Anthony Wright de Hernandez Faculty, Just for Fun, University History

Inspiration, Comedy, and Drama in the Department of Geology

About a month ago, I had a chance to look through the Byron Nelson Cooper Papers (Ms1973-004) for the first time. I don’t routinely transfer collections of faculty papers from storage just for my own entertainment, but I’ve been exploring collections weekly as part of a live Twitch broadcast, Archival Adventures, for nearly two years (the full playlist of past episodes is on YouTube and the live show airs Wednesdays on twitch.tv/VTULStudios).

I try to include materials from all of our collecting areas on the show and I thought a geology professor’s papers might contain some interesting things. While the collection did have some interesting geology-focused items (including an envelope of actual rock samples), the standout for me was Cooper’s writing. His speeches, lectures, and creative writing feature a strong narrative voice filled with personality and humor.

Note: There’s also a lot of misogyny and possibly some racism (I honestly haven’t had time to fully read Whisky for the Cat, included later in this post, but some skimming of it made me think there may be some Hispanic stereotyping happening.) Since these are historic documents, it’s not surprising to find these types of sentiments reflected as they were quite common at the time. Knowing about these problems in advance, one can look to see what else the documents have to offer beyond the problematic biases while still recognizing that the problems exist.

First, a bit about Byron Nelson Cooper. He was born in Plainfield, Indiana on August 19, 1912. We don’t have any information about his life before college but we do know that he attended a geology field camp run by Oberlin College before graduating from DePauw University in 1934. According to the Geological Society of America’s memorial of Cooper, this was his first introduction to Virginia geology. He then went on to earn master’s and doctoral degrees from the University of Iowa with both of his theses focusing on the geology of southwestern Virginia. While researching the region, he established familial ties to the area through marriage to Elizabeth Doyne of Pulaski County. After his Ph.D., Cooper was an assistant professor of geology at Wichita University for five years (1937-1942). He then served as associate geologist of the Virginia Geological Survey for four years before joining Virginia Polytechnic Institute as the head of the Department of Geological Sciences in 1946. As head, Cooper led a two-person department to become nationally recognized. He also consulted for business, industry, and local governments throughout Virginia on geological matters, particularly issues relating to water supply. He died on March 26, 1971, suffering a heart attack in his office on campus at Virginia Polytechnic Institute and State University.

Untitled Speech, 1964

Reading the text of his lectures, speeches, and other writings, it’s not hard to see how his leadership inspired excellence from the Department of Geology. Cooper is an excellent writer, crafting persuasive phrases that retain the audience’s interest. In Box 6 of his papers, there is an untitled speech from mid-December of 1964. The speech is clearly meant to inspire students in the program to work toward their maximum potential. (The last page seems to be an excerpt from another speech regarding campus unrest and student solidarity which is also quite interesting.)

I don’t know what Cooper’s voice sounded like, but I can almost hear him speaking with conviction the lines he has written.

If you live for tomorrow with the objective of
making today’s dreams come true tomorrow, you
begin to pace yourself and to deny yourself small
rewards in favor of engineering bigger things. In
a matter of months one can gain a pretty accurate
assessment of his personal power and of his capacity for
work, and time enables one to not only
play the game but to keep his own side.

…

Every quarter or semester in a university is
a test of planning ahead. You learn to work,
you learn to meet deadlines, you learn to avoid the pitfalls
of goofing off. You learn how to pilot yourself to avoid
most of the bumps. Each setback only stiffens the determination
to win in the end. The daily lesson is the mind’s food, unless
you feed the mind it doesn’t grow.

…

Some silly students believe you learn in college
what you have to know + then you go out + use your
knowledge. This just is not so. You leave here with a
bullied and bruised head + many facts though they
be filed in your mind will never be recalled. You
do leave even if its by flunking out –
with an enlarged view – of the world + of yourself.

