weiss. The course was a practicum, and all participants would conduct oral histories as part of the East Baltimore Oral History Project (EBOH). This was a rare chance to get out of the infamous “Hopkins Bubble.” I signed up.\r\n\r\nDuring Power of Place I helped produce several oral histories. As interviews flowed in, however, I began to see a problem. Each interview was around two hours long and included a full transcript. From my class alone, the project would amass nearly thirty hours of audio and several hundred pages of text. Making use of those materials would be tough. As a software developer, I saw a solution. I imagined a tool that could link transcripts with audio, allow people to tag important areas within interviews, and make all the EBOH materials searchable. With support from the university, I spent the next year working with Professor Shell-Weiss to make my idea into a working web application.\r\n\r\nWhile working on EBOH, I started visiting archives. I could find few digital images of East Baltimore, and I wanted to know why. On a trip to the <em>Afro-American Newspapers</em> with Moira Hinderer, I found a plethora of visual materials. Very few, however, had been digitized. The main factor was cost; resources to manually digitize the <em>Afro</em> collection simply were not available. Again, I saw a technical solution: I would build a robot. I proposed creating an automatic scanner that could lift and digitize the <em>Afro</em>’s sensitive artifacts, all for less than $500. No one at JHU thought it would happen. Luckily, Professor Shell-Weiss managed to raise some funds, and I spent a summer prototyping. The result was the Gado 1, a proof-of-concept that would later scan over 1,000 images at the <em>Afro</em>. The price tag was $496.\r\n\r\nAfter graduating from JHU in May 2011, I wanted to continue refining my technology. With support from the JHU Sheridan Libraries and the Abell Foundation (a regional grantsmaker), I secured enough funding to work on my project full time. In December 2011, I completed the Gado 2, a second-generation machine that dramatically outpaces the original. Since testing began, my machine has digitized over 3,000 artifacts at the <em>Afro</em>, at a tiny fraction of the cost of manual scanning. In February 2012, we made these images available to the general public and launched GadoImages.com to distribute them to paying licensors. I believe Gado has the potential to dramatically alter the economics of archival digitization. I would never be at this point without that first push to step outside the classroom and start thinking in broader terms.','Tom Smith - Commentary','When people think of Johns Hopkins University they think of medicine, and rightly so. JHU prepares people for medical school better than any college in the world. The medical attitude, however, extends beyond the bounded world of pre-meds. Hopkins often values the reductionism of the scientific method and the cleanliness of the lab over holism and real-world, big-picture thinking. In looking for classes during my sophomore year at JHU, then, I was surprised to find The Power of Place taught by Melanie Shell-Weiss. The course was a practicum, and all participants would conduct oral histories as part of the East Baltimore Oral History Project (EBOH). This was a rare chance to get out of the infamous “Hopkins Bubble.” I signed up.','inherit','open','open','','1059-revision-13','','','2012-07-27 10:37:52','2012-07-27 10:37:52','',1059,'http://stage.archivejournal.net/issue/2/uncategorized/1059-revision-13/',0,'revision','',0),(2059,19,'2012-07-17 22:29:59','2012-07-17 22:29:59','','Vodou Songs in Haitian Creole and English','','inherit','open','open','','1500-revision-35','','','2012-07-17 22:29:59','2012-07-17 22:29:59','',1500,'http://stage.archivejournal.net/issue/2/uncategorized/1500-revision-35/',0,'revision','',0),(2060,19,'2012-07-27 06:43:55','2012-07-27 06:43:55','<img class=\"alignleft size-full wp-image-1279\" title=\"goucher_instructor image_sanders\" src=\"http://stage.archivejournal.net/wp-content/uploads/2012/02/goucher_instructor-image_sanders.jpg\" alt=\"\" width=\"120\" height=\"160\" />Students prepare for English 241: Archeology of Text research projects in twelve weeks of readings and laboratory experiences, which introduce the skills necessary to work with early printed books and archival documents. (For the text of the assignment, see <a href=\"http://faculty.goucher.edu/eng241/241_individual_research_projects_F09.htm\">here</a>). The goal of these projects is to enable each student to pursue a self-designed creative or descriptive study of books, manuscripts, and other artifacts from Special Collections and Archives. Because the course is interdisciplinary and students come from many majors, it is hard to predict where students’ curiosities will take them. The best way to encourage active student engagement is to prepare students for the widest range of book- and document-related work. Successful projects can lead to further research supported by Goucher’s Peirce Center fellowships.\r\n\r\nBeginning with the study of how a digital document is constructed and the history of the Internet’s “cloud” library, students practice searching online scholarly sites such as the <em>Oxford English Dictionary</em> (OED), WorldCat, <em>English Short-Title Catalog</em> (ESTC), and the continental library collections accessible through the University of Karlsruhe’s online catalog. They also explore using search engines and databases to identify and locate people, places, and things. Those skills provide interpretive context for hand-press books in the course’s next segment. After three weeks of studying typography, format, bindings, and hand-made paper and its manufacture, students have learned the most basic descriptive bibliography skills. This enables them to describe the edition-specific and copy-specific details of their “cadaver books,” a set of early printed books they handle each week to encourage safe and intelligent treatment of early paper and bindings. Finally, paper and parchment manuscript laboratories teach students to decipher secretary and scribal hands from the nineteenth through the thirteenth centuries. This enables them to interpret marginalia in early printed books, including owners’ inscriptions and other provenance and use evidence.\r\n\r\nSarah Kendall’s study of the Burke Austen Collection’s copy of the two-volume American first edition of Jane Austen’s <em>Emma</em> (Philadelphia: M. Carey, ; for sale by Wells &amp; Lilly, Boston, 1816) represents a creative response to traditional rare-book provenance study, resulting in her discovery of a significant trove of correspondence in the book’s archival container. Before Alberta Burke brought the book to Baltimore, it had passed through the hands of Christina Broun Dalhousie (the Countess Dalhousie); a prominent collector, Frank J. Hogan; and a poet, Siegfried Sassoon. Kendall’s study demonstrates the way a book’s value changes as it moves from owner to owner, becoming as attractive for its associations and rarity as it is for its text. An archives-based approach to using the course’s analytical tools is represented by Cassie Brand’s study of U.S. Naval Academy dance cards found in the scrapbook kept by Goucher student Mary Lee Keith (Class of 1924), augmented by research at The Nimitz Library in Annapolis. Brand showed how the cards could be used to study crucial changes in American courtship conventions as women took control of their relations with potential suitors.\r\n\r\nThese two projects represent the course’s goal: to enable original, undergraduate, hands-on archival research using interdisciplinary skills:\r\n<ul>\r\n	<li>See images from <a href=\"http://faculty.goucher.edu/eng241/cassie_brand_IRP_imaging_Fall%202007.htm\">Brand’s dance card project</a>.</li>\r\n	<li>See a portfolio of images of the <a href=\"http://faculty.goucher.edu/eng241/English_241_IRP_Images_F07.htm\">2007 class researching final projects</a>.</li>\r\n</ul>','Arnold Sanders - Commentary','Students prepare for English 241, “Archeology of Text,” research projects in twelve weeks of readings and laboratory experiences which introduce skills necessary to work with early printed books and archival documents. (For the text of the assignment, see\r\nhere). The goal of these projects is to enable each student to pursue a self-designed creative or descriptive study of books, manuscripts, and other artifacts from Special Collections and Archives. Because the course is interdisciplinary and students come from many majors, it is hard to predict where students’ curiosities will take them. The best way to encourage active student engagement is prepare students for the widest range of book and document related work. Successful projects can lead to further research supported by Goucher’s Peirce Center fellowships.','inherit','open','open','','1049-revision-11','','','2012-07-27 06:43:55','2012-07-27 06:43:55','',1049,'http://stage.archivejournal.net/issue/2/uncategorized/1049-revision-11/',0,'revision','',0),(3478,10,'2012-10-24 02:51:48','2012-10-24 02:51:48','<img class=\"alignleft size-full wp-image-1378\" title=\"lehigh_student head shot_weber\" src=\"http://stage.archivejournal.net/wp-content/uploads/2012/02/lehigh_student-head-shot_weber.jpg\" alt=\"\" width=\"120\" height=\"160\" />\r\n\r\nDuring the fall 2011 semester, I was a part of Lehigh University’s Theories of Masculinity class, an upper-level English and women’s studies course. Initially, I signed up for it because it was a prerequisite for graduating with department honors. As part of this course, we created a documentary film on coeducation and its effects on men and masculinity at Lehigh, which is currently celebrating its fortieth anniversary of admitting female students. My role in this film became a challenging and ultimately very rewarding part of my education at Lehigh.\r\n\r\nCreating the film required extensive use of Lehigh University’s Special Collections. As someone unfamiliar with the process of researching in the archives, I was unaware of the extensive time and effort such an undertaking required. Yet, it was through delving into the pages and pages of yearbook photos from the late 1960s and early 1970s (see Figures <a href=\"http://stage.archivejournal.net/wp-content/uploads/2012/02/lehigh_student-work_image2.jpg\" rel=\"lightbox\">2</a>, <a href=\"http://stage.archivejournal.net/wp-content/uploads/2012/02/lehigh_student-work_image3.jpg\" rel=\"lightbox\">3</a>, <a href=\"http://stage.archivejournal.net/wp-content/uploads/2012/02/lehigh_student-work_image6.jpg\" rel=\"lightbox\">6</a>), and seeing headlines from that time in <em>The Brown and White</em>, Lehigh’s student newspaper (see Figures <a href=\"http://stage.archivejournal.net/wp-content/uploads/2012/02/lehigh_student-work_image1.jpg\" rel=\"lightbox\">1</a>, <a href=\"http://stage.archivejournal.net/wp-content/uploads/2012/02/lehigh_student-work_image5.jpg\" rel=\"lightbox\">5</a>, <a href=\"http://stage.archivejournal.net/wp-content/uploads/2012/02/lehigh_student-work_image7.jpg\" rel=\"lightbox\">7</a>), that I began to appreciate the power of the project our class was creating. This project allowed me to see the trajectory of Lehigh’s transition to a coeducational institution, a transition colored by many challenges, including sexism. These challenges are not easily visible in 2011, forty years later, so seeing the headlines and pictures in the archives literally, and in a unique way, demonstrated the hurdles women had to face at Lehigh. Some were the only girls in their classes, and all had to overcome being seen simply as weekend entertainment for the male students, as was the case for the women who were bussed in and out on Saturdays from nearby Cedar Crest College prior to coeducation (see <a href=\"http://stage.archivejournal.net/wp-content/uploads/2012/02/lehigh_student-work_image1.jpg\" rel=\"lightbox\">Figure 1</a>). I had been taking my role as a woman on Lehigh’s campus for granted, and this process really made me consider the journey that others had taken to provide me with such an opportunity.\r\n\r\nThe archives played a major role in our documentary. The images and video clips we found provided evidence of our claims about the challenges women came up against at a conservative institution transitioning to coeducation, and in a way that our words alone could not do justice to. Simply hearing about the awkward mixers held before coeducation was implemented is not as powerful as seeing pictures of wide-eyed men groping at women, or of the huge amounts of alcohol they consumed at these parties. Lehigh’s archives are not used nearly enough. I am embarrassed to admit that as a first-semester senior English major I am just now getting my first taste of their value. It is my hope that our documentary project will serve as a positive example of the power that these resources can provide to our university. As these images fade further and further into the past, students have the chance to keep them alive in our contemporary work by using them in various classes and research projects. I hope that our documentary project can show the university, and especially other students like me who may not have known the extent of the material available, the value of these resources to the legacy of our institution and the appreciation of our education.','Kim Weber - Commentary','During the fall 2011 semester, I was a part of Lehigh University’s Theories of Masculinity class, an upper-level English and women’s studies course. Initially, I signed up for it because it was a prerequisite for graduating with department honors. As part of this course, we created a documentary film on coeducation and its effects on men and masculinity at Lehigh, which is currently celebrating its fortieth anniversary of admitting female students. My role in this film became a challenging and ultimately very rewarding part of my education at Lehigh.','inherit','open','open','','1113-revision-14','','','2012-10-24 02:51:48','2012-10-24 02:51:48','',1113,'http://stage.archivejournal.net/issue/2/uncategorized/1113-revision-14/',0,'revision','',0),(2061,19,'2012-09-10 22:37:42','2012-09-10 22:37:42','<img class=\"alignleft size-full wp-image-1279\" title=\"goucher_instructor image_sanders\" src=\"http://stage.archivejournal.net/wp-content/uploads/2012/02/goucher_instructor-image_sanders.jpg\" alt=\"\" width=\"120\" height=\"160\" />Students prepare for English 241: Archeology of Text research projects in twelve weeks of readings and laboratory experiences, which introduce the skills necessary to work with early printed books and archival documents. (For the text of the assignment, see <a href=\"http://faculty.goucher.edu/eng241/241_individual_research_projects_F09.htm\">here</a>). The goal of these projects is to enable each student to pursue a self-designed creative or descriptive study of books, manuscripts, and other artifacts from Special Collections and Archives. Because the course is interdisciplinary and students come from many majors, it is hard to predict where students’ curiosities will take them. The best way to encourage active student engagement is to prepare students for the widest range of book- and document-related work. Successful projects can lead to further research supported by Goucher’s Peirce Center fellowships.\r\n\r\nBeginning with the study of how a digital document is constructed and the history of the Internet’s “cloud” library, students practice searching online scholarly sites such as the <em>Oxford English Dictionary</em> (OED), WorldCat, <em>English Short-Title Catalog</em> (ESTC), and the continental library collections accessible through the University of Karlsruhe’s online catalog. They also explore using search engines and databases to identify and locate people, places, and things. Those skills provide interpretive context for hand-press books in the course’s next segment. After three weeks of studying typography, format, bindings, and hand-made paper and its manufacture, students have learned the most basic descriptive bibliography skills. This enables them to describe the edition-specific and copy-specific details of their “cadaver books,” a set of early printed books they handle each week to encourage safe and intelligent treatment of early paper and bindings. Finally, paper and parchment manuscript laboratories teach students to decipher secretary and scribal hands from the nineteenth through the thirteenth centuries. This enables them to interpret marginalia in early printed books, including owners’ inscriptions and other provenance and use evidence.\r\n\r\nSarah Kendall’s study of the Burke Austen Collection’s copy of the two-volume American first edition of Jane Austen’s <em>Emma</em> (Philadelphia: M. Carey, ; for sale by Wells &amp; Lilly, Boston, 1816) represents a creative response to traditional rare-book provenance study, resulting in her discovery of a significant trove of correspondence in the book’s archival container. Before Alberta Burke brought the book to Baltimore, it had passed through the hands of Christina Broun Dalhousie (the Countess Dalhousie); a prominent collector, Frank J. Hogan; and a poet, Siegfried Sassoon. Kendall’s study demonstrates the way a book’s value changes as it moves from owner to owner, becoming as attractive for its associations and rarity as it is for its text. An archives-based approach to using the course’s analytical tools is represented by Cassie Brand’s study of U.S. Naval Academy dance cards found in the scrapbook kept by Goucher student Mary Lee Keith (Class of 1924), augmented by research at The Nimitz Library in Annapolis. Brand showed how the cards could be used to study crucial changes in American courtship conventions as women took control of their relations with potential suitors.\r\n\r\nThese two projects represent the course’s goal: to enable original, undergraduate, hands-on archival research using interdisciplinary skills:\r\n<ul>\r\n	<li>See images from <a href=\"http://faculty.goucher.edu/eng241/cassie_brand_IRP_imaging_Fall%202007.htm\">Brand’s dance card project</a>.</li>\r\n	<li>See a portfolio of images of the <a href=\"http://faculty.goucher.edu/eng241/English_241_IRP_Images_F07.htm\">2007 class researching final projects</a>.</li>\r\n</ul>','Arnold Sanders - Commentary','Students prepare for English 241, “Archeology of Text,” research projects in twelve weeks of readings and laboratory experiences which introduce skills necessary to work with early printed books and archival documents. (For the text of the assignment, see\r\nhere). The goal of these projects is to enable each student to pursue a self-designed creative or descriptive study of books, manuscripts, and other artifacts from Special Collections and Archives. Because the course is interdisciplinary and students come from many majors, it is hard to predict where students’ curiosities will take them. The best way to encourage active student engagement is prepare students for the widest range of book and document related work. Successful projects can lead to further research supported by Goucher’s Peirce Center fellowships.','inherit','open','open','','1049-revision-12','','','2012-09-10 22:37:42','2012-09-10 22:37:42','',1049,'http://stage.archivejournal.net/issue/2/uncategorized/1049-revision-12/',0,'revision','',0),(3477,10,'2012-10-15 23:06:46','2012-10-15 23:06:46','Behind a low glass case in Goucher&rsquo;s Special Collection Room sits a humble blue book box that holds the first American edition of Jane Austen&rsquo;s <em>Emma</em>. Valued from nineteen to seventy-five thousand dollars on ABEBooks.com, the edition is unquestionably valuable. But how did this extremely rare copy end up in Goucher&rsquo;s modest library? In a letter to David Gilson on August 5th, 1967 Alberta Burke revealed that she owned a copy of the 1816 Philadelphia Emma, which formerly belonged to Siegfried Sassoon. The two corresponded from 1967 to 1975 until Alberta fell ill. Throughout this time a steady thread of conversation exists about the Philadelphia Emma.\r\n\r\nAfter seeing the interest that both Alberta Burke and David Gilson had in the first American edition of Emma, perusing the pages and studying the tome in detail was essential to discover first hand the majesty of the volumes.\r\n\r\n<div id=\"attachment_1319\" class=\"wp-caption alignright\" style=\"width:281px\"><a href=\"http://stage.archivejournal.net/wp-content/uploads/2012/02/goucher_student-work-image2_kendall.jpg\"><img class=\"size-medium wp-image-1319  \" title=\"goucher_student work image2_kendall\" src=\"http://stage.archivejournal.net/wp-content/uploads/2012/02/goucher_student-work-image2_kendall-281x250.jpg\" alt=\"First Edition of Emma (1816)\" width=\"281\" height=\"250\" /></a> <span class=\"wp-caption-text\">Front pastedown and first flyleaf of the Burke Collection copy of the American first edition of Emma (1816), with the book plates of the Countess of Dalhousie, Frank J. Hogan, and Alberta H. Burke.</span></div>\r\n\r\nThe inside of the custom-made blue book box is coated with a light perimeter of oil damage. Nancy Magnuson, one of Goucher&rsquo;s librarians and liaisons for the Special Collections, said that Alberta Burke felt so attached to the books and bindings in her collections that she oiled the leather twice a year, far more then necessary. The first volume&rsquo;s brown leather is faded and has been repaired after cracking. On the inside cover are two pasted rectangular cutouts. The first, measuring 3.5cm tall and 8cm wide, reads &ldquo;Countess of Dalhousie&rdquo; in delicate black print. The mysterious figure of the Countess Dalhousie intrigued both David Gilson and Alberta Burke. In a letter dated August 15th 1967 Burke wrote, &ldquo;The Countess of Dalhousie&rsquo;s signature, but no date, is on the title page. I like to think, most romantically, but with no evidence that she purchased it in new york when she was in Canada with her husband who was governor-general there in 1819.&rdquo;\r\n\r\nFive months later Burke and Gilson are still perplexed by the elusive Countess and her involvement with the edition. On January 12th, 1968 she writes to Gilson hoping to answer the questions he&rsquo;d had about the 1816 Philadelphia Emma. She notes that over the first half of the page in volume I there is a note in pencil, &ldquo;not I think in Sasoon&rsquo;s writing, probably in that of Percy (Mathews) who was the agent who arranged the sale from Mr. Sasoon to Mr. Hogan.&rdquo; The note, hand-written in pencil that has faded to the extent of being almost translucent, reads &ldquo;Countess of D- wife to the 9th Earl (1770-1838). Who was Governor of Canada, Nova Scotia, etc 1819-1828- this explains her owning this edition, which was unknown to G. Keynes when he compiled his Bibliography of Jane Austen, 1929.&rdquo;\r\n\r\n<!--nextpage-->\r\nThese pieces of evidence show that after being published by M. Carey in Philadelphia, this edition left Chesnut Street and most likely traveled into the hands of Lady Dalhousie. &ldquo;This copy,&rdquo; Gilson writes in his bibliography of Jane Austen, &ldquo;was in the present century found in Salisbury by Siegfried Sassoon.&rdquo;\r\n\r\nIn the same letter dated August 15th, 1967 in which she writes to Gilson about her romantic notion that the Countess of Dalhousie purchased Emma when visiting New York, she alludes to another letter involving Siegfried Sassoon. &ldquo;You may be amused at a sentence from Siegfried Sassoon&rsquo;s letter to Mr. Percy Elkin Mathews (who arranged the sale of the other 1816 Emma to Mr. Hogan in 1941. G. Keynes will be livid with me, as he wrote saying he must collate it as he wants to write something bout it for the Times Lit Supplement- which is poaching on your preserves, isn&rsquo;t it?&rdquo; She writes specifically to Gilson that, &ldquo; this is not for quotation in any article, but solely for your own pleasure.&rdquo; Alberta Burke must have known this would tickle David Gilson&rsquo;s fancy. Since Gilson first intended to write his bibliography on Jane Austen as a revised edition Geoffrey Keynes&rsquo;s 1929 bibliography, he would understand Muir&rsquo;s frustration with people encroaching on his research topic.\r\n\r\nBetween the letters from Burke and Gilson and the evidence left behind inside Emma, the provenance of this edition is fairly clear. Emma travels from the Philadelphia publisher to the Countess to Siegfried Sassoon. Inside the first volume of the Emma being examined lays a piece of lavender stationary, measuring 17.6cm tall x 13cm wide, folded in half. Opening it reveals that at the top of the stationary is typed &ldquo;Heytesbury House, Wiltshire&rdquo; and at the end of the letter is the minute script signature of Siegfried Sassoon.\r\n\r\nThe letter, addressed to Muir, dated March 12th, 1941 is written in Sassoon&rsquo;s light and witty style. He starts his letter with, &ldquo;Emma returns to you in a twitter of excitement about going to California. She is sure that Mr. F. Hogan is a very nice man, though she intends to be a bit sharp with him until she gets to know him.&rdquo; He then jokes with Muir at the expense of Keynes, writing how &ldquo;G. Keynes will be livid with me, as he wrote saying he must collate it as he wants to write something about it for the Times Lit Supplement- which is poaching on your preserves, isn&rsquo;t it?&rdquo;\r\n\r\nIn 1941 Sassoon sold the edition through Elkin Mathews to Frank J. Hogan (Gilson, 100). Under the Countess of Dalhousie&rsquo;s book label is the red leather label of Frank J. Hogan. Around the name in gold lettering it reads &ldquo;the true university of these days is a collection of books.