Eighteen Phillips Academy students traveled across China during spring break 2019 on the inaugural Adventures in Ancient China trip, part of the Learning in the World program. Student travelers visited major archaeological sites, cultural and religious sites, and museums and brought back many memories, as well as some great images! We asked students to submit their favorite shots in four categories: a) landscape or cityscape; b) candid; c) texture, pattern, or contemplative; and d) image that tells a story. We received eleven great submissions. Here are the winners in each category:
Landscape or Cityscape
We loved Abdu’s landscape shot of the Great Wall. We were lucky to have some blue skies like this during our last few days in Beijing, and the color and texture gradations from the greens and browns in the lower half of the image to the blues and purples of the mountains and sky give a great sense of the wall around Mutianyu where we stayed. Oh, we hiked this section of the wall too!
This is a great shot of students and chaperones sharing hot pot in Luoyang after a long train ride from Beijing. Seven of us were pretty hungry and delighted when a restaurant owner stayed open late to serve us hot pot. We love the assortment of food on the table and the steam coming from the pot!
Texture, Pattern, or Contemplative
Emily Ho’s close-up of the Dragon Pavement captures some of the amazing patterns and textures that we encountered in China. The carved marble pavement is part of a staircase in the Forbidden City; it was carved in the Ming Dynasty and re-carved in 1761. We really like the contrast and shadows in Emily’s shot!
We saw opera performers getting ready in both Xi’an and Chengdu. What we love about Alexander’s image is the silent conversation happening between the performer and the makeup artist!
We had a hard time picking the Adventures in Ancient China photo contest winners, so we added one extra category. This shot of the Summer Palace in Beijing, by Ramphis Medina, combines aspects of the landscape and patterns, textures, contemplative categories. The Summer Palace is considered by UNESCO a masterpiece of Chinese landscape garden design. Longevity Hill and Kunming Lake, both seen here, are major features of the gardens.
Congratulations to our contest winners and many thanks to everyone who submitted a photo! It was very hard to choose!!!!
Adventures in Ancient China is one of the newest Learning in the World programs at Phillips Academy. During spring break 2019 eighteen students experienced some of China’s most dynamic history and archaeology, along with spicy cuisine, fantastic religious art, and new friends.
After exploring the impressive architecture of Ming and Qing dynasties at the Summer Palace, the Tian Tan, and the Forbidden City we engaged with some of Beijing’s Intangible Cultural Heritage. UNESCO defines intangible cultural heritage as “the practices, representations, expressions, as well as the knowledge and skills (including instruments, objects, artifacts, cultural spaces), that communities, groups and, in some cases, individuals recognize as part of their cultural heritage.” This can include oral tradition, performing arts, rituals and festivals, traditional knowledge, and craftsmanship.
Students participated in a workshop with a local artist who makes and decorates figurines of Lord Rabbit, also known as Tu’er Ye in Beijing. Tu’er Ye, once worshiped in the pantheon of local deities, was renown as a healer and maker of elixirs. The moon goddess Chang’e sent Tu’er Ye to use his/her knowledge of medicine to save the people of Beijing from a plaque. Tu’er Ye probably appeared as early as the Ming Dynasty, often as a clay figurine for inclusion in household shrines.
Tu’er Ye is a rabbit with a human body adorned with the outfit of an ancient general: helmet, scarf, shoulder-draped golden armor, broad belt and big boots, while holding an alchemist’s pestle and mortar. Tu’er Ye figures prominently in the Mid-Autumn festival and the figurines may have become toys to occupy children during festival preparations.
A handful of artists continue the tradition of making and decorating the figurines. Making the Tu’er Ye figurines is one of Beijing’s more than 12,000 intangible cultural heritage items. It was inscribed on the national list in 2014.
Adventures in Ancient China is generously supported by The Schmertzler Fund for Exploration and Experiential Education.
Mark your calendars! The third PA Giving Day is Wednesday, March 27, 2019! Last year the Peabody Institute garnered 60 gifts, nearly doubling PA Giving Day gifts in 2017! This year we hope to have more challenges, more social media posts, and even more support!
