Reflection – The Peabody

February 23, 2026

This Year 125 Years Ago

Contributed by Lainie Schultz

Front page of the Illustrated London News. January 26, 1901.
Margaret Mead stamp, US Postal Service souvenir sheet, Celebrate The Century: 1920s. May 28,1998. Copyright United States Postal Service. All rights reserved.
British and Japanese forces engage Boxers in battle.
“Melbourne Rejoices in the Commonwealth.” Parliament of Australia.
Booth’s vacuum cleaner at work, 1903. Science Museum Group Collection.
Jagtime Johnson’s Ragtime March; 1901 sheet music cover.
1901 Chicago White Stockings.
Nobel Prize medal.
1901 Kidder Steam Runabout, Kidder Motor Vehicle Company advertisement. New Haven, CT.
Spread from the 1901 Circle, Abbot Academy Yearbook.

Hitting a major birthday like a 125th is no small thing. Even institutions established to preserve history in perpetuity – like, say, an archaeology museum – rarely last even a fraction of that time. The Robert S. Peabody Institute of Archaeology reaches this milestone on March 21, and it offers a moment for introspection: how did we manage to make it this long? What has the Peabody done in that time? What from our past continues to inspire us today – whether as something we seek to sustain or that guides us toward new directions?

I hope you aren’t now looking at me to answer any of these questions. These are thoughts to let tumble around the entirety of this anniversary year, and beyond. (Possibly we should all start our quasquicentennial with a (re)reading of “Glory, Trouble, and Renaissance at the Robert S. Peabody Museum of Archaeology” – because, yes, Emma, I am fancy!).

Instead, I want to go all the way back to the beginning. If we are going to ask how far the Peabody has gone, we have to know where the Peabody started. This makes me wonder: What was the world the Peabody was born into? What did 1901 look like? With the help of Google, below is an absurdly partial snapshot of life as the Peabody came onto the scene.

[Word of warning: despite my best intentions, it turns out that when you’re doing a Google search, in English, with an internet connection in MA, and an education obtained almost entirely in the US, Canada, and Australia; and when you’re trying to find examples of events that you think will be “recognizable” and “interesting” – you end up with a pretty biased list. You would almost think from my snapshot below that the only noteworthy things to happen came out of the US and Great Britain (which I think is wrong?). Please bear in mind AAALLLLLL the other places and people and happenings not remotely referenced here while reading.]

In no particular order and with truly no claims of significance:

A lot a lot a lot of people died. Some of these deaths were noted by historians, and even the general public. These included: Queen Victoria (at the time the longest reigning monarch of Great Britain); President William McKinley (the third US sitting president to be assassinated); and Cecil Franklin Patch Bancroft (the 8^th Principal of Andover’s Phillips Academy).

A lot a lot a lot of people were born. Even more than the number of people who died. Eventually history would care about some of them. These included: Louis Armstrong, Walt Disney, Hirohito, Langston Hughes, Margaret Mead, and Ed Sullivan.

As typical, there were far too many military engagements. Such as: the Second Boer War in South Africa (then ongoing); the Philippine-American War (then ongoing); the War of a Thousand Days/Colombian civil war (then ongoing); and the Boxer Uprising/Yihetuan Movement in China (formally ended with the signing of the Boxer Protocol).

Other political-type stuff happened: The six British colonies of Australia federated to form the Commonwealth of Australia. The US’s Platt Amendment made Cuba a US protectorate. The US and Great Britain signed the Hay-Pauncefote Treaty, giving the US exclusive right to build and manage a canal in Panama. In his first annual message to Congress, US President Theodore Roosevelt stressed the need to treat Native Americans as individuals rather than as members of separate sovereign nations, and to break up tribal funds in the same way allotment broke up tribal lands.

We got some cool new technologies: Guglielmo Marconi sent the first transatlantic radio transmission; it said “S.” The first United Kingdom Fingerprint Bureau was established at Scotland Yard, using Edward Henry’s classification system; it worked way better than phrenology. Hubert Cecil Booth patented a dust removing suction cleaner and started offering mobile cleaning services; his vacuum was large enough to frighten horses (it was also drawn by horses. This sounds messy). Satori Kato introduced his vacuum-dried coffee granules – aka instant coffee – at the Pan-American Exposition in Buffalo, NY. (Also where President McKinley was shot. Yikes.).

