Advice for Beachgoers

date_published
Teaser

Long before sunblock, boogie boards, or bikinis. . . did ladies wear corsets to the beach?

quiz_instructions

In the last half of the 19th century, large numbers of Americans discovered the seaside as a place for renewing their health, engaging in physical sports, and socializing. Did authorities really offer the following advice to beachgoers in the late 19th century? Answer "Yes" or "No."

Quiz Answer




1. Don’t go into the water for at least 2 hours after eating (3 hours is better), and don't go into the water within 1 hour before eating.

Yes. Rarely, an authority would allow that some vigorous individuals might safely venture into the water only 1 hour after eating. The idea for this precaution was that any bathing in cold water—even in an ordinary bathtub, but even more so, swimming in the ocean—diverted normal blood flow in the body, and the belief that this would hinder the digestion of food, resulting in the accumulation of toxins in the body, especially the digestive tract. 19th-century authorities, however, did not mention the dreaded but mysterious "stomach cramps" with which 20th-century authorities, continuing the stricture but losing the original rationale for it, would threaten impatient ocean bathers (but no longer tub bathers). The early rationale for this rule was to prevent digestive malfunction, not muscle malfunction. Until the second half of the 19th century, swimming, that is, "bathing," at the beach was primarily regarded as a form of "marine medication," a therapeutic "watery regimen," not as a pleasant form of recreation or a social pastime.

2. Ocean bathing should provide a shock to your body, so you should stay in the water until you feel a chill or begin to shiver.

No. All authorities warned against allowing oneself to get any kind of a chill in the water. They recognized that some headstrong people liked to dash into the cold water first thing in the morning for a brief dip, but the authorities thought that only the very strongest constitutions could endure this. They recommended instead a number of practices to keep the body uniformly warm during and after one's dip in the ocean—exercising vigorously just beforehand and immediately afterwards, avoiding entering the water when one's perspiration is cooling down the body, energetically rubbing the body with a coarse towel, covering up with a full-length cape or robe, or dressing again immediately in one's regular clothes, getting close to a fire, walking in the sunshine for half an hour, protecting the body from cold drafts and breezes, taking a glass of port wine, using a warm foot bath, avoiding lying down or taking a nap, and avoiding sitting or standing on the beach in one's swimsuit after having been in the water. One should leave the water immediately, it was said, if one felt the "slightest" feeling of chilliness.

3. Enter the water by immediately immersing your entire body, including your head.

Yes. The recommended practice was to dive into the water headfirst, despite the already-mentioned advice to avoid shocking or chilling the body. The objective was to insure that one's body temperature remain uniform, which it would not if the head were not immersed at the same moment as the rest of the body. This was done in order to prevent "the rushing of the blood to the head," the consequences of which ranged from "unpleasant sensations" to death. Persons who could not swim (and therefore would not be diving headfirst into the sea) were advised to at least wet their heads and chests before immersing their bodies, or to "crouch down and let themselves be covered by the first wave, as they would by an energetic douche," as one authority put it.

4. If you are comfortable in the water, you should stay in at least an hour in order to maximize your skin's beneficial contact with the seawater. Another way to accomplish this is to go into the water for a shorter time, but several times each day.

No. Almost every authority on "sea bathing" advised that one should never remain longer in the water than 15 minutes. And that was for the hardiest of bathers, or, as one writer put it, "the strongest aqueously inclined urchin." Typical was this advice: "The length of the first bath should not be more than five minutes at the most. After the third bath one minute can be added to each succeeding one but a quarter of an hour should be considered a maximum beyond which no one should go." Bathers were also warned against entering the water more than once a day.

5. Don't go into the water if you are fatigued or if your "system" is disturbed.

Yes. However, the authorities didn't advise this simply because of the danger of drowning if one were tired or exhausted. Rather, they advised it also because they believed it to be harmful if one "disturbed" the bodily functions, like respiration, circulation, and digestion, by throwing them out of their usual courses: "Persons coming to the seaside," wrote one such authority, "should wait about thirty-six hours before taking any baths, in order to undergo a process of acculturation as it were so as not to upset their conditions of circulation by their change of residence and by the baths at the same time." How all this was supposed to work was only vaguely articulated, but that did not dampen the enthusiasm of some authorities for invoking the rule: "As bathing is not without its dangers," wrote one of them, "we would warn all boys not to begin the practice too early in the season, or to repeat it too often daily. Many have found an early grave by overindulgence, while others have endured long years of suffering from the obscure effects of excessive bathing."

6.Ladies should wear corsets, or at least corset liners, under their bathing suits in order to conserve their energy and to keep a nice trim figure in the water.

Yes.This practice became widespread at American beaches beginning about 1885, and continued to be common for at least two decades.

7. Sea bathers should not change into their beachwear at their place of residence before coming to the beach, but should arrive at the beach properly dressed in their ordinary clothes and then change into their bathing suits in private beach cottages or tents on the beach.

Yes. Americans, however, were apparently more lax about this rule than were Europeans, who sometimes wrote home scandalized to see people walking to the beach from their hotels already dressed in their bathing suits. Europeans pioneered the use of "bathing machines," beginning in 1750, which were essentially changing rooms on horse-drawn carriages that could be entered fully dressed, drawn down the beach and backed over the surf, from which the bather could emerge and bob up and down in the water before climbing back into the enclosed dressing room and being drawn back up the beach.

