Archival boxes containing some of the Feuerstein Collection

The Baylor Libraries serve a wide range of users: students, faculty and staff of our fine university and the greater Central Texas area, for starters. In fact, almost a million visitors come into the Central Libraries buildings every year. But sometimes we get the opportunity to connect on a personal level with a patron, and in the case of a recent visit by Victor Kramer, it's a connection with a personal tie.

Mr. Kramer is the nephew of Thomas C. Feuerstein, a 1952 Baylor graduate and longtime theater, speech and drama instructor. Feuerstein's materials were donated to the Central Libraries Special Collections, and Mr. Kramer contacted Central Libraries Director Beth Farwell for a chance to see them in person. Beth, Victor, his wife Dewey and special collections manager Andrea Turner spent time last week looking through the collection of unique materials from Thomas Feuerstein's academic and professional career, including scrapbooks, personal correspondence and Baylor memorabilia from the 1950s.

We wanted to show off some photos of the meeting as a look into one of the many ways our Central Libraries interact with our patrons on a daily basis.

In light of the upcoming solar eclipse on August 21st, special collections catalogers Allie McCormack and Susan Bowlin share some rare books from the Central Libraries' Polk and Hughes collections that discuss the subject.

For as long as they have been gazing skyward, humans have studied eclipses and tried to explain them. Many of these explanations understandably involved the sun being eaten: the ancient Norse believed that wolves devour the sun during a solar eclipse, while the Mayans believed the sun had been swallowed by a serpent. Though these stories are fascinating, here we will describe several of the items in the Baylor Libraries that discuss eclipses in more scientific terms.

This book, the Libellus Astronomicus, is a textbook of astronomy written by German scholar Bernhard Hederich in 1598. It doesn’t resemble modern textbooks at all — there are few illustrations, and instead of simply explaining astronomical concepts to readers, it posits questions in the style of a Socratic dialogue. It is almost entirely in Latin, with some Greek and German phrases mixed in.

If you look closely, you will notice that the German words are printed in a different typeface than the other text. In the early days of European printing technology, certain fonts were affiliated with different cultural groups (like Italic type being used in Italian books). Latin was the language of universities and scholarship during this time period, so the inclusion of German words in this book suggests it may have been made specifically with a Germanic audience in mind. Even so, this audience would have been educated: literacy levels were low, and only advanced scholars would have been able to read Greek as well as Latin.

This next textbook, Hiram Mattison’s Elementary Astronomy, will probably look more familiar. It is structured around distinct lesson plans and has an appendix of “Questions for Examination.” The preface tells us that it was created specifically for primary schools, but this wasn’t for students to use on their own. Instead, this was a book for teachers, and the preface includes suggestions for how instructors could use the book in their classes. The picture to the right shows a table of solar eclipses that would be visible in Europe and North America from 1847, the year before the book was published, to 1900. Though for a younger audience, this book was grounded in the latest scientific knowledge.

This next picture is from Gillet & Rolfe’s 1883 textbook First Book in Astronomy. The book shows a professionalization of teaching: the writers are a professor and a former school headmaster, and there is more of a pedagogical focus in the text. There are even sections of the text that could be abridged or omitted by the classroom teacher, printed in a smaller typeface for distinction. A full 10 pages are devoted to eclipses, with questions printed after each section. There are many illustrations and diagrams throughout the text; the one to the right shows the path of a lunar eclipse in 1871.

The paper used in this book does not feel as soft as the previous textbook, and it is more acidic in content. The rise of compulsory schooling laws throughout the late 19thcentury likely created a demand for more textbooks, and new printing and papermaking technologies allowed books to be created faster and more cheaply. However, these pages in these books are prone to chipping, and they may be more fragile and in worse condition than books many decades older.

Textbooks weren’t the only way Americans learned about eclipses. Almanacs, annual publications that were written for the general public, contained weather-related predictions, dates of religious celebrations, information on the local government, and even literature. Solar eclipses affected the tides and animal behavior, so it would have been important for fishermen, farmers, and others to know when these were going to occur in a given year.

The almanac pictured to the right, a 1761 edition of Poor Richard Improved, is one of the more erudite American almanacs of the period. Besides calendars and tables, it contained poetry, essays, and practical advice for everyday living, including tips for making advantageous friendships. This sophistication is even evident in its section on eclipses, which contains a large illustration showing the mechanism of a lunar eclipse. The stylistics of this almanac may be due to its writer and printer, renowned polymath and Founding Father Benjamin Franklin. It is telling that the eclipses were described not at the beginning of the volume, as in most other almanacs of the period, but rather at the very end. This may suggest that Franklin was writing for the urban elites of Philadelphia rather than rural workers.

