With the completion of our inventory, we have even more drawers to share with you that were repurposed by friends of the Peabody!
Hundreds of old collection drawers were given away throughout the Peabody’s collection inventory and rehousing project. These drawers were then transformed into furniture, décor, art, trays, storage, organizers, and gifts.
Our past blogs featured many different and unique drawer projects and we loved seeing the creativity used in giving these old drawers a new purpose. You can check these projects out here and here.
The wooden drawers were a part of the original storage for the Peabody collections, housing over 600,000 artifacts. To learn more about the history of these drawers in the Peabody Institute and collection check out our blog, Behind the Photograph: Unpacking the Peabody Collection.
The following drawer features were contributed by friends of the Peabody both on and off Phillips Academy campus. First up are several painted drawers used for various décor purposes. A little paint and stain can go a long way in repurposing the look of a drawer.
Painted and stained drawers
This particular drawer is a charming holiday tray, painted and customized as a fun way to leave cookies and milk out for Santa. Don’t forget the carrot for Rudolph too!
Holiday tray created out of an original Peabody drawer
Some of our old drawers were transformed into incredible pieces of art by Jamie K. Gibbons, Head of Education at the Addison Gallery of American Art. Follow and support her work here!
Artwork by Jamie K. Gibbons, Addison Gallery of American Art
To commemorate the Peabody’s Inventory completion and thank donors, staff, and volunteers who played a role in the process, puzzle pieces were created from drawers by Get On Board – Signs and More as well as puzzle boxes by the Makerspace at the Oliver Wendell Holmes Library (OWHL) on Phillips Academy Andover campus.
Puzzle pieces and puzzle box made out of drawers
A huge thank you to all of those who have repurposed drawers and have shared their projects with us. If you’d like to feature your repurposed drawer project, please email your photos to Emma Lavoie, Peabody Administrative Assistant, at elavoie@andover.edu.
During an incredibly cold weekend in January, I was bundled up on my couch and looking for a movie to stream. I finally settled one that Disney+ had just recently released, Encanto. I had no idea what the movie was about, past the short blurb that was provided on the info page before the movie started:
After finishing the movie, I will only admit to really enjoying it and any rumors you may have heard from my cats about me being a blubbering, crying mess throughout it, are lies. All lies!
Disney’s Encanto is a movie different from most. Despite what some viewers have said about Abuela being the villain of the story, there is no “villain” personified that the characters must defeat, as is typical in such movies. Instead all the characters must overcome something more overwhelming and real, which is threatening their home: intergenerational trauma.
At the beginning of the movie, the matriarch of the Madrigal family, Abuela Alma faces armed violence and suffers incredible loss, while fleeing with her husband and three babies. After a harrowing night, in which her husband dies, she receives a miracle of a magic candle that helps to create a magical casita (house) inside a magically hidden town.
The candle grants all members of the Madrigal family unique gifts….. all except young Mirabel. This lack of a gift causes some underlying tensions between Mirabel and her family and serves as the main vehicle for the story. Then there is a missing uncle, cracks in the casita, diminishing powers, some adorable rats, and an ear-worm of a song (we don’t talk about Bruno!) to round out the story.
The experience that Abuela has in the first few minutes of the movie has a continued impact on her relationship with her children and grandchildren, as well as on their own development.
After many fraught interactions (and songs!) Abuela tells her granddaughter Mirabel “I was given a miracle, a second chance, but I was so afraid to lose it that I lost sight of who our miracle was for….. I am so sorry… We are broken because of me.” Showing that you can break the cycle of trauma.
It was incredibly interesting to see a children’s movie deal with such a weighty topic in such a sensitive a way that does not diminish the damaging influence it has, but also shows that there is a possibility to begin to heal from this particular type of trauma.
Many of our classes at the Peabody touch upon some aspect of historical trauma in indigenous communities, with the boarding school experience being one of the main ones that we explore. Given the prevalence that it has in our teaching, I look forward to making connections to a movie many of our students will know as a means to enhance their understanding of such a profound topic.