8. Neither ladies nor gentlemen should loll about on the beach, chatting, and clothed in their bathing costumes, parading about under the inquiring gaze of the opposite sex, among promiscuous crowds, making a social hour of their visit.

Yes. This was regarded as undignified and immodest. One was expected to promenade and socialize on or adjacent to the beach (as opposed to being in the water) in one's ordinary clothing, not in one's bathing suit, especially in bathing suits that did not completely cover one's arms and lower legs. Fashion authorities recommended that ladies' bathing suits be made of material, like wool, that would not cling to them. Suits of muslin, for example, would display the intimate details of their bodily forms. Again, Americans were notoriously more lax about these rules than were Europeans. By 1890, newspaper humorists often joked about how scanty—by their standards—ladies' bathing suits had become. By then women's bathing suit fashions were being driven by their desire for uninhibited movement in the water, as well as by their desire to display their bodies to the gaze of admirers.

For more information

The Journalistic Community of 1890 Comments on the Modern Bathing Suit:

"The conservative bathing suit is a seaside covering that leaves something for the imagination to do." New Orleans Picayune, June 17, 1890.

"Arabella—'Oh! see, Belinda, here is just the thing I want for my bathing suit.'
Belinda—'Yes, I saw that the other day when I was in this store, but the mean old things won't sell less than a yard.'
Arabella—'Pshaw! Then we will have to try the remnant counter.'"
Boston Investigator, July 2, 1890.

"Brother Tom—'There you are, Mab. Everything is packed, and now for a brilliant opening in the play of seaside engagements.'
Mab—'Yes; but that horrid man hasn't sent me my bathing suit.'
Brother Tom—'I guess it's coming now.'
Mab—'Do you think so?'
Brother Tom—'Yes; there's a messenger boy coming up the avenue with an envelope.'"
Washington Post, July 6, 1890.

"Miss Pretty (in tears and deep distress)—'Oh, mamma! I—went—to—the—trunk-room—and—what—do—you—think—I—fo—fo—fo—found?'
Mrs. Pretty—'I'm sure I don't know, dear. Surely the moths haven't been at your new seal sacque?'
Miss Pretty—'No, not so ba—ba—bad as that—but a moth was shut up with my ba—bathing suit and ate it all up.'"
Chicago Inter Ocean, January 5, 1890.

Sources
  • "Rules for Bathing," Milwaukee Daily Sentinel, July 15, 1870, p. 1.
  • "Rules for Bathing," Independent Statesman (Concord, NH), August 22, 1872, p. 375.
  • "Gossip for the Ladies: Bathing and Bathing-Costumes at Home and Abroad," Chicago Daily Tribune, July 25, 1875, p. 14.
  • "American Bathing through English Goggles" (reprinted from the New York World), Chicago Daily Tribune, Oct 1, 1876, p. 13.
  • "Summer Bathing," Chicago Inter Ocean, August 25, 1877, p. 12.
  • "Bathing Costumes," Godey's Lady's Book, August 1887, p. 155.
  • "Seaside Manners," New York Times, August 10, 1887, p. 4.
  • "The Joys of the Surf," Atlanta Constitution, June 1, 1890, p. 4.
  • "What to Wear When Bathing" (reprint from the New York Post), St. Paul Daily News, July 26, 1890, p. 5.
  • "Pretty Girls in Sea Robes," St. Paul Daily News, August 25, 1890, p. 3.
  • "Open Air Bathing: Practical Rules for Escaping Chills or Other Injurious Effects," (reprinting rules issued by the Royal Humane Society) Atcheson Daily Globe, August 21, 1891, p. 5.
  • "Bathing Rules at English Resorts," Chicago Daily Tribune, September 19, 1895, p. 12.
  • "As to Mixed Bathing," (reprinted from the New York Herald) Chicago Daily Tribune, August 14, 1896, p. 7.
  • "On the Beach," Oakland Tribune, August 1, 1909.
  • "General Rules for Bathing," in Mary Ries Melendy, Perfect Womanhood for Maidens—Wives—Mothers (Chicago: Monarch Book Co., 1903), p. 310.
  • [Image] Detail of "The Bathing Hour on the Beach at Atlantic City," Harper's Weekly, August 30, 1890, p. 676.
  • [Image] "Mixed group bathing, ca. 1880," Frances Benjamin Johnston Collection, Library of Congress. http://hdl.loc.gov/loc.pnp/cph.3b11250
  • [Image] "Mrs. Wentworth in bathing suit," photograph dated August 30, 1890. Collection of the New Bedford Whaling Museum. http://www.flickr.com/photos/nbwm/3012058410/
  • [Image] "Bathing and Swimming Dresses," Frank Leslie's Illustrated Newspaper, June 28, 1890, p. 458.
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Bathing hour Atlantic City, 1890
Bathing hour Atlantic City, 1890
Bathing hour Atlantic City, 1890
Bathing hour Atlantic City, 1890
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Toys R History

date_published
Teaser

From children gathering pebbles on the shore to stores full of toys. . .

quiz_instructions

When did these toys first make their way onto children's wish lists? Arrange them in chronological order, 1 being the oldest and 10 being the most recent.

