Giving Thanks

GivingThanks

Giving Thanks by Kate Waters, 2001.

This book describes the feast of 1621 that we think of as “the first Thanksgiving” from the point of view of two boys: Resolved White (a six-year-old English colonist) and Dancing Moccasins (a fourteen-year-old Wampanoag).  The book explains that the reality of this feast is somewhat different from the way many people think of it.  For one thing, the exact date is unknown, and it wasn’t really a single meal but a kind of harvest celebration that took place over several days.  The events of that celebration were re-created using reenactors from the Plimoth Plantation living history museum.

In the beginning of the book, Dancing Moccasins explains that his family has been harvesting their crops and preparing to move to the place where they live in the winter. Wampanoag lived in different places depending on the time of year, moving between them when the seasons changed.  At their winter home, they would continue hunting and fishing, returning to the place where they planted their crops at the end of winter.

GivingThanksBeginning

Similarly, Resolved’s family has finished harvesting their crops and have stored up food for the winter.  Now that most of the hard work is over, they have time to relax and celebrate.  The community is planning a feast.  Resolved and his friend, Bartle, follow some of the men, who are going out hunting and target-shooting.

The colonists meet up with some of the Wampanoag, which is how Dancing Moccasins and Resolved first see each other.  Dancing Moccasins returns home and tells his father what he has seen.  Then, a messenger arrives from their chief, Massasoit, saying that he will be visiting the colonists soon, and Dancing Moccasins’s father is invited to come.

GivingThanksMessenger

Just as Dancing Moccasins is wondering about the purpose of this visit, Resolved is wondering the same thing because word has reached the colonists that they will soon be visited by the chief and representatives of the tribe.  (The book explains in the back that the exact reasons for the Wampanoag visit to the colonists are unknown today, only that it happened at the same time that the colonists were planning their harvest feast.) The two boys meet again when Dancing Moccasins accompanies his father on the visit to the colonists’ village.

GivingThanksGovernorDinner

When the Wampanoag arrive at the village, they are treated as honored guests, and some of the Wampanoag go deer-hunting to provide a present for their hosts.  The chief dines with the governor of the colonists.  The Wampanoag build shelters for themselves, where they will stay during their visit.

GivingThanksShelters

Eventually, Dancing Moccassins invites Resolved to play a game with him and some other Wampanoag boys when he sees him watching them.  Some of the Wampanoag men also join in the games that the English men play, like competing to see who can throw a log the farthest.

GivingThanksGames

At the end of the day, Dancing Moccassins and Resolved each eat with their own families, but there is plenty for everyone.

There is a section in the back with historical information about the harvest feast, traditions about giving thanks among both the colonists and the Wampanoag, and how Thanksgiving eventually became a national holiday in the United States.  There is also information about food and clothing in the time of the story and a recipe for samp (a kind of corn pottage eaten by the Wampanoag and later adopted by the English colonists).  The book also has some information about the Plimoth Plantation living history museum and the reeanctors.  It is part of a series of books by the same author about the lives of children in Colonial America.

The book is available to borrow and read for free online through Internet Archive.

Samuel Eaton’s Day

Samuel Eaton's Day

Samuel Eaton’s Day: A Day in the Life of a Pilgrim Boy by Kate Waters, 1993.

This is the story of a boy who traveled to America from England on the Mayflower and whose family lived in Plymouth, Massachusetts. The book focuses particularly on how a boy like Samuel would have helped with a harvest during the year 1627.  The role of Samuel in the book is played by a boy who is one of the reenactors at the Plimoth Plantation living history museum.

Samuel’s mother died when he was a baby, but his father remarried, and he now has a stepmother (whom he calls “Mam”) and a younger half-sister, Rachel.  Now that Samuel is seven years old, he is considered old enough to help the men bring in the rye harvest.  Samuel is eager to help because he wants to prove that he is no longer just a little boy and that he is capable of doing a man’s work.

The book begins with Samuel waking up and getting dressed in the morning.  He has a few routine chores to perform, such as getting water, gathering firewood, and checking a snare that he has set for catching wild game, before he and his father go to the fields to help with the harvest.  After breakfast, Samuel and his father meet up with a neighbor, Robert Bartlett, and go to the fields with the other men.