This blog is an email response to a follow-up question from a journalist writing a piece about Seminole Tribe of Florida efforts to get the Smithsonian Institution’s Museum of Natural History to repatriate ancestors being held there. A little context is necessary. Last year the Peabody Institute repatriated ancestors from Florida to the Seminole. We continue to work with them on repatriation of other ancestors from neighboring states. That repatriation included decisions about affiliation, a key concept in the Native American Graves Protection and Repatriation Act (NAGPRA). The tribe referred the reporter to me for some background on the broader questions of affiliation and the question of Seminole ancestors at the Smithsonian. After I had a conversation with the reporter, they had a talk with the Smithsonian’s repatriation personnel. Here’s the question that prompted my response, “I spoke with _____ at the Smithsonian about repatriation, and he says one reason he’s not turning over many of the remains held by his museum is that the Seminoles came to Florida in the 17th and 18th centuries. Since many of his remains are older than that, he doesn’t consider them Seminoles. Of course, the Seminoles disagree and say they are still their ancestors. I’m wondering how you made the determination that the remains you had could be returned to the Seminoles.”
Many thanks for sharing that question. I read your message yesterday afternoon and experienced a welling up of sadness at the thought that so many ancestors held by the Smithsonian really have no pathway to repatriation. I thought about this all night, on and off, thinking about my own rather longer than necessary journey to understanding, and feeling sadness for the ancestors and their modern-day descendants, and sympathy towards my archaeological colleagues who are struggling with this.
I have a couple of things to share that I hope will be helpful—the first are academic sources that helped in making our affiliation decision, while the second are more personal experiences. Reading this over, they are really all personal experiences.
A good place to start is Patricia Wickman’s 1999 book The Tree that Bends: Discourse, Power, and the Survival of the Maskoki People (University of Alabama Press). Wickman tackles this idea that somehow the modern Seminole and Miccosukee are disconnected from more ancient Indigenous people of Florida. She makes the case that this is an intentional white-washing of history, much like the Mound Builder Myth of the Ohio Valley, which was used by nineteenth century Americans to justify a push west and a land grab. In other words, if these Indigenous people have no real deep connections to the land, moving them out is perfectly justified. The book was controversial when it came out, because it went up against what we had all learned in school—and when I say school, I mean from elementary through graduate school. And archaeology and ancestors are a big part of this—those cemeteries, burials, and physical remains of the ancestors are tangible proof of long tenure on the land. Eugene Lyon, who has a blurb on the back cover and is mentioned in the acknowledgments of The Tree that Bends, was a history professor at Flagler College, he also was a peer reviewer of the book. I called him after I read it and we talked for a long time. Gene shared that maybe there were other histories that we needed to look for, what we might call hidden histories, and that this probably was one of them. That book, with whatever faults it may have, and my ensuing conversation with Gene really was a major bubble in my own understandings of Florida history and who the Seminole were and are. Gene passed in 2020, a victim of COVID-19—he was 91.
I would point to a couple of other academic things that I had already known about when Patricia’s book came out. In 1956 Frances Densmore, an ethnomusicologist affiliated with the Smithsonian Institution, published a monograph Seminole Music (Bulletin 161 in the Bureau of American Ethnology series). I found a copy of this in a used bookstore while I was in grad school at the University of Florida in the early ‘90s. What caught my attention was that she had recorded several songs that the Seminole attributed to the Calusa—one of those ancient Florida Indigenous groups that was centered in southwestern Florida. That means they knew about these people and had some close contact.
