Past & Prologue

I found the following article on the internet while I was searching history information. It was written by Kathleen Vail for National School Boards Association's American School Board Journal, the award winning education magazine.
Although I do not agree with everything herein, I do find the discussions of what and how to teach history in the public schools both interesting and, well...at times, disturbing.

Being that the greater majority of those who read this blog are historians in their own right, I thought most might also find the article interesting as well:

Christopher Columbus: the man who discovered the New World, or the perpetrator of genocide?
Thomas Jefferson: a Founding Father and author of the Declaration of Independence, or a slaveholder whose notion of liberty didn't extend beyond white male landowners?
John F. Kennedy: a visionary political leader who inspired a generation to idealism and social action, or a serial philanderer whose recklessness endangered the country?
Most people can see there's truth in both statements about these historic icons. We understand that Columbus, Jefferson, and Kennedy were human -- complex, contradictory, and flawed like the rest of us.
But what if the only thing you learned about Columbus in school was that his arrival was disastrous for the natives of North and Central America? What if all you knew about Jefferson was that he apparently fathered children by one of his slaves, yet did not free them after his death? What if you heard only how the United States failed to live up to its ideals as a democracy? How would your view of the world and the role of the United States be shaped?
These questions are central to the ongoing debate over what should be taught in social studies classes. Few academic subjects evoke as much passion as history (though reading instruction comes close), so the debate is by no means new. It has intensified, however, in the wake of the 9/11 attacks on the World Trade Center and the Pentagon.
The debate also comes at a time when many educators worry that social studies is vanishing from the curriculum. With schools scrambling to meet the requirements of No Child Left Behind, history, geography, and civics are being pushed aside so more time can be spent on the subjects that are tested -- mainly reading and math.
Not your father's history class
The debate goes something like this:
Students are learning only the dark side of American history, according to a growing and vocal group of social studies educators and professors. And, these critics argue, this focus on the negative is churning out students who are so disengaged from our political system that they scarcely bother to vote.
"It's cultural suicide to raise a generation of cynics who don't value the extraordinary nature of our country," says James Leming, a Saginaw Valley State University professor.
Others say the perception is false, that negative subject matter isn't all that's taught in social studies classrooms, and that children do get a balanced view of history. "[The critics] have this image of what they think social studies is, but it's a distortion of what is happening," says Stephen Thornton, professor of social studies and education at Columbia University's Teachers College.
No one questions that times have changed since the 1960s, when the textbook in Lucien Ellington's high school history class was called American Pageant. The book, Ellington says, was distorted in that it showed only the positive story of American history, with no criticism. But during the Vietnam War -- when faith in American institutions plummeted -- the history field began to change. Textbooks began to reflect both America's triumphs and its failures.
"That's the way American history and world history should be taught," says Ellington, codirector of the Asia program and professor of education at the University of Tennessee at Chattanooga.
But whatever is being taught, it doesn't seem to stick. The 1998 National Assessment of Educational Progress (NAEP) civics test results revealed that 75 percent of high school seniors were not proficient in the subject. Twenty-five percent of seniors could not identify two ways the Constitution prevents a president from becoming a dictator.
In 1998, fewer than one in five Americans ages 18 to 24 voted, according to the New Millennium Project, sponsored by the National Association of Secretaries of State. Other reports on voting patterns show that while young people are volunteering at greater rates, they have the lowest voter turnout rate of all adult age groups and are less likely than other adults to read the newspaper.
Leming and others charge that low voter turnout and the NAEP scores are proof that social studies is going in the wrong direction. Students are so dispirited by hearing about how bad the United States is, the critics say, that they don't believe it would do any good to vote or become politically active.
"It makes sense to me that if the history that you're learning is oppression and disenfranchisement, corruption and crime, rather than achievements," Leming says, "you form a negative view."
'Cultural and moral relativism'
Ellington, Leming, and a handful of other history professors and teachers belong to an informal group who call themselves the Contrarians. For the most part, they are members of the National Council for the Social Studies (NCSS), and they formed partly because they disagreed with the organization's philosophy.
About eight years ago, the group's core members got together and wondered if the social studies field was worse or better than in the past. "We came to the assessment that things are getting worse," says Leming. "The field is more fragmented and distracted on contemporary issues and less focused on the discipline."
Ellington says he and his like-minded colleagues have no desire to go back to the days of American Pageant. Instead, they'd like to see a return to balanced teaching. What happened, he says, is that social studies professors and others have tried to overcompensate for generations of injustices perpetrated on women and minorities. The resulting textbooks and curricula, Ellington says, are just as distorted as the sanitized view of American history that was once taught.
The Contrarians might have been content simply to talk among themselves. But then came 9/11. Suggestions from NCSS and other civic and education organizations on how social studies teachers should discuss the first anniversary of the terrorist attacks "set all of us off like a Roman candle," Leming says. The result, a book called Where Did Social Studies Go Wrong? was published in August 2003 by the neoconservative Thomas B. Fordham Foundation.
Leming says the group was particularly bothered by recommendations that teachers ask students to ponder why the United States was so hated around the world. Those recommendations, he claims, were clear proof that the social studies curriculum had strayed too far into cultural and moral relativism.
"If you can't make value judgments about cultures, what is worth defending and fighting for? This reaction among social studies theorists showed us the pervasiveness and power of this ideology," Leming says.
Where Did Social Studies Go Wrong? features an introduction by Fordham Foundation president Chester E. Finn Jr. and chapters by social studies education professors and teachers who call for revamping the teaching of history. Many of the authors charge that left-leaning professors of education have, as Leming puts it, highjacked the social studies for their own political agenda.
"Our goal is to refocus social studies on historical content," says Kathleen Porter of the Fordham Foundation and a coeditor of the book. "It's now more focused on social issues than American and world history."
'The nature and needs of democracy'
Lest you think it's only social conservatives who believe that social studies is going in the wrong direction, consider the conclusion reached by the Albert Shanker Institute, a politically liberal organization that is part of the American Federation of Teachers.
In a November 2003 document called Education for Democracy, the institute notes that democracy is "the worthiest form of government ever conceived." The document says schools must do more to improve the teaching of democracy through an expanded course of study in history, civics, and the humanities.
Nearly 150 politicians, civic leaders, professors, and educators endorsed the document. Signers came from across the political and professional spectrum, from former President Bill Clinton and U.S. Sen. Edward Kennedy to writer and historian Diane Ravitch and E.D. Hirsch, the founder of the Core Knowledge curriculum.
Textbooks that depict American history in a negative way have hurt schools' efforts to "purposely impart to their students the learning necessary for an informed, reasoned allegiance to the ideals of a free society," the document states. Educators and schools "must transmit to each new generation the political vision of liberty and equality that unites us as Americans, and a deep loyalty to the political institutions put together to fulfill that vision."
According to the document, students need to be prepared to be democratic in four ways, through:
• A robust history and social studies curriculum,
• A full and honest teaching of the American story,
• An unvarnished account of what life has been and is like in nondemocratic societies, and
• A cultivation of the virtues essential to a healthy democracy.
"We do not ask for propaganda, for crash courses in the right attitudes, or for knee-jerk patriotic drill," the document says. "We do not want to capsulize democracy's arguments into slogans, or pious texts, or bright debaters' points. The history and nature and needs of democracy are too subtle for that."