SamuelEatonBinding

Robert Bartlett tells Samuel that it will take a few days for them to complete the harvest.  Samuel isn’t considered old enough to wield a sickle by himself, so he is given the task of gathering up the rye that his father and Bartlett cut and binding it into sheaves.  It’s hard work, and at times, Samuel wonders if he’s really up to the task.  When his Mam comes with lunch, she gives Samuel the chance to come home with her, if he is too tired, but Samuel is determined to stay and finish out the day.

SamuelEatonLunch

At the end of the day, Samuel is very tired and has blisters, but he is proud of the work he has done, and the men congratulate him.

The end of the book has a section that explains a little about the real Samuel Eaton, who eventually had his own farm when he grew up, and the boy who reenacted his life, Roger Burns.  There is also information about the clothing of the period, the Wampanoag people (seen briefly when Samuel is helping to gather mussels for the family’s dinner), the rye harvest, and the Plimoth Plantation living history museum.  The book also provides the lyrics to the song that Samuel and the others sing to entertain themselves while they’re working in the fields, The Marriage of the Frog and the Mouse.

Sarah Morton, a girl who was featured in an earlier book in the series, also appears briefly in this book.

The book is currently available online through Internet Archive.

SamuelEatonSarah

Tapenum’s Day

Tapenum's Day

Tapenum’s Day by Kate Waters, 1996.

This is about a day in the life of a Wampanoag boy living in the area around Plymouth, Massachusetts during the 1620s.  His life is reenacted by Issac Hendricks, who was a participant in the Wampanoag Indian Program at the Plimoth Plantation living history museum.

In the beginning, Tapenum introduces himself, explaining a little about his people and the strangers who have only recently come to their land, the English colonists, whom the Wampanoag call wautaconuoag (meaning “coat-men”).  Tapenum has just learned that he was not among those young men chosen to train as pniesog, a special kind of warrior among the Wampanoag who also possessed spiritual powers and acted as advisors and diplomats for their chief.  It has come as a great disappointment to him that he was not chosen for training.  To improve his chances of being chosen later, Tapenum has decided to train himself to improve his strength and hunting abilities.

Tapenum's Day Begins

Tapenum goes out hunting early in the morning, while his mother and sister are still asleep.  He starts before eating anything because he says that being hungry “makes the hunter more serious.”  Eventually, he catches a rabbit and a squirrel.  His mother is pleased with his catch, although his father has done even better by bringing home a wild turkey, which is even more difficult.

Tapenum's Day Hunting Trip

Later, Tapenum meets up with a friend, Nootimis.  The two of them go fishing in a canoe.  Nootimis knows that Tapenum is disappointed about not being chosen, but Tapenum says that at least he can still spend time with him before (hopefully) going away for training next year.

Tapenum's Friend

After fishing, Tapenum goes for a run as part of his training, and he sees smoke.  When he investigates, he finds an old wise man named Waban making a canoe.  Waban was a pniese himself when he was younger, and Tapenum offers him the fish he caught, hoping that Waban can tell him some things that will help him to be chosen for training.

Tapenum meets Waban

Tapenum ends up spending the rest of the day with the older man, learning and perfecting his skill at fletching arrows.  Waban also explains to him the importance of patience.  Tapenum is in too much of a hurry to grow up and begin serious training, but growing up takes time and so does developing the kind of strength and wisdom that he will need as warrior.

Tapenum learns some lessons

There is a section in the back of the book that explains more about the Wampanoag people, the the Wampanoag Indian Program, the Plimoth Plantation living history museum (now called Plimoth Patuxet), and the boy reenacting Tapenum’s life.

This is part of a series of books focusing on the lives of children in Colonial American history.  It is available to borrow and read for free online through Internet Archive.

Games From Long Ago

Historic Communities

GamesLongAgo

Games From Long Ago by Bobbie Kalman, 1995.

GamesLongAgoForfeitsThis book is about games people would play in 19th century America.  There is a variety of different types of games, although the main focus is on parlor games.  Many of them have been passed on for generations by word of mouth and are still played today, such  as Charades and Blind Man’s Buff, although the book discusses games that are no longer common.

