Spring 2005 — Springfield, — Vol. 85 No. 3

Table of Contents

Guidelines for Illinois Libraries ...... 3

Primary Materials Used by Illinois State History Researchers by Jana Brubaker ...... 4

The Collection of Palm-Leaf Manuscripts at Northern Illinois University Libraries by Rebecca A. Martin and Chalermsee Olson ...... 9

Baby TALK Lapsits: Empowering Librarians for Early Childhood Leadership by Claudia Quigg ...... 16

An Examination of John Franklin Jameson’s Role as a Great Leader in the Establishment of the National Archives of the United States by Vincent P. Tinerella ...... 20

Illinois State Library Directory ...... 30

2005 Illinois State Library Advisory Committee ...... 31

For more information: Patrick McGuckin, Editor Illinois State Library Gwendolyn Brooks Building 300 S. Second St. • Springfield, IL 62701-1796 217-558-4029 • 217-785-4326 (FAX) • [email protected]

Jesse White Secretary of State & State Librarian

Printed by authority of the State of Illinois. June 2005 — LDA 104 Dear Friends, Jesse White I am pleased to announce that, Secretary of State & State Librarian effective May 1, Anne Craig of Anne Craig Springfield is the new director of Director, Illinois State Library the Illinois State Library. Patrick McGuckin Editor Anne has been employed with the

Illinois Libraries is the official journal of State Library since 1989 and the Illinois State Library. The purpose of previously served as associate Illinois Libraries is to disseminate articles of general interest to library staff and director, Library Automation and library governing officials in Illinois who Technology. She is innovative, represent all types of libraries and library consortia. Every effort is made to provide personable, hard-working and a balanced treatment of library-related proactive, and I am confident she will keep the State Library issues. strong and responsive as director. One of Anne's greatest Articles are solicited that will address the strengths is her knowledge and expertise about technology, interests of the publication's audience. Individuals also are encouraged to and how libraries must use computers, automation and submit unsolicited articles for technology to better serve the needs of patrons. Though the consideration. Articles are not limited to Illinois contributors, and guidelines for State Library's primary mission is to serve as the library for submission are available state government, Anne has helped the State Library become upon request. Illinois Libraries will not compensate authors for submitted or a computer-age source for information that can be accessed by requested articles. The editor and/or anyone. director of the Illinois State Library has the right to reject and/or edit articles before . Edited manuscripts During her tenure with the State Library, Anne has played a and/or galley proofs cannot be sent to individuals for approval. role in the development of such major initiatives as Find-it! Illinois, the State Library's statewide digital library, and the Published articles do not necessarily represent the views of the Illinois State Illinois Digital Archives, which brings together historical Library and the Office of the Secretary of digital images from a number of libraries into one convenient State. site. Articles from Illinois Libraries may not be reprinted without prior written permission of the Illinois State Library. Anne will carry on the State Library's mission to develop and Reprint of an article should promote libraries and provide librarians with training and include a credit to Illinois Libraries. For permission, contact: continuing education opportunities that allow them to better Editor, Illinois Libraries serve library users. She is committed to working with me to Illinois State Library Gwendolyn Brooks Building strengthen our outstanding network of libraries in Illinois 300 S. Second St. and maintain those libraries as the best and most reliable Springfield, IL 62701-1796 217-558-4029 source of information available to citizens. [email protected]

No advertisements are allowed in Illinois I offer my profound thanks to Jean Wilkins, who did an Libraries. Forms and other tear-out outstanding job as director prior to her retirement last sheets cannot be placed in Illinois Libraries. Illinois Libraries is free of December. Mike Ragen, who ably served as acting director charge. Back issues, if available, also are since Jean’s retirement, will remain in his former position as free. chief deputy director. ILLINOIS LIBRARIES (ISSN: 0019- 2104; OCLC 1752654); Published by the Illinois State Library, Rm. 516, I hope you will join Anne and I in our efforts to keep Springfield, IL 62701-1796. libraries strong and vibrant in the future.

Jesse White Secretary of State & State Librarian The purpose of journals such as Illinois Libraries is to share Articles for Illinois Libraries are solicited knowledge and information with others in the library to address the interests of the audience. community. Librarians are committed to continuing Individuals also are encouraged to submit unsolicited articles for education, enhancing their skills and seeking out new consideration. Articles are not limited to information. Toward that end, the Illinois State Library and Illinois contributors. Illinois’ regional library systems are excited to play a part in Length — Articles should be no less than the expansion and upgrading of LibraryU, at five and no more than 20 double-spaced, typewritten pages on white 8 1/2” x 11” http://learning.libraryu.org/home/, the free Web-based . training and continuing education initiative. The upgrade Style — For uniformity purposes, all was made possible by a grant the State Library received last manuscripts should follow the year from the Bill and Melinda Gates Foundation. Associated Press Stylebook, if possible.

Graphics and Illustrations — All graphs, Thirty-three new course modules have been added to the Web illustrations and photos must be camera ready. Original copies, apart from the site, presenting a wide array of new learning opportunities for manuscript, should be included for all members of the library community and the patrons they graphs and illustrations. THIS DOES NOT INCLUDE TABLES. serve. Best of all, this online training and continuing education is free and available through the Web anywhere, Author Information — The article should include a title and information anytime. about the author: author's name, position and where position is held. Users may enroll in coursework in areas such as budgeting Footnotes — Footnotes should be listed basics, shelving, designing Web-based instruction, fund at the end of the article instead of at the bottom of each . raising, community building, customer and information service, and library law. There are courses for administrators, Editing — The editors reserve the right to make minor copy-editing changes. librarians, trustees and the general public. Though most of the new coursework is designed to provide training Acceptance of manuscripts — The Illinois State Library reserves the right to opportunities for members of the library community, new accept or reject articles. modules will be added in the future with a greater emphasis Number of copies — Submit one original on coursework for library patrons. and one photocopy of the manuscript as well as one copy on a floppy disc (Word or WordPerfect format). Users may access the new modules by self-registering for a LibraryU account, or by sampling courses anonymously. Submit manuscripts to: Patrick McGuckin, Editor Those registering for a LibraryU account may track their Illinois Libraries progress through courses and receive a certificate of Illinois State Library Gwendolyn Brooks Building completion after finishing a module. 300 S. Second St. Springfield, IL 62701-1796 217-558-4029 Log on to LibraryU at the URL provided above. And as 217-785-4326 (FAX) always, please contact me if you have a story for Illinois [email protected] Libraries that may be of interest to the library community.

Patrick McGuckin, Editor Illinois Libraries Primary Materials Used by Illinois State History Researchers by Jana Brubaker The author is a Catalog Librarian at Northern Illinois University in DeKalb.

Historians search for hidden treasure “… in letters, diaries, reminiscences, the rare , the unpublished manuscript, old newspapers” (Levy, 1992, p. xii). Librarians and archivists strive to provide patrons with access to such primary documents because they are the foundation of historical research. However, collections of original archival materials are limited in most institutions. This study looks at the degree to which these original materials are used by researchers. More specifically, through citation analysis, this study attempts to determine where Illinois history researchers find their primary materials. To this end, two questions were asked: What form of primary materials are Illinois history researchers using, and in what format are they using these materials? Form refers to the type of material (archival, newspaper, etc.). Format refers to physical manifestation of the source material (microfilm, paper, etc.). If researchers, for example, cite a newspaper article, did they look at the original newspaper, or did they find the document online? The answers have implications for developing collections and for providing access to meet the needs of researchers of Illinois history and, perhaps, historians in general.

Literature The literature addressing state historical research is limited. A search revealed only one published article, “Materials Used in the Research of State History: a Citation Analysis of the 1986 Tennessee Historical Quarterly” by Eileen Hitchcock (1989). Hitchcock conducted a study to find out what forms of materials were being used by Tennessee history researchers and the age of the material. She found that historians cited archival materials 37.4 percent of the time, monographs, 20.2 percent, serials 15.2 percent, newspapers and government documents 12.1 percent each, and theses 3.0 percent of the time. Overall, primary source materials accounted for 61.6 percent of the citations.

One relevant thesis also emerged. Jeff Hurt (1975) completed a citation analysis of articles in the Kansas Historical Quarterly. He analyzed the form of materials referenced in articles published from 1969 to 1973 and found that newspapers were cited 58 percent of the time, distantly followed by monographs (15 percent), government documents (11 percent), serials (10 percent), unpublished materials (5 percent), and dissertations (1 percent).

While neither of these studies of state historical research specifically addresses the issue of format, there have been recent attempts to identify the format of primary materials used by historians in general. A study by Suzanne Graham (2002) focused on the use of electronic resources by United States historians. Published in the Journal of the Association for History and Computing, this study employed both a survey of historians and a citation analysis of references in the publications of professors in randomly selected history departments in the United States. Graham found that more than 40 percent of respondents to her survey had never seen a digitized collection of primary source material. The citation analysis revealed that there were few references to online primary resources.

Similar results were reported by Margaret Stieg Dalton and Laurie Charnigo (2003) in their study of which materials historians considered to be the most important and how they found these materials. Comprised of a random survey of 278 historians chosen from university history departments in the United States and a citation analysis of five and five journals, this study provides information about what historians perceive to be important research material and what materials they cite in their published research. In their analysis of primary resources used by historians, Dalton and Charnigo reported that, surprisingly, printed sources were more numerous than manuscript sources. They also

4 found that most historians in their study found electronic sources very helpful in locating secondary sources, and somewhat helpful in finding primary sources. While this study gathered information on historian’s attitudes toward and use of electronic materials, the study did not attempt to quantify the various formats of primary and secondary sources used by historians in their research.

Method This study analyzed the citations in articles published in the Journal of the Illinois State Historical Society. This journal was selected as a representative source because the journal is one of the most highly regarded Illinois history journals, and contains contributions from both professional and amateur historians. Two articles were randomly selected from each issue of Volume 95 (2002) and Volume 96 (2003), the latest full volumes available at the time of this study. Each issue typically contains four articles; thus the sample represents approximately 50 percent of the articles in this volume. In total, 1,379 citations were examined.