&rdquo;\r\n\r\nIn addition to the lavender letter from Siegfried Sassoon, two additional correspondences hide between the inside cover and the title page. One letter was written to Mr. Hogan from Mr. Muir relating that the 1816 Philadelphia edition of Emma was on its way. The stationary was that of The Antiquarian Booksellers Association, shown by the stamp on the top right corner. Printed at the top is the name &ldquo;Elkin Mathews LTD&rdquo; followed by the director&rsquo;s names: Greville Worthington, Ian L. Fleming, and P. H. Muir. Underneath the names describes the objects in which these men were interested in: &ldquo;Rare Books, Manuscripts, Literary Portraits, Music.&rdquo;\r\n\r\n<!--nextpage-->\r\nLetters leading to other letters seems to be a theme when following this first American edition of Emma. In the letter to Mr. Hogan from Mr. Muir, Muir writes how he feels it is important that Mr. Hogan also get, along with the copy of Emma, the letter from Mr. Sassoon (the lavender letter found in the first volume.) &ldquo;I think it is only right and proper that you should have with the book the letter that Sassoon sent me when sending the book to me. My own feeling is that one cannot have too much of this kind of thing in association with books.&rdquo; The truth in Muir&rsquo;s statement could not be more paramount as it relates to this particular edition of Emma. Burke and Gilson&rsquo;s letter lead to examining the 1816 Philadelphia edition, which hold the additional correspondences from Sassoon and Muir. Being able to handle and analyze one of the three first American editions is a privilege in itself (Gilson, 100). Yet more than just handling the two volumes, I found the circuit of corresponding materials equally intriguing and helpful to track how the book came from Philadelphia, to the Countess Dalhousie, to Siegfried Sassoon to Frank J. Hogan and finally to Alberta Burke.\r\n\r\nThe last letter found inside the first volume relating to Emma&rsquo;s provenance is from Mr. Muir to Alberta Burke. Muir writes to Alberta on different stationary then when writing to Mr. Hogan, perhaps to add a more personal touch. Typed on yellow paper with the green &ldquo;Elkin Mathews Ltd&rdquo; insignia printed at the top, the letter is typed and dated May 22nd, 1945. Mr. Muir writes that Mr. Hogan purchased the first American 1816 Philadelphia edition for Alberta for only 300 dollars. &ldquo;I congratulate you,&rdquo; he writes, &ldquo;on getting it so cheaply. It is exceedingly rare.&rdquo;\r\n\r\nThe last letter from Alberta Burke to David Gilson is dated February 4th, 1975. After this date the Austen letters continue between Alberta&rsquo;s husband Henry Burke and David Gilson. After Alberta&rsquo;s death on May 22nd, 1975 Goucher&rsquo;s library received her Jane Austen collection. According to Goucher&rsquo;s pamphlet &ldquo;Twenty-Five Years of Jane Austen,&rdquo; Alberta had always intended to donate the collection to Goucher. &ldquo;From the time when my Jane Austen material first began to overflow the one-shelf bounds assigned to it, I have always intended that Goucher should be the ultimate recipient, and I have hoped that, sometime in the future, others would partake of the very great pleasure which they have given me for many years.&rdquo;\r\n\r\nWhen David Gilson in 1982 published A Bibliography of Jane Austen he acknowledged his gratitude to Alberta and Henry Burke. Both Alberta Burke and David Gilson benefited from their letters to one another. Alberta Burke, with her deep seeded love and interest in all things Austen, was able to help David Gilson with his mission to track down Austen texts, study and describe them.\r\n<h5>Works Cited</h5>\r\n<div class=\"footnote\">Gilson, David. <em>A Bibliography of Jane Austen</em>. first. Oxford: Clarendon Press, 1982.</div>\r\n<div class=\"footnote\">Austen, Jane. <em>Emma</em>. First. Philadelphia: M.Carey, 1816.</div>\r\n<!--nextpage-->\r\n<h5>Letters From Alberta Burke to David Gilson</h5>\r\n<ul>\r\n	<li>&ldquo;Apartment Stationary&rdquo; 18.8 cm tall x 25.9 cm wide, written section is 18.8cm tall x 13.1 cm wide, folded into four quarters for mailing, black ink, cream paper, red print of &ldquo;Apartment 1318 116 West University Parkway Baltimore, Maryland 21210.&rdquo; Gray and maroon thin stripe border.</li>\r\n	<li>&ldquo;Blue Air Mail&rdquo; 30.5 cm tall x 18.1cm wide, folded into a 9.7cm tall x 14.8cm wide envelope, black ink, written completely on first side and on first fourth and last fourth on other side.</li>\r\n	<li>&ldquo;Gray Apartment Stationary&rdquo; 18.8cm tall x 25.9cm wide, written section is 18.8 cm tall x 13.1 cm wide, folded into four quarters for mailing, black ink, cream paper, gray print of &ldquo;Apartment 1318 116 West University Parkway Baltimore, Maryland 21210.&rdquo; Gray thin stripe border.</li>\r\n	<li>&ldquo;Small Note Card&rdquo; 14cm tall x 8.4cm wide, thicker note-card type cream paper, written only on one side, addressed to &ldquo;Mr. D.J Gilson, J1 Blenheim Drive Oxford OX2 8DL England&rdquo; Airmail! is written above the address in red marker. &ldquo;Burke 1318 Broadview Apts. 116 W. University Parkway Baltimore, Maryland 21210&rdquo; is typed in upper left corner. Written in blue ink.</li>\r\n</ul>\r\n<strong>August 5, 1967\r\n</strong><em>Apartment Stationary\r\n</em>Tells Mr. Gilson that she has the Frank J. Hogan copy of the 1816 Philadelphia Emma, which formerly belonged to Siegfried Sassoon.\r\n\r\n<strong>August 15, 1967\r\n</strong><em>Apartment Stationary\r\n</em><em>Written in black fountain pen (script writing), fairly uniform line spacing\r\n</em>&ldquo;You may be amused at a sentence from Siegfried Sassoon&rsquo;s letter to Mr. Percy Elkin Mathews (who arranged the sale of the other 1816 Emma to Mr. Hogan in 1941. &ldquo;G. Keynes will be livid with me, as he wrote saying he must collate it as he wants to write something bout it for the Times Lit Supplement&mdash;which is poaching on your preserves, isn&rsquo;t it?&rdquo; This is not for quotation in any article, but solely for your own pleasure.&rdquo;<br /><br />&ldquo;Since my copy of the 1816 Philadelphia Emma…her signature, but no date, is on the title page) I like to think, most romantically, but with no evidence, that she purchased it as a new work when she was in Canada with her husband who was governor-general there in 1819.&rdquo;\r\n\r\n<strong>January 12, 1968\r\n</strong><em>Apartment Stationary\r\n</em>&ldquo;I hope that I can answer your questions about the Philadelphia 1816 Emma satisfactorily. On inside cover of both volumes is a book place or visiting card (I don&rsquo;t know which it is) bearing only the engraved words &ldquo;Coweliers Dalhousie&rdquo;…no device etc. In the first volume at the left and perpendicular to the lives of priutsey on the title pages is the signature &ldquo;Cou C Dalhousie&rdquo; (there is a bit of extra curlicue over the first letter.) However in volume two the signature…is plainly &ldquo;C B Dalhousie&rdquo; over the first preliminary half of volume I here is a note in pencil, not I think in Sassoon&rsquo;s writing, probably in that of Percy (Mathews) who was the agent who arranged the sale from Mr. Sassoon to Mr. Hogan.&rdquo;\r\n\r\n<strong>June 10, 1969\r\n</strong><em>Blue Air Mail\r\n</em>&ldquo;Does Mr. C.B. Hogan&rsquo;s copy of the 1st Am. E [Emma] conform to the Goodspeed, Boolm Cat. No 317, p.4, 1940 description: &ldquo;Three vols. In 2…Published by M. Cary. 21 Chestnut St. ….Boston 1816.&rdquo; I – not sure M. Hogan&rsquo;s article so can&rsquo;t collate my copy until his description of his E of my 1st edition is bound(?)&rdquo;\r\n\r\n<strong>November 18, 1969\r\n</strong><em>Gray Apartment Stationary\r\n</em>&ldquo;I was delighted to know of a 3rd (if imperfect copy of the Philadelphia E turning up. When I first read the description of it in Goodspeeds (I think) 1940 catalogue I thought it was some Bookshop.\r\n#16 went for $1300 to the same buyer\r\n#17 \" \" 550 \" \" \"\r\n#18 $40.00\r\n#19 $35.00\r\n#20 (The companion to the A--) was valued at $1250 00 by the estate and had a reserve price of $550 which was not reached so that the item was withdrawn.&rdquo;\r\n\r\n<strong>March 11, 1973\r\n</strong><em>Small Note Card\r\n</em>&ldquo;In looking for something else, I picked out a letter of Dr. R.W. Chapurace to me dated 13.10.51. In it he says &ldquo;The 1816 Philadelphia Emma was the result of Scott&rsquo;s Quarterly Review, I guess. One day I looked out [the word looks like &ldquo;whatelup&rdquo; but this is impossible!] 2 R 1826 and found that it is of a ‘New Edition&rsquo; N.A+P that lso is unrecorded.&rdquo; I haven&rsquo;t checked further to see if I, or any one else has these listed, and perhaps, I am first causing you unnecessary trouble or being commonly behind the fair.&rdquo;\r\n\r\n<strong>December 16, 1973\r\n</strong><em>Gray Apartment Stationary\r\n</em>&ldquo;The only first in boards which I have which has its labels intact (they match Keynes) is M.P. The E has had the backstrips repaired and the N.A.+P 2 packstrips have crumbled away completely + 2 are very cracked + missing the labels&rdquo;\r\n\r\n<!--nextpage-->\r\n<h5>Letters from Gilson to Henry Burke (after Alberta falls ill)</h5>\r\n<ul>\r\n	<li>&ldquo;Small White Paper&rdquo; 17.9cm tall x 13.7cm wide, blue ink, almost transparent white paper, written on only one side.</li>\r\n	<li>&ldquo;Blue Air Mail&rdquo; 30.5 cm tall x 18.1cm wide, folded into a 9.7cm tall x 14.8cm wide envelope, black ink, written completely on first side and on first fourth and last fourth on other side.</li>\r\n</ul>\r\n<strong>June 14th, 1975\r\n</strong><em>Blue Air Mail\r\n</em>&ldquo;I see that Sotheby&rsquo;s are selling on 23rd of June &ldquo;an autograph letter by Jane Austen to her publisher commenting on the review of her novel Emma by Sir Walter Scott&rdquo;: presumably RWC 127, marked as ‘original not traced&rsquo;. I suppose the Pierpont Morgan will be bidding for this!&rdquo;\r\n\r\n<strong>August 3rd, 1975\r\n</strong><em>Small White Paper\r\n</em>&ldquo;It would be very kind if you could give me the correct address of Goucher College, and also the name of the librarian whom I should contact with any query relating to Alberta&rsquo;s books (there may be queries over some of the rarer items, especially the 1816 Philadelphia Emma.)&rdquo;\r\n\r\n<strong>October 16th, 1976\r\n</strong><em>Small White Pape</em><em>r\r\n</em><em>Written on both sides.\r\n</em>&ldquo;I spent a very interesting morning on 1st September at John Murray in Albemarte Street; they kindly allowed me to see their ledgers, giving the publication costs and other details of the first editions of Emma and Northanger Abbey and Persuasion.&rdquo;\r\n\r\n<strong>December 26th, 1976\r\n</strong><em>Small White Paper.\r\n</em><em>Written on both sides.\r\n</em>&ldquo;Miss Jones of Goucher College has very kindly sent me-free of charge- an excellent photograph of the title page of Vol.1 of Alberta&rsquo;s copy of the 1816 Philadelphia Emma (my reproduction in the Autumn 1969 Book Collector was from a Xerox of Mr. Hogan&rsquo;s copy; this photograph is much clearer).&rdquo;\r\n\r\n<strong>March 20th, 1977\r\n</strong><em>Small White Paper\r\n</em><em>Written on both sides.\r\n</em>&ldquo;Christie&rsquo;s sold first editions of Emma and of Northanger Abbey and Persuasion on 2nd February- not particularly good copies (from the catalogue descriptions) although with the half-titles in each case; I don&rsquo;t know who bought them, but they fetched 350 pounds and 230 pounds respectively. I have been given an extremely imperfect copy of the first-edition of Emma, consisting only of Vol.1 (lacking the half-title), and Vol.3 (lacking all before p.19.) It clearly has no commercial value, but still seems worth having.&rdquo;\r\n\r\n<!--nextpage-->\r\n<h5>Letters Found Inside First Volume of 1816 Philadelphia <em>Emma</em></h5>\r\n<strong>Letter 1\r\n</strong><em>17.6cm tall x 13cm wide, grayish blue stationary with &ldquo;Heytesbury House, Wiltshire&rdquo; printed on top, dated &ldquo;12a.3.41,&rdquo; hand written in script, black ink.</em>\r\n&ldquo;Dear Muir,\r\n‘Emma&rsquo; returns to you in a twitter of excitement about ‘going to California.&rsquo; She is sure that Mr. F. Hogan is a very nice man though she intends to be a bit sharp with him until she has got to know him.\r\nSeriously- I am greatly obliged to you and --- agree to your 15% etc, and my wish you are making a bit more out of it. (G. Keynes will be livid with me, as he would say, he ---- collate it as he wants to write something about it for the ----- which his --- on your ---, isn&rsquo;t it?) ….\r\nYours, SS (written on top of each other)\r\n\r\n<div id=\"attachment_1316\" align=\"wp_caption alignnone\" style=\"width:250px\"><a href=\"http://stage.archivejournal.net/wp-content/uploads/2012/02/goucher_student-work-image3_kendall.jpg\"><img class=\"size-medium wp-image-1316\" title=\"goucher_student work image3_kendall\" src=\"http://stage.archivejournal.net/wp-content/uploads/2012/02/goucher_student-work-image3_kendall-186x250.jpg\" alt=\"Siegfried Sassoon\'s letter to Percy Muir\" width=\"186\" height=\"250\" /></a> <span class=\"wp-caption-text\">Siegfried Sassoon\'s letter to Percy Muir, antiquarian book dealer, regarding Sassoon\'s sale of the American first edition of <em>Emma</em> (1816) to Frank J. Hogan (dated December 3, 1941). The letter was discovered inside the front cover of the Burke Collection copy.</span></div>\r\n\r\n<strong>Letter 2</strong>\r\n<em>&ldquo;Antiquarian Booksellers Association&rdquo; stamp on top left, written March 18, 1941 and received April 17, 1941 (received date written in pencil on top right corner,) stationary is of &ldquo;Elkin Mathews LTD. Directors: Greville Worthington, Ian L. Fleming, and P.H. Muir,&rdquo; underneath is typed &ldquo;Rare Books, Manuscripts, Literary Portraits, Music.&rdquo;</em>\r\n&ldquo;Dear Mr. Hogan,\r\nThis is just a brief note formally to announce the fact that &ldquo;Emma&rdquo; left here today on her long journey to California. I think it only right and proper that you should have with the book the letter that Sassoon sent me when sending the book to me. My own feeling is that one cannot have too much of this kind of thing in association with books. I think Siegfried Sassoon a great writer and I would be glad to have this letter myself were I buying one of his books, and I have the feeling that you may think that way, too, so I enclose the letter. He was a great friend and admirer of Charlotte Mew&rsquo;s, by the way, which may help to endear him to you.\r\nWith every good wish and kind regards,\r\nYours very sincerely,\r\nP. H. MuirHand\r\nwritten note (in same green ink as Muir&rsquo;s signature) written below signature of &ldquo;P.H Muir&rdquo;:\r\n&ldquo;Note the date on SS&rsquo;s letter, evidently written on 131h&rdquo;\r\n\r\n<strong>Letter 3</strong>\r\n<em>Yellow paper, green &ldquo;Elkin Mathews Ltd,&rdquo; dated May 22, 1945, typed in faded black ink.</em>\r\n&ldquo;Dear Mrs. Burke,\r\nThank you very much indeed for your letter of May 6th. I congratulate you on getting the &ldquo;Emma&rdquo; so cheaply. It is exceedingly rare and Mr. Hogan as very glad to pay 300 dollars for it. I mention the price in dollars because at the time he bought it the 1-pound was below par and fluctuating, so that the price was actually quoted in dollars. I say that the price was set by Mr. Sassoon and not by me, but I saw no reason at the time to take exception to it.\r\nI always have you in mind for any interesting Jane Austen items, which turn up.\r\nYours very sincerely,\r\nP.H. Muir (signed in green ink)\r\n\r\n<!--nextpage-->\r\n<h5>Emma (1st Edition Philadelphia 1816)</h5>\r\n18.3cm tall x 11.1cm (cover)\r\n\r\n<em>Inside Cover</em>\r\ncut and pasted paper of: COUNTESS OF DALHOUSIE, below: maroon and gold sticker of: Ex Libris Frank J. Hogan (around name says: the true university of these days is a collection of books&rdquo;\r\n\r\n<em>Next Page</em>\r\nwritten by hand in faded pencil: &rdquo;Countess of d.- wife of the 9th Earl (1770-1838). Who was Governor of Canada, Nova Scotia, etc. 1819-1828- This explains her owning this edition, which was unknown to G. Keynes when he compiled his Bibliography of Jane Austen, 1929.&rdquo;\r\nunder this is the paper square for the &ldquo;Alberta H. Burke&rdquo;\r\n\r\n<div id=\"attachment_1314\" align=\"alignnone\" stlye=\"width:147px\"><a href=\"http://stage.archivejournal.net/wp-content/uploads/2012/02/goucher_student-work-image1_kendall.jpg\"><img src=\"http://stage.archivejournal.net/wp-content/uploads/2012/02/goucher_student-work-image1_kendall-147x250.jpg\" alt=\"American first edition of Jane Austen&#039;s Emma\" title=\"goucher_student work image1_kendall\" width=\"147\" height=\"250\" class=\"size-medium wp-image-1314\" /></a> <span class=\"wp-caption-text\">Title page of the Burke Collection copy of the American first edition of Jane Austen\'s <em>Emma</em> (1816).</span></div>\r\n\r\n<em>Title Page</em>\r\nEMMA:\r\nA Novel\r\nHere Volumes in Two\r\n(written on side, vertically: A.B. Dallhousie)\r\nBy the Author of &ldquo;Pride and Prejudice,&rdquo;\r\n&amp;c. &amp;c.\r\nVol. 1\r\nPHILADELPHIA:\r\nPublished by M.Carey, No. 121 Chesnut Street\r\nAnd for Sale by Wells &amp; Lilly, Boston\r\n1816\r\n\r\n<em>Next Page</em>\r\nTo his Royal Highness\r\nThe Prince Regent, This Work Is, By his Royal Highness&rsquo;s Permission, Most Respectfully Dedicated, By His Royal Highness&rsquo;s Dutiful and Obedient Humble Servant, The Author.&rdquo;\r\n\r\n<em>First Page of Text</em>\r\n18cm tall x 9.8cm wide\r\nA2 at bottom of first page – 8 pages later is &ldquo;B&rdquo; (vol.1), 4 pages later &ldquo;B2&rdquo;, 8 pages later &ldquo;C&rdquo; (vol.1.), 4 pages later &ldquo;C2&rdquo;, 8 pages later &ldquo;D&rdquo; (vol.1)\r\naverage full page text block: 12.5cm tall x 7.4cm wide\r\n\r\n<!--nextpage-->\r\n<h5>Letters Found Inside Second Volume</h5>\r\n<strong>Letter 1</strong>\r\n<em>21.5cm tall x13.9cm wide, typed: &ldquo;Charles Sessler Inc.&rdquo; Established 1882, Bookseller and Printseller 1308 Walnut Street Philadelphia, PA. 19107&rdquo; stationary</em>\r\n<em> dated April 24, 1967</em>\r\n&ldquo;Dear Mr. Burke:\r\nIn 1945 we purchased in New York at the sale of the Frank J. Hogan Library, item No. 7, a copy of EMMA, printed in Philadelphia by Carey in 1816.\r\nDo you still have this book and would you be willing to part with it?&rdquo;\r\nYours Sincerely,\r\nMabel Zahn (signed in ink)\r\nZ.T. in bottom left corner, typed (?)\r\n\r\n<strong>Letter 2</strong>\r\n<em>Typed, same stationary as letter 1</em>\r\n<em> dated May 3, 1967</em>\r\n&ldquo;Dear Mr. Burke:\r\nThank you so much for your letter of May 1st.\r\nI am glad that you still have the copy of EMMA. Our inquiry was for a bibliographic purpose. Someone who is working on the bibliography has asked us about the copy we sold you and naturally we followed through for him.\r\nWith best wishes,\r\nYours Sincerely,\r\nMabel Zahn\r\n-Z.T. in bottom left corner, typed (?)','How Emma Travels: by letters, hands and libraries','Behind a low glass case in Goucher’s Special Collection Room sits a humble blue book box that holds the first American edition of Jane Austen’s Emma. Valued from nineteen to seventy-five thousand dollars on ABEBooks.com, the edition is unquestionably valuable. But how did this extremely rare copy end up in Goucher’s modest library? In a letter to David Gilson on August 5th, 1967 Alberta Burke revealed that she owned a copy of the 1816 Philadelphia Emma, which formerly belonged to Siegfried Sassoon. The two corresponded from 1967 to 1975 until Alberta fell ill. Throughout this time a steady thread of conversation exists about the Philadelphia Emma.\r\n\r\nAfter seeing the interest that both Alberta Burke and David Gilson had in the first American edition of Emma, perusing the pages and studying the tome in detail was essential to discover first hand the majesty of the volumes.','inherit','open','open','','1300-revision-64','','','2012-10-15 23:06:46','2012-10-15 23:06:46','',1300,'http://stage.archivejournal.net/issue/2/uncategorized/1300-revision-64/',0,'revision','',0),(2062,19,'2012-07-27 07:11:20','2012-07-27 07:11:20','','Hands-On Research with Rare Books and Ephemera ','This case study features the work of two students completed in an English class at Goucher College.  The course, called “The Archeology of Text,” offers students an understanding of the social and historical frameworks for the production and consumption of text—beginning with the digital age and moving backwards in time.  Students are also trained in bibliographic research skills which they apply to objects in Goucher’s Special Collections library. These objects then become the subjects of the research paper that serves as the final course project.','inherit','open','open','','1047-revision-31','','','2012-07-27 07:11:20','2012-07-27 07:11:20','',1047,'http://stage.archivejournal.net/issue/2/uncategorized/1047-revision-31/',0,'revision','',0),(2063,19,'2012-07-27 06:21:54','2012-07-27 06:21:54','When I heard about English 241: Archeology of Text, I was immediately excited. I had been working in Special Collections and Archives at Goucher College for about a year, and I knew the class would give me a chance to learn more about books and archives in a setting that would encourage discussions with my peers. When it came time to pick a collection for my final project, I decided to work with archival materials rather than books so that I could challenge myself.\r\n\r\nWhile working in Special Collections, I had often walked by large blue boxes containing scrapbooks, but I had yet to look through them. When I began leafing through them, I found that I learned as much about Goucher College as I did about the women who put the scrapbooks together. Many of the scrapbooks had things in common, including Valentines, pressed flowers, calling cards, and photographs. But what intrigued me most were the dance cards. I had never before encountered dance cards, or even heard of them, even though I had been dancing all my life. Many of the dance cards were from the U.S. Naval Academy, a nearby all-male school in need of women with whom to dance. Goucher girls would often travel to Annapolis for the weekend dances and bring back dance cards as souvenirs.\r\n\r\n[caption id=\"attachment_1275\" align=\"alignnone\" width=\"510\"]<img class=\" wp-image-1275 \" title=\"goucher_student action photo_brand\" src=\"http://stage.archivejournal.net/wp-content/uploads/2012/02/goucher_student-action-photo_brand.jpg\" alt=\"\" width=\"510\" height=\"382\" /> Cassie Brand working in the former Rare Book Collection Seminar Room (December 2007) with an early Chaucer edition from Special Collections (Ed. John Urry, London: Printed for Bernard Lintot, 1721).[/caption]\r\n\r\nWhen I began researching these cards, I found very little information. I went to all of the reference librarians I could find, but even they had difficulties because very few secondary sources were available. I looked through all the etiquette books I could get my hands on and even asked people to tell me what they knew about dance cards. Those who knew of them provided me with the basic information I needed to study the cards.\r\n\r\nI contacted the U.S. Naval Academy Archives, and with the help of Nancy Magnuson, Goucher College Librarian, I made an appointment to see their collection. There I found an almost complete run of dance cards from the Farewell Ball, which was held every year after graduation. Some were blank, some were filled in, some contained photographs, and some still had their tiny pencils attached. Looking through the cards, I found that they could be studied in several ways. One could examine print history, dance history, social history, or even one woman’s history of dance partners. The first and last dance cards were so drastically different that I chose to look at how the cards changed over the years. I found that the cards’ modifications reflected the changes in social dances.\r\n\r\nThough I have not yet returned to the dance card collections to study them further, they have never been far from my mind. I am still trying to convince people that dance cards are brilliant and should be reinstated for social events. Dance cards remain an interest of mine, and I would love to eventually write their complete history.','Cassie Brand - Commentary','When I heard about English 241: Archeology of Text, I was immediately excited. I had been working in Special Collections and Archives at Goucher College for about a year and I knew the class would give me a chance to learn more about books and archives in a setting that would encourage discussions with my peers. When it came time to pick a collection for my final project, I decided to work with archival materials rather than books so that I could challenge myself.','inherit','open','open','','1051-revision-12','','','2012-07-27 06:21:54','2012-07-27 06:21:54','',1051,'http://stage.archivejournal.net/issue/2/uncategorized/1051-revision-12/',0,'revision','',0),(2064,19,'2012-07-27 06:29:04','2012-07-27 06:29:04','As an undergraduate English major with a concentration in creative writing, I had always regarded books as a portal into the world of fiction, a place where I could study plots and themes, setting and syntax. I had never stopped to consider books as historical objects until my first class in English 241: Archeology of Text. The assignment for the final research paper seemed simple: use what we learned during the semester to explore, analyze, and describe a document of interest from Goucher’s Special Collections.\r\n\r\nI knew from the start that I was intrigued by Goucher’s prolific collection of Jane Austen materials, but needed something specific to spark my interest. Walking around the small Special Collections room in the Julia Rogers Library, my gaze landed on a blue box behind a glass case. I soon learned that inside that box lay the first American edition of <em>Emma</em> (Philadelphia: M. Carey; for sale by Wells &amp; Lilly, Boston, 1816).  