In 1901 Robert S. Peabody lamented the lack of instruction in archaeology at his high school alma mater Phillips Academy, a prestigious New England boarding school. To rectify the situation, he used family funds and artifacts amassed by his personal curator Warren K. Moorehead to establish a Department of Archaeology at the school. A building was constructed and Moorehead and Peabody’s son, Charles, set about teaching classes. The pattern established by Moorehead and Peabody, however, was disrupted in 1914 when the school refocused the program exclusively on research. Classes were offered periodically over the next decades, and some students were inspired to follow their high school passions to lifetime careers in our field. Successive administrators at the institution, ultimately called the Robert S. Peabody Institute of Archaeology, struggled to find a place for archaeology in the high school curriculum due to a variety of factors. Cyclical trends in teaching archaeology at Phillips Academy and long term struggles to integrate archaeology into the high school classroom mirror nationwide patterns, providing a case study that can inform the broader initiative to harness the excitement and interdisciplinary aspect of archaeology, and to encourage stewardship of archaeological resources. The experience of the educators at Phillips Academy, however, suggests that these goals may be at odds with one another and require a delicate balancing act to achieve sustained results.
During spring break, March 2019, eighteen Phillips Academy students will accompany Peabody director Ryan Wheeler, instructor in Chinese Congmin Zhao, and Anne Martin-Montgomery, Chinese for Families, on the inaugural Adventures in Ancient China trip. Adventures in Ancient China is one of the newest Learning in the World Programs, offered cooperatively by the Tang Institute and the Robert S. Peabody Institute of Archaeology.
Recruiting for the trip commenced in fall 2018, with a deadline for applications on December 1, 2018. Wheeler, Zhao, and Carmen Muñoz-Fernández, Director of Learning in the World, hustled to make decisions and invite students to participate before winter break began. We were impressed by the diversity of the group, with a good mix of male and female students, as well as good representation of each grade, including some intrepid juniors! Students and families were asked to complete the first round of paperwork necessary for the trip, and to check that passports were current.
Once all the initial paperwork was in at the outset of January, we began the process of booking flights and lodging, all necessary for the fairly complex visa applications that would be required of most of our travelers. Along the way we learned a lot about Adobe Acrobat forms and benefited from tips provided by one parent! At this point we have our hotels booked for our stay in Beijing, as well as our airline tickets secured, thanks to assistance from China Highlights and Jody’s Travel. As families complete visa application forms, we’ve asked our student travelers to secure their visa photos. Happily, there are several apps that can help generate the photos in their required format and size (33 mm by 48 mm).
Setting aside the paperwork, bookings, and visa applications for a moment, however, we can reflect on some of the cultural and archaeological wonders that await us in a China. Some of our student travelers have mentioned that they are particularly excited about visiting the Shaolin Monastery, a day trip during our stay in Luoyang. The Shaolin Monastery is the center of Chan Buddhism and is believed to have been founded in the fifth century CE—some 1,500 years ago! Chan Buddhism is believed to be the predecessor of Japanese Zen Buddhism and shares many similarities; Chan Buddhism was also heavily influenced by Taoism, and this is evident in some of the martial arts practiced by the Shaolin monks and at the many Gong Fu (Kung Fu) schools in the area. We will get a chance to visit one of those schools and take a short course in Gong Fu!
Soon it will be time to hand in the completed visa applications, which will then go to a visa service company and the Chinese consulate in New York. We’re also planning for our first gathering with the students—an opportunity to meet fellow travelers, review the itinerary, ask questions about the packing list, and get ready for our trip!
The Robert S. Peabody Institute of Archaeology was one of seventeen tribes and other organizations supporting the Association on American Indian Affairs December 6, 2018 statement urging collectors and investors to buy contemporary American Indian art instead of antiquities.
The AAIA statement asks that collectors “interested in American Indian art should … support contemporary American Indian artists and their creations made for the art market” rather than buy American Indian “artifacts” and “antiquities.”
The statement explains the sad truth known to most archaeologists and museum workers, namely that “there is a long history of looting and stealing American Indian burials and important American Indian cultural and sacred patrimony. These items often end up in private collections and ultimately auction houses and institutions all over the world.”
