Down in the Crypt: Interview with an Asher Jackson, Archivist, Fitchburg State University Archives

By Maddy Moison

As we descend down a long, forgotten hallway we come across an area of the building seldom visited. Large wooden tables with warm desk lamps stand guard over the old books that line the walls. The lamps do little to cut through the cold air that permeates the room. The climate controls kick in with a gentle hum in the background, the only noise in the room. I have ventured into the proverbial crypt of history. Few have dared to walk this path and even fewer have returned to tell the tale. Why have I risked life and limb you ask? Well, dear reader, I have managed to secure an interview with a rare species. No, not a vampire…. an archivist.   

Asher Jackson, archivist, Fitchburg State University
Asher Jackson, archivist, Fitchburg State University

Trapped below ground in Fitchburg State University’s archive I am stuck by how new everything looks; no cobwebs or dust bunnies here.  Asher Jackson, the archivist in question, comments that the university has undergone many renovation projects in the past four years, one of which was the creation of a new archive. What wasn’t anything more than a large closet with boxes stacked unceremoniously in piles when I attended Fitchburg State is now a brand new archive. The reading room is small but has enough seats to hold a class of students.

Mr. Jackson is the only trained archivist on staff. He gently moves a cardboard box off of our table so that we can see each other. Mr. Jackson found his way to this quiet reading room through a series of seemingly coincidental and haphazard choices. After dropping out of college and getting a job at a law firm in their records management department he spent his time wondering why arranging the files was such a difficult task. Paperwork was lost all the time, never to be found unless by happy chance. “I didn’t know it then but I was working in a sort of archive. I kept asking: if libraries could do this why was this so hard?” After a bit of research Mr. Jackson found himself applying to go back to school, this time for library and information science at Simmons College in Boston. He found the archives track and finally fit all the puzzle pieces together. After a stint in the muggy climate of Delaware, working at the University of Delaware, he made the move back to Boston. Soon after, he moved to Fitchburg with a friend, an organ player at a local church (I will keep my vampire speculations to a minimum, dear reader, I promise).

What makes Mr. Jackson’s job unique is his interactions with students. It’s the most rewarding part off the job for him. The differences between a job in university archives and one in a historical society or museum is the opportunity to interact with students. Of course, many students on campus don’t know what an archive is or that there even is one on campus. However, as Mr. Jackson points out, “People in university communities understand what primary resources are, and they understand the important uniqueness of that.” Here in the basement of the student center, classes are brought in to conduct research. Jackson’s favorite project every year is working with a writing class on a paper about the origins of superstitions. He helps them find resources, showing them how to navigate an archive for source material. At the completion of the project, each student designs a gallery exhibition to display their research. This ‘crypt,’ as it turns out, is a livelier place than I had anticipated.

Cover, "Homeland"
R.A. Salvatore, author of the “Dark Elf” trilogy, is among those whose collections are held in the archives at Fitchburg State

Among its many treasures, the archive holds the papers of Robert Cormier, author of The Chocolate Wars, as well as those of R.A. Salvatore, creator of the Dark Elf trilogy. Both lived and worked in the Fitchburg area and attended Fitchburg State University. As Mr. Jackson enthusiastically shows me around the archive, he singles out Cormier’s old typewriter. With unabashed joy, he holds the typewriter and lets me touch the well-worn keys.

As he talks, Jackson makes it very clear that he understands the importance of FSU’s archives to the city of Fitchburg. “Fitchburg is one of those places that is overlooked as a working man’s town… I want to force people to look and see that you can live here and be successful. Look at all the amazing things that were happening here.” As a part of his work with the Salvatore collection, Jackson worked closely with the author to create a welcoming space for fans. He points out a number of pieces from the collection, including fan art and letters Salvatore sent back asking permission to include them in his collection. “I wanted to make this place as accessible as possible so everyone can come and look at all of this.”

Main Street, Fitchburg, MA; c.a. between 1930 and 1945. Image is in the public domain.
Main Street, Fitchburg, MA; c.a. between 1930 and 1945. Image is in the public domain.

All of this outreach and work comes at a cost and Jackson, a realist, is quick to point out that his situation at the University is rather precarious. Fitchburg, for instance, does not provide him with his own budget. Consequently, he chips away what he can from the library’s budget. With money tight, he does what he can to minimize time spent on certain activities, “I could either take out all of these paperclips or actually or

ganize [the collections].” When he is not helping students or going through a new collection, Jackson is on call at the local historical society, lending a hand whenever questions arise. He is the only trained archivist in the area; yet, there are limits to his ability to help. He admits, for instance, that his preservation skills are not where he would like them to be. Nevertheless, the prohibitive cost of outsourcing preservation work means that he has to make do with his own skills. As such, he wants to learn more about preservation tactics to do more in house repairs.

