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Text
Suffolk University Sawyer Business School Commencement
Sunday, May 19, 2019
Rockland Trust Bank Pavilion
Commencement Speaker
Gene Lee
President and CEO
Darden Restaurants, Inc.
Dean O’Neill, President Kelly, Chairman Lamb, members of the Board of Trustees,
distinguished faculty, parents and families, fellow alumni, and most importantly, to the
members of the class of 2019, congratulations from me.
And thank you for that kind and generous introduction.
Growing up about 20 miles west of here, this knucklehead from Framingham never
imagined he would be standing before you this morning.
I would also like to thank my wife Amy for her love and support through the last 28
years. I would not be here today without you, and to my two daughters, Samantha and
Jamie, for their love and support and understanding the demands of my job. It’s been
great to watch you both grow and become the wonderful young ladies you are today.
And, if I am being honest, this isn’t the first time I have been in a situation that my
younger self would find difficult to comprehend. My journey to becoming the president
and CEO of Darden Restaurants was anything but traditional.
Like many of you, I grew up in a blue collar, lower middle-class family with loving
parents who never prioritized their own formal education – but had very high
expectations when it came to my education. I was an average student. Okay, maybe a
little below average. But I never applied myself and the harder my parents pushed me,
the more I ignored them.
See, for as long as I can remember, my priority was sports. All I wanted was a ball in my
hand – a basketball, a football or a baseball. Like so many kids, I believed my future
was on a field or a court. Reality hit me hard when I was 16. I was cut from my high
school basketball team. I was crushed. The final harsh realization that I was not going to
be a professional athlete.
So, where does a 16 year old boy turn when his dreams are shattered? My parents
hoped this would be the jolt I needed to focus on studying and improve my grades. I had
a different idea. I was going to get a job. If I wasn’t going to play organized ball, I was
going to make some money and buy a car. Truth be told, I really wanted to make money
to buy beer. And this was the beginning of my restaurant career. I started as a busboy
at York Steakhouse in Natick, Massachusetts, that winter.
1
�And while I got off to a slow start – I almost quit or got fired multiple times in the first
couple of months – I quickly climbed the ranks as my managers gave me more and
more responsibility. I worked a lot in my senior year in high school. I even skipped
school to work, which right now makes no sense to me, but I had finally found
something I was really good at. I found I could still be part of a great team working
toward a common goal.
I went off to college that fall, but it wasn’t for me. So, at the end of my freshman year, I
decided to take a break from school and join the management training program at York
Steakhouse. I vividly remember telling my dad I was leaving school. It was the first time
I knew I had truly disappointed him. But he never gave up. For the next ten years he
would find every opportunity to remind me that it wasn’t too late to go back to school
and then get a real job.
But I had found a home in the restaurant industry. I began to have success. I quickly
moved up the corporate ranks in the industry, eventually becoming vice president of
operations for Pizzeria Uno. But I came to realize that if I wanted to continue to grow
professionally, I needed a formal education. That’s when I discovered Suffolk. In the fall
of 1994 I entered the executive MBA program. I owe this university a debt of gratitude.
They took a chance on an unproven student. It was a wonderful experience. I had great
professors and a smart, engaged, thoughtful cohort. The professional success I have
achieved would not have been possible without the foundation I received here at this
great institution.
I will be forever grateful to Suffolk, and I am proud to see that students are still afforded
the opportunity to receive a world-class education based on their potential success.
I have had a wonderful career and I’m an example of what you can accomplish with
hard work, perseverance, and a little luck along the way. I’m an optimist and still believe
the American dream is alive and well. I’m excited for you as you enter the next chapter
of your life. Don’t listen to those who tell you that opportunities don’t exist anymore. We
have been here before. This country has survived the agricultural revolution, the
industrial revolution, and now the information revolution. As the world continues to
evolve, there will be plenty of opportunity for those who are able to find their place and
work hard.
I have learned a lot over my 30-plus year career. And as I reflect on what has made the
difference for me, three things come to mind. One, a passion for lifelong learning; two,
an ability to prioritize; and three, the critical importance of trust in building relationships.
I hope that sharing my thoughts on these important topics will help guide you as you
begin the next phase of your lives.
2
�Let’s start with the topic of lifelong learning. You leave Suffolk today with the
foundational knowledge you need to begin your journey, and there will be countless
opportunities to continue to learn and grow. But I want to focus on experiential learning.
Without exception, you have grown and matured during your time at Suffolk, but it’s
important to acknowledge that you are relatively inexperienced in all facets of life,
especially business. When I reflect on my own career, I realize just how unprepared I
was for the responsibilities I had. But back then, I thought I knew everything. As I
continued to learn and have different experiences, I realized how little I really did know.
Today, the more I learn through my experiences, the more uncertain I am of the
answers to the questions I was sure I had the answers to when I was younger.
It’s my belief the key to continuous learning is curiosity. The one characteristic I see in
all successful business people is that they are extremely curious. They are interested in
the why not just the what. They enjoy the process of completing the task and want to
understand the details. Being curious will continue to build on what you have learned at
Suffolk.
Who you work with and who you choose to be your mentors will have an impact on your
learning journey. You want to work with people who involve you as much as possible.
Ben Franklin said, “Tell me and I forget, teach me and I remember, involve me and I
learn.” It’s imperative for you to find ways to be involved and, more importantly, be the
person everyone wants to involve because you add value.
As people go through their career and life, I see them make what I believe to be a big
mistake. Through feedback mechanisms, annual reviews, 360-degree assessments,
and other tools, people hear quite a bit about their weaknesses and not enough
acknowledgement of their strengths. Don’t misunderstand, it is important to
acknowledge that we are not perfect, but we should learn how to minimize our
weaknesses and focus time and attention on enhancing our strengths. In my 30-plus
years of leading people, I have never seen anyone turn a true weakness into a strength.
Learning to deal with setbacks is an important part of life. I’ve dealt with multiple
setbacks in my career, especially early on. There were many times I thought I should
have been promoted and someone else got the opportunity. Dealing with
disappointment and striving to improve my performance, I was better prepared the next
time an opportunity presented itself. Now, looking back, I can clearly see why those
decisions were made. Everyone will face setbacks in their career and for that matter life.
How you learn to handle those situations will be defining moments for you.
I encourage you to continue to build on the strong foundation you have poured at
Suffolk. Be curious, learn to love what you are good at, and embrace the inevitable
challenges you will face along the way.
In my role today, the question I’m asked the most is how can I maintain balance and
have the quality of life I want while having a successful career. My answer is simple,
challenging, and disappointing all at the same time. The only way to achieve your
3
�personal and professional goals is to effectively prioritize all aspects of your life. Let’s
unpack what it means to prioritize.
First, let’s look at the definition of priority – a thing that is regarded as more important
than another. So by definition, every aspect of your life can be ranked by level of
importance to you. My suggestion is to break your life into three components: self-care,
care of others, and career. Then rank what is most important to you. Throughout your
life your priorities will change and they should change. But right now, you have to rank
these areas and understand the consequences of those rankings. There is no personal
or professional success without sacrifice.
However, I do believe you can find balance. The key is the effective prioritization within
each component. Clearly defining for yourself what’s most important to you inside these
areas and managing your time effectively will lead to a feeling of balance. But, it’s very
important that you realize that everything can’t be a priority, and you have to make
difficult decisions in the prioritization process.
I learned how important this is when I began the Executive MBA program at Suffolk. I
was learning a new job, I was recently married, and I was about to become a dad for the
first time. It was the worst possible time for me to take on another priority. But I knew
this opportunity at Suffolk was critical to my future and my family’s future, so I had to
figure it out. I sacrificed self-care and care of others to focus on furthering my education
and ultimately my career. It was never easy, but it was the right prioritization for me at
that moment in my life. It also forced me to excel at time management. Distinguishing
between the important and the urgent is critical for long-term personal and professional
success.
And lastly, I want to share my thoughts on trust. Building relationships is extremely
important to achieving professional success and relationships need to be built on trust.
Throughout your career you will decide who to trust – leaders, peers, and employees.
And more importantly, through your behaviors you have to earn the trust from that same
group of people.
I want to quickly share how I think about this very important word – trust. It’s simple to
me. Trust equals judgment plus ethics. Trust equals judgment plus ethics. For me to
trust someone in my organization I need to observe sound decision making over time
and see them consistently and unequivocally live our company’s values.
Part of assessing whether or not someone has good judgment, is observing with whom
they choose to surround themselves. I advise young leaders in my organization to
assemble a personal board of directors made up of family, friends, colleagues, and
mentors to act as informal advisers. And I urge all of you to do the same. Who will you
choose? Who will influence you? Do these individuals reflect your personal values? Do
they understand and align with your goals and dreams? Will they be truth-tellers? Will
they be cheerleaders? Will they make you better?
4
�As you navigate your journey through life, just as your priorities will change, so will your
personal board of directors. Choose wisely and don’t be afraid to make changes when
necessary.
I may still be that knucklehead from Framingham, but even I know that brevity in this
moment is appreciated. Let me leave you with one last thought.
There are three types of people in the world. Those who are wondering what’s going on,
those who are watching what’s going on, and those who are making things happen
I hope you, the Class of 2019, will be one of those.
Now, you may not remember a word I said today, but hopefully you will remember me
as the guy who bought you dinner. For all the graduates, under your chair you will find a
$100 gift card to any Darden restaurant. And for those who care, the Capital Grille is on
there. The logo’s not there. Fellow alumni, I wish you much success. Enjoy your
journey, take care.
5
�
Dublin Core
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Title
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Suffolk University Records
Description
An account of the resource
The Suffolk University Records collection covers all aspects of the university's history and development from 1906 to today. The materials include: Presidents' records, photographs, audio and video recordings, memorabilia, and university publications. Learn more about the <a href="https://www.suffolk.edu/academics/libraries/moakley-archive-and-institute/collections/records-of-suffolk-university" target="_blank" rel="noreferrer noopener">collection</a> at our web site.
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SU-1882
Title
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Address of Gene Lee, President and CEO Darden Restaurants, Inc., delivered at the 2019 Suffolk University Business School commencement
Date
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19 May 2019
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Suffolk University Records
Series SUE-001.001, Commencement Planning Files
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Suffolk University
Lee, Gene
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Text
Documents
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PDF
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tgn:7013445
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English
Subject
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Suffolk University--School of Management
Graduation ceremonies
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Copyright is retained by the creators of items in this collection, or their descendants, as stipulated by United States copyright law. This item is made available for research and educational purposes by the Moakley Archive & Institute. Prior permission is required for any commercial use.