There was a bunch of art and culture: Beatrix Potter published the Tale of Peter Rabbit. Elisabeth Förster-Nietzsche posthumously published her brother Friedrich’s The Will to Power. H.G. Wells got it close with The First Men in the Moon (would have nailed it with first man on the moon…). Anton Chekhov’s play “Three Sisters” premiered at the Moscow Art Theatre. Vincent Van Gogh had his first retrospective, in a gallery in Paris. Pablo Picasso had his first major exhibit, also in a gallery in Paris. Sergei Rachmaninoff composed Piano Concerto No. 2; Claude Debussy offered Pour le piano; and Edward Elgar started his Pomp and Circumstance series with Marches No. 1 and 2 ( graduation ceremonies had no idea what was coming for them). But Americans REALLY loved parlor ballads, ragtime, and marching band music; they still could not get enough of Sousa’s Band’s Stars and Stripes Forever.

Are sports art and culture? Let’s just call it sports: The Winnipeg Victorias edged out the Montreal Shamrocks to win the Stanley Cup. Fútbol Club Atlético River Plate was founded in Argentina. The American League was established and the Chicago White Stockings (adorable!) won the first AL pennant. The Pittsburg Pirates took the National League pennant.

The first Nobel Prizes were awarded in Stockholm to Wilhelm Röntgen (Physics), Jacobus Henricus van ‘t Hoff (Chemistry), Emil von Behring (Medicine), Sully Prudhomme (Literature), and jointly to Frédéric Passy and Jean Henry Dunant (Peace).

In other odds and ends: J.P. Morgan incorporated U.S. Steel as the first billion-dollar corporation. Mr. Walgreen opened the first Walgreens. The first successful loop-the-loop roller coaster opened on Coney Island (it was called the Loop-the-Loop). Connecticut set the first speed limit law (12 mph in cities; 15 mph on country roads) and forced cars to stop if they were scaring horses. Schoolteacher Annie Edson Taylor celebrated her 63^rd birthday by going over Niagara Falls in a barrel and surviving, proving…something?

Immediately closer to home: fifteen young women graduated from Abbot Academy, and William Clarence Matthews graduated from Phillips Academy. No one knew it yet, but Matthews would go from leading the batting average on Harvard’s baseball team to playing on the Burlington, Vermont team of the Northern League, making him the only Black player in any white professional baseball league at the time. When he was barred from playing in the Major League he had to settle for being a lawyer instead, eventually getting appointed to the Justice Department by President Calvin Coolidge. Big mistake, MLB. Huge.

Andover baseball team, 1901. Archives & Special Collections, Phillips Academy, Andover, Mass.

Finally, Churchill House was moved a block down Main Street, to make room for construction of the Peabody Institute building. And the rest is history.

[For more on gallery images: Illustrated London News; Margaret Mead stamp; British and Japanese forces engage Boxers in battle; Melbourne Rejoices in the Commonwealth; Booth’s vacuum cleaner at work, 1903; Jagtime Johnson’s Ragtime March; 1901 Chicago White Stockings; Nobel Prize medal; 1901 Kidder Steam Runabout; 1901 Circle]

January 13, 2026

Why We Started the AAS Blog

Contributed by Jack Angelo ’26

My name is Jack Angelo and I am a board member and Blog Lead in Andover’s Anthropological Society, a student club we created here at Phillips Academy last year. I first became interested in Anthropology because of the many different topics it could cover, allowing someone to perform curiosity-based research about whatever subject matter interests them. When the other board members and I created the club, we knew most of our members’ research and curiosity would be directed towards our more major projects working in tandem with the Peabody Institute. But, understanding that the larger, focused research projects did not allow total intellectual freedom for the whole club, and that it did not spread our club’s messaging to the whole campus, we decided to create the Andover Anthropological Society Blog Site.

Our blog has now run for almost nine months and has served as an amazing display of the various topics our members are interested in, such as Corporate Consumerism in America, The Rise of Digital Tribalism, and the History of Art in Quarantine. Each post reflects what genuinely interests our writers, allowing people to contribute to the club without having to take part in our larger projects. In this way, the blog has developed into exactly the kind of free representational space we hoped for.

