Kenneth Spencer Research Library

In October, thanks to the efforts of Mellon Initiative conservator Jacinta Johnson, we realized a long-held dream of hosting a visiting conservator in our lab. Since we moved into this space three and a half years ago, we have been excited about the possibilities our new facility affords – from holding workshops to accommodating researchers, and much more. Of course, we’d barely gotten settled when the pandemic emerged and put these plans on hold. After a period of remote work, followed by returning to work full-time in the lab and getting accustomed to working within covid restrictions, we were ready to take the step of inviting an outside colleague to work with us for a week.

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The grant that supports Jacinta’s work here at Spencer Research Library (SRL) and across Marvin Grove at the Spencer Museum of Art (SMA) includes funding to bring in visiting conservators to work on collections that have been identified as needing special attention. Jacinta arranged for Minah Song, a conservator working in private practice in the Washington, D.C. area, to spend a whole week in the lab. Much of Minah’s time here was spent working with Jacinta to examine, document, and explore treatment options for a rare Korean sutra housed in our special collections (MS D23). Minah also delivered a public lecture on the history and technology of Asian papermaking and its uses for conservation and held an information session on care and handling of Asian materials for SRL and SMA staff. In addition, Minah generously agreed to teach three mini-workshops for conservation lab staff and student employees. After such a long period of isolation and distancing, it was wonderful to interact with another conservator, step away from our routines, and learn something new.

For the first mini-workshop, Minah demonstrated friction drying, a method for flattening papers that may be sensitive to moisture or otherwise difficult to flatten, such as tracing paper. Jacinta has been treating drawings on tracing paper from the Mary Huntoon collections at both the SMA and SRL; she and Minah used two of these works to show how friction drying works. The drawings were first humidified in a Gore-Tex® stack, which allows water vapor to gently humidify the objects without direct contact with liquid water. Next the drawings were sandwiched between two sheets of lightly dampened mulberry paper and dried in a blotter stack under pressure for about a week. The process may need to be repeated for very stubborn creases. This method is a great, low-impact option for flattening notoriously fickle tracing paper.

In the next mini-workshop we learned how to do a double-sided lining for very brittle paper items, a technique that Minah perfected when she treated a large collection of fire-damaged documents. While this method should be considered a last option due the difficulty of fully reversing it, it can provide surprising stability for severely weakened papers while still allowing the text or images to be seen. (We used discarded newspaper clippings to practice on.) In this method, very thin kozo tissue is adhered to both sides of the item by applying very dilute wheat starch paste through a layer of Hollytex®, a nonwoven polyester material. The lined object is partially air-dried with the Hollytex® still attached, then dried in a stack overnight, at which point the Hollytex® is removed, and the object returned to the stack to fully dry. We were all surprised by the relative simplicity of the process, considering the fragility of the materials involved, and the results were impressive.

For our final mini-workshop, we had the chance to experiment with several types of pre-coated, solvent-set repair tissues. Pre-coated repair tissues usually consist of a thin kozo paper to which a layer of adhesive has been applied and allowed to dry. The coated paper can then be cut to size, reactivated with some type of solvent (usually water or ethanol), and applied to a tear to create a mend. We already use a pre-coated repair tissue prepared with a mixture of wheat starch paste and methycellulose, which is reactivated with water and serves as a good all-purpose repair material. But Minah demonstrated other types of pre-coated papers that offer other possible applications: tissue coated in Klucel™ M and reactivated with ethanol is a good option for documents containing iron gall inks or other water-sensitive media, and tissue coated with Aquazol®, reactivated with water, and set with a heated tacking iron can be an efficient choice for projects with a high volume of needed repairs, tight time constraints, or both.

We all greatly enjoyed our week working with and alongside Minah, getting to know her, and benefitting from her willingness to share her time and expertise with us. We now have a new conservation friend, and a wealth of new knowledge to bring to our work on KU’s collections.

KU has welcomed women since its founding; female students were admitted from the very beginning. From then on, many women have found KU to be a place of support and growth, and the university has been shaped immeasurably by the women who have made it home, particularly within the ranks of its faculty and administration.

Featured here are just a few of the incredible women who blazed a trail in higher education at KU and beyond – and all have collections here at Spencer Research Library!

Martha Peterson, Dean of Women

Martha Peterson began her career at KU in 1942 as an instructor in the Department of Mathematics. While she pursued her Ph.D. in educational psychology, she was appointed as the Assistant Dean of Women – a position she held from 1947 to 1952. In 1952, she was named the next Dean of Women at the university. In her four years as Dean of Women, Peterson led the installation of the dormitory system for freshman women at KU. Peterson went on to serve as the Dean of Women and University Dean of Affairs at the University of Wisconsin-Madison and the President of Barnard College in New York before becoming the first woman President at Beloit College in Wisconsin – a position she held until her retirement in 1981.

Learn more by exploring Martha Peterson’s papers (Call Number: RH MS 953) and the records of the Dean of Women (Call Number: RG 53).