Nancy Magnuson, college librarian, told me all about Alberta Burke’s letters and thought that they might contain clues for my research. I have always been fascinated with letters (both reading and writing them), and the process of tracking a specific book through personal correspondences captivated me. I chose to study the 1816 first American edition of <em>Emma</em> and explore the letters that track how it found a home in Goucher’s library.\r\n\r\n&nbsp;\r\n\r\n[caption id=\"attachment_1273\" align=\"aligncenter\" width=\"320\"]<img class=\"size-full wp-image-1273\" title=\"goucher_student action photo_kendall\" src=\"http://stage.archivejournal.net/wp-content/uploads/2012/02/goucher_student-action-photo_kendall.jpg\" alt=\"\" width=\"320\" height=\"375\" /> Sarah Kendall working with the Burke copy of the American first edition of Austen\'s <em>Emma</em> (Philadelphia: M. Carey; for sale by Wells &amp; Lilly, Boston, 1816).in the former Rare Book Collection Seminar Room (December 2007).[/caption]\r\n\r\nI remain baffled by the amount of information and detailed history I discovered while writing a descriptive bibliography. I wrote detailed accounts of the letters from Alberta Burke and David Gilson, the letters between David Gilson and Henry Burke, and the 1816 first edition of <em>Emma</em>. After seeing the interest that both Alberta Burke and David Gilson had in the first American edition of <em>Emma</em>, I knew that perusing the pages and studying the tome in detail would be essential to revealing the book’s history. Sifting through dozens of letters hoping to find mention of <em>Emma</em> thrilled me to no end. Reading different letters from various sources also illuminated how various people valued the first edition and why they wanted it in their possession. The circuit of corresponding materials proved equally intriguing and helpful for tracking down how the book traveled from Philadelphia to Goucher’s library.\r\n\r\nI learned that by latching on to a specific topic, I could follow a steady thread of conversation about <em>Emma</em>. The experience made me feel like a genuine historian instead of an undergraduate student simply researching journal articles or internet resources. It felt very special and intellectually stimulating to handle history with my own hands! I even discovered two additional letters hidden between the inside cover and the title page of the first volume. Unearthing these two letters felt very encouraging and proved that there is always the possibility of finding something new within the archives.','Sarah Kendall - Commentary','As an undergraduate English major with a concentration in Creative Writing, I had always regarded books as a portal into the world of fiction; a place where I could study plots and themes, setting and syntax. I had never stopped to consider books as historical objects until my first class in English 241: Archeology of Text. The assignment for the final research paper seemed simple: use what we learned during the semester to explore, analyze, and describe a document of interest from Goucher’s Special Collections.','inherit','open','open','','1053-revision-10','','','2012-07-27 06:29:04','2012-07-27 06:29:04','',1053,'http://stage.archivejournal.net/issue/2/uncategorized/1053-revision-10/',0,'revision','',0),(2065,19,'2012-07-27 07:25:31','2012-07-27 07:25:31','Behind a low glass case in Goucher’s Special Collection Room sits a humble blue book box that holds the first American edition of Jane Austen’s <em>Emma</em>. Valued from nineteen to seventy-five thousand dollars on ABEBooks.com, the edition is unquestionably valuable. But how did this extremely rare copy end up in Goucher’s modest library? In a letter to David Gilson on August 5th, 1967 Alberta Burke revealed that she owned a copy of the 1816 Philadelphia Emma, which formerly belonged to Siegfried Sassoon. The two corresponded from 1967 to 1975 until Alberta fell ill. Throughout this time a steady thread of conversation exists about the Philadelphia Emma.\r\n\r\nAfter seeing the interest that both Alberta Burke and David Gilson had in the first American edition of Emma, perusing the pages and studying the tome in detail was essential to discover first hand the majesty of the volumes.\r\n\r\n[caption id=\"attachment_1319\" align=\"alignnone\" width=\"638\"]<img class=\"size-full wp-image-1319\" title=\"goucher_student work image2_kendall\" src=\"http://stage.archivejournal.net/wp-content/uploads/2012/02/goucher_student-work-image2_kendall.jpg\" alt=\"\" width=\"638\" height=\"567\" /> Front pastedown and first flyleaf of the Burke Collection copy of the American first edition of <em>Emma</em> (1816), with the book plates of the Countess of Dalhousie, Frank J. Hogan, and Alberta H. Burke.[/caption]\r\n\r\nThe inside of the custom-made blue book box is coated with a light perimeter of oil damage. Nancy Magnuson, one of Goucher’s librarians and liaisons for the Special Collections, said that Alberta Burke felt so attached to the books and bindings in her collections that she oiled the leather twice a year, far more then necessary. The first volume’s brown leather is faded and has been repaired after cracking. On the inside cover are two pasted rectangular cutouts. The first, measuring 3.5cm tall and 8cm wide, reads “Countess of Dalhousie” in delicate black print. The mysterious figure of the Countess Dalhousie intrigued both David Gilson and Alberta Burke. In a letter dated August 15th 1967 Burke wrote, “The Countess of Dalhousie’s signature, but no date, is on the title page. I like to think, most romantically, but with no evidence that she purchased it in new york when she was in Canada with her husband who was governor-general there in 1819.”\r\n\r\nFive months later Burke and Gilson are still perplexed by the elusive Countess and her involvement with the edition. On January 12th, 1968 she writes to Gilson hoping to answer the questions he’d had about the 1816 Philadelphia Emma. She notes that over the first half of the page in volume I there is a note in pencil, “not I think in Sasoon’s writing, probably in that of Percy (Mathews) who was the agent who arranged the sale from Mr. Sasoon to Mr. Hogan.” The note, hand-written in pencil that has faded to the extent of being almost translucent, reads “Countess of D- wife to the 9th Earl (1770-1838). Who was Governor of Canada, Nova Scotia, etc 1819-1828- this explains her owning this edition, which was unknown to G. Keynes when he compiled his Bibliography of Jane Austen, 1929.”\r\n\r\n<!--nextpage-->\r\n\r\nThese pieces of evidence show that after being published by M. Carey in Philadelphia, this edition left Chesnut Street and most likely traveled into the hands of Lady Dalhousie. “This copy,” Gilson writes in his bibliography of Jane Austen, “was in the present century found in Salisbury by Siegfried Sassoon.”\r\n\r\nIn the same letter dated August 15th, 1967 in which she writes to Gilson about her romantic notion that the Countess of Dalhousie purchased Emma when visiting New York, she alludes to another letter involving Siegfried Sassoon. “You may be amused at a sentence from Siegfried Sassoon’s letter to Mr. Percy Elkin Mathews (who arranged the sale of the other 1816 Emma to Mr. Hogan in 1941. G. Keynes will be livid with me, as he wrote saying he must collate it as he wants to write something bout it for the Times Lit Supplement- which is poaching on your preserves, isn’t it?” She writes specifically to Gilson that, “ this is not for quotation in any article, but solely for your own pleasure.” Alberta Burke must have known this would tickle David Gilson’s fancy. Since Gilson first intended to write his bibliography on Jane Austen as a revised edition Geoffrey Keynes’s 1929 bibliography, he would understand Muir’s frustration with people encroaching on his research topic.\r\n\r\nBetween the letters from Burke and Gilson and the evidence left behind inside Emma, the provenance of this edition is fairly clear. Emma travels from the Philadelphia publisher to the Countess to Siegfried Sassoon. Inside the first volume of the Emma being examined lays a piece of lavender stationary, measuring 17.6cm tall x 13cm wide, folded in half. Opening it reveals that at the top of the stationary is typed “Heytesbury House, Wiltshire” and at the end of the letter is the minute script signature of Siegfried Sassoon.\r\n\r\nThe letter, addressed to Muir, dated March 12th, 1941 is written in Sassoon’s light and witty style. He starts his letter with, “Emma returns to you in a twitter of excitement about going to California. She is sure that Mr. F. Hogan is a very nice man, though she intends to be a bit sharp with him until she gets to know him.” He then jokes with Muir at the expense of Keynes, writing how “G. Keynes will be livid with me, as he wrote saying he must collate it as he wants to write something about it for the Times Lit Supplement- which is poaching on your preserves, isn’t it?”\r\n\r\nIn 1941 Sassoon sold the edition through Elkin Mathews to Frank J. Hogan (Gilson, 100). Under the Countess of Dalhousie’s book label is the red leather label of Frank J. Hogan. Around the name in gold lettering it reads “the true university of these days is a collection of books.”\r\n\r\nIn addition to the lavender letter from Siegfried Sassoon, two additional correspondences hide between the inside cover and the title page. One letter was written to Mr. Hogan from Mr. Muir relating that the 1816 Philadelphia edition of Emma was on its way. The stationary was that of The Antiquarian Booksellers Association, shown by the stamp on the top right corner. Printed at the top is the name “Elkin Mathews LTD” followed by the director’s names: Greville Worthington, Ian L. Fleming, and P. H. Muir. Underneath the names describes the objects in which these men were interested in: “Rare Books, Manuscripts, Literary Portraits, Music.”\r\n\r\n<!--nextpage-->\r\n\r\nLetters leading to other letters seems to be a theme when following this first American edition of Emma. In the letter to Mr. Hogan from Mr. Muir, Muir writes how he feels it is important that Mr. Hogan also get, along with the copy of Emma, the letter from Mr. Sassoon (the lavender letter found in the first volume.) “I think it is only right and proper that you should have with the book the letter that Sassoon sent me when sending the book to me. My own feeling is that one cannot have too much of this kind of thing in association with books.” The truth in Muir’s statement could not be more paramount as it relates to this particular edition of Emma. Burke and Gilson’s letter lead to examining the 1816 Philadelphia edition, which hold the additional correspondences from Sassoon and Muir. Being able to handle and analyze one of the three first American editions is a privilege in itself (Gilson, 100). Yet more than just handling the two volumes, I found the circuit of corresponding materials equally intriguing and helpful to track how the book came from Philadelphia, to the Countess Dalhousie, to Siegfried Sassoon to Frank J. Hogan and finally to Alberta Burke.\r\n\r\nThe last letter found inside the first volume relating to Emma’s provenance is from Mr. Muir to Alberta Burke. Muir writes to Alberta on different stationary then when writing to Mr. Hogan, perhaps to add a more personal touch. Typed on yellow paper with the green “Elkin Mathews Ltd” insignia printed at the top, the letter is typed and dated May 22nd, 1945. Mr. Muir writes that Mr. Hogan purchased the first American 1816 Philadelphia edition for Alberta for only 300 dollars. “I congratulate you,” he writes, “on getting it so cheaply. It is exceedingly rare.”\r\n\r\nThe last letter from Alberta Burke to David Gilson is dated February 4th, 1975. After this date the Austen letters continue between Alberta’s husband Henry Burke and David Gilson. After Alberta’s death on May 22nd, 1975 Goucher’s library received her Jane Austen collection. According to Goucher’s pamphlet “Twenty-Five Years of Jane Austen,” Alberta had always intended to donate the collection to Goucher. “From the time when my Jane Austen material first began to overflow the one-shelf bounds assigned to it, I have always intended that Goucher should be the ultimate recipient, and I have hoped that, sometime in the future, others would partake of the very great pleasure which they have given me for many years.”\r\n\r\nWhen David Gilson in 1982 published A Bibliography of Jane Austen he acknowledged his gratitude to Alberta and Henry Burke. Both Alberta Burke and David Gilson benefited from their letters to one another. Alberta Burke, with her deep seeded love and interest in all things Austen, was able to help David Gilson with his mission to track down Austen texts, study and describe them.\r\n<h5>Works Cited</h5>\r\nGilson, David. <em>A Bibliography of Jane Austen</em>. first. Oxford: Clarendon Press, 1982.\r\n\r\nAusten, Jane. <em>Emma</em>. First. Philadelphia: M.Carey, 1816.\r\n\r\n<!--nextpage-->\r\n<h5>Letters From Alberta Burke to David Gilson</h5>\r\n<ul>\r\n	<li>“Apartment Stationary” 18.8 cm tall x 25.9 cm wide, written section is 18.8cm tall x 13.1 cm wide, folded into four quarters for mailing, black ink, cream paper, red print of “Apartment 1318 116 West University Parkway Baltimore, Maryland 21210.” Gray and maroon thin stripe border.</li>\r\n	<li>“Blue Air Mail” 30.5 cm tall x 18.1cm wide, folded into a 9.7cm tall x 14.8cm wide envelope, black ink, written completely on first side and on first fourth and last fourth on other side.</li>\r\n	<li>“Gray Apartment Stationary” 18.8cm tall x 25.9cm wide, written section is 18.8 cm tall x 13.1 cm wide, folded into four quarters for mailing, black ink, cream paper, gray print of “Apartment 1318 116 West University Parkway Baltimore, Maryland 21210.” Gray thin stripe border.</li>\r\n	<li>“Small Note Card” 14cm tall x 8.4cm wide, thicker note-card type cream paper, written only on one side, addressed to “Mr. D.J Gilson, J1 Blenheim Drive Oxford OX2 8DL England” Airmail! is written above the address in red marker. “Burke 1318 Broadview Apts. 116 W. University Parkway Baltimore, Maryland 21210” is typed in upper left corner. Written in blue ink.</li>\r\n</ul>\r\n<strong>August 5, 1967</strong>\r\n\r\n<em>Apartment Stationary</em>\r\n\r\nTells Mr. Gilson that she has the Frank J. Hogan copy of the 1816 Philadelphia Emma, which formerly belonged to Siegfried Sassoon.\r\n\r\n<strong>August 15, 1967</strong>\r\n\r\n<em>Apartment Stationary</em>\r\n<em>Written in black fountain pen (script writing), fairly uniform line spacing</em>\r\n\r\n“You may be amused at a sentence from Siegfried Sassoon’s letter to Mr. Percy Elkin Mathews (who arranged the sale of the other 1816 Emma to Mr. Hogan in 1941. “G. Keynes will be livid with me, as he wrote saying he must collate it as he wants to write something bout it for the Times Lit Supplement- which is poaching on your preserves, isn’t it?” This is not for quotation in any article, but solely for your own pleasure.”\r\n“Since my copy of the 1816 Philadelphia Emma…her signature, but no date, is on the title page) I like to think, most romantically, but with no evidence, that she purchased it as a new work when she was in Canada with her husband who was governor- general there in 1819.”\r\n\r\n<strong>January 12, 1968</strong>\r\n\r\n<em>Apartment Stationary</em>\r\n\r\n“I hope that I can answer your questions about the Philadelphia 1816 Emma satisfactorily. On inside cover of both volumes is a book place or visiting card (I don’t know which it is) bearing only the engraved words “Coweliers Dalhousie”…no device etc. In the first volume at the left and perpendicular to the lives of priutsey on the title pages is the signature “Cou C Dalhousie” (there is a bit of extra curlicue over the first letter.) However in volume two the signature…is plainly “C B Dalhousie” over the first preliminary half of volume I here is a note in pencil, not I think in Sassoon’s writing, probably in that of Percy (Mathews) who was the agent who arranged the sale from Mr. Sassoon to Mr. Hogan.”\r\n\r\n<strong>June 10, 1969</strong>\r\n\r\n<em>Blue Air Mail</em>\r\n\r\n“Does Mr. C.B. Hogan’s copy of the 1st Am. E [Emma] conform to the Goodspeed, Boolm Cat. No 317, p.4, 1940 description: “Three vols. In 2…Published by M. Cary. 21 Chestnut St. ….Boston 1816.” I – not sure M. Hogan’s article so can’t collate my copy until his description of his E of my 1st edition is bound(?)”\r\n\r\n<strong>November 18, 1969</strong>\r\n\r\n<em>Gray Apartment Stationary</em>\r\n\r\n“I was delighted to know of a 3rd (if imperfect copy of the Philadelphia E turning up. When I first read the description of it in Goodspeeds (I think) 1940 catalogue I thought it was some Bookshop.\r\n#16 went for $1300 to the same buyer\r\n#17 “ “ 550 “ “ “\r\n#18 $40.00\r\n#19 $35.00\r\n#20 (The companion to the A--) was valued at $1250 00 by the estate and had a reserve price of $550 which was not reached so that the item was withdrawn.”\r\n\r\n<strong>March 11, 1973</strong>\r\n\r\n<em>Small Note Card</em>\r\n\r\n“In looking for something else, I picked out a letter of Dr. R.W. Chapurace to me dated 13.10.51. In it he says “The 1816 Philadelphia Emma was the result of Scott’s Quarterly Review, I guess. One day I looked out [the word looks like “whatelup” but this is impossible!] 2 R 1826 and found that it is of a ‘New Edition’ N.A+P that lso is unrecorded.” I haven’t checked further to see if I, or any one else has these listed, and perhaps, I am first causing you unnecessary trouble or being commonly behind the fair.”\r\n\r\n<strong>December 16, 1973</strong>\r\n\r\n<em>Gray Apartment Stationary</em>\r\n\r\n“The only first in boards which I have which has its labels intact (they match Keynes) is M.P. The E has had the backstrips repaired and the N.A.+P 2 packstrips have crumbled away completely + 2 are very cracked + missing the labels”\r\n\r\n<!--nextpage-->\r\n<h5>Letters from Gilson to Henry Burke (after Alberta falls ill)</h5>\r\n<ul>\r\n	<li>“Small White Paper” 17.9cm tall x 13.7cm wide, blue ink, almost transparent white paper, written on only one side.</li>\r\n	<li>“Blue Air Mail” 30.5 cm tall x 18.1cm wide, folded into a 9.7cm tall x 14.8cm wide envelope, black ink, written completely on first side and on first fourth and last fourth on other side.</li>\r\n</ul>\r\n<strong>June 14th, 1975</strong>\r\n\r\n<em>Blue Air Mail</em>\r\n\r\n“I see that Sotheby’s are selling on 23rd of June “an autograph letter by Jane Austen to her publisher commenting on the review of her novel Emma by Sir Walter Scott”: presumably RWC 127, marked as ‘original not traced’. I suppose the Pierpont Morgan will be bidding for this!”\r\n\r\n<strong>August 3rd, 975</strong>\r\n\r\n<em>Small White Paper</em>\r\n\r\n“It would be very kind if you could give me the correct address of Goucher College, and also the name of the librarian whom I should contact with any query relating to Alberta’s books (there may be queries over some of the rarer items, especially the 1816 Philadelphia Emma.)”\r\n\r\n<strong>October 16th, 1976</strong>\r\n\r\n<em>Small White Pape</em><em>r</em>\r\n<em></em><em>Written on both sides.</em>\r\n\r\n“I spent a very interesting morning on 1st September at John Murray in Albemarte Street; they kindly allowed me to see their ledgers, giving the publication costs and other details of the first editions of Emma and Northanger Abbey and Persuasion.”\r\n\r\n<strong>December 26th, 1976</strong>\r\n\r\n<em>Small White Paper. </em>\r\n<em>Written on both sides.</em>\r\n\r\n“Miss Jones of Goucher College has very kindly sent me-free of charge- an excellent photograph of the title page of Vol.1 of Alberta’s copy of the 1816 Philadelphia Emma (my reproduction in the Autumn 1969 Book Collector was from a Xerox of Mr. Hogan’s copy; this photograph is much clearer).”\r\n\r\n<strong>March 20th, 1977</strong>\r\n\r\n<em>Small White Paper</em>\r\n<em>Written on both sides.</em>\r\n\r\n“Christie’s sold first editions of Emma and of Northanger Abbey and Persuasion on 2nd February- not particularly good copies (from the catalogue descriptions) although with the half-titles in each case; I don’t know who bought them, but they fetched 350 pounds and 230 pounds respectively. I have been given an extremely imperfect copy of the first-edition of Emma, consisting only of Vol.1 (lacking the half-title), and Vol.3 (lacking all before p.19.) It clearly has no commercial value, but still seems worth having.”\r\n\r\n<!--nextpage-->\r\n<h5>Letters Found Inside First Volume of 1816 Philadelphia <em>Emma</em></h5>\r\n<strong>Letter 1</strong>\r\n\r\n<em>17.6cm tall x 13cm wide, grayish blue stationary with “Heytesbury House, Wiltshire” printed on top, dated “12a.3.41,” hand written in script, black ink.</em>\r\n\r\n“Dear Muir,\r\n‘Emma’ returns to you in a twitter of excitement about ‘going to California.’ She is sure that Mr. F. Hogan is a very nice man though she intends to be a bit sharp with him until she has got to know him.\r\nSeriously- I am greatly obliged to you and --- agree to your 15% etc, and my wish you are making a bit more out of it. (G. Keynes will be livid with me, as he would say, he ---- collate it as he wants to write something about it for the ----- which his --- on your ---, isn’t it?) ….\r\nYours, SS (written on top of each other)\r\n\r\n[caption id=\"attachment_1316\" align=\"alignnone\" width=\"638\"]<img class=\"size-full wp-image-1316\" title=\"goucher_student work image3_kendall\" src=\"http://stage.archivejournal.net/wp-content/uploads/2012/02/goucher_student-work-image3_kendall.jpg\" alt=\"\" width=\"638\" height=\"857\" /> Siegfried Sassoon\'s letter to Percy Muir, antiquarian book dealer, regarding Sassoon\'s sale of the American first edition of <em>Emma</em> (1816) to Frank J. Hogan (dated December 3, 1941). The letter was discovered inside the front cover of the Burke Collection copy.[/caption]\r\n\r\n<strong>Letter 2</strong>\r\n\r\n<em>“Antiquarian Booksellers Association” stamp on top left, written March 18, 1941 and received April 17, 1941 (received date written in pencil on top right corner,) stationary is of “Elkin Mathews LTD. Directors: Greville Worthington, Ian L. Fleming, and P.H. Muir,” underneath is typed “Rare Books, Manuscripts, Literary Portraits, Music.”</em>\r\n\r\n“Dear Mr. Hogan,\r\nThis is just a brief note formally to announce the fact that “Emma” left here today on her long journey to California. I think it only right and proper that you should have with the book the letter that Sassoon sent me when sending the book to me. My own feeling is that one cannot have too much of this kind of thing in association with books. I think Siegfried Sassoon a great writer and I would be glad to have this letter myself were I buying one of his books, and I have the feeling that you may think that way, too, so I enclose the letter. He was a great friend and admirer of Charlotte Mew’s, by the way, which may help to endear him to you.\r\nWith every good wish and kind regards,\r\nYours very sincerely,\r\nP. H. MuirHand\r\nwritten note (in same green ink as Muir’s signature) written below signature of “P.H Muir”:\r\n“Note the date on SS’s letter, evidently written on 131h”\r\n\r\n<strong>Letter 3</strong>\r\n\r\n<em>Yellow paper, green “Elkin Mathews Ltd,” dated May 22, 1945, typed in faded black ink.</em>\r\n\r\n“Dear Mrs. Burke,\r\nThank you very much indeed for your letter of May 6th. I congratulate you on getting the “Emma” so cheaply. It is exceedingly rare and Mr. Hogan as very glad to pay 300 dollars for it. I mention the price in dollars because at the time he bought it the 1-pound was below par and fluctuating, so that the price was actually quoted in dollars. I say that the price was set by Mr. Sassoon and not by me, but I saw no reason at the time to take exception to it.\r\nI always have you in mind for any interesting Jane Austen items, which turn up.\r\nYours very sincerely,\r\nP.H. Muir (signed in green ink)\r\n\r\n<!--nextpage-->\r\n<h5>Emma (1st Edition Philadelphia 1816)</h5>\r\n18.3cm tall x 11.1cm (cover)\r\n\r\n<em>Inside Cover</em>\r\ncut and pasted paper of: COUNTESS OF DALHOUSIE, below: maroon and gold sticker of: Ex Libris Frank J. Hogan (around name says: the true university of these days is a collection of books”\r\n\r\n<em>Next Page</em>\r\nwritten by hand in faded pencil: ”Countess of d.- wife of the 9th Earl (1770-1838). Who was Governor of Canada, Nova Scotia, etc. 1819-1828- This explains her owning this edition, which was unknown to G. Keynes when he compiled his Bibliography of Jane Austen, 1929.”\r\nunder this is the paper square for the “Alberta H. Burke”\r\n\r\n[caption id=\"attachment_1314\" align=\"alignnone\" width=\"638\"]<img class=\"size-full wp-image-1314\" title=\"goucher_student work image1_kendall\" src=\"http://stage.archivejournal.net/wp-content/uploads/2012/02/goucher_student-work-image1_kendall.jpg\" alt=\"\" width=\"638\" height=\"1080\" /> Title page of the Burke Collection copy of the American first edition of Jane Austen\'s <em>Emma</em> (1816).[/caption]\r\n\r\n<em>Title Page</em>\r\nEMMA:\r\nA Novel\r\nHere Volumes in Two\r\n(written on side, vertically: A.B. Dallhousie)\r\nBy the Author of “Pride and Prejudice,”\r\n&amp;c. &amp;c.\r\nVol. 1\r\nPHILADELPHIA:\r\nPublished by M.Carey, No. 121 Chesnut Street\r\nAnd for Sale by Wells &amp; Lilly, Boston\r\n1816\r\n\r\n<em>Next Page</em>\r\nTo his Royal Highness\r\nThe Prince Regent, This Work Is, By his Royal Highness’s Permission, Most Respectfully Dedicated, By His Royal Highness’s Dutiful and Obedient Humble Servant, The Author.”