One important concept in 19th century games was the “forfeit”, where losing players would have to perform a kind of silly stunt. The other players might hold onto an object belonging to the losing player, holding it as hostage until they performed the stunt.  Forfeits were a common part of parlor games.

The book also talks about popular tabletop games such as dominoes, cards, tiddlywinks, and pick-up sticks.  Because dice were often associated with gambling, movements in board games were often determined by spinners or special numbered spinning tops called “teetotums,” which look something like dreidels but with more sides.  Board games for children were often educational, teaching them about subjects like history or geography or moral lessons, rewarding “good” decisions and penalizing “bad” ones (although, since movements in these games were determined by spinners, the players were at the mercy of the random chance as to which of these choices their playing pieces landed on, not making actual good and bad decisions by themselves).

GamesLongAgoTeetotum

There are also examples of games played at work parties, parties or “bees” organized around farm tasks such as barn-building or harvests.  These parties might include a hay maze (like a corn maze, but with hay sheaves), a game of Gossip (an early version of Telephone, played exactly the same way), or Bobbing for Apples.

GamesLongAgoHoliday

There is a short section about games for specific holidays, although there are only three given.  Two of them are for Christmas (one of those is a basic version of Pinata called Bag and Stick), and one for Valentine’s Day.  There are also sections about outdoor games and sports.

The book is currently available online through Internet Archive.

GamesLongAgoOutdoor

How to Haunt a House for Halloween

HauntAHouse

How to Haunt a House for Halloween by Friedhoffer, the Madman of Magic, with Harriet Brown, 1988.

This book was written by a magician to provide tips for setting up a haunted house for a party, either in your house with friends or in a more public setting, like a school, camp, or church party or carnival.  It starts with basic preparation tips, like deciding the type of haunted house you want, making sure that you have permission for the project from the person in charge (whether it’s parents or a school principal), mapping out the available space and what you would like to put in it, and making lists of invited guests.

The book advises setting a mood and storyline for the haunted house, with a script to follow based around the type of ghost story you have in mind surrounding the house.  A well-told story with the proper atmosphere helps to draw the audience in and keep them in the right frame of mind.

There are tips to appeal to different senses with the haunted house effects, including sound (spooky noises) and touch (things people will feel as they walk through the house but not necessarily see).

Many of the haunted house tricks described are basically magic tricks, which makes sense for a book written by a magician.  Some are costumes for “ghosts” in the haunted house like an “Elongating Ghost” (a ghost that can grow unnaturally tall) and a headless man.  The last section of the book describes how to hold a fake seance.  The beginning emphasizes that it’s more important to perform simple effects well than to have fancy effects.

The book is currently available online through Internet Archive.

The Magic School Bus Lost in the Solar System

MSBSolarSystem

The Magic School Bus Lost in the Solar System by Joanna Cole, 1990.

Ms. Frizzle’s class is planning a trip to the planetarium as part of their lesson about the solar system, but of course, their magic school bus has other plans.  When they get to the planetarium and find out that it’s closed for repairs, the bus sprouts rockets and takes them on a real trip through the solar system.

MSBSolarSystemBlastOff

This time, the class is accompanied by Arnold’s visiting cousin, Janet.  Janet is a show-off who brags constantly about everything, making up stories when she has nothing real to brag about.  She gets on the other kids’ nerves, but when they’re separated from Ms. Frizzle because she got out of the bus to fix a taillight broken in the asteroid field, Janet takes charge, using Ms. Frizzle’s lesson plan to continue the field trip, eventually figuring out how to turn the bus around to rescue her and get back to Earth.

MSBSolarSystemMoon

All through the book, there are facts about the sun, the moon, and the planets in the solar system from the students’ reports.  Each time they stop at a planet, a scale shows the difference between Arnold’s weight on Earth and his weight on each planet.  The book considers Pluto to be a planet because it was written before its planet status was reconsidered.

The book is currently available online through Internet Archive.

MSBSolarSystemRescue

The Magic School Bus Inside the Human Body

MSBHumanBody

The Magic School Bus Inside the Human Body by Joanna Cole, 1989.

Ms. Frizzle’s class is now studying the human body, and they are going to take a trip to the science museum to see an exhibit about how bodies digest food for energy.  Of course, this is not going to be a normal field trip, but it is weirder than anything the students could have expected.

