Students

Perrone Named Jean Chair

In August, 2018, President Steven DiSalvo appointed Professor Sean Perrone of the History Department to serve as the first Robert E. Jean Professor of History and Government for two academic years. This endowed chair was made possible by a generous gift from the estate of Joseph Jean ‘53. The gift honors Joseph’s brother Robert. As part of the appointment, Prof. Perrone will work on a project titled: “Visualizing Historical Data: Opportunities for Students to Hone Historical and Computational Skills.” One Thing After Another sat down with Prof. Perrone to learn more.

Q: Can you tell us a little about the project?

A: My project involves mapping the payment of the ecclesiastical subsidy in sixteenth-century Castile, Spain. That might need a little explanation. Though the clergy were technically exempt from royal taxation, popes regularly granted monarchs a percentage of the ecclesiastical revenues in a given year. The kings then negotiated with their local clergy to determine the actual amount of the subsidy and the terms of payment. After an agreement was reached, clerical elites (e.g., cathedral canons in Castile) apportioned the subsidy among the kingdom’s clergy and arranged for the transfer of monies to royal coffers or directly to the king’s bankers. The local apportionment of the subsidy, however, burdened many clergy, and kings regularly provided discounts to over-assessed institutions, particularly monasteries.

Right now, I am working with students to finish preparing an Excel spread sheet on discounts to monasteries in the ecclesiastical subsidy. This data is culled from handwritten accounts located in the royal archive established by Charles V in 1540 in the castle of Simancas, Spain (see photo above). Over the past several years, I’ve been transposing the pertinent information from the accounts into Excel, and last year, computer science major Dan Kelly ’18 developed an easily searchable master Excel file on monastic discounts with assessment and discount data on individual monasteries as well as their latitude and longitude coordinates. Table 1, is a screenshot showing the assessment and discount data for some Franciscan monasteries. As can be seen in the table, the data is incomplete. We are missing the latitude/longitude coordinates for several monasteries, and the names of some monasteries are uncertain and their location (that is, city) unknown (see yellow highlight). In some cases, we’ve only been able to approximate the location of monasteries, using the coordinates for the city the monasteries were in or nearby (see purple highlight). With over one thousand monasteries receiving discounts between 1523 and 1558, there is a fair amount of material yet to process.

Table 1: Sample of Master Excel file on monastic discounts.

Perrone 2

Once the material is processed, we can upload it into ArcGIS to do spatial analysis. For example, using the incomplete data that we have, two computer science students, Caroline Parsons ‘19 and Pauline Yates ‘19, were able to visualize the percent of taxes discounted for Franciscan friars and nuns between 1544-1546 (see maps 1 and 2).

Map 1: Discounts to Franciscan Monks

Map 2: Discounts to Franciscan Nuns

Q: Why does this project matter?

A: By turning handwritten data into Excel data, this project makes the data more accessible to researchers. Then, even with incomplete data, these initial maps provide the beginnings for spatial analysis. For example, by comparing these initial maps, we can see geographic clustering of female and male houses. There were more Franciscan friars in the northwestern corner of the kingdom (i.e., Galicia) than nuns. We can also see that the area with the highest percentage of tax relief for both male and female Franciscans was in Old Castile (north central portion of the kingdom). The maps also make clear that the female houses received more tax relief than the male houses. But these maps also show errors and gaps in the data. First the errors. On map 1, the circle in Valencia (to the right of the map), and on map 2, the circle in Palma (to the far right of the map), indicate that incorrect latitude/longitude coordinates have been entered into the Excel Spread Sheet, because Valencia and Palma in the Balearic Islands belonged to the crown of Aragon and not the crown of Castile. Second the gaps. The archdiocese of Toledo in the middle of the map is blank. Franciscan friars and nuns lived in the archdiocese, but accounts in the royal archive only indicate the amount that those houses were discounted in the payment period of 1544-1546 and not the amount that they were assessed. Thus, we can’t calculate how much relief these discounts provided houses there. Therefore, the blank space on the map. This underscores a challenge working with the documents – they are often incomplete. In any case, the beauty of ArcGIS is that once we correct the errors and fill in the holes in the datasets, it will be relatively easy to update the maps.

Q: What is the role of students in the project?