Quiz Answer

1. Kites (perhaps 3000 years ago)
2. Roller skates (first popular in the 1870s)
3. Electric toy trains (1897)
4. Ping Pong (first offered with a celluloid ball in 1901)
5. Crayola crayons (1903)
6. Erector sets (1911)
7. Monopoly (early 1930s)
8. Frisbees (1955)
9. Barbie dolls (1959)
10. Video game consoles (1972)

Sources
  • Children gazing through Macy's toy window, New York City, c. 1908-17.George Grantham Bain Collection, Library of Congress.
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The Ice Cream Wars

date_published
Teaser

Was there conflict in the past of one of our favorite summer treats? Take this quiz to find out!

quiz_instructions

The history of ice cream seems like it should be easy enough to determine, but many of its landmarks are hidden in the fog of historical controversy. Here are milestones in the history of American ice cream. Which ones are highly contested and which are not? (Hint: there are five that are contested):

Quiz Answer

1744 The first written record of ice cream in America (and the first use of the exact phrase "ice cream" rather than "iced cream" is made when a journal entry by William Black of Virginia notes that Maryland Colonial Governor Thomas Bladen notes servedice cream ("After which came a Dessert no less Curious; Among the Rarities of which it was Compos'd, was some fine Ice Cream which, with the Strawberries and Milk, eat most Deliciously…") to him and other dinner guests at the Governor's home in Annapolis:

not contested.

1774 Immigrant from London Philip Lenzi, a caterer, opens the nation's first ice cream parlor, on Dock Street in New York City. On May 12, 1777, Lenzi places the first advertisement for ice cream in America in The New York Gazette and Weekly Mercury, noting that he would make it available "almost every day.":

not contested.

1780s George and Martha Washington often serve ice cream to their guests. In one year alone, President Washington spends over $200 on ice cream, a huge amount at the time:

not contested.

1784 Thomas Jefferson records a French recipe for vanilla ice cream (custard based) in his recipe book. In 1802 at a White House state dinner, he serves small balls of vanilla ice cream encased in warm pastry:

not contested.

1806 Frederic Tudor begins cutting and shipping ice from Fresh Pond in Cambridge, Massachusetts, to states south and around the world:

not contested.

1813 James and Dolley Madison serve strawberry ice cream at Madison's second inaugural ball. Mrs. Jeremiah ("Aunt Sallie") Shadd, a freed black slave, who has a catering business in Wilmington, Delaware, makes the ice cream from her own recipe. Also working at the White House as a chef is African-American cook and entrepreneur Augustus Jackson, who, after he leaves the White House and moves to Philadelphia, creates many new ice cream recipes and a sophisticated system of distributing it to retail merchants in large tin cans:

not contested.

1832 Massachusetts brass founder John Matthews invents the soda fountain:

contested. Some sources credit Pennsylvania physician Samuel Fahnstock with inventing it in 1819. And some credit Jacob Ebert of Cadiz, Ohio and George Dulty of Wheeling, Virginia with inventing it in 1833, and taking out a patent on it.

1843 Philadelphia housewife Nancy M. Johnson invents the hand-crank ice cream freezer, and receives a patent for it, the rights to which she sells for $200 to wholesaler William G. Young:

not contested.

1851 Quaker Jacob Fussell, using icehouses and a large version of Johnson's ice cream freezing machine, begins to produce ice cream from his Baltimore, Maryland factory (and then in Washington, DC, Boston, and New York), and selling it on the street from carts, helping to turn ice cream into a cheap, regular treat:

not contested.

1867 J. B. Sutherland of Detroit, Michigan patents the refrigerated railroad car:

not contested.

1874 The ice cream soda is created by soda concessionaire Robert M. Green for the semicentennial celebration of the Franklin Institute in Philadelphia. He had been making soda drinks of sweet cream, syrup, ice, and carbonated water, a drink already well-known and called, fancifully, "ice cream soda." When he runs out of cream, he substitutes ice cream (Philadelphia-style vanilla ice cream, which means it was not custard based):

contested. Some sources say the ice cream soda was invented by two newsboys, John Robertson and Francis Tietz, at Kline's Confectionary Store in New York City in 1872, when they asked Mr. Kline to put a scoop of vanilla ice cream and a slice of pineapple into a glass of soda water.

1878 William Clewell, a confectioner in Reading, Pennsylvania, receives the first patent for an ice cream scoop. It is shaped like a candle snuffer:

not contested.

1881 The ice cream sundae is created, in Two Rivers, Wisconsin, by Ed C. Berners, who operates an ice cream shop at 1404 Fifteenth Street. A teen-aged customer, George Hallauer, asks Mr. Berner to put some chocolate sauce on his ice cream. Prior to this, chocolate sauce had been used only in ice cream sodas. Berners complies and charges Hallauer—and other customers afterwards—5 cents. He serves it only on Sunday:

contested. Some sources say the ice cream sundae was invented on Sunday afternoon, April 3, 1892, by Chester C. Platt, proprietor of the Platt & Colt Pharmacy in Ithaca, New York, when he improvised a bowl of vanilla ice cream, topped with cherry syrup and candied cherry, calling it a "Cherry Sunday," in honor of the day in which it is invented. Other sources say the phrase "ice cream sundae" was created in Evanston, Illinois, sometime in the late 1800s, when, in an effort to circumvent the religious ban against frivolously "sucking soda" on Sundays, Garwoods' Drugstore offered its customers what was essentially a concoction of everything in an ice cream soda, without the soda.

