Barrington Living History Farm [TX] Anonymous (not verified) Tue, 01/08/2008 - 13:26
Description

Last president of the Republic of Texas Anson Jones farmed near Washington during and after his presidency. Jones named his farm "Barrington" after his Massachusetts home, Great Barrington. There he lived with wife Mary, their four children, his sister, sister-in-law, and five slaves. The family home, two slave cabins, a kitchen building, smokehouse, cotton house, and barn made up Barrington Farm. With Jones's daybook as their guide, the interpreters at Barrington Living History Farm conduct themselves much as did the earliest residents of the original farmstead. The Jones home is original; the outbuildings are replicas constructed by Texas Parks and Wildlife using Jones's own journal and drawings. Visitors to the farm can experience the sights, smells, and sounds of the 19th century. The scene is complete with heritage breeds of livestock. Interpreters, dressed in period style clothing, help visitors better understand what life was like 150 years ago. Visitors can participate in the work of the farm and become a part of the exhibit.

The farm offers demonstrations, tours, classes, educational programs, and occasional recreational and educational events (including living history events).

First Flight, First Fabric: Aviation's Most Precious Relic

Description

Archivist Deborah G. Douglas details the story behind a one-inch-square piece of fabric from the Wright Brothers' flyer stored at the MIT Museum. She explores the creation and flight of the flyer, considering the community that supported and contributed to the Wright Brothers' invention, and the impact of that invention on popular imagination and society.

How Can Communities, Cities, and Regions Recover From Disaster? Anonymous (not verified) Fri, 01/04/2008 - 14:04
Description

Professors Lawrence J. Vale, Thomas Kochan, and J. Phillip Thompson discuss issues related to the destruction of New Orleans by Hurricane Katrina and the recovery of New Orleans. Vale looks at past urban disasters and how these cities have changed and recovered; Kochan contrasts Franklin D. Roosevelt's response to Pearl Harbor with Bush's to Katrina; and Thompson looks at racial tension in New Orleans, prior to and after the hurricane.

Cintia Cabib's Interdisciplinary Gardening bhiggs Mon, 05/02/2011 - 16:11
Date Published
Image
Photography, Plants are Coming Along, 31 May 2007, Tim Patterson, Flickr CC
Article Body

Soaring food prices, a hunger for locally grown produce, high obesity rates, and the desire by people to reconnect with nature and with each other have sparked a national renaissance in community gardening. As part of this movement, school gardens are sprouting up everywhere. Teachers are using these green spaces to teach a variety of subjects, including horticulture, nutrition, history, science, math, writing, and art.

The School Garden Movement

The idea of incorporating gardens in schools began in the late 19th century when Henry Lincoln Clapp, a teacher at the George Putnam Grammar School in Boston, MA, established the first school garden. Inspired after visiting school gardens in Europe, Clapp created a wildflower and vegetable garden at Putnam in 1891 with support from the Massachusetts Horticultural Society. The establishment of school gardens soon spread throughout the state and eventually became a nationwide movement, with an estimated 75,000 school gardens by 1906.

For garden advocates, integrating school gardens in the public schools served many purposes. It was a way to get city children outside, engage them in physical activity, and instill in them a sense of pride and teamwork as they cultivated and maintained their gardens. Gardening classes provided students with vocational and agricultural training. Teachers taught a variety of subjects through garden activities. Students practiced writing by keeping planting journals and writing compositions about the garden. Math skills were acquired by counting seeds, measuring garden plots, and determining the appropriate soil depth for planting. Students learned botany and entomology by observing plants and insects and their interrelationships. Geography and history came into play when students studied the origins of fruits and vegetables and planting customs among different cultures. The gardens provided inspiration for drawing, painting, and performing music. In 1914, the federal government established the Bureau of Education’s Office of School and Home Gardening, which promoted school gardens and provided “how-to” pamphlets and course guides.

The School Garden Army

Children’s involvement in gardening took on a new urgency when the United States entered World War I in 1917. In order to provide food to European allies facing a food crisis and to U.S. troops fighting overseas, citizens were encouraged to grow food for domestic consumption as part of the war garden campaign. Children were enlisted to join the School Garden Army, which adopted the motto, “A garden for every child, every child in a garden.” Students became important contributors to the garden campaign, growing thousands of dollars worth of produce in their school and home gardens.