A similar concern is voiced by former U.S. Rep. Lee Hamilton, an Indiana Democrat who now serves as president and director of the Woodrow Wilson International Center for Scholars in Washington, D.C. Hamilton, who signed the document, says social studies must be taught in a way that encourages today's students to get involved and stay involved.
"What has to be done in the educational system is to impress on young people that with freedom comes obligation, with liberty comes duty," he says. "If the deal is not kept, democracy is threatened."
In the classroom
But wait a minute, say many who are on the front lines of the debate. Things really aren't that bad. In fact, says Richard Theisen, a former social studies teacher in Minnesota, the vast majority of social studies and history teachers want history taught with facts that involve interpretation. Theisen, past president of NCSS, says he resents the implication from the Contrarians and others that social studies and history teachers hate the United States.
"We really do support the principles and founding documents," Theisen says. "We wouldn't be in this country if we didn't."
For the most part, says Thornton, the Columbia professor, social studies teachers present different sides of history in the hopes of getting students to draw their own conclusions, a skill they hope young people will develop into adulthood.
"You find that some people resist getting kids to think for themselves. Their argument is that kids should be exposed to the traditions and values that the United States stands for," he says. "Yes, they should be, but at the center of American values is the right to speak up and think for yourself. If we are serious about our professions, we have to give kids opportunities to think for themselves."
An example of this emphasis on critical thinking is the Choices Program, a high school curriculum for teaching international issues and civics developed by the Watson Institute for International Studies at Brown University. The lesson on responding to terrorism calls for students to look at political cartoons about 9/11 from various international sources. Students then advocate for one of the positions represented in the cartoons as a way to help form their own opinions on the event.
Another example is the Facing History and Ourselves curriculum, which looks at the historical development and legacies of the Holocaust and other instances of collective violence. Aimed at middle and high school levels, this curriculum calls for students to consider such questions as: What is the difference between crimes against humanity and killings sanctioned by war? Are individuals responsible for their crimes if they have obeyed the laws of their nation? Or are there higher laws?
Culprit I: Multiculturalism
Contributing to the malaise that currently surrounds social studies, the Contrarians say, is multicultural education -- teaching tolerance of other cultures by teaching about those cultures. Jana Eaton, a longtime social studies teacher at Unionville High School in Kennett Square, Pa., is an avid proponent of multicultural education. But she doesn't like where it seems to be heading.
Since multicultural and global education began in the 1960s and '70s, Eaton says, professors and teachers have gone overboard with cultural relativism. She notes reluctance among social studies educators to judge other cultures or to say that democracy is a better political system than dictatorships or repressive regimes. "You have to call an evil an evil," she says. "There must be a universal recognition of rights that should pertain to everyone."
Eaton warns that the way multiculturalism is taught today could lead to hyperpluralism, the creation of separate groups that don't see themselves as whole. And that, she says, is especially dangerous in a time when the country -- at war and still healing the wounds of 9/11 -- needs cohesion, not separateness.
"Multiculturalism has been very divisive, pitting one group against another, especially the various minorities, who are being told they are just as oppressed today as years ago," says Eaton.
This attitude contributes to the distorted view that our country is flawed, Eaton and others argue, but it doesn't extend to the flaws of other cultures. "When you look at multicultural literature, racism is limited to European Americans," says Ellington, even though other nations and cultures have been marred by the same racist attitudes and practices.
Just teaching about other cultures doesn't mean that you endorse or agree with those cultures, says Thornton. "Because I teach about Buddhism, it doesn't mean I'm converting children to Buddhism," he says. "It's important that we know how people in the Islamic world view us, but that doesn't mean we say it's OK."
Culprit II: Constructivism
If you think the aim of social studies to is create good citizens, the critics invite you to think again. The reason for social studies, they say, is to teach children history, geography, and civics -- not to make them good citizens or even to make them critical thinkers.
In fact, the Contrarians and other critics place the blame for much of what is wrong with social studies squarely on constructivism, the instructional philosophy that deemphasizes teacher lectures in favor of having students "construct" their own learning through projects and group work. Over the years, constructivism has also meant stressing skills over content.
"Social studies is deeply rooted in progressive education," says Ellington. "The philosophy is that content should help students solve problems, as opposed to making them better-educated people."
The idea that the purpose of social studies is to create good citizens and critical thinkers has pushed content -- historical movements, political and economic theory -- into the background, critics say. And that has resulted in widespread ignorance and apathy about American history and political institutions.
For example, says Ellington, most teachers believe a good citizen is someone who can understand and help solve society's problems. It might be a good thing, then, to get a high school government class involved with voter registration. But if the students aren't also learning about federalism and how the government works, they'll become what Leming calls "ignorant activists."
But Syd Golston, dean of students at Alhambra High School in Phoenix and a member of the NCSS board of directors, says that the Contrarians and the Fordham Foundation are calling for the return of lecture and memorization of facts. And those teaching techniques, she says, simply don't work.
Golston, herself a former social studies teacher, doesn't advocate what she calls "soft curriculum" in which students do projects and perform skits but don't learn anything from them. The activity must spur students to think about and retain information. "That's what you do in good classes," she says. "You teach kids how to think. A great lesson in social studies has that as its objective."
Golston agrees that one purpose of social studies is to make students good people who want to make a difference in their communities. In that respect, she says, social studies lessons often don't focus enough on the poverty, injustice, and discrimination faced by some groups of people in the United States now and in the past.
"When you say life has been unfair to many people in this country, some kids will do something about it," says Golston. "If that's not what we're about, then what is?"
The content of the curriculum
It all boils down to what to teach, and that question is nowhere more evident than in the different ways educators at each end of the social studies spectrum approach the writing of curriculum standards. The battle lines were clearly drawn in the 1990s, when the National Center for History in the Schools, at UCLA, issued a set of national standards for history that drew immediate fire from critics.
Skirmishes are still occurring. This past fall, educators and politicians in Minnesota were locked in battle over state social studies standards, with each side saying the other is pulling the agenda too far to the left or to the right. New, less politicized standards went to the state legislature for adoption in January. Similar battles over what to include in state social studies standards have occurred in California, Virginia, Vermont, and elsewhere.
But the fault may not lie with the leftist professors of education or the ideologues of the right -- or with multiculturalism or constructivism, for that matter. The fault might lie with the state standards themselves, says Boston University historian Paul Gagnon, the author of two books on teaching high school history.
Gagnon, who has studied social studies standards in most states, has concluded that most of the standards are so stuffed with specific facts, events, and topics that no teacher could possibly get through all the required material in a single year. And because states aren't testing history standards, schools and teachers are picking and choosing among the requirements.
"I don't find actual villains dominating," says Gagnon of what ends up being covered in class, "but it's so easy to be sloppy that people aren't focusing."
Gagnon would have people focus on what he calls standards to ensure a "common civic core." In another, similarly titled Shanker Institute publication, Educating Democracy, Gagnon argued that the biggest problem with existing standards is not deciding on priorities.
And therein lies the rub. The only thing certain about the social studies debate is that it isn't going away. As long as Americans hold passionate views on politics and history, there will always be disagreement on what we should teach our children about those subjects. In some ways, the argument reflects the current philosophical and cultural divides in our society.
Thornton sums it up this way: "You have cultural conservatives increasingly arguing for a relatively sanitized version of the American story being told, a story about why the United States is superior to other cultures. You have other people saying, 'Hold on, the world is a more complicated place.'"