Of these, 952 cited primary materials, defined as materials that were produced at the time of the event or idea under study. The study assumed that the author actually consulted the source in the research process. Each reference was counted no matter how many times the reference was repeated, assuming that this suggested the relative importance of a source. Each of the 952 citations was counted in one of five form categories. These categories included the following: • Newspapers • Archival materials—Records of the past typically housed in archives. Also included in this category are published monographs and web sites that contain reproductions of archival materials. • Journals/serials—Contemporary journal articles and telephone books. • Government documents • Other

Each of the first four categories was further broken down into the following formats: • Artifact (original document) • Microfilm • Paper (published material) • Electronic

Findings Not surprisingly, primary materials represented 69 percent of the original 1,379 citations examined. Secondary materials accounted for 31 percent. The following table shows the form of the 952 references to primary materials.

5 Categorizing the form of a citation was fairly straightforward. Determining the format was less clear. When historians cited a journal article, did they access it online or in paper format? Since it is possible that historians will cite the print version even though they actually found the article online, the numbers may be skewed in ways that cannot be ascertained. When historians cite a newspaper, did they look at the actual paper copy, or did they find it on microfilm? Citations for newspapers often give no clue of their format since most style manuals do not require that information. For example, The Manual of Style, the documentation system required for articles submitted to The Journal of the Illinois State Historical Society, instructs users that “microform or other photographic processes used only to preserve printed material, such as newspaper files, are usually not mentioned as such in a citation. The source is treated as it would be in its original published version” (2003, p. 717). Therefore, the use of newspaper articles on microfilm cannot be measured accurately. The format of newspaper articles found in commercial online databases or news sites, however, should be noted, according to most style manuals. This information will therefore be more likely to be contained in the citation.

The Chicago Manual of Style (2003) does not specifically instruct users on how to cite digitized archival materials. These materials will very likely not be identifiable in the endnotes. If, however, the material comes from a multimedia web site, the user is instructed to include the URL. Some sites where historical documents are found fall into this category. The following table shows categories of primary materials in this study broken down by format type. The “Other” category consisted of ten references to maps and interviews and was not analyzed for format.

Surprisingly, almost half of the archival-type material was found in published monographs. The references to electronic resources in this category may be understated due to the difficulty of identifying these materials in citations as discussed above. A similar problem exists in determining newspaper formats, although a small number of references referred to the microfilm format.

Conclusion Because neither the Hitchcock nor the Hurt citation analyses of state historical research looked at the format of materials cited, comparisons with the findings in this study are not possible. A comparison of the forms used is problematic because this study was limited to primary sources, while the other studies included both primary and secondary sources. Broadly speaking, Hitchcock’s (1989) finding that primary source materials accounted for 61.6 percent of the citations examined is relatively close to the 69 percent finding in this study. The Stieg Dalton and Charnigo (2003) citation analysis of historians with a variety of specializations found a lower percentage of 52.6. This would suggest that historians researching state history rely more heavily on primary materials, perhaps because secondary materials are less abundant in this field of study.

6 The Stieg Dalton and Charnigo (2003) citation analysis found that primary printed sources were more frequently cited than manuscript sources. This study also found a surprisingly large number of references to published primary materials. Only Suzanne Graham’s (2002) citation study and survey analyzed the format of materials used by historians, as this study did. Her finding that historians rarely access either primary or secondary materials electronically is borne out by this study as well.

This study has significant implications for collection development, access, and education. First, when considering what materials historical researchers require, no library can ignore primary sources. These materials are at the heart of historians’ work, no matter what their field of study may be; however, while there is a tendency to equate primary resources with archival resources, this study shows that this is not the entire story. Although most libraries have limited access to original archival documents, many primary documents appear in published form and are easily obtainable. The importance of this format to researchers is reflected in this study.

The abundance of newspaper references found in this study (44.6 percent of primary sources) may reflect the success of an initiative begun in 1982 by the National Endowment of the Humanities. NEH sought to microfilm and catalog newspapers published in the United States since the eighteenth century, making them much more accessible (Hedin & Mering, 1998) [1]. Soon the NEH will begin implementation of the National Digital Newspaper Program, which will digitize historically significant newspapers from all of the states and U.S. territories published between 1836 and 1923 (Cole, 2004). Because this study also found a small number of references to interviews and a map, those responsible for developing the history collection may want to consider adding recorded interviews and maps to their resources.

While this study was unable to ascertain the full extent of Illinois history researchers’ use of digitized primary materials (because the documentation rules in the Chicago Manual of Style do not necessarily require the relevant information), usage appears to be minimal. There are, however, a large number of digitized historical documents available through the Library of Congress web site and projects like the Abraham Lincoln Historical Digitization Project based at Northern Illinois University [2]. These can become an invaluable resource for historians who do not need to examine the original document, but are merely interested in the content. Many of these resources are freely available to all libraries. They can become part of the collection simply by cataloging web sites containing these materials to make them accessible to researchers, and increasing users’ awareness of these materials.

Finally, historians’ reticence to use primary resources in electronic format must be addressed. Suzanne Graham (2002) found in the survey portion of her study of United States historians that 50 percent of her sample did not believe that a digitized primary document is equivalent to the original. Their chief concern was the loss of contextual detail in digitized materials. These concerns are not without foundation. Not only is the historian looking at an electronic representation of the document, but also the contents of many sites reflect the editorial judgments of their creators. Archival documents published in monographs, however, present similar contextual concerns. The fact that Illinois history researchers already rely heavily on these published materials suggests that they would find digitized materials equally useful. With the growing availability of these materials, as well as microfilm reproductions and published primary documents, libraries have an opportunity to greatly expand the collection of primary materials they can offer to local historians.

Notes 1 The prevalence of newspapers in Jeffrey Hurt’s citation analysis of The Kansas Historical Quarterly may be explained by the Kansas State Historical Society’s commitment to collecting state newspapers beginning in 1875. As a result, 7 Kansas has one of the most comprehensive collections of state newspapers in the nation. For a discussion of this issue, see Bobbie Athon (2000), “A Moment in Time: 125 Years Ago Publishers Began Collection Kansas History”. Retrieved: April 18, 2005 from http://kshs.org/features/feat1200.htm. 2 http://www.loc.gov/ ; http://lincoln.lib.niu.edu/

References Chicago Manual of Style (15th ed.) (2003), University of Chicago Press, Chicago.

Cole, Bruce (2004), “The National Digital Newspaper Program”, OAH Newsletter, May 2004. Retrieved: April 18, 2005, from http://www.oah.org/pubs/nl/2004may/cole.html.

Graham, Suzanne R. (2002), “Historians and Electronic Resources: Patterns and Use”, Journal of the Association for History and Computing, vol. V no. 2, September 2002. Retrieved: April 18, 2005, from http://mcel.pacificu.edu/JAHC/JAHCV2/ARTICLES/graham/graham.html.

Hedin, Lise & Margaret Mering (1998), “Newspapers: Yesterday, Today, Tomorrow”, The Serials Librarian, vol. 34 no. 3/4, pp. 307-312.

Hitchcock, Eloise, R. (1989), “Materials Used in the Research of State History: A Citation Analysis of the 1986 Tennessee Historical Quarterly”, Collection Building, vol. 10 no. 1-2, pp. 52-54.

Hurt, Jeffry A. (1975), Characteristics of Kansas History Sources: A Citation Analysis of The Kansas Historical Quarterly, Emporia, Kansas. Emporia Kansas State College. (MA-thesis).

Levy, Jo Ann (1992), They Saw the Elephant: Women in the California Gold Rush, University of Oklahoma Press, Norman.

Stieg Dalton, Margaret & Charnigo, Laurie (2004), “Historians and Their Information Sources”, College & Research Libraries, vol. 65, no. 5 (Sept. 2004), pp. 400-425.

8 The Collection of Palm-Leaf Manuscripts at Northern Illinois University Libraries by Rebecca A. Martin and Chalermsee Olson The authors are Associate Professor, Head of Access Services, and Associate Professor, Head of Cataloging at Northern Illinois University in DeKalb.

Northern Illinois University (NIU) is one of eleven National Resource Centers for Southeast Asian Studies located in the United States. Included within this program is the Burma Studies Group. NIU Libraries has the fifth largest collection of Southeast Asian books and journals in the nation, housing these materials in their Rare Books and Special Collections department. This collection is known as the Donn V. Hart Southeast Asia Collection. Among the rare items to be found there are a number of palm- leaf manuscripts in Thai, Burmese and Pali scripts, as well as two in Lao, which were donated by the Burma Studies Group. Most of the palm-leaf manuscripts at NIU range in age from approximately 1800 to 1922 A.D., and two incomplete sets of manuscripts have an approximate date of 1500 A.D. Currently the library is in the process of thoroughly cataloging these manuscripts and preserving them in their original form. There are also plans to digitize them and make their contents available for research online.

History of the Palm-Leaf Manuscript The leaves of the manuscript are made from the leaves of the Palmyra or Talipot palm, which are treated to make them more durable. They are then trimmed to make narrow, rectangular pieces. Throughout time, scribes have written upon these leaves with various kinds of instruments and . The leaves are then perforated and gathered into stacks or bundles that are bound together by means of a cord and protected by wooden covers.

Palm-leaf manuscripts are believed to have originated in India and may date back to the sixth century B.C., though no precise date is known.1 John Guy points out that Buddhist tradition refers to a period after 483 B.C., when the Buddhist scriptures were being committed to . He adds that no palm- leaf manuscripts earlier than the tenth century A.D. has survived.2 In deference to tradition, palm-leaf manuscripts are still produced today in some places. The manuscripts deal with both religious and secular topics; however, many scholars believe the manuscripts were carried from India to other countries in Southeast Asia, such as Burma, Laos and Thailand. Movement may be due to the spread of Theravada Buddhism and the transcription of the sacred scripts. Scholars refer to this Hindu-Buddhist influence on many aspects of Southeast Asian culture as the “Indianization” of the culture.3

Scholars from the Pali Text Society explain that Gautama Buddha spoke a language known as Magadhi; however, the language that has been attributed to the transcribed texts of Theravada Buddhism is called Pali. Furthermore, “The tradition recorded in the ancient Sinhalese chronicles states that the Theravadan canon was written down in the first century B.C.”4 No single script was ever developed for Pali; instead, scribes from different regions used the scripts of their native languages.

