This Week @ MHS
It is a very short holiday week for us here at the Society. On Monday, 21 November, there is a public conversation with Jonathan Holloway of Yale and Adriane Lentz-Smith of Duke: "A Most Peculiar Institution: Slavery, Jim Crow, and the American University Today." This talk looks at the the complicated legacies of American universities founded ante bellum and their relationship to slavery, and how they served as intellectual homes of defenders of slavery and advocates of the inferiority of non-white peoples while also promoting the development of important arguments about the blessings of democracy. This talk is open to the public, registration required at a fee of $20 (no charge for MHS Members or Fellows). Pre-talk reception begins at 5:30PM followed by the program at 6:00PM.
The Society is CLOSED on Thursday, 24 November, for Thanksgiving. The library remains closed on Friday and Saturday, though the exhibition galleries are open those two days, 10:00AM-3:00PM.
| Published: Sunday, 20 November, 2016, 12:00 AM
Margaret Russell’s Diary, November 1916
By Anna J. Clutterbuck Cook, Reader Services
Today, we return to the line-a-day diary of Margaret Russell. You can read previous installments here:
January | February | March | April | May | June | July | August | September | October
As winter approaches, Margaret Russell’s activities shift from the north shore back to Boston, where she attends lectures and concerts on a regular basis as well as noting a regular round of visits to family and friends.
On November 8th she notes that she spent time packing in the morning and then left for New York City on the five o’clock train. Her destination was ultimately Hot Springs, North Carolina where she found “pleasant rooms” waiting for her, “lovely weather,” and “very pleasant people.” She stayed for almost two weeks enjoying the balmy weather and sunshine before returning to the “bitter cold” of Boston via New York. On the 29th she attended the theatre, seeing the romantic comedy The Great Lover which had had its run on Broadway from November 1915 to June 2016. “Very amusing” our diarist notes.
As we round out this year in the life of Margaret Russell, I have begun exploring my options for a 1917 diary to transcribe; stay tuned for a December blog post introducing our 2017 diarist and diary before we see what the year 1917 brings for our chosen Bostonian.
In the meantime, without further ado, here’s Margaret in her own words.
* * *
1 Nov. Wednesday - All Saint’s Service. Mrs. Ward’s opening talk. First Holman meeting at Mrs. Allen’s. Ward reception for Perkins girl.
2 Nov. Thursday - Shopping. Went to Swampscott. Dined at Mrs. Bell’s.
3 Nov. Friday - Went to Milton & called at Sarah Hughes & Hester Cunningham. Dined at S. Bradley with Mr & Mrs Locke.
4 Nov. Saturday - Errands. To see Aunt Emma, Stephen Wild’s [sic] & Mrs. Walcott. Country still very beautiful.
5 Nov. Sunday - Church - Lunched at H.G.C’s.
6 Nov. Monday - Mary. Lunched with Marian.
7 Nov. Tuesday.
8 Nov. Wednesday - Packing. Went H. Cushing’s memorial exhibition. Left for N.Y. on five o’ck. Went to Colony Club.
9 Nov. Shopping - Lunched at Mary Amory’s. Met Mrs. [illegible] on five oc to Hot Springs.
10 Nov. Arrived 9.30 (hour late) Pleasant rooms. Have cold so kept quiet. Mrs. S. busy with baths - Movies in the evening.
11 Nov. Saturday - Lovely weather keep out as much as possible. Very pleasant people.
12 Nov. Rainy - Went to church. Most of P.M. in my room.
13 Nov. Monday - Walked up Delafield Path. Warm & lovely. Took beautiful drive round mountain.
14 Nov. Tuesday- Cloudy & cold. Wrote letters & rested. Walked with Mr. Chapin to dairy.
15 Nov. Wednesday - We walked to Boone Cabin & lunched [...] sun on ground. Feeling better.
16 Nov. Thursday. Still very cold. Took long walk. We drove to Flag Rock in P.M. but it was too hazy to see far.
17 Nov. Friday - Warmer. Took walk in the morning. Drove to Dunn’s Gap.
18 Nov. Saturday. Drove to Healing Springs & walked through Cascades, home to lunch. Sat out in the sun.
19 Nov. Sunday - Church & then walked to Tall Gate. Took the jungle drive. Concert in the evening.
20 Nov. Monday - Walked up Sunset Hill. Sat in piazza in the sun with pleasant people.
21 Nov. Tuesday - Drove to [illegible] for lunch, took Miss Newell.
22 Nov. Wednesday - Took a long walk in morn. After lunch sat in sun. Movies in the evening. Like early autumn.
23 Nov. Packing. Heavy showers so did not go out. Tea at five with Mrs. Berwind & all our friends. Left at 6.30 for N. Y.
