Post contributed by Liz Adams, Special Collections Cataloger.
At the end of 2016, we bid a fond farewell to a long-gestating project at the Rubenstein: the Aldine Press metadata project, a deep dive into our holdings printed by the famous Aldine Press during the Hand-Press Era.
Started by Aldo Manuzio (also known as Aldus Manutius) during the dawn of the printing press and continued by his relatives for over 100 years, the Aldine Press is renowned for its editions of Greek and Latin classics and dictionaries; its dolphin and anchor printer’s device; and its creation of italic font, allowing us to appropriately emphasize our language for 500+ years. Today, we celebrate the 500th anniversary of Aldo’s death and attend sessions at conferences highlighting the continued relevance of a press that has long ceased production.1
It’s thus not entirely hyperbolic to describe the Aldine Press as one of themost significant, the most studied presses of all time. (How’s that for italics?) And prior to mid-2016, we didn’t know the exact number of Aldine Press books the Rubenstein held. Moreover, our catalog records often didn’t have more granular information about which Manuzio worked on which text and where additional resources about a specific title could be found.
Our Aldine Press metadata project therefore sought to 1) collocate all of our Aldine Press records through our catalog and 2) supplement our existing records, providing additional access points for specific Manuzio family members and citing published descriptions of the works we hold.
All this took a bit of finessing over the course of several months. My colleague Andy Armacost first created a truly magnificent Boolean search, which allowed us to search our back-end database to get the exact number we owned:
Held by: Special Collections
Publishing Date: 1450-1600
Keywords = Aldine OR Alde OR Aldi OR Aldus OR Aldo OR Aldvs OR Aldum OR Aldvm OR Aldina OR Manutius OR Manuzio OR Manvtivm OR Manuties OR Manvtio OR Manutianis OR Manvtii
Using these bibliographies, Mike added citation numbers and authorized access points for individual printers when known, including the elder and younger Aldo Manuzios, and Paulo Manuzio, to my original spreadsheet.
Finally, we were ready to create an artificial collection name for our 165 Aldine Press titles and to add a lot of metadata to our existing records in batches:
All 165 titles can now be found by searching Aldine Press Collection (David M. Rubenstein Rare Book & Manuscript Library) in our catalog.
You can also search by authors, including Paulo Manuzio and Manuzio family.
In the “Details” section of a title, you will find citations for bibliographies referencing that specific title.
We’re all very excited about these changes, as they allow us to help our researchers locate material much more efficiently!
Kids across North Carolina will begin trudging back to school this month, trading in the freedom of summer for the mysteries of the hypotenuse and iambic pentameter. Many of them will, of course, be asking that age-old question: why do I have to learn this? As a young North Carolinian, I frequently puzzled over the usefulness of math, plate tectonics, and why knowing that President Taft got stuck in a bathtub was so essential to my educational development. Did my predecessors complain about school? Undoubtedly. What would they have been complaining about? That is the question this post sets out to answer.
The Rubenstein Library holds many items that offer a glimpse into North Carolina school rooms during the 19th century. Schools of the past would be unrecognizable to students today. Early North Carolina schools were rarely described in positive terms and helped contribute to the state’s reputation as the “Rip van Winkle state.” Until the 1880s, public education in the state was a local affair. County school boards reigned supreme while the state superintendent had little power and remained a distant figure in Raleigh. School funds were largely raised at the local level and many school buildings were built by local community members. Schools were small, often just a single room, and operated in four-month sessions to accommodate students who were needed on the family farm. The curriculum for young North Carolinians reflected the common school model that was popular in 19th century America. Students of all ages and levels were taught in one classroom by one teacher who relied on memorization and repetitive oral exercises to educate the group. A student learned at his own pace, and grades, as we think about them today, did not exist. There was also an emphasis on moral instruction. Local communities saw schools as the place (other than church) to form good, responsible citizens for the future.
As it did with most aspects of American life, the Civil War brought change to the classroom. This transformation was slow- attempts to improve the school system were hampered by the state’s poverty following the war and budget woes that lingered into the 1870s and 1880s. But as the state slowly became a more urban one, railroads extended their reach, and industrial growth offered new lines of work, state leaders recognized that a new educational model was needed if the state was to join the modern “New South.” To that end, school reformers turned to the graded school model that first took hold in antebellum New England. Graded schools were based on standardization. Students were promoted to a new grade level only after they had met a certain criteria. Written examinations, rather than public oral recitations, became a way of marking progress and obtaining a good grade was necessary for academic success. Memorization gave way to an emphasis on students understanding the information and being able to apply what they had learned. The first graded schools in North Carolina opened around 1870, but began to spread across the state in the 1880s and 1890s
The school register shown above provides a place for teachers to list the “books used” for instruction. The Rubenstein Library has a number of these registers from across the state and a fairly long list of textbooks used by students can be generated through the registers. Luckily for us, the library holds many of the listed titles.
