Kenneth Spencer Research Library

Working at home has become the new normal for many of us since around mid-March, when a national state of emergency was declared because of the novel coronavirus (COVID19) and many states, counties, and municipalities began to issue stay-at-home orders. Essential workers have been doing an amazing job keeping services functioning and supplies in stock, and of course health care workers are fighting the virus at great personal risk every day. 

For those of us deemed non-essential, staying home and following public health advice is the number one thing we can do to support our essential workers, and to combat the spread of COVID19. After that, the next best thing we can do is take care of ourselves, our loved ones, and our neighbors while maintaining good hygiene and safe distance. After THAT, we can help by continuing to do our jobs to the best of our ability in these challenging circumstances. For some people, work at home might not look a whole lot different from how it looks in their workplace. Others, including many of us conservators, are finding our days looking radically different from a typical day in the lab.

In pre-COVID19 times, a regular day for a conservator probably consisted mostly of doing treatment and other hands-on work at the bench, with a smaller amount of time spent on an assortment of other activities such as email, research and reading, writing, outreach, meetings and committee work, collection surveys, and so many more “other duties as required.” In our new work-at-home reality, the “other duties” now make up the bulk of our work days. Some conservators may have the space and equipment to do treatments at home; I have seen examples of this on social media, although in these cases the treatments are limited to general collections materials. Conservators who work on rare books, special collections, and archival materials (or on museum collections of almost any kind) do not have the option to bring those materials home. There are other hands-on activities that conservators can do that do not require access to collections, such as practicing sewing end bands or making bookbinding models. Many conservators have put their hand skills to work sewing masks for donation to health care workers and community organizations. 

Prior to the emergency declaration, when it was becoming clear that widespread closures were likely, the conservation community began to collect ideas for activities that conservators could do while working from home. Conservators from around the world contributed ideas – everything from webinars and professional development opportunities to free online learning resources and links to articles and video tutorials. I have referred to this list often as I put together my daily work-at-home tasks. 

So, what does working at home look like for me? I will say that the one thing that working at home has in common with working in the lab it that every day is different! About five weeks in, I have fallen into something of a rough routine, but because I have a three-year-old, a first grader who is doing remote learning, and a spouse who is also working from home, it’s necessary to keep my schedule flexible to adjust to the needs of my “coworkers.” 

On the first day of remote work, I took that list that my conservation colleagues had compiled and spent some time sorting it into categories – webinars, online courses, lectures, articles, wellness, and so on. I deleted things that I’d already done or were not applicable, and highlighted those that were of greater interest. I also added a few projects that were already underway and could be continued (at least partially) from home, and brainstormed some new ideas for projects that I could start. 

Working from this list, I set about making a to-do list for each day that includes basics like checking email and posting to social media, and a few items from the master list of activities. It’s a good day if I can get everything checked off that day’s list, and most days I do. I’m an early riser, and now that I don’t have a commute, I’m able to start my day earlier to get ahead of things. Once the kids are up and fed, my first grader and I sit at the table and work side by side; he’s mostly gotten the hang of the online learning technology so I just help keep him on task and guide him when he’s stumped. When he’s done for the day, I usually have about an hour more of work time until lunch, and family lunches are definitely a highlight of working from home, especially now that the weather is pleasant enough that we can eat outside on the patio. In the afternoon, I’ll continue to work on my list of activities while navigating sibling politics and keeping them supplied with snacks and activities of their own. The mute function on Zoom is certainly my good friend these days! 

That’s how I’ve been working – but what have I been working on? By my count as of Friday, April 17, I’ve watched 9 webinars and 4 archived videos of past presentations or conferences, attended 10 Zoom meetings, read 15 book chapters and 3 articles, posted to social media 39 times*, taken 3 online courses, sewn 26 masks to donate, and followed along on 2 e-forums. I have also been working on 4 projects in various stages of development, including writing up instructions for an oversized book enclosure and a custom cradle for digitization of manuscripts; a research project about training students who work in special collections; and a possible book arts video series. Later this week I will be going in to Spencer when my colleague will be there doing a regular building check; it will be good to see the lab, and I plan to collect some tools, materials, and books to help with some projects I am dreaming up, including models of some binding structures I haven’t tried before.