That Densmore monograph made me revisit William C. Sturtevant’s 1953 article Chakaika and the “Spanish Indians,” which was published in the magazine Tequesta. Sturtevant was an anthropologist at the Smithsonian. In the Chakaika article he tackles this question of connection between the Seminole and earlier peoples, based on oral history with Indigenous people and history as written by Anglo-Americans. It’s long and complicated, and not particularly conclusive, but it would appear that even in the early nineteenth century there were a number of Indigenous groups in Florida, including the Seminole and Miccosukee, as well as Choctaw, people of mixed Spanish and Indigenous ancestry, and Calusa. He doesn’t come to any definite conclusions, but all these people were around, and around a lot later than the conventional wisdom would have us believe. They knew about one another, and it’s pretty clear they adopted some cultural practices, like those songs Densmore recorded.
So, those are some academic books and articles that tackle this question of Seminole origins and identity that diverge, either a little or a lot, from the accepted wisdom. Now, onto some more personal observations. I knew a fair number of Seminole folx growing up, and the oral history accounts shared by Sturtevant rang pretty true, but were perhaps a little more vehement in the ‘80s: basically, we’ve been here a long time, we have deep roots and connections with the land, and anything else is nonsense. Hmmm, okay. I went to college with James Jumper. Jimmy was in his late 40s and I was in my late teens/early twenties. He had come to Florida Atlantic University to study criminal justice and went on to get a law degree and worked for the tribe. He lived in the dorm next to mine, but we often compared notes on our classes and I had taken some criminology classes too. We sometimes ordered a pizza or cooked in the dorm kitchen or on the grill outside. We sat around and chit chatted. I told him about the history and archaeology that I was taking. He was kind and patient, but challenged what I told him about Seminole origins. No, we’ve been here a long time, he told me. First bubble.
Archaeologists Christine Newman and Ray McGee excavate ancient dugout canoes at Lake Pithlachocco in 2000.
In 2000 Lake Pithlachocco (aka Newnans Lake—named after Daniel Newnan who led an illegal early nineteenth century invasion of Florida to wage war against the Spanish and Indigenous inhabitants) near Gainesville, FL dried up. I was an archaeologist with the Florida Division of Historical Resources at the time and we started getting calls about dugout canoes being found. We follow up and there were hundreds of canoes. We conducted a project and documented about 50, including many from 4,000 to 5,000 years old. These were all really old canoes! We published an article in 2003 in American Antiquity called Archaic Period Canoes from Newnans Lake, Florida. What struck me was the Seminole and Miccosukee response when some of the canoes were damaged by a man who was permitted by the state to remove old logs (deadhead logs) from the lake. You can look up the newspaper accounts. Without going into a lot of detail, the response was akin to that when human burial sites were disturbed. Oh, the original, Indigenous name of the lake—Pithlachocco—that means something like “boat house” or “place of boats” in the Creek language spoken by the Seminole. So, we have these supposed recent immigrants in the people that become the Seminole and Miccosukee acknowledging an ancient site. Is this a coincidence? Another bubble.
One of my jobs when I worked for the Division of Historical Resources was following up on reports of unmarked human burials, a responsibility of our office under state statute 872.05. This work, which I ultimately wrote an article about (September 2013, The Florida Anthropologist—Florida’s Unmarked Human Burial Law: A Retrospective, 1987-2010) put me in pretty regular contact with representatives of the Seminole and Miccosukee tribes. I learned a lot from this experience, especially from Fred Dayhoff, who was the NAGPRA representative for the Miccosukee. Fred was not a member of the tribe, but he had a long relationship with them, and dealt with the complicated issues of archaeology and ancestors and burials. I would let him know about discoveries and disturbances, he would consult with the tribal leadership and elders, then work with me on implementing some solution. As you will see, if you get a chance to read my 2013 article, the focus was on preservation in place and reburial. And long conversations with Fred, as well as the representatives from the Seminole tribe, made me again question what I had learned in school. There were connections between the Seminole, Miccosukee, and the ancient tribes, what NAGPRA refers to as affiliation. More bubbles.