If I had been a student in the 19th century, The Elements of Algebra would have been my least favorite textbook. Unlike the large math textbooks of today, this volume fits easily in one hand and is filled with text. Problems are immediately followed by solutions. The equations and steps needed to solve the problem are rarely shown. The problems are strikingly practical. For children in the rural South, learning to calculate the number of oxen a farmer purchased would seem like a useful skill. Calculating the length of cloth or the division of a man’s estate upon his death would also have been familiar to students.
Like math books, spelling books or spellers are commonly listed in the registers. The state of North Carolina published its own speller in 1892 and it is a surprisingly good read. Described as “a complete graded course in orthography,” this book was a product of the state’s graded school movement. Tailored to North Carolina classrooms, the preface explains that the book is intended to “aid Southern children in acquiring the pure language of America as it is found in the South.” In addition to listing practice words of increasing complexity, the book provides passages and poems that can be used to practice spelling the words in context. These chunks of text are often quotes from prominent North Carolinians, like Zebulon Vance, or lofty odes to the wonders of the state. My particular favorite is the anonymous passage that says “You must love your State very much. It is the best land on earth for a good home. Do not think that you can find more joy in some State far off, for all who go from our State soon want to come back.”
Geography seems like it would have been the most fun subject for students. Matthew Fontaine Maury’s geography books were popular and heavily illustrated. Maury’s First Lessons in Geography takes students on a trip around the world. One lesson begins with an invitation: “Would you like to go to sea? Suppose we take an imaginary voyage from Norfolk to Spain, that certain things may be explained to you, and your lessons made easier to learn.” Readers are taken on a journey through all of the continents and make brief stops to learn about each area. During a stop in China, students would learn about foot binding, rice, and religious beliefs. Writing in the late 1870s, Maury, unsurprisingly, has few good things to say about non-Western people. The Chinese, for instance, are described as starving “heathens.” Maury, however, can hardly find anything negative to say about England, France, or, of course, the United States.
We’ve come a long way from the one-room school house. Our textbooks and school records look significantly different than they did in the 19th century. It has been a while since I took the SAT, but I doubt casks of brandy or “the pure language of America as it is found in the South” were involved. While the lack of constant standardized testing and four month school terms may seem exciting to students today, I remain grateful that I went to school in a time of air conditioning and indoor plumbing.
Leloudis, James L. Schooling the New South: Pedagogy, Self, and Society in North Carolina, 1880-1920. Chapel Hill: University of North Carolina Press, 1996.
Post contributed by Brooke Guthrie, Research Services Coordinator.
Only a handful of these rare coloring books are known to exist. Chronicling the life of Percy and his friends through 24 drawings, TheGay Coloring Book was one of the first books published by the Guild Press to take readers into all-male social spaces such as gay parties and gay bars, as well as the sexual cruising scenes in public parks, public bathrooms, alleys, and bathhouses. The coloring book features illustrations by George Haimsohn, who also published gay fiction under the name Alexander Goodman.
Post contributed by Jennifer Scott, Bingham Center Public Services Intern
The Haytian Papers volume presents a compilation of fascinating state documents, including correspondence between Christophe and French officials addressing France’s attempts to retake Haiti after the independence revolution that took place nearly ten years prior to the book’s publication. Saunders is especially careful to articulate in his introduction that the Haytian Papers are also proof of the intelligence and capacity of the black leadership and citizens of the country.
This recent acquisition by the John Hope Franklin Research Center for African and African American History and Culture is now available for use.
Post Contributed by John B. Gartrell, Director, John Hope Franklin Research Center
Over the next two weeks, we’ll be celebrating the beginning of a new fiscal year by reviewing some notable items and collections that arrived here at the Rubenstein Library in the past year.
Building upon the success of our 2011 exhibit Animated Anatomies, our anatomical flap book collection in the History of Medicine continues to grow with the acquisition of an eighteenth century work by Christoph von Hellwig.
