Open Access. Powered by Scholars. Published by Universities.®
- Institution
- Publication Year
- Publication
-
- WKU Archives Records (1302)
- Ursinus College Alumni Journal, 1937-1969 (95)
- Ursinus Weekly Newspaper, 1902-1978 (78)
- Ursinus Magazine (New Bulletin Series), 1969-1996 (46)
- All oral histories (22)
-
- Linfield University Public History Project: World War II as Experience and Memory (13)
- MSS Finding Aids (9)
- Ursinus College Grizzly Newspaper, 1978 to Present (4)
- All Oral Histories (2)
- Law Library Newsletters/Blog (2)
- All Finding Aids (1)
- Archives - Olivet History (1)
- Bowdoin Histories (1)
- FA Finding Aids (1)
- Gettysburg College Faculty Books (1)
- Holy Cross Alumnus (1)
- Japanese American WWII Incarceration Camp newspapers (1)
- Linfield Alumni Book Gallery (1)
- The Ruby Yearbooks, 1897-2020 (1)
- Publication Type
Articles 1 - 30 of 1582
Full-Text Articles in Arts and Humanities
Dreamers Before The Mast: The History Of The Tall Ship Regina Maris, John Kerr
Dreamers Before The Mast: The History Of The Tall Ship Regina Maris, John Kerr
Linfield Alumni Book Gallery
Dreamers before the Mast chronicles the epic story of Regina Maris, a tall ship built, owned, sailed, and loved from 1908 to 2000 by people who had big dreams of ships and the sea — and who made those dreams come true. Each chapter of Dreamers before the Mast recounts the hard work and hair-raising adventures experienced by Regina’s owners, captains, crew members, scientists, and students, often in their own words through extensive interviews and excerpts from diaries and journals, letters, and the ship’s logs. All material is fully documented, and the book includes a complete index and …
Ms-286: Elizabeth And Elmer Mckee, Class Of 1944, Jessica A. Cromer
Ms-286: Elizabeth And Elmer Mckee, Class Of 1944, Jessica A. Cromer
All Finding Aids
This collection contains over 500 letters, 17 V-Mail, and 25 additional items, including Elmer’s college transcript, military documents, and personal narrative. The bulk of the letters are written by Elmer (Chuck) to Elizabeth (Diz), but there are over 100 letters written by Elizabeth in the closing years of this collection (1945-46). These letters provide insight into the Gettysburg College experience during the early 1940’s and the daily life of men stationed in Europe during World War II. Many of the letters depict Elmer and Elizabeth navigating their personal relationship, whilst simultaneously navigating the complex time period in which they lived. …
Law Library Blog (May 2022): Legal Beagle's Blog Archive, Roger Williams University School Of Law
Law Library Blog (May 2022): Legal Beagle's Blog Archive, Roger Williams University School Of Law
Law Library Newsletters/Blog
No abstract provided.
Index To Thelma Mcpike Klauss Interview, Melvin Van Hurck
Index To Thelma Mcpike Klauss Interview, Melvin Van Hurck
Linfield University Public History Project: World War II as Experience and Memory
This index provides a time-stamped overview of the subjects discussed during an oral history interview with Thelma (McPike) Klauss, Linfield College class of 1949.
Index To Donald Rea Interview, Melvin Van Hurck
Index To Donald Rea Interview, Melvin Van Hurck
Linfield University Public History Project: World War II as Experience and Memory
This index provides a time-stamped overview of the subjects discussed during an oral history interview with Donald Rea, Linfield College class of 1949.
Index To Gertrude Hall Jette Interview, Melvin Van Hurck
Index To Gertrude Hall Jette Interview, Melvin Van Hurck
Linfield University Public History Project: World War II as Experience and Memory
This index provides a time-stamped overview of the subjects discussed during an oral history interview with Gertrude (Hall) Jette, Linfield College class of 1984.
Index To Margery Jordan Pease Interview, Melvin Van Hurck
Index To Margery Jordan Pease Interview, Melvin Van Hurck
Linfield University Public History Project: World War II as Experience and Memory
This index provides a time-stamped overview of the subjects discussed during an oral history interview with Margery (Jordan) Pease, Linfield College class of 1947.
Index To Virginia Haynes Yungen Interview, Melvin Van Hurck
Index To Virginia Haynes Yungen Interview, Melvin Van Hurck
Linfield University Public History Project: World War II as Experience and Memory
This index provides a time-stamped overview of the subjects discussed during an oral history interview with Virginia (Haynes) Yungen, Linfield College class of 1947.
Index To Dorothy Buckingham Adkins Interview, Melvin Van Hurck
Index To Dorothy Buckingham Adkins Interview, Melvin Van Hurck
Linfield University Public History Project: World War II as Experience and Memory
This index provides a time-stamped overview of the subjects discussed during an oral history interview with Dorothy (Buckingham) Adkins, Linfield College class of 1947.
Index To Mitsue Endow Salador Interview, Melvin Van Hurck
Index To Mitsue Endow Salador Interview, Melvin Van Hurck
Linfield University Public History Project: World War II as Experience and Memory
This index provides a time-stamped overview of the subjects discussed during an oral history interview with Mitsue (Endow) Salador, Linfield College class of 1945.
