Teddy Roosevelt

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“As it is with the individual, so it is with the nation.  It is a base untruth to say that happy is the nation that has no history. Thrice happy is the nation that has a glorious history.  Far better it is to dare mighty things, to win glorious triumphs, even though checkered by failure, than to take rank with those poor spirits who neither enjoy much nor suffer much because they live in the gray twilight that knows neither victory nor defeat.”

Teddy Roosevelt delivered this speech in Chicago on April 10, 1899, entitled “The Strenuous Life.”  He made reference to the Spanish-American War of the previous year — though not about his involvement with the Rough Riders — and suggested it is the timid who avoid the strenuous life.

Roosevelt had been elected Governor of New York in 1898; in 1900, he was chosen as the vice presidential candidate by the Republican party.  After President McKinley was assassinated on September 14, 1901, TR became U.S. President.

Roosevelt concluded this 1899 speech:

“I preach to you, then, my countrymen, that our country calls not for the life of ease but for the life of strenuous endeavor.  The twentieth century looms before us big with the fate of many nations.  If we stand idly by, if we seek merely swollen, slothful ease and ignoble peace, if we shrink from the hard contests where men must win at hazard of their lives and at the risk of all they hold dear, then the bolder and stronger peoples will pass us by, and will win for themselves the domination of the world.  Let us therefore boldly face the life of strife, resolute to do our duty well and manfully; resolute to uphold righteousness by deed and by word; resolute to be both honest and brave, to serve high ideals, yet to use practical methods.  Above all, let us shrink from no strife, moral or physical, within or without the nation, provided we are certain that the strife is justified, for it is only through strife, through hard and dangerous endeavor, that we shall ultimately win the goal of true national greatness.”

The Theodore Roosevelt Center at Dickinson State University is working to provide digital access to papers related to TR from the Library of Congress, Harvard College Library, six National Park Service sites, and numerous smaller collections.

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“Using College and University Archives as Instructional Materials”

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Following up on last week’s post, I’m focusing again on the use of university archives.  Mark Greene presented these ideas as a paper at the Fall 1988 Midwest Archives Conference meeting and then published it in a 1989 issue of the Midwestern Archivist.

Greene asserted more of the focus on using primary sources as instructional materials came from manuscript repositories rather than college and university archives because the latter are assumed to hold primarily institutional history and to be run by archivists who, on most campuses, don’t have academic standing.

Greene was archivist at Carleton College at the time he wrote this paper, and he was clear about the importance of promoting the use of archival records by undergraduates:

“Advancing the use of archival records in the curriculum should be considered an important part of, rather than an alternative  to, the ‘administrative’ duties of the archivist” (32).

He recounted several ways he went about sparking interest in archival resources:

  • participating in orientation sessions for new faculty, in order to explain connections between the archives and various curricula
  • sending letters to professors about possible collaborations
  • designing outreach (e.g., brochures, exhibits, publications) that illustrated research possibilities

Greene also explained several roles he filled while working with campus courses:

  • reference interviews with students to assist them in refining their topics
  • explanations of how to handle fragile materials
  • lectures on the history of the institution and other topics from archival sources
  • bibliographic instruction talks

Based on his experiences, Greene shared several words of wisdom:

  • Indirect outreach through exhibits and newspaper articles proved more effective than direct letters to professors.
  • Don’t make assumptions about which disciplines are more likely to be able to find relevant archival materials — while history and political science produced no partnerships, biology, religion, American studies, and social sciences classes became archival users at Carleton.
  • Accept nontraditional uses of archival materials as legitimate uses (i.e., not everything needs to culminate in a term paper).
  • Archivists can go into the classroom just as easily as students can come into the archives.

“University Archives: A Reason for Existence”

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Continuing my look at university archives that I began last week, this week I turn to a 1975 article by Edith James Blendon published in the American Archivist.  I was taken by its clear and concise explanation of the purpose of university archives.  Blendon was acting university archivist at Princeton from 1972-74 and was assistant editor of the Papers of Woodrow Wilson at the time of this publication.

Blendon began with a simple premise:

“serious scholarly use of university archives does not appear to be commensurate with the potential opportunities for significant research” (175).

She offered three explanations for this situation:

  • Surveys indicated archival work was too often an ancillary job for the person in charge of the university archives, therefore, too little time was spent on care of the records.
  • She found university archives were too often relegated to inferior space.
  • Scholars perceive university archives as bastions of memorabilia and sentimentality rather than studied historical endeavors.

Blendon provided three suggestions of how university archives could improve their situation:

  • In providing reference service, take advantage of opportunities to point researchers to related relevant collections.
  • “[P]ublicize the archives’ holdings by arranging documentary exhibitions, by publishing notices of recent acquisitions in scholarly journals, and by writing brief articles based on the records” (176)
  • Get involved with the educational function of the university by advising thesis/dissertation writers or teaching historical methodology courses.