The advent of internet auctions in the mid-1990s made it easy for collectors to connect with sellers, ultimately fueling the demand for American Indian artifacts and antiquities and driving up prices. Internationally the trade in antiquities has been closely linked to funding terrorism, while domestically it is related to the illicit drug trade. A November 3, 2017 blog post by Jason Daley on Smithsonian.com concludes that most international antiquities being sold online are fake or illegal. The same is likely true of artifacts from the United States.
One example is found in Operation Timucua, a multi-year undercover sting conducted by law enforcement agencies in Florida, which culminated in a number of arrests in 2014. Florida Fish and Wildlife Conservation Commission officers spent two years infiltrating what they came to know as a crime ring intent on removing ancient American Indian artifacts from public lands and then selling them on the internet, netting nearly $2 million. Thirteen individuals from Florida and Georgia were arrested, considered the main dealers and looters involved in the illicit organization. Massive numbers of antiquities were seized as well, many torn from sacred mounds and riverbeds where they had been placed and remained for thousands of years.
Closer to home, public outcry recently halted the auction of seven objects that originated with Tlingit, Bella Coola, and Nitinat peoples in the Pacific Northwest. The Medford Public Library, in a suburb of Boston, had received the objects in 1880. The objects were being offered in a December 1, 2018 auction run by Skinner in Boston, with sales of $117,000 anticipated and earmarked to fund construction of a new library. Shannon Keller O’Loughlin, executive director of the Association on American Indian Affairs asserted that the library needed to comply with the Native American Graves Protection and Repatriation Act (NAGPRA), a federal law that requires museums and other publically funded institutions and agencies to consult with tribes regarding sacred objects and objects of cultural patrimony. Medford Mayor Stephanie M. Burke investigated the auction with input from the town’s attorneys and ultimately agreed that the items should be pulled from the auction.
The AAIA statement concludes by stating that:
Buyers and collectors interested in Tribal antiquities and artifacts should do their own careful due diligence and consideration as to whether Ancestors and burial belongings, and cultural and sacred patrimony are a proper investment. Perceptions on collecting items of Tribal Cultural Heritage are changing quickly, along with laws that seek to protect them. Finally, and as stated above, buyers and collectors should focus their investment on contemporary American Indian artists whose stories and creations are accessible and created to share.
On Thursday September 13 just after 5pm we received text, email, and phone alerts to evacuate all campus buildings. Phillips Academy responded quickly to evacuation orders, due to gas fires and explosions in Lawrence, Andover, and North Andover. Reports from town officials at the time stated that in Andover a total of 35 fires were reported with 18 fires burning at the same time. Significant damage was being reported from surrounding communities as well, and sirens and emergency vehicle were regular sights on Main Street. Subsequent reports indicate that older gas lines had been over pressurized, resulting in gas accumulation, fires, and explosions. Officials and first responders described the scene as a “war zone” and “Armageddon.”
Quiet study night at the Peabody had just begun when we received the evacuation order and several students were already in the building. They evacuated and joined their peers on the Great Lawn. All students were well cared for by their house counselors, faculty, and administrators and ultimately were able to get back into their dorms around 11:00pm. Classes were cancelled on Friday at Phillips Academy and in the other affected towns.
I remained at the Peabody until just after 7:00pm to ensure that there was no immediate danger to our collections. Rachel Manning arrived and kept an eye on things for another hour. Curator of Collections Marla Taylor was in touch with both of us. By this time utility workers had depressurized the gas lines in our vicinity and all electricity had been shut down to the towns.
Following in the wake of the recent conflagration and near total loss of the Brazilian national museum, we were extremely concerned about possible threats to the Peabody building and collections. The Brazilian fire illustrates just how susceptible cultural collections are to loss. In that case officials estimate that nearly 20 million objects were destroyed, including recordings of now-extinct Native languages, paintings and decorative arts, and other significant archaeological and ethnographic collections.
