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Academics Faculty

Early Travel Interims

Last week, I shared some selections from the first Interim catalogue, from January 1968, when Wofford became one of the first colleges in the South, and apparently the first in the Carolinas, to move to the 4-1-4 schedule. The projects varied from those that focused on the classroom to those that used the world as their classroom.

Today, I want to share a little more about some of the projects.  The first Interim featured three international travel projects.  Professor Constance Armitage Antonsen took a group of eighteen students to Italy, where they studied Renaissance art in Florence, Milan, and Rome, with side trips to many of the towns in between Florence and Rome.  The trip concluded with a stop in Madrid on the way home.  Most of the students had already taken the introductory art history course, so the trip reinforced what many of them had seen in the classroom. Professor Antonsen told the Old Gold and Black after the trip that they had seen “virtually every important piece of Italian art.”  Students chose a particular phase of Italian art for more intensive study.

Professor Jacques Forbes took a group of eighteen students to Switzerland. On their fifteen-day trip, students visited Zurich, Lucerne, Berne, Lausanne, St. Moritz, and Geneva, and saw sights ranging from the headquarters of the International Red Cross and the League of Nations. Students researched Swiss culture and prepared papers on various subjects.

A third travel project saw sixty students and four professors travel to Mexico, where the students stayed in private homes with Mexican families.  Each student had assigned tasks, and they met as a group every other day.  The project was led by Professors Paul Lofton, Joe Lesesne, Joaquin Develasco, and Richard Remirez.  The group spent two weeks on campus before traveling to Mexico, concentrating on Mexican history and government.  They spent much of their time in and around Mexico City.

Other on-campus projects involved students examining problems of air pollution in the Spartanburg area, atomic energy, and Great Decisions, 1968.  The Great Decisions project brought a number of regional speakers to campus for discussion and presentations, including former Southern Regional Council president James McBride Dabbs, journalist William D. Workman, attorney and future federal judge Matthew Perry, and a State Department official to talk about Mexico.

These projects took students to other parts of the world and brought the world to Wofford.

Photos (above) – students and Professor Forbes in Switzerland.  (Below) – students and Professor Parker studying nuclear energy at Oak Ridge, TN.

Categories
Academics Documents Faculty

Interim 1968

Wofford’s faculty and students have returned to campus today to start the Interim.  This year marks the 45th time that the college has devoted the month of January to these non-traditional projects.  After nearly half a century, Interim is as much a part of Wofford’s culture as Main Building.

What was the first Interim like?  I dug out the catalog for Interim 1968 to see what projects were offered in that first year.  I was interested to see that the projects (we don’t call them courses!) were arranged by departments, with only a few at the end that were described as “multi-departmental.”  It took until 1971 to break the practice of listing courses by department.

The 1968 catalog of projects did not list professors with projects, but a separate list indicated who was leading each project.  Some professors proposed two projects, though they seemed to be directed-research-type projects.

Here are a few pages from the catalogue.  These projects were sponsored by biologists, political scientists, historians, psychologists, and religion professors.  I’ll make the whole catalogue available elsewhere.  And, over the next few weeks, I’ll try to look at some other notable Interim projects.

Categories
Academics Faculty Photographs Uncategorized

Doc Rock

One of the dangerous privileges of working at a place like Wofford is getting to write and talk about people I’ve never met.  It’s relatively safe to write about campus characters of several generations ago, since very few people are around who knew them and who can correct my errors.  It is a whole lot more risky to write about people who others on campus still remember.

One of the many professors whose legacy is still felt on campus was Dr. John W. Harrington, who was professor of geology and department chair from 1963 until 1981, and then professor emeritus until his death in April 1986.  Born in Illinois and raised in Richmond, Virginia, Dr. Harrington attended Virginia Tech, where he majored in mining engineering.  After taking his MA and PhD in geology at the University of North Carolina in 1946 and 1948, respectively, he moved to Texas, where he was a geology professor at Southern Methodist University from 1949 to 1956.  While in Texas, he was a consultant to several oil companies, where he focused on petroleum exploration on a regional wildcatting basis.