The manuscripts have always been fragile and susceptible to the ravages of time, as well as factors such as mold and insects. Experts with UNESCO and the “Memory of Asia” project estimate that there are hundreds of thousands of these manuscripts throughout the world, and that they are approaching imminent destruction. They contain valuable information that has never been transcribed.5 The majority of surviving manuscripts date to the 18th and 19th centuries.6 As a comparison, paper came into existence in 12th century A.D. but did not begin to displace palm leaves as until the 14th century. At that time, the folded paper manuscripts known as “,” began to appear.7 Nevertheless, palm leaf manuscripts continued to be produced throughout the 19th century.

9 Each region had a different way of preparing the palm leaves for use as writing material. These processes included drying, boiling, smoking and preserving the leaves with oils or plant extracts. Many different kinds of materials were used; however, materials such as lemon-grass oil and turmeric are often mentioned. The dried leaves were then trimmed to a uniform size--approximately four centimeters wide and between six to forty centimeters long. In the beginning, a metal stylus was used to etch characters into the leaf. Then a special made of substances such as charcoal dust and from fossilized roots was used to fill in the etching.8 Some scribes also wrote directly on the palm leaf in ink.

Later, around the 14th century, scribes used methods such as applying a gilt and red lacquer to the leaf, and then writing on the lacquer.9 Space was left for illustrations, especially on the first and last pages. The characteristics of the palm leaves possibly helped shape the writing. J.P. Das believes the script became rounder because the incision of a long, straight line would have split the leaf.10 Das also mentions that the scribe held the leaf in the left hand and used the stylus with the right hand. He reasons that if the thumb of the left hand acts as a fulcrum on which the stylus moves, then this movement can also cause the script to be curved.

A Website of the International Federation of Library Associations (IFLA) illustrates how Thai palm- leaf manuscripts were produced.11 The finished leaves were perforated on the left side and strung together with a cord. A book often consisted of 24 leaves. The script was read left to right, and after reading the front of the leaf, readers flipped the leaf over to read the backside. They then continued reading by pushing the leaves along the cord. The words of the script ran into each other with no spacing or punctuation. The covers of the manuscript were made of and were often decorated with of figures from religious or mythical works. Sometimes the title appeared on the wooden covers.

A cloth was used to wrap the book, and this protected the book from the elements. In some places these cloths were made of fine materials, and there was a ritual aspect to the wrapping of the book that accorded with religious symbolism. The silk ribbons that held the cloth covering in place often had a piece of ivory woven into the ribbon that contained the title of the book.12 The boxes and cabinets used to store the manuscripts had panels that also depicted religious and mythological motifs. Many of the manuscripts were kept in monasteries in remote regions. Seen as a whole, the manuscripts are truly part of a large cultural setting in which the leaves, the wooden covers, the ribbons, the storage boxes, and the monastery provide a wealth of information.

The Content of the Manuscripts The content of palm-leaf manuscripts ranged from religious and literary texts to mundane texts about indigenous medicine, agriculture, art, music, astrology, astronomy, yoga, and martial arts. With regard to Theravada Buddhism, the palm-leaf manuscript was and still is considered to be a sacred text. Monks transcribed the teachings of and about the Buddha into Pali, and originally, the main method of preserving them was to periodically recopy them by hand. Often the manuscripts were commissioned for events such as the ordination of monks.13 Wealthy patrons would commission the work, which was then carried out by artistic scribes. Some of the manuscripts give the names of the commissioner and the scribe, as well as the date, in the colophon.

A number of the manuscripts in the NIU collection are of the Pali canon and are from Burma. The canon is called the Tipitaka and is divided into three divisions, or pitakas: the Vinaya (monastic rules), the Sutta (discourses), and the Abhidamma (analysis of the teaching).14 Five of the palm-leaf manuscripts at NIU deal with the Kammavaca, which are texts from the Vinaya that relate to the ordination of monks.

10 From the 14th century A. D. to the 17th century A. D., the Kammavaca texts were embellished in several ways.15 One was the use of a gilt and red lacquer ground. Later the script took on a square shape and was inscribed in a thick, resinous black lacquer called “tamarind seed.” Gold leaf illustrations began to appear in the margins and over the years came to include stylized shapes of flora, fauna and geometrical objects. The wooden covers also became embellished with drawings and mosaics of glass and ivory. The NIU collection also includes two manuscripts from Laos that deal with Laotian poetry and folklore.

The Preservation of the Manuscripts The monks and scribes had developed several methods of preserving the manuscripts. Recopying them after certain intervals of time was ritually prescribed. With regard to materials for preservation, people used substances that they found in their own region. There are a wide variety of substances mentioned in current literature. One preservation problem concerns the brittleness of the leaves and the need to keep them pliant by using products such as citronella, camphor or lemon grass. However, the constant application of these lubricants may darken the leaves and make the script harder to read.

More recently, the leaves have been laminated.16 One method is to use silk or chiffon and a starch paste or tissue and acrylic rubber adhesive. There is also a hot press method using acetate foils. In some cases, the lacquer used to paint the leaves to give them a surface to write upon is flaking. Although some of the script has been lost due to the flaking, the intact leaves can be protected with a coating of polyvinyl acetate or soluble nylon. Another problem has been the loss of ink from the incisions. In these cases, more ink needs to be applied.

Some institutions worldwide have begun to digitize the manuscripts not only as a form of preservation, but also as a way of giving remote access to researchers who want to study them. There have been some obstacles to these digitization efforts. For example, many of the manuscripts are found in remote areas, and cost is a factor in transporting skilled workers, digitizing technology and supplies to those areas. Although the images of some materials can be captured on microfilm or with a sophisticated digital camera, others, such as the Burmese manuscripts, require high-resolution scanning and image- enhancement software. Peter Skilling, who is with the Pali Text Society, has described their “minute letters, crowded text and dark surface.”17 High-resolution scanning also helps when leaves must be kept in transparent foils for scanning or when the size of the leaves can only be handled through rotation in the image-processing program.

Another concern is that a palm-leaf manuscript needs to be looked at in entirety--leaves, covers, binding ribbon and case all have inscriptions that need to be captured and preserved. Institutions that digitize these materials would like to index the documents and make them searchable in an electronic database. However, Skilling points out that this is not always easy. For example, the script is continuous and does not observe spaces between words and punctuation stops. This creates a problem for the researcher who must also interpret the language properly before indexing the words and phrases. There is also a need for a computer program that can input the data into non-Romanized scripts so that more people can understand the content.

In the Rare Books and Special Collections at NIU, each palm-leaf manuscript is being kept in a separate enclosed box in a climate-controlled environment. The manuscripts are currently in good condition, but are not generally available for viewing. The library has set up a preservation policy for the physical manuscripts as well as a digitization plan. Two of the manuscripts have been digitized.

Highlights of the Palm-Leaf Manuscripts at NIU—The Catalog About ninety pieces of palm-leaf manuscripts are housed in the Southeast Asia Special Collection,

11 located in Rare Books and Special Collections at Northern Illinois University Libraries. They are from Burma, Thailand and Laos. Many manuscripts are gifts, such as the ones from Burma, which were mostly donated by the Burma Studies Group. Others from Thailand and Laos were acquired by the university when professors in the Southeast Asia Studies field traveled to the region to do research. Many of the Burmese and Laotian manuscripts are dated from the nineteenth century. However, the ones from Thailand are more current, with approximate dates from the early twentieth century.

The content of the texts is related to Buddhist doctrines, sermons, astrology, and herbal medicine. A large number of manuscripts from Burma are about the monastic code of discipline (Vinaya) and ritual texts, such as ordination. Many from Thailand contain stories of various incarnations of the Buddha (Jataka tales), which monks have used for sermons. These fields were the focus of early formal education taught to young men by Buddhist monks at Buddhist temples. Buddhist monks also used these manuscripts for sermons on a regular basis. Astrology was and still is used by lay people in these countries for various occasions, such as travel, weddings, funerals, or even opening a new business, etc. The people consult with monks to find out which date is the best for certain occasions. Monks in the early days were regarded as the most knowledgeable people, even in medical fields.

Many of the manuscripts are very old. The condition of certain pieces is fragile and incomplete. Most were written in Pali with their own language scripts such as Burmese or Thai. A vernacular language used tended to be the early version, and the new generation of native speakers has a difficult time understanding the manuscripts. Therefore, cataloging these materials has depended on the information that experts or scholars, such as Buddhist monks or vendors, have provided. Some titles are supplied by a cataloger when the title or cover page are not present. There are many valuable and interesting manuscripts housed in the collection, and some are worth noting and highlighting.

Burma: Anga; Buddhabu Byanjikok; Krasapate sokra cane (Call number: BF1714.B8A5571875): This manuscript was written between 1875 AD-1895 AD, and is of palm leaf edged in red lacquer held together between two black end boards. The manuscript contains astrology and a lunar calendar and was used as a guide for making horoscopes and an aid for people to choose auspicious times for ceremonies.

Kammavasa (Call number: BQ5220.K344 1800a): This manuscript was written in Pali using square-style Burmese script on thin lacquered copper plates. The plates are bound together with wooden covers decorated with figures in red and yellow colors, with content about ordination ceremonies for Buddhist monks.

Kammawasa (Call number: BQ5042.B93K346 1850): This manuscript was inscribed on thin and fragile ivory plates with black and gold square-style Burmese scripts. The rare document is bound by red and gold decorated wooden boards and is about the Buddhist code of disciplines for monks.

Parabuik (Call number: BQ1434.B9P364 1850): This manuscript contains black script on one side and color illustrations of figures from Jataka tales, the stories of various incarnations of the Buddha before his enlightenment. On the other side of this continuous sheet of white paper, which is folded fanwise, is a Ramayana epic about supernatural powers.

Hkan kammawasa (Call number: BQ5042.B93H594 1925): This manuscript consists of seven copper plates, but two of them are missing. The manuscript was

12 incised in Pali with Burmese script. The information about the donors, the people who incised the manuscript, and the details about the content were provided for the cataloger. The text is divided into nine sections and is about the recitations monks made at their meetings. These recitations were part of Buddhist rituals.