…

The great men of history have possessed a sense
of their histories being even as they lived. If
you tie your wagon to a star + work to reach the
goal you have set – you have given your life meaning
but perspective and some historicity – and in the
process if you do so I assure you that you will have
one helluva good time in the best sense of that
phrase.

Really, this entire speech is quite inspiring (if one can get past the students being constantly referred to as men). If offers some great perspective on what is important in the educational experience and acknowledges the fact that not all learning on campus comes from the details learned in the classroom. You can find a full transcription of the speech on Virginia Tech Special Collections and University Archives Online.

How to Catch a Genius, undated, likely 1957

While exploring the finding aid, two other pieces of writing caught my attention thanks to their titles. The first is How to Catch a Genius, a play in two acts with a prologue and an epilogue. It’s a comedy about a professor (Dr. Claude Sidney Magnabrayne) coming to Virginia Tech for an on-site interview and the unacknowledged and vitally important role that the women of the university community have in persuading potential professors to accept offers of employment despite the clueless behavior of their husbands (Dr. George A. Blurt being an example). Again, this piece is misogynistic in its portrayal of women. It’s also full of stereotypes including ones about politics, brainy-but-clueless academics, stressed-out over-drinkers, and many more. While the play is undated, its portrayal of women and the stereotypes seem to fit the 1950s or 1960s. The play itself gives us a clue about the date being portrayed (if not the date it was created). At the beginning of Act I, there is a bit about a phone number:

                                                                                           As Scene
1 opens, we find Sid leafing the pages in the local phone book for the
Covington, Kentucky Area Code. So he dials 606—-then 5-5-5-­-
then 1-2-1-2. (For those unfamiliar with Long Distance dialing, what
Sid is trying to do is find out his own phone number which was changed
recently—as a matter of fact about 26 months ago.)

The important part in dating the item is the parenthetical addresed to “those unfamiliar with Long Distance dialing” and the notation that Magnabrayne’s phone number changed 26 months earlier. From the context of the play, it’s clear that we’re mid-20th century. According to the North American Numbering Plan Administrator (NANPA), the numbering plan we’re familiar with today (1-digit country code, 3-digit Numbering Plan Area code, 7-digit local number) was developed by AT&T in 1947 to allow consumers to dial long-distance calls without operator assistance. The plan began implementation in 1951. The NANPA database also tells us that area code 606 was put into service on January 1, 1955. This tells us that the play is set around March of 1957, 26 months after Magnabrayne’s phone number would have changed from something like “Covington-5000” to the 606 number given in the play. Given the 1957 setting of the play (which is probably also near in time to when the play was written), it’s not at all surprising to see the misogyny and stereotypes present in this piece.

The play itself is a short humorous play that would have been entertaining for faculty since it makes fun of a common experience. We don’t know why the play was written, whether for entertainment or some other purpose. Perhaps it was intended as a fun training tool to help orient faculty to the recruitment process for new faculty. I do find it interesting that the play is centered around recruiting a forensics professor. Forensics in this case is referring to public speaking rather than scientific analysis of physical evidence. Given Cooper’s skill with turning a phrase, this evidence of his interest in the field of forensics stood out to me. I think my favorite part of the play comes in the epilogue when Cooper basically suggests that recruiting Magnabrayne was ultimately all Myrtle Blurt’s doing:

Who can say that Mrs. Blurt may not have rendered the telling
act of consummate kindness in driving Sid Magnabrayne back to his
motel after the power went off. You know she just could have called
the Vice President and asked him to cut the power off and thereby
end those awful Beethoven symphonies. Sort of funny the way that
power came on just as she drove her guest up to the motel. He could
have stalked out of the house and headed back for Covington if that power
had not gone off during the playing of the redundant Sixth. Or perhaps
something she said about Blacksburg just convinced Sid Magnabrayne
that B-burg was the place for his Tillie and their six geniuses.
Remember, Sid Magnabrayne just could be President here some day,
and if my surmises are true, wouldn’t Myrtle Blurt have a reason to smile
knowing that she helped get old Sid Magnabrayne to sign.

