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Wild Nights

Every new film that tells a story about Emily Dickinson seems to stir up a new round of questions about her life and writing. In 2016 it was A Quiet Passion, directed by Terence Davies and starring Cynthia Nixon as the adult Dickinson; in 2019 it’s Wild Nights with Emily (2018) directed by Madeleine Olnek with Molly Shannon playing Dickinson. While we normally steer clear of debates about the accuracy and merits of fictional portrayals of Dickinson, a recent interview with Molly Shannon calls for some clarification of the facts.Shannon on Today

In this televised interview that aired in early April 2019, Molly Shannon makes the following claim around the 1:05 mark:

It’s really cool … there were these erasures found in her work through spectrographic technology where they can find all this stuff about great historical figures…

While a single interview on a morning talk show may not seem like much, we want to correct the record to state that none of the Emily Dickinson manuscripts held at Amherst College have undergone any sort of analysis via “spectrographic technology” or any kind of imaging beyond a visible-spectrum flatbed scanner.

Amherst College launched Amherst College Digital Collections in the fall of 2012 and made full-color scans of all of our Dickinson manuscripts freely available online in early January 2013.

ED in ACDC

At that time, our goal was to make these manuscript images as widely accessible as possible. People interested in Dickinson’s life and poetry no longer had to trust the word of scholars with the resources and expertise to visit the special collections at Amherst and Harvard; they could see the manuscripts for themselves.

The first facsimile of a Dickinson manuscript we have been able to locate is the “Fac-simile of ‘Renunciation,’ by Emily Dickinson” that appeared at the front of Poems: Second Series edited by Mabel Loomis Todd and Thomas Wentworth Higginson and published by Roberts Brothers of Boston in 1891.

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Prior to the widespread adoption of digital photography in the early 21st century, producing photographic facsimiles of important manuscripts was far more difficult. Ralph Franklin’s 1981 two-volume set The Manuscript Books of Emily Dickinson was a major achievement of editorial scholarship and facsimile publication.

ED Franklin

The reproductive technologies of the time made it cost-prohibitive to publish the facsimile images in full color, but these black and white images were a great leap forward.

Today anyone with an internet connection can see a better quality image of this same manuscript via ACDC: https://acdc.amherst.edu/explore/asc:15595/asc:15597

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Within ACDC, users can download their own copy of the image or use the built-in tools to zoom in and rotate the image. As much of an improvement as these color scans are, there is more work to be done. First, it’s important to recognize that these scans were created before Amherst College had established a formal Digital Programs department with dedicated imaging professionals. The Archives & Special Collections staff used a standard flatbed scanner that captures only visible-spectrum light to create 600dpi master files back in 2008-2009. These same master files are what is in ACDC today.

In the meantime, advances in imaging manuscripts have been going on all around us. Perhaps the most famous example of using new technology to recover a lost text is the Archimedes Palimpsest. As described on their website:

The Multispectral Imaging of the Archimedes palimpsest was undertaken by Keith Knox, of the Boeing Corporation based in Maui, William A. Christens-Barry of Equipoise Imaging LLC, and Roger Easton, Professor of Imaging Science at RIT. … To explain multispectral imaging, we must make a short digression into electromagnetic radiation…

Those interested in the science of multispectral imaging can find out much more on the Archimedes Palimpsest site, but the point is that such imaging is complex and requires carefully calibrated equipment to produce reliable results.

Perhaps no facility better captures the excitement of using new technologies to study the material culture of the past than the Institute for the Preservation of Cultural Heritage at Yale University. This Yale news story about their work on their “Vinland Map” describes some of the imaging techniques and technologies that were not available just 10 or 15 years ago: Yale putting high-tech tests to its controversial Vinland Map.

We don’t mean to fault a Hollywood actress for not knowing the full details of the history of the digitization of Dickinson manuscripts; she is not a professional scholar of Dickinson or material culture. We do feel the need to state, for the public record, that none of Amherst’s Dickinson manuscripts have undergone multispectral imaging of the sort now available at Yale.

While Amherst does not have the capacity to do the sort of imaging done at the Yale IPCH, technical details of their processes are readily available online: https://digitalcollections.wordpress.amherst.edu/about/ As interest in the deeper physical features of Dickinson’s manuscripts gains public attention, we have begun exploring ways we might use the newest technologies to improve our scans to better serve the public.