Contrast this with the next almanac, Ames’ Astronomical Diary, also for the year 1761. Information about eclipses comes even before the calendar in this volume. It is not illustrated, making it cheaper to produce, and had no literature and very little poetry. Instead, it contains practical articles on world coinage, fermenting wine out of currants (a type of berry), and the treatment of smallpox.

Franklin’s almanac also contained an article about smallpox. This highly contagious disease, which had a mortality rate of about 30%, was endemic throughout the world until the practice of vaccination became widespread at the end of the 19th century. Outbreaks occurred regularly in Colonial America, and indeed one had taken place from 1755-1756. Though both books contained information about the spread of and treatments for smallpox, they had different focuses. Ames’ almanac specifically described how to clean and disinfect houses where people had been infected by smallpox, once again showing its focus on practical knowledge.

Practicality is also emphasized in this volume of the New England Farmer’s Diary and Almanac, published in Vermont in 1820. Its calendar is extremely detailed, and the astronomical tables have both solar and lunar calculations. The eclipse chart is again at the front of the book and includes the latitude and longitude coordinates for the path of the eclipse. Instead of literary works, the almanac contains epigrams about weather and gardening as well as longer treatises on agricultural topics. It was clearly intended for a rural, working audience.

Though the previous almanacs showed age-related yellowing of the paper, this one has visible dark spots and staining. As we mentioned earlier, this is likely due to the higher acid content of the paper. The cheaper and faster production meant that this almanac could reach a wider audience than previous works, but this came at a cost. Indeed, this volume may be in worse condition than the textbook from 1598 featured at the beginning of this post!

We hope you have enjoyed reading about some of the eclipse-related books in the Central Libraries Special Collections. To see any of these items for yourself, or to learn about other scientific works in these collections, feel free to come visit us.

Works mentioned:
Astronomical diary, or an almanack... Boston: B. Green,1761. (Polk AY201 .B7 A63 1761)
Gillet, J. A. First book in astronomy. New York: Potter, Ainsworth, & Co., 1883. (Hughes QB45 .G47 1883)
Hederich, Bernhard. Libellus astronomicus. Rostock: Mylandrinis, 1598. (Polk QB26 .H43x 1598)
Mattison, Hiram. Elementary astronomy. New York: Huntington and Savage, 1848. (Hughes QB46 .M44 1848)
The New England farmer’s diary and almanac. Windsor, Vt.: Jesse Cochran, 1820. (Hughes AY321 .W565x N48 1820)
Poor Richard improved. Philadelphia: B. Franklin and D. Hall, [1760](Polk AY53 .P6 1761)

Beginning this week, the Central Libraries are now home to six new KIC self-service scanners, available in both Moody and Jones for our patrons' convenience. These easy-to-use scanners allow users to make digital images of books, papers, notes and other study materials directly to a USB memory stick. (And if you forget your flash drive, don't worry: you can check out a loaner from the TechPoint desk on Moody Garden Level! Or, purchase your own from our supplies vending machine on Moody 2nd floor.)

KIC scanner near the Moody 1st Floor circulation desk, August 2, 2017

The scanners were purchased using funds donated to the libraries to support our patrons' academic endeavors, and we are excited to offer them throughout the Central Libraries' two main buildings. They're designed to be user friendly and fast, but if you have any questions, feel free to stop by either buildings' circulation desk or the TechPoint desk for help.

KIC Scanning Stations in Moody and Jones

Moody Garden Level (near the Techpoint desk)
Full features, largest scanning bed, available during all "24 hour" periods

Moody 1st Floor
In front of the circulation desk

Moody 2nd Floor
Next to the BearCat quick look-up station in the elevator lobby

Moody 3rd Floor
At the top of stairwell, near the copier

Jones 1st Floor
Near the information desk, by VIA stations and the copier

Jones 2nd Floor
Near the restrooms, near the copier

 

Survey of religious studies scholars reveals many embrace 21st century study habits but are unsure how to utilize them.

Armstrong Browning Library - Stained Glass - Interior - 10/04/2013

In the early days of the Christian church, scholars would study sacred texts and handwritten epistles in cloistered, holy spaces, shielded from the outside world. A recent national study conducted by Ithaka S+R reveals that, in many ways, those early scholars’ modern contemporaries prefer to conduct their research in a similar way: with primary resources, in familiar spaces and without significant impediments between themselves and the Word.

Modern religious studies scholars find themselves with one foot in the old world and another in a rapidly evolving information landscape, with almost-instant access to a mass of raw data unimaginable to previous generations, and new resources coming online literally every day. And despite new avenues for data collection and dissemination, many scholars find themselves in the awkward position of feeling required to publish their findings in traditional print journals, a process dating back to the earliest days of scholarly publishing that can take months – sometimes even years - to complete.