Probably the last bubble came in 2009 or 2010 when we started to have meetings with the Seminole tribe’s Tribal Historic Preservation Office (THPO), helmed at that time by Paul Backhouse (you can read the book they wrote in 2017 called We Come for Good: Archaeology and Tribal Historic Preservation at the Seminole Tribe of Florida). I don’t remember what prompted the meetings, perhaps it was just the formation of the THPO office and some work to partner and collaborate more (I was Florida’s state archaeologist at that time). One of the meetings, at their offices there at Big Cypress, next to the Ah-Tah-Thi-Ki Museum, included some conversations with several of their cultural advisors. These were tribal members who were traditionalists, with deep knowledge of cultural practices, that served to advise the employees of the THPO. They explained, patiently, yet firmly, about the Seminole beliefs not just about ancestors, but about all archaeological sites. Even the most mundane and quotidian sites—little campsites with pottery fragments and animal bones from meals. These were the places where the ancestors had lived, where they had cooked, where they had raised their families. I was blown away. I had never made these connections. And, it was full circle—it was all about land and connections to place. The final bubbles. I realized that what I had learned in school, from my beloved teachers and professors, was just flat out wrong. And not just wrong, but harmful and hurtful to Indigenous people because it perpetuated the idea that somehow these Indigenous people were newcomers. Think about that—how crazy is that? We literally have a story that places Indigenous people as the newcomers after Anglo-Americans!
The author’s family home in Broward County, Florida, August 2021.
Last week I sold my family’s home in Florida—where my parents had lived since 1969 and where they had raised me. It was incredibly difficult to say goodbye to that place, and I expect it will remain challenging for a while. So many memories, so many connections. This is what those Seminole cultural advisors were sharing with me in 2009 or 2010. But not just fifty years of connections, millennia of connections. Generations upon generations of people all doing those human things that we all do.
In reflecting on all of this, I think a couple of things. One, I’m embarrassed that it has taken me so long to connect the dots, to see those bubbles breaking through the surface of what I had learned, and understanding that I needed to relearn history. I’ve been holding the threads of this history in my hand for a long time and I still don’t understand why it’s taken me so long to put it all together. What I learned was wrong. Maybe because our institutions, especially our educational institutions are powerful, and maybe too, because we respect and love our teachers. How could they be so wrong? Two, all of the Indigenous people, both in Florida and elsewhere, have been so patient with me. I’m not sure I deserve it, but they were and continue to be nothing but patient. They have always been there ready to help those bubbles break through the surface. I am so grateful for that patience and kindness. Three, in putting this in the context of NAGPRA and repatriation, the legal bar for affiliation is pretty low. The law requires a preponderance of the evidence, and that means slightly more than fifty percent. Looking back at the literature, oral history, and my own experiences, that requirement is met and exceeded. I don’t know the Smithsonian’s repatriation law (the Museum Act) like I do NAGPRA. Perhaps there are different requirements? But, both laws are about repatriation. These aren’t museum laws that help museum workers figure out how to hold onto ancestors and collections, they create processes for facilitating repatriation. That’s the intent, the goal. Four, I feel for my colleagues who haven’t figured all of this out yet. My message to them is, it’s not too late. Listen to people, listen to the tribes. Relearning history is hard, but it’s healing. Returning the ancestors doesn’t just heal Indigenous people and communities. This is trauma we all share, especially those of us who are archaeologists and historians, and we all need that healing. I hope this is helpful. I’m glad I had a chance to write this down. I’ve been wanting to write it down for a long time, but its hard.
As a coda to this message, I would note that things are changing. All of our institutions, from the Smithsonian down to our little museum in Andover, are colonial enterprises. There is no escaping that. And, many personnel at these institutions are stuck, because of policies and practices put in place by others, because of political pressures, whatever, to not support repatriation. While we are still part of the colonial machine, it is possible to change—some of this is generational. Younger people “get it.” The Society for American Archaeology (SAA) did a survey a few years ago and it demonstrated just this—and, the whole field has flipped. In the ‘80s when NAGPRA and the Museum Act were being debated, SAA and the American Alliance of Museums (the big museum organization) were oppositional, with a small minority of archaeologists and museum professionals recognizing that repatriation was a pathway to addressing some of the harm done by archaeology and museums. That is reversed now, largely on generational lines. As older professionals retire and leave the field, they are being replaced by younger people with new ideas who are learning all of the histories.