Time Traveling Drama

In celebration of the College’s bicentennial in 1821, we’re reprocessing several large collections in the archives. One of these is the Dramatic Activities Collection – material assembled by Tuffy McGoun, a professor of dramatics at the College. The collection documents the history of dramatic productions and activities on campus. It’s a long history – our first production ephemera dates from 1826!

In addition to giving a great overview of the dramatic life of the college, the collection is an excellent resource for showing trends in design over the decades. Nowhere is this more evident than in comparing several different productions of the same play. I’ve chosen two popular plays to show examples of how different productions handled costumes, set design, and publicity in different decades.

Our first play – The Rivals, a comedy of manners by Richard Brinsley Sheridan, was first performed in 1775. The plot follows the romantic intrigue between several visitors of the town of Bath, England, a popular holiday spot at the time. The play is somewhat forgotten today – though it did give us the term malaprop, derived from the character of Mrs. Malaprop (who unintentionally substitutes the wrong term for similar-sounding words throughout).

The first Amherst College production took place June of 1843. It was performed three other times: March 1896, February 1906, and May 1963.

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Program from the June 1843 production of scenes from The Rivals. Part of the Amherst College Summer Exhibition

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Program from the March 1896 production of The Rivals.

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Playbill for the 1896 production, performed at the Academy of Music at Northampton. Touts “college men. Costly scenery. Elaborate costumes.”

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Cast photograph of the 1896 “Rivals.” Annotations on the back state that this was the first College production to go on tour.

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The 1906 “Rivals” program, by the Amherst College Dramatics Association.

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Program from a Ware, Massachusetts performance. The penciled annotation says: “The night the curtain came down on Deroin’s head.” Frank Deroin (AC 1908) played the character of Bob Acres.

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The 1963 production program. Kirby Memorial Theater was built in 1938.

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A production photograph from 1963 depicting the characters Julia and Faulkland.

The second play I chose comes from Shakespeare – the Scottish play! Macbeth was performed at Amherst College in January 1910, November 1941, November 1965, and November 1995. The documentation for the 1941 production is particularly rich, showing the effort that went into the set design and costumes.

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A program for the 1910 performance. Note: this wasn’t quite a dramatic production, rather a “reading by members of the Junior Class in public speaking.”

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Costumes and set in 1941.

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Behind the scenes in 1941.

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A set design sketch for the 1941 production.

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Program for the 1965 production. This aesthetic look persisted into the 1970s.

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Program for the 1995 production.

 

These images represent only a small slice of the collection which stands at about 72 linear feet of material. As part of the Bicentennial project in the library, we’ll be digitizing a lot of this material in the coming years.

 

 

 

Every so often there seems to be a rush of interest in bringing back old Amherst traditions. Perhaps alumni wish that students of today could experience gathering as a class to sing at the senior fence. Or students wonder if they are missing out on quirky old traditions that could build school spirit.

Well, today I’d like to share with you some of the lesser known student traditions and activities from the past, all candidates for reintroduction into the Amherst traditions of today!

A photograph of four students in white full-body pajamas or body suits, posed in a photography studio.

Amherst College Competitive Napping Team, 1882

Let’s start with athletics – while competitive napping was only a recognized intercollegiate sport for 7 years, Amherst had 5 champion teams during that time. This is the team from 1882; Alfred Humbrey, at left, won the final tournament round with a record breaking nap of 6 hours and 43 minutes.

A photograph of eight students in formal wear in front of a painted backdrop of Johnson Chapel. The students appear to be holding invisible flutes.

Amherst Air Flute Octet, 1886

In the musical realm, Amherst’s well known Air Flute Octet charmed campus and area concert goers for decades before dissolving during the economic depression of 1893 when air flute prices became exorbitant.

Photograph of a group of students with canes and top hats sitting on a large rock, probably from the 1880s.

Amherst On-Campus Rock Climbing Society, date unknown

The short-lived On-Campus Rock Climbing Society was dedicated to finding and climbing every rock on the Amherst campus.

The Puritan Cosplay Club, 1952

The Puritan Cosplay Club was a wildly popular student activity in the early 1950s. The group attended both Puritan Con and Colonizers Con annually along with groups from Williams, Wesleyan, Yale and many other New England colleges.

