Zuzana Tomas is an ESL and TESOL professor at Eastern Michigan University who also facilitates the Academic Service-Learning (AS-L) courses. In this interview, Tomas recounts growing up in Slovakia, developing an interest in English and American culture, and her decision to study abroad in the United States. Tomas discusses adjusting to life in the US, getting involved in ESL and TESOL, and how she decided to work at EMU after completing her PhD. Tomas describes her experience helping refugees gain literacy, becoming involved in AS-L, and her classes collaborations with Jewish Family Services. Tomas also explores her AS-L students decision to put on a cooking demonstration led by Afghan women and their children, the logistics of preparing for the the demonstration over Zoom, the importance of acknowledging refugees skills and what they bring to the table, and projects she hopes to work on in the future.
Lauren London is the General Counsel for Eastern Michigan University, and has been working at EMU for over a decade now. In this interview, London explains her decision to become a lawyer, how she became EMU’s General Counsel, and the challenges of being a Jewish person in the modern political climate. London describes her connection to Jewish Family Services, falling into the role as the project manager for the Afghan resettlement process, and the legality and logistics of opening up on-campus housing to the 12 Afghan families in 2022. London discusses future projects EMU hopes to work on relating to refugees, her gratitude to work at an institution that genuinely cares about people, and the things she does to practice self-care.
Walter Kraft is the Vice President for Communications at Eastern Michigan University, a position he has been in for over 14 years. In this interview, Kraft recounts how he got into communications, working his way from intern to News Director at Channel 7 in Detroit, and shifting from news to public relations after becoming Vice President of Caponigro PR. Kraft explains how he ended up in his current position at EMU, how the communications department has evolved since he started, and bringing the “You Are Welcome Here” slogan to EMU. Kraft describes the shift from “You Are Welcome Here” to “All Are Welcome Here,” the advertising campaign for the new slogan, and his role in the Afghan resettlement project writing articles and organizing the PBS special.
Anya Abramzon and Shrina Eadeh both work in important leadership positions at Jewish Family Services of Washtenaw County. Abramzon serves as the CEO, and Eadeh serves as the Director of Resettlement Services. In this interview, Eadeh and Abramzon explain the difference between refugee and humanitarian parole status, resettling 85 Afghan families in six months, and the Walk a Mile in My Shoes fundraising initiative. Eadeh and Abramzon describe the difficulties in finding housing to resettle refugees/humanitarian parolees, how COVID-19 has impacted JFS, and how the Washtenaw County community has supported JFS. Eadeh and Abramzon also discuss the behavioral health services JFS provides, and the therapeutic impacts of JFS collaboration with EMU.
Hamzah Dajani is an international student from Jordan studying finance and accounting, and he currently serves as the Student Government President at Eastern Michigan University. In this interview, Dajani recounts his experience growing up in Jordan, how he became interested in math and finance, and how he decided to come to EMU. Dajani explains how he got involved in Student Government, his experience as an international student, the difficulties of adjusting to life in the United States, and the struggles of finding a job as a non-US citizen. Dajani describes how Student Government became involved in the Afghan resettlement process, helping move the Afghan families into on-campus housing, talking to the Afghan’s about their experience fleeing to the US, and his own experiences working with refugees prior to the Afghan resettlement.
Dr. Sadaf Ali is a professor of Digital Media, Cinema, and Journalism at Eastern Michigan University, and has been working at EMU since 2012. Ali recounts how she became interested in news media, what led her to pursue a career in broadcasting, and her career working in journalism and broadcasting prior to coming to work at EMU. Ali describes her commitment to covering diverse stories, creating audio story and writing an article for WEMU about the Afghan refugee led cooking class coordinated by Zuzana Tomas’s Academic Service-Learning class, and the cultural importance of food as a person of Pakistani descent. Ali also discusses how refugees are depicted in the media, being a second generation American, and future journalism projects she would like to work on.
Decky Alexander is a Drama Professor and the director of academic engagement programs (Engage@EMU) at Eastern Michigan University. In this interview, Alexander recounts how she became interested in theater, growing up in the Chicago area, and the impact college had on expanding her worldview. Alexander describes her theatre initiatives, working to improve harmful public school policies, and how she ended up at Eastern Michigan University. Alexander explains her life during her “year of yes”, getting involved with the Jewish Federation in Washtenaw County, and her involvement in resettling Afghan families into student housing at EMU in 2022. Alexander explores how she thinks EMU can better engage with the international community, her desire to help formerly incarcerated people get an education, and other humanitarian initiatives that she has been involved with.