So how did a mining engineer-wildcat oil consultant geologist wind up chairing the geology department at a liberal arts college?  Dr. Harrington later recounted that he wanted more than to teach his students at SMU (most of whom probably wanted to be oil geologists) more than to be good technicians and engineers.  He tried to teach them ways to think about science.  This led, he reported, to a rebellion in his classes.  He resigned, choosing to go into industry.  The story goes that in 1963, he was on a plane with Dean Philip Covington, and soon found himself recruited to come to Wofford, where he could teach geology in a different way.

Almost all of Dr. Harrington’s geology labs were conducted in the field.  He took students to the Tennessee mountains, the South Carolina coast, and everywhere in between, showing them “the literature of geology in the language in which it is written – the rocks, the streams, the shores, and the landforms.” His Interims were also 4-week investigations into local and regional geology.

Dr. Harrington wrote for the scientist and the literate generalist.  His book To See a World takes its title from a poem by William Blake: “To see a world in a grain of sand, and a Heaven in a wildflower, Hold infinity in the palm of your hand, And Eternity in an Hour.”  The book begins with a preface about understanding science, and each chapter explores some principle about science, geology, the history of geology, and combining all of these principles.  One of his chapter on historical geology was called “The wasness of the is.”

Dance of the ContinentsAnother of his books, Dance of the Continents, is written around Harrington’s first law of science, which his editor told him to make up as a way of organizing the book.  The law is “Nature is scrutable when everything is seen in context.”  He sets out to build that context.

It is a great gift to students and alumni when a professor is not only a specialist in a discipline, but can also place that work in a greater context. “Doc Rock,” as students called him affectionately, did not simply teach the students how to identify different kinds of minerals, he taught them a way of looking at the world around them and understanding it.  And that’s the true gift of a teacher.

 

Categories
Academics Documents

Wightman’s address

William Wightman was an 1827 graduate of the College of Charleston, and as a member of that class, he was selected to give the valedictory address.  A copy of the address is in his personal papers at Wofford.  The handwritten talk runs about twelve pages, in very small handwriting.  I've just scanned the entire address, and am posting here the cover letter which is addressed first to the trustees, second to the faculty, and third to the students.  Keep in mind that the author was nineteen years old at the time.  

I'm hoping to transcribe the whole address at some point in the near future.  Or have my student assistants do it.  
Larger versions should appear in another window.

WightmanCofC001 
WightmanCofC002

Categories
Academics

William Wightman, the founding president

William Wightman probably had more influence on the early
history of Wofford than anybody other than Benjamin Wofford. 

WightmanWM As the first person named as a trustee in Benjamin Wofford’s
will, as the chairman of the board of trustees until the college opened, as a
member of the building committee, and finally, as the college’s first
president, William Wightman influenced almost every aspect of the young
college.  That begs some questions:  what influenced him, what kind of speaker and
writer was he, and what was he like as the college’s first leader?  Fortunately, we have some of President
Wightman’s papers in the archives. 

Born in Charleston in 1808, William Wightman graduated as
the valedictorian from the College of Charleston in 1827 at the age of 19.   (A
copy of the valedictory address is in the archives.)  His parents had roots in English Methodism,
and his mother, Matilda Williams Wightman, and her parents were active in
leading Methodist circles in Britain. 
The family attended Trinity Methodist Church in Charleston.   After his graduation, he joined the South
Carolina Methodist Conference and served churches in the South Carolina Pee
Dee, in Camden, Abbeville, Orangeburg, and Charleston for six years.  In 1834, at age 26, he became the financial
agent of Randolph-Macon College, the denomination’s college in Virginia and one
of the few Methodist colleges in the South. 
After three years, he became a professor of literature.  He returned to South Carolina in 1839 as a
presiding elder of the Cokesbury District, and in 1841, he became the editor of
the four-year old Southern Christian Advocate. 
He remained in Charleston at the Advocate’s helm until moving to
Spartanburg in 1854 to take the college’s helm. 

One of his contemporaries called him the “magnus apollo” of
the South Carolina Conference.  His
varied positions –a circuit riding minister, a fund-raiser for a  college, an instructor, a church
administrator, and a newspaper editor – must have given him a different outlook
on life than if he had but one of those experiences.  By the time he was in his mid-40s, he had
over twenty years of service in South Carolina Methodist circles as well as
connections, thanks to Randolph-Macon and the Advocate, around the South.  In the founding of a new college, he could
call upon friends with expertise elsewhere, and in the years that the college
was being built, he could promote it from the pages of the church’s
newspaper.  Many Methodists around the
region would have heard of him and would have read his words every week.  Few college presidents today have that kind
of pulpit or influence. 

