From Medieval Europe to Colonial America

Date Published
Article Body

What did Colonial America and Medieval Europe have in common? The website Building Community: Medieval Technology and American History, developed at the University of Pennsylvania through a grant from the National Endowment for the Humanities, demonstrates that colonial technology was a transplantation of Old World ways of doing and making to a new continent.

Building Community, funded through the We the People initiative of the National Endowment for the Humanities, is designed for grade 6–12 classrooms. The site incorporates textual and visual materials, including a film on a Viking Age iron smelt, projects such as building a functioning clay bread oven in two sizes, a wealth of pictures from English and Colonial American historical sites, and original documents. Textual materials include short essays called "one-minute essays" and in-depth articles to give the teacher more background. All material is marked with icons indicating subject matter, as well as presence of original documents and lesson plans.

Through a concentration on flour milling and iron manufacture, students and teachers can glimpse early industrial processes while learning how experiences varied from north to south, from rural to urban areas in response to multinational, geographical, and environmental variables across the colonies. The in-depth essays for teachers offer suggestions for exercises that help define these differences. For example, the in-depth article America: The Land of Opportunity: Manufacturing in Colonial Pennsylvania: Bethlehem looks at the Moravian community of Bethlehem, PA. Materials and suggested lessons encourage upper elementary and middle school students to think about the social, agricultural, industrial, and religious inner-relationships necessary to build a strong community and provide background essays, activities, suggested discussion points, resources, and ideas for applying materials to state standards.

Rise of the Automobile

Question

How did the rise of the automobile affect U.S. economics, culture, and society?

Textbook Excerpt

Textbooks assemble three main narratives in automobile history: Henry Ford and the Ford Motor Company, the rise of modern industry, and the rise of leisure culture.

Source Excerpt

In primary sources, the automobile stands at the center of shifts in American definitions of work and the "good life."

Historian Excerpt

The textbook portrait misses the critical economic, social, and cultural importance of the automobile age, and the complexity of the automobile's development and impact on American life.

Abstract

The car is something that all students recognize and, in all likelihood, use every day. Considering the many aspects of the automobile and auto use can spur them to think about the fundamental changes that accompanied America's entry into the 20th century and our continued development today. Explore three main textbook narratives and other ways of examining the complex history of automobiles in America.

Trade Routes and Emerging Colonial Economies

field_image
Newsprint, Sale of Africans from the Windward Coast, New York Public Library
Question

“What was the impact of trade routes on emerging colonies in the Americas?”

Answer

Good question and one that is often answered a bit too narrowly. The key issue is whether trade routes promoted resource extraction and/or economic development, and if the latter, what sort of development. Of course, the most famous route, with the greatest impact on New World colonies, was the Triangular Trade, which had some variants. In addition, though, there were several versions of a simpler two-way transatlantic trade, from the UK to the northern colonies, from France to Quebec, and from Spain/Portugal to Latin American places. Last, and less known, a transpacific trade took shape in the 17th century, connecting the Philippines with Mexico through the west coast port of Acapulco. So here we have at least half dozen routes to assess in terms of impacts.

These ventures, plus those made by Spanish and Portuguese slavers extracted over nine million Africans from their home terrains between the 16th and 19th centuries

The core of the triangular trade, ca. 1600-1800, was the exchange of slaves for materials and goods – African captives brought to eastern Atlantic ports, exchanged for gold or British manufactured products, then transshipped brutally to colonial depots – Charleston, New Orleans, the Caribbean islands, and in smaller numbers, New York, for example. There, captives were again sold, for cash or goods (sugar, tobacco, timber) which returned to a UK starting point (often Liverpool). Yet this sequence was not the only one, particularly in New England, where merchants sent rum and other North American goods to Africa, secured slaves for auction to sugar plantations in the Caribbean, and brought liquid sugar (molasses) to American shores for distillation into more rum. Though this sounds tidy, actually, rarely was either triangle completed by one ship in one voyage; each triangle stands more as a mythical model than a description of standard practice. Nonetheless these ventures, plus those made by Spanish and Portuguese slavers extracted over nine million Africans from their home terrains across the 16th through the 19th centuries. That’s quite an impact, creating slave economies from Virginia to Trinidad to Brazil. Another three-sided trade involved slavery indirectly, as when Yankees sent colonial goods to the sugar islands, shipped to Russia to exchange sugar for iron, which returned to New England.

