Our Sharing Student Scholarship blog posts showcase original scholarship written by Baylor students who conducted research using primary source materials in The Texas Collection. This post is the the third of five in a series of blog posts written by graduate and PhD students from the Fall 2018 Foundations & History of Higher Education Leadership course.
by Scott Alexander, Andrew Eastwood, Preston Templeman, and Mariah Duncan
Throughout the history of higher education, finances and funding have been necessary to animate and realize the mission of an institution. Finances can make or break an institution; therefore, strong leadership has always been important in making sure that the funds of an institution are being used to support both present function and foundation for the future. Funding comes from both internal and external sources to build endowments, provide student scholarships, pay institutional debts, make capital improvements, and supply for curricular and co-curricular resources. As industrialists built personal wealth during the 1890s and 1900s, the prevailing concept of the “Protestant work ethic” encouraged philanthropic stewardship of that wealth. Higher education institutions capitalized on this ethic through targeted fundraising efforts.Continue Reading
The Teaching Fellows Program is offered each year to full-time Baylor faculty members and graduate teaching assistants through the Baylor University Libraries. This program supports research in one of Baylor’s six special libraries/collections, including The Texas Collection! Fellows spend time in these special libraries/collections over the summer with the expectation of implementing special collections in their courses that academic year. If you missed the Academy for Teaching and Learning (ATL) session, “Teaching with Special Collections,” here is a brief overview of The Texas Collection’s Summer 2018 Teaching Fellows.
Dr. T. Laine Scales
Dr. Scales is a Professor of Higher Education as well as Social Work and serves the Baylor Graduate School as Associate Dean of Graduate Studies and Professional Development. In 2016, she was named as a Baylor University Master Teacher. Dr. Scales spent time this past summer looking through several early collections in the University Archives to be implemented in her Foundations & History of Higher Education Administration graduate level course in the School of Education. Students in this class were assigned to one of five themes: Access, Curriculum, Finance, Students, and Religion. Through these themes, they researched Baylor’s history from 1890-1910 and a particular topic that fit with their assigned theme. Students were able to connect what they were learning in class about the history of higher education on a national level with history on a local level while gaining valuable research skills within the archives. Students were required to complete individual papers using materials from the archives as well as group blog posts, which The Texas Collection has been posting throughout this semester (see our “Sharing Student Scholarship” series).Continue Reading
Our Sharing Student Scholarship blog posts showcase original scholarship written by Baylor students who conducted research using primary source materials in The Texas Collection. This post is the second of five in a series of blog posts written by graduate and PhD students from the Fall 2018 Foundations & History of Higher Education Leadership course.
by Rachel Jones, Rachel Ticknor, Rachel Henson, Jillian Haag, and Lela Lam
Following its merger with Waco University in 1886, Baylor University set forth a series of initiatives that were progressive in terms of extending college access to various student groups-specifically to women and transfer students. These initiatives included Baylor’s promotion of coeducation and the university’s establishment of formal articulation agreements with Texas high schools and other Baptist colleges. Because of these efforts, a Baylor education had become more accessible to a wider network of students. However, despite these progressive strides, some students (mainly female students) still faced inequality and a lack of access to certain resources/activities once they actually matriculated on campus.
With the establishment of the Baptist General Convention of Texas (BGCT)’s Education Commission in 1897, Baylor focused on leveraging the Commission’s existing partnerships in order to create formal articulation agreements with the other correlated Baptist colleges. Under these agreements, students that completed a standardized two-year curriculum and graduated from the affiliated colleges could transfer to Baylor, without an entrance examination, in order to complete their four-year degree. Baylor utilized a similar model in order to establish formal articulation agreements with a variety of high schools. These two initiatives collectively increased access for, and enrollment of, students who graduated from the affiliated high schools and colleges.
Despite their successes, it is possible that some of Baylor’s most groundbreaking initiatives were inherently exclusionary towards students who did not belong to/identify with the parameters that had been established (e.g. students who did not attend the affiliated high schools or colleges). Moreover, Baylor did not ensure that all students would receive equal levels of access to campus resources and programs once they actually enrolled at Baylor, which resulted in a sense of tension among the university community.
