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 Sarah Madsen, Beth Cooper, Allison Combs, Marcus Franklin, and Hannah Glisson
Students at Baylor University during the turn of the twentieth century were highly passionate about their time at Baylor. Whether involved in creating student publications, participating in athletics, or answering the call to come home, Baylor students began creating traditions that can still be seen in campus culture to this day.
During this period, The Baylor University Annual was created as the first yearbook— a place where students truly began to tell their own story. Early editors gathered photos, stories, and student experiences that helped document their Baylor experience. The creation of TheAnnual preceded The Lariat, Baylor’s student newspaper, and ultimately functioned as the foundation for The Round-Ups, Baylor’s official yearbook.
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 Sean Strehlow, Trenton Holloway, Maddie Whitmore, and Tori Guilford
Rufus C. Burleson: Cultivating the Baptist Way at Baylor
Rufus C. Burleson
President Rufus C. Burleson first served as president of Baylor University at Independence from the years 1851-1861. After Baylor University at Independence merged with Waco University, Burleson again took on the role of president. He served in this role until 1897. Burleson’s dedication to his own Baptist faith helped define and distinguish Baylor University’s Baptist identity. Following his death in 1901, Baylor University erected a monument in Burleson’s honor. Burleson’s students, it is said, “have carried his noble lessons around the globe” (Ritchie, 1901, pp. 4). As teachers, preachers, legislators, physicians, bankers, and lawyers, Burleson’s former students became worldwide leaders. His undeniable faith in God is evidenced by his commitment to Christian education. At the time of this memorial being planted, the Baylor faculty sought to continue his great legacy. The faculty committed themselves to prayer and the perpetuation of Burleson’s vision for Christian education (Ritchie, 1901, pp. 5). Chief among the faculty was B.H. Carroll, First Baptist’s magnanimous preacher, and one of the most influential denominational leaders among Southern Baptists. His sermons never failed to convict the hearts of his congregants (Ray, 1927, pp. 149-150). Burleson was both friend, and mentor to Carroll.
B. H. Carroll
From the very beginning, Baylor has been steeped in Baptist tradition. Baylor’s Baptist ties could be seen most clearly in their Chapel services. These services, held once a day, served as an opportunity for students, faculty and staff alike to come together and sing songs, pray, and hear biblical teaching. In the 1890’s, these services were held at 9:00a.m. on weekdays and at 4:00p.m. on Sundays. Students’ attendance at these services was mandatory and strictly enforced, and absences could earn a student anywhere from two to ten demerits. Chapel speakers were most often University professors who would speak on a topic of their choosing. B.H. Carroll gave his first address to the students in 1886, and quickly became a regular speaker at Chapel services (Carroll, 1923, pp. 409). He was admired by students like Jessie Brown, a student between 1888-1891, who recorded fond reflections of his sermons in letters written to her sister at home (Brown, 1890, pp. 233). Despite the strict attendance policy, many students really enjoyed the Chapel services. These Chapel “exercises,” as Jewell Leggett refers to them in her diary, helped students to grow in their faith by teaching them spiritual discipline.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 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[1]. Higher education institutions capitalized on this ethic through targeted fundraising efforts[2].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.
Group photo of The R.C.B. Literary Society, 1908. Found in the 1908 edition of The Baylor Round-Up. Courtesy of The Texas Collection, Baylor University.
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.
Photo of Dr. Lula Pace, 1908. Lula Pace was the first female professor at Baylor to hold a doctoral degree, and served as the chair of the Department of Botany and Geology. Found in the 1908 edition of The Baylor Round-Up. Courtesy of The Texas Collection, Baylor University.
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.
Seventy years ago on January 24, 1948, three Texas cities became one. Formerly known as the “Tri-Cities,” the towns of Baytown, Goose Creek, and Pelly unified as what is known known as the city of Baytown.
Goose Creek Oil Field was discovered in the 1910s, which allowed for rapid growth in both the economy and population in neighboring communities, Pelly and Baytown. With the construction of an oil refinery, jobs were created and many people flocked to the area. Around the time the oil was found, Humble Oil and Refining Company built their refinery in the Baytown area. Today, this refinery is one of Exxon-Mobil’s largest refineries. The oil company, in conjunction with World War II, helped bring the Tri-Cities together.
Ralph Fusco, in his chapter titled “World War II’s Effects on Consolidation” in the book, Baytown Vignettes, describes how Baytown came to be:
“Despite such storm beginnings, these feelings slowly subsided and the construction and subsequent wartime expansion of the refinery proved the beginning of a stable community. Even with the seeds of unity planted by the formation of the Humble Oil and Refining Company, sectionalism hung on in several towns that survived. It took the drastic and rapid changes brought about by World War II to weld these separate districts into a single homogeneous city. While these changes initiated the breakdown of the old social, economic and geographic barriers, they also encouraged the ultimate consolidation of Goose creek, Pelly and Old Baytown into the present day city Baytown. Through precipitating these changes, World War II provided the catalyst that sped this consolidation.