Commencement speakers
Commencements
Suffolk Law School
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PDF Text
Text
Suffolk University Law School Commencement
Sunday, May 19, 2019
Rockland Trust Bank Pavilion
Commencement Speaker
U.S. Representative Joseph P. Kennedy III
Ilene [Law Professor Ilene Seidman], thank you for that extraordinary introduction. Most
importantly, your decades of dedication to ensuring that our nation makes good on our
promise of equal justice. Your example is inspiring. It is urgent and today it is
necessary. On your own and through the students that you mentor, you’ve raised up
countless families and you have strengthened our Commonwealth. Thank you. We are
all grateful.
I know I speak for everyone gathered here this afternoon when I say that my heart goes
out to President Kelly. In less than a year I know how engrained she has become in this
University and with all the students and faculty, who call it home. My thoughts, and I’m
sure all of our thoughts are with her today.
Dean Perlman, in spite of all of your obligations, you have never stopped in your pursuit
of a more just society. You are a valuable, irreplaceable, resource for the students and
faculty who admire you and we are lucky to have you as Dean. Thank you sir.
To the trustees, board, deans, faculty, and whichever poor soul thought I was deserving
an honorary degree, thank you. And let me say how honored I am to officially become
part of the best alumni network in New England. Now I won’t get all those weird looks
when I crash those alumni parties in D.C. and Boston, so that’s a plus. To your student
speaker, Sara, given what Mackenzie just did, I am so grateful that I am your warmup
act and not following you. I know you’re going to crush it. Congratulations and good
luck.
And to the family and friends joining us today, thank you. And I mean that. Thank you. I
was in law school once and I know that you’ve been listening to daily complaints for
years. The Class of 2019 would not be here today without you, and I’m sure that they
know it. So, please, fellow graduates, please stand and give a warm round of applause
to your loved ones behind you because they certainly deserve it.
And now, let’s return the favor. Class of 2019, congratulations. You guys made it. And
you’re late for bar review. Congratulations. The worst part about graduating from law
school.
Beautiful Boston spring days, supposedly. Missed while you locked yourself in Moakley
Law Library. The late nights drinking alone at SideBar after you forgot a legal definition
in front of your whole class. Three duck boat tours spent dodging flying beer cans and
worshipping sports gods that have blessed Title Town, USA. And one more coming in
about 10 day’s folks. Brutal karaoke. Riveting kickball and impossible trivial during 1L
cup, only to spend your remaining years listening to brags from section C. There you
go. I’ll never let you live it down. And now, all that stands between you and a diploma is
�a ruthless graduation week hangover and me, one of the only Democrats who does not
have to rush off to Iowa or New Hampshire. And you guys thought you’d make it home
to see Sansa claim the Iron Throne. Hah! Settle in.
Class of 2019, last week I found myself delivering a commencement speech to the
students at Lasell College, and the single best piece of advice I could give them was
don’t go to law school. A little late for all of you. So, I’ll spend the next few minutes
telling you what I’ve learned since leaving the seats that you are in today. That starts in
a small town in the Dominican Republic where I was a Peace Corp volunteer shortly
after graduating from college. I worked with a group of young men who were exploited
by international tour companies. They guided tourists up a spectacular set of waterfalls
in a remote mountainous rainforest. Together we leveraged a little-used law to put the
area under local control. Thereby allowing those guys to earn fair wages and convert
this natural resource into an economic engine for local empowerment. Wages went up.
The organization made some money. The environment was better protected. The
community benefited. All because of the power of the law.
Barely a mile away, a community of Haitian sugar cane workers was almost entirely
outside the law’s protection. They lived in barns, a family to a stall. No reliable
electricity, running water, or sanitation. Daily life was a struggle despite laws written to
prohibit such exploitation. I was stunned. Yet, some of the very same Dominicans who
welcomed me, cared for me, showed little sympathy. There’s no racism here they
insisted. If those laws didn’t protect them that was their fault. How could that be? How
could laws be ignored so blatantly by good people, an obvious service of racial bias and
economic exploitation without consequences? These questions left unanswered are a
big part of how I ended up in law school. I didn’t find a whole lot of answers in my 1L
classes either. Now, now. But a legal aid clinic helped slow the gap between the laws in
the books and the practice in a courtroom. I spent much of my last two years helping
tenants who were being evicted when a landlord defaulted on a mortgage. It was the
height of the foreclosure crisis, when bankers should have known better, teaser rates
spiked, homeowners went bankrupt. Renter’s homes turned to ruins. And working
families were left trying to piece their lives together.
A few moments in Boston Housing Court was quite an education. Case after case,
family after family, ruling after ruling, default judgment after default judgment. Lives
upended. Dreams deferred. And their questions unanswered. The families we helped
were subject to the very same laws that lay beyond the reach of those we didn’t. What
separated who came through a system with a fairer outcome and those who didn’t was
simply the presence of a lawyer.
After graduating I became an assistant district attorney where all of that law that you
spent studying becomes real, real quick. And you learn an awful lot of what they don’t
teach you in law school. About kids breaking into cars and homes to grab valuables and
turn them into quick cash to satiate an opioid addiction. About a homeless vet, arrested
for disturbing the peace, his underlying offense was mental illness and no place to go.
About the old, the sick, the isolated, the infirm, the different who are too vulnerable to
1
�testify and thus, a perfect victim. About people like Jimmy. One day in the Falmouth
District Court, buried in a mountain of cases, my ear caught the judge addressing a
defendant by name during his arraignment. How are you? What are you doing here?
Are you sure this is what you want to do? I looked at a supervisor and she pulled me
aside. Jimmy was well known around town. He was harmless. He was homeless. He
had a lengthy record of petty offenses. It was starting to get cold and he needed a place
to stay. So, he would go out, steal something, get arrested, arraigned, receive a bail
warning not to commit another offense. Then he would go do it again, in the hopes, in
the hopes of getting his bail revoked, spending the winter behind bars with a roof over
his head and three meals a day.
What an indictment of today’s America. What a judgment. The laws that we have
written, the protections selectively enforced. Systemic inequities allowed to persist. [It]
motivated me to try to run for Congress where representatives are supposed to be able
to try to rebalance the scales to hear every American voice. It didn’t take long to learn
that those skills weren’t limited, weren’t tilted rather by voices, but power. It isn’t often a
Jimmy’s standing at my door telling me what our system could have done or still could
do to ease his burden. Someone with resources, with time, expendable energy to
organize materials, leverage statistics and studies, travel to Washington and make their
case. It has been yet another reminder of a wearying disparity between those with
access to power and therefore, access to the law and all of its protections, and those
who can’t or who are too tired, too exhausted, too worn out to do so.
Class of 2019, this is the system you inherit. It is a system in dire need of an upgrade, of
bright ideas, of bold thinking, of a generation that believes that our practice of law can
one day, with enough effort and sweat and tears bring about that perfect union. And
since that day you stepped foot into Suffolk Law you have not asked for permission or
waited for validation of a diploma to do your part. Suffolk Law students have already
contributed more than 32,000 hours of free legal service to your neighbors. Neighbors
facing eviction and racism, claiming asylum, fleeing domestic violence, and asking for
justice when wrongfully accused.
Students like Justin Rhuda who spent two years fighting ISIS in Iraq and Syria only to
return to the United States, enroll in law school and work pro bono for Veterans Legal
Service. He’s already saved the little roof over the head of one former U.S. prisoner of
war, his family teetering on the precipice of homelessness.
Students like Kelly Vieira who refused to be told what she could and couldn’t become.
She was a champion in the school’s Women of Color Law Student Association, and will
stand as a beacon of hope and justice in our Commonwealth’s courtrooms as an
assistant district attorney.
Students who rushed into the Marshall-Brennan Program to coach students in Boston’s
public schools about what the law means, how it’s enforced, and why it matters.
Students who have fought housing discrimination and brought enforcement actions
2
�against landlords and companies who denied a home to someone because of their
race, disability, gender identity, or sexual orientation.
Graduates, the last thing in the world you need is my advice. You didn’t take out all
those student loans to have a member of Congress tell you that our nation’s pursuit of
justice has not been perfect. But instead, I leave you with a challenge. Use your
knowledge. Use that passion to demand that laws empower rather than exclude.
Because today, today, our law becomes your vocation, your calling, your career, and
your life. And you become its heart. Today the legal system that you have studied can
no longer be kept at arm’s length. It is comprised of you and of me, of the graduates to
your left and right, lawyers, activists, and advocates that have dedicated their lives to
ensure its continued evolution and expansion.
And now, it is your turn. You must advocate for it. You must shield it. You must
strengthen it. You must enable it for those beyond its touch. Be aware of this system
that you inherit, with all of its strengths and failures. Be respectful of a field to which you
have dedicated your lives. Be humble enough to know that you will practice the law, you
will not perfect it, and bold enough to try anyway. Find your own version of Jimmy and
do not forget him.
Class of 2019, this country needs you. I know you will not let her down. Congratulations
to each and every one of you.
3
�
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Address of US Representative Joseph P. Kennedy III delivered at the 2019 Suffolk University Law School commencement
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19 May 2019
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Kennedy, Joseph P.
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Graduation ceremonies
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Commencement speakers
Commencements
Suffolk Law School
-
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Text
And before I enter upon the message that I bring to you I wilh also to
expreas my deep appreciation of the priv11s~e of being with you at the celebration
of the 30th anniversary of your school.
I had been acquainted for some time wUh the
pioneering work in adult education that was being done at SUttolk Law 3chool, but it
is only recently that I have become familiar with the extent of your program, the
high standard.a that are rigidly followed, the feast of epportunities placed before
your students, and, most important of all, the pplendid record of service that atanda
in the achool 'a name through the accomplishments of its alumni.
Thirty year, is not
a long period in 1h• hi story of education in Maasachusetts, where the church came with
the settlers, indeed impelling them to settlement, and where the aohool followed the
church, but when these 1hirty years 1ee an experiment develop into a Tital educational
force, daily increasing in vigor and usefulness, then three decades stand proudly
by three centuries, and the benediction of lovers of truth ard knowledge and educaUoa-
al opportunity f alla upOn them.
Nor am I to forget
.tu,t
I speak not to such a group as I am accustomed to
address, youths in school, oaDiidates for arts and science degrees, but to stud.Erl.ti
who have qualified through special and intensive training for the legal profesaion.
!his is a re-commencement for mani of you, for you have been active and successful
in other fields of endeavor and have added, through utilisation of hours frequently
lost, to the mental tools with which you will attack the problems of tomorrow.
Heartily
do I congratulate you upon the attainment of your goal, and wiah you every success.
I stand in admiration of the thing you have done.
However, I was brought up in Phila-
delphia, ano:ng lhiladelphia lawyers, and if there is a oertain amoant of u:neasineaa
in my manner; if I look apprehens 1vely behind me from time to t 1me and seem uncomfort-
able with ao maey lawyers about, 1 t is because of that early experience and the
�'1
-2-
traditional reputation of the Philadelphia lawyer.