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How I Became A Civil War Era Reenactor

How did we get here?

I get asked every-so-often how and why did my family and I get involved in Civil War reenacting.
Here's our story...

For years I have enjoyed visiting historical reenactments, seeing the participants wearing period clothing and living as if they were from the past. I envied those folks that were able to assume the role of a person from another era, and I would think about it quite a bit after returning home. But, I had always felt it was an exclusive club - that a plain Joe like me could not just join. It would nag at me each time I would visit an event: because of my love of history (And How Long Have YOU Been Into History?) I really wanted to be a part of this group of people! Part of the problem was my job - my occupation at that time was in retail and that meant my weekends were spent at work. This did not give me much of an opportunity to pursue reenacting.
After years of living the retail life, I wised up and found a new job - one that allowed me to have my weekends free. It was that year (1996) that my family and I visited the Dickens Festival up in Holly. What a great time we had, seeing street actors dressed up in Dickensian clothing, bringing the characters from Charles Dickens "A Christmas Carol" to life before my eyes. Now, you have to understand that "A Christmas Carol" is my favorite book and movie, and my wife, Patty, and I had planned to have a Dickens Christmas party one day. It never happened. What did happen was the following year I contacted the entertainment director of the Dickens Festival and joined the troupe. Initially I sold raffle tickets, then a chestnut vendor, and finally I got a small part in the play as a charity man asking Scrooge for a donation.

At the 2001 Holly Dickens Festival -
velcro polyester costume - - - Hey! Ya gotta start somewhere!

My wife joined me that first year...she hated it! Absolutely found it not to be to her liking. She did not like being in the cold, she did not like the tight scheduling of events, and she did not like conversing with the public as an actress.
But, luckily for me, she never tried to prevent me from my participation. And, eventually, my two older children also took part, one as a vendor and a singer, the other as Tiny Tim. They, like me, enjoyed it immensely.
So, on the weekends between Thanksgiving and Christmas we donned our Dickensian costumes (for they really were costumes purchased at a costume shop) and found a niche we never knew we had. We had great fun speaking in our pseudo British accent, joking with the patrons and the other Dickens characters.

Yes, that's me between Scrooge & Marley

The trouble was, it only lasted through the Christmas season, and I found myself thinking about the Festival throughout the year and would even throw on the costume here and there when no one was home. It was clear to me that one month of pretending I was from the past was not enough - I wanted more.
At the 1999 Civil War Remembrance at Greenfield Village on Memorial Weekend I inquired on how I could participate in such a cool activity. The unit I spoke to (which shall remain nameless here) was friendly enough and explained how easy it was to join, which my eldest son and I did (my wife was uncertain at the time). They told us of an event coming up that we could attend with them. After explaining that I didn't have clothing as authentic as their's - that mine was a velcro costume from a costume shop - I was told that it would be OK, to come along anyhow.
We did.
Unfortunately, at this event, we were shunned.
Shunned.
We must've had the plague or something.
No one spoke to us. No one explained to us anything about reenacting; what we were doing wrong or right.
Until we were leaving the grounds. Then - and only then - did a period-dressed gentleman speak with us to tell us how great a time Civil War reenacting was and that he hoped we'd return.
Too late.
My son and I were miserable and we both agreed that if this was the way people that reenacted were, then we wanted nothing to do with them.
Who needs 'em!
I had joined the East Detroit Historical Society the same year I joined the Dickens Festival and helped to create programs for our schoolhouse, one of which included me putting on my costume and act as an 1872 superintendent to the schoolchildren that visited. That was fun and it helped a bit during the off season. And, I would, at times, convince my wife to don her costume and play along with me here and there for the different historical society events we put on. Sadly, it usually ended with her saying something to the effect of, "It was OK but once was enough."
However, the fact that she was willing to dress 19th century (we didn't know about "farby" yet!) had always made me feel that there was some interest in this sort of thing for her. But, my question was...how do I get her to willingly reenact more often?
Of course, the memory of my experience with a real reenactor unit was very fresh in my mind, and I knew that had my wife experienced what I did, she would never even consider reenacting ever.
Enter an East Detroit Historical Society living history luncheon held in the fall of 2003, where Patty and I portrayed the famed above mentioned author, Charles Dickens and his wife Catherine. Yes, my wife willingly agreed to do this (!?!). As I researched information on the author and his wife I inadvertently discovered period clothing sites. Since my sister-in-law's sister was a seamstress, we ordered period correct (circa 1840) clothing patterns for her dress and for my shirt. The rest of what we wore was still costume.