Photograph of a groups of students formally dressed holding very, very long pipes, posed around a table in a photography studio

Amherst Extreme Pipe Club, 1883

Amherst’s Extreme Pipe Club was a selective group that existed from 1882-1885. Members of the club competed fiercely to have the longest pipe, by 1885 the pipes were observed to be nearing 8 feet long. The club was disbanded by the faculty after numerous custodian complaints of puncture marks in the hallways caused by students struggling to navigate their pipes around corners and through doorways.

Photograph of a large group of young men in a variety of fashions. Most of the men are looking off the side of the picture with sultry expressions.

Summer School for Fashion Modeling, 1888

Amherst also hosted a number of summer schools in the late 1800s. In a addition to the better know Summer School for Library Economy and Sauveur Language School, there was also the Amherst Summer School for Fashion Modeling which graduated dozens of young men who went on to renown in the Paris fashion plate scene. Appearing in this image (second from left in the back row) is Ellery Huntington, Class of 1888, who was later pictured in hundreds of fashion plates out of New York.

Photograph of a large group of students fighting, surrounded at a distance by a crown of observers

Annual Student Brawl, 1925

Photograph of clusters of students rolling on the ground in fisticuffs, behind them is a crown of onlookers behind a rope.

Annual Student Brawl, 1928

The Annual Student Brawl was a beloved tradition that began in 1899 and extended into the early 1930s. On a fine spring Saturday, the president would declare it “Brawl Day” and the student body would gather on the quad or the playing fields. The president would shoot a ceremonial pistol to start the brawl; after 30 minutes, any student left standing would be declared a superior specimen of Amherst manhood and given a purple striped ribbon to be worn on his hat for the remainder of the year. The faculty and citizens of the town of Amherst would bring their families and picnic on the lawn after the brawl.

Photograph of a group of students holding a variety of implements including, an ax, paddles, boards, rope, brooms, and sticks. Students are posed in front of a house.

The Ax, Rope, Club, Paddle, and Broom Society, 1893

The Ax, Rope, Club, Paddle and Broom Society was a secret society that rivaled the many fraternities at Amherst in the 1890s. Each of the implements in the society name was central to one of the society’s rituals. Unfortunately, the details of their rituals have been lost to time so modern researchers are left guessing. We do know that the club was kicked out of seven rooming housing in the span of three years between 1892 and 1984.

Photograph of three men in top hats with guinea pig images on them, presenting a guinea pig on a tray to a fourth man in front of Johnson Chapel.

Amherst Varsity Guinea Pig Breeding Team presenting their winning guinea pig, 1951.

Last, but not least, is the Amherst Varsity Guinea Pig Breeding Team. The team competed in division 3 guinea pig breeding from 1949 to 1957. Pictured here is the guinea pig that took the team to the national championship in 1951. Numerous alumni guinea pig breeders hoped that the school’s mascot would be officially changed to the guinea pig in 2016, but were, alas, disappointed.

Happy April Fools Day!

(All of the photographs in this post are, in fact, real photographs of Amherst College students, the interpretations however… are not. For more information about Brawl Day, please see the Chapel Rush and the Flag Rush. All the other photographs are unidentified.)

 

The William E. Barton Collection of Walt Whitman Materials was compiled by Barton and gifted to the Amherst College Archives by his grandson Randall Barton (AC 1937) in 1968.

A head-and-shoulders portrait of Walt Whitman facing front by photographer George C. Cox, mounted on gray paper. Whitman's signature is on the mount beneath the portrait.

Portrait of Walt Whitman by photographer George C. Cox, Box 1 Folder 30A

William Eleazar Barton (1861-1930) was an American Congregational minister, lecturer, teacher, and author. He was born in Sublette, Illinois in 1861 to Jacob and Helen (Methven) Barton. After becoming ordained in 1885, Barton married Esther Treat Bushnell and became a missionary in Robbins, Tennessee. Barton served as minister in Robbins, Tennessee, then Oak Park, Illinois until his retirement in 1924. Barton died in Brooklyn, New York in 1930.

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 Walt Whitman notes on consciousnes, Box 1 Folder 7

In addition to his role as a Congregational minister, Barton wrote and published numerous books. While most known for his extensive research on Abraham Lincoln, Barton appears to have collected these Walt Whitman manuscripts and related materials, perhaps while conducting research for his 1928 published volume Abraham Lincoln and Walt Whitman.