Somewhere in each day, whether it’s after lunch, early in the morning, or at the end of the work day, I’ve been making time to walk, run, take a bike ride, or do yoga; these activities help me enormously when it comes to managing the stress and uncertainty of this time. I’ve been grateful for the wealth of self-care resources that colleagues have shared, and for all the personal accounts of how people are dealing with this situation; knowing that I am not alone when I’m feeling a little at sea is so helpful. While I miss my colleagues and at the lab very much, I am heartened by the collective effort we are making along with the rest of the world – to have even a small part in a truly global effort is really quite inspiring. Wherever you are reading this from, I hope you are staying safe, taking care, and keeping your sights set on what’s good in the world.

*There is a robust and lively social media community of libraries, archives, museums, conservation professionals, and other cultural heritage institutions and workers. Find me on Instagram and Tumblr as @midwestconservator. Spencer’s Ann Hyde Postdoctoral Researcher, N. Kivilcim Yavuz, is also on Instagram as @manuscriptsetc, posting about Spencer’s manuscript collections every day while we are closed. Be well, y’all!

Angela Andres
Special Collections Conservator
Conservation Services

In memory of Richard Sharpe (1954-2020)

N. Kıvılcım Yavuz is conducting research on pre-1600 manuscripts at the Kenneth Spencer Research Library. Each month she will be writing about a manuscript she has worked with and the current KU Library catalog records will be updated in accordance with her findings.

MS 9/2:16 is one of dozens of fragmentary medieval manuscripts that are part of the holdings of the Kenneth Spencer Research Library. Originally part of a larger manuscript, this single parchment leaf was cut to size to be used as the cover of another book. Since the fragment was folded to fit this new host and the folds left quite an impression on the parchment, it can be estimated that the dimensions of the book our fragment was covering were about 156 x 96 x 43 mm. We do not, however, know what this book was.

As it stands, 27 lines of text in three columns on both sides of the leaf remain. The three-column layout with ample margins on either side suggests that this fragment was part of a manuscript of substantial size. The widest part of the width of the fragment measures approximately 290 mm. We can therefore estimate that the original manuscript leaf perhaps measured something like 450 x 300 mm. That is to say, this parchment leaf is now perhaps half the size it used to be. A reading of the text immediately reveals that this is some kind of glossary, dictionary or encyclopedia, as it contains an alphabetical list of terms with explanations. The part we have includes terms that begin with the letter L, and that is why there are repeated decorated initial Ls on both sides of the leaf, two of which are pen flourished in red and the other two in plain blue. We can see that not all the terms begin with a decorated initial but only the ones that have relatively lengthier explanations.

Ordinarily, a glossary would be at the end of a book or accompany a text and include terms particular to that work. It is, however, difficult to see what the terms in this fragment might have in common as they vary not only in the length of their descriptions but also in their subject matters. For example, the words included on the recto page range from “liber” (book) to “liberalis” (of or belonging to freedom), “libia” (Libya, a country in North Africa) and “libidinosus” (passionate).

As it is seen in the images of the manuscript above, the fragment has sustained significant water damage which caused some of the ink to bleed and smear on the page, especially on the recto side. In order to uncover the text on the parchment that was lost due to the water damage, I applied some digital manipulation techniques to the images before I began transcribing the text. Different contemporary image processing techniques can be applied to images of manuscripts to recover ink that is not visible to the naked eye. And, sometimes even only recalibrating the sharpness and the contrast of images will yield results, depending on the extent of the damage and the erasure. The images of this particular fragment required a little bit of more work than that but the results were really promising.

As I was transcribing, at first I thought this was a copy of part of the Etymologiae [Etymologies] by Isidore of Seville (c. 560–636). Also known as the Origines, Isidore’s work is an etymological encyclopedia. Due to its comprehensiveness and the overall encyclopedic mindset of medieval scribes, authors and compilers, the Etymologiae was one of the most copied and consulted books throughout the Middle Ages. The entirety of the Etymologiae consists of twenty books but it is common to see selected books, chapters or even individual passages copied in medieval manuscripts. If you have read my last blogpost on MS C189, you may remember that I mentioned that another work by Isidore of Seville, the Sententiae (Sentences), also was fairly popular during the Middle Ages, and selected parts of this work were found in manuscripts as part of larger compilations.