It is
my
understanding that your speakers of other year, have been men
of action in public and official life and the v.orld of affairs,
I come to you as
a scribe only, as one who lives in a house by the side of the road and observes,
the justification of our craft being our own tastes and the belief that for every
Johnson there should be a Boswell, that there is a service to be rendered in aett 1ng
down dispassionately the findings of historical research, in using the essence
of the experience of the past as a guide to the present, and in preserving intact
the spiritual heritage which descends to us from those
who
have gone before.
1.bat
the historian is, in modern parlance, Mon the spot", was admitted in the dawn of
lfbglish letters by t.be Venerable Bede,
who
saids
"The hard condition of the histor-
ian is that if he speaks the truth he provokes the anger of men; but if he commits
falsehoods to writing he will be unacceptable to God,
who will
distinguish in his
judgments between truth and adulation,"
Yet we can exchange the hair shirt which the Venerable Bede felt was the
inescapable garb of the historian for the view of a 100dern historian, John Clark
:Redpath, to whom the romantic, rather than the scientifically accurate, aspects of
his calling appealed,
Writing of history, he saidt
edge recede and sink to a lower plane.
"All other branches of knowl-
Poetry yields its palm, music its harp,
and art its chisel, to the superior claims of that serious and exalted lore in
which the deeds and hopes and sorrow, of the human race are imbedded."
~ere is no topio roore frequently on the lips of debaters of public
affairs in these troubled ~ s than the Constitution ot the United States - its
bearing upon extreme legislation and its defense against the eneroachments of those
who believe that the super-structure is of more importance than the foundation,
J.
League is formed for its protection; the forum; the preea; periodicals; the very
air are full of it; prayers daily ascend that the wi,aaom
am
strangth of the Sllpreme
�-3-
Court may be equal to the demands made upon it in the determination of the application of the Constitution to legislation covering new and untried fields.
!he man
in the street speaks of the Oonetitution with a new reverence; the reverence due
the very Ark of the Covenant, and there 1s abroad a conviotion, f61 t rather than
expressed, that nationally we have our baok to the wall, facing a changing world,
and that the wall at our back is the Constitution.
So it has seemed worthwhile to
me, enjoying your hospitality and your kindly welcome, to make the major part of
irw message to you a recalling to yo·xr mind of the turmoil and travail by whioh
we
came into posee•sion of this priceless dooument, the distillation of man's governmental wisdom gleaned throughout the agea, described by Gladstone thus,
".&a the
British Constitution is the most subtle organism which has proceeded from progress-
ive history, so the .Amerioan Constitution is the most wonderful work ever struck
off at a given time by the brain and purpose of man."
We are likely to feel that the oriaes of recent years have produced political and social cleavages that will never be healed or forgotten.
I s~y to you that
in comparison •1th the boiling hatreds, the ma.as emotion, the irreconcilable viewpoints of 1776 and two decades later, our situation iod&l' is as the howling screech
of a tornado to the wailing of a babe.
We have now a stern duty to perform in
the defense of our national birthright, make no mistake, but history shOws us that
there is no cause for panic, am muoh reason for hopefulness.
Let us sees
1!he
thirteen colonies funotioned under the Articles of OOnfederation and the continental
Congresses from tha close of the P.evolution to the adoption of the Jed.era! constitu-
tion.
'!he general causes of diaeatisfaction with the Union under the J.rtiolea of
confederation are well known.
Washington, when about to resign the command of the
Continental Arrrq in 1783, addreaaed a circular letter to the governors of the $iates,
whioh
may
perhaps be best described as his first Farewell Address.
ferred to it as his "legacy" to his country.
He himaelf re-
Without dwelling overmuch upon the
�-4-
defects of the existing government, he aet forth four things which he declared to
be "essential to the well-being, I may venture to say, to the existence of the
United States, as an indepeDlent power."
'lbey were, first, an indissoluble union
of the $tatea under one federal head; second, a sacred regard to public justice;
third, a proper peace establishment; ani fourth, a pacific and friendly diapoaition among the people of the United States.
Washington warned his fellow countrymen in the most aolaL.:Il manner against
the dire consequences of continued failure -o maintain the authority of the general
government, to pay the debt incurred in the war, to provide for the common defense,
and
to put the general welfare above private and local interests.
During the next
six years, vbioh John Piske aptly termed "the critical period of Jmerioan history,"
Washington returned again and again in his correspondence to the need for a more
perfect Union.
Writing to John J93, in 1786, he declaredr
"I do not conceive we
oan exist long as a nation without having lodged -somewhere a power, which will
pervade the vilole Union in as energetic a manner as the authority of the ~tate
governments extends over the special States."
'1:le evils which moved Washington
to such profound discontent were universal - they W8re felt no less keenly in
lllaasachusetts than in Virginia.
the states as they pleased.
Oongresa, the symbol of union, was flouted by
Even the Peace Cormnissioners at Paris disobeyed Con-
gress and acted as 1hey deemed best in formulating peaoe terms.
When peace was
signed and the colonists turned back to the pursuits of earlier ~s, all the old
oormnercial rivalries, ail the former, bitter boundary dispites revived in full
vigor, and new quarrels arose over the cession of newly acquired territory, over
exports and import tariffs, over inter-oolonial trade, over everything that oould
possibly be a source of disagreement.
threatened.
'lhe very existence of the new nation was
1hen, as in every crisis in history, it was wisdom of the few which
saved the nation and brought order out of ohaoa.
No government oan function with.out money - 1 t is essential there as
�-6-
everywhere.
Under the Articles, Congress had no taxing power, but was entirely
. dependent upon reg_uisitions on the states.
If a state did not feel like honoring
the requisition, Congress had no way of enforcing its demands.
When Congress
sought to pay the war debt as it had agreed, albeit without distinct authority, to
do - Georgia, Delaware and South Carolina paid no heed to the request for funds.
·nie financial weakness of this ''government by supplication," as Gouverneur Morris
called it, was but one of its frailties.
It had no common, federal money system.
Fach state issued money of varying standards as it saw fit and in any arrount it
ohose.
In New libgland the shilling was worth about one-fourth of a dollar, while in
some of the southern states it was worth about one-tentji.
with practically no limit.
Paper money was issued
Loans and contracts ma.de in one state or another were
likely to be invalidated at any minute by some capricious piece of legislation.
gress had no control of tariffs on exports and imports.
,e,t
it thought
or nothing at all.
Con-
Fach state levied the amount
There was suspicion and fear in every one of
the states that some other state might win advantage.
Dlgland had refused to deal
with .American shipping, and when ll&ssaohusetts and two o tber New England ltatee,
angered at this discriminating legislation, closed their ports to British shipping,
Connecticut, their close neighbor, threw hers wide open and placed a tax on all
imports from a neighbor state.
New York and !hode Island behaved as selfhhly and
badly as the pettiest of human beings could do.
In !bode Island, with the shipping,
the carrying and the fishing industries almost crushed, there wa_s so little activity, or even apparent effort, that as one man says, "nothing was running except
the bars,"
And what oould this timorous, powerless body, Congress, do in the face
of such conditions?
It had no executive power, no courts, no money of its own, and
no oredit a~here.
Naturally there was no more respect abroad than at home for this pseudo
government.
When Congress was unable to PEW the war debt as it had agreed, England
made it the ezcuse for holding the lucrative fur trading posts of the Northwest, part
�-6-
ot her oess ion to the United States, and Cl>ngress could do no thing about it.
soaroely took the trouble to veil its contempt.
:atro:re
In Paris, Jefferson was told blandly
that there was no use in F.ranoe ma.king agreements with the United States, for the
States oould not fulfill them.
Jlohamnedan pirates of the North Atrioan States levied blackmail on any of
our ships that ventured to sail the Mediterranean.
New Orleans' Spanish GOvernor
announoed to the frontiersmen along the Mia1isaippi River that they might have tree
use of the river if they would renounce allegiance to the United States and recognize Spain as their government.
~sical suffering added its oomplicat ions.
to certain sections of the States.
\\al" brought extreme poverty
The soo.rce of much farmer wealth, in the carry-
ing •rade w 1th ::ehgland A?1d. the West Ind.lea and the great fishing industry, was praoti•
ally gone.
misery.
'lhe usual ghouls of food speculators added their efforts to the general
Riots were common in the States.
In New ~gland threats of secession were
heard and in some places a desire for return to monarohioal government was whispered
about.
Everywhere ran the spirit of suapioion, of enmity, of commercial rivalry and
hostility.
Anarchy threatened.
bad to be done.
On only one thing could the ,·ta tee agree.
Somethi?Jg
'lbe "Something" was done and the embryo nation was saved.
Jlaryland had been the last of the colonies to sign the gUoles ot Confederation, refusing to do so until the six states which had unfixed western boundaries
had agreed to oede their land lying between the Alleghenies and the Mississippi to
the "United States of America."
So this fragile, wobbly, unstable, poverty-struck,
little union owned a vast amount of valuable land and in some way or other it had to
be administered.
'lhe eta tes could not take back the land they had ceded and if the
.. United Sta tea" had a "national domain, tt it had to have some money to run it.
was this situation, handled with skill
It
bJ a few wise and far-sighted patriots, that
made our real union, the union for which men fought ani died, possible.
Settlers
were pouring in vast numbers in to this wonderfully rich land, which lay between the
m:>untains and the vast waters o £ the Missiseippi.
!pain oontrolled New Orleans, the
�-7-
outlet of the great river, and did all in her power to annoy am harass ·1he1e settler,
in their use of 1 ta waters.
'Jb.ey appealed to the "United SV3. tea" for protection ot
their in te:resta, but tm Federal government had no money to finance protection, and
no way to get any,
'lhis was one of the many oompl1cat1on1.
It had been proposed
to 19rmit Ck>ngreas to levy and collect a tax on all import, into the Clluntry, but
New York: was malting too muoh money herself in thi& way to give it_ up for the general
good, and as the oonsent of all the 1tate1 was requisite to amend the A.rticle1, tha\
plan fell through.
It was Washington who conceived a way out of the diff'icul ty.
He saw that the Potomao River was the natural means of access to the western lands.
He
mew,
however, that what affected the POtomac River, affected not only his own
state, Virginia, but Maryland and Pennsylvania.
Be
therefore p~opoaed to the Vir-
ginia Legislature that a meeting of the three states be called to consult on trade
relation, and regulations.
And as they met at Alexandria, someone proposed that
all the state, be invited to send delagates to a later meeting in hope that they
could all reach some agreement in commercial matters.
Bu.t
His suggestion was adopted.
when the time arrived, only :tive of the States eent representativea
to the meeting at Annapolis, November, 1785.
Among them, however, waa a young man
not yet thirty, born and bred in the West Indies and therefore without the jealous,
provincial view-po int whioh colored the opinions of mo st of the oi tizena of the
states.