A: Student researchers are essential to advance this project. I simply cannot do all the transcriptions and data processing by myself, and much of the progress with mapping made to date has relied heavily on Saint Anselm students. To meet this year’s goal of completing the databases on the ecclesiastical contribution for ArcGIS, I have hired three students. Two history majors, Brodie Deshaies ’21 and Mitch McLaughlin ’19, are currently finding the coordinates of the various monasteries using printed sources and Google Earth. We are hoping to identify the locations of at least 2/3 of the monasteries, which can be challenging as many no longer exist. A Spanish major, Braina Ruiz ’21, is learning paleography to help with transcribing data from the handwritten records (see photo) into Excel. Later in the semester, I hope to recruit some students from Professor Carol Traynor’s CS 210 Introduction to Geographical Information Systems class to help with preparing more maps.

Q: What benefit do students get from this project?

A: Through this research, students will perform vital tasks to advance the project and gain experience doing digital humanities research. Digital humanities is a new field that recognizes sources, tools of study, and methods of distribution far beyond the page or book, integrating computing and digital technologies in the study and spread of humanistic knowledge. All student researchers will develop collaborative skills by working as part of a team, while also honing both historical and computational skills. The skills obtained will vary by student task, but include:

  • becoming familiar with historical data from sixteenth-century Spain, understanding the basic types of primary sources for the project, and learning about transcription and crowd-sourcing
  • organizing data using controlled-vocabulary schemes to develop a process of metadata selection to create databases
  • mapping various data in GIS platform
  • developing content to display as a website or an online article, designing appropriate interface to convey the knowledge easily to users/readers, and allowing users/readers to access the information for their own research
  • using spatial and virtual presentations to interpret the past in conjunction with documents; students will begin to do original research and ideally see how their work contributes to knowledge and moves the historiography forward in an innovative way

Q: Sounds like you and the students are going to be quite busy!

A: The Jean Chair comes with course releases to permit an intense focus on the research and student engagement. The project is connected to the course I am currently teaching on Medieval Spain, and will also connect to a team-taught course on the Digital Humanities next year. Connecting teaching and research is one aspect of the Jean Chair. I’m very grateful to my colleagues and the College for giving me this opportunity. It is a real honor.

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Caitlin Completes Captioning at the Coffee Shop

Hi everyone! My name is Caitlin Williamson. I’m a senior History/Secondary Education double-major, and for the last three years I’ve been a student assistant in the History Department. As a department assistant, one of the projects I’ve had the opportunity to work on is captioning the photographs in the Coffee Shop (aka “C-shop”). C-shop is plastered with photographs depicting the history of the College, but until recently, there was no information to go with them, leaving visitors ignorant of what they were looking at. It has been a pleasure working on this task as well as for this department, and I am so thrilled to see this project finished before I graduate! 

Q: How did the coffee shop captions project get started?

A: This project was started years ago, before I was even a student here. Prof. Salerno teaches a course on Public History (then called Applied History) in which students take on a public history project of their own. Two students (Eric Boumil ‘14 and Tim Anderson ‘15) noticed that there were many photographs of the history of the college in the Coffee Shop, but there were no captions or any way to identify the people, places, and things that were in these photographs. The project was large and therefore could not be finished in one semester, and so Kristen Van Uden ‘16, a department assistant took it on. When I was hired in my freshman year in 2015, I worked on the project with Kristen, and upon her graduation, it became mine. This years-long project was finally completed this September 2018.

Q: What was the most difficult picture or type of picture to identify?

A: Without a doubt, the most difficult type of picture to identify was one that had absolutely no information left with it. This is my PSA: now, more than ever in the digital age, please pay attention to how you leave information with your photographs! Think of the poor student in the future who has to research your photograph with no information attached to it! In all seriousness though, the most difficult ones were those of landscapes or with no people in them. It was possible to figure out pictures with people in them, since someone could recognize them. While some of the landscape pieces had identifying markers that could give us a general idea of when the photograph was taken, sometimes we could only pin it to the decade. Additionally, there was no way to tell why the photograph had been taken. As beautiful as these pictures are, they were the most difficult to identify. 

Q: What kinds of sources did you find to help identify images/information?