I thank my host for sharing his time and make my escape back to the world of daylight and warmth to reflect on my time in the archive.

There was such a vast array of information there to be unearthed and helpful staff there to walk you through your excavation. Such a hidden world should not be left unexplored. Dear reader, I encourage you to seek out your local archivist. I promise you, the archive is not as scary a place as you might think.    

Public History at the American Historical Association’s 2018 Annual Meeting

By: Genevieve Wallace

How do you choose which conferences to go to, especially as a graduate student with limited travel funding? Public history students in particular (myself included) will likely be drawn to the National Council on Public History, or the New England Museum Association’s annual meeting. The American Historical Association (AHA) is often overlooked by students of public history because of its reputation for academic history. However, as the largest professional organization of historians, there is something for everyone—including public historians. I was fortunate enough to attend all four days of its annual conference in Washington, DC this (especially frigid) winter, and it was worth bundling up for.

Program Cover, American Historical Association, 132nd Annual Meeting
Program, American Historical Association, 132nd Annual Meeting
Museum Talk

Several panels at the AHA were focused on public history and composed of public historians in the field. I chose to attend 1960’s GLAM (Galleries, Libraries, Archives, and Museums) in large part because Samir Meghelli, museum curator for the Anacostia Community Museum, was presenting. I learned about the Anacostia Community Museum in a public history class, and was inspired by its innovative approach. Meghelli walked us through the museum’s history and the transformative experience of sharing authority with a neighborhood. By opening dialogue with neighborhood residents, the museum gained information about community interests.

Anacostia Museum's building at 1901 Fort Place, S.E., Washington, D.C.
Anacostia Museum’s building at 1901 Fort Place, S.E., Washington, D.C. Public Domain.

These interests motivated the museum to shift its orientation from objects to the community itself. Exhibits became about topics like the neighborhood rat infestation, and the museum became a hub for community.

Public History and Public Memory: Talking about Slavery at Presidential Plantations panelists included staff from three presidential plantations: James Monroe’s Highland, Thomas Jefferson’s Monticello, and James Madison’s Montpelier. All three institutions include tours and exhibits about slavery. Monticello and Montpelier have collected oral histories from hundreds of descendants of slaves, and work with the descendant community about how to represent their past. Brandon Dillard, educator at Monticello, shared an interesting anecdote about the slave quarters at Monticello. Visitors on tours consistently remark, “this isn’t so bad!” while inside a restored slave cabin. These remarks prompted staff to install a sign outside that reads, “not so bad?” and explains the reality of slavery as more than the material reality of their cabins.

Job Talk

“What Do Public History Employers Want?” A Report from the National Council on Public History was enormously informative. With an expected graduation in May (knock on wood), I walked away with several useful pieces of information about the job search. For example, jobs posted on USA Jobs use computers as first readers of applications, so interested parties should pack their resumes with terms from the job descriptions. Since many of us in the room were either teachers or students, we learned some “tricks” to describe our roles in ways that match the skills required. Serving on a thesis committee, for example, might translate into some of the skills needed for a project management position.

Panelists highlighted two particular skills—public speaking and digital skills. Public speaking was listed at the top of desirable skills for public history jobs. Digital skills, like graphic design, were likewise named valuable. These skills can be developed in myriad ways, and panelists encouraged current graduate students to take courses outside of their departments.

My takeaway from this panel? Continue to develop your extracurricular activities, even if they seem unrelated to your career search. I have been volunteering for The Moth, a non-profit dedicated to storytelling, and telling my own stories in various venues for the past two years. When I asked panelists for strategies

Here is one example of Genevieve's creativity and talent. You can see more on her Instagram.
Making mixed media art has helped Genevieve to develop her digital skills.

to bolster my public speaking resume, they encouraged me to highlight my storytelling experience. Additionally, I make mixed media art in my spare time, which has inadvertently helped to develop my digital skills (shameless self-promotion if you are interested). For the full report, “What Do Public History Employers Want?,” click here.

Networking

Snacks, drink tickets, public historians—what more could you want? The public historian’s reception was a fantastic opportunity to meet and talk with professionals in the field, other graduate students, and professors. Plus, Jim Grossman, executive director of the AHA, gave a speech, and announced that there were “a few” tickets available to the National Museum of African American History and Culture. I was in the front of the room to pick one up before he had finished saying the word “museum.” My networking experience continued on the escalator down to the metro after the reception, where I ended up meeting a founder of the National Council on Public History and exchanging contact information.