Alexander Hamilton, representing New York, suddenly rose and proposed that
all the states be invited by Congress to send delagatea to Philadelphia, eighteen
months later (in May, 1787), for the purpose of making "provisions as should appear
to them necesaary to ra1der the Conati tution of the Jederal Govermnent adequate
to the exigemies of the Union. 11
None of the states wa, at all enthuaiastio over
the plan, but the fact that anarchy was steadily inoreasing am that the idol of
them all, George W&shington, agreed to come as delegate trom Virginia, influenced
them to promise to send representatives to Philadelphia.
And so the great J'ederal oonvention met in 1787.
the delegates were
�-8-
nervous and apprehensive, suapicio'll:s of eaoh other and tom between hope and tear.
'lb.ey knew that by them the Union wou.ld either be oemmted or dissolved.
'Jhey sat -
fifty-five men - from~ until the middle of September behind closed doors.
9l.Ef"
discussed their animosities, their grievances, the,ir enmities, gaining confidence
in eaoh other as they gained knowledge of each o th.er.
v.hen the seoond Monday of J,ay, 1787, the date for whioh the convention
was called, arrived, the only delegates to appear were those of Pennsylvania a:rii
Virginia.
.A.t the end of two weeks no others arrived except those from Delaware and
New Jersey.
i'inally twelve St?:. tee were represented, and 1 t became one of the moat
meIIX>rable assemblies the world has ever known.
Bhode Island did not elect delegate,.
John Bach MoMa.ater gives an interesting account ot Vlashington•s arrival in Philadelphias
"At ab.ester he was met by the Speaker of the Assembly a.nd by ma?\V' of the
first characters of the place and escorted to May's Perry.
horse met his carriage and accompanied him into town.
~ere the city light-
It was the evening of Sllnday,
the thirteenth, yet the most straitlaced forgot their devotions, poured out of their
houses, and, as the little cavalcade moved down the streets of the city, every
church bell sent forth a joyous din, and every voice sent up a shout of welcome to
the American Fabius.
His first act was a graceful tribute to genius and worth,
for he went with all haste t? pay his respects to Franklin, who then filled the
-
chair of President of the Commonweal th of Pennsylvania.
'DJ.is
over, ltobert MOrris
oarried him home to his house."
By
a una.aimous vote Washi~ton was called to the chair.
was ma.de Secretary.
Major Jaokson
!he convention sat in seoret because of the fear
of
the dt.a.tea·
in losing their sovereignty am of the· citizens of their infringement of individual
liberties.
'lhe journals were deposited in the cusody of the president, General
washington, as, if suffered to be made publio, unjust use
w:,
uld be ma.de of them
by those opposed to the adoption of the Constitution.
Professor Charles Warren, in his book "Congress, the Constitution,
am
�-9-
the Supreme Court", ha1 written,
"It is well known that historians - American, English
and foreign - have long agreed that no political assembly ever contained a larger proportion of members possessing high character, intellectual ability, political sagacity,
and far-sighted statesmanship."
~
jure the Philadelphia convention was revolutionary, and the Constitution
was drafted as the first step in a coup d'etat.
Patriots of the type of Patrick Henry
declined eleotion to the Philadelphia·convention, and subsequently opposed the Constitution.
It is more than doubtful that the Philadelphia convention could be held
were 'lhomas Jefferson not abroad at the time.
'!he convention was as revolutionary
and as radical from a purely constitutional point of view with reference to the
A.rtioles of Confederation as would be a oonvent ion to overturn the present Constitution of the Uni tad States.
Some of the delegates elected to the Ibiladelphia
convention, including Lansing of New York, went home when the oonvent1on resolved
itself into a body to draft a new constitution rather than to propose amendments
to the Articles of Confederation, which was 1he function assigned by Congress.
Twenty-
two of sixty-one delegates elected did not sign the Constitution, including aJIDng
these El.bridge Gerry of Massachusetts and Wmund Randolph of Virginia.
phia Convention was not a harmonious body.
'!he Philadel-
'lb.ere were wide differences of feeling
among the colonists and these were reflected by their representatives in Philadelphia.
In the body of the Oons ti tu tion there are evidences of the compromises whiah were
necessary to ha.nnonize tb9se difficulties.
As
a matter of fact, throughout the meet-
ing of the Constitutional Convention and almost up to its final adjournment the opinion
prevailed in the body outside that agreement was substantially impossible.
Letter,
from the statesmen of the period to their friends i:r.dicate almost despair.
:Most or
the members of the oonvention were relatively young men and Newton D. Baker has
suggested that the body might be regarded as our first ttBrain Trust.'!
was present a man more than 80 years old
who
Bllt there
sat sagely through the disputes and
oontroversies of his younger associates and every now and then, with some captivating bit of humor, or, in very grave controversies, with a sentence of solemn pr~er,
�-10oalled them baok to the business in hand.
In the heat of one of these controversies,
franklin said, ttGentlemen, we were sent here to oonfer, not to contest with one
another".
A viewpoint that now seems to us unique was introduced by the Massachusetts
delegation, which proposed that the number of representatives from the new States,
whioh would be formed in the western territories, sb:>uld be so limited as never to
exceed the number from the original thirteen.
Gerry,
who
seemed most concerned at
the danger from the expected growth of the West, feared that the westerners, if they
acquired power, would "like all men" abuse it.
"Th8J' will oppress commerce," he
declared, "and train our weal th into the Western country. tt
ihen Sherman pointed
out that the western settlers would be their own children and grandchildren, Gerry
replied that ttthere was a rage for emigration from the Fastern States to the Western country and he did not wish those remaining behind to be at the mercy of emigrants.
Besides foreigners are resorting to that country·, and it is uncertain what turn
things may take there."
Gerry was supported by King, but his motion was rejected
by the Convention, five States against four.
'lbe State• s:>uth of the POtomao were
solidly against the proposal, evidently expecting to gain more than they would lose
by the ezpected emigration.
And so the frontier was happily left to exert whatever
influence in American politics its inhabitants might fairly ~laim.
Gorham, of Massachusetts, at best was not sanguine concerning the future
of the Union.
answer)a
On one occasion he put the question (manifestly expecting a negative
"Can it be supposed that this vast oountry, inoluding the Western territory,
will 150 years hence remain one nation?"
But
his ready allusion to the prospect of
disunion, if the camnerc.e power were 1Do much fettered by 11ml ta tions and restraints,
reveals the intensity of the feeling which these sectional oontroveraies provoked.
Ist us turn to some of the debate in the convention
the thought of a few of the delegates.
day
•o gain an idea of the trelil.
of
J'reah from the rough an::l tumble of our present
legislative halls, the language in many instances will sound stilted and fcrmal,
�-11-
although direct enough on occasion.
June 30, 17871
Mr. Bedford, of Delaware is speaking, on Saturday,
"That all the states at present are equally sovereign and independent,
has been asserted from every quarter of this house.
Our deliberations here are a
confirmation of the position; and I ~ add to it, that eaoh of them aot from interested, and
from ambitious motives.
many
Look at the votes whioh have been given on
the floor of this house, and it will be found that their numbers, wealth and local
views, have actuated their determinations; and that the larger states proceed as
· if our eyes were already perfectly blinded.
Impartiality, with them, is already
out of the question - the reported plan is their political creed, and they support
it, right or wrong.
Even the diminutive state of Georgia has an eye to her future
wealth and greatness - South Carolina, puffed up with the possession of her wealth
and negroes, and North Carolina, are all, fran different views, united with the
great states.
And these latter, although it is said they can 11ever, from interested
viewa, form a coalition, we find closely united in one scheme of interest and ambition, notwithstanding they endeavor to amuse ua with the purity of their principles
and the rectitude of their intentions, in asserting that the general government mu~t
be drawn from an equal representation of the people.
are never wanting.
Pretences to support ambition
'lheir o-ry is, where is the danger? And they insist that altho
the powers of the general govemment will be.increased, yet it will be for the good
of the whole;
am
although the three great states fonn nearly a majority of the
people of America, they never will hurt or injure the lesser states.
gentlemen, trust
zm.
_ljg_ not,
If you possess the power, the abuse of it oould not be
checked; and what then would prevent you trCJJ1 exercising it to our destruction?
You gravely allege that there is no danger of combination, and triumphantly ask,
how could oombinatione be effected?
"'lhe larger statas, n you say, "all differ in
productions and canmerce; and experience ahowa that instead of combinations, they
would be rivals, and co1l?lteraot the views of one an:>ther,"
language calculated only to a.muse us.
1bis, I repeat, is
Yes, sir, the larger states will be rivals,
�-12-
but not against eaoh other - they will be rivals against the rest of the states.
But
1t is urged that suoh a government w:>uld suit the people, and that its prinoiples are
equitable and just.
How often has this argument been refuted, when applied to a
federal govemment.
the small states never oa.n agree to the Virginia plan; and why
then is it still urged?
But it is said that it is not e%peoted that the state govern-
Imnts will approve the ·proposed system, and that this house must directly oarry it
to THE PEOPLE for their approbation!
Is it oane to 'this, then, that the sword must
decide this oontroversy, and that the horrors of war must be added to the rest of our
misfortunes?
:a:a.t what have the people already aaid?'We find the oonfederation defect-
ive - go, and give additional powers to the oonfederation - give to it the imposts,
regulation of trade, power to collect the taxes, and the means to discharge our foreign and domestio debts.•
points?
As
Can we not, then, as _their delegates, agree upon these
their ambassadors, can we not olearly grant those powers? Wh1' then,
when we are met, must entire, distinct, and new grounds be taken, and a government,
of which the people had no idea, be instituted?
And are we to be told, if we 10n't
agree to it; it is the last moment of our deliberations?
Is~, it is indeed the
last moment, if we do agree to this asswnption of power.
The states will never
again be entrapped into a measure like this.
'!he people wl 11
~
the small sta·tes
would confederate, and grant further powers to congress; but you, the large states,
would not.
justify us.
'.lb.en the fault will be yours, and all the nations of the earth will
But what is io beoome of our public debts if we dissolve the union?
Where .is your plighted faith?
left unmolested?
~
t!!!.h§n.d.
Will you crush the smaller states, or must they be
sooner than be ruined, there
™
foreign powers .!!!Q. :!.ll.,l
~
y
I say not this to threaten or intimidate, but tli&t we should reflect
seriously before we aot.
If we once leave this floor and solemnly renounce your
new project, what will be the oonsequenoe? You will annihilate your _federal government, and ruin must stare you in the faoe.
Let us then do what is in our power -
amend and enlarge the oonfederation, but not alter the federal system.
1he people
�-13expeot this, and no more.
We all agree in the neoessity of a more effioient govern-
ment - and cannot this be done?