Victory Gardens of World War II

When the United States entered World War II, children once again played an active role in growing fruits and vegetables to assist in the war effort. During the war, citizens were encouraged to establish victory gardens in their backyards, vacant lots, and schools to provide food for civilians and troops. Gardening was also promoted to boost morale, encourage physical activity and healthy eating and to help Americans deal with the stresses of war. The U.S. Office of Education encouraged victory gardening at schools and promoted school lunch programs that served locally grown fresh fruits and vegetables. The Boy Scouts of America, 4-H clubs, parks and recreation departments, churches, and many civic organizations were involved in victory gardening programs for children. In 1944, the U.S. Department of Agriculture reported that victory gardens produced 40 percent of the vegetables that were consumed nationally.

Community Garden Movement of the 1970s

The post-war suburban housing boom of the 1950s and 1960s generated more interest in backyard gardening than in community gardening. This changed in the 1970s when rising food prices, an increase in environmental awareness, and a desire by citizens to revitalize neighborhoods plagued by crime and neglect sparked a new community garden movement. Citizens and non-profit groups, such as Boston Urban Gardeners and New York’s Green Guerillas, turned vacant lots into colorful, productive green spaces. The U.S. Department of Agriculture initiated the Urban Garden Program in 1976 to help residents in major cities grow their own food. Educators and activists who were concerned that children were disconnected from nature and unaware of where their food came from reached out to young people and encouraged them to participate in neighborhood, youth, and school gardens. In a 1974 article in the Washington Post, writer Henry Mitchell noted that in Washington, DC, “there are 1,000 small gardens about town in which children grow such plants as the radish, the onion, and (as the weather stops being barbarous) the tomato.”

Growing Popularity of School Gardens

Since the 1970s, the popularity of school and youth gardens has grown steadily. California took the lead in 1995 by launching the “Garden in Every School” program. As in the school garden movement of the late 19th and early 20th centuries, teachers are utilizing these outdoor classrooms to teach a wide range of academic subjects through hands-on experiential activities. In addition, educators are using school gardens to encourage a healthier lifestyle, promote environmental stewardship and provide students with the opportunity to develop leadership and team-building skills.

These free resources provide ideas on how to incorporate school gardens into the academic curriculum, including social studies:

Bibliography

Lawson, Laura. City Bountiful: A Century of Community Gardening in America. Berkeley: University of California Press, 2005.

Mitchell, Henry. “A Child’s Garden in The City.” The Washington Post, May 19, 1974.

School Gardens with Constance Carter. Library of Congress webcast.

For more information

Test your knowledge of (modern) historical gardening with our quiz on victory gardens!

Mundane Lives and Extreme Adventures

field_image
Pot and platter of Miles Standish
Question

What were the primary concerns of life in the New World?

Answer

Let me somewhat arbitrarily focus the question more specifically on the earliest English explorers, adventurers, and settlers in Virginia and Massachusetts in the first half of the 17th century.

Reading their published accounts gives one the impression that their lives alternated between extremes of feast and famine, between health and sickness, between sublime ease and almost unimaginable hardship, and between periods of contentment and even boredom and periods of sharp fear and terror interspersed with periods of sheer joy. Supplementing those accounts, however, with evidence from rather more mundane sources such as probate and account books, old court records, and modern excavations of kitchen middens from colonial sites, yields a larger story of people organizing and conducting their work and family lives in ways similar to ours today.

The "Commodities" of Life in the English Settlements in the New World

Captain John Smith published A Description of New England in 1616 in London, in which account he sought, among other things, to recruit English settlers. In it he declared:

Worthy is that person to starve that here cannot live; if he have sense, strength and health: for there is no such penury of these blessings in any place, but that a hundred men may, in one houre or two, make their provisions for a day: and he that hath experience to manage well these affaires, with fortie or thirtie honest industrious men, might well undertake (if they dwell in these parts) to subject the Salvages, and feed daily two or three hundred men, with as good corn, fish and flesh, as the earth hath of those kindes, and yet make that labor but their pleasure; provided that they have engins, that be proper for their purposes.

The first minister in the Massachusetts Bay Colony, Reverend Francis Higginson, acting, like Smith, as a kind of colonial recruiter, published New-England's Plantation; or, a short and true description of the commodities and discommodities of that countrey in 1630 in London. In it, he praised the "fat black earth" around the Charles River in Massachusetts. The land, he said, was extremely fertile, and was well suited to the plow. "It is scarce to be believed how our kine and goats, horses and hogs do thrive and prosper here, and like well of this country." He bragged of the vast harvest of corn, turnips, parsnips, carrots, watercress, "pumpions," "cowcumbers," and herbs. He wrote that the colonists also planted and harvested mulberries, plums, raspberries, currants, chestnuts, filberts, walnuts, cherries, and strawberries.