1894 Edson Clemant Baugham patents a spring-handle, one-handed ice cream scoop, which is manufactured by the Kingery Company of Cincinnati:

not contested.

1897 African-American inventor Alfred L. Cralle, while working in Pittsburgh, Pennsylvania, patents the lever-operated, half-globed-shaped, hand ice cream scooper:

not contested.

1902 Mechanical refrigeration takes over from ice and salts in the ice cream industry:

not contested.

1904 The ice cream cone is introduced, at the St. Louis World's Fair, Louisiana Purchase Exposition. An ice cream vendor named Arnold Fornachou runs out of dishes and a Syrian vendor named Abe Doumar (or a Lebanese vendor named Ernest A. Hamwi) seizes the moment to roll a "zalabia"—a sugar waffle—into a cone and comes to his rescue:

contested. Some sources say the ice cream cone was invented by Italian immigrant Italo Marciony of New York, a pushcart ice cream vendor in New York, in 1896, who also, perhaps, invented the ice cream sandwich by putting a slice of ice cream between waffle squares cut from a sheet. Other sources say the ice cream cone has its origins in the mists of history, but was first described in Mrs. Marshall's Cookery Book, whose author, Agnes Marshall, published it in London in 1888. Still others discern a woman licking an ice cream cone in an 1807 picturing fashionable customers eating at the Frascati café in Paris, although this is uncertain because cone-shaped ice cream bowls were not unknown at the time.

1904 Soda jerk (and soon-to-be graduate of University of Pittsburgh's School of Pharmacy) David E. Strickler invents the banana split (and the elongated dish to serve it in) while working in a drug store in Latrobe, Pennsylvania:

contested. Some sources credit Ernest Hazard, owner of Hazard's Restaurant in Wilmington, Ohio, with inventing the banana split in 1907, and his cousin, Clifton Hazard, with inventing the name "banana split."

1905 Eleven-year-old Frank Epperson leaves his fruit-flavored drink (powdered flavor plus water) outside in cold weather, with a stirring stick in it, and "invents" the "Epsicle ice pop," which he patents eighteen years later, in 1924. His children rename it the "Popsicle.":

not contested.

1906 In C. C. (Clarence Clifton) Brown's Ice Cream Parlour at 7007 Hollywood Boulevard in Los Angeles, California, the first hot fudge sundae is served:

not contested.

1910 President William Howard Taft begins keeping a Holstein cow named "Pauline Wayne" on the White House lawn, replacing one named "Mooley Wooly," who had provided milk (and from it, ice cream) for the First Family for a year and a half:

not contested.



1911 General Electric offers an electric refrigerator for home use:

not contested.

1919 Prohibition becomes law, causing some beer manufacturers to become ice cream manufacturers and some saloons to become ice cream parlors:

not contested.

1919 Onawa, Iowa inventor and high school teacher Christian Nelson, who moonlights as a soda jerk, invents the first chocolate-covered ice cream bar He calls it the "Temptation I-Scream Bar," and writes the advertising jingle, "I scream, you scream, we all scream for the I-Scream Bar." After going into partnership with confectioner Russell Stover, Nelson changes its name and patents it as the "Eskimo Pie.":

not contested.

1920 Youngstown, Ohio candy maker Harry Burt invents the first ice cream on a stick, the Good Humor Bar:

not contested.

1921 The Commissioner of Ellis Island provides that a scoop of vanilla ice cream be included in a "Welcome to America" meal for immigrants arriving through the facility:

not contested.

1922 Chicago Walgreens employee Ivar "Pop" Coulson takes a malted milk drink (milk, chocolate syrup, and malt), adds two scoops of vanilla ice cream, mixes it up, and creates the milk shake:

not contested.

1923 H. P. Hood of Boston introduces the paper cup filled at the factory with ice cream at the National Ice Cream Convention in Cleveland. He calls it the "Hoodsie," but it is renamed the "Dixie Cup" in 1924:

not contested.

1923 A & P supermarkets introduce ice cream cabinets in their 1,200 stores nationwide:

not contested.

1926 The Hershey's Company expands its product offerings to include Hershey's Syrup:

not contested.

1931 Ernest Wiegand, horticulturalist at Oregon Agricultural College (now Oregon State University) in Corvallis, develops the modern method of firming and preserving maraschino cherries:

not contested.

1940 J. F. "Grandpa" and H. A. "Alex" McCullough, proprietors of the Homemade Ice Cream Company in Green River, Illinois, begin to market "soft serve" ice cream under the name of "Dairy Queen.":

not contested.

1984 President Ronald Reagan designates July as National Ice Cream Month and the third Sunday of the month as National Ice Cream Day:

not contested.