James Smith is Eastern Michigan University's 23rd president, a role he has been in since 2016. In this interview, Smith recounts how he got into a career in educational policy, his time working in the K-12 public school system, and moving up the ranks from professor, to administrator, to dean, and finally to being a university president. Smith explores his passion for international issues, his commitment to diversity, equity, and inclusion, and how he came to join the President’s Alliance on Higher Education and Immigration. Smith describes how he jumped at the chance to open on-campus housing to twelve Afghan families in early 2022, the impacts of this decision, the university’s collaboration with Jewish Family Services of Washtenaw county, and other efforts EMU is undertaking to ensure the campus is welcoming to all.
Patrick McGill has worked as a police officer for Eastern Michigan University since 1999. In this interview, McGill reminisce's about how the EMU campus has changed during his time working here, and meeting international students when taking classes for his construction management degree at EMU. McGill recounts his experience getting fans for some of the Afghan families who were staying in on-campus housing in 2022, his perspectives on immigration law, and his thoughts on EMU providing the housing to the Afghan families.
Mira Sussman is the Resource Development Manager for Jewish Family Services of Washtenaw County. In this interview, Sussman describes growing up in the Jewish community in Ann Arbor, her first time working at JFS in the employment program between 2005-2013, and how JFS evolved during her first time working there. Sussman explains how different resettlement services are at JFS now vs. the early 2000s, the resettlement process, and how COVID-19 has made resettling difficult due to lack of access to housing. Sussman also explores JFS’s collaboration with Eastern Michigan University in resettling 12 Afghan families into on-campus housing, storing mattresses and pillows in the Bowen Fieldhouse, and the logistics of housing these families both during these short stay at EMU and beyond.
Devon Meier worked as the Chief Development Officer at Jewish Family Services (JFS) of Washtenaw County from 2020-2022. In her role as Chief Development Officer, Meier was responsible for the annual giving and major gifts program, as well as, other fundraising efforts for JFS. In this interview, Meier explains how she got her role at JFS, a day in the life of a chief development officer, and what fundraising looked like during the early years of the COVID-19 pandemic. Meier describes how JFS got involved in the Afghan resettlement following the Taliban takeover of Afghanistan in 2021, the logistics of resettlement work, fundraising for the Afghan humanitarian parolees, and the collaboration between JFS and Eastern Michigan University in resettling 12 of the Afghan families into student housing in 2022.
Cedrick Charles is an undergraduate student at Eastern Michigan University who has been very active in campus life, as he is involved in many student organizations and has participated in Student Government serving as the Speaker of the Senate (2021-2022), and Vice President (2022-2023). In this interview, Charles recounts his experience growing up in a large immigrant family, as his parents and extended family immigrated to South Florida from Haiti in the 1990s, and what immigration means to him. Charles discusses what led him to come to Eastern Michigan University, why he is pursuing a degree in economics and political science, and how he became involved in campus organizations and Student Government. Charles also explains how he became involved in resettling the 12 Afghan families into on-campus housing in 2022 as a result of his role in Student Government, recruiting volunteers to assist in the move in process, and discussions he had with personnel from Jewish Family Services of Washtenaw County to ensure the process went smoothly.
The display for "Rising to the Challenge," which highlights the changing faces of EMU athletics programs and spectators. Using items from the University Archives, the stories of how the university has overcome challenges are explored.
A closer look at the display for "Instigators, Innovators, and Legislators." This bulletin features articles on the impact of Title IX legislation on women's athletics at EMU, as well as insight as to how men's athletics were changing as well.
A close up look at the display for "Instigators, Innovators, and Legislators." Using objects from the University Archives, the exhibit showcases change-makers like Gloria Lockhart, who left a large impact on women's sports at EMU.
The display for "Instigators, Innovators, and Legislators" which highlights the women who fought for inclusion in group sports at EMU, as well as some of the effects of Title IX legislation.
The third display for "Getting Physical," which explores the training student teachers would receive at the Rackham School. The school focused on curriculum for special education students, and part of that curriculum was physical education. The hands-on activity at this display is similar to the coordination exercises the students would participate in.
The second display for the "Getting Physical" theme, which further explores the early histories of physical education at the MSNC. Here, the beginnings of intramural sports programs at EMU are highlighted through handbooks and equipment.