Beginning in 2016, Baylor joined with 17 major institutions across the country in order to analyze the study habits of modern religious studies scholars. The results of the study were released under the title, “Supporting the Changing Research Practices of Religious Studies Scholars.” The research conducted with Baylor religious faculty was gathered by two scholars from the Baylor University Libraries: John G. Bales and John Robinson. Bales and Robinson interviewed faculty from the Baylor University Religion Department and the George W. Truett Theological Seminary, and the information gathered from those interviews was then anonymized and pooled with data from  the other participating institutions to create the source material for the report.

In many ways, the study’s findings on religious scholars reflect similar issues faced by other faculty in the humanities. Like their peers in history and art, for example, religious studies scholars find themselves facing a set of pressures different from faculty in the “hard sciences” — physics, chemistry or biology. The humanities scholar relies on access to primary sources that often reside in collections that are available only in physical form, necessitating travel to far-flung and occasionally poorly organized archives. Humanities scholars are often expected to present their findings in book-length form, rather than as stand-alone articles in peer-reviewed journals.

But even even as they knew the general landscape of the state of humanities research, Bales' and Robinson's research provided opportunities to gather new insights. As Bales put it, “On the one hand, it was thrilling for me to hear some of the intriguing, interdisciplinary areas of research that our faculty are exploring. Their research confirmed to me how essential the University Libraries are to their cutting-edge scholarship. Because of the Libraries’ robust print and electronic collections, the Libraries are prepared to serve the current needs of our faculty and students.

“On the other hand,” Bales continued, “I also realized that due to the interdisciplinary nature of current research, I needed to become better equipped to handle the way that I was supporting their research.”

Bales’ sense of needing to do more to assist his faculty charges is not unique. The Ithaka S+R study revealed that a majority of religious studies scholars felt overwhelmed with new avenues for finding primary and secondary sources in their field of study. Beyond a simple Google or Google Scholar search, some only felt comfortable navigating a small set of online databases with which they worked on a regular basis; new resources and tools like data analysis sites were viewed as too difficult to master for a limited return on the time invested.

Robinson reported that one faculty member said, “We are really getting past the point where you can have one scholar writing a monograph about something…. There’s too much for one person to undertake, too much data, too much information.” But there is an upside: this feeling of inadequacy can be seen as an openness to collaboration, both with library and information specialists but also with faculty from other disciplines whose expertise can augment the religious scholars’ work.

Beth Farwell, Director of Central Libraries, said of the study, “It’s a perfect example of the new roles the library plays in the academy.  Libraries are partnering with scholars and colleagues to research and master interdisciplinary research methods, new technologies, economic impacts, scholarly publishing trends, and digital literacy.  I’m proud of our Baylor Libraries professionals for their participation in this important national study that helps identify methods for supporting our Baylor faculty.”

Read the full Ithaka S+R Report

http://www.sr.ithaka.org/publications/supporting-the-changing-research-practices-of-religious-studies-scholars/

Read the report of Baylor’s study findings

https://baylor-ir.tdl.org/baylor-ir/handle/2104/9882

In 2018, Moody Memorial Library will celebrate its 50th anniversary as Baylor University’s main campus library. In advance of that significant milestone, the Baylor Libraries have secured a $100,000 grant from the Moody Foundation to begin renovations and upgrades to the historic structure’s first floor.

With this gift, the Moody Foundation – which provided a sizable lead gift in 1964 that helped finance the building’s construction in 1967 – has pledged its support to revitalize the building’s interior with the creation of an innovative instructional learning space complete with flexible furnishings, upgraded interiors and the latest in instructional technology.

“This gift will serve as a significant catalyst for our long-term plans to reimagine and renovate Moody’s first floor as we continue to meet the needs of our 21st century patrons,” said John S. Wilson, interim dean of University Libraries. “The Moody Foundation saw the importance of continuing to provide a high level of service to Baylor students, faculty and staff through innovative learning spaces, and we are excited to partner with them on this project.”

The space, which will be located behind the library’s main circulation desk, is envisioned as an active learning space. The multi-purpose area will fill the growing need for dedicated areas in the library that support a variety of instructional needs.

Beth Farwell, director of Central Libraries, noted that the planned space is an important jumping-off point for grander plans for Moody. “We hope to see the entire first floor reimagined to include the kind of spaces students have told us are important to their success, like individual study spaces and aesthetically pleasing areas that inspire creativity, collaboration and academic success,” she said.

Work on the instructional learning space is expected to begin during the fall 2017 semester. Updates on progress will be posted on the library’s website at www.baylor.edu/lib and on the libraries’ social media channels, including Twitter @baylorlibraries and Facebook at www.facebook.com/baylorlibraries.