Shan Parabaik (Call number: BQ4415.S474 1940): A few manuscripts that Northern Illinois University owns are from a state in Burma known as Shan. This manuscript was written in Shan and Pali with Shan script. The black script was written on sheets of white paper folded fanwise. The document is a prayer book consisting of three virtues and the five precepts of Buddhism.

Vanna Vuttie Chappaccaya (Call number: QA115.V354 1875): These eighteen continuous pages were written in Burmese with white script on black paper folded fanwise, and is one of a few manuscripts whose content is not related to Buddhism. The piece has mathematical tables used for calculation.

Abhidhan Nissaya (Call number: PK1090.K924 1765): This is one of fourteen parabaik manuscripts, containing explanations from a Pali dictionary compiled by Kyaw Aung San Kha Sayadaw. The manuscript is one of the few very old manuscripts that has the compiler’s or author’s name.

Thailand: Lanna Thai palm leaf manuscript (Call number: DS562.L366 1900za): This manuscript was written in Northern Thai (Lanna), and is a partial palm-leaf manuscript with edges decorated in red and gold. The lettering was done by making inscriptions on the leaves with a stylus. The content is about the study of ancient .

Chali Kanha phisek putchawisatchana 2 thammat (Call number: BL1411.J3T3651943): This manuscript was printed on palm leaves and put into a portfolio, to be used by Buddhist monks for preaching. The story is part of the Jataka tales in which Buddha gave his two children away in order to demonstrate the principles of sacrifice and detachment from worldly need or desire.

Narok thetsana: sadaeng khwamphitsadan khong narok (Call number: BL1475.H5P97 1954): These Thai scripts were printed on palm leaves. They were written by Pui Saengchai, who was a Buddhist monk. The manuscript portrays a detail of hell, used for sermons in a temple and meant to teach lay people not to commit bad deeds. The belief was that if you did good deeds, you would go to heaven. On the contrary, if you committed bad acts or bad karma, such as killing, you would go to hell.

Bunyakiriya watthu nithan sathok 10 kan (Call number: BL1445.T3P915 1961): A sermon that is very common in Thailand is about making merits. “Giving” without expecting anything in return is considered to be doing good deeds. Giving food to monks, donations to temples, and giving money and goods to the poor or beggars are normal scenes in Thais’ daily life. This sermon was written in story telling-style by Pui Saengchai, a Buddhist monk. This Thai script was printed on palm leaves.

Chaturong sannibat thetsana (Call number: BL1477.5.T36 1938): On Buddhist holidays, certain kinds of sermons are given. This manuscript was used for sermons on Makhabucha, a Buddhist holiday that usually takes place on a day when there is a full moon in February. Light processions take place around the temples. The holiday is a day to remind Buddhists of the first sermon given by the Buddha in front of Buddhist monks. These Thai scripts are printed on

13 palm leaves written by Phra Sasanasophon (Chaem), a Buddhist monk.

Laos: There are four manuscripts from Laos. The content is about folklore, tales, legends, and epic poetry. These tales are still published as monographs in Laos. The letters are inscribed on leaves with a stylus and held between two, dark, wooden boards. These two Lao manuscripts have been digitized due to their fragile condition: Lam Thao Khun Thung Khun Thuang (Call number: PL4251.L39L357 1890za) and Lam Nang Taeng On (Call number: PL4251.L39L356 1890za).

Access to the Collection Access to the collection of palm-leaf manuscripts is only by appointment through Rare Books and Special Collections at NIU libraries. Although two of the manuscripts have been digitized, they do not have a Web address at this time. There is a plan to obtain grant money to translate these digitized Lao manuscripts into English. In addition, the Southeast Asia Collection has put in a grant proposal to digitize palm-leaf manuscripts that are located in Thailand.

Footnotes 1 C. L. Prajapati, “Modern Techniques on Conservation of Palm-Leaf Manuscripts” in Palm-Leaf and Other Manuscripts in Indian Languages: Proceedings of the National Seminar 11th, 12th and 13th January 1995 at Pondicherry University, organized jointly by Institute of Asian Studies and Pondicherry University; gen. ed. Shu Hikosaka, G. John Samuel; ed. A. Pandurangan, P. Maruthanayagam, by the Institute of Asian Studies, no. 42 (Madras: Institute of Asian Studies, 1996), 291. 2 John Guy, Palm-Leaf and Paper: Illustrated Manuscripts of India and Southeast Asia (Melbourne (Vic.): National Gallery of Victoria, 1982) 11. 3 Ibid., 25. 4 Pali Text Society, The Pali Language and Litera t u re 22 October 2003, http://www. p a l i t ex t . d e m o n . c o . u k / s u b p a g e s / l a n _ l i t e. h t m . 5 UNESCO, Memory of the World. Memory of Asia: Project to Preserve Palm-leaf Manuscripts of Asia 22 October 2003, http://www.xlweb.com/heritage/asian/palmleaf.htm. 6 Cornell University Library, Digital Imaging of Parabaik and Palm Leaf Manuscripts 22 October 2003, http://www.library.cornell.edu/preservation/parabaik/pmain.htm 7 Guy, 12. 8 Sirancee Gunawardana, Palm Leaf Manuscripts of Sri Lanka ([Colombo? : s. n.], 1997) 37 9 Gandhara, History and Production Techniques of the Kammavaca 22 October 2003, http://www.gandhara.com.au/kammavaca_info.html. 10 J.P. Das, Joanna Williams, Palm-Leaf Miniatures: The Art of Raghunath Prusti of Orissa (New Delhi: Abhinav Publications, 1991), 26. 11 IFLA, 1999 Bangkok: Library Exhibition Sub-committee 22 October 2003, http://www. s w u . a c.th/hu/lic sci/ifla99/books.html 12 Gandhara, http://www.gandhara.com.au/kammavaca_info.html. 13 Guy, 61. 14 Pali Text Society, http://www.palitext.demon.co.uk/subpages/lan_lite.htm. 15 Gandhara, http://www.gandhara.com.au/kammavaca_info.html 16 Guy, 86. 17 Peter Skilling, Preservation and Study of South East Asian Manuscripts: The Fragile Palm Leaves Project 22 October 2003, http://pnclink.org/annual/annual1999/1999pdf/skilling.pdf

BIBLIOGRAPHY Cornell University Library. Digital Imaging of Parabaik and Palm Leaf Manuscripts. 22 October 2003, http://www.library.cornell.edu/preservation/parabaik/pmain.htm

Das, J. P. Chitra-Pothi: Illustrated Palm-Leaf Manuscripts from Orissa. New Delhi: Arnold-Heinemann, 1985.

Das, J. P. and Joanna Williams. Palm-Leaf Miniatures: The Art of Raghunath Prusti of Orissa. New Delhi: Abhinav Publications, 1991. Gandhara. History and Production Techniques of the Kammavaca. 22 October 2003, http://www.gandhara.com.au/kammavaca_info.html.

Gunawardana, Sirancee. Palm Leaf Manuscripts of Sri Lanka. [Colombo? : s. n.], 1997. 14 Guy, John. Palm-Leaf and Paper: Illustrated Manuscripts of India and Southeast Asia. Melbourne (Vic.): National Gallery of Victoria, 1982.

IFLA, 1999 Bangkok: Library Exhibition Sub-committee 22 October 2003, http://www.swu.ac.th/hu/lic- sci/ifla99/books.html

Pali Text Society. The Pali Language and Literature. 22 October 2003, http://www.palitext.demon.co.uk/subpages/lan_lite.htm.

Palm-Leaf and Other Manuscripts in Indian Languages: Proceedings of the National Seminar 11th, 12th and 13th January 1995 at Pondicherry University, organized jointly by Institute of Asian Studies and Pondicherry University. Gen. ed. Shu Hikosaka, G. John Samuel; ed. A. Pandurangan, P. Maruthanayagam, by the Institute of Asian Studies, no. 42. Madras : Institute of Asian Studies, 1996.

Skilling, Peter. Preservation and Study of South East Asian Manuscripts: The Fragile Palm Leaves Project. 22 October 2003, http://pnclink.org/annual/annual1999/1999pdf/skilling.pdf.

UNESCO. Memory of the World. Memory of Asia: Project to Preserve Palm-leaf Manuscripts of Asia. 22 October 2003, http://www.xlweb.com/heritage/asian/palmleaf.htm.

Williams, Joanna. The Two-Headed Deer: Illustrations of the Ramayana in Orissa. California Studies in the History of Art, no. 34. Berkeley: University of California Press, 1996.

15 Baby TALK Lapsits: Empowering Librarians for Early Childhood Leadership by Claudia Quigg The author is Executive Director of Baby TALK in Decatur, Illinois.

“The more we are together, together, together, The more we are together, the happier we’ll be!”

These words from the familiar closing “Lapsit song” reflect the joy and encouragement that children and their parents experience at library Lapsits. The camaraderie parents enjoy with other parents, the fun children have playing with other toddlers, and the support whole families feel from an engaged professional all result in libraries increasingly finding themselves at the center of young families’ lives.

Lapsits are booming in Illinois libraries as librarians use this vehicle to establish relationships with young families. Traditionally an underserved population, children ages 0-3 are being brought to libraries like never before. Library equipment such as strollers, infant seats and miniature tables and chairs speak the message that libraries are for babies, too. Families are welcomed whenever the library doors are opened, but scheduled Lapsits provide a focus for families’ early visits.

In response to this growing practice, Baby TALK provided “Lapsits, Libraries and Literacy” training sessions in four locations throughout the state of Illinois during March, 2004. These trainings, funded by a Library Services and Technology Act (LSTA) grant, were geared toward empowering librarians for early childhood leadership in their communities. Participants received curriculum for Lapsit programming as well as background information on child development and strategies for supporting parents.

Many participants revealed that they were already holding programs for infants and toddlers in their libraries. Many of them were calling their programs “Lapsits,” but others were using program names such as “Book Buddies,” “Baby Book Times” and “Mother Goose Times.” Many of these librarians spoke passionately about their programming efforts and families they had served.

Baby TALK staff has been holding Lapsits at Decatur Public Library since soon after the program began in 1986. A follow-up to first meeting families in the hospitals after their babies were born, Baby TALK sees Lapsits as one way to follow families through the toddler years and to provide programming designed to meet families’ needs. Baby TALK has also been training professionals about how to deliver programs for families of infants and toddlers since 1989, now having trained professionals from 31 states and Canada.