Emily Taylor, Dean of Women

Emily Taylor was appointed Dean of Women at KU in 1956. During her almost two decades in that position, Taylor established the first university commission on the status of women, hosted the radio show “The Feminist Perspective,” and worked to establish the Women’s Resource and Career Planning Center – now the Emily Taylor Center for Women and Gender Equity. In addition to these initiatives, Taylor also was instrumental in the establishment of the Nunemaker Center for honors students and Hashinger Hall for fine arts students. In 1974, Taylor left her position at KU to become the Director of the Office of Women in Higher Education of the American Council on Education in Washington, D.C. – a position she held until her retirement in 1981.

Learn more by exploring Emily Taylor’s personal papers (Call Number: PP 546) and the records of the Dean of Women (Call Number: RG 53).

Frances Degen Horowitz, Vice Chancellor for Research, Graduate Studies, and Public Service and Dean of the Graduate School

Frances Degen Horowitz joined the KU faculty in 1961 as a professor of home economics (child development). She also conducted research in the Department of Human Development and Family Life and was the department’s founding Chair. Horowitz later became the Assistant Dean of the College of Liberal Arts and Sciences before being appointed as the Vice Chancellor for Research, Graduate Studies, and Public Service and Dean of the Graduate School in 1978. During her time as Vice Chancellor, Horowitz worked to establish new research centers at KU, elevating the university’s status as a nationally recognized research institution. She served in this position until 1991 when she left KU to become the President of The Graduate School and University Center of The City University of New York (CUNY) – a position she held until her retirement in 2005.

Learn more by exploring the records of KU’s Vice Chancellor for Research, Graduate Studies and Public Service (Call Number: RG 11).

Kala M. Stroup, Dean of Women

Kala M. Stroup began her career at KU as a Residence Hall Assistant Director for Corbin Hall in 1959. During the 1950s and 1960s, she was heavily involved in the efforts to do away with parental restrictions on female students which included curfews and travel restrictions. Stroup held positions in the Dean of Women’s office and the residential halls system before being named the last Dean of Women for KU in 1975. In 1979 she became the Vice President of Academic Affairs at Emporia State University. Stroup went on to serve as the first woman President of Murray State in University in Kentucky and the first woman President of Southeast Missouri State University before becoming the President and CEO of the Nonprofit Leadership Alliance in 2002. After her retirement in 2010, Stroup returned to KU as a Dean Emerita and faculty member in the KU Honors Program.

Learn more by exploring Kala Stroup’s personal papers (Call Number: PP 613) and the records of the Dean of Women (Call Number: RG 53).

Deanell Reece Tacha – Associate Dean of the School of Law and Vice Chancellor for Academic Affairs

Deanell Reece Tacha joined the KU School of Law faculty in 1974 after being named a White House Fellow in 1971 and working as a lawyer in Washington, D.C. and Kansas. She became the Associate Dean of the KU School of Law in 1977. In 1981, she was named the Vice Chancellor for Academic Affairs at KU. Tacha left KU in 1985 after being appointed to the U.S. Court of Appeals for the Tenth Circuit by President Ronald Reagan. She became the Chief Judge of the Tenth Circuit in 2001. After retiring from the bench, Tacha became the Dean of Pepperdine University School of Law in 2011. Tacha also served as the national President of the Kansas University Alumni Association and the Chair of KU Endowment’s Board of Trustees.

Learn more by exploring Deanell Reece Tacha’s papers (Call Number: RH MS 1370) and the records of the KU Office of Academic Affairs (Call Number: RG 10).

Emily Beran
Public Services

In honor of Veterans Day, we share this cartoon drawn by Kansas artist Albert T. Reid.

Cartoonist and artist Albert T. Reid was born in Concordia, Kansas, in 1873. Best known for his political and editorial cartoons, Reid published regularly in newspapers in Kansas City, Chicago, and New York, and eventually created his own syndicated newspaper.

This is the first installment in a new series of posts introducing readers to student employees who make important contributions to the work of Spencer Research Library. Today’s profile features student assistant Mileiny Hermosillo, who started working in Spencer’s manuscript processing unit in Fall 2018. Mileiny is an undergraduate majoring in English with a minor in business; she is graduating from KU in December 2021.

What does your job at Spencer entail?

My job as a manuscript processor involves getting collections ready for researchers to use and creating finding aids so researchers can access the information.

Why did you want to work at Spencer Research Library?

During high school I worked at a public library as a page and, later, a circulation manager. I loved the atmosphere (especially the quietness), but my favorite aspect of the job was the organizational element. When the day was slow, I would head over to the shelves and alphabetize books. It was a fun way to explore the library’s selection of books and discover titles I never would have thought of reading.

When I was searching for a job at KU, I sought out library positions because of my experience. The role of a manuscript processor seemed intriguing. I genuinely did not know what type of materials I would be working with, but it turned out to be an amazing experience.

What has been most interesting to you about your work? 

Every project is like a puzzle, especially the larger collections. At the start of each project, it is hard to see the connections. With each document and photograph I slowly understand the intricate details of an artist’s work or the special moments of a person’s life. I feel a connection to each project because I catch a glimpse of past personal lives and experiences.

What part of your job do you like best?