This work is the second revised edition by the German professor Christoph von Hellwig (1663-1721) of Johann Remmelin’s Catoptrum microcosmicum first printed in 1619 and includes over 90 very small and fragile moving parts of the human body. Hellwig’s four plates illustrate the skin, nerves, vessels, muscles, and bones; the female reproductive system; the male viscera and cranium; and the female viscera and cranium. The images depict intricate details through lifting the flaps. This particular item has a later addition of modesty flaps over the genitalia in facsimile. A student of philosophy and later medicine, Hellwig authored and edited over forty medical and pharmaceutical works, including household medical guides and reports of unusual cases.
Post Contributed by Rachel Ingold, Curator of the History of Medicine Collections
Amari Victoria Stokes was a student in Kelly Alexander’s Our CulinaryCultures course offered in the Fall 2015 semester in the Center for Documentary Studies. Utilizing Rubenstein Library resources, students in the class were asked to explore the history of a culinary ingredient of their choice, find a recipe that exemplified their chosen ingredient, and prepare it for the class. The following is Amari’s research paper submitted for the class.
Two eggs well beaten, one-cup brown sugar, two teaspoons ginger, one-cup N.O. molasses (boiled), one-teaspoon baking soda, flour to roll out. Mix in the order given. I poured the molasses into a pot and watched small bubbles form and subsequently burst as the dark liquid began to heat. As the molasses boiled on the stove, I started mixing the ingredients in the order specified in the recipe. After the eggs had been beaten furiously with my new silver whisk, I began to measure the brown sugar for what I hoped would be a delicious dessert.
Sticky and compact, I remember struggling to handle this strange sugar during family barbeques as we seasoned our meat. As I thought about it, I realized besides an occasional pineapple upside down cake, outside of barbeque, I couldn’t recall ever having used brown sugar. Why was that, I asked?
The story of brown sugar begins, unsurprisingly, with the story of sugar. Sugars are natural ingredients found in most plants but what we have come to known as sugar is often extracted from sugarcane and sugar beets. Sugar cane, from the genus Saccharum, was originally cultivated in tropical climates in South and Southeast Asia.1 Neither should it be a surprise that the road from brown sugar to white sugar looks very much like the roads taken to get to white bread, white flour, and white cotton. All have similar histories where the unnatural but white version is preferred or is seen as a higher quality than the browner, natural varieties.2
Three hundred years after being introduced to Europeans by Christopher Columbus in 1492,3 by the 19th Century, sugar was considered a necessity.4 This evolution of taste and demand for sugar had major economic and social implications for the entire world. As a result of this demand, tropical islands were colonized and sugarcane plantations began ‘cropping up’ in record numbers. Consequently, the demand for cheap labor to assist in the labor-intensive cultivation and processing of sugarcane contributed greatly to the transatlantic slave trade, which displaced many African peoples.5
As I turned down the heat on the molasses to allow it simmer, I carefully added ground ginger. Watching the ginger disappear into the creamy brown concoction, I thought back to my ancestors. It wouldn’t surprise me if at some point in history one of them had made the same treat for her master’s children while her own children toiled in the hot sun picking cotton or harvesting sugarcane.
From the first entomologist to capture the stages of metamorphosis of the butterfly (1705) to the author who published the first comprehensive volume on contraception (1923), the women in this exhibit were pioneers in science and medicine. Whether self-trained or classically educated, they not only made groundbreaking contributions to their fields, but also helped open the way for future generations to follow in their footsteps. Despite their accomplishments, most of these women remain overlooked or under-recognized.
This exhibition highlights the stories of seven revolutionary women in science and medicine and celebrates the arrival of the Lisa Unger Baskin Collection, from which these materials were selected.
Anatomical specimens emerged as an art form near the end of the seventeenth century. Although they may seem morbid today, at the time of creation, they were viewed as striking a balance between the scientific and the artistic. They served to educate people on human anatomy as well as to remind them of the fleeting nature of life.
One of the more notable creators of anatomical art is Frederik Ruysch, a Dutch botanist and anatomist who lived from 1638 to 1731—an impressive 93 years in a time when many died young. A capable researcher, Ruysch was the first to describe bronchial blood vessels, the vascular plexus of the heart, and the valves of the lymphatics. However, his real interest lay in anatomical preparations, and he has been described by a recent biographer as “probably the most skilled and knowledgeable preparator in the history of anatomy” (Gould, p. 20). Ruysch served as the chief instructor to midwives and the “legal doctor” to the court of Amsterdam. Through these positions, he had easy (and legal) access to the bodies of stillborns and dead babies.