Parents are looking for professionals who are interested in their children and willing to share information and expertise that can help their children develop. Parents come to their libraries hoping to find good books and other resources as well as programs to enjoy with their children. But mostly they come looking for the answers to two questions: How am I doing as a parent, and how is my child doing?

This need in parents results in satisfaction with libraries that are accessible to them most days—not just when they have scheduled appointments—and usually staffed by professionals who are truly interested in serving young families. Corrie Honnold brings daughters Emily and Natalie to Lapsits at Decatur Public Library on a regular basis. Corrie enjoys the looks on her children’s faces when they run up to greet “Miss Mary.” She says they enjoy the predictability of the Lapsit routine and that it is

16 really geared to their age group. It is her “time out” with her daughters. She feels it is an excellent program and loves that it is free.

Corrie has appreciated the opportunity for social interaction, for both children and parents. “There is one other mom, in particular, who I watch for each time. It is so comforting to talk to her and to hear that her children are presenting her with the same challenges as mine.” Corrie has watched her children blossom socially as they venture out with this early social experience.

Corrie believes in reading to her children, and the earlier the better. As they leave the library, they check out books and CDs each time, listening to the CDs in the car on the way home and reading the books the minute they get there.

Libraries serve everyone. There is no stigma attached to receiving services from the library. Parents can feel free to visit when they need support and affirmation, not just books. Because of this wide availability, libraries who choose to can become the “early childhood anchors” for their communities. And yet serving this population has its challenges—especially when it comes to offering structured programming.

The Challenges “How do you know they’re even listening when they’re cruising all over the room?” Toddlers explore the room or peer out from under mom’s arms, checking out the social scene. Few toddlers sit quietly or give full facial attention to the leader. Librarians who are accustomed to working with older children may struggle with how to manage the activity levels of toddlers who are learning to walk and are compelled to practice their walking skills throughout Lapsit sessions. These librarians insist the word “Lapsit” is a misnomer; little actual sitting really takes place at all!

“How do you keep parents from talking to each other instead of playing with their kids?” Far removed from structured story times, Lapsits teem with the life concerns of parents raising very young children. Between verses of “The Wheels on the Bus,” parents confide about struggles with sleeping, feeding, and discipline. Parents look forward to seeing familiar faces of friends they have met at the library. These social relationships grow as parents become invested in each other with every shared Lapsit experience. These parents, some who refer to each other as “co-workers” in the task of raising children, depend on these regular sessions for their own social needs and affirmation of their parenting skills.

So imagine the conflict: Librarians have spent hours preparing an interactive activity for children and parents to participate in together. Parents have been looking forward to seeing friends they have met previously to bring them up-to-date on their child rearing issues and other details of their lives. The Lapsit begins and the librarian finds herself singing solo to a bunch of toddlers while moms seem oblivious to the program plan.

What’s a librarian to do? Should we give up on parent-child interaction in favor of providing a coffee klatsch for parents? This question was raised at the LSTA-funded Baby TALK trainings. Seasoned Lapsit providers made several excellent suggestions for dealing with this phenomenon: • Provide an intentional time for parents and children to play and visit prior to or following the program. Honor their need for social contact, and then be very direct about saying, “Now is the time in the Lapsit when we want parents to give their undivided attention to their own little ones.” • Have children sit on their parents’ laps facing the parent rather than facing out. The librarian can demonstrate with a doll on his or her lap. When children and parents are face to face, they are more likely to engage.

17 • Finally, value the important contribution the library is making to families’ lives in providing such meaningful social contact. Families will return if their needs are being met, and through those repeated visits, they will surely gain from the resources of the library.

“You don’t think they’re paying attention, and then one week the child will come in and know the songs and fingerplays and participate fully!” Librarian Jane Kauzlaric is a “believer” after giving Lapsits a try. Jane went through Baby TALK training in 1999 and then began working with families of toddlers. Before that she had been offering preschool story times. She went back to school to earn her Masters in Library Science at the University of Illinois, and decided to stress emergent literacy in her work there. “I’m so enthusiastic now! I’m amazed how moms bring their babies and attend religiously. The children advance so quickly—they develop before my eyes.”

Jane believes that the structured setting enhances what parents do at home. She attended Baby TALK’s “Lapsit, Library and Literacy Program” training in 2004. In addition to participating in the training, she reported on all that she had learned in her practice and extended her thanks for the encouragement to try to go a little deeper with young families. Jane and other children’s staff at the Black Road Branch of the Joliet Public Library are now offering eleven Lapsits every week, and large numbers of families are attending.

The Benefits What difference does it make to serve families of infants and toddlers in the library? Prior to Lapsits being held at Decatur Public Library, a survey of citizens in Decatur included the question, “Does your library offer materials for children under age three?” An overwhelming 95 percent of responders answered “no.” While the library has always welcomed young families, Lapsits have helped to “get the word out” about services the library offers for toddlers. Lapsit programs are included on the library calendar. Families begin to hear that the library intends to serve even the youngest members of the community. Many libraries have found that Lapsit programs increase circulation and the numbers of young families visiting libraries.

An annual review of kindergarten test scores in Decatur has revealed yet another benefit. All children who have received Baby TALK services show a statistical advantage on the Peabody Picture Vocabulary Test—a test of receptive language given to all children entering kindergarten. But children who have participated in Lapsits (or Baby TALK Times with a similar format) show the highest average scores (see chart below.) This subgroup scores a full stanine above the rest. Was the twice-monthly half hour program responsible? Probably not. But results are likely related to the support parents receive when they come to the library and the resources they take away with them when they leave.

18 (Chart from a study by Janice B. Mandernach, Ph.D., 2002)

Baby TALK Lapsit Training As a result of requests from librarians who were unable to attend a three-day Baby TALK Professional development seminar, Baby TALK now offers a one-day training program designed for librarians and other literacy professionals. “Lapsits, Libraries and Literacy Programs” covers the background information that guides Baby TALK’s approach and philosophy, and then focuses on programs that promote literacy. Curricula for Lapsits, Family Literacy Programs, Family Fun Times, developmental newsletters, and topical parenting issue handouts are all included in the training materials. The first four of these training sessions were funded by the LSTA grants described above, but they are now offered several times each year to other interested professionals. For more information about Baby TALK training, visit the Baby Talk web site at www.babytalk.org or contact Marcy at 217.475.2234.

19 An Examination of John Franklin Jameson’s Role as a Great Leader in the Establishment of the National Archives of the United States by Vincent P. Tinerella The author is Assistant Professor/Coordinator of Electronic Reference Services, University Libraries, Founders Memorial Library, Northern Illinois University in DeKalb

Introduction “Men make history and not the other way around. In periods where there is no leadership, society stands still. Progress occurs when courageous, skillful leaders seize the opportunity to change things for the better.” -- Harry Truman

After two decades of struggle, the cornerstone for John Russel Pope’s Corinthian-style National Archives Building was finally laid at the Center Market in Washington, D.C., on February 20, 1933. Two provocative historiographical questions come to mind when examining the long battle in the United States to establish a central archival repository of national significance. First, consider an entertaining debate that has occupied philosophers of history and intellectual historians for two centuries: Can the actions of a single person determine the outcome of history? Specifically, in this case, would generations of Americans have been assured that our rich documentary heritage would be maintained in one of the world’s finest, independent, scholarly institutions, staffed by first-rate historical and archival professionals, without the vision, pragmatic tenacity, and indefatigable spirit of the “Father of the National Archives,” J. Franklin Jameson? In short, what difference can an individual make, and what difference, if any, did Jameson make? Second, in a nation with a notable, extensive, public-records tradition, why was a long fight necessary in the first place? Why was the United States among the last developed nations to establish a permanent, centralized national archives for its public records and documentary treasures?

The Debate: Can an Individual Determine History? Since ancient times, great leaders have been idealized for their achievements. Perhaps the foremost advocate of the efficacy of leaders and great men was the nineteenth-century British historian Thomas Carlyle, who in Past and Present, used the strong and wise rule of a medieval abbot named Samson as his model, writing: “For the heavens unwearying in their , do send other souls into this world… the born champions, strong men, and liberatory Samsons of this poor world.” 1 Carlyle devoted most of his professional life to studying those he considered to be ideal men, producing an exhaustive collection of the writings and speeches of his greatest English example of the heroic leader, Oliver Cromwell; a massive six-volume biography of Prussia’s Frederick the Great; and his most famous work on the subject, On Heroes, Hero-Worship, and the Heroic in History. For Carlyle, leaders, unlike ordinary people, were to be revered for their strength, because it was heroes and great men who ultimately determined a nation’s fate.

Like Carlyle, the distinguished British philosopher, John Stuart Mill, saw the actions of great people as the primary catalyst in determining the direction of history. “The influence of remarkable individuals is decisive…in most states of society it is the existence of great men which decides whether there shall be any progress,” Mill declared in his essay, The Individual in History. “Few will doubt, he argued, that “had there been no Socrates, no Plato and no Aristotle, there would have been no philosophy for the next two thousand years, nor in all probability then; and that if there had been no Christ and no St. Paul, there would have been no Christianity.”2 Mill saw society’s exceptional individuals as active participants in history’s development, determining the course of events and influencing historical outcomes by their leadership and foresight: “Eminent men do not merely see the coming of the light from the hill-top; they mount on the hilltop and evoke it.” If great individuals did not act, “if no one

20 had ever ascended tither,” there would be no great deeds, “the light in many cases might never had risen upon the plain at all.” Remarkable people make history.3

The ubiquitous Jameson battled tirelessly to win and maintain support for a national archives among every important group he thought could help him. Tenacious, pragmatic, politically astute, optimistic beyond reason, Jameson wrote voluminously in support of his cause, recruiting an impressive array of backers who pressured presidents and Congress through five administrations and every legislative session from 1906 until 1926, until the first meaningful appropriation for a building was passed by Congress: the Public Building Act. Jameson served as the archival movement’s preeminent leader for nearly thirty years, suffering one frustrating defeat after another, often when success seemed certain. Undaunted, Jameson never wavered from his determination to see the establishment of an national archives building, even while less prudent leaders offered a variety of unsuitable or temporary expedients, because the sagacious Jameson manifestly understood the symbiotic relationship that exists between records and the repository where they are held.