When I compared the text of MS 9/2:16 with Isidore’s Etymologiae, I noticed that the fragment did not follow the order of books and chapters of the work, although individual passages certainly were directly taken from the Etymologiae. For example, on the recto side of the fragment, the text moves from the fourteenth chapter to the twelfth chapter of the sixth book of the Etymologiae in the first column with no apparent break and then on to the fifth chapter of the ninth book in the second column before going to the fifth chapter of the fourteenth book in the third.

These kinds of textual rearrangements are no surprise when it comes to medieval manuscripts. Many texts were not simply copied but reorganized and rewritten in the Middle Ages to better suit the particular needs of individual scribes or authors at given times. Moreover, in MS 9/2:16, I found out that there were sentences, albeit only a handful, that did not originate from Isidore’s Etymologiae. This phenomenon of additions to existing texts is also not uncommon in medieval manuscripts and could have been done by the scribe of this manuscript. Yet, in this case, I think the scribe of MS 9/2:16 was just following an existing exemplar and not necessarily making new additions. I now believe Spencer’s fragment is not directly from Isidore’s Etymologiae, but from a copy of Papias the Lombard’s Elementarium doctrinae rudimentum [Elementary Introduction to Learning].

Described by Richard Sharpe as the “first fully recognizable dictionary,” the Elementarium was composed sometime before 1053, probably over several years in the 1040s. One of the sources for Papias’s Elementarium was the Etymologiae, and that is why we find passages that go back directly to the Isidore’s seventh-century encyclopedia in this fragment. A notable feature of Papias’s Elementarium is that it is organized in alphabetical order based on the first three letters of each word. We can easily confirm this by looking at MS 9/2:16, in which each entry starts not only with the letter L but also with the letters LIB before moving on to LIC and then to LID. Among other features of the work, this alphabetical organization in itself has been considered very innovative for its time.

It is very serendipitous that MS 9/2:16 as we have it begins in the middle of a chapter entitled “De librariis et eorum instrumentis” in Isidore’s Etymologiae (VI.xiv). We would be justified in reading the title of this chapter as “on librarians and their instruments” since the adjective “librarius” (“librariis” in dative) means a person concerned with or employed about books when it is used as a noun, and that is what librarians do! In the Middle Ages, though, “librarius” usually referred to a copyist, scribe, secretary or bookseller. Yet, the Latin word “librarius” is indeed the origin of the word “librarian” in English and all the way into the eighteenth century the word “librarian” still (also) carried all these meanings in English.

According to A Census of Medieval Latin Grammatical Manuscripts by G. L. Bursill-Hall, over a hundred manuscripts of Papias’s Elementarium survive. There are also at least four print editions dated before the fifteenth century, the first of which was published in Milan in 1476. (Three of these incunabula dated to 1485, 1491 and 1496 respectively are digitized by the Bayerische Staatsbibliothek, Germany.) Perhaps the high number of the witnesses in addition to the complexity of the work are the reasons why a full edition of the Elementarium has not been undertaken in modern times. Since there is no modern edition of the text with which our fragment can be compared, I soon will make available an annotated transcription of MS 9/2:16.

For an introduction to medieval dictionaries, read Richard Sharpe, “Vocabulary, Word Formation, Lexicography.” In Medieval Latin: An Introduction and Bibliographical Guide. Ed. by F. A. C. Mantello and A. G. Rigg (Washington, DC: Catholic University of America Press, 1996). 93–105.

N. Kıvılcım Yavuz
Ann Hyde Postdoctoral Researcher

In this time of pandemic, we are all facing issues of material access and spending inordinate time in the halls of the internet. And if you’ve spent much time in the halls of the internet, then you are well familiar with memes. These pictures taken out of context and often slightly edited or at least with added text deliver small, precise, and often entertaining snippets of thought in an easily digestible, easily shareable format. 

Let’s do this!

I mean, I suppose there are a few considerations. It is important to be aware of copyright concerns when it comes to both making and sharing memes. Is the work transformational? Is the selected image in the public domain? How do I do this meme thing anyway? 

This post will deal primarily with finding and using University of Kansas digital collections as a source for memes. As such, I will focus on things that are clearly okay to use. This is going to mean things which clearly state use is possible as well as anything from before 1925. Beyond that, use may be possible but pay close attention to any rights statements and be aware of Fair Use doctrine application. The Kenneth Spencer Research Library addresses much of this in our section “Request Reproductions.”