Sources
  • Anne Cooper Funderburg, Chocolate, Strawberry and Vanilla: A History of American Ice Cream. Bowling Green, Ohio: Bowling Green University Press, 1996.
  • Anne Cooper Funderburg, Sundae Best: A History of Soda Fountains. Bowling Green, Ohio: Bowling Green University Popular Press, 2002.
  • Jeri Quinzio, Of Sugar and Snow: A History of Ice Cream Making. Berkeley, Cal.: University of California Press, 2009.
  • Oscar E. Anderson, Refrigeration in America: A History of a New Technology and Its Impact. Princeton, N.J.: Princeton University Press, 1953.
  • Gavin Weightman. The Frozen-Water Trade: A True Story. New York: Hyperion, 2003.
  • Sara Rath. About Cows. Stillwater, Minn.: Voyageur Press, 2000.
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Pre-Modern Pop Music

date_published
Teaser

The song is ended, but the melody lingers. Before the music that we hear on the radio, that we dubbed "pop" reigned supreme, different genres, such as jazz and ragtime amassed great public popularity.

quiz_instructions

Before Beyonce, before Elvis, and yes, even before Frank, tunes filled the air. Test your knowledge of early American pop music by answering the following questions.

Quiz Answer

1. The first financially successful African American songwriter in America:

A. Scott Joplin, composer of "Maple Leaf Rag" and "The Entertainer."
B. W. C. Handy, composer of "Memphis Blues" and "St. Louis Blues."
C. James A. Bland, composer of "Carry Me Back to Old Virginny" and "O Dem Golden Slippers."

2. Elvis Presley's hit "Love Me Tender" was sung to a melody first made popular under what title?

A. "How Fair the Morning Star," by Joseph Willig.
B. "The Maiden's Plaintive Prayer," by Charles Everest.
C. "Aura Lee; or the Maid with the Golden Hair," by W. W. Fosdick and George Poulton.

3. The first American popular songwriter to support himself with his composing:

A. Irving Berlin.
B. Stephen Foster.
C. George M. Cohan.

4. The first singing group to make ballads serve the purpose of political protest:

A. The Mass Choir of the International Workers of the World (I.W.W.).
B. The Hutchinson Family Singers.
C. The Weavers.

5. The original title of the song "Turkey in the Straw":

A. "Old Zip Coon," by George W. Dixon.
B. "Steamboat Bill," by Ub Iwerks.
C. "High Tuckahoe," by an unknown composer.

6. The first American to compose secular songs for voice and keyboard:

A. Benjamin Franklin, patriot, inventor, and publisher of Poor Richard's Almanac.
B. Jane Merwin, wife of the owner of the New Vauxhall Gardens in pre-Revolutionary New York City.
C. Francis Hopkinson, New Jersey delegate to the Continental Congress and signer of the Declaration of Independence.

7. The first song to sell a million copies of sheet music in America:

A. "Oh! Susanna," by Stephen Foster.
B. "'Tis the Last Rose of Summer," by Thomas Moore.
C. "Alexander's Ragtime Band," by George M. Cohan.

8. The most popular song in America during the 19th century:

A. "Home, Sweet Home" by Henry Bishop and John Howard Payne.
B. "In Dixie's Land," that is, "Dixie," by Daniel Decatur Emmett.
C."Flow Gently, Sweet Afton," by Robert Burns and J. E. Spilman.

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Plays You Won't See in the Superbowl

Quiz Webform ID
22412
date_published
Teaser

Football as your great-grandparents played it. It has always been a great American sport, and now you can understand its beginnings. You can gain a better sense of why it remains a central part of our national identity.

quiz_instructions

Over 30 years, beginning in 1876, football evolved from a slight variation on rugby into (roughly) its present-day form. Along the way, spectators saw some plays that would baffle today's football fans. Choose the answer that best describes each play below.

Quiz Answer

1. a. Mass Plays, such as the "flying wedge" pictured here (invented in 1892 by a Harvard fan), were tremendously brutal and were soon outlawed. The rules were changed in 1894 so that no more than 2 players could go in motion before the start of the play. Also, the ball carrier's teammates were forbidden to push or pull him.

2. b. For a long time, goals scored more points than touchdowns. Touchdowns were more valuable as a means of getting a favorable placement for an unimpeded try at kicking a field goal. The defense would play in order to prevent a goal rather than defending against a touchdown, making the "dribble" a possible offensive strategy until it was made illegal in 1887. Note that the player holding the ball for the kicker (lying on the ground) in the illustration here had to keep the ball off the ground as the kicker prepared himself because as soon as the ball touched the ground, it was in play.

3. b. This method of putting the ball in play (known as a "fair," as opposed to the play known as a "fair catch," described in the other possible answer), proved too unruly and prone to "slugging" as the players massed together near the sideline. It was eliminated by requiring the referee to bring the ball out from the sideline and place it in the middle of the field.

4. True. When tackling below the waist down to the knees was allowed in 1888, the defense was strengthened and the offense therefore needed to be bolstered by the rules to keep the game balanced. To do this, the teammates of the ball carrier were allowed to "interfere" with (that is, move and block) the opposing team with their bodies (but not their hands and arms—note the illegal use of hands by the blockers in the picture) even after the ball had been snapped. Because these offensive players were in front of the ball after it had been snapped, any movement by them had previously been disallowed as "offsides play." The rule meant that the ball carrier could now run behind his teammates (who would block for him), and not (as in rugby) in front of them, ready to pass the ball back when he was about to be tackled.