24 Nov. Friday - Arrived in N. Y. 9.30. Mrs. Sibley drove me to Colony Club but had no room. Took walk & left on 1 oc for home.
25 Nov. Saturday - Shopping & doing errands. Drove to Swampscott, bitter cold. Lovely concert in the evening.
26 Nov. Sunday - Church. Lunched at HGC. Short walk still cold. Family to dine.
27 Nov. Monday - Mary, lunch with Marian. Went out to see Aunt Emma & leave flowers for Mrs. J. M. Cadman.
28 Nov. Tuesday - Errands on foot & meeting at E&E. Took long drive & dined at C’s. Meeting of new opera co.
29 Nov. Wednesday - Went to see the Great Lover with the Parkmans. Very amusing.
30 Nov. Thursday. Church then to dine at Sallie A’s. Raining so drove back with Marian. Dined at HGC’s. Four Neilsons came.
* * *
If you are interested in viewing the diary in person in our library or have other questions about the collection, please visit the library or contact a member of the library staff for further assistance.
*Please note that the diary transcription is a rough-and-ready version, not an authoritative transcript. Researchers wishing to use the diary in the course of their own work should verify the version found here with the manuscript original.
| Published: Friday, 18 November, 2016, 12:00 AM
This Week @ MHS
The events schedule is full this week. Without further ado, here's a look at what's coming up.
- Monday, 14 November, 6:00PM : Kicking off the week is an author talk featuring Wendy Warren of Princeton University. She will be speaking about her recent book, New England Bound : Slavery and Colonization in Early America, a work that reclaims the lives of long-forgotten enslaved Africans and Native Americans in the seventeenth century. This talk is open to the public with a fee of $10 (no charge for MHS Members or Fellows), RSVP required. A pre-talk reception begins at 5:30PM followed by the program at 6:00PM.
- Tuesday, 15 November, 5:15PM : This week's Environmental History seminar takes the form of a panel discussion. "Native Peoples, Livestock, and the Environment" features Katrina Lacher of Unversity of Central Oklahoma and Strother Roberts of Bowdoin College, with Nancy Shoemaker of UConn providing comment. Seminars are free and open to the public; RSVP required. Subscribe to receive advance copies of the seminar papers.
- Wednesday, 16 November, 6:00PM : In the second author talk of the week, Riachard Alan Ryerson discusses his book John Adams's Republic: The One, the Few, and the Many. This talk is open to the public with a fee of $10 (no charge for MHS Members or Fellows), RSVP required. A pre-talk reception begins at 5:30PM followed by the program at 6:00PM.
Please note that the library is closed on Thursday, 17 November.
- Thursday, 17 November, 6:00PM : Join us for Revolutionary Portraits from the Collections of the MHS, a fun and festive evening that spotlights portraits of Revolutionary-era figures from the Society's collection. Enjoy a reception, view terrific works of art, and learn about the artists and the people they portrayed. Erica Hirshler, MFA, Boston, will present Copley’s John Hancock and David Dearinger, Boston Athenæum, will present Lafayette: Before & After.
Reservations are required; please call the Development Office at 617-646-0543 to register for this event.
- Friday, 18 November, 2:00PM : Stop by on Friday for an afternoon gallery talk with past MHS Director, WIlliam Fowler, Jr., of Northeastern University. In this talk, Mr. Fowler will discuss George Washington's Newburgh Address as a turning point in American History, ensuring civilian control of the government. This even is free and open to the public.
- Saturday, 19 November, 10:00AM : The History and Collections of the Massachusetts Historical Society Tour is a 90-minute docent-led walk through our public rooms. The tour is free, open to the public, with no need for reservations. If you would like to bring a larger party (8 or more), please contact Curator of Art Anne Bentley at 617-646-0508 or firstname.lastname@example.org.