Mr. & Mrs. Charles Dickens 2003 -
we're trying...

Patty also learned as much as she could about Catherine Dickens so she could answer questions should any arise. However, at the garden party, the majority of the inquiries were not about Catherine Dickens the author's wife, but of the period dress my wife was wearing. That seemed to spark a bit of an interest and, after the four-hour luncheon had ended, Patty remained in her dress for a couple hours after.
Jump up eight months into the future, to Memorial Weekend 2004. I had convinced Patty to dress up, once again, in a "period" dress I found that I thought looked a bit more accurate to the 1860's and attend the Civil War Remembrance at Greenfield Village. This ensemble now included a hoop skirt of which she had never worn. (Looking at the dress now, it was far from accurate but better than the Dickens Festival costume).
Being the brave soul she is (and given the fact that she loves me very much) she ventured into uncharted territory. It helped that our friend, Lynn, who collects original garments and enjoys dressing period, came along with us.
Patty had a blast! She really did!
It was on this weekend that I met a few members of the 21st Michigan Civil War reenacting unit - a group I had only conversed with through e-mail due to their participation in a living history festival that our historical society was putting on later that summer. I immediately felt a friendliness that was not present with the other unit. They even invited us to stay for the evening ball! We could not because my mother was ill in the hospital and we had to be home early, but just the idea that we were invited stuck with us.
It was then that I started on the "Let's join a Civil War unit" plea with Patty replying "No, I really don't want to - I like doing it how we've been," etc., etc. I told her I'd really like to give it a try and that it would be a great thing for us to do as a family - every trick I could think of.
She still shook her head no.
So I mentioned to my two oldest sons about joining the 21st Michigan, Robbie did not hesitate to respond with a resounding "Yes!" Tom, the oldest, responded with "Will I get to fire a musket?" When I answered in the affirmative, his response was a very un-Victorian "Cool!"
Yesssss!!! Now to work on my wife.
In early July, our historical society put on a living history festival called Erin-Halfway Days. Patty wore her Catherine Dickens dress and spent the day crocheting, while I wore an eBay purchased ca 1900 jacket with my Dickens shirt and pants. We all got to see first hand the 21st Michigan in action.
I wanted to join so bad! That evening, after my wife had left, I spoke with a few of the female members and they agreed that it was a great family hobby. I knew Patty would enjoy it if she gave it a chance. But, I vowed to myself that I would not join unless my family joined with me.
Finally, I just confronted her.
"OK, Patty, here's the deal: you give it a try for three - just three - events. Why three? Because you cannot make a decision based on one or two events. The first may be good. The second not so good. The third one could be the tie-breaker.
That was my plea.
She agreed. But, she had many questions: Did she have to play a role? What will she do all day at an event? What do we do with our youngest two children, especially Miles, who was autistic and didn't like loud noises, much less musket fire? And there were many more questions that I could not answer. So I told her to come to the drills that Tom and I planned to attend and maybe she could meet some of the women in the unit who could help her along.
She came and I was ecstatic that she did. A couple of the women showed and made my wife feel totally comfortable, answering all of her questions openly and honestly. So much so, in fact, that we spoke positively of our joining the whole 35 minute ride home. Patty actually showed signs of being excited about portraying a Civil War era woman!
Now, the real test would take place - we would attend our first reenactment, taking place at Historic Fort Wayne in July of 2004. One of the female members rode to the fort with us, which helped to calm our nerves a bit. It also helped that we left our kids at home this first time out.
The day was a complete success! Patty had more fun and was more relaxed than I had seen her in quite a while, crocheting and talking with the other members of the unit. We even had our photograph taken with an old glass-plate camera - the only picture of us taken at our very first event.

You can see just how farby we were - don't you just love photos from your first event?

All the way home, after we returned home, and into the following days all conversations seemed to be about Civil War reenacting.
"All right!" I thought. "One event down, two more to go!"
Our second event was a big one - the Jackson event, the largest in the midwest. The whole family (sans Miles) came along this time. If you have ever attended large events, then you know what Jackson is like. Virtually every Michigan unit, as well as some from Ohio, Indiana, Illinois, Wisconsin, and even Canada, show up. Wall to wall reenactors - we had never seen anything like it. And, since Tom had received the OK from the drill masters, he was able to enter into battle.
Our heads were spinning!
Once again, the long drive home was filled with conversation of the day's events - all very positive. And Patty was on a Civil War "high" for weeks following.

At Greenfield Village 2005 - So close, but...

Even though there was no need for a third event, we more than willingly attended a living history festival in Wyandotte that September, this time bringing Miles. Although he cringed when the military fired their muskets for the public, even he enjoyed himself! And when Patty realized this would be the last event of the season, she was, in her words, "bummed."
The original three event test was now complete and it passed with flying colors.
That first winter I decided to remain a civilian - much to the chagrin of a few of the military fellows - and studied period clothing intently, finding historians on line and speaking with and learning from them. By the time the first event of 2005 rolled around, we were ready!
Since that time, my family and I have immersed ourselves into 1860's living, applying much of what we learn from the past to our present day living.
In the spring of 2005 we joined a second reenacting - actually, a living history - group, the civilian only Michigan Soldiers Aid Society (MSAS), a group which thrives on and strives for authenticity and accuracy. This wonderful group of social historians have taught me so very much about everyday life of the Civil War era, and I apply what I have learned to each reenactment I attend. In fact, of late, I have been participating more often with the MSAS than in past years and have been able to apply a 1st person living history to my personna due to this.

MSAS members at Walker's Tavern - a scene from the past!

