Karen Melvin – News /news Fri, 03 Dec 2021 20:09:29 +0000 en-US hourly 1 https://wordpress.org/?v=7.0.2 /wp-content/themes/b/bates-framework/styles/images/bates-favicon.png Karen Melvin – News /news 32 32 Read real cases of the Spanish Inquisition on a unique タヨイ・エォテス website /news/2021/12/02/read-real-case-files-of-the-spanish-inquisition-thanks-to-a-bates-professors-new-website/ /news/2021/12/02/read-real-case-files-of-the-spanish-inquisition-thanks-to-a-bates-professors-new-website/#comments Thu, 02 Dec 2021 19:21:39 +0000 /news/?p=143134 Read real cases of the Spanish Inquisition, and see images of original documents, including the inquisition a Mexican silversmith accused of wearing unsensible shoes.]]>

On his deathbed in Veracruz, Mexico, a man accused his acquaintance of this act of blasphemy: 窶Usar dentro de los Zapatos, unas Ymagenes que le parecieron de Santos.窶&イヤイイア;

The accusation, translated from the Spanish: 窶弑sing in his shoes certain images that appeared to be saints.窶

The year was 1778, when putting printed images of saints, known as estampas, inside your shoes could get you swept up in the Spanish Inquisition, the tribunal established to root out and punish acts of heresy throughout the Spanish Empire.

Running from 1478 to 1834, the Inquisition operated through fear and ruthless efficiency, at least according to Monty Python, prosecuting an estimated 150,000 people for various offenses and executing between 3,000 and 5,000.

Now, thanks to a first-of-its-kind website co-founded by タヨイ・エォテス Professor of History Karen Melvin, you can read all about the inquisition of Don Miguel de Zaragoza, an 18th-century silversmith accused of wearing unsensible shoes, as well as other cases of the Spanish Inquisition.

The website, Reading the Spanish Inquisition, is distinctive for : images of original Inquisition documents; text transcriptions into Spanish; and English text translations prepared by scholars. 

This detail of the first page of the trial record of Miguel de Zaragoza reads, at the top, “Veracruz, in the year 1778” followed by “The Inquisitorial Prosecutor of this Holy Office against Miguel de Zaragoza for using prints in his shoes.” (Photograph courtesy of Reading the Inquisition)

While there窶冱 no shortage of Inquisition source materials 窶 cases were recorded in meticulous, handwritten detail, and original documents can be found in libraries and archives worldwide 窶 complete English translations are 窶彷ew and far between,窶 says Melvin.

She knows of no single resource that offers all three: images, transcriptions, and translations. 窶弩e窶决e the only game in town.窶

As the saying goes, necessity was the mother of this invention. Melvin, who teaches a タヨイ・エォテス course on Inquisition, recalls comparing notes with a colleague at Boston College, Professor of History Sylvia Sellers-Garcテュa, who also teaches the subject. 

They both identified a 窶徨eal shortage of English language material for students,窶 says Melvin. That led to a collaboration that produced Reading the Spanish Inquisition. 窶廬t came directly out of teaching needs, to make more material available for students.窶

Professor of History Karen Melvin teaches  the course 窶弋he Spanish Inquisition窶 in Roger Williams 315 on Thursday, Dec. 2, 2021.

Now, thanks to a first-of-its-kind website co-founded by タヨイ・エォテス Professor of History Karen Melvin, you can read all about the inquisition of Don Miguel de Zaragoza, an 18th-century silversmith accused of wearing unsensible shoes, as well as other cases of the Spanish Inquisition.

Melvin窶冱 website, 窶彝eading the Spanish Inquisition,窶 is distinctive for displaying source materials in three different formats: images of original Inquisition documents; text transcriptions into Spanish; and English text translations prepared by scholars.
Professor of History Karen Melvin (center) teaches her course 窶弋he Spanish Inquisition窶 in a Roger Williams Hall classroom on Dec. 2, 2021. From left, the students are Jackson Hayes 窶22 of San Marino, Calif.,  Aidan McGaugh 窶24 of Needham, Mass., and John Wilkins 窶23 of Chevy Chase, Md. (Phyllis Graber Jensen/タヨイ・エォテス College)

The website窶冱 initial set of images, transcriptions, and translations are drawn from Mexican Inquisition papers preserved at the Huntington Library in San Marino, Calif. Meanwhile, the site窶冱 functionality, look, and feel was developed by the 窶徼alented and patient folks窶 in two タヨイ・エォテス offices within the college’s Information and Library Services devision, says Melvin: Curricular and Research Computing, and Systems Development and Integration.