The organizations are changing as well. The January/February 2020 issue of Museummagazine, published by the AAM, was dedicated entirely to decolonizing, highlighting work done by museums, tribes, and Indigenous scholars and curators to change the relationships between museums and tribes. In July 2021, the SAA issued a draft statement on acknowledgment of the harm caused by archaeological practice. SAA members were asked for input on the statement, which followed the SAA’s adoption of a revised statement on the ethical treatment of human remains. This was the first time SAA had revisited this issue for more that 30 years–the previous statement on repatriation dated from the 1980s, prior to the passage of NAGPRA and the Museum Act. Just a few days ago, the Southeastern Archaeological Conference (SEAC) issued a statement supporting NAGPRA, including the following:
The Executive Committee of the Southeastern Archaeological Conference (SEAC) acknowledges the centrality of research on Indigenous cultures to the founding and perpetuation of our organization and discipline. Aspects of this history, in particular the treatment of ancestral human remains, have caused harm. We acknowledge this problematic history and seek to move forward in mutually respectful and productive partnerships with tribal nations.
It’s our job as museum professionals, as archaeologists, as scholars, as educators, to not only educate ourselves, but to make sure students are learning the history and are given the tools to critically examine what they are being told.
In late January, the Peabody Institute hosted a special school group visit of students at Cape Cod Academy. Why is this school group more special than any other? Well, it actually had a lot more to do with the teacher – Alex Hagler.
Alex has been a part of the Peabody’s extended family for nearly 13 years. They started as a volunteer in 2009 and have worked at the Peabody in several capacities: work duty student, volunteer, and temporary employee. Alex has been kind enough to contribute to the blog in the past and you can read their thoughts in a student reflection and retrospective submission from several years ago.
Now, Alex is a Latin teacher at Cape Cod Academy and introduces archaeology to their students as part of the curriculum. One of the best places for that, of course, is here at the Peabody Institute. Alex, and a co-teacher, brought six students to explore our TARPS mock excavation exercise and take a tour of the collections spaces. The students asked fabulous questions and learned important lessons about archaeology and Native American culture.
Welcoming Alex back as a teacher with their own students was a powerful “full circle” moment for us here. It is so rewarding to have an ongoing relationship with the students and alumni who connected with the Peabody while here at Phillips Academy.
If you are one of those students who enjoyed your time at the Peabody – reach out! We would love to connect with you again.
The Peabody’s annual report for academic year 2020-2021 has just been released! This report highlights the Peabody’s response to challenges brought by COVID-19 and all we’ve been able to accomplish despite a global pandemic, including the creation of our Diggin’ In Digital Lecture Series (partnered with the Massachusetts Archaeological Society), virtual lessons and digital resources developed by the Peabody, completion of the Peabody’s Collection Inventory Project, and continuing our NAGPRA consultation and repatriation work.
An important part of the Peabody’s educational mission is to support the expansion of archaeology-centered teaching into new areas. While we have primarily focused on how to integrate archaeology into high school and college level education, we have not engaged in sustained efforts for lower grades. We recently had an opportunity to change that.
This month I helped Dr. Bethany Jay of Salem State University to outline a new education course that she will be teaching focused on subject matter knowledge listed in the MA frameworks for History and social sciences from prek-8th grade.
Dr. Bethany Jay as we worked on the course.
The course will help future teachers explore the political, economic, and cultural development of the United States with an eye towards social justice. As such, Indigenous people Africans/African Americans, and women will figure prominently in the course discussions of those who impacted American history. Students in the class will see how these groups influenced and were affected by the changing political, cultural, and economic landscape..