The play, with a full transcription, is available on Virginia Tech Special Collections and University Archives Online.

Whiskey for the Cat, undated, likely 1960s

The last item I wanted to share today caught my eye because of the title. On the finding aid, it just said Box 6, Folder 28: “Whiskey for the Cat” n.d. (no date). How could I ever resist taking a look to see what this item was? What I found is 85 handwritten pages of what appears to be the first chapter of a novel. While the document is undated, I suspect it is set in (and likely written during) the 1960s based on a sentence on page 84: “In the brief span of the seventh decade of the twentieth century man suddenly begins to understand himself and the world in which he lives.”

As with the play, this story is set on a university campus. This time, it’s set at a fictional university in the midwest. While the book chapter is clearly in a crime or detective fiction genre, I notice what seem to me to be small bits of Cooper’s signature humor that poke through here and there. For example, the fictional university is named Enneagh University (pronounced Any University). Again, this work of fiction seems like it would most appeal to someone who had lived and worked at a university, but it’s also well written. Cooper crafts scenes well, providing just the right amount of detail for the reader to be able to imagine the scene without becoming bogged down in details. It does have some outdated language usage such as referring to the faculty and staff of a university as the “indigenous population” of a university town. Today, the term Indigenous peoples is understood to refer to the earliest known inhabitants of a geographic area and would correctly be applied to one of the many Mississippian peoples who inhabited the region referenced in the text.

     Most American universities go into some
level of hibernation during the summer and anyone
who has lived through a summer in the Middle Mississippi Valley
can readily understand why summer is the idling
period of the university year. It is too hot
and sultry in the midwest during the summer for
heavy thinking. The indigenous population in a
university community – the professors and
ancillary personnel who keep the faculty in line
have had it after nine months of intensive
association with students and they need time to
regain a modicum of patience and compassion to
fortify them for the next year. The ancillary
personnel need uninterrupted time during the hot months
to clean up the accumulation of junk, paper, the
cigarette butts with their indestructible cork tips, and the
decorative graffiti deposited on desk tops, toilet stalls,
dormitory rooms, and classroom walls has to
be cleaned off or painted over. The university admini-
stration needs the summer to process its final admis-
sions of new students conduct the on-campus visitations of bewildered
parents who want to examine the environment into which
their John’s and Mary’s will move as unprepared children
(or so the parents think).

Given the length of this item, I haven’t yet had time to read it in its entirety; however, skimming through, it seems that in this first chapter (I have not noticed any point where a Chapter II begins) a university professor and his student endeavor to solve a mystery involving marijuana, organized crime, and murder on a typical American midwestern college campus. There are again stereotypes present in the work, with the professor and student being likened to Sherlock Holmes and Doctor Watson. There’s also possibly some racism present in the stereotypes with two criminal characters being Jose Rivera and Steuben Kessel (Kessel being noted in the text as “an alien whose work permit had run out”). But, I get the impression that this story is less blatantly misogynistic than the other works since I didn’t notice it in the portions I have read. A full transcription of this 85 page document is not yet available, but it will be on Special Collections and University Archives Online.

Looking over these three items, I notice a consistent authorial voice while also noting that Cooper can work in different genres and fit into them well. He seems equally comfortable writing a rousing inspirational speech, a situation comedy script, and a detective novel. They each fit their genre well, while still incorporating elements that can be seen in the others. These are just three folders from six boxes of material and I haven’t had time to search thoroughly to find what other stories might be in the collection, but I do hope I can find the time someday because I was very entertained by the inspiration, comedy, and drama I found in the papers of the former head of the Department of Geology.