He wrote about the abundance of game: deer and bear, as well as the other animals, listing wolves, foxes, beavers, otters, martins, great wild cats, and "a great beast called a molke"—most probably a moose. The abundance of fish was "almost beyond believing." Cod, mackerel, bass, and sturgeon; oysters, clams, mussels, and lobsters were easy to catch or gather. Of lobsters, Higginson wrote that "the least boy in the Plantation may both catch and eat what he will of them. For my own part, I was soon cloyed with them, they were so great, and fat, and luscious. I have seen some myself that have weighed sixteen pound; but others have had diverse times so great lobsters as have weighted twenty-five pound, as they assured me."

Higginson commended the "temper of the air" of New England as healthful. He noted that summers were hotter than in England and winters were colder, but he said that the cold was not so bad because of the ease of getting firewood. "Here is good living," he wrote, "for those that love good fires."

The "Discommodities"

Higginson's improbably upbeat list of New England's "discommodities" was much shorter: First, mosquitoes; second, the snow and cold of winter; third; poisonous snakes; and fourth, the lack of more settlers. This last "discommodity" is telling, and does much to explain the hearty promotional tone of the rest of his description.

In fact, many of the first settlers, both in Massachusetts and Virginia, died of starvation, which especially afflicted them during the first winters. Several times, Indians brought them some relief with baskets of corn and game.

Diseases of one kind or another also took their toll. Some of these they brought with them, such as smallpox. Some of them, like dysentery and scurvy, were the result of malnutrition or lack of fresh drinking water. The sheer physical difficulties involved in exploration and in building a settlement in the wilderness also presented tremendous hazards to those that undertook the work.

Shipwreck was also common, especially from the hurricanes and nor'easters that were novel to them. Shipwrecks not only endangered their own lives but also imperiled the re-provisioning of the colonies from England. This was especially critical in the first years of the settlements, when their vulnerability was increased by the fact that they had to depend on ships to supply them, not just with food, but also with basic goods, such as gunpowder, firearms, tools, iron, and cloth.

Colonel Henry Norwood's pamphlet, A Voyage to Virginia, described his harrowing trip in the fall of 1649 from England, in which his ship met storms off the coast of Cape Hatteras and they were blown offshore. He and a small party of others were eventually marooned on an uninhabited island off the coast of Maryland and nearly starved until being rescued by Indians and carried by them to the colony at Jamestown:

Of the three weak women before mentioned, one had the envied happiness to die about this time; and it was my advice to the survivors, who were following her apace, to endeavour their own preservation by converting her dead carcase into food, as they did to good effect. The same counsel was embrac'd by those of our sex; the living fed upon the dead; four of our company having the happiness to end their miserable lives on Sunday night the day of January___. Their chief distemper, 'tis true, was hunger; but it pleased God to hasten their exit by an immoderate access of cold, caused by a most terrible storm of hail and snow at north-west, on the Sunday aforesaid, which did not only dispatch those four to their long homes, but did sorely threaten all that remained alive, to perish by the same fate.

The colony in Virginia was established in the midst of the Algonquian nation of Powhatan, and the Plymouth Colony on the land of the Wampanoag tribe. Relations with the Indians were sketchy and volatile, consisting of periods of friendship interspersed with periods of fighting, sometimes alongside the Indians of one tribe against its enemies from other tribes. The colonists traded metal implements and cloth for food, furs, and land. But they also carefully constructed fortifications and palisades to protect themselves against the almost certain eventuality of attack by the various tribes and nations of Indians among whom they settled. Both colonies suffered large loss of life from Indian attack.

All in all, much of the earliest settlers' time and energies were devoted to providing for their basic, physical subsistence and doing what they could to ensure their survival. Much of the colonies' early precariousness was due to not having yet cleared and planted enough land to ensure harvests that would not only provide the colonists daily fare, but would also allow a surplus to draw upon during times of scarcity.

Until about the mid-20th century, historians largely worked from the writings of the colonists and explorers to understand what colonial life was like. But those writings offered only a very selective picture. For the past several decades, detailed research by archeologists and archivists into the material culture of the colonists has dramatically broadened and sometimes corrected the historical picture.

For more information

The History of Jamestown at Preservation Jamestown.

The Plymouth Colony Archive Project at the University of Virginia.

Bibliography

Images:
"The settlers at Jamestown," William Ludwell Sheppard, 1876, from Pioneers in the settlement of America: from Florida in 1510 to California in 1849. Boston: Samuel Walker, 1876-1877. New York Public Library.

"The pot and platter of Miles Standish," detail from Plymouth stereoview collection. New York Public Library.