MSBHumanBodyFilm

After the class stops at a park for lunch, Arnold is accidentally left behind, and before they can go back for him, the bus shrinks small and is accidentally swallowed by Arnold.

MSBHumanBodySwallow

While his classmates take a trip through Arnold’s body, Arnold panics at being left behind and makes his way back to school by himself, accompanied by a sympathetic bird, not knowing where the rest of the class went.

MSBHumanBodySneeze

The book ends with a section of true and false questions that point out the impossibilities of the class’s field trip inside a student’s body, but also points out that the information about the human body itself is true.

The book is currently available online through Internet Archive.

The Magic School Bus Inside the Earth

The Magic School Bus

MSBEarth

The Magic School Bus Inside the Earth by Joanna Cole, 1987.

Ms. Frizzle’s class has a new student, Phoebe, who is about to discover that Ms. Frizzle is no ordinary teacher and that her class trips are nothing like any other field trip.  Ms. Frizzle’s class is studying the earth and rocks, and she assigns the students homework to find a rock and bring it to class.

MSBEarthHomework

However, even though it sounds like an easy assignment, only one person actually brought a real rock to class.  The others either didn’t bring anything or brought in pieces of old Styrofoam, bits of broken glass, or chips of concrete from the sidewalk.  With only one real rock for the class’s rock collection, Ms. Frizzle decides that the class should to on a trip to collect more.

MSBEarthFieldTrip

She takes the class on a field trip to a real field, but they’re not just going to collect rocks that they find lying on the ground.  The bus changes itself into a steam shovel, and Ms. Frizzle passes out shovels and jackhammers to the students.  They start digging down into the earth, uncovering new layers of rock as Ms. Frizzle explains what types of rocks are in the layers and how they formed.

MSBEarthDigging

Before the field trip is over, the school bus, along with all the students, falls through the ground and into a massive cave.  They continue traveling all the way down through the center of the earth and out the other side, ending up on a volcano, where Ms. Frizzle calmly explains about volcanic rocks.

MSBEarthVolcano.jpg

I like the picture at the end of the book, after the kids return to school, which points out that there are things all around them that are made out of the different kinds of rocks and minerals that they learned about on their trip.  Each type of rock is also shown in the class’s rock collection along with notes about the type of each rock and how it can be used.

MSBEarthReturn

The book ends with a mock phone conversation between a reader and the author and artist about the impossible things that happen in the book but noting the factual information contained in the story.  The book was featured on Reading Rainbow.  It is currently available online through Internet Archive.

MSBEarthRockCollection

The Secret is Out

SecretIsOut

The Secret is Out: True Spy Stories by Teri Martini, 1990.

This is a non-fiction book about famous spies in history.  It begins with a discussion of spies in general and asks the question of whether spies are heroes or villains.  The answer depends on which side they’re on and which side you’re on.  Spies around the world and throughout history have been engaged in similar work, using similar tactics, although technology has changed the profession in modern times.  Even spies on opposite sides of a conflict use the same skills and tactics, they just employ them for the benefit of different countries or causes.

The book is currently available online through Internet Archive.

The stories contained in the book:

SecretIsOutPic1The Gentleman Spy — This is the story of Captain John Andre and General Benedict Arnold during the American Revolution.  John Andre was a British officer who was executed for his role in helping Benedict Arnold defect to the British side.

Abraham Lincoln’s Personal Spy — The famous Pinkerton detective agency, the first detective agency in the United States, played an important role in the American Civil War.

The Spy with “the Delicate Air” — Spies were not always part of an official organization.  Even a civilian could turn spy in the name of a cause she believed in as Belle Boyd did during the American Civil War.

The Black Chamber — In the early 1900s, agents of the Austro-Hungarian Empire tracked down a mysterious agent in the pay of Russia and discover that the person they were looking for was the man who had once been in charge of their own organization.

The Eye of the Morning — Mata Hari was one of the most famous spies of all time, although she wasn’t really successful.  It was more her reputation as a dancer and the manner of her death that made her famous.

SecretIsOutPic2The Phantom of the Desert — Lawrence of Arabia was actually Thomas Edward Lawrence, a British army Captain.  He helped the Arabs to fight against the Turks during WWI.