Al though my state is small, I know and respeot its
rights, as muoh, at least, as those wb> have the honor to represent any of the larger
states."
To this Mr. King, of Massachusetts, made replys
those
who wish
"I am in sentiment with
the preservation of state governments; but the general govenunent may
be so constituted as to effect it.
Let the conati tut ion we are about forming be
considered as a cormniaaion under which the general government shall act, and as such
it will be the guardian of the state righta.
the rights of SOotla.nd are secure from
all danger and encroachments, although in the parliament she has a small representation.
Ua.y not this be done in our general government,
Since I am up, I am concerned
for what fell from the gentleman from l>elaware - 'Take a foreign power b;.r the ha.ndl'
I am sorry he mentioned it, and I hope he is able to excuse it to himself on the score
of passion.
Whatever may be
my
distress, I never will court a foreign power to assist
in relieving myself from it."
A. letter from Elbridge Gerry to James Madison, dated Philadelphia, June 11,
1787, shows the anxiety that pressed upon the mind and heart of that gentleman as
he sat in those grave cCJlllloila a "'l'he Convention is proceeding in their arduous
undertaking with eleven states under an injunction of seoreoy on their members the object of this meeti~ is very important in II\V mind - unless a system of government is adopted by compact, Force I expect will plant the standard, for such an
anarchy as now exists cannot last long.
Gentlemen seem to be
impressed with the
necessity of establishing some efficient system, and I hope it will secure
181
against domestic as well as foreign invasions ...
When Benjamin Franklin had almost given up hope of a successful termination
of the efforts of the convention, he used the following language in addressing the
«relegateu
••we have gone baok to ancient history for models of government and exam-
ined the different forms of those republics, which, having been formed with the seeda
of their own dissolution, now no longer exist, and we have viewed modern states all
�-14round Europe, but find none of their constitutions suitable to our oircumstancea."
He then suggested appealing t.o}the :rather of Light to illumine their understandings.
He saids
"I have lived a long time, and the longer I live the more convincing
proofs I see of this truth, that GOd governs in the affairs of men.
We have been
assured in the sacred writings that except the Lord build the house they labor in
vain that build it.•
~e appeal and the high standard of Dr. Franklin prevailed.
While the name of God does not appear in our federal Constitution, as it does in the
~flower Compact, the Declaration of Independence, and the Articles of Confederation,
the lpirit of Jehovah, of justice, mercy, liberty, and brotherly love, as expressed
by the Master, are evident throughout the document.
Washirgton and Franklin watohed with keenest anxiety the progress of events.
~ey had been identified with every aiep of progress that the colonies ha.d made in the
last twenty years and they wall knew that ttie action of this convention meant either
the final crown of hopes or the fulfillment of all fears.
Washi~ton struck the key
note of the Convention when, rising from his president's chair, he declared in a voice
husky with suppressed erootion, "It is too probable that no plan we propose will be
adopted.
Perhaps another dreadful conflict is to be sustained.
If, to please the
people, we offer what we ourselves disapprove, how oa.n we afterward defend our work?
Let us raise a standard to vtiich \he wise and t~e honest oa.n repair; the event is in
the hand of God.••
When the great document was at last drafted and was all prepared for signature,
the aged Franklin produaed a paper, whioh was read for him, as his voice was weak.
follows 1
"Sir• I agree to this Cons ti tut ion, with a 11 1ts faults, if they are suoh,
because I think a general government necessary for us, and there is no
form of government but what may be a blessing to the people, if well administered; and I believe, further, that this is likely to be well administered for a course of years, and can only end in despotism, as other
forms have done before it, when t.he people shall become so corrupted as
to need despotic government, being incapable of any other. I doubt, too,
whether any other convention we can obtain, may be able to make a better
Constitution. For when you assemble a number of men, to have the advantage of their joint wisdom, you inevitably assemble with thoae men all
their prejudices, their passions, their errors of opinion, their looal
interests, and their selfish views. It therefore astonishes me, sir,
It
�-15-
to find this system approa.ahing so near to perfection as it does; and
I think it will astonish our enemies, wlx> are waiting with confide~e
to hear that our counsels are confounded, like those of the builders of
Babel, and ended in separation, only to ~aet, hereafter, for the purpose
of cutting one another's throats."
Janes Wilson, of whom the historian, Governor Samu.el
w.
Pennypacker, of
Pennsylvania, said "he was the most learned lawyer in the convention, and perhaps,
more than any other merJi>er, effected the results reached," added his comment to that
of Franklin when he said:
11
After a lapse of 6,000 years _since the creation of the
world, America now presents the first instance of a people assembled to weigh deliberately and to decide leisurely and peaceably, upon the form of government with which
they will bind themselves and their posterity." ·To Franklin, who for thirty-three
years had been trying to fonn sane federal uhion of the thirteen colonies, it was
the supreme moment of his eighty~one years.
As the meeting broke up he said, pointing
to the back of the chair in whioh W&shington had sat and on which was carved a gilded
half sun, .. As I have been sitting here all these weeks, I have often wondered whether
yonder sun was rising or setting.
Now I know that it is a rising sun."
'Die process of ratification was not easy or unanimous except in the ama.11
states of Delaware and New Jersey, and by Georgia, none of them self-reliant from
long experience with demooraoy.
In Pennsylvania the order for a constitutional con-
vention was rushed through an expiring legislature, lest the next one eeleoted by the
people be opposed; the vote against the Constitution in Pennsylvania was one-third
of the membership.
opposition.
Connecticut was ccmplaisant, but Massachusetts was militant in
'lbe vote in Massaohuaetts was 187 to 166, the victory a triumph for the
political ambitions of Adams and Hancock; had districts opposed to the Constitution
sent delegates to vote no, instead of refusil'€ to send delegates at all as a protest,
the Massachusetts convention vrould have rejected the ())nsti tut ion.
state, voted 63-11 for the Cons ti tut ion.
73, a.s did New Hampshire, 57-46.
Maryland, a small
South Carolina fought the battle out, 140-
The struggle in Virginia was worthy of a common-
wealth that produce,J a ".iashi:ngton, 119.diso.n and !~tlrshall supported the Constitution;
�-16-
Patrick !Ienrj and Randolph opposed it; Jefferson was anti-federalist, and abroad.
1
single vote oast by Governor Collins in Rhode Island
t:)
'fue
break a tie and order a con-
vent ion had its parallel in Virginia, where ti."1-:le Governor, who had been hostile to the
Constitution, was persuaded overnight b:r the pleadings of Washington to change his
attitude and cast a favoring vote.
Patriok Henry fought valiantly against ratification,
and then, noble warrior that he was, was equally vigorous in sustaining the Constitution.
In New York the opposition of l}Overnor Clint on went down before tra eloquence
of .Alexander Hamilton.
'lhere was a glorious opposition to the Constitution, and greater
glory in the good feeling with vtlioh the contest ended.
No state need feel shame for
standing with the opposition, includit¥s as it did great Americans.
But this recital of things we have known and perhaps forgotten has served
its purpose if it has reminded us of the faot that we gained this Constitution that is
the bulwark of our liberties through suspioion, distrust, selfishness, struggle, threats
of war, obstruction, delays, ref~sals to compromise, and finally, by the graoe of
God, through the conquering of diametrioally opposite views in a final determination
to stand or fall in the 1 igh t of 1-iberty and in the strength of union.
From the past we come again to our problems of the present.
We have in our
public servioe and available for it men and women of high vis ion, wi. o realize that the
American plan is oapa.ble of indefinite expansion to meet the situations of world dislocation in eoonomios, in sooial concepts, in politioa.l experiments.
We had an example
of its operation in what was termed tta noble experiment" in our 18th .Amendment, and
its subsequent ranoval from the frame-work of the Constitution.
Regardless of what
you or I think, history will write whether the experiment or the people working it
lacked in nobility - the point is that we have an instrwnent strong and everlaatingly
dependable that stands and must stand between us and undemooratio influences, between
us and demagoguery, between us and diotatorship.
All that we need do is to keep from
despair because foes arise; all that is demanded of us is that we bring to its preservation the fidelity, breadth of viewpoint, and dauntless courage of those who gained
�-17it for us.
'lhe great room has in its center tablets of stone, on which.are graven the
rules (the law) by which men live together.
Around the walls of that room history
has hung great murals, whioh show why man oame to out those rules upon the stone
tablets.
Study the stones until weary, JI\V friends, an:i then lift your eyes to the
walls, to the murals of history that give their meaning, yea, their enduring strength,
to the stones.
�
Dublin Core
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Title
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Suffolk University Records
Description
An account of the resource
The Suffolk University Records collection covers all aspects of the university's history and development from 1906 to today. The materials include: Presidents' records, photographs, audio and video recordings, memorabilia, and university publications. Learn more about the <a href="https://www.suffolk.edu/academics/libraries/moakley-archive-and-institute/collections/records-of-suffolk-university" target="_blank" rel="noreferrer noopener">collection</a> at our web site.
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SU-1847
Title
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Address of Winfield Scott Downs, "Some Historical Aspects of the Constitution," delivered at the 1936 Suffolk University Law School commencement
Date
A point or period of time associated with an event in the lifecycle of the resource
10 June 1936
Source
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Suffolk University Records
Series SUE-001.001, Commencement Planning Files
Creator
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Downs, Winfield Scott, 1895-
Type
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Text
Documents
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JPG
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tgn:7013445
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English
Subject
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Suffolk University
Graduation ceremonies
Downs, Winfield Scott, 1895-
Suffolk University--Law School
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Commencements
Suffolk Law School
Suffolk University
-
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d96e9fb1aceefd84c2d23de991f09d89
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Suffolk University Records
Description
An account of the resource
The Suffolk University Records collection covers all aspects of the university's history and development from 1906 to today. The materials include: Presidents' records, photographs, audio and video recordings, memorabilia, and university publications. Learn more about the <a href="https://www.suffolk.edu/academics/libraries/moakley-archive-and-institute/collections/records-of-suffolk-university" target="_blank" rel="noreferrer noopener">collection</a> at our web site.
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SU-0493
Title
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An admission ticket for law classes used by Suffolk University Law School
Date
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1928
Source
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Suffolk University Records
Series SUJ-001.003 Special Materials: Memorabilia, Objects, Box 1
Creator
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Suffolk University
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Text
Documents
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JPG
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tgn:7013445
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English
Subject
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Suffolk University--Law School
Tickets
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Student organizations
Suffolk Law School
-
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8
Channels
3
Height
826
Width
1000
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Suffolk University Records
Description
An account of the resource
The Suffolk University Records collection covers all aspects of the university's history and development from 1906 to today. The materials include: Presidents' records, photographs, audio and video recordings, memorabilia, and university publications. Learn more about the <a href="https://www.suffolk.edu/academics/libraries/moakley-archive-and-institute/collections/records-of-suffolk-university" target="_blank" rel="noreferrer noopener">collection</a> at our web site.