This tension is perhaps most evident in the experiences documented by Baylor’s female students and faculty members between 1900 and 1910. Although Baylor had taken a rather progressive stance on coeducation and allowed men and women to meet in the classroom and in the chapel together, women still faced unfair treatment in terms of housing policies and educational, financial, and extracurricular opportunities. Two examples of this treatment are evident when one takes a closer look at the student literary societies and faculty job opportunities.
As with most topics regarding student access during this time, the issue of women’s participation in literary societies was complex. There was collaboration and partnership between the male and female societies, but this did not always result in equality for their respective members. Though there were a number of benefits that came from women’s membership in literary societies, it is evident that when compared to their male counterparts, female students who chose to participate in such societies faced marginalization. This marginalization is especially evident when one considers the limited opportunity for scholarships.
In a similar vein, female faculty members at Baylor also experienced inequality. Although Baylor had taken a progressive stance on hiring more female faculty members, women comprised less than half of the faculty, were paid less than their male counterparts, and were generally considered lower-level “instructors” rather than full professors. In addition, Baylor rarely hired married female faculty members, notwithstanding that the majority of male faculty were married. All of these examples confirm that Baylor female faculty members faced inequality that was similar to what Baylor female students faced.
As progressive as Baylor was in 1900 to 1910, it was still a far cry from the experience that Baylor women have today. Finally, as Baylor continues to extend access to a variety of students, the university should build intentional partnerships whilst remaining mindful of any possibilities of exclusion.
Before Judge Drummond Webster Bartlett (1895-1963) began his illustrious law career and made national headlines for presiding over the world’s first televised trial in 1952, he was a social young man attending junior college.
This portion of his life is now a part of The Texas Collection through a donation of documents, known as the Drummond Webster Bartlett papers, 1911-1921. A sampling of letters drawn from the collection gives insight into the lives and minds of young adults in the early 20th century, specifically the years between the start of World War I and the United States’ entrance into the war in 1917.
The largest portion of letters span the years 1915-1917 and come from Lois Kirby, a sweetheart of Drummond’s. Her letters showcase how the concerns of young Texans evolved through the years of World War I. Even though World War I started in 1914, Lois’ letters concerned parties, social calls, her work as a teacher, and, of course, her love and concern for Drummond. Not until 1917 does Lois address the war; she writes, “Everyone here seems to be getting enthused over the war. A Red Cross auxiliary was organized here last night.”
A year later, Drummond joined the war effort himself. Another sweetheart, Nelle Gentry, wrote to Drummond in support of his military effort. In a letter addressed to her “Darling Soldier,” Nelle writes, “I have been crazy with joy for you…because you answered your country’s call and have given all ties of home and loved ones to go and do you[r] bit.” Her following letters contain accounts of friends and acquaintances involved in the war effort, as well as lines about her enduring love for Drummond.
Sadly, we do not have Drummond’s responses to the letters from his sweethearts. Though the sentiments expressed through the letters speak of undying love, the relationships did end. Bartlett’s marriage took place outside the scope of this collection. In 1933, Drummond Bartlett married a woman named Bessie Opal Smith. They remained together until Bartlett’s death in 1963.
Along with letters from sweethearts, Drummond’s papers also contain materials from his life as a junior college student, including homework assignments, society publications, and yearbooks. Also in the collection are military records documenting Drummond’s answer to the draft and his discharge in 1919, as well as a plethora of photographs that visually document his early life.
by Eloisa Haynes, Assistant Director of Advancement Services
At the end of the 18th century, when the grip of the Spanish empire on the New World began to weaken, and the dawn of Mexico as a sovereign, independent nation was in sight, lived the Count Antonio Pérez Gálvez.