5. True. The forward pass was not legal until 1906. Until then, a "pass" always meant the ball carrier's passing backwards. The extensive 1906 rule changes aimed to reduce violence and injury on the field, which had become pronounced, especially in the clash at the line of scrimmage. The changes were meant to "open up" the play. Most notable among the changes was the increase in the number of yards the offense had to advance in a series of downs from 5 to 10, and the allowing of forward passes, which was meant to spread out the players more. Oddly, many football pundits, when the rule was changed and for some time afterwards, did not think the forward pass would be popular. This was partly because, at first, the new rule stipulated that if the pass was incomplete, the ball had to be turned over to the opposing side, and partly because no one had figured out how to throw an effective, spiraled forward pass. The shape of the ball then evolved to make passes easier, becoming a little smaller and more pointed.

For more information

American football evolved from the English game of rugby. In 1876, a small group of athletic enthusiasts from Ivy League colleges met and agreed on a set of rules that allowed scoring for touchdowns as well as goals (rugby scored only goals), and established a line of scrimmage (giving one team clear possession of the ball).
Each new rule affected the game, sometimes in unpredictable ways, as revealed during play. This led to additional changes to balance the game. In 1882, for example, the team in possession of the ball was required to turn it over to the other team if they had not advanced the ball 5 yards in 3 downs (soon increased to 10 yards). This rule eliminated the "block game," in which a team held the ball for an entire half. A series of incremental changes over the decades increased the importance of touchdowns and decreased the importance of kicked goals.

Have you ever considered using sports as a window into local history? Your area might have a sports hall of fame or museum to explore, for field trips or primary and secondary sources. Type "sports" into the "Keyword" field in Museums and Historic Sites, or choose "Sports Museum" from the "Type of Museum Site" drop-down menu. Remember to also type in your state in the "State" field.

Sources
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Feeling Teenish Today?

Quiz Webform ID
22410
date_published
Teaser

A teenager by any other name . . . would be considered either a child or an adult. Teenagers inhabit some sort of middle of the road. They are neither fully grown and matured, nor are they young.

quiz_instructions

When did young people in their teens become “teenagers”? Put the phrases below in the order in which they were first used, starting with the earliest.

Quiz Answer

1. teen (noun) [late 17th century]
the years of the life of any person of which the numbers end in -teen, i.e. from 13 to 19; chiefly in phrases in, out of one's teens.

2. teenish (adjective) [1818]
characteristic of persons in their teens, youthful.

3. teener (noun) [1894]
one in his or her teens (U.S.)

4. teen age or teen-age (adjective) [1921]
designating someone in their teens; Pertaining to, suitable for, or characteristic of a young person in his or her teens.

5. teenager (noun) [1941]
one who is in his or her teens; loosely, an adolescent.

For more information

teenagers-ctlm.jpg Teenagers today play a central role in American culture and society. They exist not only as high school students, but as closely watched consumers and trendsetters. Yet in 1900, teenagers did not exist. There were young people in their teens, but there was no distinct teenage culture.

After 1900, reformers, educators, and legislators began to separate teens from adults and children through legislation and age-specific institutions, such as high school and juvenile courts. Between 1910 and 1930, enrollment in secondary schools increased almost 400 percent and the number of teens in school rose from 11% in 1901 to 71% in 1940. The percentage of African American teens remained lower, but also rose at a steady rate to more than 80% by the early 1950s.

During these decades, as teenagers began to develop a "teenage" culture, manufacturers, marketers, and retailers began to court high school students, especially girls, as consumers with distinct style preferences. Social scientists and parents engaged in an extensive dialogue over the nature of adolescence, high school, and the growing notion of "teenage" culture. Media also played an important role, often defining "teenager" as female.

For more on teenage and youth culture, see:

Children and Youth in History.

Joe Austin and Michael Nevin Willard, Generations of Youth: Youth Cultures and History in Twentieth-Century America (New York: NYU Press, 1998).

Sherrie Inness, ed., Delinquents and Debutantes: Twentieth-Century American Girls' Cultures (New York: New York University Press, 1998).

Grace Palladino, Teenagers: An American History (New York: Basic, 1996).

Kelly Schrum, Some Wore Bobby Sox: The Emergence of Teenage Girls' Culture, 1920-1945 (New York: Palgrave Macmillan, 2004).

Sources
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Dance, But Not That Way . . .

Quiz Webform ID
22415
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Teaser

Do you know how to dance the Sleigh Bell Polka? Learn the proper way to perform 19th and 20th century dances.

quiz_instructions

Dance and etiquette manuals in the 19th and early 20th centuries offered instruction on dance steps as well as advice on everything from grooming habits to acceptable dialogue during a dance. How would you have fared?

Quiz Answer

1. According to an 1850 dance and etiquette manual, it was acceptable for a woman to raise her dress to the ankle:

when crossing over a mud puddle. According to The lady's guide to perfect gentility: Raising the dress.— When tripping over the pavement, a lady should gracefully raise her dress a little above her ancle. With the right hand, she should hold together the folds of her gown, and draw them towards the right side. To raise the dress on both sides, and with both hands, is vulgar. This ungraceful practice can only be tolerated for a moment, when the mud is very deep.

2. Leads balance 2 bars to the right and 2 bars to the left, heel and toe, and chasse; leads half right and left, while the side couples balance, 4 bars; sides right and left while leads waltz on station, 4 bars; leads repeat the same to places, sides repeat to places.

Follow these instructions from the 1866 manual The ball-room monitor to find yourself dancing the:

Serious Family Polka

3. The manual American dancing master, and ball-room prompter (1862), authored by Elias Howe and "several eminent professors of dancing," described which of the following as the proper way for a gentleman to bow in the ballroom?