Trade did not automatically translate into sustained development

Bilateral trade is simpler to grasp, and yet may depart from our current notions of exchange. The Kingdom of Spain extracted precious metals from Latin America, sending back goods for colonizers, especially through Veracruz, which became Mexico’s principal east coast harbor. By contrast, French trade with Quebec was a constant drain on the monarchy’s funds; often goods sent to sustain some 50,000 settlers cost more than double the value of furs gathered and sold. However, Virginia tobacco sold to Britain at times created high profits, but this single-crop economy proved vulnerable to commodity price fluctuations (Cotton’s southern surge came after the American Revolution.). Clearly trade did not automatically translate into sustained development, though port cities did prosper, not least because they became anchors for coastal shipping within and among colonies. At times, expanding trade could irritate the colonizing state, as when Mexican merchants created a long-distance 16th-18th century trans-Pacific route from Acapulco, trading an estimated 100 tons of silver annually for Chinese silks, cottons, spices, and pottery – resources the Crown thought should be sent to Madrid instead. Overall, my sense is that colonial trade routes deepened exploitation of people and nature appreciably more than they fostered investment and economic development.

For more information

Bailey, Anne. African Voices of the Atlantic Slave Trade. Boston: Beacon, 2006.

Bjork, Katherine. “The Link That Kept the Philippines Spanish: Mexican Merchant Interests and the Manila Trade, 1571-1815.” Journal of World History 9 (1998): 25-50.

Bravo, Karen. “Exploring the Analogy between Modern Trafficking in Humans and the Transatlantic Slave Trade.” Boston University Int’nl Law Journal 25 (2007), 207-95.

Evans, Chris and Goran Ryden. Baltic Iron in the Atlantic World Leiden: Brill, 2007.

Hart, Michael. A Trading Nation: Canadian Trade Policy from Colonialism to Globalization. Vancouver: University of British Columbia Press, 2002.

Jamestown-Yorktown Foundation, Jamestown Settlement, and Yorktown Victory Center[VA]

Ostrander, Gilman. “The Making of the Transatlantic Slave Trade Myth,” William and Mary Quarterly 30 (1973): 635-44.

Rawley, James and Stephen Behrendt. “The Coastal Trade of the British North American Colonies,” Journal of Economic History 34 (1972): 783-810.

Bibliography

Canny, Nicholas. “Writing Atlantic History; or, Reconfiguring the History of Colonial British America,” Journal of American History 86 (1999): 1093-1114.

Price, Jacob and Paul Clemens. “A Revolution of Scale in Overseas Trade: British Firms in the Chesapeake Trade, 1675-1775.” Journal of Economic History 47(1987): 1-43.

Rawley, James and Stephen Berendt. The Transatlantic Slave Trade: A History. Lincoln: University of Nebraska Press, 2005.

Spanish Colonial Trade Routes

Begging Leave to Inform the Publick

field_image
Advertisement for ship charter
Question

What products could be sold during the American Revolution and would there be any classified ads in newspapers during that time?

Answer

Although merchants were not selling certain "unpatriotic" items (such as tea or, perhaps, portraits of King George), generally, if they could find goods to sell, they were free to advertise for buyers.

Market Supplies

Local civic authorities sometimes bought up available stocks of weapons, ammunition, food, and other supplies that could be sent to the armies. They bought from private suppliers, who then had less to sell to the public, and this caused shortages. The colonies, by design, had been heavily dependent on Britain for their manufactured goods, and the war disrupted the supply, although some of these goods were smuggled in or imported from other countries that were not inclined to ally themselves with Britain.

The disruption in imports led some merchants to price gouging, and some localities set up committees to fix prices. An April 1776 issue of the Philadelphia newspaper, The Pennsylvania Magazine, announced that the city's committee had set prices on loaves of white bread, for example, depending on their weight, and had determined that the scarcity of some goods in the market was artificial, and so had fixed the prices of rum, molasses, coffee, cocoa, chocolate, pepper, and loaf sugar.

Newspaper Advertising

Newspapers of the time carried advertising. Printing technology was simpler then. The ads were arranged in columns, much like the classifieds in today's papers. Only very rarely were tiny images of ships, houses, horses, or people included.

