Letter of recommendation for Amos Main from Joseph Moodey to Nathan Prince, 1725 July 2

Handwritten letter sent by Joseph Moody, schoolmaster in York, to Harvard Tutor Nathan Prince recommending student Amos Main for acceptance to the College. In the letter, Moody requests Prince give Main an examination for admission, with the caveat that though Main has been studying Latin and Greek he has a difficult home life and is "somewhat Raw; yet I hope you'l wink at it." The letter, dated July 2, 1725, is written on a folded folio-sized leaf; there are handwritten notes about Massachusetts towns on the verso.

Dominium temporale non fundatur in gratia (Commencement Quaestiones), 1697 July 7

Small paper notebook of John Ballantine with the handwritten Latin quaestiones performed by Ballantine, Eliphalet Adams, Adam Winthrop, and Jabez Fitch as candidates for the Master’s degree during the July 7, 1697 Harvard Commencement ceremony. The Quaestiones begin with Ballantine’s “Dominum temporal non fundatur in gratia,” and follow with “An Jesuitae possint esse boni subditi? Neg Resp. Dom. Winthrop,” "An Ethnicae virtutes sint verae virtutes?" Neg. Resp. Dom. Adams,” and “An detur omnibus an sufficiens ad salutem? Neg. Resp. Dom. Fitch.” The title page bears the inscription: “Jno Ballantine’s Book” and the first page has been torn out.

Commonplace book of John Holyoke, 1662 - May 1663

This unbound commonplace book was kept by John Holyoke during 1662 and 1663. The volume contains chiefly religious quotations and sermon notes (possibly of sermons preached by Holyoke himself), in English, Latin and Greek. Both ends of the volume were used to begin writing: the front page reads “Johannes Holyoke, adjunctu occupatu, May-1663” and the rear page reads “Johannes Holyoke [illegible] 1662.” The texts do not follow a straight tête-bêche model, where one text is upside down in relation to the other; rather, the texts change direction several times within the volume. The volume also includes part of letter sent to Holyoke’s grandfather Pynchon, September 16, 16?? [date illegible], as well as a series of alphabetically arranged quotations.

The summary of a course of experimental lectures in natural philosophy by Dr. John Winthrop (manuscript copy), 1772-1774

Notebook with a handwritten copy of lecture summaries for a physics course given by Harvard Professor John Winthrop. The notes were made by Timothy Foster in 1772 and 1773. The volume contains twenty-five lectures with some diagrams.

Letters from John Hubbard Church to William Jenks, 1795-1798

John Hubbard Church wrote these twelve letters to his friend and classmate William Jenks between 1795 and 1798. Church wrote the letters from Boston, Rutland, Cambridge, and Chatham in Massachusetts and from Somers, Connecticut; they were sent to Jenks in Cambridge and Boston, where for a time he worked as an usher in Mr. Vinall's school and Mr. Webb's school. Church's letters touch on various subjects, ranging from his increased interest in theology and his theological studies under Charles Backus to his seasickness during a sailing voyage to Cape Cod. Church also informs Jenks of what he is reading, including works by John Locke, P. Brydone, James Beattie, John Gillies, Plutarch, and Alexander Pope. He describes his work teaching that children of the Sears family in Chatham, Massachusetts, where he appears to have spent a significant amount of time between 1795 and 1797. Church's letters are at times very personal, and he often expresses great affection for Jenks and their friendship.

Letters from Benjamin Welles to John Henry Tudor, 1799-1801

Benjamin Welles wrote these six letters to his friend and classmate, John Henry Tudor, between 1799 and 1801. Four of the letters are dated, and the dates of the other two can be deduced from their contents. Welles wrote Tudor four times in September 1799, at the onset of their senior year at Harvard, in an attempt to clear up hurt feelings and false rumors that he believed had caused a chill in their friendship. The cause of the rift is never fully explained, though Welles alludes to "a viper" and "villainous hypocrite" who apparently spread rumors and fueled discord between the two friends. In one letter, Welles asserts that "College is a rascal's Elysium - or the feeling man's hell." In another he writes: "College, Tudor, is a furnace to the phlegmatic, & a Greenland to thee feeling man; it has an atmosphere which breathes contagion to the soul [...] Villains fatten here. College is the embryo of hell." Whatever their discord, the wounds were apparently eventually healed; in a letter written June 26, 1800, Welles writes to ask Tudor about his impending speech at Commencement exercises. In an October 29, 1801 letter, Welles writes to Tudor in Philadelphia (where he appears to have traveled in attempts to recover his failing health) and expresses strong wishes for his friend's recovery and return to Boston. This letter also contains news of their classmate Washington Allston's meeting with painters Henry Fuseli and Benjamin West.

Papers of David Sewall, 1753-1756

Three letters written to David Sewall (Harvard AB 1755). The first letter, written on September 21, 1753 by Samuel Sewall in York, to his brother at Harvard sends general news, asks after a hat sent to David, and requests he have a wig made for him. The second letter, written by Harvard student David Wyer on August 28, 1756, enthusiastically thanks Sewall for his past advice. The third letter, also sent from his brother Samuel in York on December 9, 1766, offers David advice on love. The two later letters were sent to Sewall while he was a schoolmaster in Wells, Maine.

Algebra, or universal mathematics: revived 1738 with notes and additions : manuscript, [after 1738]

Instructional book in algebra with exercises.

Hādhā kitāb Baḥr al-javāhir

[ʻAbd al-Vahāb ibn Muḥammad Amīn al-Shāhshahānī].

Research and teaching the European Union in Latin America. Jean Monnet/Robert Schuman Paper Series Special, December 2012

NOTE: there is an appendix to this document on the Archive at ei.pitt.edu/29784/ From the Introduction. The tasks of research, teaching and public opinion outreach activities on the European Union in the Latin American subcontinent2 are propelled by two principal motivations. In the first place, interest on the EU originates from the historical proximity between Europe and Latin America. There are no other two regions in the world with a deeper mutual affinity than the one existing between Europe and the conglomerate composed by Latin America and the Caribbean. Only the intimate relationship forged by the United States with the Europe continent is perhaps stronger, and even more special with the United Kingdom.