One of the most satisfying parts about my job is completing a collection project and feeling invested in the final results. One of my favorite projects was collaborating with a staff member on the Leonard Hollmann photograph collection. I sorted through over a thousand cabinet cards and stereoviews (also known as stereographs) of towns, settlements, and people across Kansas. It was such a large collection that it took me two semesters to finish! Later I got a chance to help put some of the photos on exhibit in a temporary display case in the North Gallery. Seeing each photograph was like seeing an old friend.

What piece of advice would you offer other students thinking about working at Spencer Research Library?

I recommend applying because getting to work with the collections is rewarding. I get to process photographs from photography studios, documents of people’s personal lives, and even records of KU professors. Working at Spencer does not seem like a job. It is a place to discover stories from KU, Kansas, and the Midwest.

Mileiny Hermosillo
Manuscripts Processing Student Assistant

In the fall of 2007, Air National Guard Sergeant William Leggett was doing his laundry. He was serving a third tour of duty in the Middle East, this time in Iraq. As he walked past a trash bin, he glanced into it and saw a large envelope addressed “To Any Soldier.” Never one to resist a possible trash treasure, he opened the envelope to find a packet of “Dear Soldier” letters, written by fifth- and sixth-grade students from Oil Hill Elementary School in El Dorado, Kansas.

Sergeant Leggett was my brother, five years younger than me. From this point on I will call him Bill. Growing up together in Pennsylvania, he was the typical little brother. He chased me with Cicada shells from his bug collection, ditched me when we had chores, and announced on the school bus that I wore flowered underwear. On long car rides, he annoyed me by looking out of my window or breathing on me.

Nevertheless, we were close, despite our age difference. We made bike ramps out of old scrap wood our Dad had in his workshop, and we rode our bikes up and down our long driveway, trying to best each other’s jumps. I taught him how to make a bridge for his Tonka toys out of books and a rug, but he sometimes forgot the “trick” for getting the books to stay in place, so he asked me to show him again…and again…and again. We played baseball, taking turns pitching. On some of those long car rides, if I was feeling a little motherly and he didn’t smell too badly, I let him put his head on my lap to sleep (this was before seatbelts laws). He shared a bunk bed with our youngest brother, and many nights, after he had gone to bed, I heard him crying over something. We talked it out until he felt better, while I stood on tip toes on the bottom bunk. After I moved away, we wrote letters to each other throughout the rest of his childhood. I still have them.

Bill lived in Pennsylvania, with his family. He had been to Kansas to visit me a few times, and I saw him whenever I went to Pennsylvania. But we didn’t see each other, or have opportunities to talk, very often. He called me on my birthday and sang to me, badly on purpose. I wish I would have kept at least one of those voicemails. While he was in Iraq, we emailed each other almost every day. It was wonderful to talk again. He told me about the packet of letters he had found. I was excited to learn that the school was in Kansas, just off I-35, only two hours from my house.

He told me that he planned to hand-write letters to each student, individually. While I found it rather over the top that he would actually take the time to respond to each child, rather than just writing to the class as a whole or using email, I wasn’t surprised that he would do that. He told me that he felt the students deserved individual letters because THEY were the ones who had written individual letters in the first place, and it would be a shame if they each didn’t get a response. Besides, it gave him a project to pass the time.

So, for the rest of his tour of duty, he wrote to them, and they wrote back. He asked them to call him Bill. The students wrote of family members, pets, favorite sports, and things of childhood and school. They sent him artwork. They asked Bill questions about his life, what it was like to be in the military, and what his favorite things were. They closed by asking him to please write back. Bill wrote about his boys, Peanut Jelly the cat, and NASCAR. He described Iraq, its people, and the places he had been. He talked about life in the military, his job, and things like what food the soldiers ate. He wrote of what he missed back home. In each letter, he made sure to include encouragement. He reminded the students to do their best, to study hard, and to pursue their dreams. And he often included a smiley face when he signed off.

As the time to come back to the States got closer, Bill and I started talking about a visit to Kansas and the school. I contacted the teacher who had given the letter writing assignment about the possibility, and she took it from there. All we had to do was get him there. The visit was a surprise for the students, and it went beautifully. He hand-delivered his last letters, gave out some gifts he brought back from Iraq, held a question/answer session, played basketball with them at recess, and ate lunch with them. Students had their picture taken with him. He was presented with a school t-shirt and a flag that had been signed by the students and teachers. Bill was treated like royalty. When he left, there were hugs and tears, and promises to keep writing.

The students are in their mid-twenties today. They probably don’t know that Bill has passed. He died in 2020, in a work-related accident, just fifty-five years old. I hope they know, or someday know, that their letters are now the “Sergeant William J. Leggett Correspondence with Students of Oil Hill Elementary School, El Dorado, Kansas” collection, in Kenneth Spencer Research Library. When I asked Bill if I could make copies of the letters and donate them, he asked me why anyone would be interested in them. I explained that the best parts of the collections in Spencer are the personal stories that put history in context and make it real. He wasn’t convinced, but he let me do it anyway. He kept the originals because he wasn’t ready to part with them yet. I believe the letters meant as much to him as they did to the students.

Kathy Lafferty
Public Services