Wightman, of course, gave the address at the laying of the cornerstone and at the first commencement in 1855.  These are in his papers, as are a number of his other addresses and sermons.  Perhaps soon I'll be able to add some digital versions of these addresses and we can all see the kind of things he talked about.  

As it turns out, Wightman’s tenure at Wofford was but a
short one.  He left in 1859 to found
another college, this one the Southern University in Greensboro, Alabama.  That college later merged with Birmingham
College to form Birmingham-Southern College. 
After seven years in Alabama, he was elected a bishop, and returned to
make his headquarters in the Ansonborough section of Charleston.  He lived there in the Holy City with his
second wife, who he had married in 1863, until his death in 1882.  His youngest daughter, May, lived much of her
life in Charleston, and after her death, many of her father’s papers, consisting
largely of speeches and sermons, came to the archives.  

Categories
Academics Documents

The good men do

A few weeks ago, I found a copy of a founder’s day talk given in 1964 by Dean of the College Philip Covington.  I wrote about Dean Covington last month.  From what I understand, this talk is quite characteristic of Covington, and of a generation of Wofford faculty members in its combination of wit (both razor sharp and dry) and in its insight into the human condition.  I share it here for your continuing enjoyment, and because I missed making any mention of Founder’s Day a few weeks ago. 

And also because I wish I could write like this.  

I understand that the section down in front is reserved for seniors.  I notice that quite a few of them are not present, but I’ll forgive them since most of them have heard this speech for three or four years. And have heard me make it that many times.

Today is Founder’s Day.  For 110 years now this College has paid tribute to its founder, Benjamin Wofford.  I am sure that on this very same platform very many people have made some very fine speeches about Benjamin Wofford…in fact, I have made some of them myself. As a matter of fact, it seems to be my privilege and duty (we always say) to do this in recent years.  I hope that in the next world it will be his time and he can talk about me.

At the end of this sermon this morning, Pete Berry, the President of our Student Body, is going to lead us in the singing of the Alma Hater.  As soon as he has finished and you have regained control of yourselves, and the thunderous applause has died away, please give Pete enough time to make a break for the door first.

Actually, my remarks are rather difficult to arrive at since I have talked on this subject so many times it is hard to think of a new approach to the same subject.  I feel very much like a preacher Dr. Wilson told me about who had the same problem of preaching a different sermon each Sunday morning.  He finally preached on the parable of the Prodigal Son — from the point of view of the fatted calf.

I rather feel that way, and that my remarks today are worthy of the title, “The Bones of Benjamin Wofford.”  I think I have talked about practically everything else.

In Shakespeare’s famous play, “Julius Caesar,” Mark Anthony, in his funeral oration, says, referring to the dead Caesar, “The evils that men do live after them, the good is oft interred with their bones.”  Such is the magic of Shakespeare’s eloquence that it was years after reading this, before it dawned on me that, while this is a beautiful and arresting statement, it simply is not so, and I have a feeling that Shakespeare and Mark Anthony both knew it at the time.

The Lord be thanked, things being as they are, that the exact reverse of this is true, or this world would be much worse than it is.  Take comfort, my friends, when we die and they take us out, dig an appropriate hole, and bury us in it, people will even say nice things about us.  They will forget completely what stinkers we were.  But if we have ever, even inadvertently, done one good thing, that thing will be remembered and will go on, reproducing itself even until the very end of time.

The real problem is not t
he problem of evil, that is, how to account for the existence of evil in the world; the real philosophical problem that confronts man as he looks about him is this: “How does one account for the existence and the continuation of good in this world?”

Old Benjamin Wofford was, as Time magazine would probably put it, “No pretty boy, he.”  I would like for you to take a look at the portrait of our Founding Father which is out in the vestibule.  Take a good look.  I enjoy looking at it, because it is always very comforting to me.  Take a look at the frost-bitten, hawk-like nose, the sunken eyes, partially hidden behind dark glasses as if he feared the light of day, the cadaverous cheeks, the sharp and jutting chin…on which a razor might cut itself.  No matter how you look, my friends, you still look better than old Benjamin.