We decided to have the class begin with a project focused on rethinking how the First Thanksgiving is taught in elementary classrooms, with a particular focus on centering Native voices. Using resources from the Smithsonian National Museum of the American Indian, exploring Indignous place names in Massachussetts, and finding age appropriate and accurate literature, such as Chris Newell’s book If You Lived During the Plimoth Thaksgiving, students will create multiple lesson plans reflecting the standards of the grades they intend to teach.
There was a lot of material for us to work with when we got to the section on ancient cilviliations and how archaeologists develop theories regarding past cultures – a particular focus of 4th grade. To ensure local connections, we decided to incorporate the paleo-indian Bull Brook site located in Ipswich MA in the discussions.
We also outlined part of the course that would discuss both slavery and contributions of women, using material culture, but that section still needs more work. However, I’m thinking many of the lessons that the Peabody uses could be scaled down to be age appropriate for the elementary level.
It was a lot of fun to work with Dr. Jay on the creation of this class and I cannot wait to collaborate on the second half and to hear how it goes!
Both Nigel and Bruce decided that they did not want to be left out of the planning process.
In August 2021, the Journal of Archaeology & Education’s editorial board met via Zoom to consider a policy regarding Institutional Review Board or IRB approvals for research published in the journal. The IRB originated with the passage of the National Research Act in 1974 after a series of congressional hearings on human-subjects research, but can trace its origins to research that lacked informed consent, like the Tuskegee Syphilis Study, which began in the 1930s.
The JAE board agreed that since studies involving assessment and other types of educational research would normally require at least a minimal review, we needed to have an explicit statement that alerted author’s to the need for IRB approvals prior to executing their studies. Shortly after the meeting the JAE policy website was amended to include the following guidance:
All human subjects research results published by the Journal of Archaeology and Education (JAE) must be approved by an Institutional Review Board (IRB) or an equivalent entity in the author’s country. The purpose of IRB review is to assure, both in advance and by periodic review, that appropriate steps are taken to protect the rights and welfare of people participating as subjects in your research. If you do not have an IRB affiliated with your organization, you must find a suitable IRB at a qualified university or other institution. Most universities have IRBs that will accept applications from outside their institution. Authors, especially those without an academic affiliation, could use an independent IRB, which is subject to the same federal regulations as universities. There may be fees associated with university and independent IRB reviews. The IRB protocol number assigned by your IRB must be included in the article. Manuscripts without IRB approval will not be considered for publication in JAE.
IRB policies at journals in medicine, psychology, and other fields that rely heavily on human-subjects research are usually brief. We felt, however, that the JAE policy needed to provide extra guidance as archaeologists expand their research to encompass educational studies on the effectiveness of teaching, assessment, work with students, and more. If you have questions about the JAE policy or how it might apply to your research, please contact the editors Jeanne Moe or Ryan Wheeler.
Over Thanksgiving break, I was catching up on some news and saw an article that caught my eye – Smithsonian African American Museum Launches Online Interactive Access. First, a headline like that will always catch my attention. Second, it stirred a memory of an email exchange that I had with a registrar from the National Museum of African American History and Culture (NMAAHC) back in July.
The Peabody Institute is proud to have a handful of items on loan to the NMAAHC to tell the story of Lucy Foster, a free Black woman who lived here in Andover from 1771-1845. Lucy’s story is part of the Slavery and Freedom exhibition. This loan has been active since 2019 and will continue until at least early 2023 (and may be extended!).
A few months ago, a registrar from the NMAAHC asked for permission to include the items on loan from the Peabody in their new digital initiative, the Searchable Museum. The Searchable Museum offers rich interactive, digital experiences based on the NMAAHC’s inaugural exhibitions, historical collections, narratives, and educational resources. The Slavery and Freedom exhibition was the first to be developed as a digital experience. I gladly granted permission to include Lucy Foster and her story.