From Pictorial History of the Baytown Area, Edited by Gary Dobbs. p. 4
The many changes in this community due to the war effort included the government funded expansion of the Humble Oil and Refining Plant. The company received the first government contracts for toluene (toluol) production, an intrinsic part of the make up of TNT, in 1941. The toluene project, built on Humble Refinery sites at the cost of twelve million dollars, employed two hundred people, and included a barracks that would accommodate three hundred workers.
World War II, with its rationing, increased demand for industrial output, and creation of new employment opportunities caused the Tri-Cities area to grow and served to unite the area. New people coming into the area helped combine the separate groups that existed before the war into a single more homogeneous group. old geographic boundaries were being rapidly erased, and old community isolationism disappeared. Rapidly occurring changes lent a feeling of oneness to the area. In this sense World War II became a major contributing factor for change when earlier attempts at consolidating the Tri-Cities had failed. In 1949 the are communities joined and incorporated into one city, the City of Baytown.”
At The Texas Collection, we collect materials related to any Texan town. Click here for more resources available on Baytown, TX and stay tuned for more Today in Texas blog posts to come!
For the next couple of weeks, we’re putting up teasers about the fascinating Baylor history, 1921-1930, that Higher Education and Student Affairs students analyzed and shared on the Foundations and History of Higher Education class blog. We’ve already looked at Curriculum, Finance, and Students/Student Groups. This week we’re looking atAccess at Baylor, with papers examining the establishment of Baylor’s first men’s dorm (Brooks Hall), the university’s increasing prominence, and the Baylor woman’s educational experience. Did you know that…
Samuel Palmer Brooks Hall was the first men’s residence hall on campus–before it was built in 1921, Baylor men lived off campus in rooming houses and other accommodations. Brooks provided the increased male population with another option of where to live, as well as a sense of community.
Remember how administrators were concerned about the decreased men’s population at Baylor? Well, the establishment of the business school, plus the construction of Brooks Hall, seemed to help—male enrollment saw a 25% increase between 1923 and 1924. And the residential culture appears to have encouraged men to stay successful and active on campus. Learn more…
Master’s programs were just one way Baylor grew in the 1920s—two master’s degrees were conferred in 1913-1914, while 18 were earned about ten years later in 1924-1925. Read more…
While women’s curriculum at the time emphasized teaching, the arts, and nursing, women did take advantage of the newly established journalism program (within the business school), and they accounted for about half of the Lariat staff through the 1920s. Discover more…
We hope you’ll explore these blog posts and enjoy the benefits of the HESA students’ research and scholarship. If you’re inspired to dig deeper, most of their sources can be found in the University Archives within The Texas Collection and in our digitized materials available online in the Baylor University Libraries Digital Collections.
Background on this project: Students in the Higher Education and Student Affairs (HESA) masters program have taken on the challenge of creating original scholarship that adds to what is known about Baylor’s history. As part of Dr. Nathan Alleman’s Foundations and History of Higher Education course, students were grouped under the five class themes: curriculum, finance, students/student groups, access, and religion. In collaboration with Texas Collection archivists and librarians, students mined bulletins, newspapers, correspondence, and other primary resources as they researched their topics. Final papers have been posted on blogs.baylor.edu/hesabaylorhistoryproject and grouped by their particular sub-topic so that patrons, researchers, and other interested persons could benefit from these students’ work. This is the second installment of an annual accumulating project–see last year’s teasers here. Please visit again for future installments!
For the next few weeks, we’re putting up teasers about the fascinating Baylor history, 1921-1930, that Higher Education and Student Affairs students analyzed and shared on the Foundations and History of Higher Education class blog. We’ve already looked at Curriculum and Finance. This week we’re looking atStudents/Student Groups at Baylor, with papers examining the beginnings of new student orientation, the cultivation of the campus environment, and the Baylor community’s response to tragedy. Did you know that…
Telegrams received by Baylor University following the loss of the Immortal Ten. Such telegrams from schools and individuals across the country fill a scrapbook in the Texas Collection.
President Samuel Palmer Brooks taught a year-long freshman orientation course, with topics ranging from Baylor history to selection of vocation to social law and order. (One class was subtitled, “Suppose the freshman class shipwrecked on an island. What would they do?”) Discover more…
Student organizations begun in the 1920s include Yell Leaders, the Baptist Student Union, the Nose Brotherhood, and the Freshman Student Organization…all of which still exist in some form today! Learn more…
The term “Immortal Ten” was coined within one day of the bus-train accident that took the lives of 10 Baylor students in 1927. Read more…
We hope you’ll explore these blog posts and enjoy the benefits of the HESA students’ research and scholarship. If you’re inspired to dig deeper, most of their sources can be found in the University Archives within The Texas Collection and in our digitized materials available online in the Baylor University Libraries Digital Collections.