Doing the initial transcription and translations were Melvin, Sellers-Garcテュa, and others, including one of Melvin窶冱 former students, Cristopher Hernandez Sifontes 窶18. The process is 窶忻ery labor intensive,窶 she says. 窶弩e manually do the transcriptions, and manually do the translations.窶&イヤイイア;

Going forward, Melvin hopes the site can crowdsource transcriptions and translations from historians, and the site is set up to .

Through the case of , readers can learn fascinating details of daily life in 18th-century Mexico that hint at the all-encompassing, sometimes fanatical nature of the Inquisition in Spanish society. Even for those who don窶冲 read Spanish, the document images are compelling: the various Inquisition officials窶 signatures are written with a great flourish, known as a rubric.

This detail from a page from trial of Miguel de Zaragoza shows the stylized signature, known as a rubric, of Don Antonio Bergosa y Jordテ。n, an 18th-century Mexican inquisitor. (Photograph courtesy of Reading the Inquisition)

In Mexico as elsewhere in the Spanish Empire, the tribunal that carried out inquisitions had a few key figures. Zaragoza窶冱 case was typical. It was heard by the local 窶彡ommissary,窶 like a commissioner, in Veracruz. A 窶彷iscal窶 prosecuted the case. Everything was recorded 窶 written down, that is 窶 by a notary.

After hearing the deathbed confession, the priest immediately took it to the local inquisitor.

Three witnesses called to testify against the silversmith, who apparently was not a well-liked man, nor particularly handsome. He had an 窶彿ll-kempt beard,窶 窶彗n average mouth with a few teeth missing,窶 and 窶彗 high-pitched voice, with evidence of a carbuncle on his forehead that is still healing.窶

It was said that Zaragoza 窶彭oes not fulfill his Easter Duty窶 and that 窶徙ver the slightest matter he would burst out in blasphemies窶 and 窶彿s so foul-mouthed that many consider him a Freemason.窶 (Even the suspicion of Freemasonry was potentially a capital offence during the Spanish Inquisition.)

Another said that Zaragoza 窶徘rays with his hands behind him so that the Rosary falls over his posterior, and he stands this way until completing it.窶&イヤイイア;

The second witness against accused silversmith Don Miguel de Zaragoza said that when the bells of a Veracruz church were being rung, Zaragoza uttered this curse: “Malditas sean las campanas, y quien manda repicarlas” 窶 “Damn the bells and whoever has them rung.” (Photograph courtesy of Reading the Inquisition)

Another, a fellow silversmith said that when the bells of the local church rang, Zaragoza would let out a curse: 窶廛amn the bells and whoever has them rung!窶 The witness said that Zaragoza called friars 窶徨ogues窶 who 窶徼ake the habit in order to assure themselves of a meal.窶 And Zaragoza would tease the silversmith, telling the man he should spend more time with his wife than worshipping Jesus.

All in all, besides wearing shoes with saints on them, Zaragoza was accused of 窶彙lasphemies, disparagement of pious acts, cult, and veneration of the image of Our Lord Jesus Christ Crucified.窶

The silversmith was lucky. On Oct. 22, 1778, the fiscal recommended suspending the trial, ruling that 窶徼here are not sufficient merits to pursue this case until more proof is presented.窶&イヤイイア;(The trial record doesn’t say what Zaragaza said in his defense, or if he was interrogated, though one witness testified that Zaragoza said the images were Prussian.)

Melvin has reason to be optimistic that scholars will contribute to the site. As she notes, regardless of whether a historian specializes in the Inquisition (Melvin窶冱 own current research looks at alms collection networks in the early modern Catholic world), it窶冱 not uncommon for historians 窶徼o have a case or two in their teaching arsenal,窶 she says.

That窶冱 because, for teachers, Inquisition cases are 窶徘roblematically rich.窶 That窶冱 a good thing for students, who can learn about a treasure trove of complex topics with enduring historical relevance: religion, gender, anti-Semitism, ethnicity, and socioeconomic status, among others.

Popular understanding of the Spanish Inquisition has been informed in many ways, from Monty Python skits to famous paintings. Francisco Goya’s The Inquisition Tribunal depicts an auto de fテゥ, an act of public penance imposed by the Inquisition and carried out by condemned heretics and apostates. (Public domain, via Wikimedia Commons)

In popular culture, the Spanish Inquisition has proven also to be comedically rich. Exactly 50 years ago, Michael Palin kicked off a now-famous Monty Python skit with the line, 窶廸obody expects the Spanish Inquisition!窶&イヤイイア;

And though Python plays the Inquisition for laughs (the skit’s inept inquisitors torture a woman with soft cushions), our contemporary understanding of the Inquisition is pretty much how Palin窶冱 Cardinal Ximテゥnez clumsily states it: all about 窶彷ear, surprise, ruthless efficiency, an almost fanatical devotion to the pope, and nice red uniforms.窶