Many use statements are going to include attribution. One of the easiest ways to do this in a meme format image is that once you have your meme generated, but before you share it, open the file properties. In the file properties you should be able to add author/artist and a note/comment including the attribution statement. Once those have been added to the file, then share!

A few collections to search for materials to use: 

From the Ground Up: Collection of landscape art with a few other things. Use statement allows use with attribution. 

Invertebrate Paleontology: Photographs of invertebrate fossils. Use statement allows use with attribution. 

KU Libraries – Digital Collections: Many images prior to 1925, published by a government entity, or otherwise available for use…still important to check the rights information of any image you use! 

Once you have selected an image to use in making your meme, you will want to figure out what service you may want to use. There are several free-to-use options out there as well as using software such as Photoshop or Paint. I have used Adobe Spark, KAPWING, and imgflip in making the memes I’ve put on this page. They were all similar in ease-of-use. KAPWING offered a few features that were easy to find but has a more intrusive watermark. Imgflip was straightforward, but maybe not as many features. Adobe Spark required a registration that the others didn’t. 

A couple of other articles you may find helpful in your meme-making future: “How to Make a Meme” by Gannon Burgett on Digital Trends and “Copyright for Meme-Makers” by Colleen McCroskey at Public Knowledge.

Shelby Schellenger
Public Services

Picture it: You’ve met someone interesting, funny, exciting, attractive – someone who could be something really special. Then, POOF! Social distancing happens and you have no option for in-person contact with your romantic prospect for who knows how long.

How do you continue getting to know each other and keep that initial connection flourishing? Texting? Emails? Video calls? While all are great options, why not take this opportunity to try another choice? Everyone, it is time to break out those pens and paper and start writing love letters again!

Now you may ask, “Why write letters when we have phones and computers at our disposal?” The logic is three-fold:

1) Tangibility: Since you can’t embrace the one you fancy, why not create something physical for one another to have and hold during this time of distance?

2) Permanence: Typically, text messages are deleted automatically after a certain period of time. Phone calls and video chats exist only at the time they are happening (unless you record them). Letters, on the other hand, will last – as long as they are cared for properly.

3) Hobby option: Social distancing has prompted many people to explore new hobbies – particularly creative ones. While people learn to bake from scratch, sew masks, and try their hands at knitting, writing letters or keeping a journal is another creative outlet to explore!

Personally, I do not do much letter writing (let alone ones of an amorous nature) and I know that most of my friends, family, and colleagues do not either. Thankfully, I found a great source of advice: How to Write Love Letters by Leo Markun (1927), one of the Little Blue Books in Spencer’s Kansas Collection.

Using the long-distance love story of Clementine and Thomas (a traveling salesman), this quaint publication gives examples of love letters appropriate to various levels of relationships – Better Acquaintance, Avowed Tenderness, Betrothed, and Married – and for a variety of situations within those relationships. In the midst of the letters, Markun also provides advice so that the reader may maintain the appropriate level of formality with regard to language, expectations, and even writing materials to use. For example, Markun writes that “amorous correspondence should be written in black or blue-black ink, and gentlemen usually write on white paper, although various light tints are occasionally in fashion” (10-11).

I decided to focus my attention on the advice and examples for the first two levels of relationships: Better Acquaintances and Avowed Tenderness. After reading through the highly entertaining letters and advice featured, here are the five tidbits that I think will be most useful for those attempting to write a love letter in the 21st-century:

1) Respect the other’s wishes. Before courtship by mail can even begin, make sure that both of you are on the same page regarding your interest in each other. If one party isn’t interested in corresponding and has communicated their wishes, the other should not be angry when further letters are left unanswered.

2) Dates, dates, dates. Always include the full date on every letter. This will help avoid confusion and potential misunderstandings because it helps the recipient keep track of when the letter was written.

3) Think before you ink. You want to be clear about your intentions and not say things you do not mean. As Leo Markun wrote in the Introductory Note of How to Write Love Letters, “it is very unsafe to put into a love letter any matter which may not be proclaimed to the whole universe” (6). Saying “I love you” in person is fleeting; saying “I love you” in ink is forever. In addition to considering the permanence of what you write, know that it is possible that your letter may be read by someone other than the intended recipient. As Markun advises, “before sending off a letter, then, it is well to consider if it is one that may safely be read in a court room” (7).

