From the Classroom is a new series featuring interviews with IUB students and faculty who are utilizing IU Archives’ collections for class assignments and inspiration. Follow here over the coming months for periodic posts about the various forms this can take!
Name: Beth Maben
Background: I am from Bloomington, Indiana and grew up here as well. I wanted to stay in Bloomington for college because IU has good programs for what I wanted to major in. I’ll graduate in May 2018, with majors in Japanese Language and Fashion Design and a minor in Apparel Merchandising. I want to go into the fashion industry eventually, but first I have applied for jobs teaching English abroad in South Korea and Japan.
For my History of Fashion class (taught by Ashley Hasty, Senior Lecturer in the School of Art and Design) we visited the IU Archives to see how we could use their resources in our projects. I was making a 1930’s style evening dress and used the Arbutus yearbooks from IU Archives for my research to see what college students were wearing for formal events despite it being the Great Depression.
Other repositories she visited at IU: I have been to the Sage Collection which focuses on historical fashion as well as the Mathers Museum which has many items from all over the world.
Favorite item at the IU Archives: The 1933 Arbutus was my favorite because of the art deco theme.
What she wanted to tell her family and friends after visiting the IU Archives: They have almost everything on IU’s history! Even if you don’t have any relatives that attended IU, it is still really interesting to see the lives of students who were just like us.
We all enjoy our podcasts, niche radio shows, and morning news during the drive to work or school, but the history of radio has a far reaching past beyond our modern version of it. For much of the twentieth century, radio was the entertainment and news medium of choice — not television, and radio has a particularly interesting history here at IU!
The Indiana School of the Sky radio program of the Indiana University Department of Radio and Television began broadcasting educational radio programs in 1947 and continued through the early 1960s. The program reached schools throughout Indiana and nearby states and led to new course offerings at IU. IU students performed in the radio programs originally intended for children ages 4-8 which aired for 15 minutes during each school day.
Eventually the program’s popularity called for further programming for high-school students, and later adults tuned in as well. Topics in every subject from history and music to current events and news were covered during the various episodes of the program.
The School of the Sky series discussed possible careers for students, music and literature, how to find a job, dating and growing up, and current events. In many ways the program’s subjects seemed to help students learn both educational topics and how to be a part of society. Other episodes focused on the news and events of the time that were likely difficult for students to understand.
To explain the Cold War and Communism to audiences in 1962, as part of the “How It Happened” series the School of the sky performed a skit about West Germany. From the view of an airplane and from the ground, the actors describe West Berlin as an “island surrounded by Communism.” The narrator and the characters in the show provide listeners with the history and problematic results of World War II. Students learned, through the vivid description of the show’s script, the differences between East and West Berlin, Check Point Charlie, and the Berlin Wall. The picture the program paints shows the effects of Communism and the grim reality in Berlin on the other side of the Wall. On the ground in West Berlin, the narrator explains that East Berliners have a very different life than West Berliners and the listeners in the United States:
“The Communists, in fear of having everybody run away to freedom, have built a wall to stop them. This wall is the ugliest thing I have ever seen. It is also a very sad thing to see, because behind it are people who want freedom, want to live like you and me, but the wall holds them in. If they try to get over the wall, the Communists shoot them. Many young students have died trying to get over into West Berlin.”
The Indiana School of the Sky, 1961-1962, How It Happened Series, Volume 3 of 3. Program #10, Aprill 11, 1962, George Strimel, Jr. Page 96.
The program effectively brought a faraway place and the conflict of the Berlin Wall and Cold War home to the listeners in Indiana.
The students here at IU were the radio show’s writers, performers, and producers. The Indiana School of the Sky eventually reached thousands of classrooms and children while also providing college students with invaluable radio experience.
The bound volumes containing the scripts of the program and the teaching manuals found in the IU Archives’ Indiana School of the Sky records offer enlightening insight into the stage management, acting, and preparation that was necessary for each episode.
In 2009, the Media Digitization and Preservation Initiative (MDPI) at IU found numerous lacquer discs containing recordings of The School of the Sky. These are now digitized and available online through Media Collections Online.
For a vast majority of the world, 1942 was a year to remember. However, history wasn’t just being made overseas fighting in World War II; it was also being made right here at Indiana University Bloomington. During the summer of 1942, Indiana University was host to what would be the first of many Folklore Institutes. The Institute was created by Professor Stith Thompson, who had long-held the dream of bringing together like-minds from all over, both faculty and student, to meet and discuss the field of folklore; both folklore itself and the future of the field. This eight-week gathering was so successful that they continued to meet every summer.
This edition of ‘Sincerely Yours’ showcases correspondence with Herman B Wells following the conclusion of the first Institute in 1942. The first piece of correspondence comes from Jacob A. Evanson, Special Supervisor of Vocal Music for Pittsburgh Public Schools. His letter describes the success of the first Institute as “historic” and notes it as a cultural progression. This letter provides a perspective of the importance and impact of the Folklore Institute outside of Indiana University.