\r\n\r\n<em>First Page of Text</em>\r\n18cm tall x 9.8cm wide\r\nA2 at bottom of first page – 8 pages later is “B” (vol.1), 4 pages later “B2”, 8 pages later “C” (vol.1.), 4 pages later “C2”, 8 pages later “D” (vol.1)\r\naverage full page text block: 12.5cm tall x 7.4cm wide\r\n\r\n<!--nextpage-->\r\n<h5>Letters Found Inside Second Volume</h5>\r\n<strong>Letter 1</strong>\r\n\r\n<em>21.5cm tall x13.9cm wide, typed: “Charles Sessler Inc.” Established 1882, Bookseller and Printseller 1308 Walnut Street Philadelphia, PA. 19107” stationary</em>\r\n<em> dated April 24, 1967</em>\r\n\r\n“Dear Mr. Burke:\r\nIn 1945 we purchased in New York at the sale of the Frank J. Hogan Library, item No. 7, a copy of EMMA, printed in Philadelphia by Carey in 1816.\r\nDo you still have this book and would you be willing to part with it?”\r\nYours Sincerely,\r\nMabel Zahn (signed in ink)\r\nZ.T. in bottom left corner, typed (?)\r\n\r\n<strong>Letter 2</strong>\r\n\r\n<em>Typed, same stationary as letter 1</em>\r\n<em> dated May 3, 1967</em>\r\n\r\n“Dear Mr. Burke:\r\nThank you so much for your letter of May 1st.\r\nI am glad that you still have the copy of EMMA. Our inquiry was for a bibliographic purpose. Someone who is working on the bibliography has asked us about the copy we sold you and naturally we followed through for him.\r\nWith best wishes,\r\nYours Sincerely,\r\nMabel Zahn\r\n-Z.T. in bottom left corner, typed (?)','How Emma Travels: by letters, hands and libraries','Behind a low glass case in Goucher’s Special Collection Room sits a humble blue book box that holds the first American edition of Jane Austen’s Emma. Valued from nineteen to seventy-five thousand dollars on ABEBooks.com, the edition is unquestionably valuable. But how did this extremely rare copy end up in Goucher’s modest library? In a letter to David Gilson on August 5th, 1967 Alberta Burke revealed that she owned a copy of the 1816 Philadelphia Emma, which formerly belonged to Siegfried Sassoon. The two corresponded from 1967 to 1975 until Alberta fell ill. Throughout this time a steady thread of conversation exists about the Philadelphia Emma.\r\n\r\nAfter seeing the interest that both Alberta Burke and David Gilson had in the first American edition of Emma, perusing the pages and studying the tome in detail was essential to discover first hand the majesty of the volumes.','inherit','open','open','','1300-revision-26','','','2012-07-27 07:25:31','2012-07-27 07:25:31','',1300,'http://stage.archivejournal.net/issue/2/uncategorized/1300-revision-26/',0,'revision','',0),(2066,19,'2012-09-10 22:58:12','2012-09-10 22:58:12','','Hands-On Research with Rare Books and Ephemera ','This case study features the work of two students completed in an English class at Goucher College.  The course, called “The Archeology of Text,” offers students an understanding of the social and historical frameworks for the production and consumption of text—beginning with the digital age and moving backwards in time.  Students are also trained in bibliographic research skills which they apply to objects in Goucher’s Special Collections library. These objects then become the subjects of the research paper that serves as the final course project.','inherit','open','open','','1047-revision-32','','','2012-09-10 22:58:12','2012-09-10 22:58:12','',1047,'http://stage.archivejournal.net/issue/2/uncategorized/1047-revision-32/',0,'revision','',0),(2067,19,'2012-09-10 23:00:19','2012-09-10 23:00:19','Behind a low glass case in Goucher’s Special Collection Room sits a humble blue book box that holds the first American edition of Jane Austen’s <em>Emma</em>. Valued from nineteen to seventy-five thousand dollars on ABEBooks.com, the edition is unquestionably valuable. But how did this extremely rare copy end up in Goucher’s modest library? In a letter to David Gilson on August 5th, 1967 Alberta Burke revealed that she owned a copy of the 1816 Philadelphia Emma, which formerly belonged to Siegfried Sassoon. The two corresponded from 1967 to 1975 until Alberta fell ill. Throughout this time a steady thread of conversation exists about the Philadelphia Emma.\r\n\r\nAfter seeing the interest that both Alberta Burke and David Gilson had in the first American edition of Emma, perusing the pages and studying the tome in detail was essential to discover first hand the majesty of the volumes.\r\n\r\n[caption id=\"attachment_1319\" align=\"alignnone\" width=\"638\"]<img class=\"size-full wp-image-1319\" title=\"goucher_student work image2_kendall\" src=\"http://stage.archivejournal.net/wp-content/uploads/2012/02/goucher_student-work-image2_kendall.jpg\" alt=\"\" width=\"638\" height=\"567\" /> Front pastedown and first flyleaf of the Burke Collection copy of the American first edition of <em>Emma</em> (1816), with the book plates of the Countess of Dalhousie, Frank J. Hogan, and Alberta H. Burke.[/caption]\r\n\r\nThe inside of the custom-made blue book box is coated with a light perimeter of oil damage. Nancy Magnuson, one of Goucher’s librarians and liaisons for the Special Collections, said that Alberta Burke felt so attached to the books and bindings in her collections that she oiled the leather twice a year, far more then necessary. The first volume’s brown leather is faded and has been repaired after cracking. On the inside cover are two pasted rectangular cutouts. The first, measuring 3.5cm tall and 8cm wide, reads “Countess of Dalhousie” in delicate black print. The mysterious figure of the Countess Dalhousie intrigued both David Gilson and Alberta Burke. In a letter dated August 15th 1967 Burke wrote, “The Countess of Dalhousie’s signature, but no date, is on the title page. I like to think, most romantically, but with no evidence that she purchased it in new york when she was in Canada with her husband who was governor-general there in 1819.”\r\n\r\nFive months later Burke and Gilson are still perplexed by the elusive Countess and her involvement with the edition. On January 12th, 1968 she writes to Gilson hoping to answer the questions he’d had about the 1816 Philadelphia Emma. She notes that over the first half of the page in volume I there is a note in pencil, “not I think in Sasoon’s writing, probably in that of Percy (Mathews) who was the agent who arranged the sale from Mr. Sasoon to Mr. Hogan.” The note, hand-written in pencil that has faded to the extent of being almost translucent, reads “Countess of D- wife to the 9th Earl (1770-1838). Who was Governor of Canada, Nova Scotia, etc 1819-1828- this explains her owning this edition, which was unknown to G. Keynes when he compiled his Bibliography of Jane Austen, 1929.”\r\n\r\n<!--nextpage-->\r\n\r\nThese pieces of evidence show that after being published by M. Carey in Philadelphia, this edition left Chesnut Street and most likely traveled into the hands of Lady Dalhousie. “This copy,” Gilson writes in his bibliography of Jane Austen, “was in the present century found in Salisbury by Siegfried Sassoon.”\r\n\r\nIn the same letter dated August 15th, 1967 in which she writes to Gilson about her romantic notion that the Countess of Dalhousie purchased Emma when visiting New York, she alludes to another letter involving Siegfried Sassoon. “You may be amused at a sentence from Siegfried Sassoon’s letter to Mr. Percy Elkin Mathews (who arranged the sale of the other 1816 Emma to Mr. Hogan in 1941. G. Keynes will be livid with me, as he wrote saying he must collate it as he wants to write something bout it for the Times Lit Supplement- which is poaching on your preserves, isn’t it?” She writes specifically to Gilson that, “ this is not for quotation in any article, but solely for your own pleasure.” Alberta Burke must have known this would tickle David Gilson’s fancy. Since Gilson first intended to write his bibliography on Jane Austen as a revised edition Geoffrey Keynes’s 1929 bibliography, he would understand Muir’s frustration with people encroaching on his research topic.\r\n\r\nBetween the letters from Burke and Gilson and the evidence left behind inside Emma, the provenance of this edition is fairly clear. Emma travels from the Philadelphia publisher to the Countess to Siegfried Sassoon. Inside the first volume of the Emma being examined lays a piece of lavender stationary, measuring 17.6cm tall x 13cm wide, folded in half. Opening it reveals that at the top of the stationary is typed “Heytesbury House, Wiltshire” and at the end of the letter is the minute script signature of Siegfried Sassoon.\r\n\r\nThe letter, addressed to Muir, dated March 12th, 1941 is written in Sassoon’s light and witty style. He starts his letter with, “Emma returns to you in a twitter of excitement about going to California. She is sure that Mr. F. Hogan is a very nice man, though she intends to be a bit sharp with him until she gets to know him.” He then jokes with Muir at the expense of Keynes, writing how “G. Keynes will be livid with me, as he wrote saying he must collate it as he wants to write something about it for the Times Lit Supplement- which is poaching on your preserves, isn’t it?”\r\n\r\nIn 1941 Sassoon sold the edition through Elkin Mathews to Frank J. Hogan (Gilson, 100). Under the Countess of Dalhousie’s book label is the red leather label of Frank J. Hogan. Around the name in gold lettering it reads “the true university of these days is a collection of books.”\r\n\r\nIn addition to the lavender letter from Siegfried Sassoon, two additional correspondences hide between the inside cover and the title page. One letter was written to Mr. Hogan from Mr. Muir relating that the 1816 Philadelphia edition of Emma was on its way. The stationary was that of The Antiquarian Booksellers Association, shown by the stamp on the top right corner. Printed at the top is the name “Elkin Mathews LTD” followed by the director’s names: Greville Worthington, Ian L. Fleming, and P. H. Muir. Underneath the names describes the objects in which these men were interested in: “Rare Books, Manuscripts, Literary Portraits, Music.”\r\n\r\n<!--nextpage-->\r\n\r\nLetters leading to other letters seems to be a theme when following this first American edition of Emma. In the letter to Mr. Hogan from Mr. Muir, Muir writes how he feels it is important that Mr. Hogan also get, along with the copy of Emma, the letter from Mr. Sassoon (the lavender letter found in the first volume.) “I think it is only right and proper that you should have with the book the letter that Sassoon sent me when sending the book to me. My own feeling is that one cannot have too much of this kind of thing in association with books.” The truth in Muir’s statement could not be more paramount as it relates to this particular edition of Emma. Burke and Gilson’s letter lead to examining the 1816 Philadelphia edition, which hold the additional correspondences from Sassoon and Muir. Being able to handle and analyze one of the three first American editions is a privilege in itself (Gilson, 100). Yet more than just handling the two volumes, I found the circuit of corresponding materials equally intriguing and helpful to track how the book came from Philadelphia, to the Countess Dalhousie, to Siegfried Sassoon to Frank J. Hogan and finally to Alberta Burke.\r\n\r\nThe last letter found inside the first volume relating to Emma’s provenance is from Mr. Muir to Alberta Burke. Muir writes to Alberta on different stationary then when writing to Mr. Hogan, perhaps to add a more personal touch. Typed on yellow paper with the green “Elkin Mathews Ltd” insignia printed at the top, the letter is typed and dated May 22nd, 1945. Mr. Muir writes that Mr. Hogan purchased the first American 1816 Philadelphia edition for Alberta for only 300 dollars. “I congratulate you,” he writes, “on getting it so cheaply. It is exceedingly rare.”\r\n\r\nThe last letter from Alberta Burke to David Gilson is dated February 4th, 1975. After this date the Austen letters continue between Alberta’s husband Henry Burke and David Gilson. After Alberta’s death on May 22nd, 1975 Goucher’s library received her Jane Austen collection. According to Goucher’s pamphlet “Twenty-Five Years of Jane Austen,” Alberta had always intended to donate the collection to Goucher. “From the time when my Jane Austen material first began to overflow the one-shelf bounds assigned to it, I have always intended that Goucher should be the ultimate recipient, and I have hoped that, sometime in the future, others would partake of the very great pleasure which they have given me for many years.”\r\n\r\nWhen David Gilson in 1982 published A Bibliography of Jane Austen he acknowledged his gratitude to Alberta and Henry Burke. Both Alberta Burke and David Gilson benefited from their letters to one another. Alberta Burke, with her deep seeded love and interest in all things Austen, was able to help David Gilson with his mission to track down Austen texts, study and describe them.\r\n<h5>Works Cited</h5>\r\nGilson, David. <em>A Bibliography of Jane Austen</em>. first. Oxford: Clarendon Press, 1982.\r\n\r\nAusten, Jane. <em>Emma</em>. First. Philadelphia: M.Carey, 1816.\r\n\r\n<!--nextpage-->\r\n<h5>Letters From Alberta Burke to David Gilson</h5>\r\n<ul>\r\n	<li>“Apartment Stationary” 18.8 cm tall x 25.9 cm wide, written section is 18.8cm tall x 13.1 cm wide, folded into four quarters for mailing, black ink, cream paper, red print of “Apartment 1318 116 West University Parkway Baltimore, Maryland 21210.” Gray and maroon thin stripe border.</li>\r\n	<li>“Blue Air Mail” 30.5 cm tall x 18.1cm wide, folded into a 9.7cm tall x 14.8cm wide envelope, black ink, written completely on first side and on first fourth and last fourth on other side.</li>\r\n	<li>“Gray Apartment Stationary” 18.8cm tall x 25.9cm wide, written section is 18.8 cm tall x 13.1 cm wide, folded into four quarters for mailing, black ink, cream paper, gray print of “Apartment 1318 116 West University Parkway Baltimore, Maryland 21210.” Gray thin stripe border.</li>\r\n	<li>“Small Note Card” 14cm tall x 8.4cm wide, thicker note-card type cream paper, written only on one side, addressed to “Mr. D.J Gilson, J1 Blenheim Drive Oxford OX2 8DL England” Airmail! is written above the address in red marker. “Burke 1318 Broadview Apts. 116 W. University Parkway Baltimore, Maryland 21210” is typed in upper left corner. Written in blue ink.</li>\r\n</ul>\r\n<strong>August 5, 1967</strong>\r\n\r\n<em>Apartment Stationary</em>\r\n\r\nTells Mr. Gilson that she has the Frank J. Hogan copy of the 1816 Philadelphia Emma, which formerly belonged to Siegfried Sassoon.\r\n\r\n<strong>August 15, 1967</strong>\r\n\r\n<em>Apartment Stationary</em>\r\n<em>Written in black fountain pen (script writing), fairly uniform line spacing</em>\r\n\r\n“You may be amused at a sentence from Siegfried Sassoon’s letter to Mr. Percy Elkin Mathews (who arranged the sale of the other 1816 Emma to Mr. Hogan in 1941. “G. Keynes will be livid with me, as he wrote saying he must collate it as he wants to write something bout it for the Times Lit Supplement- which is poaching on your preserves, isn’t it?” This is not for quotation in any article, but solely for your own pleasure.”\r\n“Since my copy of the 1816 Philadelphia Emma…her signature, but no date, is on the title page) I like to think, most romantically, but with no evidence, that she purchased it as a new work when she was in Canada with her husband who was governor- general there in 1819.”\r\n\r\n<strong>January 12, 1968</strong>\r\n\r\n<em>Apartment Stationary</em>\r\n\r\n“I hope that I can answer your questions about the Philadelphia 1816 Emma satisfactorily. On inside cover of both volumes is a book place or visiting card (I don’t know which it is) bearing only the engraved words “Coweliers Dalhousie”…no device etc. In the first volume at the left and perpendicular to the lives of priutsey on the title pages is the signature “Cou C Dalhousie” (there is a bit of extra curlicue over the first letter.) However in volume two the signature…is plainly “C B Dalhousie” over the first preliminary half of volume I here is a note in pencil, not I think in Sassoon’s writing, probably in that of Percy (Mathews) who was the agent who arranged the sale from Mr. Sassoon to Mr. Hogan.”\r\n\r\n<strong>June 10, 1969</strong>\r\n\r\n<em>Blue Air Mail</em>\r\n\r\n“Does Mr. C.B. Hogan’s copy of the 1st Am. E [Emma] conform to the Goodspeed, Boolm Cat. No 317, p.4, 1940 description: “Three vols. In 2…Published by M. Cary. 21 Chestnut St. ….Boston 1816.” I – not sure M. Hogan’s article so can’t collate my copy until his description of his E of my 1st edition is bound(?)”\r\n\r\n<strong>November 18, 1969</strong>\r\n\r\n<em>Gray Apartment Stationary</em>\r\n\r\n“I was delighted to know of a 3rd (if imperfect copy of the Philadelphia E turning up. When I first read the description of it in Goodspeeds (I think) 1940 catalogue I thought it was some Bookshop.\r\n#16 went for $1300 to the same buyer\r\n#17 “ “ 550 “ “ “\r\n#18 $40.00\r\n#19 $35.00\r\n#20 (The companion to the A--) was valued at $1250 00 by the estate and had a reserve price of $550 which was not reached so that the item was withdrawn.”\r\n\r\n<strong>March 11, 1973</strong>\r\n\r\n<em>Small Note Card</em>\r\n\r\n“In looking for something else, I picked out a letter of Dr. R.W. Chapurace to me dated 13.10.51. In it he says “The 1816 Philadelphia Emma was the result of Scott’s Quarterly Review, I guess. One day I looked out [the word looks like “whatelup” but this is impossible!] 2 R 1826 and found that it is of a ‘New Edition’ N.A+P that lso is unrecorded.” I haven’t checked further to see if I, or any one else has these listed, and perhaps, I am first causing you unnecessary trouble or being commonly behind the fair.”\r\n\r\n<strong>December 16, 1973</strong>\r\n\r\n<em>Gray Apartment Stationary</em>\r\n\r\n“The only first in boards which I have which has its labels intact (they match Keynes) is M.P. The E has had the backstrips repaired and the N.A.+P 2 packstrips have crumbled away completely + 2 are very cracked + missing the labels”\r\n\r\n<!--nextpage-->\r\n<h5>Letters from Gilson to Henry Burke (after Alberta falls ill)</h5>\r\n<ul>\r\n	<li>“Small White Paper” 17.9cm tall x 13.7cm wide, blue ink, almost transparent white paper, written on only one side.</li>\r\n	<li>“Blue Air Mail” 30.5 cm tall x 18.1cm wide, folded into a 9.7cm tall x 14.8cm wide envelope, black ink, written completely on first side and on first fourth and last fourth on other side.</li>\r\n</ul>\r\n<strong>June 14th, 1975</strong>\r\n\r\n<em>Blue Air Mail</em>\r\n\r\n“I see that Sotheby’s are selling on 23rd of June “an autograph letter by Jane Austen to her publisher commenting on the review of her novel Emma by Sir Walter Scott”: presumably RWC 127, marked as ‘original not traced’. I suppose the Pierpont Morgan will be bidding for this!”\r\n\r\n<strong>August 3rd, 975</strong>\r\n\r\n<em>Small White Paper</em>\r\n\r\n“It would be very kind if you could give me the correct address of Goucher College, and also the name of the librarian whom I should contact with any query relating to Alberta’s books (there may be queries over some of the rarer items, especially the 1816 Philadelphia Emma.)”\r\n\r\n<strong>October 16th, 1976</strong>\r\n\r\n<em>Small White Pape</em><em>r</em>\r\n<em></em><em>Written on both sides.</em>\r\n\r\n“I spent a very interesting morning on 1st September at John Murray in Albemarte Street; they kindly allowed me to see their ledgers, giving the publication costs and other details of the first editions of Emma and Northanger Abbey and Persuasion.”\r\n\r\n<strong>December 26th, 1976</strong>\r\n\r\n<em>Small White Paper. </em>\r\n<em>Written on both sides.</em>\r\n\r\n“Miss Jones of Goucher College has very kindly sent me-free of charge- an excellent photograph of the title page of Vol.1 of Alberta’s copy of the 1816 Philadelphia Emma (my reproduction in the Autumn 1969 Book Collector was from a Xerox of Mr. Hogan’s copy; this photograph is much clearer).”\r\n\r\n<strong>March 20th, 1977</strong>\r\n\r\n<em>Small White Paper</em>\r\n<em>Written on both sides.</em>\r\n\r\n“Christie’s sold first editions of Emma and of Northanger Abbey and Persuasion on 2nd February- not particularly good copies (from the catalogue descriptions) although with the half-titles in each case; I don’t know who bought them, but they fetched 350 pounds and 230 pounds respectively. I have been given an extremely imperfect copy of the first-edition of Emma, consisting only of Vol.1 (lacking the half-title), and Vol.3 (lacking all before p.19.) It clearly has no commercial value, but still seems worth having.”\r\n\r\n<!--nextpage-->\r\n<h5>Letters Found Inside First Volume of 1816 Philadelphia <em>Emma</em></h5>\r\n<strong>Letter 1</strong>\r\n\r\n<em>17.6cm tall x 13cm wide, grayish blue stationary with “Heytesbury House, Wiltshire” printed on top, dated “12a.3.41,” hand written in script, black ink.</em>\r\n\r\n“Dear Muir,\r\n‘Emma’ returns to you in a twitter of excitement about ‘going to California.’ She is sure that Mr. F. Hogan is a very nice man though she intends to be a bit sharp with him until she has got to know him.\r\nSeriously- I am greatly obliged to you and --- agree to your 15% etc, and my wish you are making a bit more out of it. (G. Keynes will be livid with me, as he would say, he ---- collate it as he wants to write something about it for the ----- which his --- on your ---, isn’t it?) ….\r\nYours, SS (written on top of each other)\r\n\r\n[caption id=\"attachment_1316\" align=\"alignnone\" width=\"638\"]<img class=\"size-full wp-image-1316\" title=\"goucher_student work image3_kendall\" src=\"http://stage.archivejournal.net/wp-content/uploads/2012/02/goucher_student-work-image3_kendall.jpg\" alt=\"\" width=\"638\" height=\"857\" /> Siegfried Sassoon\'s letter to Percy Muir, antiquarian book dealer, regarding Sassoon\'s sale of the American first edition of <em>Emma</em> (1816) to Frank J. Hogan (dated December 3, 1941). The letter was discovered inside the front cover of the Burke Collection copy.[/caption]\r\n\r\n<strong>Letter 2</strong>\r\n\r\n<em>“Antiquarian Booksellers Association” stamp on top left, written March 18, 1941 and received April 17, 1941 (received date written in pencil on top right corner,) stationary is of “Elkin Mathews LTD. Directors: Greville Worthington, Ian L. Fleming, and P.H. Muir,” underneath is typed “Rare Books, Manuscripts, Literary Portraits, Music.”</em>\r\n\r\n“Dear Mr. Hogan,\r\nThis is just a brief note formally to announce the fact that “Emma” left here today on her long journey to California. I think it only right and proper that you should have with the book the letter that Sassoon sent me when sending the book to me. My own feeling is that one cannot have too much of this kind of thing in association with books. I think Siegfried Sassoon a great writer and I would be glad to have this letter myself were I buying one of his books, and I have the feeling that you may think that way, too, so I enclose the letter. He was a great friend and admirer of Charlotte Mew’s, by the way, which may help to endear him to you.\r\nWith every good wish and kind regards,\r\nYours very sincerely,\r\nP. H. MuirHand\r\nwritten note (in same green ink as Muir’s signature) written below signature of “P.H Muir”:\r\n“Note the date on SS’s letter, evidently written on 131h”\r\n\r\n<strong>Letter 3</strong>\r\n\r\n<em>Yellow paper, green “Elkin Mathews Ltd,” dated May 22, 1945, typed in faded black ink.</em>\r\n\r\n“Dear Mrs. Burke,\r\nThank you very much indeed for your letter of May 6th. I congratulate you on getting the “Emma” so cheaply. It is exceedingly rare and Mr. Hogan as very glad to pay 300 dollars for it. I mention the price in dollars because at the time he bought it the 1-pound was below par and fluctuating, so that the price was actually quoted in dollars. I say that the price was set by Mr. Sassoon and not by me, but I saw no reason at the time to take exception to it.\r\nI always have you in mind for any interesting Jane Austen items, which turn up.\r\nYours very sincerely,\r\nP.H. Muir (signed in green ink)\r\n\r\n<!--nextpage-->\r\n<h5>Emma (1st Edition Philadelphia 1816)</h5>\r\n18.3cm tall x 11.1cm (cover)\r\n\r\n<em>Inside Cover</em>\r\ncut and pasted paper of: COUNTESS OF DALHOUSIE, below: maroon and gold sticker of: Ex Libris Frank J. Hogan (around name says: the true university of these days is a collection of books”\r\n\r\n<em>Next Page</em>\r\nwritten by hand in faded pencil: ”Countess of d.- wife of the 9th Earl (1770-1838). Who was Governor of Canada, Nova Scotia, etc. 1819-1828- This explains her owning this edition, which was unknown to G. Keynes when he compiled his Bibliography of Jane Austen, 1929.”\r\nunder this is the paper square for the “Alberta H. Burke”\r\n\r\n[caption id=\"attachment_1314\" align=\"alignnone\" width=\"638\"]<img class=\"size-full wp-image-1314\" title=\"goucher_student work image1_kendall\" src=\"http://stage.archivejournal.net/wp-content/uploads/2012/02/goucher_student-work-image1_kendall.jpg\" alt=\"\" width=\"638\" height=\"1080\" /> Title page of the Burke Collection copy of the American first edition of Jane Austen\'s <em>Emma</em> (1816).[/caption]\r\n\r\n<em>Title Page</em>\r\nEMMA:\r\nA Novel\r\nHere Volumes in Two\r\n(written on side, vertically: A.B. Dallhousie)\r\nBy the Author of “Pride and Prejudice,”\r\n&amp;c. &amp;c.\r\nVol. 1\r\nPHILADELPHIA:\r\nPublished by M.Carey, No. 121 Chesnut Street\r\nAnd for Sale by Wells &amp; Lilly, Boston\r\n1816\r\n\r\n<em>Next Page</em>\r\nTo his Royal Highness\r\nThe Prince Regent, This Work Is, By his Royal Highness’s Permission, Most Respectfully Dedicated, By His Royal Highness’s Dutiful and Obedient Humble Servant, The Author.”\r\n\r\n<em>First Page of Text</em>\r\n18cm tall x 9.8cm wide\r\nA2 at bottom of first page – 8 pages later is “B” (vol.1), 4 pages later “B2”, 8 pages later “C” (vol.1.), 4 pages later “C2”, 8 pages later “D” (vol.1)\r\naverage full page text block: 12.5cm tall x 7.4cm wide\r\n\r\n<!