Due to the large civilian contingency of the 21st Michigan, I have been elected four years in a row as 'Civilian Coordinator' for the unit, where we are always working to improve our impressions, clothing, and speech.
Because of our involvement in reenacting, we have met some of the finest people one could ever meet and are proud to call them our friends. We have a like-mindedness like I've never experienced - a connection like no other. It's hard to explain.
And we continue to meet more and more...
Since becoming a reenactor/living historian, I can now live out my dream/fantasy of time-traveling to the mid-19th century pretty much as often as I'd like.
And be with the finest folk on God's green earth.
It just doesn't get any better.

A Visit To the Mall

I went to the mall today for the first time in I don't know how long - probably since February or March. I don't like the mall - unfortunately, I needed to get tires for my van at Sears and decided to walk around while I waited.
Ughh!
The variety of stores stink - - I mean, how many clothing and purse and shoe stores does anyone really need? And the styles in each are awful. Kind of like the Bratz dolls come to life - very whore-ish (sorry but there is no other description that fits - and, no, my eight year old daughter is NOT allowed to play with (or watch) anything Bratz).
I realize, especially living in Michigan, how rotten the economy is, but I believe that stores could actually be doing much better than they are if they stopped pushing the crap that they do. I know of no woman who would wear the garbage trying to be pushed as the latest fashion. I do, however, see the high schoolers and young college girls wearing this so-called style. And, yes, they really do look every bit as whore-ish as I figured they would.
Not pretty.
Not even attractive.
More like a street walker.
But, they think they look good.
However, they have very little else to choose from.
What I find interesting is that male clothing has become much more conservative of late. Dress shirts, khaki pants, dark dress shoes seem to be the order of the day.
What happened to our young ladies fashions?
Aside from (mainly womens) clothing stores, there was very little else to choose from in the mall. Other stores included a music store, video game store, jewelry stores, a Hallmark, Spencers, and a couple of knick-knack stores. Not much else. Not even a book store.
Very few customers.
Virtually nothing for a 40-something year old man such as myself
You can have all of your fancy displays with flashing lights, "ultra-hip" styles, etc., etc. But, most people aren't stupid. In this day and age with high unemployment rates they're not going to buy what they don't want.
And, if parents were smart, they wouldn't allow they're daughters to wear such garbage either.
As for me, I will be staying away from the mall for quite a while.
There is nothing there for me.
Or my daughter.
Now, where's that Civil War sutler...?

What's YOUR Favorite Era?

A genealogist searches for their ancestor.
A historian wants to know how their ancestor lived.
A reenactor wants to be their ancestor.

I don't remember where I found this quote - or even who made it up - but it is so true for me. You see, I consider myself to be all three: a genealogist, a historian, and a reenactor. And they do all tie in together. But, it's the reenactor who has the toughest job - they have to research extensively the everyday lives of their ancestor (or anybody's ancestor for that matter), then use the information gathered and apply it in order to create living history authentically.
This lead me to notice, from a different perspective, other eras of reenacting. For instance World War II.

World War II reenacting is gaining in popularity, which is a cool thing. Recently, while at Greenfield Village, they had a WWII USO show, complete with an actual big band playing the music of the day, a dozen or so young folk dressed and jitterbugging in 1940's period clothing - women in the "latest fashions" and their service men. There was a radio announcer giving us the latest updates of that awful war in Europe - it was really something to see when the WWII service men (and others) threw their hats in the air and hollered when it was announced that the Germans surrendered. There was also a display of jeeps and other WWII artifacts.
As I spoke to the reenactor of this time period, he asked me if I might be interested in also portraying one from the 1940's. Although I love the music of the big band era, and the cars were the best (a '41 Ford is my favorite!), I politely turned him down stating truthfully that I prefer the earlier era of the mid-19th century. I am too interested in the times of the Victorians.

But, even if I were open to other eras, I don't think I could ever reenact the time of my parents - World War II. I could never be my parents, and that's how it would feel to me if I were to do the 1940's
Weird, right? But, that is the way I feel. The family ties are just too close there.
Now, I could (if I had an interest) portray a WWI era person - my grandparents time. That is 'far enough' away in years where it wouldn't really bother me in the same regard as the WWII era.
But, just as the 1940's is not my era, the WWI era is just not where I belong either.
On another note, my 2nd eldest son, who loves Civil War reenacting, has expressed interest in Revolutionary War. Now that would be interesting, to become a citizen of the 18th century.

I have been to a few Rev War reenactments and, for the most part, have enjoyed them. Unfortunately, in this part of Michigan, reenactments of the colonial era are few and far between. I can only think of two - maybe three - actual 18th century reenactments within a three hour drive of Detroit. Up on Mackinac Island, however (a five + hour drive), I understand they have a wonderful colonial era living history presentation with soldiers, Indians, and civilians. That would be awesome to see, but for me to participate up there would be virtually impossible. And to do the very few local events I know of would really not be worth the money to purchase all that I would need. The too few events would never satisfy my passion for the past (nice plug, eh?).

I would imagine if I lived on the east coast it would be a different story. But, something tells me that no matter where I lived I would still prefer the Civil War era over all others.
Again, the mid-19th century is just my era.
And, I suppose, that sounds strange doesn't it?

It's a fine thing that we are able - and willing - to re-create, to the best of our knowledge and ability, other eras in time.
Just as long as they keep it authentic, patrons will attend.
And, even if the patrons don't come I'm sure there are many of us who would continue recreating the past for our own pleasure.
In fact, I'd be willing to bet most of us do anyway...

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Self-Hypnosis + Authenticity + 1st person = Time-Travel

I was sick on Sunday last...very sick. My 'cousin' thought I had scarlet fever, but my 'wife' felt I had the summer fever instead. Either way, I had a fever and was put into what is normally the dining room day bed, where, as a healthy soul, I usually try to take a quick nap after a hearty dinner, before venturing out to continue the afternoon work at the mill. Unfortunately, since I was feeling rather poorly this Sabbath day, the day bed was used as the sick bed so I could be nursed back to health. The dining room location was chosen so family members could watch me closer to ensure I was well taken care of instead of being in an upstairs bedroom, so far away from everyone. It was also a very airy area on this warm summer's day, allowing the breeze to flow throughout, which helped to keep me comfortable. While in the sick bed, I was given medicine - feverfew mixed with lemon and water - and since I could not lift my head very high, an invalid cup was used so the medicine would not drool out of my mouth.