Merchants advertised goods they had in stock, such as book titles, apothecary preparations, or ship stores, and individuals advertised items they had for sale, such as land, houses, businesses, ships, and livestock. Shopkeepers advertised when they moved their places of business.

The ads were arranged in columns, much like the classifieds in today's papers.

Innkeepers advertised the virtues of their taverns. Owners of coach lines advertised for travelers and mail delivery. Book publishers of hymnbooks and almanacs advertised for pre-publication subscribers. Individuals also "advertised" lost items and found items, including runaway slaves, indentured servants, horses, and pocket books. Victims of crimes advertised rewards for the capture of the criminals who had wronged them, as in this example, from The Pennsylvania Gazette:

WHEREAS I, the subscriber, between nine and ten o'clock, in the night of the 22d of October last, was attacked by ill-designing persons, between Andrew Smith's tavern and Matthias Holebach's, with clubs, who knocked me down, and beat me in an unmerciful manner, until they thought I was dead, and robbed me (as is supposed) of my pocket-book, in which were Forty-Seven Dollars in Continental currency, besides some small bills; I do therefore offer the reward of Six Dollars to any person who shall find the said pocket-book and money, provided it was lost at the time. I was defending myself, before I was overpowered by the villains, but if they have robbed me of it, I hereby promise the reward of FIFTY DOLLARS for apprehending the thief or thieves, so as they be thereof convicted, and the pocket-book and money delivered to me. CASPER WEAVER.

The persons of slaves and the time of indentured servants were sold by means of newspaper ads. Employers advertised for employees and apprentices, and people seeking more convenient housing placed ads. Civic authorities and organizations placed notices that announced their activities. Notices of probate also appeared, as they do in today's newspapers. Other public notices, required then as they are today for the legal disavowal of debts, sometimes suggested tangled threads of intrigue, as in a pair of ads that appeared together in The Pennsylvania Gazette not long after the end of the war:

WHEREAS MERIAM, the wife of me the Subscriber, has left my bed, and has at several times run me in debt without my leave: This is therefore to forbid all persons trusting her upon my account, for I am determined not to pay any debt that she shall contract (without my leave) from the date hereof. HEZEKIAH GIBBS, jun.

WHEREAS the subscriber is appointed Guardian to HEZEKIAH GIBBS, jun., he therefore desires all persons indebted to said GIBBS to make payment, and all to whom he is indebted to bring in their accounts in order for settlement; and hereby cautions all persons from trusting the said GIBBS in future, as debts of his contracting, from the date hereof, will not be paid by the subscriber. And whereas said GIBBS has lately advertised MERIAM his wife, and used her very ill without the least cause, this is therefore to request the publick would not form an opinion of her from his assertions, as they are entirely groundless. EPHRAIM FAIRBANKS.

Ads like these allow a glimpse of life that is not entirely unfamiliar to readers of the personals columns in today's newspapers.

Stumbling Down the Road to Health

Quiz Webform ID
22415
date_published
Teaser

It seemed like a good idea at the time. . . Identify "healthful" ingredients.

quiz_instructions

In every era, people chase the shining ideal of long life and perfect health—but sometimes the tools they use harm more than help. From poisonous pills to deadly drinking water, the next best thing has often been anything but. Choose the correct answers for the questions below:

Quiz Answer

1. Calomel, made popular by physician and patriot Dr. Benjamin Rush in the late 18th century, was perhaps the most commonly prescribed medicine through the first half of the 19th century. In the 1850s, it was recognized that the most important ingredient, which induced salivation and vomiting, poisoned patients over the long run. What was that ingredient?

b. Mercury. Specifically, Mercurous chloride, which, when acted on by stomach acid, freed the mercury and settled in the joints, loosened the teeth, inflamed the gums, and, with continued or heavy use, could result in mental debility and death.

2. Starting in the 1930s, shoe stores commonly measured children's feet with a new machine. This machine promised to ensure precise fitting of shoes, allowing children's feet room to grow properly. The machines were banned in the 1950s, however, because they used what to measure the feet?

b. X-rays. The shoe stores' young customers were directed to stand up against a cabinet and place their feet, still in their shoes, inside. An x-ray image of their feet inside their shoes could then be viewed on a screen.