The main correspondence is from Stith Thompson to Herman B Wells. The correspondence opens with a list of resolutions from the members of the first Institute. These resolutions include the declaration of a “permanent” Folklore Institute of America, and that the Journal of American Folklore be declared the official channel of news distribution. Also included is the Institute’s purpose statement: to bring together faculty, students, and fellow workers to create a “professionally-minded group” for study and consult not included in ordinary curricula.
This letter also contains an impassioned speech by Thompson in which he reflects on the experience of the Institute. Additionally, Thompson briefly discusses the issues at present within the field of folklore, and plans for the future of folklore in terms of professional organization, public relations, and academic development . He talks about the need for researchers to cease their reclusive ways and come together in circles like the Institute to help the field prosper through internal collaborative efforts and understanding, and by forming relations with the public. Also discussed is the implementation of proper techniques surrounding the collection and classification of folklore, from the individual collector to the establishment of a fully functional national archive.
Thompson’s description of the impact of folklore from a local to a national stage, and even a global one is captivating. He states that the support of local folklore organizations can help to further the development of larger, national folklore directives by organizations.Also addressed is the presence of folklore in the academic field. Thompson states that the presentation of folklore by universities should be done in such a way that will “infect” students and whether they be teacher, doctor, lawyer, etc., they should show interest in the traditions of their community.
Thompson closes his letter by reaffirming the purpose of the Institute by saying that research rather than teaching is the main goal, and that its value lies in its existence as the only place (at the time) to foster collaborative and individual research,and the overall growth of the folklore field.
The best part of this correspondence lies in its last few pages in the form of a poem. Nearing the closure of their time together, this group of scholars pooled their creativity to construct a retelling of events of events that they could carry with them in memory. The result of their collaborative efforts was a poem reminiscent of famous epics of the past such as the Odyssey and Aeneid. This goes to show that even heavy scholars have a humorous side, even if it may be a little high-brow.
The Folklore Institute would go on to meet yearly until the early 1960’s. It was at this time, and through the endeavors of professors Richard Dorson and Stith Thompson, that the Folklore Institute became an established department at Indiana University under the same name of the Folklore Institute. Though not in the same manner as its origin, the Folklore Institute is still present at IU Bloomington and is known by scholars throughout the world. To learn more about the Folklore Institute from its beginnings to today, visit the IU Archives in Wells Library to see the current exhibit, ‘Collecting Folklore: The History of the Folklore Institute at Indiana University.‘ This exhibit will be up until January 26th, 2018.
The Frank de Caro and Rosan Jordan Papers contain the personal papers and research of Frank de Caro and his wife Rosan Augusta Jordan. De Caro, an IU alum and professor emeritus of English at Louisiana State University, has authored several books on Louisiana folklore. He has also served as editor for several folklore journals such as Louisiana Sojourns: Travelers’ Tales and Literary Journeys. The collection includes research, correspondence, and manuscripts for his publications, as well the teaching materials and Day of the Dead research of his wife Rosan Jordan. Jordan studied folklore at Indiana University and taught at Louisiana State University until the early 2000s.
What really caught my interest, however, is the plethora of postcards the pair compiled over the years.
Folklore is more than legends and myths from the distant past, but something that is constantly expanding and surrounds us all the time; popping up in odd places and through unexpected forms. One form that many may not consider a purveyor of folklore would be that of a postcard. Postcards can be a way to capture bits of information to tell stories. Whether it’s a text description of the lore surrounding the dogwood tree, or a photograph depicting the day-to-day life of pottery making, the ability to appreciate lore and practices from multiple cultures can be found in postcards.
Since the mid-1800s, postcards have been a way for people to send written messages along with a unique image to give it a little something extra. Postcards come in many shapes, sizes and materials; some can be very detailed, with elaborate images incorporating cloth, metals, and other things attached, others can be as simple as a reproduction of a famous piece of art. Postcards can contain images of faraway places we want to visit, inspire us with art or motivational slogans, educate us with historical facts, or provide comedic relief.
The postcards in this collection provide excellent examples of the seamless ways in which folklore finds its way into everyday life through a variety of subject matter. While there are the typical postcards with depictions of beautiful landscapes and historic buildings, there are many peculiar postcards. Several cards take the classic American expression “Everything’s Bigger In Texas!” and pair it with humorous illustrations such as those below.
You’ve probably never heard of the Jackalope, or knew the significance of the armadillo to the state of Texas; but if you’d like to know, this is where you’ll find the answer! Continue to scroll through for few more examples and contact the IU Archives to see more from the Frank de Caro and Rosan Jordan papers.