If you’d like to look through the Byron Nelson Cooper Papers in person, you are welcome to visit us on the first floor of Newman Library. Please note, this collection is housed in off-site storage and you should contact us in advance to request materials be brought to the library for your use.

vtspecblogger Architecture, Architecture, History, International Archive of Women in Architecture (IAWA), Uncategorized, Women's History

Trajectories of an Architects Design Sensibilities: From Student to Practitioner

Model of architectural design project.
AustellungsbauVariabelTransportabel, Architectural model, 1962

The beginning of the fall semester and the nearly overnight return to a bustling and lively campus provides a good opportunity to reflect on the essential thing that we do, which is to educate. Student works are common discoveries in the collections that form the International Archive of Women in Architecture (IAWA) and can tell us either about an architects own practice or their methods of classroom instruction. This post will focus on the former, with an eye to the role that archival collections can play in examining design sensibilities within the context of a developing architectural practice.

Drawing showing elevation and site plan sketches.
Concept drawing, Bahamas Nursing School, c. 1985.

One of the most profound ways to understand the progression of the aesthetic sensibilities of a creative professional is to examine their works (including inspirational materials, writing, and sketches) across their career. Looking at materials that span yearsor even decadesoffers a glimpse into how their style evolved, was refined, stayed constant, or in some cases shifted radically. With architects it is possible to trace the development not only of their design considerations, but also the changes in drawing techniques, enhanced observational skills, and a deeper understanding of spaces. It is often possible to see how they refine and expand their understanding of the outer world, visual culture, and the impact of spaces on the people who inhabit them.

Photograph of architectural model.
AustellungsbauVariabelTransportabel, Architectural model, 1962

The Exhibition HallVariableTransportable project was completed by Dorothee Stelzer King while she was an architecture student at the Hochschule fur Bildende Kunste in Berlin, Germany. Completed the same year that she received her degree, the project was based on a first-year design exercise involving the enlargement of a simple shape to create a complex design without adding extra material to the final structure.

Document outlining requirements and development of the project.
Description and requirements of the award-winning portable exhibition hall project.

 

Drawing showing interlocking shapes.
Concept drawing showing how a basic triangle is repeated and extended to create interlocking stars and circular forms that in turn interlock to create flexible, modular shapes.

 

Elevations, site plans, and details.
Elevations, site plans, and detail drawings for AustellungsbauVariabelTransportabel.

Ms2013-023, Dorothee Stelzer King, Folder 3Ms2013-023, Dorothee Stelzer King, Folder 3

The Dorothee Stelzer King collection also contains works that the architect completed at various points during her professional career, allowing researchers to study the progression of her designs over time. The series of concept drawings and plans for the Bahamas Nursing School in Nassau, Bahamas, shows Kings attention to understanding how educational spaces and their inhabitants interact. While the drawings show a move away from the more experimental design work seen in Exhibition HallVariableTransportable, they showcase a greater understanding of the practical nature of educational facilities and the importance of proper acoustics, seating, structural elements, and paths of movement through interior spaces.

 

Site plan drawing.
Location plan, Bahamas Nursing School, April 16, 1985.

 

Construction photos.
Construction photographs showing exterior and interior spaces, including structural elements, of the Bahamas Nursing School project.

Ms2013_023_B001_F020toF024_002_BahamasNursing_Scrap_120Ms2013_023_B001_F020toF024_002_BahamasNursing_Scrap_118

Many other student and professional design projects and records can be accessed in the Special Collections Reading Room at Virginia Tech. The finding aid for the Dorothee Stelzer King Architectural Collection can be viewed online at Virginia Heritage. The collection is currently being digitized with funding from the Council on Library and Information Resources (CLIR) and will be available in full through the Virginia Tech digital library.

Anthony Wright de Hernandez Faculty, Local/Regional History, University History

Native Voices: or, The History of Whitepeople

OnSeptember 16, 2016, Newman Library beganhosting the Native Voices: Native Peoples’ Concepts of Health and Illness exhibit. The exhibit was developed and produced by the U.S. National Library of Medicine and came here as part of a tour put together by the American Library Association’s Public Programs Office. It will remainon display in the library’s 2nd floor commons until October 25 when it will leave us to continue its tour.

img_2270
The Native Voices exhibit on display in Newman Library

This post isn’t really about the exhibit. If you want to know more about it,The National Library of Medicine has a website with tons of info. The reason I mention the exhibit is that it prompted me to look through our collections for items that would complement the exhibit and be appropriate to highlight during Native American Heritage Month (October 10 – November 15). I managed to find some interesting items in our collection of Michael Two Horses’s papers (Ms2006-001). They aren’t spot on with the focus of the exhibit but I think they are worth sharing – especially considering that Banned Books Week happened recently.