While you're here you will also have the opportunity to view our current exhibition: Turning Points in American History.
| Published: Sunday, 13 November, 2016, 12:00 AM
Clearing the Seas with Fire and Steam
By Rhonda Barlow, Adams Papers
In the spring of 1787, two men wrote to America’s representative in London recommending naval inventions that they thought would help the United States fight the Barbary pirates in the Mediterranean. One of those writers was Andrew Quin, a gunner aboard the Dutch warship, Batavier; the other was Patrick Miller, a Scottish banker and inventor who experimented with cannons, water wheels, and steam power. The American representative just happened to be John Adams, then serving as American minister to Britain.
In his 30 May letter, Andrew Quin recommended that American warships use “burning shot” as effective ammunition against the Barbary pirates, and offered his assistance:
“Sir I am of oppinion if any force was sent out to protect the trade I could be of great service to them. by making a burning shot That whould disstroy them or put them to the flight.”
“Burning shot,” more commonly known as “red-hot shot,” or simply “hot shot,” refers to cannonballs that were heated in a furnace before being loaded into the cannons and fired. These cannonballs not only damaged a ship, but threatened to set it on fire.
Quin also told Adams about his two sons, his financial troubles, and the challenge of emigrating to America. He wrote with a legible hand, and although the words do not rhyme and the sentences flow across the page, he imitated the poetic convention of capitalizing the first letter in each line.
Adams was familiar with the Batavier and with her former captain, Wolter Bentick, who died from the wounds he sustained during the 1781 Battle of the Dogger Bank between the Dutch and British navies. But he had probably never heard of Quin, and this letter appears to be the only letter Quin wrote to John Adams. We have no reply from Adams, and found no evidence that Adams took any action beyond retaining the letter.
In contrast, there are two letters to John Adams from Patrick Miller, who was experimenting with steam propulsion for navigation. With his 14 April 1787 letter, Miller included an essay on naval architecture: Elevation, Section, Plan, and Views of a Triple Vessel (Edinburgh, 1787); and on 30 April, Adams wrote a short note to him:
“I have received the elegant volume you did me the honor to address to me, and shall take the first favorable opportunity to transmit it to Congress at New York, in conformity to your desire.”
Adams took action, forwarding the essay to Congress. On 19 Nov. 1787 Miller wrote to Adams again, and included a report describing his experiment in the Firth of Forth, near Edinburgh, Scotland, on 2 June, when a ship reached speeds of over four miles per hour as five men operated a winch connected to his water wheel. In further experiments, Miller employed a steam engine and achieved speeds of 8 miles per hour.
Miller had already made improvements to a light and effective cannon, the carronade, and wrote that ships outfitted with paddle wheels, and thus capable of propulsion regardless of the lack of wind, were America’s answer to the Barbary pirates:
“Five or six such Ships would clear the Seas of all the African Cruizers.— In Calms or light Winds, very frequent in the Mediterranean Sea during the Summer Months, they would be superiour to any number of Ships of the present Construction of whatever force—”
Adams forwarded Miller’s report to Congress too. Based on Adams’ interactions, Miller’s letters will appear in the Papers of John Adams, volume 19 (Belknap Press, HUP, 2018), and Andrew Quin’s will not. But omitting the letter does not mean that we discard it. Andrew Quin’s original letter remains in the Adams Family Papers archive. You can view the manuscript on the Adams Papers microfilm, reel 370. A rough transcription is freely available on Founders Online.
| Published: Wednesday, 9 November, 2016, 10:58 AM
A Brief Look at 19th-Century Children’s Stories at the MHS
By Brendan Kieran, Reader Services
I initially came across The Carrier Pigeon and Other Tales: Illustrating the Rewards of Virtue and the Punishment of Vice, selected by Mrs. Pamela Chandler Colman (Worcester, 1849), in an effort to find materials relating to pigeons at the MHS. However, I ended up utilizing this collection of children’s stories as a jumping point into a look at children’s literature and children in the 19th-century United States. Through my reading, I began to gain some insight into the roles of children and themes represented in literature during this period.
The titular story of this book is set in the German countryside, seemingly in the medieval or early-modern period. A girl named Agnes comes into contact with a dove, which she decides to take in. Through the advisement of her mother, Othilia, Agnes turns the actions of the dove into lessons for her behavior, becoming a more obedient, hygienic, and organized girl in the process.