A: I relied on a variety of resources during this project, the most important of which was Google. Google was my best friend throughout this entire project. There are images of quite a few notable alumni hanging on the walls, and sometimes a simple Google search of their name would connect me to information. However, that was not always the case, and more specific details were at times much harder to find. The old College catalogs, some of which are digitized (with the rest located in Geisel Library), were very helpful, as they listed every student who attended the College in a given year, as well as other information about the College. Additionally, the College magazine, Portraits, had a lot of information about the history of the school that was invaluable.

A number of people were also incredibly helpful. Keith Chevalier, the College Archivist, possesses an amazing wealth of knowledge about Saint Anselm College and was a huge help when a photograph was particularly difficult to identify. Additionally, members of the monastery were able to identify some of the photographs over the course of this project.

Q: What did the project teach you about the history of photographs, the history of the College, or the highs and lows of public history projects like this?

A: I really enjoyed how much I learned about the history of the College while doing this project. I feel like everyone on campus knows the basic story, but being able to dive deeper and really know how we were founded, what student life used to be like, and see all the changes that happened on campus over the past 129 years, made me feel so much more connected to Saint Anselm College than I would have been without doing this project. A few of my favorite things I found out during this process: early in the College’s history, we had an ornithological (bird-watching) society, and it was the most popular club on campus; women were at first only allowed in the nursing program, before being allowed in the liberal arts program years later; and Saint A’s didn’t have a football team through the last half of the 1900s due to low enrollment because of World War II (the team was reinstated in the 1990s). And we have alumni who have gone on to become professional athletes, notable school administrators, and even an Olympic bobsledder!

I also learned a lot about public history. I discovered that many people will not notice when there are no captions, or not notice when some seemingly magically appear on the walls. That was definitely a low. But I also experienced the high of figuring out a caption for a particularly difficult picture, learning something completely new about the College, or even having someone say “oh yeah, I noticed there are captions now!” when I mentioned to them the project I was doing. I’m sure my friends were bored with me pointing out the new captions each time they went up, but I’d just like to thank them for cheering me on (and taking the time to read a couple!).

Q: What other activities are you involved in on campus?

A: In addition to working in the History Department, I am an Ambassador for the Office of Admission. I give tours and conduct interviews with prospective students, and I love every second of it. I feel like my tours have gotten better because of my work on this project. I feel more connected with the College, and I also have quite a few SAC fun facts in my back pocket to tell families. I’m also involved with the Meelia Center for Community Engagement. I’m a coordinator for Access Academy, which is a program where refugee, immigrant, and underrepresented students earn high school credit by taking a class at Saint A’s taught by students of the College. I teach Public Speaking, and my students blow me away with their dedication and skill every semester. If I’m not in the History Department, Admission, or Meelia, you may find me at a club meeting, in the library, or cooking in my apartment with my roommates.

Q: Do you see yourself integrating a project like this with your students when you teach? 

A: Before doing this project, I would have said no. Local history isn’t something that is often studied at the high school level. But having finished this project, I would love doing something like this with my students in the future. Although my students may come from many different backgrounds ethnically, religiously, linguistically, financially, etc., one thing they will all have in common is belonging to the same school community. I think local history is tangible in a way that US History or World History, broadly, isn’t to students who don’t have a passion for it. I think a project like this would also suit the high school classroom, because a lot of the time I hear from people “I never liked history, it was just memorizing a bunch of dates and facts,” and I want to shout from the rooftops that no, it isn’t, it is so much more than that! A project like this shows people just how much more the study of history can be. That it is important, valuable, interesting, and worthwhile.

Warth, American Studies, and NH-INBRE

The History Department has two majors —History and American Studies. American Studies is an interdisciplinary major that allows students to learn about the United States from multiple perspectives, including history, literature, politics, art and music, religion, philosophy, sociology, and criminal justice. One Thing After Another sat down with American Studies major Katherine Warth ’21 from Rochester, NY to talk about the major and her summer research project.

Q: What made you decide to be an American Studies major?

A: I’m really interested in American History, but I wanted to be able to take a range of classes in different departments during my time at Saint A’s. The American Studies program allows me to take the American history classes I love while also exploring different fields like sociology, politics, and art history. It’s the perfect fit for someone interested in interdisciplinary studies!