Happily the Peabody has never had gas service, so we were relatively safe, though gas can travel through the soil and invade basements. Gas lines do exist in the area and provide service to many of the homes and apartments on campus and in the vicinity. There is an access point to one line–a vault–just outside our building and I watched the utility worker depressurize this and shut it off. This site has continued to attract the attention of utility workers over the subsequent days. On Wednesday September 26 workers purged old gas from these lines in anticipation of line replacement.
This was a pretty scary emergency, especially considering the scale and scope. It’s absolutely heartbreaking to see the loss of homes in our Merrimack Valley community, as well as learning about the injuries to dozens of people and at least two deaths. Many homes and businesses in the area remain without heat and considerable numbers are out of work.
Human Origins at Phillips Academy began in 2007 and represented one of the early collaborations between faculty and the Peabody. In its initial incarnation the course was led by Jerry Hagler, science faculty, and co-taught by personnel at the Peabody. The content was strongly interdisciplinary, mirroring the reality of archaeology and anthropology, which draw heavily on science, history, historiography, psychology, and other fields. Three years ago I began leading the course solo, but have endeavored to maintain the strong interdisciplinary flavor. The course is now among those offered by the Academy’s new Department of Interdisciplinary Studies. The course description states:
This interdisciplinary science course uses insights drawn from history, art, archaeology, and other disciplines to chart the human journey from hominid to the first civilizations that forecast the modern world. Hands-on laboratory exercises emphasize use of Peabody Institute of Archaeology collections and challenge students to apply ancient techniques to solve daily problems of survival.
In the fast paced world of human evolution, I’ve found it imperative to focus on some of the big questions and issues, rather than on the details, as new finds and discoveries rewrite our evolutionary history nearly monthly. In June 2017 a new discovery in Morocco pushed back the antiquity of modern humans (us!) by nearly 100,000 years and called into question the predominant view that our earliest ancestors first appeared in eastern and southern Africa. We also only have 10 weeks to cover some 7 million years of human evolution, so judicious pruning of the syllabus is necessary.
On the first day of class some students are surprised to learn that we will spend a great deal of time talking about race. When you understand that the scientists who first studied fossil humans were also the scientists that were interested in human diversity this connection becomes clearer. We encounter ideas like polygenesis, which suggests that so-called races today had different evolutionary origins and trajectories. Despite the widespread adherence to the “Out of Africa” hypothesis, polygenism casts a long shadow and continues to crop up in new guises.
Early in the term we tackle pseudoscience and read a chapter from Michael Shermer’s 1997 book Why People Believe Weird Things. We get to talk about Big Foot. It was with great reluctance that I dropped a reading from Daniel Loxton and Donald R. Prothero’s 2013 book Abominable Science: Origins of the Yeti, Nessie, and Other Famous Cryptids. They review every piece of evidence for the existence of these creatures (and more!), pointing out over and over that scientific inquiry requires falsifiability beyond all else. The importance of falsifiability in science will remain central, but the Loxton and Prothero readings were just too long!
We also spend some time talking about Neanderthals, and the incredible shifts in our understanding of one of our closest human relatives. As much as possible I try to have students read things written by the scientists on the front line of human origins research, including Svante Pääbo, who less than ten years ago reconstructed the Neanderthal genome and demonstrated that many of us carry a little Neanderthal DNA, the product of interbreeding between what most scientists had though two separate species. The recent discovery of an individual from 90,000 years ago that had a Neanderthal mother and a Denisovan father will no doubt be front and center in our discussion. Denisovans are another recently discovered fossil human group that overlapped geographically and temporally with Neanderthals in eastern Europe and Asia. Students presenting on Neanderthals in the popular imagination will explore everything from the GEICO caveman to the Flintstones.
During our extended periods we will explore a variety of early technologies, from flint knapping to fire making. In order to contextualize these early technologies, students will read some of Richard Dawkins’ 1976 book The Selfish Gene, where he introduces the concept of the “meme.” Many are surprised to find that the term meme, now embedded in the culture of social media, originated with Dawkins as he wrestled with ways to model the origins and transmission of ideas. We discuss innovation versus transmission, and how both are necessary for an idea to persist and spread. Fire and stone tool making are particularly good examples, sparking discussion of the earliest evidence for each and if they were independently invented over and over (and how one might tell).
