People and Families
•
Record information relevant to the understanding of the life, activities, and relationships of the
person or family.
•
Start with a brief summary of the most relevant aspects of a person’s or family’s life. Include
name, birth and death dates, education, profession and geographic location.
–
Include significant events, accomplishments, achievements, particularly as they relate to
the collection
Corporate Bodies
•
For corporate bodies, provide a brief summary of the most relevant aspects of the corporate
body’s existence.
–
Include name, dates of existence, main functions or activities and geographic location
–
Date and place of founding of the corporate body, and if applicable, date and place of
dissolution
–
Information about the function and activities performed by the corporate body
–
Provide information on the administrative structure and the dates of any changes to the
structure that are significant. Provide information on the nature of the changes
–
Provide information on relationship to predecessor or successor bodies
BIOGRAPHICAL NOTE
John T. Andrews was born on March 9, 1842 in Reading, New York. He attended Alfred
University and Union College, from which he graduated in 1864. In August 1864 he enlisted in
Company D of the 179th Regiment of the New York Volunteers and served until June 23, 1865.
In 1866 he married Arvilla Raplee. Andrews worked in the furniture and undertaking business in
Dundee, New York, studied law in Penn Yan, New York with B.W. Franklin, and was admitted
to the bar in 1870. In 1873 he began manufacturing paper. In 1881 he was elected to the
Assembly from Yates County, and from 1890-1894 he was postmaster at Penn Yan.
COLLECTION DESCRIPTION
Correspondence (1856-88) of John Andrews, Arvilla Raplee, friends, and relatives, including
Civil War letters of Andrews, with a series from "Em" in March 1865 concerning a pregnancy
she terminated, letters of Byron L. Sawyer of the 39th Illinois Volunteers, and of Charles E.
Stamp, who died in the Battle of South Mountain; letters (1899-1911) from the couple to their
son, Charles Tubbs Andrews; and letters written by Mary E. Wager, who contributed to the
Rural New Yorker under the pseudonym "Minnie Mintwood." Also, records of the 179th
Regiment, New York Volunteers, in which Andrews served with the rank of Captain, including
military orders, pay department receipts, muster rolls, assignments of equipment, insignia, and
other items; a manuscript oration that John delivered at the "Decoration of Soldiers' Graves"
(Penn Yan, 1870); and newspaper clippings (ca. 1860-65) concerning the war. Also, manuscript
genealogies and photographs of portraits of John and Arvilla. Correspondentss include Andrews'
uncle, John Tuttle Andrews I, and Edwin C., Emma, Ettie, Homer, Lucinda, and Mollie
Andrews; Frank M. Booth; Theodore H. Bryant; Frank M. Clark; Lizzie Conderman; Emma
Currier; Frank Eaton; Libbie Ellis; "Mate" (Mary) Gifford; Stephen F. Griffeth; Frank Ideson;
Mollie A. Langworthy; Edward P. Magoun; Ira Raplee; Simon L. Rood; Andrew H. Stamp; John
R. and Libbie Taylor; Zelima Treman; Charles Tubbs; Philip Taylor Vanzile; Annie M.
Washburn; W.E. Wisner; and C.D. Wood.
Includes six Civil War diaries of John Tuttle Andrews, concerning enlistment, recruitment,
Petersburg battles, soldiers' desertion, trials, and executions, African-American soldiers'
participation, the end of the War and Lincoln's assassination, and his mustering out in 1865.
_________
Historical Information for Institute Self-study
In 1922, John A. Randall was selected as the fourth president of the Rochester Athenaeum and
Mechanics Institute (RAMI). At the time, the school's future was uncertain. RAMI (renamed the
Rochester Institute of Technology in 1944) had served an important role during the First World
War, tailoring its programs to meet the needs of wartime production and training soldiers in
trades and vocations essential to military success. Yet, at the start of Randall's presidency, it was
unclear in which direction the school was headed.
In 1925, Randall invited Dexter S. Kimball, Frederick P. Keppel, and Channing R. Dooley to
form a commission to study the future path of the Institute, including the possibility that the
school might have no future at all. Although the commission determined that RAMI could serve
an important role in the education community, it noted that important changes were needed,
emphasizing the need for a clear educational policy.
Taking the recommendations of the commission, Randall approached Dr. Werrett Wallace
(W.W.) Charters about serving as an educational consultant to RAMI. At the time, Charters
(1875-1952) was working as the Director of the Bureau of Educational Research at The Ohio
State University (OSU). He was known for his work in curriculum development, particularly his
use of a scientific approach to develop programs focused on life activities and functions rather
than subject material. Starting in 1928 Charters served as a continuing consultant to the Institute.
He invited his colleague at OSU, Dr. Ralph Tyler, to assist in this process. Like Charters, Ralph
Winfred Tyler (1902-1994) was known for his work in educational research. His book, Basic
Principles of Curriculum and Instruction published in 1949, served as an important guide in the
field of curriculum reform.