The Texas Collection at Baylor University houses the John N. Rowe III papers, which include a series of documents written in Spanish dating from the mid-1600s through the late 1800s. Within those documents we find the Pérez Gálvez collection, which contains dozens of business and personal letters written to or by Pérez Gálvez. These letters are written in elegant script and a few of them still have traces of the original red wax seal that their authors melted and pressed on them more than 200 years ago.Continue Reading
Our Sharing Student Scholarship blog posts showcase original scholarship written by Baylor students who conducted research using primary source materials in The Texas Collection. This post is the first of five in a series of blog posts written by graduate and PhD students from the Fall 2018 Foundations & History of Higher Education Leadership course.
by Beth Benschoter, Delacy Carpenter, Liya Scott, and Zach Mills
The transition from the 19th Century and into the 20th Century was a time in American higher education of innovation and reform. Although within a matter of decades a uniquely American identity of higher education would emerge, at the turn of the century institutions were still experimenting, specifically with curriculum (Thelin, 2011). This was certainly true of Baylor University and from ~1890-1910, Baylor was exploring many curricular innovations, some lasting and others not. Four specific curricular changes that emerged during this time were: the construction of a new science building; a military science department; a growing religious curriculum; and a school of oratory.Continue Reading
The Ellington Field Photographic collection is one of two new photographic collections obtained by The Texas Collection that focus on World War I. Though currently divided and used for both civil and military purposes, Ellington Field bears a long history of being at the front lines of training for United States aviation services.
This first image is called a “moving carpet” and was used to train bombardiers for combat. Representing the landscape they would see from their sighting mechanism; these men were trained to recognize geographic features and potential targets. Some images in this collection also show WW1 military bi-planes and parts of their structure such as elevator controls and bomb releases. Photographs of soldiers recording bomb shots and the tools used to take bombing measurements are also included.
Other images of military bi-planes consist of planes on the ground and flying in formation. This time, 1917-1920, coincides with the infancy of aerial photography and there are some great photos of formation flying in this collection. A few images focus on the ground and areas around Houston, Texas, but the clear majority are of planes. The bi-plane in this photograph is a De Havilland 4 Bomber taken on January 4, 1919.
Images of plane crashes are also prominent in this collection. The back of this photograph reads:
Tail-spin from 5,000 feet – unhurt. Lt. Platt, pilot. Got up, smoked a cigarette, and wanted to walk away. Taken to hospital and discharged in 24 hours. Accident due to inexperience.
Another crash image tells us:
2nd Lt. W.C. Stalker, Pilot. August 30, 1918. Total Wreck. Ship came down in a spin from about 1,000 feet, and hit nose first, driving engine back into the gas tank, and tank back into front seat. Pilot probably was climbing too steep and slipped off into a spin. Seems unable to remember what happened, due probably to blow received when he crashed.
One supposes that the images were studied and used as documentation for pilot and plane review.
The images from the Ellington Field Photograph collection depict a time of growth and change in the way America approached aerial maneuvers and combat. Photos displaying planes, flying formations, pilots, plane crashes and even images of workshops and hangers, come together in this collection and give a representation of what it was like to be a pilot in training during World War I.
This collection is open for research and those interested in viewing it are encouraged to contact us at email@example.com. All images in the post can be found in the Ellington Field Photographic collection, Accession #3937, Box 1, Folder 5, The Texas Collection, Baylor University.
Baylor University’s Student Foundation was born in a turbulent time.
In the late 1960s and early 1970s, relations between college students and administrators deteriorated. On March 4th, 1970, as thousands of college students at Kent State University protested American involvement in the Vietnam War, members of the Ohio National Guard opened fire, killing four students and wounding nine others. When over 400 million student went on strike in the coming weeks, over 450 universities, colleges, and high schools shut down.
“We were dealing with a very unique situation at that time,” recalled Bill Harlan, one of the founders of Student Foundation.
Modeled after the 600-member Indiana University Foundation, Baylor University’s Student Foundation (aka “StuFu”) was founded in 1969 as a way to make Baylor University a better place. Its motto is straightforward and simple: “Students Serving Students.”Continue Reading
One of the great joys of being able to work in an archive like The Texas Collection is how often one, amid the stacks and piles of collections, encounters remarkably human stories. Even when the collection is just a few folders, an archivist can sometimes feel like they have encountered a real person, with all the flaws and perfections that come with being a human. That was my experience as I was processing the A. Reilly and Eunice B. Tooley Copeland papers, where I came to catch a glimpse of the Waco’s past through the eyes of a passionate Baptist preacher and his wife.