--nextpage-->\r\n<h5>Letters Found Inside Second Volume</h5>\r\n<strong>Letter 1</strong>\r\n\r\n<em>21.5cm tall x13.9cm wide, typed: “Charles Sessler Inc.” Established 1882, Bookseller and Printseller 1308 Walnut Street Philadelphia, PA. 19107” stationary</em>\r\n<em> dated April 24, 1967</em>\r\n\r\n“Dear Mr. Burke:\r\nIn 1945 we purchased in New York at the sale of the Frank J. Hogan Library, item No. 7, a copy of EMMA, printed in Philadelphia by Carey in 1816.\r\nDo you still have this book and would you be willing to part with it?”\r\nYours Sincerely,\r\nMabel Zahn (signed in ink)\r\nZ.T. in bottom left corner, typed (?)\r\n\r\n<strong>Letter 2</strong>\r\n\r\n<em>Typed, same stationary as letter 1</em>\r\n<em> dated May 3, 1967</em>\r\n\r\n“Dear Mr. Burke:\r\nThank you so much for your letter of May 1st.\r\nI am glad that you still have the copy of EMMA. Our inquiry was for a bibliographic purpose. Someone who is working on the bibliography has asked us about the copy we sold you and naturally we followed through for him.\r\nWith best wishes,\r\nYours Sincerely,\r\nMabel Zahn\r\n-Z.T. in bottom left corner, typed (?)','How Emma Travels: by letters, hands and libraries','Behind a low glass case in Goucher’s Special Collection Room sits a humble blue book box that holds the first American edition of Jane Austen’s Emma. Valued from nineteen to seventy-five thousand dollars on ABEBooks.com, the edition is unquestionably valuable. But how did this extremely rare copy end up in Goucher’s modest library? In a letter to David Gilson on August 5th, 1967 Alberta Burke revealed that she owned a copy of the 1816 Philadelphia Emma, which formerly belonged to Siegfried Sassoon. The two corresponded from 1967 to 1975 until Alberta fell ill. Throughout this time a steady thread of conversation exists about the Philadelphia Emma.\r\n\r\nAfter seeing the interest that both Alberta Burke and David Gilson had in the first American edition of Emma, perusing the pages and studying the tome in detail was essential to discover first hand the majesty of the volumes.','inherit','open','open','','1300-revision-27','','','2012-09-10 23:00:19','2012-09-10 23:00:19','',1300,'http://stage.archivejournal.net/issue/2/uncategorized/1300-revision-27/',0,'revision','',0),(2078,19,'2012-09-10 23:23:47','2012-09-10 23:23:47','Behind a low glass case in Goucher’s Special Collection Room sits a humble blue book box that holds the first American edition of Jane Austen’s <em>Emma</em>. Valued from nineteen to seventy-five thousand dollars on ABEBooks.com, the edition is unquestionably valuable. But how did this extremely rare copy end up in Goucher’s modest library? In a letter to David Gilson on August 5th, 1967 Alberta Burke revealed that she owned a copy of the 1816 Philadelphia Emma, which formerly belonged to Siegfried Sassoon. The two corresponded from 1967 to 1975 until Alberta fell ill. Throughout this time a steady thread of conversation exists about the Philadelphia Emma.\r\n\r\nAfter seeing the interest that both Alberta Burke and David Gilson had in the first American edition of Emma, perusing the pages and studying the tome in detail was essential to discover first hand the majesty of the volumes.\r\n\r\n<img class=\"size-full wp-image-1319\" title=\"goucher_student work image2_kendall\" src=\"http://stage.archivejournal.net/wp-content/uploads/2012/02/goucher_student-work-image2_kendall.jpg\" alt=\"\" width=\"638\" height=\"567\" /><span class=\"caption\">Front pastedown and first flyleaf of the Burke Collection copy of the American first edition of <em>Emma</em> (1816), with the book plates of the Countess of Dalhousie, Frank J. Hogan, and Alberta H. Burke.</span>\r\n\r\nThe inside of the custom-made blue book box is coated with a light perimeter of oil damage. Nancy Magnuson, one of Goucher’s librarians and liaisons for the Special Collections, said that Alberta Burke felt so attached to the books and bindings in her collections that she oiled the leather twice a year, far more then necessary. The first volume’s brown leather is faded and has been repaired after cracking. On the inside cover are two pasted rectangular cutouts. The first, measuring 3.5cm tall and 8cm wide, reads “Countess of Dalhousie” in delicate black print. The mysterious figure of the Countess Dalhousie intrigued both David Gilson and Alberta Burke. In a letter dated August 15th 1967 Burke wrote, “The Countess of Dalhousie’s signature, but no date, is on the title page. I like to think, most romantically, but with no evidence that she purchased it in new york when she was in Canada with her husband who was governor-general there in 1819.”\r\n\r\nFive months later Burke and Gilson are still perplexed by the elusive Countess and her involvement with the edition. On January 12th, 1968 she writes to Gilson hoping to answer the questions he’d had about the 1816 Philadelphia Emma. She notes that over the first half of the page in volume I there is a note in pencil, “not I think in Sasoon’s writing, probably in that of Percy (Mathews) who was the agent who arranged the sale from Mr. Sasoon to Mr. Hogan.” The note, hand-written in pencil that has faded to the extent of being almost translucent, reads “Countess of D- wife to the 9th Earl (1770-1838). Who was Governor of Canada, Nova Scotia, etc 1819-1828- this explains her owning this edition, which was unknown to G. Keynes when he compiled his Bibliography of Jane Austen, 1929.”\r\n\r\n<!--nextpage-->\r\n\r\nThese pieces of evidence show that after being published by M. Carey in Philadelphia, this edition left Chesnut Street and most likely traveled into the hands of Lady Dalhousie. “This copy,” Gilson writes in his bibliography of Jane Austen, “was in the present century found in Salisbury by Siegfried Sassoon.”\r\n\r\nIn the same letter dated August 15th, 1967 in which she writes to Gilson about her romantic notion that the Countess of Dalhousie purchased Emma when visiting New York, she alludes to another letter involving Siegfried Sassoon. “You may be amused at a sentence from Siegfried Sassoon’s letter to Mr. Percy Elkin Mathews (who arranged the sale of the other 1816 Emma to Mr. Hogan in 1941. G. Keynes will be livid with me, as he wrote saying he must collate it as he wants to write something bout it for the Times Lit Supplement- which is poaching on your preserves, isn’t it?” She writes specifically to Gilson that, “ this is not for quotation in any article, but solely for your own pleasure.” Alberta Burke must have known this would tickle David Gilson’s fancy. Since Gilson first intended to write his bibliography on Jane Austen as a revised edition Geoffrey Keynes’s 1929 bibliography, he would understand Muir’s frustration with people encroaching on his research topic.\r\n\r\nBetween the letters from Burke and Gilson and the evidence left behind inside Emma, the provenance of this edition is fairly clear. Emma travels from the Philadelphia publisher to the Countess to Siegfried Sassoon. Inside the first volume of the Emma being examined lays a piece of lavender stationary, measuring 17.6cm tall x 13cm wide, folded in half. Opening it reveals that at the top of the stationary is typed “Heytesbury House, Wiltshire” and at the end of the letter is the minute script signature of Siegfried Sassoon.\r\n\r\nThe letter, addressed to Muir, dated March 12th, 1941 is written in Sassoon’s light and witty style. He starts his letter with, “Emma returns to you in a twitter of excitement about going to California. She is sure that Mr. F. Hogan is a very nice man, though she intends to be a bit sharp with him until she gets to know him.” He then jokes with Muir at the expense of Keynes, writing how “G. Keynes will be livid with me, as he wrote saying he must collate it as he wants to write something about it for the Times Lit Supplement- which is poaching on your preserves, isn’t it?”\r\n\r\nIn 1941 Sassoon sold the edition through Elkin Mathews to Frank J. Hogan (Gilson, 100). Under the Countess of Dalhousie’s book label is the red leather label of Frank J. Hogan. Around the name in gold lettering it reads “the true university of these days is a collection of books.”\r\n\r\nIn addition to the lavender letter from Siegfried Sassoon, two additional correspondences hide between the inside cover and the title page. One letter was written to Mr. Hogan from Mr. Muir relating that the 1816 Philadelphia edition of Emma was on its way. The stationary was that of The Antiquarian Booksellers Association, shown by the stamp on the top right corner. Printed at the top is the name “Elkin Mathews LTD” followed by the director’s names: Greville Worthington, Ian L. Fleming, and P. H. Muir. Underneath the names describes the objects in which these men were interested in: “Rare Books, Manuscripts, Literary Portraits, Music.”\r\n\r\n<!--nextpage-->\r\n\r\nLetters leading to other letters seems to be a theme when following this first American edition of Emma. In the letter to Mr. Hogan from Mr. Muir, Muir writes how he feels it is important that Mr. Hogan also get, along with the copy of Emma, the letter from Mr. Sassoon (the lavender letter found in the first volume.) “I think it is only right and proper that you should have with the book the letter that Sassoon sent me when sending the book to me. My own feeling is that one cannot have too much of this kind of thing in association with books.” The truth in Muir’s statement could not be more paramount as it relates to this particular edition of Emma. Burke and Gilson’s letter lead to examining the 1816 Philadelphia edition, which hold the additional correspondences from Sassoon and Muir. Being able to handle and analyze one of the three first American editions is a privilege in itself (Gilson, 100). Yet more than just handling the two volumes, I found the circuit of corresponding materials equally intriguing and helpful to track how the book came from Philadelphia, to the Countess Dalhousie, to Siegfried Sassoon to Frank J. Hogan and finally to Alberta Burke.\r\n\r\nThe last letter found inside the first volume relating to Emma’s provenance is from Mr. Muir to Alberta Burke. Muir writes to Alberta on different stationary then when writing to Mr. Hogan, perhaps to add a more personal touch. Typed on yellow paper with the green “Elkin Mathews Ltd” insignia printed at the top, the letter is typed and dated May 22nd, 1945. Mr. Muir writes that Mr. Hogan purchased the first American 1816 Philadelphia edition for Alberta for only 300 dollars. “I congratulate you,” he writes, “on getting it so cheaply. It is exceedingly rare.”\r\n\r\nThe last letter from Alberta Burke to David Gilson is dated February 4th, 1975. After this date the Austen letters continue between Alberta’s husband Henry Burke and David Gilson. After Alberta’s death on May 22nd, 1975 Goucher’s library received her Jane Austen collection. According to Goucher’s pamphlet “Twenty-Five Years of Jane Austen,” Alberta had always intended to donate the collection to Goucher. “From the time when my Jane Austen material first began to overflow the one-shelf bounds assigned to it, I have always intended that Goucher should be the ultimate recipient, and I have hoped that, sometime in the future, others would partake of the very great pleasure which they have given me for many years.”\r\n\r\nWhen David Gilson in 1982 published A Bibliography of Jane Austen he acknowledged his gratitude to Alberta and Henry Burke. Both Alberta Burke and David Gilson benefited from their letters to one another. Alberta Burke, with her deep seeded love and interest in all things Austen, was able to help David Gilson with his mission to track down Austen texts, study and describe them.\r\n<div class=\"footnote\">\r\n<h5>Works Cited</h5>\r\nGilson, David. <em>A Bibliography of Jane Austen</em>. first. Oxford: Clarendon Press, 1982.\r\n\r\n</div>\r\n<div class=\"footnote\">Austen, Jane. <em>Emma</em>. First. Philadelphia: M.Carey, 1816.</div>\r\n<!--nextpage-->\r\n<h5>Letters From Alberta Burke to David Gilson</h5>\r\n<ul>\r\n	<li>“Apartment Stationary” 18.8 cm tall x 25.9 cm wide, written section is 18.8cm tall x 13.1 cm wide, folded into four quarters for mailing, black ink, cream paper, red print of “Apartment 1318 116 West University Parkway Baltimore, Maryland 21210.” Gray and maroon thin stripe border.</li>\r\n	<li>“Blue Air Mail” 30.5 cm tall x 18.1cm wide, folded into a 9.7cm tall x 14.8cm wide envelope, black ink, written completely on first side and on first fourth and last fourth on other side.</li>\r\n	<li>“Gray Apartment Stationary” 18.8cm tall x 25.9cm wide, written section is 18.8 cm tall x 13.1 cm wide, folded into four quarters for mailing, black ink, cream paper, gray print of “Apartment 1318 116 West University Parkway Baltimore, Maryland 21210.” Gray thin stripe border.</li>\r\n	<li>“Small Note Card” 14cm tall x 8.4cm wide, thicker note-card type cream paper, written only on one side, addressed to “Mr. D.J Gilson, J1 Blenheim Drive Oxford OX2 8DL England” Airmail! is written above the address in red marker. “Burke 1318 Broadview Apts. 116 W. University Parkway Baltimore, Maryland 21210” is typed in upper left corner. Written in blue ink.</li>\r\n</ul>\r\n<strong>August 5, 1967\r\n</strong><em>Apartment Stationary\r\n</em>Tells Mr. Gilson that she has the Frank J. Hogan copy of the 1816 Philadelphia Emma, which formerly belonged to Siegfried Sassoon.\r\n\r\n<strong>August 15, 1967\r\n</strong><em>Apartment Stationary\r\n</em><em>Written in black fountain pen (script writing), fairly uniform line spacing\r\n</em>“You may be amused at a sentence from Siegfried Sassoon’s letter to Mr. Percy Elkin Mathews (who arranged the sale of the other 1816 Emma to Mr. Hogan in 1941. “G. Keynes will be livid with me, as he wrote saying he must collate it as he wants to write something bout it for the Times Lit Supplement- which is poaching on your preserves, isn’t it?” This is not for quotation in any article, but solely for your own pleasure.”\r\n\r\n“Since my copy of the 1816 Philadelphia Emma…her signature, but no date, is on the title page) I like to think, most romantically, but with no evidence, that she purchased it as a new work when she was in Canada with her husband who was governor- general there in 1819.”\r\n\r\n<strong>January 12, 1968\r\n</strong><em>Apartment Stationary\r\n</em>“I hope that I can answer your questions about the Philadelphia 1816 Emma satisfactorily. On inside cover of both volumes is a book place or visiting card (I don’t know which it is) bearing only the engraved words “Coweliers Dalhousie”…no device etc. In the first volume at the left and perpendicular to the lives of priutsey on the title pages is the signature “Cou C Dalhousie” (there is a bit of extra curlicue over the first letter.) However in volume two the signature…is plainly “C B Dalhousie” over the first preliminary half of volume I here is a note in pencil, not I think in Sassoon’s writing, probably in that of Percy (Mathews) who was the agent who arranged the sale from Mr. Sassoon to Mr. Hogan.”\r\n\r\n<strong>June 10, 1969\r\n</strong><em>Blue Air Mail\r\n</em>“Does Mr. C.B. Hogan’s copy of the 1st Am. E [Emma] conform to the Goodspeed, Boolm Cat. No 317, p.4, 1940 description: “Three vols. In 2…Published by M. Cary. 21 Chestnut St. ….Boston 1816.” I – not sure M. Hogan’s article so can’t collate my copy until his description of his E of my 1st edition is bound(?)”\r\n\r\n<strong>November 18, 1969\r\n</strong><em>Gray Apartment Stationary\r\n</em>“I was delighted to know of a 3rd (if imperfect copy of the Philadelphia E turning up. When I first read the description of it in Goodspeeds (I think) 1940 catalogue I thought it was some Bookshop.\r\n\r\n#16 went for $1300 to the same buyer\r\n\r\n#17 “ “ 550 “ “ “\r\n#18 $40.00\r\n#19 $35.00\r\n#20 (The companion to the A--) was valued at $1250 00 by the estate and had a reserve price of $550 which was not reached so that the item was withdrawn.”\r\n\r\n<strong>March 11, 1973\r\n</strong><em>Small Note Card\r\n</em>“In looking for something else, I picked out a letter of Dr. R.W. Chapurace to me dated 13.10.51. In it he says “The 1816 Philadelphia Emma was the result of Scott’s Quarterly Review, I guess. One day I looked out [the word looks like “whatelup” but this is impossible!] 2 R 1826 and found that it is of a ‘New Edition’ N.A+P that lso is unrecorded.” I haven’t checked further to see if I, or any one else has these listed, and perhaps, I am first causing you unnecessary trouble or being commonly behind the fair.”\r\n\r\n<strong>December 16, 1973\r\n</strong><em>Gray Apartment Stationary</em>\r\n\r\n“The only first in boards which I have which has its labels intact (they match Keynes) is M.P. The E has had the backstrips repaired and the N.A.+P 2 packstrips have crumbled away completely + 2 are very cracked + missing the labels”\r\n\r\n<!--nextpage-->\r\n<h5>Letters from Gilson to Henry Burke (after Alberta falls ill)</h5>\r\n<ul>\r\n	<li>“Small White Paper” 17.9cm tall x 13.7cm wide, blue ink, almost transparent white paper, written on only one side.</li>\r\n	<li>“Blue Air Mail” 30.5 cm tall x 18.1cm wide, folded into a 9.7cm tall x 14.8cm wide envelope, black ink, written completely on first side and on first fourth and last fourth on other side.</li>\r\n</ul>\r\n<strong>June 14th, 1975</strong>\r\n\r\n<em>Blue Air Mail</em>\r\n\r\n“I see that Sotheby’s are selling on 23rd of June “an autograph letter by Jane Austen to her publisher commenting on the review of her novel Emma by Sir Walter Scott”: presumably RWC 127, marked as ‘original not traced’. I suppose the Pierpont Morgan will be bidding for this!”\r\n\r\n<strong>August 3rd, 975</strong>\r\n\r\n<em>Small White Paper</em>\r\n\r\n“It would be very kind if you could give me the correct address of Goucher College, and also the name of the librarian whom I should contact with any query relating to Alberta’s books (there may be queries over some of the rarer items, especially the 1816 Philadelphia Emma.)”\r\n\r\n<strong>October 16th, 1976</strong>\r\n\r\n<em>Small White Pape</em><em>r</em>\r\n<em></em><em>Written on both sides.</em>\r\n\r\n“I spent a very interesting morning on 1st September at John Murray in Albemarte Street; they kindly allowed me to see their ledgers, giving the publication costs and other details of the first editions of Emma and Northanger Abbey and Persuasion.”\r\n\r\n<strong>December 26th, 1976</strong>\r\n\r\n<em>Small White Paper. </em>\r\n<em>Written on both sides.</em>\r\n\r\n“Miss Jones of Goucher College has very kindly sent me-free of charge- an excellent photograph of the title page of Vol.1 of Alberta’s copy of the 1816 Philadelphia Emma (my reproduction in the Autumn 1969 Book Collector was from a Xerox of Mr. Hogan’s copy; this photograph is much clearer).”\r\n\r\n<strong>March 20th, 1977</strong>\r\n\r\n<em>Small White Paper</em>\r\n<em>Written on both sides.</em>\r\n\r\n“Christie’s sold first editions of Emma and of Northanger Abbey and Persuasion on 2nd February- not particularly good copies (from the catalogue descriptions) although with the half-titles in each case; I don’t know who bought them, but they fetched 350 pounds and 230 pounds respectively. I have been given an extremely imperfect copy of the first-edition of Emma, consisting only of Vol.1 (lacking the half-title), and Vol.3 (lacking all before p.19.) It clearly has no commercial value, but still seems worth having.”\r\n\r\n<!--nextpage-->\r\n<h5>Letters Found Inside First Volume of 1816 Philadelphia <em>Emma</em></h5>\r\n<strong>Letter 1</strong>\r\n\r\n<em>17.6cm tall x 13cm wide, grayish blue stationary with “Heytesbury House, Wiltshire” printed on top, dated “12a.3.41,” hand written in script, black ink.</em>\r\n\r\n“Dear Muir,\r\n‘Emma’ returns to you in a twitter of excitement about ‘going to California.’ She is sure that Mr. F. Hogan is a very nice man though she intends to be a bit sharp with him until she has got to know him.\r\nSeriously- I am greatly obliged to you and --- agree to your 15% etc, and my wish you are making a bit more out of it. (G. Keynes will be livid with me, as he would say, he ---- collate it as he wants to write something about it for the ----- which his --- on your ---, isn’t it?) ….\r\nYours, SS (written on top of each other)\r\n\r\n[caption id=\"attachment_1316\" align=\"alignnone\" width=\"638\"]<img class=\"size-full wp-image-1316\" title=\"goucher_student work image3_kendall\" src=\"http://stage.archivejournal.net/wp-content/uploads/2012/02/goucher_student-work-image3_kendall.jpg\" alt=\"\" width=\"638\" height=\"857\" /> Siegfried Sassoon\'s letter to Percy Muir, antiquarian book dealer, regarding Sassoon\'s sale of the American first edition of <em>Emma</em> (1816) to Frank J. Hogan (dated December 3, 1941). The letter was discovered inside the front cover of the Burke Collection copy.[/caption]\r\n\r\n<strong>Letter 2</strong>\r\n\r\n<em>“Antiquarian Booksellers Association” stamp on top left, written March 18, 1941 and received April 17, 1941 (received date written in pencil on top right corner,) stationary is of “Elkin Mathews LTD. Directors: Greville Worthington, Ian L. Fleming, and P.H. Muir,” underneath is typed “Rare Books, Manuscripts, Literary Portraits, Music.”</em>\r\n\r\n“Dear Mr. Hogan,\r\nThis is just a brief note formally to announce the fact that “Emma” left here today on her long journey to California. I think it only right and proper that you should have with the book the letter that Sassoon sent me when sending the book to me. My own feeling is that one cannot have too much of this kind of thing in association with books. I think Siegfried Sassoon a great writer and I would be glad to have this letter myself were I buying one of his books, and I have the feeling that you may think that way, too, so I enclose the letter. He was a great friend and admirer of Charlotte Mew’s, by the way, which may help to endear him to you.\r\nWith every good wish and kind regards,\r\nYours very sincerely,\r\nP. H. MuirHand\r\nwritten note (in same green ink as Muir’s signature) written below signature of “P.H Muir”:\r\n“Note the date on SS’s letter, evidently written on 131h”\r\n\r\n<strong>Letter 3</strong>\r\n\r\n<em>Yellow paper, green “Elkin Mathews Ltd,” dated May 22, 1945, typed in faded black ink.</em>\r\n\r\n“Dear Mrs. Burke,\r\nThank you very much indeed for your letter of May 6th. I congratulate you on getting the “Emma” so cheaply. It is exceedingly rare and Mr. Hogan as very glad to pay 300 dollars for it. I mention the price in dollars because at the time he bought it the 1-pound was below par and fluctuating, so that the price was actually quoted in dollars. I say that the price was set by Mr. Sassoon and not by me, but I saw no reason at the time to take exception to it.\r\nI always have you in mind for any interesting Jane Austen items, which turn up.\r\nYours very sincerely,\r\nP.H. Muir (signed in green ink)\r\n\r\n<!--nextpage-->\r\n<h5>Emma (1st Edition Philadelphia 1816)</h5>\r\n18.3cm tall x 11.1cm (cover)\r\n\r\n<em>Inside Cover</em>\r\ncut and pasted paper of: COUNTESS OF DALHOUSIE, below: maroon and gold sticker of: Ex Libris Frank J. Hogan (around name says: the true university of these days is a collection of books”\r\n\r\n<em>Next Page</em>\r\nwritten by hand in faded pencil: ”Countess of d.- wife of the 9th Earl (1770-1838). Who was Governor of Canada, Nova Scotia, etc. 1819-1828- This explains her owning this edition, which was unknown to G. Keynes when he compiled his Bibliography of Jane Austen, 1929.”\r\nunder this is the paper square for the “Alberta H. Burke”\r\n\r\n[caption id=\"attachment_1314\" align=\"alignnone\" width=\"638\"]<img class=\"size-full wp-image-1314\" title=\"goucher_student work image1_kendall\" src=\"http://stage.archivejournal.net/wp-content/uploads/2012/02/goucher_student-work-image1_kendall.jpg\" alt=\"\" width=\"638\" height=\"1080\" /> Title page of the Burke Collection copy of the American first edition of Jane Austen\'s <em>Emma</em> (1816).[/caption]\r\n\r\n<em>Title Page</em>\r\nEMMA:\r\nA Novel\r\nHere Volumes in Two\r\n(written on side, vertically: A.B. Dallhousie)\r\nBy the Author of “Pride and Prejudice,”\r\n&amp;c. &amp;c.\r\nVol. 1\r\nPHILADELPHIA:\r\nPublished by M.Carey, No. 121 Chesnut Street\r\nAnd for Sale by Wells &amp; Lilly, Boston\r\n1816\r\n\r\n<em>Next Page</em>\r\nTo his Royal Highness\r\nThe Prince Regent, This Work Is, By his Royal Highness’s Permission, Most Respectfully Dedicated, By His Royal Highness’s Dutiful and Obedient Humble Servant, The Author.”\r\n\r\n<em>First Page of Text</em>\r\n18cm tall x 9.8cm wide\r\nA2 at bottom of first page – 8 pages later is “B” (vol.1), 4 pages later “B2”, 8 pages later “C” (vol.1.), 4 pages later “C2”, 8 pages later “D” (vol.1)\r\naverage full page text block: 12.5cm tall x 7.4cm wide\r\n\r\n<!--nextpage-->\r\n<h5>Letters Found Inside Second Volume</h5>\r\n<strong>Letter 1</strong>\r\n\r\n<em>21.5cm tall x13.9cm wide, typed: “Charles Sessler Inc.” Established 1882, Bookseller and Printseller 1308 Walnut Street Philadelphia, PA. 19107” stationary</em>\r\n<em> dated April 24, 1967</em>\r\n\r\n“Dear Mr. Burke:\r\nIn 1945 we purchased in New York at the sale of the Frank J. Hogan Library, item No. 7, a copy of EMMA, printed in Philadelphia by Carey in 1816.\r\nDo you still have this book and would you be willing to part with it?”\r\nYours Sincerely,\r\nMabel Zahn (signed in ink)\r\nZ.T. in bottom left corner, typed (?)\r\n\r\n<strong>Letter 2</strong>\r\n\r\n<em>Typed, same stationary as letter 1</em>\r\n<em> dated May 3, 1967</em>\r\n\r\n“Dear Mr. Burke:\r\nThank you so much for your letter of May 1st.\r\nI am glad that you still have the copy of EMMA. Our inquiry was for a bibliographic purpose. Someone who is working on the bibliography has asked us about the copy we sold you and naturally we followed through for him.