Now I don’t know whether in his long life he ever did a really bad thing.  Knowing his miserly ways, I think I can assure you that he never indulged in any expensive evil!  But what has been remembered about this man?  The fact that he was a failure as a preacher, and went into the business of what we would probably call a “loan shark”?  That he was a stingy skin-flint who carefully saved rusty old nails?  No, these things are not remembered about our founding father.  As a matter of fact, the thing which is remembered about him is the thing which we are talking about today – the College which bears his name and which he called into being — but more than that, we remember the good – both the known good and the larger unknown good which has flowed from this College for 110 years, and also all the greater good yet to come.  That he certainly never lived to see — the far greater good that you and I also will never live to see, because we celebrate here a living, continuing thing.

In my front yard, where I live here on the campus, there are two huge hem­lock trees – very slow-growing trees.  Some years ago I saw an old daguerreotype taken from the road in front of the house. Heaven only knows how long ago it was taken, but there on the front porch was Dr. James Carlisle, one of the original faculty members in 1854.  He is a fine figure of a bearded young man, with his wife and young children about him.  And there in the foreground were two tiny hem­lock trees.  I have seen another picture of him taken sometime since – same identical spot – years later, about the turn of the century. And there again was the memorable Dr. Carlisle, much, much older now, and this time standing all alone, looking out toward the College, and there in the foreground this time are two fine hemlock trees.

Now, I sometimes stand where he stood and look out between the two huge hem­lock trees and I wonder who, long after me, will stand there.  I wonder what the College will be like that he looks out upon, and I get a feeling of being a small part of a great and continuing good, long since begun, to which all of us may con­tribute, and that is, at least, the little good which may be in us.  The good is interred with their bones?  I think not.  I think that anyone who stands out there today at Wofford’s tomb and looks about him is compelled to say, “The good that men do lives after them,” — and for this, let us be grateful.        

Categories
Academics Photographs

The Faculty, the late 2000s version

Last week, I posted the oldest faculty photo in the collection.  Today, I'm posting the newest one.  This photo was taken by college photographer extraordinare Mark Olencki '75 before opening convocation on Thursday, Sept. 10.  

I haven't been able to determine exactly when our faculty began to wear academic regalia, but I think it was in the 1920s.  I've seen photos of Commencement in the 1930s where the faculty are in caps and gowns, and I've seen references in President Henry N. Snyder's correspondence to graduates who were receiving master's degrees that they needed to obtain a proper gown.  

Many people ask about the varying types of gown and the meaning of the hoods.  The hood is the multi-colored piece of cloth that is worn over the shoulders, for those of you who don't know what it's called.  The hood's trim and lining are a code – they will tell the observer where the wearer got his or her degree, whether it was a master's or doctoral degree, and in what field the degree was awarded.  In this picture, you see a lot of deep blue – that's the color for the PhD – the degree awarded for original research in the arts and sciences.  You may see some white – the color for some doctoral degrees in the humanities and for the master of arts – and you'll see some golden yellow – the color for some PhD degrees awarded in the natural sciences and for the degree of master of science (Master's hoods are thinner).  Several of the librarians wear hoods with yellow trim for the master of library and information science degree.  Degree holders in education are light blue, in theology are scarlet, and law are purple.  Some business degree hoods are copper, fine arts are brown, music is a shade of pink.  Traditionally, gowns are black, but many universities have adopted official gowns in their school colors, so you can see President Dunlap's Harvard crimson gown on the front row.  

Faculty2009
Categories
Academics

Another opening, another show

Today is Labor Day, which at Wofford means that the school year starts today.  

The library is already full of students.  You can feel the very abrupt change in the atmosphere on campus and in the building.  Last week, the freshmen arrived on Wednesday, the pre-session faculty and staff meetings were Thursday, so there have been people around for the past week.  We had students back earlier than that, actually, with at least three teams, the resident assistants, orientation staff members, and all sorts of other people getting ready for the start of the academic year.  But they weren't in the building.  Today, with the start of classes, the students have returned to the library.  