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Archer Building - laying the cornerstone ceremony, Gleason L. Archer with wife Elizabeth and son Allan, 8/4/1920
Subject
The topic of the resource
Suffolk University--Law School
Cornerstone laying
Archer, Gleason Leonard, 1880-1966
Events
College buildings
Description
An account of the resource
This image is part of a glass lantern slide show created by Suffolk University President Gleason L. Archer in the 1920s for promotional purposes.
Source
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Series SUJ-004.006, Special Materials: Photographs: Lantern Slides, Box 1
Suffolk University Records
Date
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4 August 1920
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JPG
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Still image
Photographs
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SU-0587
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tgn:7013445
Events
Gleason Archer
Suffolk Campus
Suffolk Law School
-
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Suffolk University Records
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An account of the resource
The Suffolk University Records collection covers all aspects of the university's history and development from 1906 to today. The materials include: Presidents' records, photographs, audio and video recordings, memorabilia, and university publications. Learn more about the <a href="https://www.suffolk.edu/academics/libraries/moakley-archive-and-institute/collections/records-of-suffolk-university" target="_blank" rel="noreferrer noopener">collection</a> at our web site.
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<iframe src="https://player.vimeo.com/video/136527123" frameborder="0" width="500" height="281"></iframe>
<p><a href="https://vimeo.com/136527123">Archer Building (20 Derne) construction film, 1937-1938</a> from <a href="https://vimeo.com/user38291473">Moakley Archive</a> on <a href="https://vimeo.com">Vimeo</a>.</p>
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00:02:58
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suAV-0001
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Archer Building (20 Derne) construction film, 1937-1938
Date
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1937-1938
Description
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Black and white, silent motion picture recording of the construction of an addition to the Archer Building on the Suffolk University campus, 20 Derne Street, Boston, Massachusetts.
Creator
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Archer, Gleason Leonard, 1880-1966
Source
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Suffolk University Records
Series SUJ-003.02 Video recordings: Events and news
Box 15
Type
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Moving image
1 film reel (16 mm)
Video recordings
Format
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MP4
Subject
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Suffolk University--Law School
College buildings
Building construction
Construction
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Find out more about our collections on <a href="http://www.suffolk.edu/explore/24550.php">our website</a>.
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Suffolk Campus
Suffolk Law School
Suffolk University
-
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Omeka Image File
The metadata element set that was included in the `files_images` table in previous versions of Omeka. These elements are common to all image files.
Bit Depth
8
Channels
3
Height
797
Width
1000
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Suffolk University Records
Description
An account of the resource
The Suffolk University Records collection covers all aspects of the university's history and development from 1906 to today. The materials include: Presidents' records, photographs, audio and video recordings, memorabilia, and university publications. Learn more about the <a href="https://www.suffolk.edu/academics/libraries/moakley-archive-and-institute/collections/records-of-suffolk-university" target="_blank" rel="noreferrer noopener">collection</a> at our web site.
Still Image
A static visual representation. Examples of still images are: paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type "text" to images of textual materials.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Archer building, exterior view, showing the Suffolk Photo Plays Theatre on Temple Street
Subject
The topic of the resource
Suffolk University--Law School
Educational facilities
College buildings
Theaters
Motion picture theaters
Source
A related resource from which the described resource is derived
Series SUJ-004.03 Special Materials: Photographs: Buildings and Places
Suffolk University Records
Date
A point or period of time associated with an event in the lifecycle of the resource
undated
Rights
Information about rights held in and over the resource
Copyright is retained by the creators of items in this collection, or their descendants, as stipulated by United States copyright law. This item is made available for research and educational purposes by the Moakley Archive & Institute. Prior permission is required for any commercial use.
Relation
A related resource
<p>Find out more about our collections on <a href="http://www.suffolk.edu/explore/24550.php">our website</a>.</p>
Format
The file format, physical medium, or dimensions of the resource
JPG
Type
The nature or genre of the resource
Still image
Photographs
Identifier
An unambiguous reference to the resource within a given context
SU-1395
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
tgn:7013445
Suffolk Campus
Suffolk Law School
Suffolk University
Theater
-
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80e788b94bd0fcda8590c08ba755daef
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Gleason Leonard Archer Personal Papers, 1790-1999 (MS108)
Description
An account of the resource
The Gleason Leonard Archer Personal Papers document the personal and professional activities of Suffolk University’s founder. In addition to being an educator, Archer was also a prolific writer and popular radio broadcaster. The collection include manuscripts and typescripts of his published works, journals, speeches, and radio addresses; correspondence; biographical information; genealogy records; photographs; and personal artifacts. The collection also includes family papers, documenting the personal and business activities of members of Archer’s immediate and extended family through account books, contracts, correspondence and photographs. <br /><br />A <a href="https://www.suffolk.edu/-/media/suffolk/documents/about/moakley-archive-and-institute/collections/ms108_findingaid_pdftxt.pdf?la=en&hash=DB6CE43526BFDC19045CDB959A051E198C61708E" target="_blank" rel="noreferrer noopener">finding aid </a>is available which describes and inventories this collection.
Document
A resource containing textual data. Note that facsimiles or images of texts are still of the genre text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Archer's Evening Law School advertisement
Subject
The topic of the resource
Universities & colleges
Suffolk University
Advertisements
Suffolk University--Law School
Description
An account of the resource
Text on the front reads: "Second Year. School opens Sept. 18, 1906." Tagline at bottom: "Three evenings a week for three thirty-one week years fit you to practice law." The back of the advertisement lists the courses offered for the Fall, Winter, and Spring terms.
Date
A point or period of time associated with an event in the lifecycle of the resource
1906
Rights
Information about rights held in and over the resource
Public domain. This item is made available for research and educational purposes by the Moakley Archive & Institute. Prior permission is required for any commercial use.
Relation
A related resource
<p>View the <a href="http://www.suffolk.edu/documents/MoakleyArchive/ms108_.pdf">finding aid to the Gleason L. Archer Papers</a> for more information (PDF).</p>
<p> </p>
Format
The file format, physical medium, or dimensions of the resource
PDF
Type
The nature or genre of the resource
Text
Cards
Identifier
An unambiguous reference to the resource within a given context
ms-0031-0032
Source
A related resource from which the described resource is derived
Gleason Leonard Archer Personal Papers, 1880-1996 (MS108)
Series 4.2 Personal Papers: Biographical Materials, Folder 25
Suffolk Law School
Suffolk University
-
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00455cd33b22435f080c52dd4009ce49
Omeka Image File
The metadata element set that was included in the `files_images` table in previous versions of Omeka. These elements are common to all image files.
Bit Depth
8
Channels
3
Height
754
Width
1000
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Suffolk University Records
Description
An account of the resource
The Suffolk University Records collection covers all aspects of the university's history and development from 1906 to today. The materials include: Presidents' records, photographs, audio and video recordings, memorabilia, and university publications. Learn more about the <a href="https://www.suffolk.edu/academics/libraries/moakley-archive-and-institute/collections/records-of-suffolk-university" target="_blank" rel="noreferrer noopener">collection</a> at our web site.
Document
A resource containing textual data. Note that facsimiles or images of texts are still of the genre text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Article about Suffolk University Law School's first Native American graduate, Nelson D. Simons (JD 1925) in the Suffolk Law Register, Vol. 4, no. 3
Subject
The topic of the resource
Suffolk University--Law School
Simons, Nelson D.
Suffolk University--Alumni and alumnae
Indians of North America
Clippings
Description
An account of the resource
Nelson D. Simons (JD 1925) was the first Native American graduate of Suffolk University Law School. He was later elected chief of the Mashpee Wampanoag tribe.
Creator
An entity primarily responsible for making the resource
Suffolk University
Source
A related resource from which the described resource is derived
Series SUH-006.008, Box 1
Suffolk University Records
Date
A point or period of time associated with an event in the lifecycle of the resource
1921
Rights
Information about rights held in and over the resource
Copyright Suffolk University. This item is made available for research and educational purposes by the Moakley Archive & Institute. Prior permission is required for any commercial use.
Relation
A related resource
Find out more about our collections on <a href="http://www.suffolk.edu/explore/24550.php">our website</a>.
Format
The file format, physical medium, or dimensions of the resource
JPG
Language
A language of the resource
English
Type
The nature or genre of the resource
Text
Newspapers
Identifier
An unambiguous reference to the resource within a given context
SU-0559
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
tgn:7013445
Alumni
Campus diversity
Suffolk Law School
Suffolk University Firsts
-
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7d5d6cccb5973707506d5b7be939715f
Omeka Image File
The metadata element set that was included in the `files_images` table in previous versions of Omeka. These elements are common to all image files.
Bit Depth
8
Channels
3
Height
1000
Width
615
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Suffolk University Records
Description
An account of the resource
The Suffolk University Records collection covers all aspects of the university's history and development from 1906 to today. The materials include: Presidents' records, photographs, audio and video recordings, memorabilia, and university publications. Learn more about the <a href="https://www.suffolk.edu/academics/libraries/moakley-archive-and-institute/collections/records-of-suffolk-university" target="_blank" rel="noreferrer noopener">collection</a> at our web site.
Still Image
A static visual representation. Examples of still images are: paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type "text" to images of textual materials.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Article from Suffolk University Law School's student newspaper, Dicta, announcing the appointment of David J. Sargent as law school dean
Subject
The topic of the resource
Suffolk University--Law School
Student newspapers and periodicals
Sargent, David J.
Universities and colleges--Faculty
Creator
An entity primarily responsible for making the resource
Suffolk University
Source
A related resource from which the described resource is derived
Series SUH-001.002, Box 1
Suffolk University Records
Date
A point or period of time associated with an event in the lifecycle of the resource
5 October 1973
Rights
Information about rights held in and over the resource
Copyright Suffolk University. This item is made available for research and educational purposes by the Moakley Archive & Institute. Prior permission is required for any commercial use.
Relation
A related resource
Find out more about our collections on <a href="http://www.suffolk.edu/explore/24550.php">our website</a>.
Format
The file format, physical medium, or dimensions of the resource
JPG
Language
A language of the resource
English
Type
The nature or genre of the resource
Text
Periodicals
Identifier
An unambiguous reference to the resource within a given context
SU-0435
Suffolk Law School
Suffolk Presidents
Suffolk Publications
-
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7d5d6cccb5973707506d5b7be939715f
Omeka Image File
The metadata element set that was included in the `files_images` table in previous versions of Omeka. These elements are common to all image files.