4) Be yourself. Your letter should have personality! Show off your humor, share your thoughts, give your writing your style and voice. Because this is so vital, remember that merely copying a letter and changing the names is not going to give you the desired results.

5) Grammar is sexy. Personality does not come at the expense of proper grammar. Per Markun, “there is less excuse for slipshod grammar in a letter than there is in talking… If necessary it may be rewritten” (14).

And with this advice in hand, it’s time to start writing! So let’s break out the stationary, spread the love (without spreading the germs), and help keep the postal service afloat.

Emily Beran
Public Services

You are a very dear person indeed to think of me and the word Pulitzer within the same moment. I was amazed to read your letter. It must be every verse-writer’s dream to be considered, some day, for such an honor – but, to say nothing of other poets, this has been a ROBERT FROST year.

–Letter from Gwendolyn Brooks to Van Allen Bradley, April 21, 1950, Call #: RH MS 152:A:1

This year marks the 70^th anniversary of Gwendolyn Brooks’s 1950 Pulitzer Prize win for her volume of poetry Annie Allen (1949). Illinois justly claims Gwendolyn Brooks (1917-2000) as one of the state’s most-celebrated literary citizens. Her first collection of verse, A Street in Bronzeville (1945), offered portraits of life in Chicago’s South Side, where Brooks grew up and lived, and she would return to that setting across many of her works. She also served as Illinois’s poet laureate from 1968 until her death in 2000. However, Kansans are quick to remember that Brooks also had ties to the sunflower state. She was born in Topeka in 1917, before she moved a month later with her Kansan parents two states to the east. Spencer Research Library’s Kansas Collection holds first editions of many of Brooks’s books, particularly her early ones, and although her papers reside at the University of California Berkeley and the University of Illinois, Spencer houses a small but significant collection of the poet’s correspondence with Van Allen Bradley (1913-1984). Bradley served as literary editor of the Chicago Daily News, and Brooks occasionally wrote book reviews for the newspaper. Though her relationship with it wasn’t as longstanding or deep as with the Chicago Defender, the influential African American newspaper that combated segregation and racial injustice, several of the letters with Bradley in Spencer’s collection offer insight into her 1950 Pulitzer win. 

On April 19, 1950, Van Allen Bradley wrote to Brooks, 

I have just tried to call you at the South Side Community Art Center [where Brooks worked as a part-time director’s assistant] but got no answer there. 

What prompted it was this –

The Saturday Review asked for my Pulitzer choices, and it occurred to me that you are going to win the Pulitzer prize for poetry.  Nice thought, isn’t it!  Seriously, I hope you do – and I have you as my choice.

But what I am writing about is this –

Suppose you were to win it: We’d want to carry a story about you, who you are, what you have written, etc. etc.  A profile no less.  And I’d like to write the piece. I wonder if you can supply me – at the earliest moment possible – with the relevant detail: all facts, a biography in brief, your likes and dislikes, your life, your family, etc. etc. […]

_

Bradley’s Pulitzer speculation was not the first awards attention directed at poems from Brooks’s second collection. In November of 1949, Brooks had closed a letter to Bradley with good news. “Guess what:” she wrote, “I won a prize from Poetry Magazine this month – The Eunice Tietjens Memorial Prize of one hundred dollars!” The award honored “a poem or a group of poems by an American citizen published in Poetry,” and Brooks had won it for “Four poems” published in the magazine’s March issue (three sonnets from the sequence “The Children of the Poor” and the poem “A Light and Diplomatic Bird,” all also included in Annie Allen).

Even with that win under her belt, Brooks’s response to Bradley’s Pulitzer speculation was modest. In the remark quoted at the beginning of this post, she ventured that the prize would go instead to Robert Frost. “I’ll never forget that with all of the other poets to choose from, you voted for me,” she wrote to Bradley, “Thank you; thank you!” 