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 Walt Whitman unidentified pros, Box 1 Folder 10

The collection contains a small assortment of Whitman manuscripts, portraits, and various printed material. The collection also contains few items created by William E. Barton, including research notes, transcriptions, photostatic copies, and correspondence.

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Army hospitals and cases: memoranda at the time, 1863-‘6, Box 1 Folder 1

More information about another item from this collection, John Burroughs’s autograph manuscript of “Flight of the Eagle” with emendations by Walt Whitman, can be found in this past blog post: https://consecratedeminence.wordpress.com/2012/06/29/1606/

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John Burroughs, “Flight of the Eagle”

The final version of “Flight of the Eagle” was published as the last essay in John Burroughs’s Birds and poets (New York : Hurd and Houghton, 1877). This manuscript has been separated from the collection and cataloged: https://fcaw.library.umass.edu/F/?func=direct&doc_number=012465161&doc_library=FCL01.

A finding aid for the William E. Barton Collection of Walt Whitman Materials is available.  Much of this collection has been digitized and is available in the Amherst College Digital Collections.

Enjoy this assortment of artistic views of Johnson Chapel and College Row from the Buildings and Grounds Collection. Click on each image to see a larger version, with more details about each piece.

Right on!

All in a row

Up close and personal

Draw the line

“…concerning Bill’s College. I believe I could study better at home, than here. Your son, E. S. Snell.”

Strong Snell, about 1847

In this post – part three of the Snell family on the installment plan (parts one and two here and here) – two letters from Ebenezer Strong Snell, Amherst College’s first student, give us a personal account of key moments in Amherst’s early history: President Zephaniah Swift Moore’s move to Amherst in 1821, and the obtaining of the charter in 1825.

The first letter, dated June 1821, is from the end of Snell’s junior year at Williams College.  Written a few days after Moore announced his intention to leave Williams, Snell describes the turmoil that ensued.  Even before Moore’s departure, Williams had been unsettled over the question of whether, primarily because of its remote location, it should move to Hampshire County.  In fact, Moore is said to have assumed Williams would move before he accepted the presidency there and then announced his support in his inauguration speech in 1815 — what an uproar that must’ve caused. But while no one should’ve been too surprised when Moore announced shortly before the 1821 commencement that he would leave Williams for Amherst, it was still a traumatic event for those tied to the institution.¹  To some it seemed that with Moore’s exit the college might fail.  What then would Williams College degrees be worth, the students wondered.

North Brookfield (bottom right), Amherst (center), and Williamstown (top left). Snell’s route between home and college probably took him through Plainfield. “Map of Massachusetts,” by H.C. Carey (1822). From the David Rumsey Historical Map Collection.

From a geographical perspective, moving Williams to Hampshire County (whether to Northampton or Amherst) would’ve brought Strong Snell quite a bit closer to his family in North Brookfield.  More importantly, Snell’s family had longstanding ties with Moore, so their allegiance probably lay entirely with the president and his stated desire to move the college.  When Moore actually left Williams, Snell was one of the 15 students who accompanied him.

Strong Snell’s 1821 letter is addressed on the outside to his father and folded like a puzzle so that it opens to one letter containing a second folded and sealed page.  The first letter, addressed to “Dear Friends” is carefree and casual–actually, it’s boring.  It assumes that Rev. Thomas Snell, as addressee, would open the letter and read it aloud, for on the side it has a single line that names its intended audience: “You must consider this as addressed to the whole family.”  Think of the Snells gathered in the parlor to hear Rev. Snell read this letter.  The family must’ve thought everything was just fine way up there at Bill’s College. Transcription below images.

Rev.d Thomas Snell., North Brookfield, Mass.