Yes, that's me lying on the sick bed with my 'wife' nursing me back to good health!

The local preacher, as well as a friend, stopped by for a visit - I was concerned when I first saw the preacher at my bedside for it made me feel my time was nigh. Thankfully, it was just a visit to make sure I was on the mend.
Another visitor suggested that I may have had too fine a time the evening before, but I most assuredly let him know that my 'wife' would certainly not have been caring for me in the kind way she was if I had taken on an evening filled with the kind of spirits that could affect the mind and body in drunken ways. And, as my family and friends know, I belong to a temperance society and do not partake in the devil's water!
I was so well taken care of by the ladies of the house that by the end of the day I was up and about, almost back to my normal self. Luckily for me, my 'wife' was correct - it was the summer fever and not scarlet fever as my 'cousin' suggested.

Thus was my day at Waterloo Farms in Waterloo, Michigan on Sunday June 28. The above is most certainly true. Well...except for the the fever part - I had no fever. And I was not given feverfew with lemon and water to cure my illness; it was, instead, simple hand-squeezed lemonade. However, I did take the pretend medicine by way of an antique medicine bottle, which was then poured into an invalid cup, and then finally given to me by my 'wife.'
Oh yeah...by the way...neither of the two ladies in the room with me were my cousin or my wife - they are both members of a civilian Civil War era living history organization I belong to, the Michigan Soldiers Aid Society (MSAS). The MSAS are a wonderfully authentic period group of social historians who take pride on accuracy in presenting the everyday life of folks living in the early 1860's. Last year, we in the MSAS presented a mourning scenario throughout the reenacting season at numerous locations.
This year our project is home remedies.

We take this sort of living social history very seriously...more serious than many other reenacting organizations I have seen. We strive to place ourselves right there - in the past - a virtual form of time-travel. For instance, at the above event I portrayed a feverish man-of-the-house - - - I did this while in an actual period house (built in the mid-19th century) lying on a real day/sick bed, in the company of women and men fashioned in the early 1860's clothing styles, surrounded by period-correct antiques and decor. And, for the most part, we all maintained a 1st person persona throughout. This was definitely more progressive than most events I usually participate in. And, because of our want for this kind of period-correctness, the MSAS membership is allowed to use, a number of times a year, actual 19th century structures in various locations while practicing period correct presentations.
Lying on this day/sick bed for nearly five hours, all that I could see was my life as it might have been had I lived in the early 1860's - there was not a person nor an object within my site that was not of the era...that is until we took some time to pose for pictures using our pocket tintypes.
It just doesn't get any better!
It's this sort of living history that I strive to attain at each event I attend. I mean, I felt that I was there. Crazy? Perhaps. Was I actually there? Naw...I know better than that...but, mentally, I was there! Kinda like in Jack Finney's time-travel story, Time and Again, I used a sort of self-hypnotism.
And it worked - - -
Unfortunately, it does not happen as often as I would like. But, when it does happen, it keeps me wanting more and more. It's these smaller living history events that so many reenactors feel aren't worth going to that end up being the best. I'm glad they stay away, to be honest. Those that do attend, such as the MSAS - as well as 21st Michigan members - take our form of time-travel seriously and do not want it ruined by others who choose to complain.

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Another exciting 'time-travel' excursion occurred recently. Well, not really time travel...but a neat historical experience with a few 'moments.'
A little over a week ago, my wife and daughter and I took part in a movie shoot about the town of Corinth, Mississippi in 1862, which is just outside of Shiloh, Tennessee. We were just extra's - background townsfolk walking the wood-plank sidewalks of the streets of the town. It was filmed at Crossroads Village in Flint, Michigan - an open-air museum not unlike Greenfield Village (Crossroads Village) - only more authentic looking, with it's dirt roads and above-mentioned wood-plank sidewalks. It was perfect for what the director needed to replicate Corinth 1862. The docu-drama is to be shown at the Shiloh Battlefield once the film is completed early next year.

At the film shoot at Crossroads Village

I bring this up because this was also an I was there moment. Movie cameras and all. But, it was what I was surrounded with - period-correctness at its finest: the structures, the grounds, and the people who were being filmed - that made it seem like I stepped into the past. You see, in the wardrobe department were ladies who are sticklers for accuracy...stitch counters (I use that term lovingly here!). I am proud to say that no additions or suggestions to our clothing were made for me and my family. We were "spot on," as the one woman said. And we were chosen to participate in three different background scenes! We were thrilled!
As you know, I work hard on our authenticity and study social history on nearly a daily basis, so I am very proud and happy that we were selected to play a part, although a very small non-speaking background part (for we are not actors). It helps me to feel accomplishment, I guess.

- Image of me taken with an 1860's camera by Marty Butera - April 2009 -
Would you know this was taken in the 21st century if I didn't tell you?

Anyhow, I tell you this because if that certain 'time-travel' experience is what you hope to attain while at a reenactment, try some of the smaller events. They can be some of the best places to work toward meeting this goal. And work with your group for authenticity as well as 1st person.
Self-hypnosis can truly complete the picture.
I cannot tell you how rewarding the outcome can be.
Believe me when I say that you will come as close as any sane person can to time-travel.


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A Blog Worth Repeating

This time of year folks are planning summer (and even autumn) vacations.
Last November I wrote a blog entitled "If You Seek History, Look About You," pointing out all of the wonderful history that we have in southern lower Michigan.
I'd like to repeat it here in case a blog follower or two might have missed it when first printed and may be interested in visiting a state that is much more than cars and industry:

"A Night to Remember" Bed & Breakfast in Lexington, Michigan

If You Seek History, Look About You:

What people never seem to consider when they think of Detroit or southern lower Michigan is history.
Well, what most folks don't realize is that we have plenty of history all around this area. More than you may know.
In fact, I would put our collection of historical institutions against most other states - well, except maybe for the east coast. They seem to have the corner on pre-20th century American history. But, for the north central region of the U.S. (sorry - I don't consider us the 'midwest' - north central is more accurate), I don't believe you will find another area with more history.
First off is Greenfield Village the open-air museum in Dearborn. It's probably the most famous in the U.S. - right up there with Colonial Williamsburg. I have written plenty about GFV so, if you are interested, please see my blog dedicated to to the museum at http://gfv1929.blogspot.com/

Connected to Greenfield Village is the Henry Ford Museum, second only to the Smithsonian for historical artifacts, including the actual chair Abraham Lincoln sat in when he was shot by Booth at the Ford's Theater. It also has hundreds of old-time cars, a few full size locomotive trains, many carriages, period guns, furniture from long ago, wood stoves, a 1940's diner, camping gear once belonging to George Washington...