Is it safe to assume that without Jameson’s untiring effort, our nation’s documentary history and archival profession would have developed differently? Conceivably not. Georg Hegel, in his great work, The Philosophy of History, argued that the individual was powerless to determine events or alter the course of history. While a few exceptional people became “world historical individuals” who achieved success by “possessing an insight into the requirements of the time,” these individuals were practical and political, driven by personal ambition, who had “no consciousness of the general idea they were unfolding while prosecuting their own private aims.” “World historical individuals” were able to accomplish great things because they had the ability to recognize “the wave of the future” and conform their purposes to “the march of events.”4

Mortimer Adler, in his History essay for the Great Ideas eloquently interpreted Leo Tolstoy’s similar position. Quoting from Tolstoy’s great work, War and Peace, Adler wrote:

Tolstoy also regards the leadership of great men as illusory. To believe in the efficacy of heroes and great men, he thinks, is ‘to commit the fallacy of the man who watching the movements of a herd of cattle and paying no attention to the varying quality of the pasturage in different parts of the field, or to the driving of the herdsman, attributes the direction the herd takes to the action of the animal that happens to be at its head.’ Great men are only celebrated puppets pushed ahead on the moving front of history. The motion of history derives its force and direction from the innumerable nameless men who compromise the human mass. The act of the individual counts little.5

History, according to Tolstoy, was a complex union of freedom of choice and inevitability, and like Hegel, he believed that great leaders could not make or determine history. An individual attempting to obstruct history’s path, even an extraordinary person, would simply be shoved aside by history’s force and direction. Perhaps then, it was a combination of historical forces beyond Jameson’s control, of which he was merely one contributing factor among many, that determined the shape of America’s documentary history and archival profession?

John Franklin Jameson Most people are unaware of the contributions F. Franklin Jameson has made to historical scholarship. Jameson’s contemporary, Professor A. B. Hart, writing in 1930, illustrates Jameson’s influence:

I often think how much the country and the future country owes to your skilled and indefatigably patient historical labors. You have been a sort of crankshaft for (I will not say the cranks) the historical forces of the country. Leave out what James [sic] Franklin Jameson has done in the development of the study and teaching and writing of History, and there would be a bottomless chasm.6

21 An educator and historian, Jameson was born in 1859 in Somerville, Massachusetts, the son of Mariette Thompson and John Jameson, a schoolteacher and lawyer. A bright boy and voracious reader, Jameson was educated at the Roxbury Latin School, and was set to attend Harvard University, until his father moved his family to Amherst, Massachusetts, where the elder Jameson eventually became the village postmaster. Jameson, meanwhile, was diverted from Harvard to Amherst College where, in 1879, he graduated as class valedictorian.

For the next four years Jameson lived at home and earned his way as an unhappy high school teacher, until he was recruited as a graduate student at Johns Hopkins University. Jameson spent the next eight years at Hopkins, receiving the first doctorate in history awarded by the school. Appointed to the position of instructor in 1883, Jameson was promoted to associate professor the next year, taught Woodrow Wilson history and political science in Hopkins’ new “seminary” system, and helped establish the American Historical Association (AHA). In the spring of 1889, Jameson married Sara Elizabeth Elwell, a schoolteacher. Later, the couple had two children.

Although Jameson was developing a reputation as a scholar at Hopkins, by 1887 he was not yet sufficiently distinguished to be offered a permanent appointment in the history department, and he moved to Brown University in the spring, accepting a professorship of history. Jameson stayed until 1901, when he left Brown to assume the chair of the History Department at the University of Chicago. Jameson relinquished this position in 1905 to become the Director of the Department of Historical Research at the Carnegie Institution in Washington, D.C., thanks to the famous philanthropist’s $10 million endowment to fund an institute of scientific research. The idea of an office of historical research was inspired by a suggestion from the renowned University of Wisconsin historian, Frederick Jackson Turner (of “frontier thesis” fame) who was Jameson’s student at Hopkins, and credited his former professor for inspiring him in the formation of his seminal work. As his associate at the AHA, Turner became one of Jameson’s ardent supporters in the long fight for a national archives.

Jameson left Carnegie in 1928, after he learned that he would be forced to take a mandatory-age retirement. Jameson subsequently took the post as the Director of the newly created Manuscripts Division of the Library of Congress, a position he held for the rest of his life. Among Jameson’s other notable achievements were his position as the founder and editor of the American Historical Review and editor of the Journal of the American Historical Association; his influential role as the Chairman of the Committee of Management in the publication of the Dictionary of American Biography; and his reputation for scholarly accomplishment with publications like The History of Historical Writing in the Americas (1891) and The American Revolution Considered as a Social Movement (1926).7

The State of American Archives Jameson, who had studied European manuscript collections, first became interested in the need for a permanent archival repository in 1895, when he submitted a proposal to the Executive Council of the AHA outlining a systematic collection, organization, and selective publication scheme of source materials in American history. Because of these efforts, the Council appointed Jameson to the post of chairman of the organization’s first standing committee, the Historical Manuscripts Committee. The group’s work quickly accentuated the difference between private and public documents, and by 1899 had established a separate Public Archives Commission (PAC) The PAC, in turn, enlisted the cooperation of state advisors who were charged with surveying state archival collections. Consequently, the initial resolution for a hall of records was passed on December 30, 1901, and represented the first attempt by the AHA to influence the federal legislature in establishing a national archives comparable to those found in Europe. Jameson, moreover, persuaded Carnegie’s Department of Historical Research to sponsor the first survey of federal archives, which resulted in the publication of the Guide to the Archives of the United States (1904) by Jameson’s lifelong friend and ally, Waldo G. Leland, and Claude

22 H. Van Tyne. Increasing agitation from the expanding historical community eventually brought governmental action in 1903, when Congress approved a small appropriation for the purchase of a three-acre site in Washington for the purpose of constructing a national archival repository. 8

The responsibility of maintaining government documents at this time belonged to the cabinet officers of each federal department who generally stored their records wherever space could be found, warehouse-fashion, without any systemic classification or retrieval scheme. By as early as 1906, however, the concept of a professional and scholarly institution of national significance, staffed by professionally trained archivists and historians, was beginning to supplant the prevalent hall of records, where individual departments maintained their own records. The idea for sponsoring legislation was formulated jointly by the scholarly Republican Senator from Massachusetts, Henry Cabot Lodge, and the genealogist, Lathrop Washington, who along with Congressmen Miles Poindexter and Morris Sheppard became Jameson’s staunch allies. Lodge, who once taught American history at Harvard, took the initiative with his sponsorship of the Lodge Bill of 1906, which represented a watershed between the concept of a hall of records and a national archival repository. The bill unfortunately stalled in Congress, but it would have created a Board of Record Commissioners who would have been given legal custody of all public records more than eighty-years old. Other landmark provisions would have allowed the commission to purchase historical manuscript collections held in private hands, and granted the states the right to transfer public records to a newly built records office building in the nation’s capitol.9

Indisputably, the country desperately needed a central, fireproof archives. Without a proper repository, millions of documents were lost annually due to fires and poor storage conditions. As early as 1810, a congressional committee appointed to look into the shape of American archives observed that early records were “in a state of great disorder and exposure; and in a situation neither safe nor convenient nor honorable to the nation.”10 Some of the problems with record storage prevalent at that time were described in an AHA resolution in 1911: Government records were scattered in a hundred different depositories without order and at great expense; many documents were being stored in attics and sub- basements in crowded and deplorable conditions; access was difficult because there were few inventories; valuable holdings were unwittingly discarded as “useless”; and all government records everywhere were in peril of being destroyed en masse by fire. Americans were reminded of the danger when one fire at the New York State Library destroyed much of the state’s archives.11

Gaillard Hunt, then head of the Manuscripts Division of the Library of Congress, declared that the United States was the only nation in the world that made no provision for its archives. Comparing the state of European and American archives, Hunt observed that most European governments had made special provisions for the collection and preservation of their records and manuscripts. Many had central depositories headed by trained archivists with research rooms with established rules and adequate inventories of their holdings.12 Around this time, The Nation ran an editorial lamenting the ignominious state of American archives, comparing their pitiful condition to that of their European counterparts, and criticizing the lack of accessibility to government records, particularly those held at the War Department. The Nation’s reporter pointedly remarked that twenty years had passed since Congress was first asked to build a storehouse for the country’s archives, and had procured a site for this purpose, but had simply dropped the matter.13 Even America’s most precious documents were in peril. Secretary of State Bainbridge Colby, chagrined at the state of record storage as late as 1919, complained:

The Declaration of Independence and the Constitution are in an antiquated little metal safe…It is very old and it is hardly protection against a prying meddler, to say nothing…of fire, and it seems appalling to think that it is up there, in a little office chest, unsecurely locked, with no protection whatever. The original treaties of the United States and the original

23 statutes…are stored in a subbasement. It seems to me that it is wrong…14

“Where else than in Washington are abandoned car-barns deemed proper housing for records not only indispensable to the historian, but often vitally necessary to the conduct of official business,” asked one appalled observer.15

America’s Public-Records Tradition Extraordinarily, a nation based on a written constitution and devoted to the rule of law had neglected its documentary heritage for more than a century and a half. Archives and archival administration, as they are understood today, date from the French Revolution, with the establishment of the Archives Nationales in 1789, and launched with the implicit acknowledgement that the state was responsible for the care of the nation’s documentary heritage. From the nation’s inception, the United States has had a noted public-records tradition, in which the guardianship of the nation’s documents has been established as the responsibility of the state, as well as the corollary principle that the people have the right to inspect records kept by the government. Freelance writer Rosa Pendelton Chiles, writing for the Review of Reviews in 1911, delivered a classic statement describing the government’s responsibility concerning archives: “One of the chief functions of any government is to preserve its archives; it is in the business of government for that purpose. Handling the people’s affairs, it can only fully protect their interests and its own integrity by carefully guarding its records.”16