Williams College June 21 1821

Dear Friends,

I expect an opportunity to send to Brookfield tomorrow, though I know not, by whom. Some one passed College this afternoon, and left word with a student, that if I wished to send home, he would oblige me within one or two days. I have not been able to conjecture, who it was; and am very sorry that I could not be called soon enough to see the person. I was before expecting to write in a short time, and to give you an account of my journey, which was too agreeable not to be mentioned. The pleasantness of the season, and of those days in particular, with other circumstances, rendered my ride most delightful. Not perplexed with the usual cares of travelling, I could enjoy the whole scenery, that might come into view, or, by interesting conversation, forget my situation, and imagine myself in the south-west chamber; so that the stage seemed to me, as to [Prince] lee-Boo, a little house, drawn off by horses.² I arrived [in] Northampton about [8?] o’clock in the evening, and started for Wmstown at 4 in the morning; the fields of waving grain looked more beautiful than I can express; the air was fresh and cool; and the early songsters of the grove almost charmed me, as I was hurried over the level shore of the Connecticut. The huge mountains, that fill up the road towards the end of my tour, appeared far less tedious than usual. In short, I never enjoyed a journey as I did this. Esq. Noble’s daughters, returning from Boston, were my company from Northampton to Wmstown. I was but little fatigued, and was able to commence study within two hours after my arrival. I hope to hear soon, that the family are better, than when I left home. Please to remember me with esteem to the Miss Bigelows and Mercy [T.]—-. From your son and Brother, E.S. Snell.

[sideways:] You must consider this as addressed to the whole family.

The second page, intended only for his dad, is where the truth comes out:

This part of the letter I fold and seal by itself, that if you wish you may cut it out and let the other part be seen.

Williams College. June 21

Two or three days ago, the President announced to the students that he had received and accepted an appointment at Amherst; that he should resign his office in College after the next commencement; that as long as he staid here, he should feel the same interest in us, as students, that he always had done, and hoped that none would be so troubled about these circumstances, as to cause any interruption of the usual order. But his wishes & expectations, I fear, will all be scattered to the winds, if I should judge from the present movements within these brick walls.

The Class meetings of the Seniors, I would presume, would average one per day for a week past. And most of their consultations appear to be upon the subject of graduating, &c &c. of the like kind. Ten of the class have bound themselves, that on no condition whatever will they ever graduate in [W.] College. Six more have also bound themselves (before they knew the determination of the ten) that, if the ten came to the conclusion above-mentioned, they would never graduate here. As things now stand, I have no doubt that the Commencement is entirely broken up. Every thing is hilter-kilter; reports fly about the town, to & fro, quicker, as I should think, than the birds could carry them. Every body is full of suspicions. The black wood-cutters and ragged strawberry-pedlars, as they fear the loss of the grand source of their revenue, appear to take as great an interest in the matter as any one. Dr. Moore and the Students are the common subjects of talk in College or town. Destruction, ruin, death and oblivion are the predictions of most of the students concerning Bill’s College.

I believe I could study better at home, than here. Your son, E.S. Snell.

Things got better for Williams College after the arrival of the new president, Edward Dorr Griffin (the third person to be offered the position), who slid into place at noon during Commencement.  Williams had endured years of uncertainty and come through it in one piece, and it would remain “in the valley of the Hoosac, one of the handsomest valleys in the world.”  And Amherst College was open and operating.  But Williams could give degrees – Amherst couldn’t. It didn’t have a charter from the state legislature allowing it to do so, and that was to remain a sticking point for several years.  In the meantime, Amherst gave certificates. Rain checks.  IOUs. A graduate was “deserving of the title and degree of Bachelor of Arts,”³ but he wasn’t getting either one.  Now it was Amherst’s turn to worry about the value of its degrees, or non-degrees.

The town, the students, and the faculty had invested a lot in the promise of Amherst College, emotionally, physically, and financially.  Regional newspapers followed the struggle with the state legislature for the charter, and it wasn’t at all clear to readers that Amherst would triumph. There were enough powerful opposing interests to make it a hard contest.  In the end, the vote in the House was 114 to 95.4

 

There are of course no photographs from this period, but there are photographs from the 1946 Amherst College Masquers production of Curtis Canfield’s play, “the Seed and the Sowers,” and one scene examines the fight in the legislature (click on image for gallery):

By the time the charter was finally granted in 1825, people who had sweated through the ordeal were ready to celebrate. Strong’s letter of February 23rd captures the moment of Humphrey’s return from Boston with the charter the day before, when a crowd turned out to greet him and see the document.  Strong happened to have caught the stage home with Humphrey and others, so he had a first-person view of the event.