We revisit race again with an entire week dedicated to readings and discussion of the problematical origin of the concept, and how it melds physical traits with cultural ones. We delve into paleontologist Stephen J. Gould’s campaign against the idea of race as a biological or scientific concept, and how scientists have continued to study race despite Gould’s protests. The focus here is on creating a context for future discussions of race—the cultural construct—versus biological diversity. We’ll tackle the complexities of forensic methods used to distinguish race, why these work so well, and how physical anthropologists struggle with ideas about race. Other lab days visit the Peabody’s collection of fossil human cranial casts, how to read the story of human evolution in one skeleton, and a special trip to the campus Makerspace where we will 3D print a fossil of Homo naledi, a recently discovered fossil human species from South Africa that overlaps with modern humans in space and time and blends ancient and modern characteristics.
The term will finish with some time dedicated to the Native American Graves Protection & Repatriation Act (NAGPRA), explored through a classroom debate and using the legal documents from the Spirit Cave Man case. The Peabody has been deeply involved in NAGPRA since its implementation in 1990 and it seems appropriate to share this work with students and investigate the arguments on all sides of the repatriation debate.
Stay tuned for updates from this fall’s Human Origins course. Let’s see how new discoveries in the field and lab change our conversations in the classroom!
To the uninformed, the Peabody Institute of Archaeology is just a building on the Phillips Academy campus that houses old artifacts and sherds of pottery from long ago archaeological expeditions. They would be very mistaken! The Peabody provides incredible academic enrichment opportunities to the student body across all disciplines.
In a unique approach to education, the Peabody collections are used to demonstrate the practical applications of history, language, mathematics, science and sociology. This year celebrates the fifth year the Peabody has arranged for pottery artists from the Pueblo of Jemez to come to campus to work with students.
In collaboration with Thayer Zaeder’s ceramics classes the potters spent the week working with 48 students teaching the ancient techniques of transforming clay into pottery. I had the rare opportunity to not only observe these artists work with the students, but to actually work with them myself. Maxine, Dominique and Mia worked with students individually on both shape and decorative painting to create unique pieces of art.
Glazing is not used in Pueblo pottery. Any glossy surfaces are achieved by polishing the area with smooth stones. The process is delicate and time consuming and if you mess up, as one student found out, the Potters would show you how to fix the problem – sand it all off and start again!
Dominique, Mia and their mother, Maxine Toya come from a multi-generational family tradition of Pueblo Potters. Each is known for their unique style, Dominique for her mellon designs, Mia for her signature butterfly designs and Maxine for her animals and figures. Their work is highly collectible and sought after. Nancy Youngblood, another prominent Pueblo potter, has joined them the last three years. These four ladies are the “Super Stars” in the Native American world of ceramic art.
Maxine Toya working on one of her famous owls.
Mia Toya talks about her butterfly swirl jar, in process.
Dominique Toya begins the spiral ribs on a miniature swirl pot.
Mia’s friend Ward Weppa helps sand the ribs on her butterfly swirl bowl.
Maxine Toya’s completed owl figurine–all the fine line painting is done with Maxine’s masterful hand-eye coordination!
Dominique Toya’s distinctive swirl vessels with micaceous slip, collection of the Robert S. Peabody Institute of Archaeology.
When speaking with the Potters, one theme stood out. They love bringing the ancient methods to this generation to instill a knowledge of their culture and heritage. They each spoke of how polite the Andover students were as well as the appreciation shown to them by each student for the opportunity to learn this ancient art form.
The culmination of each of their visits is the “firing.” They still use the ancient method of firing the pottery outdoors, which usually draws a large crowd. A huge bonfire is built to bake all the pieces the classes have created. The end result brings pride and a sense of accomplishment to both students and teachers alike.
*Guest contributor Barbara Callahan is Secretary of the Peabody Advisory Committee. She and her husband Les Callahan (Phillips Academy Class of 1968) provided the generous support for the Pueblo Potters program in 2017 and 2018.