\r\nWith best wishes,\r\nYours Sincerely,\r\nMabel Zahn\r\n-Z.T. in bottom left corner, typed (?)','How Emma Travels: by letters, hands and libraries','Behind a low glass case in Goucher’s Special Collection Room sits a humble blue book box that holds the first American edition of Jane Austen’s Emma. Valued from nineteen to seventy-five thousand dollars on ABEBooks.com, the edition is unquestionably valuable. But how did this extremely rare copy end up in Goucher’s modest library? In a letter to David Gilson on August 5th, 1967 Alberta Burke revealed that she owned a copy of the 1816 Philadelphia Emma, which formerly belonged to Siegfried Sassoon. The two corresponded from 1967 to 1975 until Alberta fell ill. Throughout this time a steady thread of conversation exists about the Philadelphia Emma.\r\n\r\nAfter seeing the interest that both Alberta Burke and David Gilson had in the first American edition of Emma, perusing the pages and studying the tome in detail was essential to discover first hand the majesty of the volumes.','inherit','open','open','','1300-revision-36','','','2012-09-10 23:23:47','2012-09-10 23:23:47','',1300,'http://stage.archivejournal.net/issue/2/uncategorized/1300-revision-36/',0,'revision','',0),(2068,19,'2012-09-10 23:12:06','2012-09-10 23:12:06','Behind a low glass case in Goucher’s Special Collection Room sits a humble blue book box that holds the first American edition of Jane Austen’s <em>Emma</em>. Valued from nineteen to seventy-five thousand dollars on ABEBooks.com, the edition is unquestionably valuable. But how did this extremely rare copy end up in Goucher’s modest library? In a letter to David Gilson on August 5th, 1967 Alberta Burke revealed that she owned a copy of the 1816 Philadelphia Emma, which formerly belonged to Siegfried Sassoon. The two corresponded from 1967 to 1975 until Alberta fell ill. Throughout this time a steady thread of conversation exists about the Philadelphia Emma.\r\n\r\nAfter seeing the interest that both Alberta Burke and David Gilson had in the first American edition of Emma, perusing the pages and studying the tome in detail was essential to discover first hand the majesty of the volumes.\r\n\r\n[caption id=\"attachment_1319\" align=\"alignnone\" width=\"638\"]<img class=\"size-full wp-image-1319\" title=\"goucher_student work image2_kendall\" src=\"http://stage.archivejournal.net/wp-content/uploads/2012/02/goucher_student-work-image2_kendall.jpg\" alt=\"\" width=\"638\" height=\"567\" /> Front pastedown and first flyleaf of the Burke Collection copy of the American first edition of <em>Emma</em> (1816), with the book plates of the Countess of Dalhousie, Frank J. Hogan, and Alberta H. Burke.[/caption]\r\n\r\nThe inside of the custom-made blue book box is coated with a light perimeter of oil damage. Nancy Magnuson, one of Goucher’s librarians and liaisons for the Special Collections, said that Alberta Burke felt so attached to the books and bindings in her collections that she oiled the leather twice a year, far more then necessary. The first volume’s brown leather is faded and has been repaired after cracking. On the inside cover are two pasted rectangular cutouts. The first, measuring 3.5cm tall and 8cm wide, reads “Countess of Dalhousie” in delicate black print. The mysterious figure of the Countess Dalhousie intrigued both David Gilson and Alberta Burke. In a letter dated August 15th 1967 Burke wrote, “The Countess of Dalhousie’s signature, but no date, is on the title page. I like to think, most romantically, but with no evidence that she purchased it in new york when she was in Canada with her husband who was governor-general there in 1819.”\r\n\r\nFive months later Burke and Gilson are still perplexed by the elusive Countess and her involvement with the edition. On January 12th, 1968 she writes to Gilson hoping to answer the questions he’d had about the 1816 Philadelphia Emma. She notes that over the first half of the page in volume I there is a note in pencil, “not I think in Sasoon’s writing, probably in that of Percy (Mathews) who was the agent who arranged the sale from Mr. Sasoon to Mr. Hogan.” The note, hand-written in pencil that has faded to the extent of being almost translucent, reads “Countess of D- wife to the 9th Earl (1770-1838). Who was Governor of Canada, Nova Scotia, etc 1819-1828- this explains her owning this edition, which was unknown to G. Keynes when he compiled his Bibliography of Jane Austen, 1929.”\r\n\r\n<!--nextpage-->\r\n\r\nThese pieces of evidence show that after being published by M. Carey in Philadelphia, this edition left Chesnut Street and most likely traveled into the hands of Lady Dalhousie. “This copy,” Gilson writes in his bibliography of Jane Austen, “was in the present century found in Salisbury by Siegfried Sassoon.”\r\n\r\nIn the same letter dated August 15th, 1967 in which she writes to Gilson about her romantic notion that the Countess of Dalhousie purchased Emma when visiting New York, she alludes to another letter involving Siegfried Sassoon. “You may be amused at a sentence from Siegfried Sassoon’s letter to Mr. Percy Elkin Mathews (who arranged the sale of the other 1816 Emma to Mr. Hogan in 1941. G. Keynes will be livid with me, as he wrote saying he must collate it as he wants to write something bout it for the Times Lit Supplement- which is poaching on your preserves, isn’t it?” She writes specifically to Gilson that, “ this is not for quotation in any article, but solely for your own pleasure.” Alberta Burke must have known this would tickle David Gilson’s fancy. Since Gilson first intended to write his bibliography on Jane Austen as a revised edition Geoffrey Keynes’s 1929 bibliography, he would understand Muir’s frustration with people encroaching on his research topic.\r\n\r\nBetween the letters from Burke and Gilson and the evidence left behind inside Emma, the provenance of this edition is fairly clear. Emma travels from the Philadelphia publisher to the Countess to Siegfried Sassoon. Inside the first volume of the Emma being examined lays a piece of lavender stationary, measuring 17.6cm tall x 13cm wide, folded in half. Opening it reveals that at the top of the stationary is typed “Heytesbury House, Wiltshire” and at the end of the letter is the minute script signature of Siegfried Sassoon.\r\n\r\nThe letter, addressed to Muir, dated March 12th, 1941 is written in Sassoon’s light and witty style. He starts his letter with, “Emma returns to you in a twitter of excitement about going to California. She is sure that Mr. F. Hogan is a very nice man, though she intends to be a bit sharp with him until she gets to know him.” He then jokes with Muir at the expense of Keynes, writing how “G. Keynes will be livid with me, as he wrote saying he must collate it as he wants to write something about it for the Times Lit Supplement- which is poaching on your preserves, isn’t it?”\r\n\r\nIn 1941 Sassoon sold the edition through Elkin Mathews to Frank J. Hogan (Gilson, 100). Under the Countess of Dalhousie’s book label is the red leather label of Frank J. Hogan. Around the name in gold lettering it reads “the true university of these days is a collection of books.”\r\n\r\nIn addition to the lavender letter from Siegfried Sassoon, two additional correspondences hide between the inside cover and the title page. One letter was written to Mr. Hogan from Mr. Muir relating that the 1816 Philadelphia edition of Emma was on its way. The stationary was that of The Antiquarian Booksellers Association, shown by the stamp on the top right corner. Printed at the top is the name “Elkin Mathews LTD” followed by the director’s names: Greville Worthington, Ian L. Fleming, and P. H. Muir. Underneath the names describes the objects in which these men were interested in: “Rare Books, Manuscripts, Literary Portraits, Music.”\r\n\r\n<!--nextpage-->\r\n\r\nLetters leading to other letters seems to be a theme when following this first American edition of Emma. In the letter to Mr. Hogan from Mr. Muir, Muir writes how he feels it is important that Mr. Hogan also get, along with the copy of Emma, the letter from Mr. Sassoon (the lavender letter found in the first volume.) “I think it is only right and proper that you should have with the book the letter that Sassoon sent me when sending the book to me. My own feeling is that one cannot have too much of this kind of thing in association with books.” The truth in Muir’s statement could not be more paramount as it relates to this particular edition of Emma. Burke and Gilson’s letter lead to examining the 1816 Philadelphia edition, which hold the additional correspondences from Sassoon and Muir. Being able to handle and analyze one of the three first American editions is a privilege in itself (Gilson, 100). Yet more than just handling the two volumes, I found the circuit of corresponding materials equally intriguing and helpful to track how the book came from Philadelphia, to the Countess Dalhousie, to Siegfried Sassoon to Frank J. Hogan and finally to Alberta Burke.\r\n\r\nThe last letter found inside the first volume relating to Emma’s provenance is from Mr. Muir to Alberta Burke. Muir writes to Alberta on different stationary then when writing to Mr. Hogan, perhaps to add a more personal touch. Typed on yellow paper with the green “Elkin Mathews Ltd” insignia printed at the top, the letter is typed and dated May 22nd, 1945. Mr. Muir writes that Mr. Hogan purchased the first American 1816 Philadelphia edition for Alberta for only 300 dollars. “I congratulate you,” he writes, “on getting it so cheaply. It is exceedingly rare.”\r\n\r\nThe last letter from Alberta Burke to David Gilson is dated February 4th, 1975. After this date the Austen letters continue between Alberta’s husband Henry Burke and David Gilson. After Alberta’s death on May 22nd, 1975 Goucher’s library received her Jane Austen collection. According to Goucher’s pamphlet “Twenty-Five Years of Jane Austen,” Alberta had always intended to donate the collection to Goucher. “From the time when my Jane Austen material first began to overflow the one-shelf bounds assigned to it, I have always intended that Goucher should be the ultimate recipient, and I have hoped that, sometime in the future, others would partake of the very great pleasure which they have given me for many years.”\r\n\r\nWhen David Gilson in 1982 published A Bibliography of Jane Austen he acknowledged his gratitude to Alberta and Henry Burke. Both Alberta Burke and David Gilson benefited from their letters to one another. Alberta Burke, with her deep seeded love and interest in all things Austen, was able to help David Gilson with his mission to track down Austen texts, study and describe them.\r\n<h5>Works Cited</h5>\r\nGilson, David. <em>A Bibliography of Jane Austen</em>. first. Oxford: Clarendon Press, 1982.\r\n\r\nAusten, Jane. <em>Emma</em>. First. Philadelphia: M.Carey, 1816.\r\n\r\n<!--nextpage-->\r\n<h5>Letters From Alberta Burke to David Gilson</h5>\r\n<ul>\r\n	<li>“Apartment Stationary” 18.8 cm tall x 25.9 cm wide, written section is 18.8cm tall x 13.1 cm wide, folded into four quarters for mailing, black ink, cream paper, red print of “Apartment 1318 116 West University Parkway Baltimore, Maryland 21210.” Gray and maroon thin stripe border.</li>\r\n	<li>“Blue Air Mail” 30.5 cm tall x 18.1cm wide, folded into a 9.7cm tall x 14.8cm wide envelope, black ink, written completely on first side and on first fourth and last fourth on other side.</li>\r\n	<li>“Gray Apartment Stationary” 18.8cm tall x 25.9cm wide, written section is 18.8 cm tall x 13.1 cm wide, folded into four quarters for mailing, black ink, cream paper, gray print of “Apartment 1318 116 West University Parkway Baltimore, Maryland 21210.” Gray thin stripe border.</li>\r\n	<li>“Small Note Card” 14cm tall x 8.4cm wide, thicker note-card type cream paper, written only on one side, addressed to “Mr. D.J Gilson, J1 Blenheim Drive Oxford OX2 8DL England” Airmail! is written above the address in red marker. “Burke 1318 Broadview Apts. 116 W. University Parkway Baltimore, Maryland 21210” is typed in upper left corner. Written in blue ink.</li>\r\n</ul>\r\n<strong>August 5, 1967</strong>\r\n\r\n<em>Apartment Stationary</em>\r\n\r\nTells Mr. Gilson that she has the Frank J. Hogan copy of the 1816 Philadelphia Emma, which formerly belonged to Siegfried Sassoon.\r\n\r\n<strong>August 15, 1967</strong>\r\n\r\n<em>Apartment Stationary</em>\r\n<em>Written in black fountain pen (script writing), fairly uniform line spacing</em>\r\n\r\n“You may be amused at a sentence from Siegfried Sassoon’s letter to Mr. Percy Elkin Mathews (who arranged the sale of the other 1816 Emma to Mr. Hogan in 1941. “G. Keynes will be livid with me, as he wrote saying he must collate it as he wants to write something bout it for the Times Lit Supplement- which is poaching on your preserves, isn’t it?” This is not for quotation in any article, but solely for your own pleasure.”\r\n“Since my copy of the 1816 Philadelphia Emma…her signature, but no date, is on the title page) I like to think, most romantically, but with no evidence, that she purchased it as a new work when she was in Canada with her husband who was governor- general there in 1819.”\r\n\r\n<strong>January 12, 1968</strong>\r\n\r\n<em>Apartment Stationary</em>\r\n\r\n“I hope that I can answer your questions about the Philadelphia 1816 Emma satisfactorily. On inside cover of both volumes is a book place or visiting card (I don’t know which it is) bearing only the engraved words “Coweliers Dalhousie”…no device etc. In the first volume at the left and perpendicular to the lives of priutsey on the title pages is the signature “Cou C Dalhousie” (there is a bit of extra curlicue over the first letter.) However in volume two the signature…is plainly “C B Dalhousie” over the first preliminary half of volume I here is a note in pencil, not I think in Sassoon’s writing, probably in that of Percy (Mathews) who was the agent who arranged the sale from Mr. Sassoon to Mr. Hogan.”\r\n\r\n<strong>June 10, 1969</strong>\r\n\r\n<em>Blue Air Mail</em>\r\n\r\n“Does Mr. C.B. Hogan’s copy of the 1st Am. E [Emma] conform to the Goodspeed, Boolm Cat. No 317, p.4, 1940 description: “Three vols. In 2…Published by M. Cary. 21 Chestnut St. ….Boston 1816.” I – not sure M. Hogan’s article so can’t collate my copy until his description of his E of my 1st edition is bound(?)”\r\n\r\n<strong>November 18, 1969</strong>\r\n\r\n<em>Gray Apartment Stationary</em>\r\n\r\n“I was delighted to know of a 3rd (if imperfect copy of the Philadelphia E turning up. When I first read the description of it in Goodspeeds (I think) 1940 catalogue I thought it was some Bookshop.\r\n#16 went for $1300 to the same buyer\r\n#17 “ “ 550 “ “ “\r\n#18 $40.00\r\n#19 $35.00\r\n#20 (The companion to the A--) was valued at $1250 00 by the estate and had a reserve price of $550 which was not reached so that the item was withdrawn.”\r\n\r\n<strong>March 11, 1973</strong>\r\n\r\n<em>Small Note Card</em>\r\n\r\n“In looking for something else, I picked out a letter of Dr. R.W. Chapurace to me dated 13.10.51. In it he says “The 1816 Philadelphia Emma was the result of Scott’s Quarterly Review, I guess. One day I looked out [the word looks like “whatelup” but this is impossible!] 2 R 1826 and found that it is of a ‘New Edition’ N.A+P that lso is unrecorded.” I haven’t checked further to see if I, or any one else has these listed, and perhaps, I am first causing you unnecessary trouble or being commonly behind the fair.”\r\n\r\n<strong>December 16, 1973</strong>\r\n\r\n<em>Gray Apartment Stationary</em>\r\n\r\n“The only first in boards which I have which has its labels intact (they match Keynes) is M.P. The E has had the backstrips repaired and the N.A.+P 2 packstrips have crumbled away completely + 2 are very cracked + missing the labels”\r\n\r\n<!--nextpage-->\r\n<h5>Letters from Gilson to Henry Burke (after Alberta falls ill)</h5>\r\n<ul>\r\n	<li>“Small White Paper” 17.9cm tall x 13.7cm wide, blue ink, almost transparent white paper, written on only one side.</li>\r\n	<li>“Blue Air Mail” 30.5 cm tall x 18.1cm wide, folded into a 9.7cm tall x 14.8cm wide envelope, black ink, written completely on first side and on first fourth and last fourth on other side.</li>\r\n</ul>\r\n<strong>June 14th, 1975</strong>\r\n\r\n<em>Blue Air Mail</em>\r\n\r\n“I see that Sotheby’s are selling on 23rd of June “an autograph letter by Jane Austen to her publisher commenting on the review of her novel Emma by Sir Walter Scott”: presumably RWC 127, marked as ‘original not traced’. I suppose the Pierpont Morgan will be bidding for this!”\r\n\r\n<strong>August 3rd, 975</strong>\r\n\r\n<em>Small White Paper</em>\r\n\r\n“It would be very kind if you could give me the correct address of Goucher College, and also the name of the librarian whom I should contact with any query relating to Alberta’s books (there may be queries over some of the rarer items, especially the 1816 Philadelphia Emma.)”\r\n\r\n<strong>October 16th, 1976</strong>\r\n\r\n<em>Small White Pape</em><em>r</em>\r\n<em></em><em>Written on both sides.</em>\r\n\r\n“I spent a very interesting morning on 1st September at John Murray in Albemarte Street; they kindly allowed me to see their ledgers, giving the publication costs and other details of the first editions of Emma and Northanger Abbey and Persuasion.”\r\n\r\n<strong>December 26th, 1976</strong>\r\n\r\n<em>Small White Paper. </em>\r\n<em>Written on both sides.</em>\r\n\r\n“Miss Jones of Goucher College has very kindly sent me-free of charge- an excellent photograph of the title page of Vol.1 of Alberta’s copy of the 1816 Philadelphia Emma (my reproduction in the Autumn 1969 Book Collector was from a Xerox of Mr. Hogan’s copy; this photograph is much clearer).”\r\n\r\n<strong>March 20th, 1977</strong>\r\n\r\n<em>Small White Paper</em>\r\n<em>Written on both sides.</em>\r\n\r\n“Christie’s sold first editions of Emma and of Northanger Abbey and Persuasion on 2nd February- not particularly good copies (from the catalogue descriptions) although with the half-titles in each case; I don’t know who bought them, but they fetched 350 pounds and 230 pounds respectively. I have been given an extremely imperfect copy of the first-edition of Emma, consisting only of Vol.1 (lacking the half-title), and Vol.3 (lacking all before p.19.) It clearly has no commercial value, but still seems worth having.”\r\n\r\n<!--nextpage-->\r\n<h5>Letters Found Inside First Volume of 1816 Philadelphia <em>Emma</em></h5>\r\n<strong>Letter 1</strong>\r\n\r\n<em>17.6cm tall x 13cm wide, grayish blue stationary with “Heytesbury House, Wiltshire” printed on top, dated “12a.3.41,” hand written in script, black ink.</em>\r\n\r\n“Dear Muir,\r\n‘Emma’ returns to you in a twitter of excitement about ‘going to California.’ She is sure that Mr. F. Hogan is a very nice man though she intends to be a bit sharp with him until she has got to know him.\r\nSeriously- I am greatly obliged to you and --- agree to your 15% etc, and my wish you are making a bit more out of it. (G. Keynes will be livid with me, as he would say, he ---- collate it as he wants to write something about it for the ----- which his --- on your ---, isn’t it?) ….\r\nYours, SS (written on top of each other)\r\n\r\n[caption id=\"attachment_1316\" align=\"alignnone\" width=\"638\"]<img class=\"size-full wp-image-1316\" title=\"goucher_student work image3_kendall\" src=\"http://stage.archivejournal.net/wp-content/uploads/2012/02/goucher_student-work-image3_kendall.jpg\" alt=\"\" width=\"638\" height=\"857\" /> Siegfried Sassoon\'s letter to Percy Muir, antiquarian book dealer, regarding Sassoon\'s sale of the American first edition of <em>Emma</em> (1816) to Frank J. Hogan (dated December 3, 1941). The letter was discovered inside the front cover of the Burke Collection copy.[/caption]\r\n\r\n<strong>Letter 2</strong>\r\n\r\n<em>“Antiquarian Booksellers Association” stamp on top left, written March 18, 1941 and received April 17, 1941 (received date written in pencil on top right corner,) stationary is of “Elkin Mathews LTD. Directors: Greville Worthington, Ian L. Fleming, and P.H. Muir,” underneath is typed “Rare Books, Manuscripts, Literary Portraits, Music.”</em>\r\n\r\n“Dear Mr. Hogan,\r\nThis is just a brief note formally to announce the fact that “Emma” left here today on her long journey to California. I think it only right and proper that you should have with the book the letter that Sassoon sent me when sending the book to me. My own feeling is that one cannot have too much of this kind of thing in association with books. I think Siegfried Sassoon a great writer and I would be glad to have this letter myself were I buying one of his books, and I have the feeling that you may think that way, too, so I enclose the letter. He was a great friend and admirer of Charlotte Mew’s, by the way, which may help to endear him to you.\r\nWith every good wish and kind regards,\r\nYours very sincerely,\r\nP. H. MuirHand\r\nwritten note (in same green ink as Muir’s signature) written below signature of “P.H Muir”:\r\n“Note the date on SS’s letter, evidently written on 131h”\r\n\r\n<strong>Letter 3</strong>\r\n\r\n<em>Yellow paper, green “Elkin Mathews Ltd,” dated May 22, 1945, typed in faded black ink.</em>\r\n\r\n“Dear Mrs. Burke,\r\nThank you very much indeed for your letter of May 6th. I congratulate you on getting the “Emma” so cheaply. It is exceedingly rare and Mr. Hogan as very glad to pay 300 dollars for it. I mention the price in dollars because at the time he bought it the 1-pound was below par and fluctuating, so that the price was actually quoted in dollars. I say that the price was set by Mr. Sassoon and not by me, but I saw no reason at the time to take exception to it.\r\nI always have you in mind for any interesting Jane Austen items, which turn up.\r\nYours very sincerely,\r\nP.H. Muir (signed in green ink)\r\n\r\n<!--nextpage-->\r\n<h5>Emma (1st Edition Philadelphia 1816)</h5>\r\n18.3cm tall x 11.1cm (cover)\r\n\r\n<em>Inside Cover</em>\r\ncut and pasted paper of: COUNTESS OF DALHOUSIE, below: maroon and gold sticker of: Ex Libris Frank J. Hogan (around name says: the true university of these days is a collection of books”\r\n\r\n<em>Next Page</em>\r\nwritten by hand in faded pencil: ”Countess of d.- wife of the 9th Earl (1770-1838). Who was Governor of Canada, Nova Scotia, etc. 1819-1828- This explains her owning this edition, which was unknown to G. Keynes when he compiled his Bibliography of Jane Austen, 1929.”\r\nunder this is the paper square for the “Alberta H. Burke”\r\n\r\n[caption id=\"attachment_1314\" align=\"alignnone\" width=\"638\"]<img class=\"size-full wp-image-1314\" title=\"goucher_student work image1_kendall\" src=\"http://stage.archivejournal.net/wp-content/uploads/2012/02/goucher_student-work-image1_kendall.jpg\" alt=\"\" width=\"638\" height=\"1080\" /> Title page of the Burke Collection copy of the American first edition of Jane Austen\'s <em>Emma</em> (1816).[/caption]\r\n\r\n<em>Title Page</em>\r\nEMMA:\r\nA Novel\r\nHere Volumes in Two\r\n(written on side, vertically: A.B. Dallhousie)\r\nBy the Author of “Pride and Prejudice,”\r\n&amp;c. &amp;c.\r\nVol. 1\r\nPHILADELPHIA:\r\nPublished by M.Carey, No. 121 Chesnut Street\r\nAnd for Sale by Wells &amp; Lilly, Boston\r\n1816\r\n\r\n<em>Next Page</em>\r\nTo his Royal Highness\r\nThe Prince Regent, This Work Is, By his Royal Highness’s Permission, Most Respectfully Dedicated, By His Royal Highness’s Dutiful and Obedient Humble Servant, The Author.”\r\n\r\n<em>First Page of Text</em>\r\n18cm tall x 9.8cm wide\r\nA2 at bottom of first page – 8 pages later is “B” (vol.1), 4 pages later “B2”, 8 pages later “C” (vol.1.), 4 pages later “C2”, 8 pages later “D” (vol.1)\r\naverage full page text block: 12.5cm tall x 7.4cm wide\r\n\r\n<!--nextpage-->\r\n<h5>Letters Found Inside Second Volume</h5>\r\n<strong>Letter 1</strong>\r\n\r\n<em>21.5cm tall x13.9cm wide, typed: “Charles Sessler Inc.” Established 1882, Bookseller and Printseller 1308 Walnut Street Philadelphia, PA. 19107” stationary</em>\r\n<em> dated April 24, 1967</em>\r\n\r\n“Dear Mr. Burke:\r\nIn 1945 we purchased in New York at the sale of the Frank J. Hogan Library, item No. 7, a copy of EMMA, printed in Philadelphia by Carey in 1816.\r\nDo you still have this book and would you be willing to part with it?”\r\nYours Sincerely,\r\nMabel Zahn (signed in ink)\r\nZ.T. in bottom left corner, typed (?)\r\n\r\n<strong>Letter 2</strong>\r\n\r\n<em>Typed, same stationary as letter 1</em>\r\n<em> dated May 3, 1967</em>\r\n\r\n“Dear Mr. Burke:\r\nThank you so much for your letter of May 1st.\r\nI am glad that you still have the copy of EMMA. Our inquiry was for a bibliographic purpose. Someone who is working on the bibliography has asked us about the copy we sold you and naturally we followed through for him.\r\nWith best wishes,\r\nYours Sincerely,\r\nMabel Zahn\r\n-Z.T. in bottom left corner, typed (?)','How Emma Travels: by letters, hands and libraries','Behind a low glass case in Goucher’s Special Collection Room sits a humble blue book box that holds the first American edition of Jane Austen’s Emma. Valued from nineteen to seventy-five thousand dollars on ABEBooks.com, the edition is unquestionably valuable. But how did this extremely rare copy end up in Goucher’s modest library? In a letter to David Gilson on August 5th, 1967 Alberta Burke revealed that she owned a copy of the 1816 Philadelphia Emma, which formerly belonged to Siegfried Sassoon. The two corresponded from 1967 to 1975 until Alberta fell ill. Throughout this time a steady thread of conversation exists about the Philadelphia Emma.