The first display for the "Getting Physical" theme, which explore the early history of physical education at the MSNC. Highlighted in this display is the striped referee jersey, which was created by EMU's very own Lloyd Olds.
This south elevation by Rorison was likely the other elevation drawing of Old Main included in the MSNS exhibit. This elevation shows the original 1852 section (rebuilt after a fire in 1860), the front addition (1878), the rear addition (1882), and the south wing (1888). The exhibit also included four floor plans of Old Main, but we have not been able to identify them. Digitally repaired image.
This north elevation of the Old Main building drawn by Ypsilanti architect E. P. Rorison was part of the Michigan State Normal School exhibit at the 1893 World’s Fair. The label in the bottom right corner reading “Michigan Public Schools 946” confirms that this drawing from the University Archives is the actual document exhibited in Chicago. This elevation depicts Old Main’s original 1852 section (rebuilt after a fire in 1860), the front addition (1878), the rear addition (1882), and the north wing (1888). The College’s original building, Old Main stood where the Boone / Ford / Pierce Quadrangle is today. Digitally repaired image.
We have not been able to locate the four statistical charts Included in the exhibit, but fortunately Principal Sill reproduced one of these charts in his 1893 report to the State Board of Education. This chart from Sill’s report, “prepared for the Columbian Exposition with laborious care by Professor Austin George,” shows attendance and number of graduates from 1854 to 1893. This chart demonstrates the tremendous growth in attendance and number of graduates during Sill’s administration (1886-1893).
Commonly known as Old Main, it was the second "Main" building after the first burned in a fire. The building housed all classrooms, the library, and administrative offers were all held in Old Main before the constructed of additional buildings. Old Main was continually added onto, significantly changing its appearance. Because of its disrepair, Old Main was demolished in 1948.
This image depicts Physics class being led by the head of the Physical Sciences department, Edwin Atson Strong (seated at the back right corner of the table). Strong’s father was an abolitionist, which allowed Edwin to meet important Black historical figures, including Frederick Douglass, and become familiar with the operations of the Underground Railroad. After working as both a Principal and Superintendent in Grand Rapids, MI, Strong joined the Physical Science faculty at the MSNS in 1885. Strong prioritized his humanitarian efforts over his work in the science department, and worked hard to ensure that his students would live their lives with “profound conviction” (Putnam, p.186).
The three-story Old Main building was constructed in 1852, and was largely paid for by the citizens of Ypsilanti, and other nearby cities (they paid $12,000 and the total cost of the building was ~$20,000). By the time this image was taken in 1893, the Main building had been restored after a fire that had occurred in 1859, and three additions had been completed on the building to accommodate the growing school and student body. The building that would eventually become the Conservatory was first proposed in 1864, but many delays relating to construction and loss of interest in the project delayed its completion until 1870. Originally, the building was used as the Training School, but officially became the Conservatory of music in 1882.
This image depicts head librarian Genevieve Walton standing in front of her stacks of books. Walton became the head librarian of the Michigan Normal School in 1892 and is considered to be an important figure within library history. During her 40 years as the head librarian, the library's collection expanded from 12,000 volumes to over 70,000 volumes. She also successfully organized the entire collection using the Dewey decimal system.
This image depicts a class called The History of Education being taught by Daniel Putnam, who taught the Theory of Art and Teaching courses in addition to psychology courses. This class only took half of one semester to complete and focused on the history of schools, school systems, and education in general. To help students understand how the field of education had progressed, Putnam taught about great educational leaders of both the past and the present.
This image depicts a psychology or “Mental and Moral Sciences” class being led by the man seen standing in the photograph, Perry Trowbridge. Psychology courses were required for all students, and were considered to be a part of the Pedagogy curriculum. The two courses were Elements of Psychology, which explored the basic principles of the field, and General Application of Psychology, which taught students how to apply basic psychological principles to the art of teaching. Students who wanted to receive their Bachelor of Pedagogics were also required to take an Advanced Psychology course, which also included lessons focused on philosophy.
This image depicts a class being led by the head of the “Mental and Moral Sciences” department and vice principal, Daniel Putnam. Putnam served as a professor of Pedagogy at the MSNS between 1868 and 1906 and was the acting Principal of the Normal 1881-83 and 1885-86. Putnam was also the President of the Michigan State Teachers Association, President and Treasurer of the Baptist Convention of Michigan, and served as the Mayor of Ypsilanti between 1889-91. Putnam is also responsible for writing the first comprehensive history of EMU, A History Of The Michigan State Normal School (Now Normal College) at Ypsilanti, Michigan 1849-1899 (published 1899).