I went to Building a Professional Profile on LinkedIn in the hopes of learning more about digital networking. Unfortunately, the presentation ended up being a bust due to AV issues in the conference room. However, while we were waiting for the presenters to set up I started talking to a history professor from New York who offered me another ticket to the NMAAHC. She said she had seen me get one the night before at the reception, and she was unable to attend her time slot. I was able to give this bonus ticket to my friend, who was kind enough to host me for the conference, and had never been to the museum.

Intellectual Growth

In addition to public history, there are panels on dozens of topics in history for conference attendees to choose from. Attending these topic sessions helped reinvigorate my desire to contribute meaningful scholarship to the field, and to read widely. In this case, my favorite panel of the entire conference, Comics and History: New Historical Research, inspired me to read more comic books. Jonathan Gray, former editor of the journal Comics and Culture, analyzed and applauded the work of graphic novels as sources of historical information on the Civil Rights Movement. He examined the graphic novel March in particular, which I was able to get for free from the Penguin Books booth in the exhibit hall. Ari Kelman, history professor at UC Davis, walked us through his own process of making a graphic novel with no previous experience working with an illustrator.

I strongly encourage anyone with an interest in history to not only join the AHA, but to attend their conference next year in Chicago.

Graphic for the American Historical Association's Annual Meeting, 2019.
Graphic for the American Historical Association’s Annual Meeting, 2019.

Reflecting Back, Moving Forward

by: Marilyn Morgan

With some heaviness in my heart, I recently announced my decision to leave my post as director of the Archives Program to apply my skills and passion for educational technology as an Instructional Designer at the Harvard Business School.

Graduate students working as a team to appraise a collection in “Intro to Archives,” fall 2017.

When I stepped into my role as the director of the Archives Program in September 2014, I felt honored to assume leadership of a program that provides affordable and high-quality graduate education in archival studies.

With support from  my extraordinary colleagues of the University Archives and Special Collections  (UASC) and the help of skilled and selfless archivists, including Marta Crilly, Anna Clutterbuck-Cook, Alfie Paul, Jenny Gotwals, and Juliana Kuipers, the program has transformed. Together, we shaped a program that prepares students by blending archival theory with practical hands-on education.

Graduate students in History 627, processing archival collections, thanks to a collaborative arrangement with the UASC.

Thanks to the ongoing support of Joanne RileyInterim Dean of University Libraries at UMass Boston, and UASC processing archivist Meghan Bailey, graduate students in the program gained the unique opportunity to process archival collections, producing online finding aids that enable researchers to use collections. The Archives Program could not have succeeded without this collaborative ongoing arrangement.

Katie Burke, processing the records of the Massachusetts Federation for Fair Housing in “Archival Methods and Processing,”  spring 2017. The collection is housed at the UASC; access the finding aid online.

Over the past three years, the program forged critical new collaborations with local institutions including Boston City Archives; the Massachusetts Historical Society, the National Park Service, Boston; and the National Archives at Boston.

Marta Crilly, Archivist for Reference and Outreach at Boston City Archives, shared her expertise with students in all archives courses. Our ongoing collaboration enabled students in the course, “Transforming Archives & History in a Digital Age,” to gain invaluable experience digitizing records pertaining to the turmoil surrounding the desegregation of Boston Public Schools in 1974.

Archives students working together on a project during a class held at Boston City Archives.

 

That hands-on experience gave our students the chance to participate in digital projects, create metatdata, and design robust, engaging online exhibits that received local and national recognition. The digital exhibits students created in Omeka provided public access to many historical documents that were previously inaccessible.

Screenshot of the course site displaying online exhibits designed by students in “Transforming Archives and History in a Digital Age.”

In 2016, the Center for History and New Media recognized the online exhibits designed by graduate students in the Archives Program and the course site remains as a featured site in Omeka’s showcase. I could not be more proud of our students and recent graduates!

Alfie Paul (right) sharing his collection knowledge with students of H 630 as they investigated the desegregation of Boston Public Schools, spring 2016.

During the search for the next Archives Program director, it’s my pleasure to report that two seasoned and passionate leaders in the profession will begin teaching archives courses in the spring semester. Alfie Paul, Director of Archival Operations at the National Archives at Boston will teach “Archival Methods and Processing” while Veronica Martzahl, Digital Records Archivist at the Massachusetts Archives, will begin teaching “Transforming Archives & History in a Digital Age.”

Through determination and commitment to quality education, the program has grown more robust over the past three years. We have advanced a culture of practical education and performance that distinguishes our students. Graduates of the program promise to become future leaders in the profession.

For these reasons and more, I will truly miss having the honor of educating the graduate students of the Archives Program at UMass Boston. I have learned as much as I have taught. I look forward to hearing of our students’ future successes and achievements.