Q: What has been your best experience in the major thus far?  

A: My best experience in the major so far has been being a part of the history department family! All of the professors in the history department are so kind, intelligent, and passionate about history. [One Thing After Another is blushing!] It’s been a true pleasure getting to know them! They all always have open doors to students and are great people to go in and talk to if you need a little extra help with a paper or just want to have a chat.

Q: What do you do when you are not doing classes and research?

A: When I’m not doing classwork or research, you can almost always find me in the lower church working for the choir. Music has been an important part of my life for as long as I can remember, and one of the first things I did after arriving on campus freshman year was audition for choir. I currently work as choir manager so I spend a lot of my time sorting music, preparing paperwork, and designing whiteboards (@sacchoirwhiteboards on instagram). Working and singing for the choir is one of my favorite things I do on campus!

Q: You got paid to do research this summer and presented your findings at a regional conference.  How did you get involved in the project?

A: After taking a social statistics course in Fall 2017, my professor reached out to me to see if I was interested in doing stats for a research project during summer 2018. After learning more about this research project—a statistical analysis of data collected on postpartum depression—I decided to submit a formal application for a NH-INBRE grant. The NH-INBRE program provides undergraduate students in New Hampshire with grants to perform biomedical research both during the academic year and over the summer. After receiving this grant, I officially became a part of a research team of four students and two professors!

Q: What did your research involve?

My research primarily used statistics to analyze data on postpartum depression and other postpartum experiences. Data used for my research was collected by Saint Anselm College nursing professor Dr. Deb McCarter at Catholic Medical Center in Manchester, New Hampshire. Analyzing this data meant first transferring women’s responses into a SPSS, a computer statistical analysis program, filing and labeling, categorizing, and giving values for each variable. Next, I conducted descriptive statistics (mean, median, frequency), created graphs (histograms, pie charts), and conducted advanced analysis (Analysis of Variance, Repeated Measures Analysis of Variance).

Q: What were you trying to find out or prove or disprove?

A: In my research, I was trying to prove that women’s experiences with postpartum depression influence their breastfeeding intensity or the number of times a day they breastfeed in comparison to other feedings. I found out that postpartum depression does in fact impact breastfeeding intensity, with women experiencing moderate to high signs of postpartum depression having a significantly lower breastfeeding intensity than women with low signs of postpartum depression. My poster with all of my findings is hanging on the third floor of Gadbois if you’d like to know more!

Q: What impact did your research have on you and what impact do you hope it will have on others?

A: This research had a significant impact on me as a woman who may someday have children, I felt really connected to what I was studying. It also helped me understand what many women go through after giving birth which has equipped me to better support friends or family members through the process. I’m hoping that my research will have an impact on nursing practices, encouraging nurses to do additional screenings for postpartum depression, diagnose, and begin treatment as soon as needed. I also hope that people who see my poster or hear about my research will become more aware of the significance of postpartum depression and the serious consequences it can have on millions of mothers all over the world if left untreated.

Q: Where did you present your research and what was that like?

A: I presented my research at the annual NH-INBRE conference at the Mount Washington Resort this August. I had a great time presenting my work and hearing about other students research at this conference! I got to present at an open poster session, which gave me the opportunity to have one-on-one conversations with people about my research and how it’s significant. I got a really positive response from everyone who stopped by! Lots of mothers and fathers came by and shared their own stories about their experience or their partner’s experience with postpartum depression and breastfeeding intensity, which really showed me how my research impacts everyone. Everyone knows someone who’s had a child, and it was great to hear feedback from people who’ve had experiences with childbirth. Hearing other students present their research also inspired me in my own work. Seeing students who are so passionate about the research they’re doing really showed me what the scientific community is all about. Overall, this conference was a wonderful experience that helped me learn a lot about my own research and expanded my knowledge of many other areas of scientific research.

Q: Will you be continuing to do work on this project, or do you have plans to work on another research project?