\r\n\r\nAfter seeing the interest that both Alberta Burke and David Gilson had in the first American edition of Emma, perusing the pages and studying the tome in detail was essential to discover first hand the majesty of the volumes.','inherit','open','open','','1300-revision-28','','','2012-09-10 23:12:06','2012-09-10 23:12:06','',1300,'http://stage.archivejournal.net/issue/2/uncategorized/1300-revision-28/',0,'revision','',0),(2069,19,'2012-09-10 23:13:12','2012-09-10 23:13:12','Behind a low glass case in Goucher’s Special Collection Room sits a humble blue book box that holds the first American edition of Jane Austen’s <em>Emma</em>. Valued from nineteen to seventy-five thousand dollars on ABEBooks.com, the edition is unquestionably valuable. But how did this extremely rare copy end up in Goucher’s modest library? In a letter to David Gilson on August 5th, 1967 Alberta Burke revealed that she owned a copy of the 1816 Philadelphia Emma, which formerly belonged to Siegfried Sassoon. The two corresponded from 1967 to 1975 until Alberta fell ill. Throughout this time a steady thread of conversation exists about the Philadelphia Emma.\r\n\r\nAfter seeing the interest that both Alberta Burke and David Gilson had in the first American edition of Emma, perusing the pages and studying the tome in detail was essential to discover first hand the majesty of the volumes.\r\n\r\n<span class=\"caption\"> id=\"attachment_1319\" align=\"alignnone\" width=\"638\"]<img class=\"size-full wp-image-1319\" title=\"goucher_student work image2_kendall\" src=\"http://stage.archivejournal.net/wp-content/uploads/2012/02/goucher_student-work-image2_kendall.jpg\" alt=\"\" width=\"638\" height=\"567\" />Front pastedown and first flyleaf of the Burke Collection copy of the American first edition of <em>Emma</em> (1816), with the book plates of the Countess of Dalhousie, Frank J. Hogan, and Alberta H. Burke.</span>\r\n\r\nThe inside of the custom-made blue book box is coated with a light perimeter of oil damage. Nancy Magnuson, one of Goucher’s librarians and liaisons for the Special Collections, said that Alberta Burke felt so attached to the books and bindings in her collections that she oiled the leather twice a year, far more then necessary. The first volume’s brown leather is faded and has been repaired after cracking. On the inside cover are two pasted rectangular cutouts. The first, measuring 3.5cm tall and 8cm wide, reads “Countess of Dalhousie” in delicate black print. The mysterious figure of the Countess Dalhousie intrigued both David Gilson and Alberta Burke. In a letter dated August 15th 1967 Burke wrote, “The Countess of Dalhousie’s signature, but no date, is on the title page. I like to think, most romantically, but with no evidence that she purchased it in new york when she was in Canada with her husband who was governor-general there in 1819.”\r\n\r\nFive months later Burke and Gilson are still perplexed by the elusive Countess and her involvement with the edition. On January 12th, 1968 she writes to Gilson hoping to answer the questions he’d had about the 1816 Philadelphia Emma. She notes that over the first half of the page in volume I there is a note in pencil, “not I think in Sasoon’s writing, probably in that of Percy (Mathews) who was the agent who arranged the sale from Mr. Sasoon to Mr. Hogan.” The note, hand-written in pencil that has faded to the extent of being almost translucent, reads “Countess of D- wife to the 9th Earl (1770-1838). Who was Governor of Canada, Nova Scotia, etc 1819-1828- this explains her owning this edition, which was unknown to G. Keynes when he compiled his Bibliography of Jane Austen, 1929.”\r\n\r\n<!--nextpage-->\r\n\r\nThese pieces of evidence show that after being published by M. Carey in Philadelphia, this edition left Chesnut Street and most likely traveled into the hands of Lady Dalhousie. “This copy,” Gilson writes in his bibliography of Jane Austen, “was in the present century found in Salisbury by Siegfried Sassoon.”\r\n\r\nIn the same letter dated August 15th, 1967 in which she writes to Gilson about her romantic notion that the Countess of Dalhousie purchased Emma when visiting New York, she alludes to another letter involving Siegfried Sassoon. “You may be amused at a sentence from Siegfried Sassoon’s letter to Mr. Percy Elkin Mathews (who arranged the sale of the other 1816 Emma to Mr. Hogan in 1941. G. Keynes will be livid with me, as he wrote saying he must collate it as he wants to write something bout it for the Times Lit Supplement- which is poaching on your preserves, isn’t it?” She writes specifically to Gilson that, “ this is not for quotation in any article, but solely for your own pleasure.” Alberta Burke must have known this would tickle David Gilson’s fancy. Since Gilson first intended to write his bibliography on Jane Austen as a revised edition Geoffrey Keynes’s 1929 bibliography, he would understand Muir’s frustration with people encroaching on his research topic.\r\n\r\nBetween the letters from Burke and Gilson and the evidence left behind inside Emma, the provenance of this edition is fairly clear. Emma travels from the Philadelphia publisher to the Countess to Siegfried Sassoon. Inside the first volume of the Emma being examined lays a piece of lavender stationary, measuring 17.6cm tall x 13cm wide, folded in half. Opening it reveals that at the top of the stationary is typed “Heytesbury House, Wiltshire” and at the end of the letter is the minute script signature of Siegfried Sassoon.\r\n\r\nThe letter, addressed to Muir, dated March 12th, 1941 is written in Sassoon’s light and witty style. He starts his letter with, “Emma returns to you in a twitter of excitement about going to California. She is sure that Mr. F. Hogan is a very nice man, though she intends to be a bit sharp with him until she gets to know him.” He then jokes with Muir at the expense of Keynes, writing how “G. Keynes will be livid with me, as he wrote saying he must collate it as he wants to write something about it for the Times Lit Supplement- which is poaching on your preserves, isn’t it?”\r\n\r\nIn 1941 Sassoon sold the edition through Elkin Mathews to Frank J. Hogan (Gilson, 100). Under the Countess of Dalhousie’s book label is the red leather label of Frank J. Hogan. Around the name in gold lettering it reads “the true university of these days is a collection of books.”\r\n\r\nIn addition to the lavender letter from Siegfried Sassoon, two additional correspondences hide between the inside cover and the title page. One letter was written to Mr. Hogan from Mr. Muir relating that the 1816 Philadelphia edition of Emma was on its way. The stationary was that of The Antiquarian Booksellers Association, shown by the stamp on the top right corner. Printed at the top is the name “Elkin Mathews LTD” followed by the director’s names: Greville Worthington, Ian L. Fleming, and P. H. Muir. Underneath the names describes the objects in which these men were interested in: “Rare Books, Manuscripts, Literary Portraits, Music.”\r\n\r\n<!--nextpage-->\r\n\r\nLetters leading to other letters seems to be a theme when following this first American edition of Emma. In the letter to Mr. Hogan from Mr. Muir, Muir writes how he feels it is important that Mr. Hogan also get, along with the copy of Emma, the letter from Mr. Sassoon (the lavender letter found in the first volume.) “I think it is only right and proper that you should have with the book the letter that Sassoon sent me when sending the book to me. My own feeling is that one cannot have too much of this kind of thing in association with books.” The truth in Muir’s statement could not be more paramount as it relates to this particular edition of Emma. Burke and Gilson’s letter lead to examining the 1816 Philadelphia edition, which hold the additional correspondences from Sassoon and Muir. Being able to handle and analyze one of the three first American editions is a privilege in itself (Gilson, 100). Yet more than just handling the two volumes, I found the circuit of corresponding materials equally intriguing and helpful to track how the book came from Philadelphia, to the Countess Dalhousie, to Siegfried Sassoon to Frank J. Hogan and finally to Alberta Burke.\r\n\r\nThe last letter found inside the first volume relating to Emma’s provenance is from Mr. Muir to Alberta Burke. Muir writes to Alberta on different stationary then when writing to Mr. Hogan, perhaps to add a more personal touch. Typed on yellow paper with the green “Elkin Mathews Ltd” insignia printed at the top, the letter is typed and dated May 22nd, 1945. Mr. Muir writes that Mr. Hogan purchased the first American 1816 Philadelphia edition for Alberta for only 300 dollars. “I congratulate you,” he writes, “on getting it so cheaply. It is exceedingly rare.”\r\n\r\nThe last letter from Alberta Burke to David Gilson is dated February 4th, 1975. After this date the Austen letters continue between Alberta’s husband Henry Burke and David Gilson. After Alberta’s death on May 22nd, 1975 Goucher’s library received her Jane Austen collection. According to Goucher’s pamphlet “Twenty-Five Years of Jane Austen,” Alberta had always intended to donate the collection to Goucher. “From the time when my Jane Austen material first began to overflow the one-shelf bounds assigned to it, I have always intended that Goucher should be the ultimate recipient, and I have hoped that, sometime in the future, others would partake of the very great pleasure which they have given me for many years.”\r\n\r\nWhen David Gilson in 1982 published A Bibliography of Jane Austen he acknowledged his gratitude to Alberta and Henry Burke. Both Alberta Burke and David Gilson benefited from their letters to one another. Alberta Burke, with her deep seeded love and interest in all things Austen, was able to help David Gilson with his mission to track down Austen texts, study and describe them.\r\n<div class=\"footnote\"><h5>Works Cited</h5>\r\nGilson, David. <em>A Bibliography of Jane Austen</em>. first. Oxford: Clarendon Press, 1982.\r\n\r\nAusten, Jane. <em>Emma</em>. First. Philadelphia: M.Carey, 1816.</div>\r\n\r\n<!--nextpage-->\r\n<h5>Letters From Alberta Burke to David Gilson</h5>\r\n<ul>\r\n	<li>“Apartment Stationary” 18.8 cm tall x 25.9 cm wide, written section is 18.8cm tall x 13.1 cm wide, folded into four quarters for mailing, black ink, cream paper, red print of “Apartment 1318 116 West University Parkway Baltimore, Maryland 21210.” Gray and maroon thin stripe border.</li>\r\n	<li>“Blue Air Mail” 30.5 cm tall x 18.1cm wide, folded into a 9.7cm tall x 14.8cm wide envelope, black ink, written completely on first side and on first fourth and last fourth on other side.</li>\r\n	<li>“Gray Apartment Stationary” 18.8cm tall x 25.9cm wide, written section is 18.8 cm tall x 13.1 cm wide, folded into four quarters for mailing, black ink, cream paper, gray print of “Apartment 1318 116 West University Parkway Baltimore, Maryland 21210.” Gray thin stripe border.</li>\r\n	<li>“Small Note Card” 14cm tall x 8.4cm wide, thicker note-card type cream paper, written only on one side, addressed to “Mr. D.J Gilson, J1 Blenheim Drive Oxford OX2 8DL England” Airmail! is written above the address in red marker. “Burke 1318 Broadview Apts. 116 W. University Parkway Baltimore, Maryland 21210” is typed in upper left corner. Written in blue ink.</li>\r\n</ul>\r\n<strong>August 5, 1967</strong>\r\n\r\n<em>Apartment Stationary</em>\r\n\r\nTells Mr. Gilson that she has the Frank J. Hogan copy of the 1816 Philadelphia Emma, which formerly belonged to Siegfried Sassoon.\r\n\r\n<strong>August 15, 1967</strong>\r\n\r\n<em>Apartment Stationary</em>\r\n<em>Written in black fountain pen (script writing), fairly uniform line spacing</em>\r\n\r\n“You may be amused at a sentence from Siegfried Sassoon’s letter to Mr. Percy Elkin Mathews (who arranged the sale of the other 1816 Emma to Mr. Hogan in 1941. “G. Keynes will be livid with me, as he wrote saying he must collate it as he wants to write something bout it for the Times Lit Supplement- which is poaching on your preserves, isn’t it?” This is not for quotation in any article, but solely for your own pleasure.”\r\n“Since my copy of the 1816 Philadelphia Emma…her signature, but no date, is on the title page) I like to think, most romantically, but with no evidence, that she purchased it as a new work when she was in Canada with her husband who was governor- general there in 1819.”\r\n\r\n<strong>January 12, 1968</strong>\r\n\r\n<em>Apartment Stationary</em>\r\n\r\n“I hope that I can answer your questions about the Philadelphia 1816 Emma satisfactorily. On inside cover of both volumes is a book place or visiting card (I don’t know which it is) bearing only the engraved words “Coweliers Dalhousie”…no device etc. In the first volume at the left and perpendicular to the lives of priutsey on the title pages is the signature “Cou C Dalhousie” (there is a bit of extra curlicue over the first letter.) However in volume two the signature…is plainly “C B Dalhousie” over the first preliminary half of volume I here is a note in pencil, not I think in Sassoon’s writing, probably in that of Percy (Mathews) who was the agent who arranged the sale from Mr. Sassoon to Mr. Hogan.”\r\n\r\n<strong>June 10, 1969</strong>\r\n\r\n<em>Blue Air Mail</em>\r\n\r\n“Does Mr. C.B. Hogan’s copy of the 1st Am. E [Emma] conform to the Goodspeed, Boolm Cat. No 317, p.4, 1940 description: “Three vols. In 2…Published by M. Cary. 21 Chestnut St. ….Boston 1816.” I – not sure M. Hogan’s article so can’t collate my copy until his description of his E of my 1st edition is bound(?)”\r\n\r\n<strong>November 18, 1969</strong>\r\n\r\n<em>Gray Apartment Stationary</em>\r\n\r\n“I was delighted to know of a 3rd (if imperfect copy of the Philadelphia E turning up. When I first read the description of it in Goodspeeds (I think) 1940 catalogue I thought it was some Bookshop.\r\n#16 went for $1300 to the same buyer\r\n#17 “ “ 550 “ “ “\r\n#18 $40.00\r\n#19 $35.00\r\n#20 (The companion to the A--) was valued at $1250 00 by the estate and had a reserve price of $550 which was not reached so that the item was withdrawn.”\r\n\r\n<strong>March 11, 1973</strong>\r\n\r\n<em>Small Note Card</em>\r\n\r\n“In looking for something else, I picked out a letter of Dr. R.W. Chapurace to me dated 13.10.51. In it he says “The 1816 Philadelphia Emma was the result of Scott’s Quarterly Review, I guess. One day I looked out [the word looks like “whatelup” but this is impossible!] 2 R 1826 and found that it is of a ‘New Edition’ N.A+P that lso is unrecorded.” I haven’t checked further to see if I, or any one else has these listed, and perhaps, I am first causing you unnecessary trouble or being commonly behind the fair.”\r\n\r\n<strong>December 16, 1973</strong>\r\n\r\n<em>Gray Apartment Stationary</em>\r\n\r\n“The only first in boards which I have which has its labels intact (they match Keynes) is M.P. The E has had the backstrips repaired and the N.A.+P 2 packstrips have crumbled away completely + 2 are very cracked + missing the labels”\r\n\r\n<!--nextpage-->\r\n<h5>Letters from Gilson to Henry Burke (after Alberta falls ill)</h5>\r\n<ul>\r\n	<li>“Small White Paper” 17.9cm tall x 13.7cm wide, blue ink, almost transparent white paper, written on only one side.</li>\r\n	<li>“Blue Air Mail” 30.5 cm tall x 18.1cm wide, folded into a 9.7cm tall x 14.8cm wide envelope, black ink, written completely on first side and on first fourth and last fourth on other side.</li>\r\n</ul>\r\n<strong>June 14th, 1975</strong>\r\n\r\n<em>Blue Air Mail</em>\r\n\r\n“I see that Sotheby’s are selling on 23rd of June “an autograph letter by Jane Austen to her publisher commenting on the review of her novel Emma by Sir Walter Scott”: presumably RWC 127, marked as ‘original not traced’. I suppose the Pierpont Morgan will be bidding for this!”\r\n\r\n<strong>August 3rd, 975</strong>\r\n\r\n<em>Small White Paper</em>\r\n\r\n“It would be very kind if you could give me the correct address of Goucher College, and also the name of the librarian whom I should contact with any query relating to Alberta’s books (there may be queries over some of the rarer items, especially the 1816 Philadelphia Emma.)”\r\n\r\n<strong>October 16th, 1976</strong>\r\n\r\n<em>Small White Pape</em><em>r</em>\r\n<em></em><em>Written on both sides.</em>\r\n\r\n“I spent a very interesting morning on 1st September at John Murray in Albemarte Street; they kindly allowed me to see their ledgers, giving the publication costs and other details of the first editions of Emma and Northanger Abbey and Persuasion.”\r\n\r\n<strong>December 26th, 1976</strong>\r\n\r\n<em>Small White Paper. </em>\r\n<em>Written on both sides.</em>\r\n\r\n“Miss Jones of Goucher College has very kindly sent me-free of charge- an excellent photograph of the title page of Vol.1 of Alberta’s copy of the 1816 Philadelphia Emma (my reproduction in the Autumn 1969 Book Collector was from a Xerox of Mr. Hogan’s copy; this photograph is much clearer).”\r\n\r\n<strong>March 20th, 1977</strong>\r\n\r\n<em>Small White Paper</em>\r\n<em>Written on both sides.</em>\r\n\r\n“Christie’s sold first editions of Emma and of Northanger Abbey and Persuasion on 2nd February- not particularly good copies (from the catalogue descriptions) although with the half-titles in each case; I don’t know who bought them, but they fetched 350 pounds and 230 pounds respectively. I have been given an extremely imperfect copy of the first-edition of Emma, consisting only of Vol.1 (lacking the half-title), and Vol.3 (lacking all before p.19.) It clearly has no commercial value, but still seems worth having.”\r\n\r\n<!--nextpage-->\r\n<h5>Letters Found Inside First Volume of 1816 Philadelphia <em>Emma</em></h5>\r\n<strong>Letter 1</strong>\r\n\r\n<em>17.6cm tall x 13cm wide, grayish blue stationary with “Heytesbury House, Wiltshire” printed on top, dated “12a.3.41,” hand written in script, black ink.</em>\r\n\r\n“Dear Muir,\r\n‘Emma’ returns to you in a twitter of excitement about ‘going to California.’ She is sure that Mr. F. Hogan is a very nice man though she intends to be a bit sharp with him until she has got to know him.\r\nSeriously- I am greatly obliged to you and --- agree to your 15% etc, and my wish you are making a bit more out of it. (G. Keynes will be livid with me, as he would say, he ---- collate it as he wants to write something about it for the ----- which his --- on your ---, isn’t it?) ….\r\nYours, SS (written on top of each other)\r\n\r\n[caption id=\"attachment_1316\" align=\"alignnone\" width=\"638\"]<img class=\"size-full wp-image-1316\" title=\"goucher_student work image3_kendall\" src=\"http://stage.archivejournal.net/wp-content/uploads/2012/02/goucher_student-work-image3_kendall.jpg\" alt=\"\" width=\"638\" height=\"857\" /> Siegfried Sassoon\'s letter to Percy Muir, antiquarian book dealer, regarding Sassoon\'s sale of the American first edition of <em>Emma</em> (1816) to Frank J. Hogan (dated December 3, 1941). The letter was discovered inside the front cover of the Burke Collection copy.[/caption]\r\n\r\n<strong>Letter 2</strong>\r\n\r\n<em>“Antiquarian Booksellers Association” stamp on top left, written March 18, 1941 and received April 17, 1941 (received date written in pencil on top right corner,) stationary is of “Elkin Mathews LTD. Directors: Greville Worthington, Ian L. Fleming, and P.H. Muir,” underneath is typed “Rare Books, Manuscripts, Literary Portraits, Music.”</em>\r\n\r\n“Dear Mr. Hogan,\r\nThis is just a brief note formally to announce the fact that “Emma” left here today on her long journey to California. I think it only right and proper that you should have with the book the letter that Sassoon sent me when sending the book to me. My own feeling is that one cannot have too much of this kind of thing in association with books. I think Siegfried Sassoon a great writer and I would be glad to have this letter myself were I buying one of his books, and I have the feeling that you may think that way, too, so I enclose the letter. He was a great friend and admirer of Charlotte Mew’s, by the way, which may help to endear him to you.\r\nWith every good wish and kind regards,\r\nYours very sincerely,\r\nP. H. MuirHand\r\nwritten note (in same green ink as Muir’s signature) written below signature of “P.H Muir”:\r\n“Note the date on SS’s letter, evidently written on 131h”\r\n\r\n<strong>Letter 3</strong>\r\n\r\n<em>Yellow paper, green “Elkin Mathews Ltd,” dated May 22, 1945, typed in faded black ink.</em>\r\n\r\n“Dear Mrs. Burke,\r\nThank you very much indeed for your letter of May 6th. I congratulate you on getting the “Emma” so cheaply. It is exceedingly rare and Mr. Hogan as very glad to pay 300 dollars for it. I mention the price in dollars because at the time he bought it the 1-pound was below par and fluctuating, so that the price was actually quoted in dollars. I say that the price was set by Mr. Sassoon and not by me, but I saw no reason at the time to take exception to it.\r\nI always have you in mind for any interesting Jane Austen items, which turn up.\r\nYours very sincerely,\r\nP.H. Muir (signed in green ink)\r\n\r\n<!--nextpage-->\r\n<h5>Emma (1st Edition Philadelphia 1816)</h5>\r\n18.3cm tall x 11.1cm (cover)\r\n\r\n<em>Inside Cover</em>\r\ncut and pasted paper of: COUNTESS OF DALHOUSIE, below: maroon and gold sticker of: Ex Libris Frank J. Hogan (around name says: the true university of these days is a collection of books”\r\n\r\n<em>Next Page</em>\r\nwritten by hand in faded pencil: ”Countess of d.- wife of the 9th Earl (1770-1838). Who was Governor of Canada, Nova Scotia, etc. 1819-1828- This explains her owning this edition, which was unknown to G. Keynes when he compiled his Bibliography of Jane Austen, 1929.”\r\nunder this is the paper square for the “Alberta H. Burke”\r\n\r\n[caption id=\"attachment_1314\" align=\"alignnone\" width=\"638\"]<img class=\"size-full wp-image-1314\" title=\"goucher_student work image1_kendall\" src=\"http://stage.archivejournal.net/wp-content/uploads/2012/02/goucher_student-work-image1_kendall.jpg\" alt=\"\" width=\"638\" height=\"1080\" /> Title page of the Burke Collection copy of the American first edition of Jane Austen\'s <em>Emma</em> (1816).[/caption]\r\n\r\n<em>Title Page</em>\r\nEMMA:\r\nA Novel\r\nHere Volumes in Two\r\n(written on side, vertically: A.B. Dallhousie)\r\nBy the Author of “Pride and Prejudice,”\r\n&amp;c. &amp;c.\r\nVol. 1\r\nPHILADELPHIA:\r\nPublished by M.Carey, No. 121 Chesnut Street\r\nAnd for Sale by Wells &amp; Lilly, Boston\r\n1816\r\n\r\n<em>Next Page</em>\r\nTo his Royal Highness\r\nThe Prince Regent, This Work Is, By his Royal Highness’s Permission, Most Respectfully Dedicated, By His Royal Highness’s Dutiful and Obedient Humble Servant, The Author.”\r\n\r\n<em>First Page of Text</em>\r\n18cm tall x 9.8cm wide\r\nA2 at bottom of first page – 8 pages later is “B” (vol.1), 4 pages later “B2”, 8 pages later “C” (vol.1.), 4 pages later “C2”, 8 pages later “D” (vol.1)\r\naverage full page text block: 12.5cm tall x 7.4cm wide\r\n\r\n<!--nextpage-->\r\n<h5>Letters Found Inside Second Volume</h5>\r\n<strong>Letter 1</strong>\r\n\r\n<em>21.5cm tall x13.9cm wide, typed: “Charles Sessler Inc.” Established 1882, Bookseller and Printseller 1308 Walnut Street Philadelphia, PA. 19107” stationary</em>\r\n<em> dated April 24, 1967</em>\r\n\r\n“Dear Mr. Burke:\r\nIn 1945 we purchased in New York at the sale of the Frank J. Hogan Library, item No. 7, a copy of EMMA, printed in Philadelphia by Carey in 1816.\r\nDo you still have this book and would you be willing to part with it?”\r\nYours Sincerely,\r\nMabel Zahn (signed in ink)\r\nZ.T. in bottom left corner, typed (?)\r\n\r\n<strong>Letter 2</strong>\r\n\r\n<em>Typed, same stationary as letter 1</em>\r\n<em> dated May 3, 1967</em>\r\n\r\n“Dear Mr. Burke:\r\nThank you so much for your letter of May 1st.\r\nI am glad that you still have the copy of EMMA. Our inquiry was for a bibliographic purpose. Someone who is working on the bibliography has asked us about the copy we sold you and naturally we followed through for him.\r\nWith best wishes,\r\nYours Sincerely,\r\nMabel Zahn\r\n-Z.T. in bottom left corner, typed (?)','How Emma Travels: by letters, hands and libraries','Behind a low glass case in Goucher’s Special Collection Room sits a humble blue book box that holds the first American edition of Jane Austen’s Emma. Valued from nineteen to seventy-five thousand dollars on ABEBooks.com, the edition is unquestionably valuable. But how did this extremely rare copy end up in Goucher’s modest library? In a letter to David Gilson on August 5th, 1967 Alberta Burke revealed that she owned a copy of the 1816 Philadelphia Emma, which formerly belonged to Siegfried Sassoon. The two corresponded from 1967 to 1975 until Alberta fell ill. Throughout this time a steady thread of conversation exists about the Philadelphia Emma.\r\n\r\nAfter seeing the interest that both Alberta Burke and David Gilson had in the first American edition of Emma, perusing the pages and studying the tome in detail was essential to discover first hand the majesty of the volumes.','inherit','open','open','','1300-revision-29','','','2012-09-10 23:13:12','2012-09-10 23:13:12','',1300,'http://stage.archivejournal.net/issue/2/uncategorized/1300-revision-29/',0,'revision','',0),(2071,19,'2012-09-10 23:04:02','2012-09-10 23:04:02','','Hands-On Research with Rare Books and Ephemera ','This case study features the work of two students completed in an English class at Goucher College.  The course, called “The Archeology of Text,” offers students an understanding of the social and historical frameworks for the production and consumption of text—beginning with the digital age and moving backwards in time.  