Bit Depth
8
Channels
3
Height
1000
Width
615
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Suffolk University Records
Description
An account of the resource
The Suffolk University Records collection covers all aspects of the university's history and development from 1906 to today. The materials include: Presidents' records, photographs, audio and video recordings, memorabilia, and university publications. Learn more about the <a href="https://www.suffolk.edu/academics/libraries/moakley-archive-and-institute/collections/records-of-suffolk-university" target="_blank" rel="noreferrer noopener">collection</a> at our web site.
Still Image
A static visual representation. Examples of still images are: paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type "text" to images of textual materials.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Article from Suffolk University Law School's student newspaper, Dicta, announcing the appointment of David J. Sargent as law school dean
Subject
The topic of the resource
Suffolk University--Law School
Student newspapers and periodicals
Sargent, David J.
Universities and colleges--Faculty
Creator
An entity primarily responsible for making the resource
Suffolk University
Source
A related resource from which the described resource is derived
Series SUH-001.002, Box 1
Suffolk University Records
Date
A point or period of time associated with an event in the lifecycle of the resource
5 October 1973
Rights
Information about rights held in and over the resource
Copyright Suffolk University. This item is made available for research and educational purposes by the Moakley Archive & Institute. Prior permission is required for any commercial use.
Relation
A related resource
<p>Find out more about our collections on <a href="http://www.suffolk.edu/explore/24550.php">our website</a>.</p>
Format
The file format, physical medium, or dimensions of the resource
JPG
Language
A language of the resource
English
Type
The nature or genre of the resource
Text
Periodicals
Identifier
An unambiguous reference to the resource within a given context
SU-0435
Suffolk Law School
Suffolk Presidents
Suffolk Publications
Suffolk University
-
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9c7a5393f69ceb88df2478eb0766a522
Omeka Image File
The metadata element set that was included in the `files_images` table in previous versions of Omeka. These elements are common to all image files.
Bit Depth
8
Channels
3
Height
791
Width
1000
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Suffolk University Records
Description
An account of the resource
The Suffolk University Records collection covers all aspects of the university's history and development from 1906 to today. The materials include: Presidents' records, photographs, audio and video recordings, memorabilia, and university publications. Learn more about the <a href="https://www.suffolk.edu/academics/libraries/moakley-archive-and-institute/collections/records-of-suffolk-university" target="_blank" rel="noreferrer noopener">collection</a> at our web site.
Still Image
A static visual representation. Examples of still images are: paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type "text" to images of textual materials.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Attendee poses in front of signed beam at Suffolk University Law School's Sargent Hall (120 Tremont Street) topping off ceremony
Subject
The topic of the resource
Suffolk University--Law School
Toppings out
Educational facilities
College buildings
Source
A related resource from which the described resource is derived
Series SUJ-004.04 Special Materials: Photographs: Events, Box 45
Suffolk University Records
Date
A point or period of time associated with an event in the lifecycle of the resource
19 December 1997
Rights
Information about rights held in and over the resource
Copyright is retained by the creators of items in this collection, or their descendants, as stipulated by United States copyright law. This item is made available for research and educational purposes by the Moakley Archive & Institute. Prior permission is required for any commercial use.
Relation
A related resource
Find out more about our collections on <a href="http://www.suffolk.edu/explore/24550.php">our website</a>.
Format
The file format, physical medium, or dimensions of the resource
JPG
Type
The nature or genre of the resource
Still image
Photographs
Identifier
An unambiguous reference to the resource within a given context
SU-1067
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
tgn:7013445
Events
Suffolk Campus
Suffolk Law School
-
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Omeka Image File
The metadata element set that was included in the `files_images` table in previous versions of Omeka. These elements are common to all image files.
Bit Depth
8
Channels
3
Height
679
Width
1000
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Suffolk University Records
Description
An account of the resource
The Suffolk University Records collection covers all aspects of the university's history and development from 1906 to today. The materials include: Presidents' records, photographs, audio and video recordings, memorabilia, and university publications. Learn more about the <a href="https://www.suffolk.edu/academics/libraries/moakley-archive-and-institute/collections/records-of-suffolk-university" target="_blank" rel="noreferrer noopener">collection</a> at our web site.
Still Image
A static visual representation. Examples of still images are: paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type "text" to images of textual materials.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Attendees a Suffolk University Law School alumni reception in Miami, Florida
Subject
The topic of the resource
Suffolk University--Law School
Events
Suffolk University--Alumni and alumnae
Source
A related resource from which the described resource is derived
Series SUJ-004.04 Special Materials: Photographs: Events, Box 48
Suffolk University Records
Date
A point or period of time associated with an event in the lifecycle of the resource
2002
Rights
Information about rights held in and over the resource
Copyright is retained by the creators of items in this collection, or their descendants, as stipulated by United States copyright law. This item is made available for research and educational purposes by the Moakley Archive & Institute. Prior permission is required for any commercial use.
Relation
A related resource
<p>Find out more about our collections on <a href="http://www.suffolk.edu/explore/24550.php">our website</a>.</p>
Format
The file format, physical medium, or dimensions of the resource
JPG
Type
The nature or genre of the resource
Still image
Photographs
Identifier
An unambiguous reference to the resource within a given context
SU-1122
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
tgn:7014044
Alumni
Events
Suffolk Law School
Suffolk University
-
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Omeka Image File
The metadata element set that was included in the `files_images` table in previous versions of Omeka. These elements are common to all image files.
Bit Depth
8
Channels
3
Height
664
Width
1000
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Suffolk University Records
Description
An account of the resource
The Suffolk University Records collection covers all aspects of the university's history and development from 1906 to today. The materials include: Presidents' records, photographs, audio and video recordings, memorabilia, and university publications. Learn more about the <a href="https://www.suffolk.edu/academics/libraries/moakley-archive-and-institute/collections/records-of-suffolk-university" target="_blank" rel="noreferrer noopener">collection</a> at our web site.
Still Image
A static visual representation. Examples of still images are: paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type "text" to images of textual materials.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Attendees a Suffolk University Law School reception
Subject
The topic of the resource
Suffolk University--Law School
Events
Source
A related resource from which the described resource is derived
Series SUJ-004.04 Special Materials: Photographs: Events, Box 47
Suffolk University Records
Date
A point or period of time associated with an event in the lifecycle of the resource
circa 2000
Rights
Information about rights held in and over the resource
Copyright is retained by the creators of items in this collection, or their descendants, as stipulated by United States copyright law. This item is made available for research and educational purposes by the Moakley Archive & Institute. Prior permission is required for any commercial use.
Relation
A related resource
<p>Find out more about our collections on <a href="http://www.suffolk.edu/explore/24550.php">our website</a>.</p>
Format
The file format, physical medium, or dimensions of the resource
JPG
Type
The nature or genre of the resource
Still image
Photographs
Identifier
An unambiguous reference to the resource within a given context
SU-1120
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
tgn:7013445
Events
Suffolk Law School
Suffolk University
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Omeka Image File
The metadata element set that was included in the `files_images` table in previous versions of Omeka. These elements are common to all image files.
Bit Depth
8
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3
Height
663
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1000
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Suffolk University Records
Description
An account of the resource
The Suffolk University Records collection covers all aspects of the university's history and development from 1906 to today. The materials include: Presidents' records, photographs, audio and video recordings, memorabilia, and university publications. Learn more about the <a href="https://www.suffolk.edu/academics/libraries/moakley-archive-and-institute/collections/records-of-suffolk-university" target="_blank" rel="noreferrer noopener">collection</a> at our web site.
Still Image
A static visual representation. Examples of still images are: paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type "text" to images of textual materials.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Attendees a Suffolk University Law School reception
Subject
The topic of the resource
Suffolk University--Law School
Events
Source
A related resource from which the described resource is derived
Series SUJ-004.04 Special Materials: Photographs: Events, Box 47
Suffolk University Records
Date
A point or period of time associated with an event in the lifecycle of the resource
circa 2000
Rights
Information about rights held in and over the resource
Copyright is retained by the creators of items in this collection, or their descendants, as stipulated by United States copyright law. This item is made available for research and educational purposes by the Moakley Archive & Institute. Prior permission is required for any commercial use.
Relation
A related resource
<p>Find out more about our collections on <a href="http://www.suffolk.edu/explore/24550.php">our website</a>.</p>
Format
The file format, physical medium, or dimensions of the resource
JPG
Type
The nature or genre of the resource
Still image
Photographs
Identifier
An unambiguous reference to the resource within a given context
SU-1121
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
tgn:7013445
Events
Suffolk Law School
Suffolk University
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Suffolk University Records
Description
An account of the resource
The Suffolk University Records collection covers all aspects of the university's history and development from 1906 to today. The materials include: Presidents' records, photographs, audio and video recordings, memorabilia, and university publications. Learn more about the <a href="https://www.suffolk.edu/academics/libraries/moakley-archive-and-institute/collections/records-of-suffolk-university" target="_blank" rel="noreferrer noopener">collection</a> at our web site.
Still Image
A static visual representation. Examples of still images are: paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type "text" to images of textual materials.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
SU-1698
Title
A name given to the resource
Attendees at a 1983 Suffolk University Law School Alumni Dinner
Date
A point or period of time associated with an event in the lifecycle of the resource
8 December 1983
Source
A related resource from which the described resource is derived
Suffolk University Records
Series SUJ-004.04 Special Materials: Photographs: Events, Box 39
Description
An account of the resource
Pictured: Paul Tsongas, Albert Hutton, Edward Masterman, Diane Tillotson, Robert Muse, David Sargent
Type
The nature or genre of the resource
Still image
Photographs
Format
The file format, physical medium, or dimensions of the resource
JPG
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
tgn:7013445
Subject
The topic of the resource
Suffolk University
Events
Suffolk University--Law School
Suffolk University--Alumni and alumnae
Suffolk Law School
Alumni
Rights
Information about rights held in and over the resource
Copyright is retained by the creators of items in this collection, or their descendants, as stipulated by United States copyright law. This item is made available for research and educational purposes by the Moakley Archive & Institute. Prior permission is required for any commercial use.
Relation
A related resource
Find out more about our collections on <a href="http://www.suffolk.edu/explore/24550.php">our website</a>.
Alumni
Events
Suffolk Law School
-
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Omeka Image File
The metadata element set that was included in the `files_images` table in previous versions of Omeka. These elements are common to all image files.
Bit Depth
8
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3
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711
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1000
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Suffolk University Records
Description
An account of the resource
The Suffolk University Records collection covers all aspects of the university's history and development from 1906 to today. The materials include: Presidents' records, photographs, audio and video recordings, memorabilia, and university publications. Learn more about the <a href="https://www.suffolk.edu/academics/libraries/moakley-archive-and-institute/collections/records-of-suffolk-university" target="_blank" rel="noreferrer noopener">collection</a> at our web site.