While I was excited to see items from the Peabody as part of this incredible resource, I was also quickly drawn into the rest of the content. I especially enjoyed learning about the Point of Pines Slave Cabin. In 2013, a team from NMAAHC traveled to Edisto Island, South Carolina and began the meticulous process of dismantling and relocating a cabin that had been occupied by Black families from the 1850s until the 1980s. The cabin is a vehicle to tell the story of the people who lived there, the power of land ownership, the architecture of slavery, and modern housing discrimination.
The Searchable Museum is well organized and information is presented in clear terms – I strongly recommend that you all check it out!
Last month we were happy to announce that the Peabody officially completed its collection inventory! Special recognition goes out to our previous Inventory Specialists John Bergman-McCool and Emily Hurley, our financial supporters, as well as our volunteers, work-duty students (past and present), and Peabody collection staff who’ve participated in inventorying the collections from 2017 to present.
Reflecting back on all the drawers I personally inventoried and rehoused, there was one particular item and site that I wanted to share. This item is a large, chipped stone knife from the Swamp site in North Reading, MA.
Item 42/6529 – One large, chipped stone knife from the Swamp site in North Reading, MA.
After looking through the Peabody’s accession file cards, I found more items from the same site consisting of various stone points, perforators, gouges, and knives. The most interesting discovery from my search was the location where these items were found. The land in which the Swamp site was located was at one point in time the location of the North Reading State Sanatorium.
Accession file card detailing the objects were found by Mr. Margerison at the North Reading Tuberculosis Hospital site and sold to Dr. Moorehead by Mr. Margerison’s son.
According to a 1933-1935 survey by the Council on Medical Education and Hospitals of the American Medical Association, the term “sanatorium” is an institution operating exclusively for the treatment of tuberculosis. Originally called the Martin’s Brook Sanatorium, the North Reading State Sanatorium was one of four hospitals in Massachusetts for patients with tuberculosis, opening in 1909. The property consisted of 23 structures on 87-acres of land, including a church and school.
During this time, tuberculosis (also known as consumption) was the leading cause of death in both the United States and worldwide, most prevalent amongst teens and adults under 40. Fresh air was considered one of the best ways to treat the disease and was one reason why the North Reading location was chosen for the sanatorium.
View of an open porch – a method of protecting porches by canvas curtains in stormy weather. John A. Fox, Architect. North Reading State Sanatorium, North Reading, MA. Image from the Tuberculosis hospital and sanatorium construction, written for the National Association for the Study and Prevention of Tuberculosis by Thomas Spees Carrington, 1911.
In her 2013 presentation, “The Martin’s Brook Sanatorium: The History of Care in North Reading and the Commonwealth,” Dr. Clarisse A. Poirier of Merrimack College shares that the earliest structures on the property had no walls in order to give patients plenty of fresh air. Canvas curtains would also be set up in colder weather in order to protect patients from the elements. In addition to the open porch design, the North Reading Sanatorium buildings were “lean-to” structures with a central interior sitting room that overlooked a wing of open porches on either side.
The “lean to” design of the North Reading Sanatorium structures. Image from the Tuberculosis hospital and sanatorium construction, written for the National Association for the Study and Prevention of Tuberculosis by Thomas Spees Carrington, 1911.
By 1926, the sanatorium became a facility solely for children with tuberculosis. Adult patients were moved from North Reading to other facilities at Lakeville, Rutland, and Westfield. By 1945, North Reading received children suffering from the rheumatic fever epidemic and in 1958 the facility received children suffering from any chronic diseases.
North Reading, MA State Tuberculosis Sanatorium West Ward, circa 1910 postcard
After the sanatorium closed in 1962, the property became the John T. Berry Rehabilitation Center until 1995. Part of the land was then sold in 2006 to Lincoln Properties and the other half in 2017 to Pulte Homes. From 2005 to 2008, the Public Archaeology Laboratory (PAL) completed archaeological data recovery programs for five ancient Native American sites located on the property. These projects were completed in advance of the business/residential properties that would later take over the 87-acres of land that once held the former North Reading Sanatorium and John T. Berry Rehabilitation Center. Today the site is now the location of the Edgewood Apartments and the Martin’s Landing Condominiums off of Lowell Road.