3. In the 1920s and 1930s, manufacturers of consumer goods identified a new "rejuvenating" and "reinvigorating" ingredient that they added to face cream, lipstick, sunburn cream, toothpaste, and chocolate. Most of these products were made in Europe and imported into the U.S., but they were all eventually banned as health risks. What ingredient caused concern?

a. Radium. The Radior Company in London manufactured radium-impregnated foundation power and other radioactive cosmetics. French and German manufacturers sold radium toothpaste and chocolate and also used thorium in cosmetics.

4. Beginning in 1870, General Augustus J. Pleasanton (1808-1894) publicly promoted bathing in light of a specific color. Pleasanton and his advocates believed the light was a panacea which would cure most ailments and give people supernormal physical and mental powers. From 1875 to 1877, replacing clear glass windowpanes with glass panes tinted this color became a national craze. What color was it?

c. Blue. The "Blue Glass Cure" was the brainchild of Pleasanton, who wrote The Influence of the Blue Ray of the Sunlight and the Blue Colour of the Sky, in developing animal and vegetable life; in arresting disease, and in restoring health in acute and chronic disorders to human and domestic animals … in 1876.

5. From 1952 to 1956, manufacturer P. Lorillard sold its brand of Kent cigarettes with special "Micronite" filters. The filters were made of cellulose, acetate, and a third ingredient, intended to increase the cigarettes' ability to deliver less harmful smoke. Instead, this ingredient caused its own health concerns, leading Lorillard to discontinue its use. What was the ingredient?

a. Asbestos. Industrial workers mixed an especially pernicious form of asbestos with cellulose and acetate in huge machines to create Crocodilite fibers. Many of these workers later developed cancer.

6. From the 1860s and well into the 20th century, special belts were marketed to men. Designed to be worn around the waist (some with downward extensions), they were supposed to rejuvenate men who felt "weak" in some way. Magnets were sewn into the first belts, but by the 1880s, many belts used something else that aimed to "rejuvenate the flesh." What was it?

d. Electrical current. The first belts, with copper or silver discs sewn in, produced their weak current through soaking in salt water. Later belts used batteries to produce their current.

For more information

 health-image-ctlm.jpg For more on health in U.S. history (and the business, ethical and not, of medicine), search NHEC’s Website Reviews using Topic: Health and Medicine, to turn up reviews and links to websites including Duke University’s Medicine and Madison Avenue,—a collection of health-related advertisements from the 1910s through the 1950s—and the Eugenics Archive, an online archive and exhibit documenting a sinister health “fad."

The Hagley Museum and Library hosts a digital exhibit on patent medicines, while the Smithsonian Institution’s National Museum of American History offers the digital Balm of America: Patent Medicine Collection

If you want to bring some drama into your classroom, Donald W. Gregory’s play Radium Girls tells the story of a group of early 20th-century New Jersey factory girls who painted watch faces with “harmless" radium—and found themselves developing jaw cancer from “tipping" their paintbrushes on their tongues. The play also looks at the use of radium in other products, including health drinks, and the exposes and cover-ups that occurred when people began to learn about radium’s effects. Claudia Clark’s book Radium Girls: Women and Industrial Health Reform: 1910-1935 takes a scholarly, nonfictionalized look at the same story.

The Internet Archive provides the full text of Augustus Pleasonton’s The Influence of the Blue Ray of Sunlight ….