Michael Two Horses was a visiting professor at Virginia Tech from fall 2003 until his unexpected death in December 2003. He was affiliated with the Sicangu Lakota and theWahpekute Dakota.During his time at Virginia Tech he taught as part of the American Indian Studies program, the Humanities Program, and served onthe Commission on Equal Opportunity and Diversity. We acquired two boxes worth of his papers following his death including academic and personal writings, research for the classes he taught, the transcript of an oral history he gave, various writing samples, and some artwork.

When I was reviewing the materials in this collection looking for something to share, I came across a letter he wrote in response to an email while he was a professor at the University of Arizona. The initial email took umbrage at some of the texts Professor Two Horses was using in one of his classes. His response was eloquent and well presented. After reading it, I checked and we have copies of all three texts included in the collection! I want to share the letter and show you thetexts that prompted the complaints.

two_horses_complaint
This is the complaint that was submitted to the American Indian Studies program at the University of Arizona. There is a handwritten note from “Shelly” to see her about the email.

Professor Two Horses’s response was a little over two pages in length.As Professor Two Horses indicated in his response, the texts were used to illustrate how elementary texts incorporate stereotypes about Native Americans. These texts illustrate to students howthose texts appear to Native American students.

two_horses_letter1
Page 1 of Michael Two Horses’s response.
two_horses_letter2
Page 2 of Michael Two Horses’s response.
two_horses_letter3
Page 3 of Michael Two Horses’s response.

 

 

WARNING: Reading the first two texts can provide a bit of a jolt for Caucasian Americans because (a) theyaren’t used to being identified with any sort of modifier (they’re normally just “Americans”), and (b)theyaren’t used to reading about themselves in this type of tone. When reading, be sure to think about children’s books about Native Americans – these are spot on parodies of them.

First up: The Basic Skills Caucasian American Workbook

Book 2: 10 Little Whitepeople: A Counting Rhyme

Two_Horses_10_Little001.jpg
Here’s the cover of the second book: “10 Little Whitepeople”.It isalso embellished with dollar signs as illustration.

Book 3: The Truth About Columbus: A Subversively True Poster Book for a Dubiously Celebratory Occasion

Professor Two Horses’s comments about the third book just speak to the research that has been done into the history of Christopher Columbus and the fact that most American schools taughta limited scope on the subject.

I hope glimpsing these challenged titles was enjoyable for you and made you think a little about the Native American perspective. If you want to see everything they have to offer, we have all three among many other interesting papers from Michael Two Horses in the Michael Two Horses Collection (Ms2006-001). We would be happy to share them withyou in our Reading Room.

vtspecblogger Civil War

Benjamin M. Peck’s Civil War Pocket Diaries

Front cover of Benjamin Peck's 1864 pocket diary.
Front cover of Benjamin Peck’s 1864 pocket diary.

To day was spent in taking positions and [feeling?] of enemy

it was soon asertained that the enemy were falling back

troops were immediately started in pursuit.

We were rear guard and held the works in front during the after noon and night.“

This was Captain Benjamin M. Pecks entry in his pocket diary on Saturday May 7, 1864. Accessioned earlier this year, Pecks 1864 & 1865 pocket diaries make up one of our newest Civil War collections. Digital scans and transcriptions of each diary are available at VT Special Collections Online. The transcriptions for each entry are transcribed as entered into the diary by Benjamin Peck. All original spelling, punctuation, and grammar are maintained in the line-by-line text found under each image. Brackets and question marks represent areas where the entries are unclear. One prominent example which appears repeatedly in both diaries is, S? This is presumably a nickname for his wife Sarah, but the style and punctuation changes from entry to entry.