Still Image
A static visual representation. Examples of still images are: paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type "text" to images of textual materials.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Attendees at a Suffolk University Law School Career Panel
Subject
The topic of the resource
Suffolk University--Law School
Events
Creator
An entity primarily responsible for making the resource
Gillooly, John
Source
A related resource from which the described resource is derived
Series SUJ-004.04 Special Materials: Photographs: Events, Box 46
Suffolk University Records
Date
A point or period of time associated with an event in the lifecycle of the resource
1999
Rights
Information about rights held in and over the resource
Copyright John Gillooly. This item is made available for research and educational purposes by the Moakley Archive & Institute. Prior permission is required for any commercial use.
Relation
A related resource
Find out more about our collections on <a href="http://www.suffolk.edu/explore/24550.php">our website</a>.
Format
The file format, physical medium, or dimensions of the resource
JPG
Type
The nature or genre of the resource
Still image
Photographs
Identifier
An unambiguous reference to the resource within a given context
SU-1069
Events
Suffolk Law School
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Omeka Image File
The metadata element set that was included in the `files_images` table in previous versions of Omeka. These elements are common to all image files.
Bit Depth
8
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3
Height
716
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1000
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Suffolk University Records
Description
An account of the resource
The Suffolk University Records collection covers all aspects of the university's history and development from 1906 to today. The materials include: Presidents' records, photographs, audio and video recordings, memorabilia, and university publications. Learn more about the <a href="https://www.suffolk.edu/academics/libraries/moakley-archive-and-institute/collections/records-of-suffolk-university" target="_blank" rel="noreferrer noopener">collection</a> at our web site.
Still Image
A static visual representation. Examples of still images are: paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type "text" to images of textual materials.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Attendees at a Suffolk University Law School Career Panel
Subject
The topic of the resource
Suffolk University--Law School
Events
Creator
An entity primarily responsible for making the resource
Gillooly, John
Source
A related resource from which the described resource is derived
Series SUJ-004.04 Special Materials: Photographs: Events, Box 46
Suffolk University Records
Date
A point or period of time associated with an event in the lifecycle of the resource
1999
Rights
Information about rights held in and over the resource
Copyright John Gillooly. This item is made available for research and educational purposes by the Moakley Archive & Institute. Prior permission is required for any commercial use.
Relation
A related resource
Find out more about our collections on <a href="http://www.suffolk.edu/explore/24550.php">our website</a>.
Format
The file format, physical medium, or dimensions of the resource
JPG
Type
The nature or genre of the resource
Still image
Photographs
Identifier
An unambiguous reference to the resource within a given context
SU-1070
Events
Suffolk Law School
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Omeka Image File
The metadata element set that was included in the `files_images` table in previous versions of Omeka. These elements are common to all image files.
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8
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3
Height
707
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1000
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Suffolk University Records
Description
An account of the resource
The Suffolk University Records collection covers all aspects of the university's history and development from 1906 to today. The materials include: Presidents' records, photographs, audio and video recordings, memorabilia, and university publications. Learn more about the <a href="https://www.suffolk.edu/academics/libraries/moakley-archive-and-institute/collections/records-of-suffolk-university" target="_blank" rel="noreferrer noopener">collection</a> at our web site.
Still Image
A static visual representation. Examples of still images are: paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type "text" to images of textual materials.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Attendees at a Suffolk University Law School Career Panel
Subject
The topic of the resource
Suffolk University--Law School
Events
Creator
An entity primarily responsible for making the resource
Gillooly, John
Source
A related resource from which the described resource is derived
Series SUJ-004.04 Special Materials: Photographs: Events, Box 46
Suffolk University Records
Date
A point or period of time associated with an event in the lifecycle of the resource
1999
Rights
Information about rights held in and over the resource
Copyright John Gillooly. This item is made available for research and educational purposes by the Moakley Archive & Institute. Prior permission is required for any commercial use.
Relation
A related resource
Find out more about our collections on <a href="http://www.suffolk.edu/explore/24550.php">our website</a>.
Format
The file format, physical medium, or dimensions of the resource
JPG
Type
The nature or genre of the resource
Still image
Photographs
Identifier
An unambiguous reference to the resource within a given context
SU-1071
Campus diversity
Suffolk Law School
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Omeka Image File
The metadata element set that was included in the `files_images` table in previous versions of Omeka. These elements are common to all image files.
Bit Depth
8
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3
Height
667
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Suffolk University Records
Description
An account of the resource
The Suffolk University Records collection covers all aspects of the university's history and development from 1906 to today. The materials include: Presidents' records, photographs, audio and video recordings, memorabilia, and university publications. Learn more about the <a href="https://www.suffolk.edu/academics/libraries/moakley-archive-and-institute/collections/records-of-suffolk-university" target="_blank" rel="noreferrer noopener">collection</a> at our web site.
Still Image
A static visual representation. Examples of still images are: paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type "text" to images of textual materials.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Attendees at a Suffolk University Law School Deans' reception
Subject
The topic of the resource
Suffolk University--Law School
Events
Source
A related resource from which the described resource is derived
Series SUJ-004.04 Special Materials: Photographs: Events, Box 44
Suffolk University Records
Date
A point or period of time associated with an event in the lifecycle of the resource
1995
Rights
Information about rights held in and over the resource
Copyright is retained by the creators of items in this collection, or their descendants, as stipulated by United States copyright law. This item is made available for research and educational purposes by the Moakley Archive & Institute. Prior permission is required for any commercial use.
Relation
A related resource
Find out more about our collections on <a href="http://www.suffolk.edu/explore/24550.php">our website</a>.
Format
The file format, physical medium, or dimensions of the resource
JPG
Type
The nature or genre of the resource
Still image
Photographs
Identifier
An unambiguous reference to the resource within a given context
SU-1077
Events
Suffolk Law School
-
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Omeka Image File
The metadata element set that was included in the `files_images` table in previous versions of Omeka. These elements are common to all image files.
Bit Depth
8
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3
Height
794
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1000
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Suffolk University Records
Description
An account of the resource
The Suffolk University Records collection covers all aspects of the university's history and development from 1906 to today. The materials include: Presidents' records, photographs, audio and video recordings, memorabilia, and university publications. Learn more about the <a href="https://www.suffolk.edu/academics/libraries/moakley-archive-and-institute/collections/records-of-suffolk-university" target="_blank" rel="noreferrer noopener">collection</a> at our web site.
Still Image
A static visual representation. Examples of still images are: paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type "text" to images of textual materials.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Attendees at a Suffolk University Law School event
Subject
The topic of the resource
Suffolk University--Law School
Events
Description
An account of the resource
This image is part of a glass lantern slide show created by Suffolk University President Gleason L. Archer in the 1920s for promotional purposes.
Source
A related resource from which the described resource is derived
Series SUJ-004.006, Special Materials: Photographs: Lantern Slides, Box 1
Suffolk University Records
Date
A point or period of time associated with an event in the lifecycle of the resource
undated
Rights
Information about rights held in and over the resource
Copyright is retained by the creators of items in this collection, or their descendants, as stipulated by United States copyright law. This item is made available for research and educational purposes by the Moakley Archive & Institute. Prior permission is required for any commercial use.
Relation
A related resource
Find out more about our collections on <a href="http://www.suffolk.edu/explore/24550.php">our website</a>.
Format
The file format, physical medium, or dimensions of the resource
JPG
Type
The nature or genre of the resource
Still image
Photographs
Identifier
An unambiguous reference to the resource within a given context
SU-0564
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
tgn:7013445
Events
Suffolk Law School
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Omeka Image File
The metadata element set that was included in the `files_images` table in previous versions of Omeka. These elements are common to all image files.
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1000
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Suffolk University Records
Description
An account of the resource
The Suffolk University Records collection covers all aspects of the university's history and development from 1906 to today. The materials include: Presidents' records, photographs, audio and video recordings, memorabilia, and university publications. Learn more about the <a href="https://www.suffolk.edu/academics/libraries/moakley-archive-and-institute/collections/records-of-suffolk-university" target="_blank" rel="noreferrer noopener">collection</a> at our web site.
Still Image
A static visual representation. Examples of still images are: paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type "text" to images of textual materials.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Attendees at a Suffolk University Law School outing at Jake Ivories
Subject
The topic of the resource
Suffolk University--Law School
Law students
Source
A related resource from which the described resource is derived
Series SUJ-004.01 Special Materials: Photographs: Student life, Box 43
Suffolk University Records
Date
A point or period of time associated with an event in the lifecycle of the resource
1995
Rights
Information about rights held in and over the resource
Copyright is retained by the creators of items in this collection, or their descendants, as stipulated by United States copyright law. This item is made available for research and educational purposes by the Moakley Archive & Institute. Prior permission is required for any commercial use.
Relation
A related resource
<p>Find out more about our collections on <a href="http://www.suffolk.edu/explore/24550.php">our website</a>.</p>
Format
The file format, physical medium, or dimensions of the resource
JPG
Type
The nature or genre of the resource
Still image
Photographs
Identifier
An unambiguous reference to the resource within a given context
SU-1100
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
tgn:7013445
Student life
Students
Suffolk Law School
-
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424d87f4519abd0ba05bee7905806a0f
Omeka Image File
The metadata element set that was included in the `files_images` table in previous versions of Omeka. These elements are common to all image files.
Bit Depth
8
Channels
3
Height
661
Width
1000
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Suffolk University Records
Description
An account of the resource
The Suffolk University Records collection covers all aspects of the university's history and development from 1906 to today. The materials include: Presidents' records, photographs, audio and video recordings, memorabilia, and university publications. Learn more about the <a href="https://www.suffolk.edu/academics/libraries/moakley-archive-and-institute/collections/records-of-suffolk-university" target="_blank" rel="noreferrer noopener">collection</a> at our web site.
Still Image
A static visual representation. Examples of still images are: paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type "text" to images of textual materials.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Attendees at a Suffolk University Law School outing at Jillian's
Subject
The topic of the resource
Suffolk University--Law School
Law students
Source
A related resource from which the described resource is derived
Series SUJ-004.01 Special Materials: Photographs: Student life, Box 43
Suffolk University Records
Date
A point or period of time associated with an event in the lifecycle of the resource
1995
Rights
Information about rights held in and over the resource
Copyright is retained by the creators of items in this collection, or their descendants, as stipulated by United States copyright law. This item is made available for research and educational purposes by the Moakley Archive & Institute. Prior permission is required for any commercial use.
Relation
A related resource
<p>Find out more about our collections on <a href="http://www.suffolk.edu/explore/24550.php">our website</a>.</p>
Format
The file format, physical medium, or dimensions of the resource
JPG
Type
The nature or genre of the resource
Still image
Photographs
Identifier
An unambiguous reference to the resource within a given context
SU-1101
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
tgn:7013445
Student life
Students
Suffolk Law School