This image depicts a Classical Languages class being taught by Benjamin D’Ooge, the head of the Latin and Greek Languages Department. In the second row, to the far left, a young Black woman can be seen looking directly into the camera. While the identity of the woman is not confirmed, she may be the granddaughter of H.P. Jacobs, a man who escaped from slavery and worked as a janitor at the Normal school before returning to the newly-free South and becoming one of the most influential Black Baptist preachers of the late 19th century. Jacobs’ children were the first Black students to attend the Michigan State Normal School, and when this photo was taken Jacobs’ granddaughter, Allie Louise DeHazen, was a student at the school.
This image depicts an empty Physics laboratory, with apparatuses that students used to learn about electricity. According to the 1892-93 Normal Register, Electricity and Light was taught during the second term of the Elementary Physics course. In this course, the purchase, testing, care, and effective use of apparatus was given considerable attention. Hands-on experimentation was prioritized in the physics courses, and all students were expected to demonstrate their knowledge of apparatus manipulation in the presence of a class.
This image depicts a 6th grade Training School class, which was taught by Winnie Robinson, who is likely the adult woman who is standing at the side of the classroom. Grammar lessons were emphasized in this grade, as the most detailed subject in the 6th grade curriculum was Language. Language lessons covered a large array of topics such as sentence structure, syntax, and manuscript work. Additionally, the sixth graders were taught about the dangers of stimulants and narcotics as a part of their General Lessons curriculum.
This image depicts a higher physics classroom full of scientific instruments but void of people. Physics and Chemistry were the two main subjects taught in the Physical Sciences department, and both of these subjects involved a lot of hands-on experimentation in the Normal School’s laboratory rooms. The Normal offered five courses relating to the subject of Physics, all of which prepared students to go on to teach physics at the high school level. The Normal register notes that to be a successful Physics student one had to not only experiment, but also “make a special study of apparatus and manipulation and have some practice in demonstration in the presence of a class” (p.55).
This image depicts a Literature class being led by the woman standing at the front of the room, who is likely Lois McMahon. On the chalkboard, there is a quote by British essayist Thomas Carlyle that reads, “Literature is the thought of thinking souls.” The full literature course extends through four semesters, each semester being devoted to one subject. The four subjects that are covered in the Literature course are: English Literature, American Literature, Old and Middle English, and Masterpiece Study.
This image depicts a history class being taught by Florence Shultes, an instructor in the History and Civil Government department. One of the conditions of admission into the Normal school was that students were required to have knowledge of the significant elements of American history and be able to express critical thinking skills. This is made evident in the 1893-94 Normal register when it states, “History furnishes material for judgements, and unless the pupil has learned to see the relations between the facts, to compare, to judge, that is to think, to use the facts, he is not ready for any such study as Political History.” (p.56)
This image depicts a meeting in the office of the Director of the Training School, Professor Austin George (pictured sitting in the middle on the left side of the table). During the summer of 1863, the same year George graduated from the MSNS, he organized Company E of the 17th Michigan Infantry in the Civil War. After graduating, George moved to Kalamazoo where he worked several positions within the Kalamazoo Public School system, and established a Training School. George returned to the MSNS in 1881, the same year he proposed and started The Normal News, and a year later accepted his role as the Director of the Training School. After significantly expanding and strengthening the Training School curriculum, George left the Normal in 1896 to accept a position as the Superintendent of the Ypsilanti Public Schools.
This image depicts the Alvan Clark refractor telescope (large), and the Brandis transit telescope (small). The Alvan Clark 4'' refractor telescope, purchased in 1872 for about $300; Brandis transit telescope purchased in 1876 for $680.00 (small scope sitting under larger telescope). Both of these telescopes were placed in the observatory dome after construction was completed in 1881. In 1893 a tornado carried the observatory dome twenty-five feet, and while both of the telescopes were able to be repaired after the disaster the Brandis was unfortunately lost in the Sherzer Hall fire of 1989. About half of Sherzer was gutted during the fire, marking it one of the most devastating events in our university’s history. The Alvan Clark telescope is currently housed in the Sherzer Observatory.