Benjamin Peck's nickname for his wife Sarah Peck.
Benjamin Peck’s nickname for his wife Sarah Peck as it appears in the diaries.

Benjamin M Peck was born on October 5, 1838, in Smithfield, Bradford County, Pennsylvania. He married Sarah H. Watkins on April 9, 1863 and after the war the couple would have two children. Their son, Guy W. Peck, was born in 1867, followed by a daughter, Mary A. Peck in 1870. Benjamin entered the legal profession and received his license to practice law before entering the Army. After the war he returned home to Towanda, PA and opened his law office. In 1872 he was elected prothonotary of the local court and served six years. Then, in 1890, he served as President Judge of the 13th Judicial District of Pennsylvania. Benjamin died on September 9, 1899 and is buried at Oak Hill Cemetery in Towanda, PA.

Pecks military service began in August of 1862 when he enlisted in the Union Army as part of Company “B” of the 141st Pennsylvania Volunteers Infantry Regiment as a 1st Sergeant. Early on he helped recruit new members for the regiment. On December 10, 1862 he was promoted to the rank of Full 2nd Lieutenant, and then promoted to Full Captain on December 5, 1863. During the Battle of Chancellorsville Lieutenant Peck was wounded in the neck and shoulder by a cannon shot on May 3, 1863. He returned to his unit, after a two month absence, fully recovered from his injuries and was mustered out of the service on May 28, 1865 in Washington, D.C.

The 1864 leather bound, preprinted diary contains two daily entries per page with cash accounts and notes sections in the back of the diary. In 1864 Benjamin M. Peck was the Captain of Company B in the 141st Regiment PA Volunteers. Due to absences, injuries, and illness of other officers he was placed in command of the regiment before being assigned to lead the 1st United States Sharp Shooters. Brigadier General Byron R. Pierce saw fit to place him in charge of the three companies of sharpshooters and he remained in this position until the end of the war. Peck describes battles, skirmishes, picket lines, commands, and other military assignments and engagements in great detail. He notes the various marches and travel routes of his company and records his travels between the Virginia front and his home in Towanda, PA. As part of the Army of the Potomac, Peck recounts the regiment’s campaign in Virginia and the Siege of Petersburg. He lists his men who were wounded or killed in battle, describes court martial proceedings, and even gives an account of the execution of a Union soldier for desertion. Following the 1864 presidential election he enumerates each candidate’s results within the division, which Lincoln won convincingly.

 

Peck's 1865 Pocket Diary
Peck’s 1865 Pocket Diary

The 1865 leather bound, preprinted, pocket diary contains one entry per day with cash accounts and notes listed in the back of the book. This diary continues with the 141st PA Volunteers camped outside of Petersburg in their winter quarters and continues through the end of the war and Peck’s return home. He recounts the fall of Petersburg, the Union pursuit of Lee’s Army of Virginia across the state, and Lee’s ultimate surrender at Appomattox Court House. Peck was assigned to preside over several court martial proceedings and gives details regarding these proceedings and punishments, which include a botched execution of a Union soldier. As in the first diary, Peck provides an account of the daily movement of Union troops and supplies. He gives detailed lists of captured soldiers and artillery, as well as Union wounded and casualty records. As the war nears its conclusion Peck was in charge of mustering out soldiers and kept thorough records of the process. In one of his most moving and emotional entries he recounts receiving the news of Presidents Lincoln’s assassination and describes the mood of the men upon hearing the President died. The entries end in July of 1865 with Peck practicing law in his home town of Towanda, PA.