Stand in the third position, right foot in front; slide the right foot a little to the side. Draw the left foot in front of the third position. Incline the head and the body a little; let your arms fall easily and naturally. Rise in the third position, left foot in front.

4. According to Clog-Dancing Made Easy (1874), how long should one practice each day in order to master this skill?

2 hours. The manual advises, "After having mastered the form of the step, practise it at any convenient opportunity, though it is much better to have a specified hour each day. Two hours per day is little enough if the student is ambitious of excellence."

5. In Albert W. Newman's Dances of to-day (1914), these dance positions, respectively, are called:

Open Position; Yale Position

6. Which of the following, according to The Public Dance Halls of Chicago, was not a critique by the Juvenile Protection Association of the Chicago public dance halls in 1917:

". . . policewomen detailed to public dance halls have been seen dancing and therefore not affording protection to young girls and serving somewhat in the capacity of municipal chaperones." The Juvenile Protective Association held out hope that "when women were put upon the police force of Chicago, they would be detailed to public dance halls" to protect young girls but despite their many requests, policewomen did not regularly appear at dance halls. Policemen were criticized for "confin[ing] their attention to interfering when fights are in progress."

For more information

In the 19th century, the number of advice manuals grew exponentially, including those designed to teach the complicated rules and regulations associated with ballroom dancing. Manuals also offered etiquette and fashion advice. By the end of the 19th century, simpler dance steps grew in popularity. In the next few decades, new technologies brought further change as dancers listened to music on records and watched new dance steps on the silver screen. For more background, see "Western Social Dance: An Overview of the Collection" and "How to Read a Dance Manual."

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American Myths: Christopher Columbus

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Teaser

In 1492, what did Columbus really do? Who was Columbus? Was he a hero? Did he use force to conquer peoples?

quiz_instructions

The story of Christopher Columbus—how much of it is story? Throughout the growth of Columbus into a near-mythological figure, additions and subtractions have been made to and from his life, accompanied by shifts in how he is perceived and memorialized. Decide whether these statements about Columbus (and his holiday) are true or false.

Quiz Answer

1. Columbus set sail to prove that the world was round.

False: Washington Irving's 1828 Life of Christopher Columbus spread the idea that Columbus wanted to prove that the earth was round. About 2,000 years before Columbus’s voyage, however, Aristotle proved the spherical nature of the earth, pointing out the curved shadow it casts on the moon. By Columbus' time, virtually all learned people believed that the earth was not flat.

Columbus did debate with scholars, but the argument he had with them was about something completely different: the size of the globe. And in the end, Columbus was incorrect: he thought the earth was small enough to allow him to sail to India in a relatively short period of time.

Irving's romanticized version, however, made Columbus an enlightened hero overcoming myth and superstition and that is what became enshrined in history.

2. Columbus was the first to discover America in 1492.

False: The first Native Americans likely arrived in North America via a land-bridge across the Bering Sound during the last ice age, roughly 20,000 to 30,000 years ago. The Sandia are the first documented Native American culture, dating from about 15,000 BCE. When Europeans arrived, there were approximately 10 million Native Americans in the area north of present-day Mexico.

In relation to global contact, people from other continents had reached the Americas many times before 1492. If Columbus had not sailed, other Europeans would have soon reached the Americas. Indeed, Europeans may already have been fishing off Newfoundland in the 1480s. In a sense Columbus's voyage was not the first but the last "discovery" of the Americas. It was epoch-making because of the way in which Europe responded. Columbus’s importance is therefore primarily attributable to changing conditions in Europe, not to his having reached a "new" continent.

3. Columbus was motivated by money and economic benefit.

True: Amassing wealth came to be positively valued as the key means of winning esteem on earth and salvation in the hereafter. As Columbus wrote in "My Journal," "Gold is the most excellent; gold constitutes treasure; and he who has it does all he wants in the world, and can even lift souls up to Paradise." Other sources support this view of Columbus’s motivation: in 1495, for instance, after accompanying Columbus on a 1494 expedition into the interior of Haiti, Michele de Cuneo wrote, "After we had rested for several days in our settlement, it seemed to the Lord Admiral that it was time to put into execution his desire to search for gold, which was the main reason he had started out on so great a voyage full of so many dangers." Columbus's motivation was not atypical for his time and position; the Spanish and later the English and French expressed similar goals. But most textbooks downplay the pursuit of wealth as a motive for coming to the Americas when they describe Columbus and later explorers and colonists. Even the Pilgrims left Europe in part for financial gain.

4. Columbus was motivated by religion.

True: Many Europeans believed in a transportable, proselytizing religion that rationalized conquest. Typically, after "discovering" an area and encountering a tribe of American Indians, the Spaniards would read aloud (in Spanish) what came to be called "the Requirement." Here is one version:

"I implore you to recognize the Church as a lady and in the name of the Pope to take the King as lord of this land and obey his mandates. If you do not do it, I tell you that with the help of God I will enter powerfully against you all. I will make war everywhere and every way that I can. I will subject you to the yoke and obedience to the Church and to his majesty. I will take your women and children and make them slaves. . . . The deaths and injuries that you will receive from here on will be your own fault and not that of his majesty nor of the gentlemen that accompany me."