Antonio Reilly Copeland was born on January 7, 1889, in Marquez, Texas. His future wife, Eunice Bessie Tooley, was born in Buffalo Springs, Texas, on November 30, 1891. The couple first met in 1903 and married in the summer in 1916. While Eunice studied music in Houston, Reilly attended college first in Commerce, then Tehuacana, Rome, and finally the Moody Bible Institute in Chicago. After the couple had had several children, the family made their entrance into Waco history when they moved there in 1923, as Reilly had been offered the pulpit at the Tabernacle Baptist Church, located at 1500 15th and Clay Street.
During his four decades of leading the Tabernacle community, Reilly was a prolific speaker and writer. His writings reveal a strong sense of right and wrong, and a zeal for adhering to what he saw as biblical truth. His confrontational style of writing, however, brought conflict. The most famous example of this is when Reilly was charged with criminal libel in 1925, after writing several letters detailing the moral failings of local Waco politicians. The charges were dropped in 1928, however, and Reilly continued to preach and write. He spent the latter half of his career delving deep into biblical study and debate. As evidenced by his letters, Reilly participated often in the debates surrounding Fundamentalism and Neo-Orthodoxy, and his journals show a deep interest in biblical prophecy and how it related to world at large. Reilly’s preaching was not just reserved for the pulpit, as he hosted a radio program for station WACO from 1941 to 1954. By the time of his resignation in the early 1960’s, Reilly had been a public voice for Baptists within the Waco community for almost forty years.
While Reilly’s writings may provide one picture of who he was, Eunice’s own memoirs help fashion a fuller image. Eunice dedicated more than half of her book to her time with Reilly and the family they made together, and we find that Reilly was a kind and loving husband and father. Eunice’s writings help shine a light on what it was like to be a preacher’s wife in the early 20th century, and how they dealt with the many changes that occurred during those turbulent years.
The lives of A. Reilly and Eunice Copeland may appear, in the grand scheme of things, of little impact. But it is through the small, personal stories of regular people that we obtain a deeper human connection to our past.
If you are interested in learning more about A. Reilly and Eunice Copeland, feel free to contact us at The Texas Collection and view the collection’s finding aid here!
Bring a sweater. The collections here are kept at 65°, which means it’s chilly. Even on the hottest 110° days, you’ll probably need an extra layer, but it’s for the good of the collections, so it’s worth it. There are really old books, maps, and other valuable pieces of history on paper, so it’s important to do our best to preserve them.
Texas has really weird towns. The Texas Collection has a vast map collection, housing about 14,000 maps of mostly Texas, and I worked with over 2,500 of them. Scranton, Movie Mountain, and Blanket were some of my favorites. You can take a tour of Europe if you’re interested, including towns like London, Paris, Oxford, Dublin, Edinburg, Florence, and Athens. If you don’t believe me, just head to the map room in The Texas Collection. The collection houses a very extensive array of maps, and another thing you might not know is how beautiful they are! From really old historical maps of the U.S. and Texas to maps of Waco, many research needs can be met in the map room.
We are a photogenic school. If you need any historical pictures of Baylor or Waco, The Texas Collection can help you out. Maybe you work for The Lariat, maybe you need vintage fashion inspiration, or maybe you’re just upping your Instagram game – regardless the reason, the archives are your gold mine! If you are like me, and you aren’t the first in your family to come to Baylor, it’s especially fun to see photos of Baylor and Waco when our parents and grandparents were here.
You should start your research paper here. Not only are the resources available valuable for your research, but the reading room is a quiet space for any studying needs. There is always someone at the desk to help you, and it’s a nice change of pace from the other libraries that can be crowded at different points throughout the semester.
If you leave when it’s closing time, you get to hear the bells. Although Carroll Library closes at 5:00pm, one of the best parts of my days this summer has been on the walk back to my car. I try to leave right on time just to to hear the bells because it’s a fun reminder of how the history housed in The Texas Collection is still reflected throughout Baylor today.