People familiar with the history of Amherst College will note that Strong misdated his letter by two years — he wrote “1823” — but there is no doubt that the charter was granted in 1825, and that Humphrey, whom Snell refers to as President (“Prest“), didn’t assume that position until later in 1823, after the death of President Moore in June of that year. It’s bizarre that Snell misdated the letter in this way — one can only speculate about how it happened — but there seems no doubt.  In the transcription that follows the images of the original, I kept his date but noted that it was in error.

 

Amherst. Feby. 23—1823– [sic]

Dear Mother,

I stopped into the stage at N. Braintree about half past one with very agreeable company. In the first place, there were Prest Humphrey and Mr. Austin Dickinson, who came and took dinner at Mr. Fiske’s while the stages were changing and other passengers taken in. Then Miss Mary Jocelyn (if I have spelled it right) and her Brother going to Enfield. Mr. Barr, the singer, going to Greenwich, three students, coming here to the Academy; and one man unknown to me. As you see I met a larger party of acquaintance than I often do in Brookfield or Amherst. The President seemed to be in very good spirits, and very soon after he had come into Mr. Fiske’s informed us that he had the charter in [his] pocket, and that it might be seen in the next [Recorder]. But he regretted that the house thought fit to sacrifice two of the most active Trustees as a peace-offering to the opposition. Mr. [Nathan] Fiske and Esq. [John] Smith were removed from the board.5  The President told Mrs. Fiske to congratulate her husband on being dismissed in so good company and on receiving what might be esteemed so signal an honor, since all would understand that they were removed on account of having so faithfully served the interests of the Institution. The inhabitants of the village here were on the “tiptoe of expectancy” when the stage-horn sounded. The front of Mr. Boltwood’s tavern was blackened with the crowd of anxious spectators, waiting to see who had come and what news the passengers had brought. The horses had not stopped before Edward and James were thrusting in their heads and shaking hands with their father. Edward asks “have you got the Charter?” The Pres. answered in the affirmative. James, half way between laughing and crying, says “O-h-h-h! you wouldn’t come without that.” The joyful report flew quick through the throng, and when I alighted one broad smile was resting on all their countenances. Soon I felt them pressing by me into the house, to hear the charter read by Mr. [Austin] Dickinson, who had a copy of it with him. But I felt not at all inclined to follow. More than half sick with riding, I thought a feather bed would do me more good than all the chartered colleges in the union.

President Heman Humphrey brings the charter home: “Men of Amherst! We are at long last a chartered college.” (From the 1946 production of “the Seed and the Sowers”).

We have not made out much today. Every body’s attention is taken up with the celebration of the afternoon and evening. I have come near jumping out of my seat repeatedly in the school-room at the report of the cannon. And now (8 o’clock in the evening) the people are expressing their joy by firing cannon, ringing bells, and illuminating College[s] and Academy. A committee was sent by the townsmen to the President this morning to consult him respecting the expediency of doing all this. He said he should not advise it, but would not object, if the people were desirous of making a celebration. If I had been consulted, I should have expressed the same sentiment—at least the former part of it. Now it seems rather strange to me, that the populace are not willing to concur in the opinion of the two principal men in town. At 9 o’clock, subscribers from the neighborhood (I know not who,) will take supper at the Mansion House, when 17 reports will be heard from the cannon, in honor (I suppose) of the 17 Trustees. Many respectable gentlemen in town are helping on this business, but it looks to me too much like boys’ play. I cannot relish it in the connection in which I must view it – if it were on some military occasion, I should enjoy the roar of the field-piece, & the brilliancy of the illumination, but I can now express my joy better by writing home.

I have been in to see Mrs. Moore [Phebe Moore, widow of Pres. Moore]—find her nearly as well as before she was taken sick. She and Miss Cary send much love. Dr. Humphrey’s youngest children are considerably unwell; their hired girl very sick. Illness is quite prevalent in town.

24—I find I received a wrong impression respecting the supper last night. I supposed it would be attended only by part of the College students and some young towns-people who wished to have a high. But I afterward heard that it was attended by a regular and respectable, as well as numerous collection. About 100 were present, consisting of the Prest. and all the other faculty of college, college students, and inhabitants of both east and west streets. Mr. Heath had previously asked me and Mr. Paine [Elijah Paine, Class of 1823] to attend but could not tell us who would be present. We laughed at the idea of being at the tavern with a toasting company at [9] or 10 at night, and receiving no further invitation, we staid at home about our business. It is possible we may be thought rather odd, but that will never trouble us.