Students are also trained in bibliographic research skills which they apply to objects in Goucher’s Special Collections library. These objects then become the subjects of the research paper that serves as the final course project.','inherit','open','open','','1047-revision-33','','','2012-09-10 23:04:02','2012-09-10 23:04:02','',1047,'http://stage.archivejournal.net/issue/2/uncategorized/1047-revision-33/',0,'revision','',0),(2070,19,'2012-09-10 23:13:38','2012-09-10 23:13:38','Behind a low glass case in Goucher’s Special Collection Room sits a humble blue book box that holds the first American edition of Jane Austen’s &lt;em&gt;Emma&lt;/em&gt;. Valued from nineteen to seventy-five thousand dollars on ABEBooks.com, the edition is unquestionably valuable. But how did this extremely rare copy end up in Goucher’s modest library? In a letter to David Gilson on August 5th, 1967 Alberta Burke revealed that she owned a copy of the 1816 Philadelphia Emma, which formerly belonged to Siegfried Sassoon. The two corresponded from 1967 to 1975 until Alberta fell ill. Throughout this time a steady thread of conversation exists about the Philadelphia Emma.\r\n\r\nAfter seeing the interest that both Alberta Burke and David Gilson had in the first American edition of Emma, perusing the pages and studying the tome in detail was essential to discover first hand the majesty of the volumes.\r\n\r\n&lt;span class=\"caption\"&gt;&lt;img class=\"size-full wp-image-1319\" title=\"goucher_student work image2_kendall\" src=\"http://stage.archivejournal.net/wp-content/uploads/2012/02/goucher_student-work-image2_kendall.jpg\" alt=\"\" width=\"638\" height=\"567\" /&gt;Front pastedown and first flyleaf of the Burke Collection copy of the American first edition of &lt;em&gt;Emma&lt;/em&gt; (1816), with the book plates of the Countess of Dalhousie, Frank J. Hogan, and Alberta H. Burke.&lt;/span&gt;\r\n\r\nThe inside of the custom-made blue book box is coated with a light perimeter of oil damage. Nancy Magnuson, one of Goucher’s librarians and liaisons for the Special Collections, said that Alberta Burke felt so attached to the books and bindings in her collections that she oiled the leather twice a year, far more then necessary. The first volume’s brown leather is faded and has been repaired after cracking. On the inside cover are two pasted rectangular cutouts. The first, measuring 3.5cm tall and 8cm wide, reads “Countess of Dalhousie” in delicate black print. The mysterious figure of the Countess Dalhousie intrigued both David Gilson and Alberta Burke. In a letter dated August 15th 1967 Burke wrote, “The Countess of Dalhousie’s signature, but no date, is on the title page. I like to think, most romantically, but with no evidence that she purchased it in new york when she was in Canada with her husband who was governor-general there in 1819.”\r\n\r\nFive months later Burke and Gilson are still perplexed by the elusive Countess and her involvement with the edition. On January 12th, 1968 she writes to Gilson hoping to answer the questions he’d had about the 1816 Philadelphia Emma. She notes that over the first half of the page in volume I there is a note in pencil, “not I think in Sasoon’s writing, probably in that of Percy (Mathews) who was the agent who arranged the sale from Mr. Sasoon to Mr. Hogan.” The note, hand-written in pencil that has faded to the extent of being almost translucent, reads “Countess of D- wife to the 9th Earl (1770-1838). Who was Governor of Canada, Nova Scotia, etc 1819-1828- this explains her owning this edition, which was unknown to G. Keynes when he compiled his Bibliography of Jane Austen, 1929.”\r\n\r\n&lt;!--nextpage--&gt;\r\n\r\nThese pieces of evidence show that after being published by M. Carey in Philadelphia, this edition left Chesnut Street and most likely traveled into the hands of Lady Dalhousie. “This copy,” Gilson writes in his bibliography of Jane Austen, “was in the present century found in Salisbury by Siegfried Sassoon.”\r\n\r\nIn the same letter dated August 15th, 1967 in which she writes to Gilson about her romantic notion that the Countess of Dalhousie purchased Emma when visiting New York, she alludes to another letter involving Siegfried Sassoon. “You may be amused at a sentence from Siegfried Sassoon’s letter to Mr. Percy Elkin Mathews (who arranged the sale of the other 1816 Emma to Mr. Hogan in 1941. G. Keynes will be livid with me, as he wrote saying he must collate it as he wants to write something bout it for the Times Lit Supplement- which is poaching on your preserves, isn’t it?” She writes specifically to Gilson that, “ this is not for quotation in any article, but solely for your own pleasure.” Alberta Burke must have known this would tickle David Gilson’s fancy. Since Gilson first intended to write his bibliography on Jane Austen as a revised edition Geoffrey Keynes’s 1929 bibliography, he would understand Muir’s frustration with people encroaching on his research topic.\r\n\r\nBetween the letters from Burke and Gilson and the evidence left behind inside Emma, the provenance of this edition is fairly clear. Emma travels from the Philadelphia publisher to the Countess to Siegfried Sassoon. Inside the first volume of the Emma being examined lays a piece of lavender stationary, measuring 17.6cm tall x 13cm wide, folded in half. Opening it reveals that at the top of the stationary is typed “Heytesbury House, Wiltshire” and at the end of the letter is the minute script signature of Siegfried Sassoon.\r\n\r\nThe letter, addressed to Muir, dated March 12th, 1941 is written in Sassoon’s light and witty style. He starts his letter with, “Emma returns to you in a twitter of excitement about going to California. She is sure that Mr. F. Hogan is a very nice man, though she intends to be a bit sharp with him until she gets to know him.” He then jokes with Muir at the expense of Keynes, writing how “G. Keynes will be livid with me, as he wrote saying he must collate it as he wants to write something about it for the Times Lit Supplement- which is poaching on your preserves, isn’t it?”\r\n\r\nIn 1941 Sassoon sold the edition through Elkin Mathews to Frank J. Hogan (Gilson, 100). Under the Countess of Dalhousie’s book label is the red leather label of Frank J. Hogan. Around the name in gold lettering it reads “the true university of these days is a collection of books.”\r\n\r\nIn addition to the lavender letter from Siegfried Sassoon, two additional correspondences hide between the inside cover and the title page. One letter was written to Mr. Hogan from Mr. Muir relating that the 1816 Philadelphia edition of Emma was on its way. The stationary was that of The Antiquarian Booksellers Association, shown by the stamp on the top right corner. Printed at the top is the name “Elkin Mathews LTD” followed by the director’s names: Greville Worthington, Ian L. Fleming, and P. H. Muir. Underneath the names describes the objects in which these men were interested in: “Rare Books, Manuscripts, Literary Portraits, Music.”\r\n\r\n&lt;!--nextpage--&gt;\r\n\r\nLetters leading to other letters seems to be a theme when following this first American edition of Emma. In the letter to Mr. Hogan from Mr. Muir, Muir writes how he feels it is important that Mr. Hogan also get, along with the copy of Emma, the letter from Mr. Sassoon (the lavender letter found in the first volume.) “I think it is only right and proper that you should have with the book the letter that Sassoon sent me when sending the book to me. My own feeling is that one cannot have too much of this kind of thing in association with books.” The truth in Muir’s statement could not be more paramount as it relates to this particular edition of Emma. Burke and Gilson’s letter lead to examining the 1816 Philadelphia edition, which hold the additional correspondences from Sassoon and Muir. Being able to handle and analyze one of the three first American editions is a privilege in itself (Gilson, 100). Yet more than just handling the two volumes, I found the circuit of corresponding materials equally intriguing and helpful to track how the book came from Philadelphia, to the Countess Dalhousie, to Siegfried Sassoon to Frank J. Hogan and finally to Alberta Burke.\r\n\r\nThe last letter found inside the first volume relating to Emma’s provenance is from Mr. Muir to Alberta Burke. Muir writes to Alberta on different stationary then when writing to Mr. Hogan, perhaps to add a more personal touch. Typed on yellow paper with the green “Elkin Mathews Ltd” insignia printed at the top, the letter is typed and dated May 22nd, 1945. Mr. Muir writes that Mr. Hogan purchased the first American 1816 Philadelphia edition for Alberta for only 300 dollars. “I congratulate you,” he writes, “on getting it so cheaply. It is exceedingly rare.”\r\n\r\nThe last letter from Alberta Burke to David Gilson is dated February 4th, 1975. After this date the Austen letters continue between Alberta’s husband Henry Burke and David Gilson. After Alberta’s death on May 22nd, 1975 Goucher’s library received her Jane Austen collection. According to Goucher’s pamphlet “Twenty-Five Years of Jane Austen,” Alberta had always intended to donate the collection to Goucher. “From the time when my Jane Austen material first began to overflow the one-shelf bounds assigned to it, I have always intended that Goucher should be the ultimate recipient, and I have hoped that, sometime in the future, others would partake of the very great pleasure which they have given me for many years.”\r\n\r\nWhen David Gilson in 1982 published A Bibliography of Jane Austen he acknowledged his gratitude to Alberta and Henry Burke. Both Alberta Burke and David Gilson benefited from their letters to one another. Alberta Burke, with her deep seeded love and interest in all things Austen, was able to help David Gilson with his mission to track down Austen texts, study and describe them.\r\n&lt;div class=\"footnote\"&gt;&lt;h5&gt;Works Cited&lt;/h5&gt;\r\nGilson, David. &lt;em&gt;A Bibliography of Jane Austen&lt;/em&gt;. first. Oxford: Clarendon Press, 1982.\r\n\r\nAusten, Jane. &lt;em&gt;Emma&lt;/em&gt;. First. Philadelphia: M.Carey, 1816.&lt;/div&gt;\r\n\r\n&lt;!--nextpage--&gt;\r\n&lt;h5&gt;Letters From Alberta Burke to David Gilson&lt;/h5&gt;\r\n&lt;ul&gt;\r\n&lt;li&gt;“Apartment Stationary” 18.8 cm tall x 25.9 cm wide, written section is 18.8cm tall x 13.1 cm wide, folded into four quarters for mailing, black ink, cream paper, red print of “Apartment 1318 116 West University Parkway Baltimore, Maryland 21210.” Gray and maroon thin stripe border.&lt;/li&gt;\r\n&lt;li&gt;“Blue Air Mail” 30.5 cm tall x 18.1cm wide, folded into a 9.7cm tall x 14.8cm wide envelope, black ink, written completely on first side and on first fourth and last fourth on other side.&lt;/li&gt;\r\n&lt;li&gt;“Gray Apartment Stationary” 18.8cm tall x 25.9cm wide, written section is 18.8 cm tall x 13.1 cm wide, folded into four quarters for mailing, black ink, cream paper, gray print of “Apartment 1318 116 West University Parkway Baltimore, Maryland 21210.” Gray thin stripe border.&lt;/li&gt;\r\n&lt;li&gt;“Small Note Card” 14cm tall x 8.4cm wide, thicker note-card type cream paper, written only on one side, addressed to “Mr. D.J Gilson, J1 Blenheim Drive Oxford OX2 8DL England” Airmail! is written above the address in red marker. “Burke 1318 Broadview Apts. 116 W. University Parkway Baltimore, Maryland 21210” is typed in upper left corner. Written in blue ink.&lt;/li&gt;\r\n&lt;/ul&gt;\r\n&lt;strong&gt;August 5, 1967&lt;/strong&gt;\r\n\r\n&lt;em&gt;Apartment Stationary&lt;/em&gt;\r\n\r\nTells Mr. Gilson that she has the Frank J. Hogan copy of the 1816 Philadelphia Emma, which formerly belonged to Siegfried Sassoon.\r\n\r\n&lt;strong&gt;August 15, 1967&lt;/strong&gt;\r\n\r\n&lt;em&gt;Apartment Stationary&lt;/em&gt;\r\n&lt;em&gt;Written in black fountain pen (script writing), fairly uniform line spacing&lt;/em&gt;\r\n\r\n“You may be amused at a sentence from Siegfried Sassoon’s letter to Mr. Percy Elkin Mathews (who arranged the sale of the other 1816 Emma to Mr. Hogan in 1941. “G. Keynes will be livid with me, as he wrote saying he must collate it as he wants to write something bout it for the Times Lit Supplement- which is poaching on your preserves, isn’t it?” This is not for quotation in any article, but solely for your own pleasure.”\r\n“Since my copy of the 1816 Philadelphia Emma…her signature, but no date, is on the title page) I like to think, most romantically, but with no evidence, that she purchased it as a new work when she was in Canada with her husband who was governor- general there in 1819.”\r\n\r\n&lt;strong&gt;January 12, 1968&lt;/strong&gt;\r\n\r\n&lt;em&gt;Apartment Stationary&lt;/em&gt;\r\n\r\n“I hope that I can answer your questions about the Philadelphia 1816 Emma satisfactorily. On inside cover of both volumes is a book place or visiting card (I don’t know which it is) bearing only the engraved words “Coweliers Dalhousie”…no device etc. In the first volume at the left and perpendicular to the lives of priutsey on the title pages is the signature “Cou C Dalhousie” (there is a bit of extra curlicue over the first letter.) However in volume two the signature…is plainly “C B Dalhousie” over the first preliminary half of volume I here is a note in pencil, not I think in Sassoon’s writing, probably in that of Percy (Mathews) who was the agent who arranged the sale from Mr. Sassoon to Mr. Hogan.”\r\n\r\n&lt;strong&gt;June 10, 1969&lt;/strong&gt;\r\n\r\n&lt;em&gt;Blue Air Mail&lt;/em&gt;\r\n\r\n“Does Mr. C.B. Hogan’s copy of the 1st Am. E [Emma] conform to the Goodspeed, Boolm Cat. No 317, p.4, 1940 description: “Three vols. In 2…Published by M. Cary. 21 Chestnut St. ….Boston 1816.” I – not sure M. Hogan’s article so can’t collate my copy until his description of his E of my 1st edition is bound(?)”\r\n\r\n&lt;strong&gt;November 18, 1969&lt;/strong&gt;\r\n\r\n&lt;em&gt;Gray Apartment Stationary&lt;/em&gt;\r\n\r\n“I was delighted to know of a 3rd (if imperfect copy of the Philadelphia E turning up. When I first read the description of it in Goodspeeds (I think) 1940 catalogue I thought it was some Bookshop.\r\n#16 went for $1300 to the same buyer\r\n#17 “ “ 550 “ “ “\r\n#18 $40.00\r\n#19 $35.00\r\n#20 (The companion to the A--) was valued at $1250 00 by the estate and had a reserve price of $550 which was not reached so that the item was withdrawn.”\r\n\r\n&lt;strong&gt;March 11, 1973&lt;/strong&gt;\r\n\r\n&lt;em&gt;Small Note Card&lt;/em&gt;\r\n\r\n“In looking for something else, I picked out a letter of Dr. R.W. Chapurace to me dated 13.10.51. In it he says “The 1816 Philadelphia Emma was the result of Scott’s Quarterly Review, I guess. One day I looked out [the word looks like “whatelup” but this is impossible!] 2 R 1826 and found that it is of a ‘New Edition’ N.A+P that lso is unrecorded.” I haven’t checked further to see if I, or any one else has these listed, and perhaps, I am first causing you unnecessary trouble or being commonly behind the fair.”\r\n\r\n&lt;strong&gt;December 16, 1973&lt;/strong&gt;\r\n\r\n&lt;em&gt;Gray Apartment Stationary&lt;/em&gt;\r\n\r\n“The only first in boards which I have which has its labels intact (they match Keynes) is M.P. The E has had the backstrips repaired and the N.A.+P 2 packstrips have crumbled away completely + 2 are very cracked + missing the labels”\r\n\r\n&lt;!--nextpage--&gt;\r\n&lt;h5&gt;Letters from Gilson to Henry Burke (after Alberta falls ill)&lt;/h5&gt;\r\n&lt;ul&gt;\r\n&lt;li&gt;“Small White Paper” 17.9cm tall x 13.7cm wide, blue ink, almost transparent white paper, written on only one side.&lt;/li&gt;\r\n&lt;li&gt;“Blue Air Mail” 30.5 cm tall x 18.1cm wide, folded into a 9.7cm tall x 14.8cm wide envelope, black ink, written completely on first side and on first fourth and last fourth on other side.&lt;/li&gt;\r\n&lt;/ul&gt;\r\n&lt;strong&gt;June 14th, 1975&lt;/strong&gt;\r\n\r\n&lt;em&gt;Blue Air Mail&lt;/em&gt;\r\n\r\n“I see that Sotheby’s are selling on 23rd of June “an autograph letter by Jane Austen to her publisher commenting on the review of her novel Emma by Sir Walter Scott”: presumably RWC 127, marked as ‘original not traced’. I suppose the Pierpont Morgan will be bidding for this!”\r\n\r\n&lt;strong&gt;August 3rd, 975&lt;/strong&gt;\r\n\r\n&lt;em&gt;Small White Paper&lt;/em&gt;\r\n\r\n“It would be very kind if you could give me the correct address of Goucher College, and also the name of the librarian whom I should contact with any query relating to Alberta’s books (there may be queries over some of the rarer items, especially the 1816 Philadelphia Emma.)”\r\n\r\n&lt;strong&gt;October 16th, 1976&lt;/strong&gt;\r\n\r\n&lt;em&gt;Small White Pape&lt;/em&gt;&lt;em&gt;r&lt;/em&gt;\r\n&lt;em&gt;&lt;/em&gt;&lt;em&gt;Written on both sides.&lt;/em&gt;\r\n\r\n“I spent a very interesting morning on 1st September at John Murray in Albemarte Street; they kindly allowed me to see their ledgers, giving the publication costs and other details of the first editions of Emma and Northanger Abbey and Persuasion.”\r\n\r\n&lt;strong&gt;December 26th, 1976&lt;/strong&gt;\r\n\r\n&lt;em&gt;Small White Paper. &lt;/em&gt;\r\n&lt;em&gt;Written on both sides.&lt;/em&gt;\r\n\r\n“Miss Jones of Goucher College has very kindly sent me-free of charge- an excellent photograph of the title page of Vol.1 of Alberta’s copy of the 1816 Philadelphia Emma (my reproduction in the Autumn 1969 Book Collector was from a Xerox of Mr. Hogan’s copy; this photograph is much clearer).”\r\n\r\n&lt;strong&gt;March 20th, 1977&lt;/strong&gt;\r\n\r\n&lt;em&gt;Small White Paper&lt;/em&gt;\r\n&lt;em&gt;Written on both sides.&lt;/em&gt;\r\n\r\n“Christie’s sold first editions of Emma and of Northanger Abbey and Persuasion on 2nd February- not particularly good copies (from the catalogue descriptions) although with the half-titles in each case; I don’t know who bought them, but they fetched 350 pounds and 230 pounds respectively. I have been given an extremely imperfect copy of the first-edition of Emma, consisting only of Vol.1 (lacking the half-title), and Vol.3 (lacking all before p.19.) It clearly has no commercial value, but still seems worth having.”\r\n\r\n&lt;!--nextpage--&gt;\r\n&lt;h5&gt;Letters Found Inside First Volume of 1816 Philadelphia &lt;em&gt;Emma&lt;/em&gt;&lt;/h5&gt;\r\n&lt;strong&gt;Letter 1&lt;/strong&gt;\r\n\r\n&lt;em&gt;17.6cm tall x 13cm wide, grayish blue stationary with “Heytesbury House, Wiltshire” printed on top, dated “12a.3.41,” hand written in script, black ink.&lt;/em&gt;\r\n\r\n“Dear Muir,\r\n‘Emma’ returns to you in a twitter of excitement about ‘going to California.’ She is sure that Mr. F. Hogan is a very nice man though she intends to be a bit sharp with him until she has got to know him.\r\nSeriously- I am greatly obliged to you and --- agree to your 15% etc, and my wish you are making a bit more out of it. (G. Keynes will be livid with me, as he would say, he ---- collate it as he wants to write something about it for the ----- which his --- on your ---, isn’t it?) ….\r\nYours, SS (written on top of each other)\r\n\r\n[caption id=\"attachment_1316\" align=\"alignnone\" width=\"638\"]&lt;img class=\"size-full wp-image-1316\" title=\"goucher_student work image3_kendall\" src=\"http://stage.archivejournal.net/wp-content/uploads/2012/02/goucher_student-work-image3_kendall.jpg\" alt=\"\" width=\"638\" height=\"857\" /&gt; Siegfried Sassoon\'s letter to Percy Muir, antiquarian book dealer, regarding Sassoon\'s sale of the American first edition of &lt;em&gt;Emma&lt;/em&gt; (1816) to Frank J. Hogan (dated December 3, 1941). The letter was discovered inside the front cover of the Burke Collection copy.[/caption]\r\n\r\n&lt;strong&gt;Letter 2&lt;/strong&gt;\r\n\r\n&lt;em&gt;“Antiquarian Booksellers Association” stamp on top left, written March 18, 1941 and received April 17, 1941 (received date written in pencil on top right corner,) stationary is of “Elkin Mathews LTD. Directors: Greville Worthington, Ian L. Fleming, and P.H. Muir,” underneath is typed “Rare Books, Manuscripts, Literary Portraits, Music.”&lt;/em&gt;\r\n\r\n“Dear Mr. Hogan,\r\nThis is just a brief note formally to announce the fact that “Emma” left here today on her long journey to California. I think it only right and proper that you should have with the book the letter that Sassoon sent me when sending the book to me. My own feeling is that one cannot have too much of this kind of thing in association with books. I think Siegfried Sassoon a great writer and I would be glad to have this letter myself were I buying one of his books, and I have the feeling that you may think that way, too, so I enclose the letter. He was a great friend and admirer of Charlotte Mew’s, by the way, which may help to endear him to you.\r\nWith every good wish and kind regards,\r\nYours very sincerely,\r\nP. H. MuirHand\r\nwritten note (in same green ink as Muir’s signature) written below signature of “P.H Muir”:\r\n“Note the date on SS’s letter, evidently written on 131h”\r\n\r\n&lt;strong&gt;Letter 3&lt;/strong&gt;\r\n\r\n&lt;em&gt;Yellow paper, green “Elkin Mathews Ltd,” dated May 22, 1945, typed in faded black ink.&lt;/em&gt;\r\n\r\n“Dear Mrs. Burke,\r\nThank you very much indeed for your letter of May 6th. I congratulate you on getting the “Emma” so cheaply. It is exceedingly rare and Mr. Hogan as very glad to pay 300 dollars for it. I mention the price in dollars because at the time he bought it the 1-pound was below par and fluctuating, so that the price was actually quoted in dollars. I say that the price was set by Mr. Sassoon and not by me, but I saw no reason at the time to take exception to it.\r\nI always have you in mind for any interesting Jane Austen items, which turn up.\r\nYours very sincerely,\r\nP.H. Muir (signed in green ink)\r\n\r\n&lt;!--nextpage--&gt;\r\n&lt;h5&gt;Emma (1st Edition Philadelphia 1816)&lt;/h5&gt;\r\n18.3cm tall x 11.1cm (cover)\r\n\r\n&lt;em&gt;Inside Cover&lt;/em&gt;\r\ncut and pasted paper of: COUNTESS OF DALHOUSIE, below: maroon and gold sticker of: Ex Libris Frank J. Hogan (around name says: the true university of these days is a collection of books”\r\n\r\n&lt;em&gt;Next Page&lt;/em&gt;\r\nwritten by hand in faded pencil: ”Countess of d.- wife of the 9th Earl (1770-1838). Who was Governor of Canada, Nova Scotia, etc. 1819-1828- This explains her owning this edition, which was unknown to G. Keynes when he compiled his Bibliography of Jane Austen, 1929.”\r\nunder this is the paper square for the “Alberta H. Burke”\r\n\r\n[caption id=\"attachment_1314\" align=\"alignnone\" width=\"638\"]&lt;img class=\"size-full wp-image-1314\" title=\"goucher_student work image1_kendall\" src=\"http://stage.archivejournal.net/wp-content/uploads/2012/02/goucher_student-work-image1_kendall.jpg\" alt=\"\" width=\"638\" height=\"1080\" /&gt; Title page of the Burke Collection copy of the American first edition of Jane Austen\'s &lt;em&gt;Emma&lt;/em&gt; (1816).[/caption]\r\n\r\n&lt;em&gt;Title Page&lt;/em&gt;\r\nEMMA:\r\nA Novel\r\nHere Volumes in Two\r\n(written on side, vertically: A.B. Dallhousie)\r\nBy the Author of “Pride and Prejudice,”\r\n&amp;amp;c. &amp;amp;c.\r\nVol. 1\r\nPHILADELPHIA:\r\nPublished by M.Carey, No. 121 Chesnut Street\r\nAnd for Sale by Wells &amp;amp; Lilly, Boston\r\n1816\r\n\r\n&lt;em&gt;Next Page&lt;/em&gt;\r\nTo his Royal Highness\r\nThe Prince Regent, This Work Is, By his Royal Highness’s Permission, Most Respectfully Dedicated, By His Royal Highness’s Dutiful and Obedient Humble Servant, The Author.”\r\n\r\n&lt;em&gt;First Page of Text&lt;/em&gt;\r\n18cm tall x 9.8cm wide\r\nA2 at bottom of first page – 8 pages later is “B” (vol.1), 4 pages later “B2”, 8 pages later “C” (vol.1.), 4 pages later “C2”, 8 pages later “D” (vol.1)\r\naverage full page text block: 12.5cm tall x 7.4cm wide\r\n\r\n&lt;!--nextpage--&gt;\r\n&lt;h5&gt;Letters Found Inside Second Volume&lt;/h5&gt;\r\n&lt;strong&gt;Letter 1&lt;/strong&gt;\r\n\r\n&lt;em&gt;21.5cm tall x13.9cm wide, typed: “Charles Sessler Inc.” Established 1882, Bookseller and Printseller 1308 Walnut Street Philadelphia, PA. 19107” stationary&lt;/em&gt;\r\n&lt;em&gt; dated April 24, 1967&lt;/em&gt;\r\n\r\n“Dear Mr. Burke:\r\nIn 1945 we purchased in New York at the sale of the Frank J. Hogan Library, item No. 7, a copy of EMMA, printed in Philadelphia by Carey in 1816.\r\nDo you still have this book and would you be willing to part with it?”\r\nYours Sincerely,\r\nMabel Zahn (signed in ink)\r\nZ.T. in bottom left corner, typed (?)\r\n\r\n&lt;strong&gt;Letter 2&lt;/strong&gt;\r\n\r\n&lt;em&gt;Typed, same stationary as letter 1&lt;/em&gt;\r\n&lt;em&gt; dated May 3, 1967&lt;/em&gt;\r\n\r\n“Dear Mr. Burke:\r\nThank you so much for your letter of May 1st.\r\nI am glad that you still have the copy of EMMA. Our inquiry was for a bibliographic purpose. Someone who is working on the bibliography has asked us about the copy we sold you and naturally we followed through for him.\r\nWith best wishes,\r\nYours Sincerely,\r\nMabel Zahn\r\n-Z.T. in bottom left corner, typed (?)','How Emma Travels: by letters, hands and libraries','Behind a low glass case in Goucher’s Special Collection Room sits a humble blue book box that holds the first American edition of Jane Austen’s Emma. Valued from nineteen to seventy-five thousand dollars on ABEBooks.com, the edition is unquestionably valuable. But how did this extremely rare copy end up in Goucher’s modest library? In a letter to David Gilson on August 5th, 1967 Alberta Burke revealed that she owned a copy of the 1816 Philadelphia Emma, which formerly belonged to Siegfried Sassoon. The two corresponded from 1967 to 1975 until Alberta fell ill. Throughout this time a steady thread of conversation exists about the Philadelphia Emma.\r\n\r\nAfter seeing the interest that both Alberta Burke and David Gilson had in the first American edition of Emma, perusing the pages and studying the tome in detail was essential to discover first hand the majesty of the volumes.','inherit','open','open','','1300-revision-30','','','2012-09-10 23:13:38','2012-09-10 23:13:38','',1300,'http://stage.archivejournal.net/issue/2/uncategorized/1300-revision-30/',0,'revision','',0),