Sources
  • Ads for Dr. A. Reed Shoe Company X-Ray Shoe Fitter machines. Los
    Angeles Times
    , (Los Angeles, CA) 1929.
  • Ads for Radior cosmetic products. New York Times, (New York,
    NY) 1916-1919.
  • "Blue Glass Bonanza." Denver Daily News, (Denver, CO) Jun. 11, 1876.
  • "Blue Glass," sheet music, by Sam Devere, published by Louis Goullaud,
    Boston, 1877.
  • "Drs. Owen, Cheever, Heidelberg, Horne, Edison, Copeland, Sanden,
    Cook, Bennett, and Chrystal electric belts," 1875-1889, newspaper ad
    for Health and Strength Regained, 1896.
  • Gibbons, Roy. "Ban on X-Ray Shoe Fitting Devices Urged," Chicago
    Daily Tribune
    , (Chicago, IL) June 3, 1959.
  • Mack, E. "Blue Glass Schottische." Philadelphia: F. A North, 1877.
  • Oak Ridge Associated Universities. "Shoe-Fitting
    Flouroscope
    " Health Physics
    Historical Instrumentation Museum Collection
    . 26 January
    2010. http://www.orau.org/ptp/collection/shoefittingfluor/shoe.htm.
  • Pancoast, Seth.
    Blue
    and Red Light; or, Light and its rays as medicine; showing that light
    is the original and sole source of life …
    . Philadelphia: J.
    M. Stoddart, 1877.
  • Pleasanton, Augustus James. The
    Influence of the Blue Ray of the Sunlight
    . Philadelphia:
    Claxton, Remsen and Haffelfinger, 1876.
  • "States Urged: Outlaw X-Ray in Shoe Fitting," Chicago Daily
    Tribune
    , (Chicago, IL) August 26, 1958.
  • "Supernal Vision; the Culminating Scientific Discovery of the Century;
    Wonders of Blue Light: Females Seven Years of Age Developed into
    Full-Grown Women: Thought Becoming Apparent," St. Louis
    Globe-Democrat
    , (St. Louis, MO) July 16, 1876.
  • Youmans, E.L. "Editor's Table: Concerning 'Blue Glass,'" Popular
    Science Monthly
    , May-Oct. 1877.
Image
health ideas quiz image
thumbnail
thumbnail health quiz
Preview Mode
On

Take Me Out To The Ball Game: 100 Years of Musical History

Description

This Electronic Field Trip takes a look at the song, "Take Me Out to the Ball Game," written by Jack Norworth and Albert Von Tilzer a century ago. Today, "Take Me Out to the Ball Game" is synonymous with a baseball game's seventh-inning stretch, but the song was originally written to be performed on home pianos and the vaudeville stage.

Broadcast from Brooklyn, NY, this presentation explores not only the history of "Take Me Out to the Ball Game", but also the influence of various musical styles of the past 100 years from vaudeville and swing to rock and hip hop.

Unpublished, as the page no longer exists.

Coin & Conscience: Popular Views of Money, Credit and Speculation

Image
Photo, Money, Hanging On, February 8, 2007, cobalt123, Flickr
Annotation

This collection of 70 woodcuts, engravings, etchings, and lithographs depicts a range of subjects surrounding money and credit from 16th through the 19th centuries. These images trace changing attitudes toward money from the Reformation to the Industrial Revolution, showing the transition from the Church's position against the amassing of individual wealth to the emergence of capitalism in Europe.

Prints include views of stock exchanges, banks, mints, and treasuries; portraits of bankers, statesmen, financiers, and money lenders; and depictions of taxation, corruption, poverty, charity, anti-Semitism, speculation, credit, and the relationship between religion and money.

More than 75 individual artists are represented in the collection, including prominent artists such as Goltzius, Rembrandt, Hogarth, Dürer, and Breughel. A bibliography of selected works on the history of art and capitalism provides opportunities for further research.

Federal Resources for Educational Excellence: History & Social Studies

Image
Portrait, George Washington
Annotation

This megasite brings together resources for teaching U.S. and world history from the far corners of the web. Most of these websites boast large collections of primary sources from the Library of Congress, the Smithsonian, the National Archives and Records Administration, and prominent universities. There are more than 600 websites listed for U.S. history alone, divided by time period and topic: Business & Work, Ethnic Groups, Famous People, Government, Movements, States & Regions, Wars, and Other Social Studies. While most of these websites are either primary source archives (for example, History of the American West, 1860-1920) or virtual exhibits, many offer lesson plans and ready-made student activities, such as EDSITEment, created by the National Endowment for the Humanities.

A good place to begin is the (Subject Map), which lists resources by sub-topic, including African Americans (67 resources), Women's History (37 resources), and Natural Disasters (16 resources). Each resource is accompanied by a brief annotation that facilitates quick browsing.

The Making of Modern Michigan

Image
Photo, Man with war bond ticket. . . , 1943, The Making of Modern Michigan
Annotation

This archive affords access to the local history material and collections in more than 45 Michigan libraries, including photographs, family papers, oral histories, public reports, notices, and documents. More than 3,000 items are available, on a wide range of subjects that include architecture, automobiles, churches, cities and towns, commerce and business, factories and industry, families, farming, geography and landscapes, housing, schools, and sports and recreation. The time period of the material is primarily from the post-Civil War era to the early 20th century. The material can be browsed by subject or institution and a keyword search is also available. A useful site for researching the cultural history of Michigan and its localities.