Index To Peggy Parent Lutz Interview, Kara Skokan
Index To Peggy Parent Lutz Interview, Kara Skokan
Linfield University Public History Project: World War II as Experience and Memory
This index provides a time-stamped overview of the subjects discussed during an oral history interview with Margaret "Peggy" (Parent) Lutz, Linfield College class of 1943.
Index To Hulda Beckley Fitzsimons Interview, Melvin Van Hurck
Index To Hulda Beckley Fitzsimons Interview, Melvin Van Hurck
Linfield University Public History Project: World War II as Experience and Memory
This index provides a time-stamped overview of the subjects discussed during an oral history interview with Hulda (Beckley) Fitzsimons, Linfield College class of 1944.
Index To Roberta Schmalz Campbell Interview, Ruby Guyot
Index To Roberta Schmalz Campbell Interview, Ruby Guyot
Linfield University Public History Project: World War II as Experience and Memory
This index provides a time-stamped overview of the subjects discussed during an oral history interview with Roberta (Schmalz) Campbell, Linfield College class of 1949.
Index To Tom Kilpatrick Interview, Melvin Van Hurck
Index To Tom Kilpatrick Interview, Melvin Van Hurck
Linfield University Public History Project: World War II as Experience and Memory
This index provides a time-stamped overview of the subjects discussed during an oral history interview with Tom Kilpatrick, Linfield College class of 1948.
Index To Jack Shannahan Interview, Elisia Harder
Index To Jack Shannahan Interview, Elisia Harder
Linfield University Public History Project: World War II as Experience and Memory
This index provides a time-stamped overview of the subjects discussed during an oral history interview with Erwin "Jack" Shannahan, Linfield College class of 1945.
Law Library Blog (May 2019): Legal Beagle's Blog Archive, Roger Williams University School Of Law
Law Library Blog (May 2019): Legal Beagle's Blog Archive, Roger Williams University School Of Law
Law Library Newsletters/Blog
No abstract provided.
Index To Bruce Stewart Interview, Elisia Harder
Index To Bruce Stewart Interview, Elisia Harder
Linfield University Public History Project: World War II as Experience and Memory
This index provides a time-stamped overview of the subjects discussed during an oral history interview with Bruce Stewart, Linfield College class of 1949.
Jones, Thomas Laurens, 1819-1887 (Sc 3080), Manuscripts & Folklife Archives
Jones, Thomas Laurens, 1819-1887 (Sc 3080), Manuscripts & Folklife Archives
MSS Finding Aids
Finding aid for Manuscripts Small Collection 3080. Papers of Thomas L. Jones of Campbell County, Kentucky, a state representative and member of the U.S. House of Representatives. Letters to him praise two of his speeches concerning the U.S. Centennial and the 1876 amnesty bill restoring citizenship to ex-Confederates. Fellow Democratic Party members write with invitations to various functions, to encourage him in seeking the gubernatorial nomination, and to discuss political matters. Friend Thomas B. Chaplin relates his fortunes in South Carolina during and after the Civil War (Click on "Additional Files" below). Includes a few letters and telegrams to wife …
Karen Zander, Karen Zander, Meg Miner
Karen Zander, Karen Zander, Meg Miner
All oral histories
Zander recalls writing to Myers when he was rumored to be considering closing the School of Nursing. Her primary contact with him was when she was selected as a recipient of an honorary doctorate in 2001 and she recalls being a guest in his home and seeing some of his collections. Her interview also includes a number of stories about her time as a student with topics including being a member of Sigma Kappa, Sigma Theta Tau, attending rallies against the Vietnam War and "women's hours," and the 300 level Humanities class she was part of. She closes with a …
Sarah Florentine, Sarah Vales Florentine, Meg Miner
Sarah Florentine, Sarah Vales Florentine, Meg Miner
All oral histories
Florentine recalls Myers loaning her 18th Century cook books from his collection for a History 290 research project she worked on and continued as an intern at the David Davis Mansion. In recalling that incident, she reflects on how Myers' willingness to loan his books "allowed his collection to do something" other than sit on a shelf. It could teach something to people he shared it with. She recalls Myers using his famous "do good" comment at Freshman Convocation. The book title is "Managing Clover Lawn: From Ingredients to Enjoyment: A Guide to the Kitchen of Sarah Davis and the …
John "Jack" Muirhead, John Muirhead, Meg Miner
John "Jack" Muirhead, John Muirhead, Meg Miner
All oral histories
Muirhead begins by telling the story of the home he lived in, which was removed when the Ames Library was built, and how Myers remembered his connection to the site while giving a library tour. He also recalls Myers cooking a special dinner for him and Pam Muirhead after Ellen Myers made a connection with their interests. Muirhead contrasts differences in the physical campus and atmosphere before Myers' era. He also recalls the emphasis Myers brought to the presence of John Wesley Powell at IWU and Myers' support for the Black History Project through the McLean County Museum of History. …
Jim Routi, Jim Routi, Meg Miner
Jim Routi, Jim Routi, Meg Miner
All oral histories
Routi was a member of the Cabinet for 30 years. His comments center mainly on Myers' leadership styles, comparing them with the four other presidents he served under. Routi shares observations on the role of a president and Myers' abilities in fulfilling those functions. He believes Myers' collecting was a life long passion and hobby that got out of hand and may have served as an escape from other aspects of his life. However, he does not feel that collecting had an influence on how Myers conducted his presidency. Routi makes brief mention of the collections he knew about: postcards, …
Suan Guess-Hanson, Suan Guess-Hanson, Meg Miner
Suan Guess-Hanson, Suan Guess-Hanson, Meg Miner
All oral histories
Guess-Hanson recalls Myers attending campus and community events and comments on the effects such visibility had with him, and other presidents, on the community. She taught in the same school that Ellen Myers did and mentions seeing her in the years since the time of Myers' presidency. Guess-Hanson shares recollections of changes in campus over the years and notes the positive impact that being able to attend events in different campus venues had on the community. She composed a choral piece in memoriam to Myers and donated a copy it to the archives which is also linked below.