Blendon identified five areas in which university archival resources prove most valuable (and provided contemporary examples of each):

  • institutional history
  • intellectual history
  • social history
  • political history
  • documentary editing

The example she provided for documentary editing was the book Michael Kammen compiled from letters of Carl L. Becker.  She included one excerpt from a 1922 letter that’s worth consideration:

“‘The chief value of history is that it is an extension of the personal memory, and an extension which masses of people can share, so that it becomes, or would ideally become, the memory of a nation, or of humanity'” (180).

“Managing the Records of Higher Education: The State of Records Management in American Colleges and Universities”

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The various scandals that have roiled university campuses in recent times justify an investigation into records management in the realm of higher education.  I’ll begin with this 1990 article written by Don C. Skemer and Geoffrey P. Williams.  Skemer was the head of Special Collections and Archives at the University at Albany, State University of New York; Williams was university archivist and campus records officer at the University of Albany.

The first university archives was not founded until 1938 (at Harvard).  The growth of education after World War II encouraged an explosion of college and university archives programs, growing five-fold from 1950 to 1990.  Skemer and Williams conducted a national survey to evaluate records management in colleges and universities.  They received 449 responses and were trying to answer several questions:

  • “Why have some institutions developed [records management] programs while others have not?
  • “Why do some succeed and others have not?
  • “Are there any valid operational models?
  • “What is the proper relationship between the archival and records management functions in academic institutions?” (533)

Skemer and Williams laid out a definition of records management in higher education:

“records management programs are considered to be organized efforts to provide centralized services for the management of all records in all formats generated by academic institutions in their day-to-day operations; the programs have been officially designated and legally authorized at the campus or system level to implement retention and disposition guidelines and provide other centralized services to an entire university or college, or at least in two or more of the following areas: administrative and departmental records; student records; business and financial records; and official publications” (537).

One-third of the survey respondents had records management programs, with three-fourths of these programs occurring at public colleges and universities.  Skemer and Williams asserted these results were so skewed because of “public expectation and requirements of legal and fiscal accountability” (537).  In a little more than half of these records management programs, archivist and records manager were shared duties.

Most of these campuses used office-specific retention and disposition schedules, usually developed from records surveys.  Compliance with these schedules was facilitated on about half the campuses through operation of a records storage center that could house obsolete and inactive records.  The survey noted little in the way of electronic records management.

The survey documented a number of benefits from records management programs (541):

  • better archival documentation
  • improved access to information
  • vital records protection
  • space and equipment savings

Yet problems still persisted, including (541-42):

  • inadequate staff and space
  • huge volume of records generated
  • inadequate support
  • low prioritization of records management
  • weak policies and outdated schedules
  • lack of compliance
  • inability to handle electronic records

The survey found that some individual offices — notably registrars — organized records management programs in the absence of campus-wide solutions.  This decentralized approach to records management was much more prevalent at private institutions.

Skemer and Williams contended that “legal requirements accompanying public finance and the success of records management in the public sector over the past half century are important reasons for the creation of campus records programs” (544).  They also acknowledged the 1974 Family Educational Rights and Privacy Act (FERPA) necessitated policies, at least regarding student records.  They concluded:

“a change in archival thinking about records management might be beneficial.  The management of current and recent academic information for administrative purposes has to be considered as important to resource allocators and archivists as the preservation of historical information for cultural purposes is to archivists.  Unless archivists have a broader interest in the management of all administrative information, either directly or by coordination of decentralized efforts, most of them will continue to have weak records management programs or none at all” (547).

Amelia Earhart

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“Courage is the price which life exacts for granting peace.
The soul that knows it not, knows no release
From little things;

Knows not the livid loneliness of fear
Nor mountain heights, where bitter joy you can hear
The sound of wings.

How can life grant us boon of living, compensate,
For dull gray ugliness and pregnant hate
Unless we dare

The soul’s dominion? Each time we make a choice we pay
With courage to behold resistless day
And count it fair.”

Amelia Earhart wrote this poem after her engagement to Sam Chapman ended.  She had recently gained acclaim as the first woman to fly across the Atlantic when she accompanied pilot Wilmer Stultz and mechanic Louis “Slim” Gordon on their 1928 transatlantic flight.  In May 1932, she flew solo across the Atlantic — the first woman and only the second person to do so.  In July 1937, while attempting to complete an around-the-world flight, Earhart lost radio contact with the U.S. Coast Guard due to radio and weather difficulties.

Earhart and her navigator, Fred Noonan, were never located, and theories about them abound.  The National Archives and Records Administration (NARA) has a collection of materials related to the months-long search for her plane.  Earlier this year, NARA found a photograph in its collection that possibly shows Earhart and Noonan in the Marshall Islands after the disappearance of their plane.

In February 1931, Earhart married publisher George Palmer Putnam.  He donated her papers to the Archives and Special Collections Research Center at the Purdue University Libraries.

“The Messy Business of Remembering: History, Memory, and Archives”

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Mark Greene made a relatively early attempt to relate postmodernism to archival work.  In a 2003-2004 issue of Archival Issues, Greene wrote about “The Messy Business of Remembering; History, Memory, and Archives.”  He explained archivists were somewhat late to the game to begin discussing postmodernism because of the trend away from allying with historians (who’d been considering postmodernism for some time) and more towards information science.