Background on this project: Students in the Higher Education and Student Affairs (HESA) masters program have taken on the challenge of creating original scholarship that adds to what is known about Baylor’s history. As part of Dr. Nathan Alleman’s Foundations and History of Higher Education course, students were grouped under the five class themes: curriculum, finance, students/student groups, access, and religion. In collaboration with Texas Collection archivists and librarians, students mined bulletins, newspapers, correspondence, and other primary resources as they researched their topics. Final papers have been posted onblogs.baylor.edu/hesabaylorhistoryproject and grouped by their particular sub-topic so that patrons, researchers, and other interested persons could benefit from these students’ work. This is the second installment of an annual accumulating project–see last year’s teasers here. Please visit again for future installments!
For the next few weeks, we’re putting up teasers about the fascinating Baylor history, 1921-1930, that Higher Education and Student Affairs students analyzed and shared on the Foundations and History of Higher Education class blog. Last week we looked at Curriculum. This week we’re looking atFinance at Baylor, with papers examining gridiron finances and the town-and-gown relationship as seen in the Greater Baylor campaign. Did you know that…
The Southwest Conference was formed in part to ensure that college athletics remained “sport for sport’s sake,” and that no one school had a greater advantage over another due to uneven financial means. Read more…
Baylor might have had the 1915 football championship on the Carroll Field sign, too, but a transfer rule in the newly formed Southwest Conference meant that Baylor had to forfeit the title. General photo files–Baylor–Buildings–Carroll Field.
When a proposal to move Baylor from Waco to Dallas arose in the 1920s (an effort intended to unite the university with the medical school and save money), the students, churches, and general Waco community rose up in opposition, helping to raise money for Waco Hall and other projects. Learn more…
We hope you’ll explore these blog posts and enjoy the benefits of the HESA students’ research and scholarship. If you’re inspired to dig deeper, most of their sources can be found in the University Archives within The Texas Collection and in our digitized materials available online in the Baylor University Libraries Digital Collections.
Background on this project: Students in the Higher Education and Student Affairs (HESA) masters program have taken on the challenge of creating original scholarship that adds to what is known about Baylor’s history. As part of Dr. Nathan Alleman’s Foundations and History of Higher Education course, students were grouped under the five class themes: curriculum, finance, students/student groups, access, and religion. In collaboration with Texas Collection archivists and librarians, students mined bulletins, newspapers, correspondence, and other primary resources as they researched their topics. Final papers have been posted on blogs.baylor.edu/hesabaylorhistoryproject and grouped by their particular sub-topic so that patrons, researchers, and other interested persons could benefit from these students’ work. This is the second installment of an annual accumulating project–see last year’s teasers here. Please visit again for future installments!
By Amie Oliver, Coordinator for User and Access Services
Looking for information on a prominent Texas figure or ancestor? The Bio Gaz might be the resource for you! But you don’t have to come to our reading room (although you’re welcome)–you can search online!
“Do you have any information on my grandfather?” Texas Collection (TC) staff is regularly greeted with patrons seeking information on people. Typically we point patrons in the usual direction of census, birth, death, and marriage records. These records can provide the who, what, when, and where. But where do patrons look when they want to find the why or how? There is a resource unique to our collection that may help patrons answer those questions.
The Texas Collection is home to numerous volumes containing biographical sketches of notable Texans and early pioneers. Many of these books do not contain an index, and when a patron needs information on a person, it can be overwhelming for staff and the patron to search through nearly 200 volumes of biographical sketches to find someone.
So, in the early 1980s, TC staff created a Biographical Sketch File. After identifying the volumes to be included in the file, staff created a catalogue card for each person listed in the biographical sketches. Each card included a name, birth and/or death date (if available), the book title, page number where the sketch can be found, and whether a portrait is included. This Biographical Sketch File became a popular finding aid, so in 1985, The Texas Collection published it as the Biographical Gazetteer of Texas. (You might hear our staff call it the “Bio Gaz.”) This six-volume set includes over 67,000 entries.
After using the Biographical Gazetteer of Texas in book form for over 20 years, staff and student employees entered the information into a searchable database in 2007. You can access it on our website—follow the instructions below to get started!
Step 1: Click the “Biographical Gazetteer” link on our website (move the bottom slider until you see it in the list).
Step 2: Click on the “here” to search the database.Step 3: Type a person’s name and click the “Click Here to Find” button. (Do not hit enter after typing a name because the search will not work.) Be aware that many people use initials, so first names aren’t often necessary and may even return incorrect results. There also are many variant name spellings, so patrons should try several options.
Step 4: Results! This list informs the patron about where information may be found. If patrons see an entry that fits their search criteria, they may either come in to view the item or may request a photocopy of the material. To request a photocopy, click on the record number.
Step 5: On the next screen, enter contact information and submit the request. Staff will then contact the researcher with photoduplication fees.
Texas Collection staff often uses the Biographical Gazetteer of Texas and we hope that it is a resource that helps our patrons as much as it helps us. Happy hunting!
“Print Peeks” is a regular feature highlighting select items from our print collection.