Pamela Buchanan Muirhead, Pamela Buchanan Muirhead '68, Meg Miner
Pamela Buchanan Muirhead, Pamela Buchanan Muirhead '68, Meg Miner
All oral histories
Muirhead discusses Myers' interactions with students and his appreciation of her fascination with historical collections. In one story, she mentions name tags a student made for a class visit to Myers' home; she donated one to the archives' collections and a copy of it is linked below. Muirhead also covers her role in campus administration and how Provost and Dean Ellen Hurwitz influenced her; she then shares her views on Myers' management of the University and different aspects of his leadership style including perspectives on the dual needs of faculty scholarship and teaching. She offers insights into Myers' attitudes on …
Barbara Ford, Barbara Ford, Meg Miner
Barbara Ford, Barbara Ford, Meg Miner
All oral histories
Ford remembers Myers as being the key person to getting The Ames Library built and that in and of itself has had a major impact on IWU. She remarks on Myers' commitment to books as physical objects and reflects on research that supports "book as artifact" as still being popular among today's students; however, her own teaching experience shows otherwise. Ford affirms that there is a place for both, and that an emphasis on the quality and relevance of the source is more important than the format.
Brian Simpson, Brian Simpson, Meg Miner
Brian Simpson, Brian Simpson, Meg Miner
All oral histories
Simpson recalls meeting and getting to know Myers and his family as patrons of his store Babbitt's Books. Myers asked him to appraise collections the library received from estates and Simspon reflects on that work. Simpson describes Myers' goal in acquiring special collections for the library not so much for their suitability to undergraduate study but more so that people would come to campus to see these things. Myers understood the value that objects held for research rather than the content but Simpson also recalls Myers' willingness to balance the usefulness of content on microfilm when the original would be …
Garrett Davey, Garret Davey, Meg Miner
Garrett Davey, Garret Davey, Meg Miner
All oral histories
Davey recalls a class visit to Myers' home and the many things Myers shared about his collecting; reflects on the meaning he took from Myers' collecting and the influence his personal characteristics had. Davey observes that Myers' passion for his collections was contagious and that Myers' desire to find meaning in these objects was inspirational.
Dr. Muirhead recalls the same class visit and a copy of the name tag Davey recalls is associated with her interview.
James Martin, James Martin, Meg Miner
James Martin, James Martin, Meg Miner
All oral histories
Martin felt Myers' greatest influence was by being a positive personality who was present at events. He states that the presences of a positive authority influences students and faculty to want to do well. Martin uses the phrase "ministry of presence" to describe the impact this trait has. Martin felt the campus became more world-minded and interdisciplinary, with an emphasis on curiosity and diversity under Myer's leadership. The fire and passion Myers exemplified influenced the character of IWU.
Princess Galloway, Princess Galloway, Meg Miner
Princess Galloway, Princess Galloway, Meg Miner
All oral histories
Galloway shares the story of how she became a candidate in the Wade McCree, Jr. Scholarship Program as a Middle School student in Detroit. The year she entered the program was the first time a private college out of state became part of the program. She recalls Myers learning about her when she was 14 through an introduction by C. Robert Berg, Class of 1965, and that Myers kept in touch throughout her high school year. They had additional interaction throughout her four years and describes herself as a challenge for Myers. She describes the efforts she led during her …
Rebecca Anderson Matuszak, Rebecca Anderson Matuszak, Meg Miner
Rebecca Anderson Matuszak, Rebecca Anderson Matuszak, Meg Miner
All oral histories
Matuszak recalls the influence a speech about multi-talented individuals had on her life. Myers cited books about and articles about geniuses in this talk that she feels helped her understand herself better and that continued to influence her career path. She relates examples of how the ease of relating to him led her and her peers to go to him first about problems and how he supported student initiatives. Overall, he set the example of what a life-long learner could be. He left the impression that he was listening for what he could learn from you and so when he …