James O’Toole persuasively makes this argument, writing: “So important a role did Americans ascribe to impartially, public held, and openly available records that they even emphasized them in their most fundamental political testaments. The long indictment of King George III in the Declaration of Independence contained the charge that he had maliciously called together legislative bodies at places distant from the depository of their public records.” Furthermore, O’Toole noted the Constitution mandated the “explicit requirement” that Congress keep a journal in order that the public could oversee the legislature’s activities. Aware of the significance of preserving for posterity a record of the body’s proceedings, the First Continental Congress chose a secretary to the Congress at their very first meeting; after the country was organized in 1789, careful arrangements were made to house those records at the State Department.17

Distinguished historian and writer Daniel Boorstin makes a similar observation. Referring to the proposed Constitution immediately after the Convention, October, 1788, he writes: “Of about eighty newspapers publishing in the colonies at the time, by October 6 – only twenty days after the convention had adjourned – at least fifty-five had printed the full text…By the end of October, the number of separate …came to more than one-hundred fifty…” Considering the length of the document, the cost of printing, the scarcity of paper, and the small size of the presses, the rapid dissemination of such a technical document demonstrated an impressive public spirit. Even more significant, Boorstin notes, was that the number of printed copies of the proposed Constitution represented the beginning of the “opening of society in which all had a right to know and judge the public’s business.”18 New Englander Richard Bartlett perhaps most eloquently characterized the government’s responsibility concerning archives, writing:

“To provide for the safe and perfect keeping of the Public Archives, is so obviously one of the first and most imperative duties of the legislature, that no argument could make it plainer to a reflecting mind…Everything that can be procured by money, sinks into insignificance in comparison with the original records…”19

How, then, did the country allow venerable records and priceless documentary treasures to languish in the alarming conditions described in the AHA resolution of 1911?

24 The most important causes include a simple lack of leadership and vision; congressional sloth and legislative foot-dragging; bureaucratic inertia; mistrust and partisan and philosophical differences among legislators; the decentralized nature of American institutions and the reluctance of government department heads to relinquish control; the considerable cost; support for other solutions like renovating older buildings; squabbles over a permanent location (the site acquired in 1903 had long since been diverted to other uses); other pressing issues of national importance, particularly the war in Europe; lack of presidential support; the need for other public buildings, especially post offices; and a lack of voter pressure and general disinterest. Between the years 1810 and 1903, for example, Congress only enacted two statutes concerning the safeguarding of the nation’s public records: the Act of 1810, establishing a few fireproof storage rooms, and the Act of 1903 which procured a building site for an archives, despite persistent agitation from government executives, the frequent loss of valuable holdings, and an increasing influx of government records, particularly after the Civil War.20

Most significantly, there existed no formal or organized-historical lobby until the establishment of the AHA, and therefore little pressure from outside the government to enact measures regarding a national archival repository. Until Jameson persuaded the AHA to spearhead the movement for the establishment of a national archives, only a handful of interested, but politically ineffectual citizens, expressed concern over the state of American record keeping. They were primarily a few government officials and historical scholars. Congress, ignoring the problem’s magnitude, regularly turned attention to other matters. Without a vocal grassroots constituency, voter pressure, or obvious political benefit or quid pro quo, Congress did not act; nothing forced Congress to do anything more than giving the problem occasional lip service. Jameson, writing to Calvin Coolidge, made this point, remarking: “No member of Congress feels that it is a vital matter to him personally. No large body of voters is deeply excited on the subject.”21-

Jameson Leads the Fight After 1911, Jameson turned his attention to recruiting the support of President William Howard Taft. Convinced of the importance of a national repository, the president delivered a message to Congress early in 1912, alerting the legislature of the necessity of erecting a proper archival building. A few months later, Taft issued an executive order directing government department heads to report from their field offices outside Washington on the extent, condition, accessibility, and historical value of their archival holdings. Sensing victory, Jameson pushed hard, corresponding with hundreds of supporters throughout the country. He exhorted them to petition Congress for an archives building. Congress was flooded with letters and petitions urging legislators to appropriate funds for this purpose. In response, Congress formed a committee to investigate the archival problem, and invited Jameson to speak. Congressional proponents of a nationwide public buildings bill took advantage of the agitation to sweeten the deal with the inclusion of the construction of a national archives building as part of their proposed legislation. Shortly thereafter, the Public Buildings Act (1913) was passed and signed into law by President Taft on March 4, 1913, the last act of his administration. The bill, in part, provided for a national archives building of 3 million cubic feet, expansible to 8.9 million cubic feet, to be built in the nation’s capitol, the cost of which was not to exceed $1,500,000, and appropriated $5,000 for preliminary plans.22

Unfortunately for Jameson and his supporters, a congressional authorization means little without an appropriation. Before Congress could consider the matter, the United States was drawn into World War I, and afterwards preoccupied with post-war adjustments, delaying the archival movement’s apparent victory for more than a decade. Still dogged, Jameson continued to solicit support and persuade legislators during the war years, notably appealing to his former student, Woodrow Wilson. Jameson was rebuffed seemingly out-of-hand by the distracted president, who ostensibly based his rejection on legislative grounds. Replying to Jameson, Wilson wrote: “…There is absolutely no use proposing it at a

25 short session of Congress…I hope we can turn to it at some future Congress…I know that you will understand…”23 In fact, Jameson was crushed and apparently never spoke to Wilson about the matter again. Expressing his disappointment to a colleague, Jameson complained: “I think Republicans are a little more interested in things like good filing systems than the Democrats are, because they come largely from Urban centres and less largely from Squashville and Podunk.”24 In Wilson’s defense he and the nation were thoroughly absorbed in foreign affairs -- the war effort, the Paris Peace Conference, the Senate fight over the terms of the ensuing peace treaty, and the battle for the League of Nations. Not until 1920, after the election of Warren G. Harding and Calvin Coolidge, did the archival movement regain its momentum.25

The principal source of this resurgence was the return home of thousands of servicemen, and the formation of the American Legion, which injected the archival movement with some much-needed clout. Led by the group’s National Historian, Eben Putman, concern over the preservation and protection of member war records provided the motivation for the American Legion to flex their new political muscles by lending unbridled support for an archival repository. At the group’s third annual convention held in Kansas City, Missouri, in October 1921, the Legion passed a series of resolutions calling for a legislative appropriation for an archives building. The Legion put Congress on notice in a damning report describing the government’s mishandling of records by war-related departments. The Legion’s report left little doubt where the organization stood on the matter:

This very brief summary of the character of our latest War records and their places of deposit, made during the past summer …to indicate the woefully inadequate method of storing the records and protecting them…Unquestionably the mass of useful national archives has more than doubled since 1917, at which time there was no adequate housing provisions for their preservation and protection. The memorials of a nation…of incalculable value, which if destroyed can never be restored, are in no other progressive civilized country so poorly protected, the menaces to their safety so lightly regarded by the nation’s legislators, as in our own country.26

Early in 1923, the Hearst newspaper chain lent Jameson its support, and in August, Vice President Calvin Coolidge assumed the presidency after the sudden death of Warren G. Harding. With the presidency, Coolidge inherited a post-war economic depression that he was determined to subdue by holding down government spending and reducing the wartime debt. The new president was in favor of an archival building and was committed to addressing the need for public buildings generally, but was concerned about an archival building’s cost. Jameson, aware of the importance of having the president as an ally, appealed to Coolidge directly, urging him to seize a leading role and reminding him of the increasing interest of the American Legion and the support of his executive department heads, who had been emphasizing the need for an archival repository since 1879: “If the archival movement is to be advanced, it needs a strong push from the Executive himself,” Jameson wrote.27

It was, in fact, the combined support of the president and the Congress for a massive public buildings program designed to beautify the center of Washington (in which an archival building would be included) that led to the first meaningful congressional appropriation for an archives building. Coolidge’s first three budget messages urged Congress to take action, but the legislature resisted until the program was expanded to include millions of dollars for post offices and similar buildings in various congressmen’s home districts. Motivated by the proposed nationwide distribution of federal money, Congress promptly acted. On January, 4, 1926, both the Senate and the House introduced legislation for a general building program authorizing $150 million for this purpose. Congress hastily passed H.R. 6559 and referred this proposed legislation to the Senate Committee on Public Buildings and Grounds. The bill was reported favorably, debated, amended, and passed on February 22. The president signed the bill on May 25, 1926, and it became Public Law 281. The measure did not specify individual building projects, but left the contractual power to the discretion of the Secretary of the Treasury. On June 29, 1926 the appropriation bill was passed by the House and on July 1 by the 26 Senate. Two days later the president signed the bill and it became law. Included in the act was the following clause:

Washington, District of Columbia, Archives Building: Toward the construction of an extensible archives building and the acquisition of a site by purchase, condemnation, or otherwise, $1,000,000; and the Secretary of the Treasury is authorized to enter into contracts for the entire estimated cost of such building, including stacks, and site, not to exceed $6,900,000. 28

While still much work lay ahead -- acquiring a site, building plans drawn and approved, an organization established, and so forth -- H.R. 6559 essentially fulfilled Jameson’s long struggle for the establishment of a national archives building.

The United States might have neglected public record keeping for too long, but the nation quickly established a world-class archival institution, rivaling any in the world. Jameson worked diligently for the next eight years, ensuring that the new organization was headed by a trained archivist, (rather than a political appointment) and staffed by professional historians, setting the precedent and shaping the American archival profession for the years ahead. Originally tied to the Federal Triangle concept, and requiring $12 million to complete, the National Archives and Records Administration (NARA) has since grown to a nationwide network of facilities in eighteen states, including thirteen record management centers, fifteen regional record centers, and twenty-seven research centers, of which the most prominent is the National Archives Building.29

Jameson’s Influence in the Archival Movement How important a role did Jameson play in the establishment of the National Archives? While external pressure would have eventually forced the country into addressing the nation’s public-records problems with the establishment of a central repository, it is unlikely that our National Archives would have developed into the magnificent world-class institution it has become without Jameson's expertise, passion, and persistence, especially in so short a period of time. Without Jameson's insistence on the establishment of a national archives, government administrators would have been more likely to initiate separate records management programs, preserving and maintaining documents exclusive to their own needs, rather than creating an archival organization serving a broader historical constituency. The pragmatic Jameson understood that record management programs could serve historical purposes as well. As a result, Jameson directed the archival movement to switch to the more effective tactic of accentuating the practical administrative benefits of the establishment of a centrally located national archives, rather than continuing to emphasize its historical necessity. He also sought to protect the interests of historians by insisting that the new organization be staffed by competent and trained professionals. Thus, Jameson’s wisdom and leadership allowed the National Archives to develop as an independent, scholarly institution, administered and staffed by archivists, librarians, and historians.30

Jameson tirelessly recruited loyal and important allies and convinced them to exert their influence for the archival cause, including congressman, senators, and presidents. Jameson, the undisputed preeminent leader of the archival movement, held together and gave direction to the incongruous coalition consisting of the AHA, the American Legion, and the Hearst newspaper chain, and gave these independently powerful forces the cohesiveness and focus to effectively exert their political power. Jameson’s steadfast effort and lobbying expertise ensured that the archival issue was presented before every legislative session between 1906 and 1926, and kept the proposed archives on the mind of every president from Roosevelt to Coolidge. Jameson recruited and maintained support from public historians, archivists, librarians, members of historical societies, directors, legislators, government officials and many others. He kept these fragmented forces organized, and exhorted them to demand a national, centrally located records repository organized as a national archives, not a hall of records,

27 with its own building, containing sufficient space and adequate inventories of its holdings. Perhaps his friend and ally W. G. Leland, summed up Jameson’s contributions to the establishment of a national archives most succinctly when he declared: “It was well said of him that he had no predecessor and that he had no successor.”31 The first Archivist of the United States, R.D.W. Conner, speaking of Jameson’s influence in the archival movement and his dedication to the protection of records, declared in 1934:

It was he who guided those efforts during most of that long period; it was he who kept them alive when others despaired; and it was he who finally brought them to fruition. Working through others, he never thought of claiming credit for himself, but we know that if any one person can rightfully be called the Founder of the National Archives, John Franklin Jameson was the person.32

Conclusion Jameson knew that his victory was incomplete if he failed to protect the interests of archivists, and so he labored for another eight long years after the passage of H.R. 6559, spearheading the drive to pass the National Archives Act (1934) while the National Archives Building was under construction. With the bill’s successful passage, the Act established an agency with the authority to administer the records of all three branches of government. The agency would secure the orderly care, maintenance, preservation, and destruction of the government’s records, and require that these documents be administered by a trained group of professionals, allying fears that the new building would be packed with housekeeping records and canceled checks and administered by political appointees and incompetents. Jameson worked diligently with the legislature to create an independent agency – the National Archives of the United States – headed by an Archivist of the United States, to be appointed by the President, by and with the advice of the Senate. The immediate custody and control of the National Archives was placed in the hands of the Archivist, and a National Archives Council was created, consisting of the chairmen of the Senate and House Committees on the Library, the Librarian of Congress, the Secretary of the Smithsonian Institution, and the Archivist of the United States.

Finally, after nearly three long decades of struggle, our nation’s documentary heritage would be secure, preserved and protected in a first-rate, independent, scholarly institution. The nation’s archival profession would be protected, as well, developing in due time into an association composed of the finest archival and historical scholars in the world. This was John Franklin Jameson’s dream, and the archives is his legacy as a truly remarkable individual and the archival movement’s greatest leader.

NOTES 1 Thomas Carlyle, Past and Present (Chicago: The Henneberry Company, 1843), 406. 2 John Stuart Mill, The Individual in History, in Philosophies of History: FromEnlightenment to Postmodernity, eds, Robert M. Burns and Hugh Rayment–Pickard (Malden, MA: Blackwell Publishers, 2000), 124. 3 Ibid. 4 Georg Hegel, The Philosophy of History, Great Books of the Western World, Vol. 43, Hegel (Chicago: University of Chicago Press, 1992), 192-193. 5 Mortimer Adler, ed., The Syntopicon: An Index to the Great Ideas (Chicago: Encyclopedia Britannica, 1992), 546-547. 6 Elizabeth Donnan and Leo F. Stock, eds., An Historian’s World: Selections from the Correspondence of John Franklin Jameson, (Philadelphia: The American Philosophical Society, Independence Square, 1956), 17. 7 Ibid., 1-6. 8 Victor Gondos, Jr., J. Franklin Jameson and the Birth of the National Archives 1906-1926 (Penn: University of Pennsylvania Press, 1981), 11-12. H.G. Jones, The Records of a Nation: Their Management, Preservation, and Use (New York: Atheneum, 1969), 6-8. 9 Gondos, 15-17. 10 Jones, 5. 11 Gondos, 30-31. 12 Ibid., 67. 13 Ibid., 31. 14 Ibid., 90. 28 15 Ibid., 44. 16 Ibid. 17 James O’Toole, Understanding Archives and Manuscripts (Chicago: Society of American Archivists, 1990), 30. 18 Daniel Boorstin, Cleopatra’s Nose (New York: Scribner’s, 1994), 68. 19 Jones, 5. 20 Gondos, 175. 21 Ibid., 153. 22 Ibid., 57. 23 Ibid., 78. 24 Ibid. 25 August Hecksher, Woodrow Wilson: A Biography (New York: Scribner’s, 1994), 67-70. 26 Gondos, 111. 27 Ibid., 154. 28 Ibid., 166. 29 U.S. National Records and Archives Administration, Available from: http://www.archives.gov (accessed Nov 1, 2003). 30 Susan Grigg, Review of J. Franklin Jameson and the Birth of the National Archives 1906-1926, in Reviews in America History, v11n1 (March, 1983), 99-103. Nicholas Burckel, Review of J. Franklin Jameson and the Birth of the National Archives 1906-1926, in The American Historical Review, v87n2 (Apr., 1982), 552-553. 31 Donnan and Stock, 17. 32 Ibid.

29 Illinois State Library Directory

Craig, Anne ...... Director ...... [email protected] ...... 217-785-5607

Ragen, Mike ...... Chief Deputy Director ...... [email protected] ...... 217-524-4200

Bartolini, Laurie ...... OCLC Coordinator ...... [email protected] ...... 217-785-5606

Bierma, Lynn ...... OCLC ...... [email protected] ...... 217-524-5866

Bloomberg, Kathleen L. .Associate Director of Operations ...... [email protected] . . . .217-785-0052

Booth, Arlyn ...... Map Librarian ...... [email protected] ...... 217-558-4140

Brown, Vandella ...... Diversity Program Manager ...... [email protected] ...... 217-785-9075

Bullen, Andrew ...... Coordinator, Info. Technology ...... a b u l l e n @ f i n d i t . s o s . s t a t e. i l . u s 773-291-0005

Clay, Lisa ...... Contract Administrator ...... [email protected] ...... 217-785-6924

Colletti, Cyndy ...... Literacy Program Manager ...... [email protected] ...... 217-785-6921

Collins, Margaret ...... Patent and Trademark Consultant ...... [email protected] ...... 217-782-1881

Downing, Mary ...... Consultant, Specialized Services ...... [email protected] . . . . .217-782-5506

Egan, Karen ...... Consultant, Youth Services ...... [email protected] ...... 217-782-7749

Frankenfeld, Connie . . .Digital Programs Librarian ...... [email protected] . . .217-782-5432

Kelley, H. Neil ...... Consultant, Trustees Education And Systems ...... [email protected] ...... 217-782-1891

Krah, Nancy ...... Commodities & Printing Coordinator ...... [email protected] ...... 217-782-5870

Matheis, Bonnie ...... Center for the Book/Mortenson Coordinator ...... [email protected] ...... 217-558-2065

McCaslin, Michael . . . . .State Library Consultant, Chicago ...... [email protected] ...... 312-814-2913

McCormick, Greg ...... Deputy Director of Operations ...... [email protected] . . . .217-782-3504

McGuckin, Patrick . . . . .Mgr., Library Communications ...... [email protected] . . . . .217-558-4029

Natale, Joe ...... Fund Resource Coordinator ...... [email protected] ...... 217-558-4185

Norris, Patricia ...... A s s o c. Director for Library Deve l o p m e n t / G rants and Pro g ra m s [email protected] ...... 217-524-5867

Redemer, Blaine ...... Head of Reference ...... [email protected] ...... 217-782-5430

Ruda, Sharon ...... Assoc. Director, Talking Book and Braille Service ...... [email protected] ...... 217-782-9435

Schriar, Suzanne ...... Coordinator, Digital Access ...... [email protected] ...... 217-785-1532

Scott, Alyce ...... Digital Imaging Coordinator ...... [email protected] ...... 217-558-2064

Selbert, Daphne ...... Head of Technical Services ...... [email protected] ...... 217-782-2573

Strohm, Vicki ...... Webmaster/Network Manager ...... [email protected] ...... 217-785-0363

Urbanek, Jeanne ...... Program Development Specialist ...... [email protected] ...... 217-524-0050

30 2005 Illinois State Library Advisory Committee

Name Term Expires

Barbara Aron, Winnetka-Northfield Public Library District, Winnetka ...... 2006

Yvonne Beechler Bergendorf, Wood Dale Public Library District ...... 2006

Nancy Buikema, River Bend Community Unit School District #2, Fulton ...... 2005

Patricia Burg, Illinois State Museum, Springfield ...... 2005

Barbara Burroughs, Chillicothe ...... 2005

Gail Bush, Dominican University, River Forest ...... 2006

Alice Calabrese, Chicago Library System ...... 2005

Kang Moy Chiu, Chicago ...... 2006

Lynda Clemmons, Harrisburg ...... 2005

Mary Dempsey, Chicago Public Library ...... 2005

John Dittmer, Bowen ...... 2006

Kay Langston, Triton College ...... 2006

Allen Lanham, Booth Library, Eastern Illinois University, Charleston ...... 2005

Barry Levine, Homer Glen ...... 2005

Carol Little, Auburn ...... 2005

Susan Lucco, Lewis and Clark Library System ...... 2005

Barbara Lund, Lisle Senior High School ...... 2006

Robert McKay, Prairie Area Library System, Coal Valley ...... 2005

Rev. Gary Wilson, Peoria ...... 2005

Arthur P. Young, Founders Memorial Library, Northern Illinois University, DeKalb ...... 2005

31