窶弩e try to address the Inquisition stereotype in the class,窶 says Melvin, because it 窶徃oes against a lot of recent scholarship. For example, there were only three tribunals in all of the Spanish Americas, in Mexico City, Lima, and Cartagena, and how active they were varied.窶

Early in her course, Melvin does mention the Python skit to her students. 窶彜ome have heard of it,窶 she says. 窶彜ome think it窶冱 funny 窶 it窶冱 not unknown.窶

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タヨイ・エォテス announces seven faculty promotions, including tenure, for the 2017窶18 academic year /news/2017/05/04/bates-announces-faculty-promotions-for-2017-18-academic-year/ /news/2017/05/04/bates-announces-faculty-promotions-for-2017-18-academic-year/#respond Thu, 04 May 2017 17:37:33 +0000 /news/?p=107258 Meet the seven newly promoted professors, learn their research fields, and discover why they love to teach.]]>

タヨイ・エォテス has announced faculty promotions, including tenure awards and full professorships, effective for the 2017窶18 academic year.

“Our newly tenured and promoted faculty are exemplars of the scholar-teacher-mentor ideal,” said Matthew Auer, vice president for academic affairs and dean of the faculty. “They areツleaders in their disciplines, deeply engaged in our community, and focused on the success of their students with sincerity and purpose.”

Recommended by the faculty’s Committee on Personnel and approved by the タヨイ・エォテス College Board of Trustees, the promotions have been awarded to faculty members in the fields of education, French and francophone studies, history, neuroscience, politics, and psychology.

Meet the seven newly promoted professors, learn their research fields, and discover why they teach:

Promotions to associate professor with tenure

+Jason Castro

Department: Neuroscience

Appointment year: 2012

Doctoral institution: University of Pittsburgh

Fields of research: Sensory systems, olfaction, electrophysiology, neuro-informatics

Why I teach:

I really feel like I’m in the presence of a profound but knowable mystery when I think about the brain and behavior. Teaching is basically my way of connecting with kindred spirits over these things.

I love the hard work of trying to understand things clearly and the challenge of reducing ideas to their essentials so they can be shared honestly and critically. I can’t think of anything more rewarding than knowing that I’ve inspired someone to also find these pursuits valuable. I get to try my hand at this every day, in the company of students who are kind, generous, and brilliant.

castro-jason 91329 AM

Jason Castro has been promoted to associate professor of neuroscience at タヨイ・エォテス. (Phyllis Graber Jensen/タヨイ・エォテス College)


+Caroline Shaw

Department: History

Year of appointment: 2010

Doctoral institution: University of California, Berkeley

Fields of research: Histories of Britain and Europe in the world, in particular histories of modern rights, liberalism, and humanitarianism through the lenses of slavery and abolition, refugee crises, and personal reputation

Why I teach:
One of my beloved mentors, now passed away, insisted that to engage with ideas and to really study the past, one has to do so in conversation and, preferably, over a meal. She had a way of making even the most stressful of moments in a graduate student窶冱 lifeツ窶 studying for comprehensive examsツ窶 engaging and, dare I say it, fun.

As a researcher, writer, and student, I can get lost in the detail, often happily. But it is in sharing that work and in investigating the voices of the past with others that I gain better perspective. Teaching is for me an extension of that process and a way of enabling my students to do the same.

Caroline Shaw has been promoted to associate professor of history at タヨイ・エォテス. (Phyllis Graber Jensen/タヨイ・エォテス College)

Caroline Shaw has been promoted to associate professor of history at タヨイ・エォテス. (Phyllis Graber Jensen/タヨイ・エォテス College)


+Mara Tieken

Department: Education

Year of appointment: 2011

Doctoral institution: Harvard University

Fields of research: Rural education, college access and persistence, community organizing, race and class in rural communities

Why I teach:

I have always been a teacher. I have taught pre-schoolers, elementary schoolers, middle schoolers, graduate students, adults seeking their GED, and now, undergraduates. I don’t think I could not teach.

I love teaching. I love the challenge of figuring how to make a difficult, abstract concept 窶 like school funding or critical race theory 窶 accessible and relevant. I love the relationships that emerge from wandering together into new territory and unexplored topics. I love the anger students feel towards the world’s educational injustices and their passion for doing something about those injustices. Teaching keeps me engaged and hopeful.

The opportunity to teach is a privilege, and I feel very lucky to teach at タヨイ・エォテス.