We hope to have a timeline of date and cities Benjamin Peck traveled through during the war available soon at VT Special Collections Online. Until then, if you’d like to learn more about our Civil War collections or any of our other resources please visit us either online or in person!

vtspecblogger Uncategorized, University History

Irving Linwood Peddrew, III, First Black Student at VPI

Image

Sixty years ago in September 1953, Irving Linwood Peddrew, III was the first black student admitted to Virginia Polytechnic Institute (VPI). Everett Pierce Ramey applied to VPI in 1951, but his application was refused because he wished to study business. Black students were considered for admission only if they wished to pursue a curriculum, such as engineering, that was not offered at Virginia State, the black land-grant state school near Petersburg. Once admitted, a black student was not permitted to change his major from engineering to another course of study.

In November 2002, Peddrew did an oral history interview with Tamara Kennelly, University Archivist, in which he spoke of the loneliness of desegregating Virginia Tech. Just this year he released the interview to the public. The interview is available at https://web.archive.org/web/20170403191202/http://spec.lib.vt.edu/archives/blackhistory/oralhistory/peddrew/

Peddrew was not permitted to live on campus or eat in the cafeteria with the other cadets. He boarded with the Mr. and Mrs. Hoge about a mile away from campus. He had to lug his cadet gear back and forth each day and change in another cadet’s room to be prepared for the meticulousness of military bearing. Several students requested him as a roommate the following year, but that was not permitted.

In the fall of 1954, three more black students entered Virginia Tech: Lindsay Cherry, Floyd Wilson, and Charlie Yates. They too had to live and eat their meals off campus. In 1958 Yates became the first black student to graduate from Virginia Tech. Yates earned his doctorate from Johns Hopkins. He later returned to Virginia Tech and taught first in the Department of Mechanical Engineering and then in the Department of Aerospace and Ocean Engineering. For more interviews, images, and information about the first and early black students at Virginia Tech, visit https://web.archive.org/web/20170403174318/http://spec.lib.vt.edu/archives/blackhistory/

pedyates800

In 2003 New Residence Hall West, which was built in 1998, was renamed Peddrew-Yates Hall to honor Irving Linwood Peddrew, III (on the right) and Charlie Yates.

vtspecblogger University History

A Mightier Ring: Bugle or Tin Horn?

Hokies know that each year their activities are chronicled with a Bugles call, but how many know that The Bugle, Virginia Tech’s yearbook, was once accompanied by a Tin Horn.

VT's First Women Graduates
The first women graduates of Virginia Tech were (l-r) Mary Brumfield, 1923. and Ruth Terrett, Lucy Lancaster, Louise Jacobs, and Carrie Sibold, 1925

Women were formally approved by the Virginia Agricultural and Mechanical College and Polytechnic Institutes Board of Visitors to be admitted to all courses of study excluding the military on January 13, 1921. This motion was approved, unanimously, due in large part, to VPI president, Julian A. Burruss persuasive arguments that VPI was in a unique position to economically provide the technical and agricultural training needed by Virginias women in the new arenas available to them in the post-World War I society.

Although, the motion to allow women to attend VPI was accepted unanimously by the Board acceptance among the cadets (and some professors) took a bit longer. The co-eds who arrived ready for classes in September 1921 faced cadets whopubliclyprotested their admission and professors who actively doubted the womens intelligence. Acceptance in extra-curricular activities was nonexistentso the co-eds organized their own groups: a basketball team (at various times called the Sextettes and the Turkey Hens); a Womens Student Organization; special science, chemistry, business, and biology clubs; the Coed Dramatics Club; and their own yearbook The Tin Horn.

The 1925 Tin Horn, published when the women who entered in 1921 would be seniors, consisted of hand-drawn pages and pasted-in photographs dedicated to the spirit of fun. Although, billed as the first and only volume, subsequent publications of The Tin Horn followed in 1929, 1930, and 1931. The latter two were professionally printed. It would not be until 1941, 20 years after the arrival of the first female students on campus, that The Bugle would represent women equally alongside the men in their pages.

Special Collections has digitized all four volumes of The Tin Horn. They have also been pulled as part of our celebration of Womens History Month and are available for viewing in our Reading Room. Whether you visit with The Tin Horn online or in Newman Library make sure to spend some time with Virginia Techs leading ladies.