Why do we start on Labor Day?  You might think the archivist's short answer would be, "we've always done it that way."  And there's some truth to that.  The more correct answer is that our fall semester, counting exams, usually runs fifteen calendar weeks.  If you count back from the week in December when fall semester exams are given, you usually wind up starting on the week of Labor Day.  

Throughout the 1990s, classes typically started on Tuesday after Labor Day, though in a few years, we actually started the week before Labor Day.  Monday, Labor Day, would be move-in day for upperclassmen.  I always thought that made sense, since so many of our parents help their children move back to campus, they didn't have to take a day off of work to help with moving.  The Monday of the first week of each semester was reserved for registration, for fixing scheduling problems, and (for faculty) for hurriedly completing their syllabi.  With the advent of computerized registration, that day suddenly became un-necessary, so the first Monday of the semester became a class day.  

Here are a few examples of the start of the fall semester from old college catalogues:

1966 – before the college established the Interim – classes started on Saturday, Sept. 17.  Yes, a Saturday.  The freshmen had reported for orientation on Sunday, Sept. 11 and the upperclassmen had returned on Thursday, Sept. 15.  Fall semester exams didn't happen until January 19-26.  

1967 – the first year of the Interim – classes started on Thursday, Sept. 7.  Freshmen had reported on Sept. 3, and final exams ended on December 20.  

1970 – classes started on Thursday, Sept. 3, with exams ending on Dec. 17.  

1980 – classes started on Wednesday, Sept. 10, with exams ending on Dec. 19.

1990 – classes began Tuesday, Sept. 4, with exams ending on Dec. 14.

1998 – classes began on Tuesday, Sept. 1

1999 – classes began on Monday, Sept. 6, and ever since then, have started on Monday.  

In any event, everyone is here.  Over the next few weeks, I hope to get back to twice-weekly blog posts.  It's been a busy summer in the archives, and thanks to my ever-helpful student assistants, we've got a lot of photographs scanned and ready to share in one place or another.  I hope to send a trivia question your way over on the Facebook page every now and then, to write about some important historical figures on campus – both alumni and faculty – and anything else you want me to talk about.  
Categories
Academics Documents

Early Commencement Program

I've been away for a few days at a conference of archivists – the annual meeting of the Society of American Archivists – to borrow a phrase, where people like me go to feel normal.  Of course, coming home, I found a few reference requests that had piled up in my absence, and in answering one, I had to look in the old college catalogues.  

When people ask me what I like about being an archivist, my standard (and truthful) answer is that I learn something new every day.  Even after 10 1/2 years here, I am still finding documents that I've never seen before, and very often, I find them simply by stumbling across them as I look for something else.  This morning, as I looked in the bound volume of old catalogues, I found a printed program for a senior exhibition from May 1857, along with a printed program from the 1857 Commencement exercises.  I'm not quite sure how I had missed those in the past, but perhaps I had been looking in another bound volume of these books that didn't have these programs.

In any event, I scanned them both, and am sharing them here. Someone has written the date of the 1857 Commencement on the program, but they've also written that this was the "first" Commencement, and that's not quite true.  It was actually the third, and the second one with graduates.  It was, however, the first commencement with a significant number of graduates, most of whom had been studying together for three years.  

Commencement1857

Click on the images for a larger view…  

Exhibition1857

The top image is from Commencement, the bottom is from the May exercise.  
Categories
Academics

Commencement

Last spring, I wrote several blog posts about various Commencements at Wofford and the traditions that had grown up around this highlight of the academic year.  Rather than re-write some of those entries, I'm going to refer you back to a few of them.  

In one entry, I talked about the assorted traditions of walking through the gates, of the Commencement Bibles, and of the ceremony itself.  

In another post, I talked about "Commencement Season" – all of the events that surround the actual graduation ceremony.  In years gone by, Commencement lasted four or five days.

And in another, I shared a selection from a radio interview with President Henry Nelson Snyder where he talked about the American college commencement.  

Next week, I'll talk about a few other Commencement-related items – including a retrospective on what Commencement was like in 1959, and perhaps 1859 and 1909 as well.  Stay tuned!

And, if you will permit a moment of personal privilege, I will note that my classmates and I from the class of 1994 graduated from Wofford fifteen years ago today.