...there's so much to see - it's a full day's visit or more to just visit the museum! I will eventually have a blog on the Henry Ford Museum. (for more on the Henry Ford Museum, please click here The Henry Ford Museum)

About an hour and a half north of Detroit, in Flint, is Crossroads Village. Crossroads is another open air museum, although on a much smaller scale, but, in many ways, more accurately depicted than Greenfield. It has dirt streets rather than cement paved streets, wood-plank sidewalks rather than cement paved sidewalks, and is more accurate in its portrayal of mid-19th century life in that it has a very rural, small-town atmosphere. It has a 'downtown' area, numerous Victorian houses, a working gristmill, an icehouse, a carriage barn, church, school, a working blacksmith shop, and a 45 minute train ride.
An immersion experience for sure - - -

- - - - Crossroads Village is truly a worthy trip back to the 1880's. Here's my site in progress dedicated to Crossroads http://crossroadsvillageofflintmichigan.blogspot.com/

A little closer to Detroit - Mt. Clemens - has the Crocker House Museum. Run by Kim Parr, this shining example of Victoriana at its best is a very busy place indeed. Ms. Parr, historian extraordinaire, keeps this beautiful and authentically furnished 1869 house hopping throughout the year as numerous activities, including Wallow and Wassail at Christmas time, a mourning presentation in the late summer/early fall, teas, home tours, and a number of other events take place that bring the past to life.

Folks in period clothing help to keep the atmosphere correct at many of these events here at the Crocker House. Kim has a passion for history and it shows.

Historic Fort Wayne, in downtown Detroit, is a true gem in the heart of the city that very few folks think about, much less visit. Built in the 1840's, this actual fort never saw any battles; however, it was the place that most soldiers in lower Michigan, from the Civil War era through Vietnam, were mustered into service. Imagine being able to visit a place right here in Michigan that has a major Civil War connection! The officer quarters, the barracks, sallyport, guard house - all are still there as they stood in the old days, ready for visitors to take a walk through. The sallyport is my particular favorite part.



Some restoration is still needed but many local historians and preservationists have donated their time and money - and continue to do so - to keep this true historic gem alive. You, too, can donate to keep this part of Detroit history alive.
By the way, during the summer (this year July 11th and 12th), a Civil War muster takes place.
Here is a link to visit the Fort Wayne site: http://www.historicfortwaynecoalition.com/

Traveling about an hour and a half west of Detroit, another small collection of historic buildings are waiting to be visited by the public, Waterloo Farms. A log house, a bake house, an icehouse, a granary, and a mid-19th century farmhouse (among a few other buildings) help to show what farm life was like in Michigan 150 years ago. Throughout the year the group that runs Waterloo Farms holds various events, including one for the American Indian, a pioneer days, and a Christmas gathering.

Near Greenfield Village and the Henry Ford Museum is the Dearborn Historical Society collection of buildings, including the Commandent's Building, restored to its 1833 - 1875 appearance as well as the Gardner House, built in 1831 and is the oldest structure built in Dearborn that is still standing. It is furnished to a mid-19th century appearance.


To visit these buildings will cost you nothing but donations are accepted. It is worth the trip to see these few original Dearborn landmarks - my wife and I did and the tours of each building together totaled about two hours. The historical society has done a fine job in the restoration of these beautiful old structures.
Here is another link where more information can be found: http://www.cityofdearborn.org/departments/historicalmuseum/faq.shtml

Traveling two and a half to three hours outside of the metro-Detroit area is another historic village called Charlton Park, and this is located in rural Hastings, Michigan. Similar to but smaller than Crossroads Village, Charlton Park is home to mid-19th century Michigan structures, including a 19th century few houses with period furnishings, a barber shop, a general store, a church, bank, school, a cooper shop, a blacksmith shop, and a small mainstreet collection.

As I have only visited the Charlton Park during Civil War reenactments, I don't know if the docents are in period clothing or not, but don't let that stop you from visiting this place. The (mostly) 19th century homes and buildings are well worth the scenic drive.
Check out there informative site: http://www.barrycounty.org/parks-and-services/charlton-park/

If you enjoy driving, taking a ride on US 12 from Detroit to Chicago - heck, even Dearborn to Jackson - is well worth your time and gas. Traveling through authentic 19th century towns where many original structures still stand gives one the opportunity to see this stage coach road as it once was...well...in a way. It is a modern street now, with modern autos zooming by. But, while driving along, stop and visit some of the Victorian towns along the way. One of the best restored buildings on the trip is Walker Tavern, at the junction US 12 and M 50. This restored 1836 tavern, still in its original location, is open for walk throughs telling the story of all taverns and stage coach stops along US 12 - well worth it. It is a part of the Cambridge Junction Historical Society http://www.michigandnr.com/parksandtrails/details.aspx?id=440&type=SPRK collection of farm buildings as well as the Inn itself.
US 12 has other historic stopping points as well. And if you love antiques, these small towns have plenty of antique shops. Visit the site dedicated to this "Chicago Road."
Traveling about two and a half to three hours north along the very scenic shoreline of Lake Huron, near the tip of the thumb, you will find another small but authentic historic village called Huron City, where most of the original late 19th and early 20th century buildings are still there as they stood a hundred plus years ago, including the seven gables house, a general store, a log cabin, a church, and the nearby Point Aux Barque lighthouse, among other structures.
Tours are given during the summer season. I have never taken the tour, but I have walked around the buildings and, I believe, the next time I am out that way I will take the official tour.
Their official website is: http://huroncitymuseums.org/
By the way, on your ride up to the tip of the thumb, please visit the Victorian Villages that dot the shoreline: Lexington, Croswell, Port Sanilac, Forester, etc.