Professor Estabrook returned last evening. He is about to take his wife and child and remove 700 miles to the south, into Virginia, the name of the town I have not heard. He has engaged a private school and is expecting to superintend an Academy for a very handsome salary. We have 40 students in today. I feel rather more “like work” than I did yesterday, or when I left home. I am called away to school and must put what I have written into the office.

Let the first one who can spend time return a letter as good, at least, as this, and as much longer as is convenient.

Your oldest boy—

Please to remember me to all the gentlemen—Father, Doctor, Brothers Thomas and William. Likewise to all the ladies—Sisters Martha, Sarah, Tirzah and Abigail, and every body else.

Newspapers all over the region echoed Snell’s description of the celebration and described the toasts he missed by being such a stickler for propriety and choosing a feather bed over the charter celebration:

How amazing is it that we have letters from the first student to enter Amherst College, and (all the more amazing) that he writes about these important early events in Amherst’s history?  There are more letters in the Snell Family Papers, many of which refer to other events in Amherst College history, and all of which shed light on this large, vibrant family of Western Massachusetts.

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Footnotes:

1. Read more about this period at Williams College here:  a_history_of_williams_college-excerpt-re-moore

2. For “Prince Lee Boo,” see “The History of Prince Lee Boo.”

3. In the entertaining little volume of chapel talks about Amherst College history called “the Seed and the Sowers,” Curtis Canfield writes about the charter problem and includes the text of one of the graduation certificates: seed and the sowers-excerpt-sm

4. See William S. Tyler’s “A History of Amherst College,” p. 151.

5. Tyler explains that these two trustees were probably removed because they were “among the active agents in the founding of the College, and as such, particularly obnoxious to its enemies.” Snell doesn’t mention the third trustee who merited removal, Rev. Experience Porter. Ibid, 153.

As the centennial commemorations of World War I come to a close, we’ve been working to develop two class sessions focused on the local impact of the war. As a result, we’ve been digging into our biographical files on students from the period to track down hidden stories of Amherst students that went off to war.

As soon as the United States entered the conflict, the Alumni Council of Amherst College established a Committee on War charged with requesting information and updates from alumni who had served. Questionnaires sent out were almost universally returned, demonstrating a desire on the part of the alumni to remain connected to the College community and to accurately reflect their service during the war. The Archives’ student biographical files cannot capture the full extent of personal experiences in the war – but the files do provide enough detail to show the hardships faced overseas. In this blog post we present a selection of materials from the class of 1914. These materials present an interesting challenge for researchers. In the face a vast amounts of raw historical data, how do we begin to make sense of it all? And how do we begin to track down loose threads presented in the primary source?

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A typical war record information card sent by the Alumni Council (the original is a 3″ by 5″ card). This card lists Donald H. Brown’s (AC 1914) service history.

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An excerpt of a letter written by Donald Brown. This is a typescript copy of the original.

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Another example of a solicitation for information by the Alumni Council. The form also asks for “non-military” service, if applicable. The Alumni Council also asked for a “photograph of each man in active service, in uniform.”

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Charles Morris Mills (AC 1914) – an Amherst alum in uniform. Mills enlisted in 1917 and was discharged in the spring of 1919.

 

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A subsequent 1925 questionnaire for Mills indicates that he was “gassed Argonne Sept ’18” – referring to the Meuse-Argonne Offensive, a major part of the final months of the war.

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We’ll end with Merrill S. Gaunt (AC 1914), whose diary is pictured above. After graduating Amherst College, Gaunt attended Andover Theological Seminary before volunteering for the ambulance service in France in January 1916. He was in service at the start of the Battle of Verdun but succumbed to cerebrospinal meningitis. He died in the hospital in Bar-le-Duc, France, April 3, 1916. The Amherst College archives holds his diary for this period. Though only in the war for three months, Gaunt’s brief journal entries offer glimpses into the cruelties of war.

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1916 March 4: “Heard a woman cry when son dead.”

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1916 March 16: “Receiv’d Helmet and Gas mask.”

The diary also includes his Gaunt’s last entry, written in French:

 

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