The preparations were initially created to use in his classes, but they eventually gained an interest from the public. To showcase his vast collection (he created more than 2,000 from 1665 to 1717 alone), he opened his own cabinet of curiosities to the public, which for many marked the first time they were able to see human internal organs. The collection was also noteworthy because of the lengths to which Ruysch went in an effort to make the specimens appear more natural. For example, embalmed children were clothed or held bouquets of preserved flowers. In 1717, Peter the Great, who was an admirer of Ruysch, purchased the entire cabinet of curiosities for 30,000 guilders. The collection was then shipped to St. Petersburg, and along with the cabinet of curiosities formed by Albertus Seba, they became the core of the Kunstkammer—the Academy of Sciences of Russia’s first public museum.
Although a number of Ruysch’s wet preparations still exist today (a fact which he would find unsurprising), none of his dry specimens have been located. He used fetal skeletons and other body parts to create multi-specimen scenes. These scenes served as the centerpieces for each of the literal cabinets within the rooms of his museum. As Gould points out, these tableaux were focused on allegorical themes such as death and the transience of life. The small skeletons are decorated with symbols of death and short life: mayflies rest in hands, skulls weep into handkerchiefs made of mesentery, and snakes made of intestine wine their way through bones. Today, these still-life scenes exist for us only through second-hand descriptions and, fortunately, through a number of engravings.
Date: Thursday, October 29, 2015 Time: 2:00-4:00 PM Location: Holsti-Anderson Family Assembly Room Contact: Amy McDonald, email@example.com
Y’all, we hear you. The semester is getting more and more intense and sometimes Duke is just so . . . gothic, you know? Sometimes you just need to eat some free candy and look at cute things. And what better time to do that than in celebration of that traditionally cute holiday, Halloween?
Your cuddly Rubenstein librarians would like to invite you to visit us for Screamfest III, an open house featuring creepy ADORABLE things from our collections.
Like this postcard of these sweet black kitty-cats, bringing you Halloween joys in their happy hot air pumpkins.
The David M. Rubenstein Rare Book & Manuscript Library at Duke University has acquired one of the largest and most significant private collections on women’s history, documenting the work and intellectual contributions of women from the Renaissance to the modern era.
Carefully assembled over 45 years by noted bibliophile, activist and collector Lisa Unger Baskin, the collection includes more than 8,600 rare books and thousands of manuscripts, journals, ephemera and artifacts, including author Virginia Woolf’s writing desk.. Among the works are many well-known monuments of women’s history and literature, as well as lesser-known works produced by female scholars, printers, publishers, scientists, artists and political activists. Taken together, they comprise a mosaic of the ways women have been productive, creative, and socially engaged over more than 500 years. The collection will become a part of the Sallie Bingham Center for Women’s History and Culture within the Rubenstein Library.
The materials range in date from a 1240 manuscript documenting a respite home for women in Italy to a large collection of letters and manuscripts by the 20th-century anarchist Emma Goldman. The majority of materials were created between the mid-15th and mid-20th centuries. Other highlights include correspondence by legendary American and English suffragists and abolitionists Susan B. Anthony, Elizabeth Cady Stanton, Emmeline Pankhurst and Lucretia Mott; Harriet Beecher Stowe’s publicity blurb for Sojourner Truth’s Narrative, written in Stowe’s own hand; exquisite decorated bindings by the celebrated turn-of-the-century British binders Sarah Prideaux, Katharine Adams, and Sybil Pye; and Woolf’s writing desk, which the author designed herself.
Baskin and her late husband, the artist Leonard Baskin, were both avid book collectors. Leonard also founded The Gehenna Press, one of the preeminent American private presses of the 20th century. Lisa Unger Baskin began collecting materials on women’s history in the 1960s after attending Cornell University. She is a member of the Grolier Club, the oldest American society for bibliophiles.
“I am delighted that my collection will be available to students, scholars and the community at Duke University, a great teaching and research institution,” Baskin said. “Because of Duke’s powerful commitment to the central role of libraries and digitization in teaching, it is clear to me that my collection will be an integral part of the university in the coming years and long into the future. I trust that this new and exciting life for my books and manuscripts will help to transform and enlarge the notion of what history is about, deeply reflecting my own interests.”
Materials from the collection will be available to researchers once they have been cataloged. Some items will be on display in the renovated Rubenstein Library when it reopens to the public at the end of August 2015.