A: I’m continuing to work on this project during the school year, mostly preparing to present at the Breastfeeding and Feminism International Conference in South Carolina in March. I also am working on formally writing up the results of my research and sending it to be reviewed for publication so that more people can read about what I did and learn from my research. I also have the honor of working as a research assistant in the history department next semester. I will be doing research with Professor Moore on the post-presidential career of Jimmy Carter, reading and analyzing documents from this time period. I’m very excited to do this research as I’ve been interested in Jimmy Carter since watching Argo in middle school and because it gives me an opportunity to do historical research outside of the classroom!

Q: Other than research, what are you most looking forward to this year at SAC?

A: I’m most looking forward to going on a winter break service and solidarity trip through campus ministry in January. I’m going to Bethlehem Farm in West Virginia with a great group of students, and I’m very excited to have the chance to do service through Saint A’s for part of my winter break.

Graduating Seniors Remember Professor Shannon’s Conversatio Section

In addition to teaching history courses, some History faculty also teach in the first-year Conversatio program.  Because it is a required course for all first-year students, History faculty get to teach a wide variety of students with majors across all the disciplines. Four years ago, Professor Silvia Shannon had a particularly lively and engaged seminar.

Participant Theodore (Ted) Boivin ’18 described it “as one of the best highlights of my freshman year. We had a truly wonderful group with some excellent discussions on a wide array of topics, debating everything from ancient Greek tragedy to 20th-century bioethics, sharing diverse perspectives on the material.”

Four years later, the students still remembered the seminar and their experience together.  As Ted wrote, “While we were being lined up for the procession into the Honors Convocation [in May 2018], Andrew Bompastore and I noticed that, of the twenty-eight students who achieved Summa Cum Laude status this year, seven of us were all in Professor Shannon’s Conversatio section: Olive Capone, Maddie Dunn, Emily Garcia, Erin Krell, Olivia Thornburg, and Andrew and me. We took a picture to send to you as a Conversatio throwback with our thanks for such an amazing start to our four years! We couldn’t have done it without you!”

A Classics major and History minor, Ted is headed off to the University of Cincinnati for a PhD in classical philology (the study of the life, languages, and thought of the Ancient Greek and Roman worlds). Biology major and Neuroscience minor Erin Krell is pursuing graduate studies in psychology at the University of New Hampshire. Education Studies major and Philosophy minor Olive Capone is pursuing teaching positions in New York State.

All faculty know that the success of a seminar requires a combination of excellent teaching skill, careful listening, curious and engaged students, and a little luck. Congratulations to Professor Shannon and these class of 2018 grads on one great seminar.

History Department Inducts New Members into Phi Alpha Theta

On Thursday, April 26, the History Department inducted nine new members of the Sigma Omega chapter of the History Honor Society Phi Alpha Theta. PAT promotes the study of history through intellectual and social exchanges between history students and faculty, and among historians.  Professor Sean Perrone welcomed the many parents, siblings and friends who attended. Current members Colleen Gaughan ’18 and Lily-Gre Hitchen ’18 read the oath of induction, and then presented certificates to the new members. We are honored to welcome the following students into the chapter. The following history majors were inducted:  William Bearce ‘19,  Thomas Gillespie ’19, Sarah Hummel ’19, Emily Lowe ’19, Tim Stap ’19, Gregory Valcourt ’19, Caitlin Williamson ’19  History minors included Rebecca O’Keeffe ’18, Andrew Shue ’18.

Eligibility for Phi Alpha Theta includes four courses in History, with a minimum 3.1 GPA in History and 3.0 GPA overall.  Members are inducted for life, and receive a one-year subscription to the The Historian.  Members are eligible for undergraduate and graduate fellowships, paper prizes, and participation in annual Phi Alpha Theta conferences. There are 970 PAT chapters across the United States and 35 regional meetings nationwide each spring.

Lowe and Warner Win Honors Summer Research Fellowships

It’s been quite a month for History majors Kelsey Warner ’19 (double-majoring in English) and Emily Lowe ’19 (double-majoring in Secondary Education) (left and right above). First, they won two of the three inaugural Honors Summer Research Fellowships awarded. Having obtained stipends of $4,000 each, they will spend the summer pursuing research projects at the college. Second, they are semi-finalists for the Fr. Bernard Holmes, O.S.B., Scholarship for the 2018-2019 academic year. One Thing after Another always stands ready to broadcast the achievements of History majors, and this is no exception. This blog caught up with Warner and Lowe so it could ask them a few questions.