The Spy without a Country — A poor young man from Hungary with a habit of telling tall tales left home to seek his fortune and eventually ended up becoming a Member of Parliament in Britain under the name of Trebitsch Lincoln.  However, when Trebitsch Lincoln was in need of money during WWI, he decided to turn to spying.

Mincemeat Swallowed Whole — This is one of my favorite true spy stories!  During WWII, the British concocted a scheme to give false information to the Germans using a dead body that supposedly was a drowned British marine carrying important documents.

The Clenched Fist — Fritz Kolbe spied for the Allies from within Hitler’s foreign office during WWII.

The Third Man — Harold “Kim” Philby was a spy for British intelligence during the Cold War, but he was secretly working for the Soviet Union.s

The Spy Next Door — Colonel Rudolf Ivanovich Abel was a Russian spy who posed as an ordinary American, Emil Goldfuss, in New York City.  After he was captured, the Americans decided not to execute him, although that was the usual punishment for espionage.  Instead, he was held prisoner until he could be used for the famous prisoner exchange where he was traded to the Russians for the captured U-2 pilot, Francis Gary Powers.

The General Store

Historic Communities

GeneralStoreThe General Store by Bobbie Kalman, 1997.

Besides providing 19th century communities with needed goods, general stores were often centers for community life.  Everyone would need to come and purchase or barter for supplies they couldn’t make for themselves, and it was also where mail for the area was delivered and sorted.  People gathered there to pick up what they needed and to exchange news and gossip with other members of the community.  The book explains how general stores functioned, what kinds of goods they carried, and how they helped to build growing communities.

Basically, they were like small department stores, carrying a little of everything that people in the area needed, including food items, dishes and silverware, tools, plant seeds, ready-made clothes and shoes, bolts of cloth, books, newspapers, and medicine.  Store owners had to decide what they would carry in their stores and how much of it to stock.  If they stocked too little of an item everyone wanted, they would run out, and if they had too much of an item hardly anyone wanted, they would either have to sell it at a discount or keep it themselves.  If someone wanted something that the storekeeper didn’t have on hand, they would have to ask the storekeeper to order it for them from a catalog or get it themselves by making a trip to a larger town where they could find what they were looking for.

GeneralStoreDrawersStore owners also had to decide how much they should charge for each item or how much they would be willing to take in trade.  Farmers often bartered for goods with the produce from their farms, and it was common for store owners to use a form of credit to keep track of what their customers owed and what they owed to their customers.  Farmers would typically sell their goods at harvest time, and the store owners would give them a certain amount of credit at their store, based on what they thought the farmers’ produce was worth.  Then, the farmers could use the credit on their account at the store until the next harvest and selling time.  If a farmer ran out of credit before the next harvest, the store owner would usually extend credit at the store to the farmer to allow him and his family to buy some necessities, knowing that the farmer could make up for it when he came to sell his next batch of produce.

To keep their customers from disputing the prices they charged at the store, store owners often used a kind of code to keep track of the amounts they spent to buy each item and the price they wanted the customer to pay in order to make a decent profit.  The codes were usually something like a substitution code, using letters to represent numbers so customers would need the store owner to interpret the price tags and manage their credit account.  This code system became less common after the 1870s because more people were simply using cash instead of bartering for goods, but I thought that it was a fascinating piece of history.

GeneralStoreMailAnother odd kind of code that the book mentions was the kind that people would use on mailed letters.  Instead of the sender paying the postage, as they do now, people receiving letters were supposed to pay for them when they picked them up from the general store.  If a receiver returned a letter unopened, they wouldn’t need to pay anything, so some people would try to cheat the system by writing a message in code on the outside of the envelope so the receiver would know the most important part of what the writer wanted to tell them for free.

People who practiced special trades, such as blacksmiths or printers, would often set up shop near the general store, and that would be the basis for the main street of growing towns.  Later, when railroads connected more towns, more people began ordering what they wanted themselves through catalogs (not unlike the way people have begun ordering more goods through the Internet). Mail started being delivered to individuals’ homes, and general stores were replaced by more modern department stores and specialty shops.

I loved the pictures in the book, a combination of photographs from living history museums and drawings.

The book is currently available online through Internet Archive.

GeneralStoreFun