This image depicts students working in one of the school's Physical Science laboratories, likely conducting experiments for one of the Chemistry courses offered by the Normal. As noted by the Normal school register, “in addition to general demonstration work, about one hundred experiments are conducted by the students at their tables.” The chemistry laboratory had thirty stations prepared for student use, stocked with enough equipment for independent experiments.
This image depicts a class being taught in the Conservatory under the direction of instructor Oscar Gareissen. The Conservatory provided a regular four-year course leading to a teaching certificate, and also offered advanced instruction in either vocal or instrumental music. The three instruments available for students to choose from were the piano, violin, and organ. Students who proved to be competent with their instruments were given opportunities to accompany the vocal students and play their own recitals.
This image depicts the Normal Choir standing behind Director, Frederic Pease, on the stage of the auditorium on the third floor of Old Main. The Normal chorus generally consisted of about one hundred and fifty voices, who would meet daily for one-and-a-half-hour rehearsals. The work in The Normal Choir consisted of preparing music to perform at public school exercises and concerts that would be given throughout the year. The choir also assisted in leading worship during the daily Chapel Exercises that took place in the Normal Hall every morning at 8:20.
This image depicts a Mathematics class being taught by the head of the Math Department, David Eugene Smith. Dr. Smith originally joined the Normal faculty during the 1890-91 school year and would remain in his position until 1898, when he moved back to his home state of New York to be the principal of the Normal School in Brockport. During his seven years at the MSNS, Smith co-authored and published four textbooks relating to mathematics. Today, Smith is considered to be one of the founders of the field of mathematics education, and he was able to make students see the true beauty and depth of mathematics.
This image depicts a large group of students attending a Geography lecture, as evidenced by the 9 students who are practicing drawing various continents, as well as the state of Michigan on the chalkboard. Professor Austin George can be seen standing in the back of the lecture room watching over the students. Three additions were made to the Old Main Building, front addition in 1874, rear addition in 1881, and third addition in 1883, to expand the schools available facilities, such as the creation of large lecture rooms to accommodate the Normal’s fast-growing student population. The original lecture rooms on campus only had enough space to house about 60 students.
This image depicts an Elementary Physics class being taught by Professor Fred Gorton. The Physical Sciences occupied the majority of Gorton’s free time, which is evident in the fact that, in addition to serving as a part of the Physical Sciences Department, Gorton was a member of the Sociétéde Physique (Physical Society) and the American Academy for the Advancement of Science (Aurora, 1912, p. 49). Fred remained a part of the Michigan State Normal College’s faculty for 50 years, retiring only a few years before his passing.
This image depicts students working in the biological laboratory taken during the winter of the 1892-93 school year. The Normal had 66 microscopes in total (36 compounds and 30 dissecting), many of which can be seen being used by students in the photograph. To prepare microscopic specimens for use in the dissecting microscopes, the lab was stocked with a single microtome, a precision cutting instrument that produces extremely thin slices of various biological materials. The Normal had a Thoma and Minot brand microtome (invented in 1886), that was the most advanced microtome available on the market in the late 19th century.
This image depicts another angle of Abbie Pearce’s Literature class (see 4-8). Abbie Pearce was one of 3 founding advisors of the Alpha Sigma Tau sorority that still has chapters at EMU and around the US today. Pearce, alongside Ada Norton (in the Mathematics department), came up with the cultural and ritual aspects of the sorority.
This image depicts a literature class being taught by Abbie Pearce. On the chalkboard lining the side wall is the quote: "Genius is universal, genius is an immense capacity for taking pains" which was a common proverbial saying in the 19th century, and may have originated from English reformer Jane Hopkins. There is another quote left reading: "A good book is the spiritual life blood of a master spirit,” by English poet John Milton. Due to both quotations having a connection to English individuals, this image may depict the last term in the Literary Course that focused on the study of English masterpieces.
This image depicts a Modern Languages class being taught by Annie Patton, who was Dr. Lodeman’s assistant, and the only other German and French language faculty member. There were eight terms for the German course, and six terms for the French course. Students who took all eight terms of the German course were required to teach a German lesson to Training School students to prove their proficiency in the language.
This image depicts a Modern Languages course being taught by the head of the German and French Languages Department, Dr. August Lodeman. Lodeman was a German immigrant who came to the US in 1867 and he joined the Michigan State Normal School faculty in 1872 after having obtained American citizenship. Regarding his comprehension of languages, Lodeman was noted to have few equals and was considered to be at the front of the ranks in his profession.