Assistant Professor of Education Mara Tieken circulates among small groups of students as they discuss what makes good teaching. Through fieldwork and classroom work, education students learn about the field窶冱 interdisciplinary perspectives and the practical realities today. (Phyllis Graber Jensen/タヨイ・エォテス College)

Mara Tieken has been promoted to associate professor of education at タヨイ・エォテス. (Phyllis Graber Jensen/タヨイ・エォテス College)


Promotions to full professor

+テ《laug テ《geirsdテウttir

Department: Politics

Year of appointment: 2001

Doctoral institution: Washington University

Fields of research: Conflict and cooperation over fisheries, ocean governance, settlement of maritime boundaries, climate change and oceans, marine spatial planning, Law of the Sea

Why I teach:

At タヨイ・エォテス, I have the privilege to teach students who are curious about the world around them and who are willing to take classes covering topics they do not know much about. Ocean governance is one such class. Studying the ocean and its management allows students to explore the complexity of governance in all its messiness.

My favorite moment is always when they realize that no one policy works for everyone, and that grappling with how to fairly distribute common-pool resources is difficult and time-consuming. Given that most of the students know little about the challenges facing our oceans before they sign up, I find that they are freer to think creatively about the link between politics and economics, peoples and oceans, fairness and future challenges.

テ《laug テ《geirsdテウttir (Josh Kuckens/タヨイ・エォテス College)

テ《laug テ《geirsdテウttir has been promoted to professor of politics at タヨイ・エォテス. (Josh Kuckens/タヨイ・エォテス College)


+Helen Boucher

Department: Psychology

Year of appointment: 2005

Doctoral institution: University of California, Berkeley

Fields of research: Self-concept, self-esteem, self-regulation, social psychology, cultural psychology, positive psychology

Why I teach:

One of my great joys of teaching psychology is to get students thinking about how psychological concepts and findings operate in their daily lives. So much of what we do is governed by habit and a lack of reflection, but psychology offers students a wonderful opportunity to carefully and critically think about the causes and consequences of their own and others窶 behavior.

I love it when we are discussing some psychological theory and I look around and see the knowing nods, smiles, and exchanged glances that signal that sense of 窶廣h yes, that has happened to me, too.”

One of my other great joys is guiding students as they use their own research to contribute to psychological knowledge. This can be a frustrating struggle at times as students gain expertise and offer, at first, tentative hypotheses. But it is truly exhilarating to see them gain confidence not only in what they have learned but also in acknowledging what they still don窶冲 know about their topic.

Helen Boucher. (Josh Kucken/タヨイ・エォテス College)

Helen Boucher has been promoted to professor of psychology at タヨイ・エォテス. (Josh Kuckens/タヨイ・エォテス College)


+Alex Dauge-Roth

Department: French and Francophone Studies

Year of appointment: 2005

Doctoral institution: University of Michigan

Fields of research: Literary and cinematic representation of violence, genocide studies, AIDS literature, autobiography and testimony as genre, identity politics and immigration

Why I teach:

If learning and speaking a foreign language already represents a first departure from one窶冱 original identity and a step toward others, the intellectual journey I invite my students to take is not only linguistic.

My courses favor works from authors, filmmakers, and characters who come from cultural and existential backgrounds that differ from my own and those of my students. They introduce a diverse spectrum of values, norms, expectations, and trajectories that challenge how we think about identity and define forms of social belonging.

With my students, as we study the historical and cultural diversity of the francophone world, we engage with others窶 worldviews to understand how others shape and transform the complex fabric of a given society.

This critical analysis fosters multiple viewpoints, challenges assumptions, and purposefully connects analytical thinking with life experiences and ethical choices for all of us 窶 and it drives my teaching.

Alex Dauge-Roth has been promoted to professor of French and francophone studies at タヨイ・エォテス. (Phyllis Graber Jensen/タヨイ・エォテス College)

Alex Dauge-Roth has been promoted to professor of French and francophone studies at タヨイ・エォテス. (Phyllis Graber Jensen/タヨイ・エォテス College)


+Karen Melvin

Department: History

Doctoral institution: University of California, Berkeley

Year of appointment: 2005

Fields of research: Colonial Mexico, early modern Catholic world, history of religion, urban history

Why I teach:

I see teaching as a collaborative effort to better understand the world. The study of history gives depth to our current set of affairs, helping us see how we got here, who we have been, and, with any luck, a sense of why this particular present might have emerged from that past.

At the same time, history also allows us glimpses, however fleeting, of worlds different from, and perhaps completely unconnected to, our own. Delving into these strange places and taking seriously the task of understanding how people who lived in other times and places saw their world helps us manage our own complicated and culturally plural world.

More specifically, I teach Latin American history because I want students to discover the region窶冱 wide range of histories and cultures. Too often what we see and hear about these peoples and places is shaped by images and rhetoric that come out of political debate or sensationalist media accounts rather than informed study.

Karen Melvin has been promoted to professor of history at タヨイ・エォテス. (Ryan Donnell for タヨイ・エォテス College)

Karen Melvin has been promoted to professor of history at タヨイ・エォテス. (Ryan Donnell for タヨイ・エォテス College)


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