While 1949 had been a banner year for Frost—it saw the publication of his Complete Poems and his 75^th birthday—the 1950 Pulitzer Advisory Committee was interested in celebrating fresh work rather than past glory. It marveled at the achievement of Frost’s career-spanning collection, but noted he had been awarded the Pulitzer four times previously for essentially the same poems. “A further ‘honor’ to Frost would be not only superfluous but so repetitious as to seem silly,” commented poet and committee member Louis Untermeyer.[i] In Annie Allen, however, the committee saw “a volume of great originality, real distinction and high value as a book, as well as poetry.”[ii] Committee member Alfred Kreymborg commended Brooks’s volume as introducing “further characters out of her South Side background, with Annie herself as the central figure with her peregrinations from childhood through girlhood to womanhood.” He singled out for particular praise The Anniad, “whose title” he wrote, “deftly parodies The Aeneid and whose intellectual sweep over common experience is not only brilliant but profound in its tragic and tragicomic implications.”[iii]

In spite of her assertion that it would be Frost’s year, Brooks nevertheless sent along a biography to Van Allen Bradley with her letter of April 21^st. Ten days later, on May 1, 1950, she made history. Annie Allen took that year’s prize for poetry and Gwendolyn Brooks became the first African American writer to win a Pulitzer. “I am a very fortunate person, and can’t help but wonder what tragedy is about to befall me, as a sort of ‘compensation,'” she wrote to Bradley on May 6th.

The brief two-page (auto)biography that Brooks sent to Bradley on the eve of her win is worth reading in its entirety. We encourage you to come in and examine it (alongside other Brooks materials) once the danger of coronavirus subsides and our reading room re-opens or to submit a remote reference request. Typed on South Side Community Art Center letterhead, Brooks begins her biography with a recognition of her familial ties to Kansas.

After providing further biographical details and information on her family, schooling, career, past honors, and projected future publications, the thirty-three-year-old Brooks, with a mix of good humor and commitment, offers up a brief account of her literary start. She also provides, in response to Bradley’s request, her likes (“Country peace, fresh air, elbow room, affectionate friends, book-stores, music, modern art, looking at other people’s beautiful houses, strawberries in rich, cold cream, orange pie, apricot pie”) and dislikes (“cruelty and confusion”). She then concludes her biography with one final self-effacing but playful detail: “Date of death from shock: The day I win a Pulitzer prize.”

As we mark National Poetry Month during a time of social distancing, we encourage you to explore Brooks and her Pulitzer-winning volume Annie Allen through some of the numerous resources available online:

• Several poems by Gwendolyn Brooks, including “The Rites for Cousin Vit” from Annie Allen, are available online at Poetry Foundation.  There you’ll also find back issues of Poetry Magazine, including the March 1949 issue containing the four poems from Annie Allen that earned Brooks the Eunice Tietjens Memorial Prize.
• Listen to Gwendolyn Brooks read her own poetry in a recording made on January 19, 1961 for the Library of Congress’ Archive of Recorded Poetry And Literature at https://www.loc.gov/item/94838388/.  Brooks’s reading includes poems from Annie Allen starting at the 11:55 minute mark, including “The Rites for Cousin Vit” (at 19:24), as well as several of her other best-known poems, such as “Kitchenette Building” (at 0:34) from A Street in Bronzeville (1945) and “We Real Cool” (at 22:50) from The Bean Eaters (1960).
• Finally, commemorate Brooks’s Pulitzer Prize win and her Kansas roots with this trading card produced in 2016 by the Kansas State Historical Society.

Elspeth Healey
Special Collections Librarian

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[i] Remarks by Louis Untermeyer, quoted in a letter from Henry Seidel Canby to Dean Carl W. Ackerman, Graduate School of Journalism, Columbia University, on behalf of the Pulitzer committee—Henry Seidel Canby, Alfred Kreymborg, and Louis Untermeyer, [1950]. Reproduced in “Frost? Williams? No, Gwendolyn Brooks.” The Pulitzer Prizes. Accessed 6 April 2020. https://www.pulitzer.org/article/frost-williams-no-gwendolyn-brooks

[ii] Letter from Henry Seidel Canby to Dean Carl W. Ackerman, Graduate School of Journalism, Columbia University, on behalf of the Pulitzer committee—Henry Seidel Canby, Alfred Kreymborg, and Louis Untermeyer, [1950]. Reproduced in “Frost? Williams? No, Gwendolyn Brooks.” The Pulitzer Prizes. Accessed 6 April 2020. https://www.pulitzer.org/article/frost-williams-no-gwendolyn-brooks

[iii] Remarks by Alfred Kreymborg quoted in ibid.