After an initial assessment of RAMI, Charters recommended that the school revise its entire
curriculum. He explained that course content needed to be based on the job requirements of the
positions that students were training for. A curriculum planning committee was to be formed and
faculty members were to be trained on the "techniques of investigation" necessary to accomplish
this undertaking. RAMI's Policy Committee accepted Charter's recommendation and work began
September 1928.
The Curriculum Committee consisted of six individuals: Mark Ellingson (chairman), William N.
Fenninger, Georgiana Hathaway, C. C. Thomason, Byron G. Culver, and F. H. Evans. The
committee worked closely with a "curriculum expert" – in this case both Charters and Tyler – to
oversee the entire process. Charters would visit the Institute every four or five weeks to check-in
on the committee's progress. Additional "division" committees were formed, representing each
department, with job analysis and subject matter subcommittees. Since Charters had worked as
the director for the Research Bureau for Retail Training at the University of Pittsburgh, the retail
distribution department was chosen as the first program for evaluation.
The revision process included nine steps:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Study of objectives
Plant and organization study
Demand study
Analysis of basic jobs
Raw material - professional courses
Raw material - related courses
Raw materials - liberal courses
Organization of content
Specifications for teaching
The "study and objectives" phase consisted of developing objectives for the entire school, as well
as individual programs. RAMI's educational objectives were finalized in 1931 and were revised
in 1940. Once the objectives of an individual program were identified and the facilities for that
program were assessed, a demand study was conducted. The committee surveyed graduates of
the program, asking for their current job requirements, salary figures, and future prospects.
Additionally, programs were considered in a national context to determine if a field afforded
more opportunities outside of the Rochester area. This information was used to devise "job
charts" that served as the basis for revision in each area.
When Randall left the Institute in 1936, Mark Ellingson was appointed president of RAMI. He
was able to continue this prescribed program of self-study, having served as the chairman of the
Curriculum Committee. Tyler continued to serve as a consultant to the school initiatives until the
early 1970s. In addition to helping revise the Institute's curriculum, he advocated for a
continuous process of self-evaluation, encouraging the school to set goals, develop appropriate
plans, evaluate results, and make adjustments as needed.
Scope and Content
The Ralph W. Tyler Institute Self-study materials includes documents related to Tyler's visits to
the Rochester Athenaeum and Mechanics Institute (RAMI), later named the Rochester Institute
of Technology (RIT). Most of the collection consists of meeting reports and agendas for Tyler's
visits. These reports outline the material covered during various meetings, as well as research
documents compiled for review. The reports date from 1932-1970.
The collection also includes a correspondence file. Most of the correspondence is between Tyler
and Dr. Leo F. Smith, a former Dean of Instruction at RIT. While some of these letters discuss
specific matters related to Tyler's work, many deal with scheduling Tyler's visits.
In addition, there is a folder of miscellaneous items at the end of the collection. Most of these
items are publications and articles produced by Tyler.
______
Historical Note
At the time in the University's history that this collection was initiated, the Office of the
Chancellor/Executive Vice President (C/EVP) held institutional responsibility as head of the
faculty, sponsor of faculty appointment, termination and tenure, and chief liaison between
faculty and students and the Board of Trustees. (1) Second in command to the President, the
C/EVP exercised oversight over the schools and divisions as well as most internal organizational
problems, with deans and officers reporting directly to him. (2)
Under President James M. Hester's leadership the University by 1964 had embarked on an
ambitious development plan to improve its facilities, raise its standards for admission, and
increase its visibility within its urban community. (3) By the end of that decade, student protest,
enrollment declines, and inflationary pressures were derailing those plans. It had become a time
of financial difficulty for institutions of higher education throughout the country. (4) Recurrent
and serious financial difficulties at New York University placed the continued existence of
individual units at risk, and even threatened the future of the institution itself. When Sidney
Borowitz became Chancellor in 1972, the University, regarded as the country's largest private
institution, had been experiencing multi-million dollar annual losses. (5)
Dr. Borowitz, named acting Provost in 1971 of New York University's (NYU) University
Heights campus in the Bronx, site of the University College of Arts and Science and the School
of Engineering and Science, was appointed C/EVP May 1, 1972 by President Hester, 1962-1975,
to succeed Allan M. Cartter, Chancellor 1966-1972. When, three years into Chancellor Borowitz'
incumbency, President Hester stepped down, the Board of Trustees, after a national search,
selected John C. Sawhill, 1975-1980, as the University's next president. During the early years of
his time in office Dr. Sawhill seemingly concluded that he preferred "to operate without a
Chancellor..." (6); Dr. Borowitz stepped down in 1977.
Temporary relief to the University's deficit in the early 1970's came with the sale brokered by the
New York State Education Department (NYSED), of the University's Bronx campus, 1894-1973,
to the City University of New York for use by Bronx Community College. Concurrent with
discussions with officials in Albany concerning the future of the University Heights campus,
President Hester convened a Taskforce on the Financial Emergency to address other questions
related to the University's on-going fiscal problems; one member was the then Dean of
University College Sidney Borowitz, Box 30, folder 5.