One day, a woman named Rosalind and her daughter, Emma, show up at the castle of Sir Theobald (Agnes’s father) looking for help; using her care for the dove as an example, Agnes encourages Theobald to take in the visitors. Later, once Rosalind and Emma have returned to their castle, two men show up at their house; unbeknownst to them, but later discovered by a servant named Leonardo, the men are robbers looking to steal from and murder Theobald and his family. Emma comes up with the idea of flying the dove with a note attached to it to warn Theobald and the family of the motivations of the robbers. Ultimately, it is successful, and the plan is thwarted.
The second story, “Ingratitude,” is about a young girl named Helen and Mrs. Everhold, a woman who takes care of Helen. When Helen’s mother dies, Mrs. Everhold is given responsibility for raising Helen. Everhold tries to teach her skills and a strong work ethic, but Helen decides to act out, eventually turning to working for a baroness and not being there for Everhold when she becomes ill and unable to work. Helen eventually marries a violent and abusive man, and when he dies in an accident, she goes to Mrs. Everhold for help. Helen apologizes for her past actions; going forward, she is good to Mrs. Everhold, who ends up living a long life.
The final story is “The Good Son,” attributed to Rev. E. Mangin. After the death of her husband, a woman and son go to live with another family. The son, after displaying artistic ability, begins to train with a nearby mason. Ultimately, he receives awards for his work, providing new financial stability for himself and his mother. After becoming successful and notable as a sculptor, he continues to be good to his mother, the man who discovered him, and the family with whom he had lived.
All three of these stories have similarities that live up to the subtitle of the book. In “The Carrier Pigeon,” the dove serves as a symbol of virtue, imbued with overt religious connotations; to be like the dove is to be pure and respectful of God. The dove even serves as the means by which Rosalind and Emma are able to save lives. In “Ingratitude,” while Helen is disrespectful for much of the book, she ultimately turns to “proper” behavior toward a woman who took care of her, with suggested positive results for Everhold’s longevity. In “The Good Son,” the boy demonstrates hard work, creativity, and respect for the people who fostered his success. All of the children serve as lessons, indeed, on “the rewards of virtue and the punishment of vice.”
However, the stories do have some notable differences that raise questions regarding the audience of the book and the roles of class, gender, and race in 19th-century children’s literature. For example, the families in “The Carrier Pigeon” seem to be quite wealthy and of the nobility; however, the subjects of the other stories struggle with financial insecurity. There also seems to be an implication that girls are especially in need of lessons regarding proper morality. While the girls in “The Carrier Pigeon” learn lessons through the dove, and Helen in “Ingratitude” only learns good behavior after misfortune hits her, the boy in “The Good Son” seems to be good and respectful all along. It is men (the robbers) who exhibit most of the immorality in “The Carrier Pigeon,” and Helen’s abusive husband in “Ingratitude” is not a model of good behavior, but the process of learning lessons and correcting behavior seems to be more apparent in the women and girls in this book than in the men and boys. Racialized language seems to be a factor in “The Carrier Pigeon,” with the whiteness of both Agnes’s dresses and the dove deployed to represent good morality and cleanliness. This analysis is brief and tentative, but it hopefully notes the potential significance of this resource to scholars of race, class, and gender in 19th-century United States children’s literature.
I consulted our copy of Karen Sánchez-Eppler’s Dependent States: The Child’s Part in Nineteenth-Century American Culture (University of Chicago Press, 2005) in the hopes of learning a bit more about children’s literature in the 19th-century. Sánchez-Eppler offers some conclusions about children and literature of the period. The author notes the role “of teaching morals and forming character” in primers of the period, and notes the “variation on the basis of class, region, gender, and race” in conceptions of childhood in the 19th century, including the connection between leisure and a middle-class living. Sánchez-Eppler also notes the desirability of “submissiveness” for girls in 19th-century temperance literature of the period; the literature suggested – often using references to incest – that these qualities in girls would help their fathers overcome alcoholism and become better people. This literature has class connotations, as well, with children representing middle-class norms in some temperance works. Later, the author draws connections between race and the proper, domesticated behavior of children in 19th-century Sunday School works; these themes served as components of imperialist and colonialist projects. There is much more to Dependent States than what I’ve included here, and Sánchez-Eppler’s scope of analysis is broader than strictly children’s literature, but these ideas offer some insight into the complex roles constructed for children in literature of the period.
The MHS library is open for anyone who would like to view any of our available print materials. In addition, an 1851 copy of this book is available electronically through Internet Archive.
| Published: Monday, 7 November, 2016, 12:00 AM