Although this may in fact defeat the purpose of discussing postmodernism, for reference, here’s a definition from PBS:

“Postmodernism is largely a reaction to the assumed certainty of scientific, or objective, efforts to explain reality.  In essence, it stems from a recognition that reality is not simply mirrored in human understanding of it, but rather, is constructed as the mind tries to understand its own particular and personal reality.  For this reason, postmodernism is highly skeptical of explanations which claim to be valid for all groups, cultures, traditions, or races, and instead focuses on the relative truths of each person.”

Greene contended that postmodernism is relevant to archivists in everything from acquisition choices to the legitimacy of uses of archives.  He used as a springboard for his analysis a 2002 article by an Amherst historian that presented a positivist view of historical research.  Where positivism asserts that “‘history is what trained historians do'” (96), Greene countered:

“Neither truth nor history nor even memory should be the secret of the few.  If we do it right–and as archivists we have something to say about that because it depends in some part on how we solicit, welcome, and assist both historians and genealogists in our reading rooms–everyone can play a part” (97).

So where some contend that historical uses of archival records are more important than those relating to social memory, Greene painted a more inclusive picture of archival use.  He incorporated the analysis of management and business design expert Chauncey Bell about what the job of  an archivist should be:

“‘your job is not about storing and sorting information.  It is about appraising and keeping records of history-making events and the acts spoken by history makers, and doing that in a way that allows you to be effective partners for those history makers in their re-membering of the past'” (99-100).

Greene also looked to the words of psychiatrist W. Walter Menninger for an explanation of history:

“‘history is a record of present beliefs and wishes, not a replica of the past.  Remembering . . . is a reconstruction using bits of past experience to describe a present state'” (100).

Rejecting the notion of archivists merely as gatekeepers, Greene asserted that archivists cannot claim the neutrality of archival records because “Both the creation and the selection of archival material are tainted, if you will, by the values, missions, and even resources of the creators and the archivists” (101).  Not only do individuals and societies create and shape history and memory, but so do archivists.  He also pointed out that the ownership of history, memory, and the records that shape them — both literal and figurative ownership — is a challenge archivists have yet to resolve.  He concluded that dealing with these complications can be solved only with humility and courage.

“Appraising Public Records in an Ahistorical Culture”

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Although in a records management sense this article is dated, I can’t pass up the opportunity to review something entitled “Plowing the Sea: Appraising Public Records in an Ahistorical Culture.”  Roy Turnbaugh, who at the time this article was published in 1990 was the state archivist of Oregon, had some bold opinions about public records and archival work.

He began with a simple premise:

“Public records archivists work in a culture without a sense if history.  Government cares little about yesterday.  It functions in a kind of existential present” (563).

Based on a study he conducted in the mid-1980s, he concluded there was little that could be considered standard practice in the appraisal of state government records.  Some of his respondents prioritized informational value while others appraised based on evidential value; some sought to protect the rights of the state and its citizens while others focused on possible historical research.

Turnbaugh clearly disdained the use of any appraisal criteria that considered potential users.  He referred to the scholarly research community as “at best a marginal constituency” for state archives (564).  His simple answer to the problem of appraisal was that state archives “exist to make sure that the records of the significant actions of government are preserved” (565).

As someone who spent his career in state archives in Illinois and Oregon, Turnbaugh expressed a marked cynicism about government.  I find myself wondering if his analysis of public records wasn’t influenced by this mistrust of government in general.  I’ve documented in many SAA presidential addresses the schism between archivists and records managers (see Radoff, Grover), but I believe there’s a lot we can learn from each other.

To me, the bigger difference for government archivists and manuscript archivists is in the records creators.  Many donors to manuscript collections have developed a sense of self-importance that likely shapes many of their documents.  On the other hand, many government employees have a very siloed approach to their work that prevents them from seeing the big picture of how their records contribute to the overall functions of their agency.  Without this, these employees are unlikely to recognize the potential value of their records.

Here are the intersections between archival and records management work that I think are especially important for government records (or really any sort of institutional records):

  • Essential records.  The Glossary of Archival and Records Terminology defines essential records as “emergency-operating records immediately necessary to begin recovery of operations after a disaster, and rights-and-interests records necessary to protect the assets, obligations, and resources of the organization, as well as its employees and customers or citizens.”  Although not all essential records (e.g., payroll records) would be considered archival, from the standpoint of identifying and protecting vital records, this is still an important conversation for government archivists to have with records creators.
  • Institutional memory.  Any institution that is subject to employee turnover should care about institutional memory so that each successive generation of employees doesn’t wind up reinventing the wheel.  Good records management can help accomplish this — and in the long run, these records could likely provide the long-term context necessary for archival researchers investigating an institution.
  • Business planning.  As Lord Byron said, “The best of prophets of the future is the past.”  So for any institution that is in a planning stage, seeking out the records of the past can aid in figuring out what has worked well and what has failed dramatically.  And these documentations of successes and failures could be useful archival collections.

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