Having thus satisfied their consciences by offering the Native Americans a chance to convert to Christianity, the Spaniards proceeded with their plans for people they had just "discovered."

5. Columbus died a penniless man.

True: Queen Isabella and King Fernando initially agreed to Columbus’s lavish demands if he succeeded on his first voyage. These included stipulations that he would be knighted, appointed Admiral of the Ocean Sea, made the viceroy of any new lands, and awarded ten percent of any new wealth. By 1502, however, Columbus had every reason to fear for the security of his position. He had been charged with maladministration in India and slave trade. After three more expeditions to the Caribbean, he suffered from malaria and arthritis. He continually requested the promised funds from the Spanish court, but after the death of Isabella, his requests were rejected.

6. Columbus Day was first celebrated in 1892 as part of the World’s Columbian Exposition.

False: The first recorded celebration of Columbus Day in the United States took place on October 12, 1792. Organized by the Society of St. Tammany, also known as the Columbian Order, it commemorated the 300th anniversary of Columbus's landing.

The 400th anniversary of the event, however, inspired the first official Columbus Day celebration in the United States. In 1892, President Benjamin Harrison issued a proclamation urging Americans to mark the day. The public responded enthusiastically, organizing school plays, programs, and community festivities across the country.

Over the following decades, the Knights of Columbus, an international Roman Catholic fraternal benefit society, lobbied state legislatures to declare October 12 a legal holiday. Colorado was the first state to do so on April 1, 1907. New York declared Columbus Day a holiday in 1909 and on October 12, 1909, New York Governor Charles Evans Hughes led a parade that included the crews of two Italian ships, several Italian-American societies, and legions of the Knights of Columbus. Since 1971, Columbus Day, designated as the second Monday in October, has been celebrated as a federal holiday. In many locations across the country Americans parade in commemoration of the day.

Sources
  • Rick Beyer, The Greatest Stories Never Told: 100 Tales from History to Astonish, Bewilder, and Stupefy. New York: Harper, 2003, 22.
  • (2) James W. Loewen, Lies My Teacher Told Me: Everything the American History Textbook Got Wrong. New York: Simon & Schuster, 2007, 33-37
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Ford's Theatre Teacher Museum Preview Night

Description

From the Ford's Theatre website:

"Ford's Theatre will offer local area teachers the chance to preview the new and improved museum. Follow Lincoln from the first days of his presidency to the last days of the Civil War. The dynamic and interactive new museum features videos, three-dimensional figures and a remarkable collection of artifacts. There will be door prizes, refreshments and classroom resources offered."

Contact name
Jake Flack
Contact email
Sponsoring Organization
Ford's Theatre, Frederick Douglass National Historic Site, Tudor Place Historic House, President Lincoln's Cottage, U.S. Capitol Historical Society
Phone number
2026382941
Target Audience
Local DC-area teachers
Start Date
Cost
Free
Contact Title
Education Programs Coordinator
Duration
Two hours

Dvorak in America

Description

From the Pittsburgh Symphony Orchestra website:

"A butcher's son, an instinctive democrat, the composer Antonin Dvořák was self-made. No other European musician of comparable eminence so dedicated himself to finding 'America.' Dvořák’s quest was both concentrated and varied. And Dvořák's embrace was warm: he loved folk music, popular dance and song. He thrilled to Manhattan's polyglot population and in Iowa equally savored what Willa Cather called 'the sadness of all flat lands.'

Jeannette Thurber, a visionary educator, had lured Dvořák from Bohemia to direct her National Conservator of Music. And she handed him a mandate: to help New World composers create a concert idiom Americans would recognize as their own. Dvořák—the proud member of a Hapsburg minority subject to prejudice and discrimination—was galvanized by African-Americans and Native Americas. 'It is to the poor that I turn for musical greatness,' he told a New York reporter. 'The poor work hard; they study seriously.' And Dvořák predicted—his most famous, most controversial, most prophetic utterance—that the future music of the US would be based upon its 'Negro melodies.' In New York—then, as now, a city of immigrants—Dvořák's counsel was taken to heart. But in Brahmin Boston, Dvořák's view that black and 'red' Americans were representative was considered naive at best; Philip Hale, Boston's leading music critic, denounced him as a 'negrophile.'

There was a time when introducing young Americans to 'great music' meant venerating a pantheon of dead and distant Europeans. This is no longer done—but nothing has taken its place. The story of Dvořák's American sojourn, a vital and timely alternative, furnishes the subject matter for the Pittsburgh Symphony's NEH Summer Institute . . .

The instructors are nationally known scholars and educators. The schedule includes field trips and concerts, and culminating curricular projects. The curriculum ranges far afield from music to deal with such subjects as Buffalo Bill, immigration, the slave trade, The Song of Hiawatha, and Yellow Journalism. The core topic is the quest for American identity at the turn of the twentieth century."

Contact name
Nicole Longevin-Burroughs
Registration Deadline
Sponsoring Organization
National Endowment for the Humanities, Pittsburgh Symphony Orchestra
Phone number
4123928991
Target Audience
Middle and high school
Start Date
Cost
Free; $2700 stipend
Course Credit
"All institute participants will receive a letter explaining the activities of the institute in some detail, and approximating the number of educational hours the institute represents."
Contact Title
Manager of Education and Community Programs
Duration
Three weeks
End Date