Now, I know that throughout the local communities there are many historic structures - train depots (Holly and Mt. Clemens have two beautifully restored depots), schoolhouses (my hometown here in Eastpointe has a restored schoolhouse from 1872), log cabins, and other pieces of history - that belong to (or are cared for by) the various historical societies, and they are very happy to give tours. And, many of the smaller towns and cities throughout the area, such as Romeo, Mt. Clemens, Port Huron, Saline, Holly (the list could go on), all have beautiful original historic structures (Wolcott Mill in northern Macomb County comes to mind http://www.rayhistory.org/ ), Victorian homes and even mansions still standing and restored.

One town, Marshall, Michigan near Battle Creek, even has a yearly historic home tour. I have never taken the tour myself but friends who have say it's excellent! Here's a site in case you want to get more information http://www.marshallmich.com/hometourbro02.html

I realize I haven't even touched on the northern towns and villages of Michigan, such as Mackinac Island and the town of Mackinaw at the tip of the mitt. I haven't been there in many years, but I am centering today's blog on places I have personally visited within the last few years. When I do travel that far up north, however, I will give a full report.

I also know there are many historical places in the area that I have missed, and I apologize if I missed your site (especially if I've been there!).
I hope this has helped some locals to visit their local history and may entice out-of-town history lovers to come to Michigan for a historical visit. Or even seek out historical sites in their area.
No, I don't work for a travel agency - I just like to pass along historic info and places to visit for those interested.

Living The Victorian Life - A Healthier Life

I love it when I find information to back my personal beliefs that people of the past generally lived healthier (in many ways) than we do here in the 21st century. For instance is the food we eat today - a teacher in the school district where I work tells his students that they just might be the first generation in centuries to not live as long as their parents' generation. The youth of today eat more junk food than any before - think of all the processed food, the fast food, the horrible cafeteria (processed again) food, the snacks, the breakfast cereals...
Oh, yes, I, too, am guilty of eating my fair share of junk food. It's just so doggone good! But, in recent years I have made an effort to cut down dramatically the garbage food compared to what I used to eat and have come to eat the more natural and healthy foods instead. Maybe one day I will cut it all out completely.
Continuing with the children: after sitting all day in class, the children then go home and play their video games, watch TV, sit at the computer, play games and text on their phones, are driven in a car three blocks to their friend's house - - - need I go on? All the natural energy they have with no thought of how to get it all out. Instead, they are diagnosed with ADHD or ADD because of their "nervous energy" and given pills to calm them down UNNATURALLY instead of riding their bikes, playing sports, running, etc.
The youth of the Victorian times, when not working, played. PLAYED! They also walked everywhere. Or rode a horse. And, as I said, worked. Or, should I say, worked HARD!
And didn't complain.
Well, maybe they complained a little.
But, they found ways to relieve themselves of all that natural energy.

Something else where there is a difference between 21st century folk and our Victorian ancestors is how we wear our clothing. No, I'm not necessarily speaking of styles of clothing. I mean protection from the sun. For example, while the Victorians completely covered themselves from head to toe, we in the 21st century can't seem to show enough skin. As a youth while at the beach, I was told constantly to "take your shirt off!" I hated taking my shirt off - even when I was swimming. I hated the feel of the sun on my skin. I knew I would get sunburned - I never tanned.
"Oh, you'll burn once then you'll get a tan from then on," friends and family would say.
Nope - not me. I'm too fair skinned. I continued to burn. I guess the English and German side of the family reigned prominent in my genes over the Sicilian side.
Well, now we hear constantly of how skin cancer is at an all-time high due mainly to cooking one's self by laying out in the summer sun, not wearing a head covering, wearing tank tops and short shorts, and, worse, yet, roasting themselves in a tanning salon.
How sick is that?
I have noticed something else lately: I get headaches from lights, especially bright fluorescent lights. But, any lights that are way too bright hurt my eyes and my head. At work we have a rule now to save energy - turning on only half of the lights in the school, whether it be in the hallways or the classrooms. The kids can still see fine (if they can't then maybe they need glasses) and work can still get done. The one bank of electric lighting and the natural daylight coming in through the windows gives off plenty of lighting.
In his book, 'Diary of an Early American Boy,' author Eric Sloane writes, "Many present-day scientists insist that the early countryman had extraordinary eyesight, keener than the average eyesight of today. Farmers frequently did their haying at night, using the moon or the stars for illumination, and taking advantage of the coolness of the summer night."
I grew up with my mother burning candles nightly, and I can still hear her sigh of disgust when someone would turn on the electric light, ruining the ambiance she had set.
I carry on her tradition by also burning candles frequently, although more in the fall through spring time of the year. She lives with me and my wife & kids and enjoys it immensely when we eat supper by candlelight.
Well, just like junk food and "tanning," the electric light is proving to be a health hazard as well. I am going to quote here an article from the May 2009 Reader's Digest:
"Night falls, so you flick on your lights. But a shocking theory has been gaining support in the past few years that artificial light at night may contribute to breast and prostate cancers, perhaps because it turns down production of the hormone melatonin. Now two studies add weight to that idea.
One analyzed satellite measurements of nighttime light and cancer rates in 164 countries. The most brightly lit had the highest rates of prostate cancer, more than double those in the dimmest nations."
In the same article, Harvard researchers report that more than 18,000 postmenopausal women were tracked and it was found that those with the lowest nighttime levels of melatonin were about 60% more likely to develop breast cancer.
What is suggested is to sleep in as dark a room as possible so to not let in the light from outside streetlamps, keep a night light in the bathroom for midnight visits instead of the overhead lamp. Even brief exposure to bright lights can suppress melatonin.
Well, whattaya know - the Victorians weren't so dumb. Instead, this tells me that even without realizing it, our Victorian ancestors, by living a more natural life, were in all actuality, healthier than we are today.
And, I believe, much happier.
Yup, I plan to burn even more candles, oil lamps, and set the dimmer switch on low a lot more often.
And I envy you readers who live a very traditional lifestyle. I hope to join you eventually.

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