Q: Why did you decide to attend St. Anselm College?

KW: I decided to attend St. Anselm College because of the community here. I had originally intended to go to Saint Michael’s College, but I decided to attend Accepted Students Day at Saint A’s  just to make sure I didn’t want to go there. While I enjoyed the various workshops, lessons, and classes, I didn’t feel anything in particular pulling me here. But, my mom and I stopped by Davison for some food before we left, and we ended up sitting with an incredible group of students and professors. In talking with these people and what they liked about the college, they all described the same feeling of being a family member on this campus and that Saint A’s was truly their home. Something clicked while I was talking to them. On the car ride home, I told my mom I wanted to come here, and my mom told me she could already tell.

EL: I was first introduced to Saint Anselm College through one of my closest friends from home. I came up to visit her often, went to various classes, hung out in the CShop, and attended masses here. When it finally came time to apply to colleges, Saint Anselm seemed like a natural fit. I had enjoyed the small classes and the academic rigor, as well as the ways in which the school helps students develop outside of their school work. Throughout my life, I was inspired by the teachers who were instrumental in my development, and I had seen so many adults on campus truly care for their students and take an interest in their lives.

Q: What attracted you to the history major?

KW: I originally came to Saint A’s as a Theology major. However, I filled one of my elective slots with a history class that seemed interesting: New England History with Professor Salerno. Little did I know it was a 300-level class filled with upperclassmen. Once Professor Salerno realized I was a freshman, she offered to let me to drop the class if I desired. Instead, I not only I decided to stay in the class but also participate in extra class sessions as well as an extra research project for the course as an honors-option. By the end of the semester, I had declared a second major in history because I was so intrigued by passion I saw for the subject in my professor and the enthusiasm of my classmates. I have always loved history, and it was so refreshing to be around people with that same level of passion for the subject.

EL: In high school, I really enjoyed my history classes. I had always thought I would become a doctor when I was older, but after taking lots of chemistry and biology classes, I realized I did not love it enough to make a career out of it. I came to college undeclared and realized I had loved history for a long time without even really considering it as a major. In Professor Cronin’s Freshman English class, we read an excerpt about a history class. While I was reading, I distinctly remember putting ideas in the back of my head for when I would teach a similar unit. The next day, I declared a double major in History and Secondary Education. Deep down, I think I always knew I wanted to teach, but it took me a while to actually commit to it.

Q: Why did you decide to accept the invitation to the honors program? What do you like about it?

KW: I decided to accept a spot in the honors program because I thought it would help me stay on track academically in college. However, what I have come to love about the program is that despite the various backgrounds and intellectual interests of its students, we are all connected by a love of learning and a desire to pursue our academic endeavors. I love attending honors events and just listening to like-minded people talk about their interests and sharing my own academic passions.

EL:  I spoke with a freshman whom I had met on campus who was an honors student, and she said it was a great program and had some pretty interesting classes that were not open to other students. That was all I really needed to convince me to accept the invitation. I even ended up taking Professor Dubrulle and Masur’s History’s Mysteries with this friend during my freshman year! Overall, the Honors Program has provided me with a lot of opportunities to work closely with professors and get to know other people. I became really good friends with everyone in my Conversatio section, for which I am so grateful. I don’t think I would have met a lot of those friends had it not been for that class, so I always attribute much of my happiness and success to the honors program.

Q: Tell us about your research project for the summer and why you’re interested in doing research in this area. What do you expect to learn from this project?

KW: My project for this summer is investigating how female regional writers are represented through the various historical lenses of literature, primary evidence, and public memory by examining the author Sarah Orne Jewett (1849-1909) as a case study. I’m interested in doing research in this area because I am an English and History double major and Gender Studies Minor. My favorite aspect of history is examining public history and specifically how it remembers women. The purpose of historical research, at its base, is to provide an accurate representation of the past to examine its context, the roles people played, and the implications it has on the world today. However, historical representation in museums has this same motivation but combined with the need to drive tourism and maintain a business. Museums often want to provoke interest in the past and sometimes make historical figures “relatable” or heroic.  Thus, the commitment to accuracy of the kind sought by historians may compete with other measures of a good narrative.  This same dynamic informs Jewett’s representation of women in her writing, because it is filtered through her creative mindset, and by her hope of publication (and her sensitivity to her critics and readers).  I will be comparing letters and diary entries of Sarah Orne Jewett to her literature and compare that to her home-turned-museum in Berwick, Maine, to hopefully learn if female authors are remembered differently in public history, and if so, why they are remembered differently.