Under the terms of the final agreement with NYSED the University's School of Engineering and
Science and its faculty were merged September 1, 1973 with the Polytechnic Institute of
Brooklyn (PIB), and transferred to Brooklyn, effectively ending the University's long-term role
in engineering education, 1854-1973. In a related move University College of Arts and Science
and its faculty was merged with the Washington Square College of Arts and Science at
Washington Square.
By the beginning of 1975 the University again faced major financial problems largely attributed
to extreme national recession/inflation pressures, Box 4, folder 4. While Drs. Hester and
Borowitz moved quickly to convene available members of the 1972 Task Force on the Financial
Emergency, to review the University's current and projected deficit situation and recommend
solutions, Box 2, folder 5, Dr. Hester's departure in effect transferred the initiative for resolution
of these problems to his successor.
Also within its academic precincts, during this period the University experienced a faculty
unionization drive, took some initial steps toward closing down its School of Social Work and
then reversed itself, shut down its PhD program in Philosophy (FAS), not to be reinstated until
the 1990s, considered closing the College of Dentistry or entering into a #ontract relationship
with NYSED for its operation and support before its financial stability was assured through new
understandings reached with NYSED, and created the Gallatin Division, expanded successor to
the University School Without Walls program first recognized in 1972, and precursor of its
current Gallatin School of Individualized Study, in tandem with a reorganization of the School of
Continuing Education.
Among other institutional initiatives in that time, NYU established its initial policy and office
responsible for Affirmative Action, broadened its governance machinery, undertook a major
review of its mission and direction through a presidentially convened Goals Conference, and
developed its Office of Student Affairs.
Dr. Borowitz was a member of the NYU physics faculty and taught at both the Bronx and
Washington Square campuses. His wide acquaintance among faculty and administration at these
university centers allowed him to consult broadly while maintaining the objectivity required by
his role as a senior player in the resolution of situations demanding difficult decisions at the
University and school levels.
Scope and Content Note
These papers of Sidney Borowitz reflect the years he served as Chancellor/Executive Vice
President of the University, 1972-1977. They include as well a small portion of papers formed
during the Chancellorship of Allan M. Cartter, in particular Correspondence files created during
the period beginning April 1971 and overlapping with Borowitz Correspondence files of May
1972. Additionally the contents of one Paige box transferred to the University Archives in 1997
from the Office of Sponsored Programs were entered into this collection, augmenting material
found in the Chancellor's files on the University Science Development Program initially funded
at the University by the National Science Foundation in 1969.
This collection is composed of correspondence, memoranda, newspaper clippings, press releases,
publications, and reports. As second in command, and deputy for the President in his absence,
material was directed to Dr. Borowitz from throughout the University in connection with central
administration decision-making and oversight requirements and responsibilities.
In consultation with the University Archivist, and in an effort to keep congruence between the
Hester Papers (RG 3.0.7) and this collection, the Borowitz and previously noted Cartter
Correspondence files were grouped as a subseries to the Borowitz Administration Series (Series
1), an alphabetical series combining elements comparable with Hester Series 1 (Alphabetical)
and 2 (Administration). The remaining files were grouped into eleven categories (series), with
most of the titles also found in the Hester Papers, in the following order: Associations;
Development; Facilities and Services; Finances, incorporating Subseries I, Taskforce on the
Financial Emergency, and Subseries II, University Heights Campus Disposition; Governance;
Government Relations; Institutional Advancement; Personnel; Public Relations; Schools and
Divisions; and Student Affairs.
The placement of like material does sometimes vary between series in the Hester and Borowitz
papers. One instance is the location of documents concerned#with the University's relationships
with the New York State Department of Education; in the Hester papers these items are in the
main found within the Governance Series, and in the Borowitz papers, in the Government
Relations Series.
There is some overlap between content in Series 1 and the subsequent series'. Folder titles
throughout reflect date and broad content subject matter. The impact of the aforementioned
elements may occasionally be to slow the process of locating particular materials. Within limits,
an attempt has been made mitigate this effect by providing cross-references where appropriate
through notations on Separation Sheets filed preceding folder contents. Material is organized
chronologically in folders, with a green plastic clip placed on the right margin of material
highlighted in this Finding Aid.
As previously noted, and in some other instances as well, files were moved to bolster content
clarity and consistency. About 8 inches of material of miscellaneous subject matter were found
in folders labeled "Abeyance," the latter seemingly randomly packed into Paige boxes where
there was space, in preparation for deposit in the Archives. These items were transferred to
existing folders on the basis of subject.
Significant accumulations of materials concerned with matters already the subject of separately
existing collections within the University Archives were removed and transferred to those
collections, including Humanities Council materials (to RG 9.5.1), James Arthur Collection
documents to the James Arthur Collection of Clocks and Watches (RG 42.1), Faculty
Unionization effort (to Mss Collection RG 14 B1), and Jewish Culture Foundation materials (to
RG 12.11).
A description of each of the Borowitz Papers series', with contents germane to major themes
highlighted, precedes the Box and Folder list for that series.