The John T. Berry Rehabilitation Center (also known as the JT Berry State School) 1962-1995. Photo courtesy of Asylum Projects.
The archaeological investigation yielded more than 14,000 items consisting of chipped and ground stone tools, knapping debris, fire pits, storage and trash pits, and rock clusters. The evidence identified that the site was pre-contact and used by Middle and Late Archaic populations about 8,000 to 3,000 years ago.
The items in the Peabody collection from this site were discovered by a Mr. Margerison and sold to Dr. Warren K. Moorehead by Mr. Margerison’s son before 1940. Perhaps Moorehead’s decision to obtain these items from the North Reading State Sanatorium site stemmed from his own battle with tuberculosis.
Moorehead had been diagnosed with tuberculosis in 1895. A year later he became associated with Robert S. Peabody, curating artifacts from various sites for Peabody’s personal collections. He moved to the east in 1898 to recover from his illness at Peabody’s cabin in Saranac Lake, New York. This was also the location of the Adirondack Cottage Sanatorium at Saranac Lake (also known as the “Cure Cottages”) established in 1884. Perhaps Moorehead spent some time here as well during his recovery.
What many do not know, is what was believed to be the cause of Moorehead’s illness. In 1888, Moorehead was involved in an excavation accident where a wall of earth collapsed on him in the excavation unit, burying him alive. According to an article in the Phillips Academy student newspaper, the Phillipian, Moorehead was paralyzed from the waist down for several days after the accident and he later developed a case of pulmonary tuberculosis as a result.
After his accident and development of tuberculosis, Moorehead eventually (with the help of his friend Robert S. Peabody) made his way to New England. By 1901, Moorehead arrived to the newly-founded Department of Archaeology at Phillips Academy in Andover, MA (now the Robert S. Peabody Institute of Archaeology), serving as curator, 1901-1924, and Director, 1924-1938 before his death in 1939. A private struggle for life by Moorehead, but none the less an extraordinary rebirth by the time of his curatorship at the Peabody at the beginning of the twentieth century.
The Peabody has a long history with the Society for American Archaeology (SAA), dating back to the origins of the society in the mid-1930s. Carl Guthe, who had served as Alfred Kidder’s assistant on excavations at Pecos Pueblo, organized the society in 1934 and the first meeting was held at Phillips Academy a year later. Connections between the Peabody and SAA continued throughout the twentieth century and still exist today.
In 2020, the Peabody and the SAA partnered to create a new award honoring individuals and organizations dedicated to archaeology and education. The Robert S. Peabody Institute of Archaeology Award for Archaeology and Education recognizes excellence of individuals or institutions in using archaeological methods, theory, and/or data to enliven, enrich, and enhance other disciplines, and to foster the community of archaeology education practitioners. The Peabody Award will spotlight these contributions and promote teaching ideas, exercises, activities, and methods across the educational spectrum, from K-12 through higher education and including public education broadly conceived. Diving with a Purpose was the inaugural award winner in 2021.
I’ve had the honor of helping to create the Peabody Award as chair of the SAA’s teaching awards subcommittee, and to help launch the Binford Family Award for Teaching Critical Thinking in Archaeology, which is new this year. The Binford Family Award encourages curriculum development with a deliberate focus on teaching critical thinking and scientific reasoning skills in archaeology courses at any level, to reward individuals or institutions that develop excellent examples of such curricula, and to promote the sharing of ideas and materials relating to these efforts.
Both the Peabody and Binford awards include a $1,000 prize. Nominations are open to both members and non-members of SAA, as well as those based in the United States or internationally. The nomination deadline is December 1, 2021.
Details about each award and how to make a nomination can be found on the SAA website: