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A History of Fisk University Library: 150 Years of African American Public History and Culture, 1866 – 2016

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A History of Fisk University Library: 150 Years of African American Public History and Culture, 1866 – 2016 A HISTORY OF FISK UNIVERSITY LIBRARY: 150 YEARS OF AFRICAN AMERICAN PUBLIC HISTORY AND CULTURE, 1866 – 2016 by BRANDON A. OWENS, SR. A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in Public History Middle Tennessee State University November 2020 Dissertation Committee: Dr. Carroll Van West, Chair Dr. Louis M. Kyriakoudes Dr. Mary Hoffschwelle Dr. Frank Lambert ABSTRACT On January 9, 1866, a formal ceremony opened the doors of Fisk Free Colored School to educate whites and newly freed slaves in Nashville, Tennessee. This dissertation will argue that from the institution’s opening in 1866, Fisk University Library evolved from a passive role of providing materials for students, faculty, and the public to a leadership role in the effort to collect, preserve, and shape the study of African American history and culture. By the twenty-first century, the library was a premier African American historical organization with connections to every sub-field of public history: oral history, archival science, historic preservation, programming, museum curatorship, documentary films, and digital humanities. Overall, this research will explore the various ways an underrepresented and under-studied group of people used their power and agency to produce a new historical narrative that included the contributions of Africans and African Americans to global society. ii ACKNOWLEDGEMENTS First, I want to thank Jesus Christ who strengthened me through this entire dissertation process. Thank you, Lord, for instructing me and teaching me in the way I should go. God, thank you for using various individuals to send me words of comfort, encouragement, support, and wisdom when I needed them most. To my wife, Candice Luther Owens, thank you so much for your unconditional love, support, care, and patience throughout my pursuit of this doctoral degree. I would like to thank my family who prayed for me and read as few as eight pages to as many as two hundred pages; my father, Carey L. Owens, Sr., my brother, Carey L. Owens, Jr., and, my aunt, Gloria F. Wallace. I would also like to thank my brother in Christ, Jordan O. Alexander, who kept me motivated to finish the next chapter. Special thanks go to my colleagues at Fisk University who listened to my stories of old, and my staff at the John Hope and Aurelia E. Franklin Library who helped me find published and unpublished materials for my research. Thank you Dr. Jessie Carney Smith for your first-hand accounts of what happened. A debt of gratitude is most accorded to the chair of my dissertation committee, Dr. Carroll Van West, who enthusiastically accepted the responsibility of guiding my research. I would also like to thank my committee members, Dr. Louis M. Kyriakoudes, Dr. Mary Hoffschwelle, and Dr. Frank Lambert, who provided recommendations and thoughts on this project. This dissertation is dedicated to the memory of my mother, Ola Joyce Owens, who passed away on February 12, 2019. I wish she was here to see the fruit of her prayers. iii PREFACE On January 9, 1866, a formal ceremony opened the doors of Fisk Free Colored School to educate whites and newly freed slaves in Nashville, Tennessee. Under the direction of the American Missionary Association (AMA), Rev. Erastus Milo Cravath, Rev. E. P. Smith, and John Ogden purchased an abandoned Union Army hospital complex, known as the Railroad Hospital, near the Union Depot in Nashville, Tennessee. They paid sixteen thousand dollars for the old barracks and converted all the buildings into a school. Within a year of opening, Fisk School taught approximately one thousand black and white students from the age of seven to seventy. It was named in honor of General Clinton B. Fisk, who financially, politically, and spiritually supported Cravath, Smith, and Ogden in their establishment of the institution. Fisk was a commissioned brigadier general for the Union Army during the Civil War. After the war, he was assigned to Nashville and appointed Commissioner of the Freedmen’s Bureau for Kentucky and Tennessee. The Fisk Free Colored School continued to give thousands of black and white students a primary education until the city of Nashville opened its first public schools in the summer of 1867. At the same time, the academic progress of many of the students required Fisk School offer more advanced learning opportunities.1 On August 22, 1867, the school was incorporated as Fisk University, making it the first institution devoted to African American higher education in the city of Nashville. 1 Fisk University, Catalogue of the Officers and Students of Fisk University, Nashville, Tennessee, for the Scholastic Year, 1892-1893 (Nashville, TN: Marshall & Bruce Stationers and Printers, 1893), 71; Fisk University, History, Building and Site, and Services of Dedication, at Nashville, Tennessee, January 1st, 1876 (New York: Published for the Trustees of Fisk University, 1876), 5. iv Since the establishment of Fisk University, its officials and faculty have made a conscious effort to give access to education and information regardless of race, creed, or economic status. The first graduating classes from Fisk’s normal school and college courses included both blacks and whites. Likewise, the Fisk University Library has developed under the direction and guidance of educators and librarians of different races, genders, and ethnicities. All of them endeavored to collect, organize and provide access to materials related to the university’s curriculum, history, and culture, but special attention was given to the collection, preservation, and promotion of African American history and culture. 2 This institutional history of the Fisk University Library will examine its growth over the course of one-hundred fifty years and produce a narrative that reveals key moments in one historically black college and university (HBCU) library’s development as an academic center for research in African and American history and culture. In this work, I argue that from the institution’s founding in 1866, Fisk University Library has evolved from a passive role of providing materials for students, faculty, and the public to a leadership role in the effort to collect, preserve, and shape the study of African American history and culture. It will also show how, by the twenty-first century, the library became a premier African American historical organization with connections to every sub-field of public history: oral history, archival science, historic preservation, programming, museum curatorship, documentary films, and digital humanities. Overall, this research will shed light on the ways an underrepresented and under-studied group of 2 Fisk University, Catalogue, 1892-1893, 70. v people used their power and agency to produce a new historical narrative that included the contributions of Africans and African Americans in a global society. In Silencing the Past: Power and Production of History, Michel-Rolph Trouillot, a Haitian professor of anthropology and social sciences at the University of Chicago, discusses how power has traditionally influenced historical narratives. According to Trouillot, those in power have continuously created a historical record that ignored, excluded, and silenced the stories of those without power. His research identified four critical moments when this power is used to influence the production of history: “the moment of fact creation (the making of sources);” “the moment of fact assembly (the making of archives);” “the moment of fact retrieval (the making of narratives);” and “the moment of reflective significance (the making of history in the final instance).”3 Based on Trouillot’s theory, Fisk administrators, librarians, professors, and philanthropists used their power and agency, at critical moments, to influence the production of African American history and culture. Chapters I and II will show how, from the institution’s founding in 1866, academic administrators, both non-professional and professional librarians, professors, and donors made a point of assembling a collection of facts and materials by and about Africans and African Americans. From 1866 to 1933, the library grew from a small bookshelf with one or two books about Africa to a dedicated building with a Negro Collection of over four thousand volumes. Chapter III explores the library’s moment of 3 Michel-Rolph Trouillot, Silencing the Past: Power and Production of History (Boston, MA: Beacon Press, 1995), 26. vi fact retrieval and the important development of printed catalogs, indexes, and bibliographies to help both novice and erudite scholars find information and resources about Africans and African Americans in the Negro Collection. Chapters IV and V will cover multiple moments in which the library created historical facts with oral history projects, assembled manuscript and archival collections related to African American history and culture, helped users discover and retrieve information from the collection, and in the final instance made African American history through books, historic preservation efforts, public programming, museum exhibits, documentary films, and digital humanities. The time is right for new studies into the growth and significance of HBCU libraries. Past monographs have reviewed the institutional development of HBCU libraries with a focus on administrators. No scholarly monographs focused on the historical information of the HBCU library and its impact on African American public history and culture exists. Sporadically, only a few people have written institutional histories of the people, social dynamics, and impact of a HBCU library’s development. In 1938, for example, famous curator of the Moorland-Spingarn Research Center at Howard University Dorothy B. Porter published “A Library on the Negro.” Porter carefully explained how her alma mater built its African American library collection from a donation of “a few books and pictures” in 1867, to “over 6500 books and more than 3600 pamphlets in addition to many periodicals.”4 In a 1939 article titled “Savery Library Dedicated,” assistant librarian Margaret H. Scott announced the opening of a new library 4 Dorothy B.
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