One of the benefits, or should I say privileges, of teaching at a relatively large public university is the opportunity to teach a fair number of veterans: given the length of the Iraq and Afghanistan operations this will likely be true for the rest of my career. And then some. It’s not possible to generalize about student veterans any more than it is about any other category of student, but I will say that those that I have had in my courses have been mature, engaged, focused: they don’t like to waste time. Everyone in the classroom profits from their participation–actually, even their presence. I’m looking forward to my post-chair life when I will be able to teach more in general, and teach more veterans in particular. And hopefully learn from them as well. I’ve always maintained a certain professorial distance with my students, but there are two professors who I know of, one a predecessor and the other a colleague, who have really engaged with students soldiers, amplifying their voices in very meaningful ways. During World War II, the chair of the Salem State History Department was Edna McGlynn, who organized a letter-writing campaign for Salem soldiers fighting overseas, resulting in the exchange of over 1400 letters and postcards, now housed in the University’s Archives and Special Collections. Also there are the “Salem News Letters”, edited summaries of all the letters she received, mailed out to the campus community and all those Salemites in service. All accounts indicate that Dr. McGlynn also worked tirelessly to help both World War II and Korean veterans transition into civilian and campus life once they returned from war.
Just one letter to “Miss McGlyn”; Edna McGlynn (second from right) with the Collegiate Defense Committee, for which she was Faculty Advisor; A “Salem News Letter” from the spring of 1945, announcing the death of Joseph Hancock, Class of 1943, who is pictured in the yearbook from that year: all, Salem State University Archives and Special Collections.
Flash forward 70+ years to the ongoing work of my colleague Andrew Darien, who has brought his decade-long work with Salem State veterans, encompassing several initiatives but best expressed by the “Student, Citizen, Soldier” project in which he has enlisted scores of undergraduate and graduate oral history students to document the varied experiences of veterans on campus and raise awareness of their service, sacrifices, struggles—and perspectives. Intended to foster a community dialogue on campus, this project now has a new website which extends its reach to everyone. I am struck by the continuity of purpose and commitment on the part of these two historians, separated by time and technology but united in their missions of enabling student-soldiers to tell their stories.