This image depicts the same drawing class depicted in 4-4 from a different perspective. The class in the photograph is likely an elementary level drawing class as there was a focus on geometrical shapes. The elementary class was a modified version of the Drawing curriculum given to Training School students, and was designed to prepare students to teach basic art lessons at the Elementary level. Subsequent Drawing courses built upon the principles taught in the elementary coursework, and senior students would teach lessons to the Training School students under the supervision of the department head for practice.
This image depicts a Drawing class, likely being taught by Charles T. McFarlane before he officially joined the Drawing department. The sole faculty member of the Drawing department listed in the 1892-93 register, John Goodison, passed away sometime around October 1892, a few months before this picture would have been taken. Goodison had been a part of the Normal faculty since 1861, and was highly regarded by both staff and students alike. He was described as being patient no matter the circumstance, and he always had words of encouragement for his students regardless of their talent level.
This image depicts a class being led by Mathematics instructor Emma Ackerman, who joined the Normal faculty in the 1892-93 school year. In addition to being an instructor, Miss. Ackerman acted as the assistant to the head of the Mathematics department, David Smith between 1892-98. She left the Normal in 1898 after receiving her Bachelor's degree in Pedagogics.
This image depicts a large group of students studying in the library, which did not yet have its own building when the image was taken in 1893. During the 1892-1893 school year, when beloved librarian Genevieve Walton became head librarian, there were approximately 12,000 volumes in the library’s collection. There was a recognition in the Normal School catalog that the library needed to expand to include individual collections for each academic department. While it is clear there was an impressive collection amassed already, the catalog stated that in regards to their laboratories and library collections, “Much is yet to be desired” (p.83).
This image depicts one of the Physical Sciences classes being led by the man who is standing at the back of the classroom appears to be Frederick R. Gorton. Gorton graduated from the Michigan State Normal School in 1892 at the age of 21, and immediately joined the Physical Sciences department faculty. Starting his career at the Normal as an instructor, Gorton eventually went on to receive a Ph.D. from the University of Berlin, Germany, and then worked as a professor at the Normal until his retirement in 1941.
This image depicts an English class being taught by the head of the English Language and Literature Department, Florus Barbour. Instruction in English Language and Literature focused on three sections: Grammar, Rhetoric, and Literature.
This image depicts male students gathered in an attendance room, and it was possibly taken during one of three yearly “Friday Conversations” led by the Principal or other male staff members. The discussions during the young men’s meetings covered a broad range of topics that were “chiefly determined by passing interests” (Normal Register 1893-94, p.36). These conversations were informal, and followed no schedule or structure.
This is another image potentially depicting one of the Friday Conversations, which were voluntary meetings that all female students were invited to attend. During these conversations female faculty members would teach the young women about subjects of practical and professional character. Despite being voluntary, the meetings were well attended as faculty members offered the young women life advice that they would not have the chance to learn in the classroom.
This image depicts female students gathered in an attendance room, perhaps for one of the “Friday Conversations,” that occurred on three Friday afternoons during the school year. These “conversations” would be led by the women faculty members of the Normal, and would last about an hour. The woman standing in the middle at the back of the classroom is likely the head of the History Department, and Preceptress, Julia Anne King. King’s obituary published in the Detroit Free Press in 1919 stated, “Miss. King was unquestionably the best woman educator Michigan has ever had.”
This image depicts a meeting of the Crescent Society, which was the last club added to the Lyceum Societies in the spring of 1882. A part of the society's motto,“Mutual Improvement, Mutual Enjoyment,” can be seen on the wall in the photograph. This motto was chosen because Crescent Society members believed that genuine improvement and enjoyment is not found alone, but with companions. With this in mind, the purpose of the Crescent Society was for members to practice expressing their thoughts in a group setting rather than solely focusing on independent thought and study. - (Aurora 1893, p.77).
The image depicts a meeting of the Adelphic Society, another of the Lyceum Societies created during the reorganization in 1881. The motto of this society was “Vita sine litteris mors est” which roughly translates to “Life without literature is death.” The purpose of the Adelphic Society was to combine culture with recreation. As such, the Adelphics meeting room was, in 1891, furnished with a piano as well as other necessities to be used for entertainment purposes (musicals and plays).