EL: This summer, I will be looking at the 5th Regiment of New Hampshire Volunteer Infantry as a case study in the treatment of battlefield trauma during the Civil War. The regiment suffered more combat fatalities over the course of the war than any other Union regiment, making it a great subject for the study. I am really excited because this project will give me a chance to focus on research in a way that I haven’t been able to in classes thus far. Focusing on this topic for eight weeks will help me to get a firm grasp on the topic and expand my historical reasoning skills. Professor Dubrulle has an extensive knowledge of the 5th New Hampshire, so I am confident he will help my research make a meaningful contribution to Civil War scholarship in general. I wanted to take his Civil War class this semester, but unfortunately could not, so hopefully this research makes up for that missed opportunity.

Q: Both of you are double-majors and honors students. And both of you are extensively involved with a variety of extracurricular activities. Could you tell us something about what those activities are? How do you find the time to do all of this?

KW: I am currently the Director of Costumes and Makeup for the Anselmian Abbey Players as well as an avid member in various productions with the Abbeys. I am also a small group facilitator for the chapter of the National Society of Leadership and Success on campus and a New Student Orientation Leader. I’m the Junior Editor of the Yearbook and a research assistant to Professors Smits Keeney and Pilarski. I am the President and a founding member of the True Equality and Dignity Alliance (TEDA), the first Gay-Straight Alliance at Saint Anselm College. Finally, I’ve also worked various off-campus jobs while in college, including a 40-hour-per-week job as a Supervisor at Charlotte Russe last semester.

I don’t really know how I find time to do all of this. I think the reason I can participate in all these activities is because I am passionate about all of them. They all allow me to contribute to the community in some way. They add value to my life by teaching me something and adding to my happiness.

EL: The first organization I joined during my freshman year was the club Rugby Team. I play scrumhalf and wing for the team and will serve as the club president next year. I am also on the Honors Council and work in the ARC as well as the library. I am a leader for Anselmian 360 and an RA. Finally, I am teaching a class of high school students with Professor Greene Henning for Access Academy which has been such an amazing experience. Balancing everything can be difficult at times, so I drink a lot of coffee. I also like to de-stress by listening to music and running. Taking a break from school and just clearing my mind helps me to come back to my schoolwork more focused. In the end, I am involved with all of these clubs and activities because I truly enjoy being a part of them and helping them be successful, so it is worth it. Saint Anselm also has an incredible network of people around me to provide support. My friends along with the faculty and staff here are so supportive that I know I am never alone in my work.

Q: What is your home town? Tell us something about it that most people don’t know.

KW: My hometown in Somersworth, New Hampshire. Although I’ve only lived there for five years, I love it. Something most people don’t know about my town is that John Sullivan, a general in the Revolutionary War and delegate to the Continental Congress, was from Somersworth.

EL: I am proud to call Northborough, Massachusetts my home. Aside from its small-town feel and its amazing people, Northborough has a rich history. Northborough was originally a part of the City of Marlborough, but split off in 1775, following Westborough’s lead. Naturally, all three high schools are fierce rivals, with Algonquin Regional (for residents of Northborough and Southborough) being clearly the superior institution. White Cliffs, which is a function facility near my house, used to be the vacation home of Daniel Wesson who co-founded Smith & Wesson, the famous revolver manufacturer whose business really took off during the Civil War. The official spelling of the town is Northborough, but you can also spell it Northboro depending on your mood.

Furthermore, I consider that the myth of the unemployable History major must be destroyed.

Hummel Puts on a Display at the NHIOP

Fans of the History Department will be happy to know that Sarah Hummel ’19 has made some news down at the New Hampshire Institute of Politics. Hummel used Institute memorabilia to construct two displays, including one that appears in the New Hampshire Political Library. For more information, check out the press release on the Saint Anselm College web site.

Furthermore, I consider that the myth of the unemployable History major must be destroyed.