Additionally, the blog is a public source for anybody to read to understand our club’s messaging or to just further their interest in anthropology. We wanted to make sure that what we’re doing in AAS isn’t limited to the people who show up to meetings. By putting our work online, we’re giving the whole Andover community access to the topics we’re exploring and the research our members are doing. If someone’s curious about anthropology but doesn’t know where to start, or if they just want to read about a specific topic, the blog is there for them.

Ultimately, the AAS Blog is about making anthropology accessible. We wanted to create something that anyone could engage with, regardless of whether they’re in the club or have any background in the field. By keeping our work public and covering topics that connect to everyday life, we’ve built a resource that’s open to the entire Andover community.

April 15, 2025

The Beginnings of the Andover Anthropological Society

Contributed by Isabel Djerejian ‘26

Last spring, I was new to Phillips Academy. I’d just arrived on campus, still figuring out where I fit in, still mapping the place out in my head. One thing that kept catching my eye was this mysterious building I passed every week on my way to the music department. It looked… important. But quiet. Tucked away. That building was the Peabody Institute.

It was mid-renovation then and closed to visitors, but every time I walked by, I’d find myself wondering what was inside. What kind of objects were hidden away behind those walls? What kind of people once used them? It sent me spiraling in the best way.

I started doing some research and realized that while the Peabody is this incredible institution with a deep collection of cultural material, it wasn’t very connected to student life. Almost hidden in plain sight. And that just felt like a missed opportunity. I wanted to find a way to change that.

This idea took deeper root over the summer, especially after I visited Egypt. I’ve always been interested in anthropology, but that trip sparked something new in me: an obsession with archaeology. There’s something magical about holding, or even just seeing, an artifact that someone used hundreds of years ago. Imagining their life, their world, their hopes or rituals. In those moments, I feel connected to something bigger: a lineage of humans that came before and will come after. It feels like time folds in on itself.

So I reached out to the Peabody over the summer and asked if there was a way students could get more involved. We came up with the idea for a club, and when I returned to campus in the fall, I asked my friend Elliot Weir to help me lead it. That’s how the Andover Anthropological Society was born.

But the story doesn’t really start there. My fascination with culture and human behavior goes way back. I grew up in a family of nomads—the product of two people who seemed to be in constant motion. I’m an Armenian New Yorker, but I moved to Hong Kong when I was young, then to Miami, and spent years bouncing between Brazil, Europe, and the U.S. These days, my dad is based in Riyadh, so Saudi Arabia feels like another kind of home.

All this movement, this third culture existence, has taught me that “home” isn’t always a place. It’s a mindset, a perspective, a lens you carry with you. It’s made me deeply curious about how people live, how they think, and how history shapes identity. Whether it’s thinking about how Armenians process collective trauma, or how gender roles are shifting in Saudi Arabia, I’m drawn to the stories that sit under the surface. Anthropology, to me, is a way of making sense of it all.

And that’s what the Andover Anthropological Society is about. Yes, we work with artifacts. Yes, we meet weekly at the Peabody and dig into real collections and archival files. But more than anything, we’re trying to connect—to the past, to different worldviews, and to each other.

If you’re someone who finds joy in questioning things, in imagining the lives behind the objects, or in just getting a little lost in the mysteries of human culture, you’re always welcome. The Peabody may have looked quiet last spring, but it’s anything but.

Why some of our members joined:

“I decided to join the Andover Anthropological Society because studying anthropology yields a greater understanding of yourself and the world around you. In the same way that books can inform you on lives you’ve never lived, anthropology enables you to understand cultures you have never interacted with, providing perspective on your own culture and appreciation for others’.” – A.J. McQuide ‘26

“I am a junior [9th grader] from Miami, and I joined the Anthropological Society because I am interested in learning and understanding how human societies and cultures develop. I was inspired to join this club by my visit to my country-of-origin, Armenia. In Armenia, I traveled across the country visiting and seeing historical landmarks and ancient artifacts. This visit sparked a desire to understand what role these places and items played in my ancestors’ lives as well as other peoples’.” – Sebastian Djerejian ‘28

“I am an upper [11th grader] from North Andover. I knew that the Peabody was an amazing resource with many Native American artifacts that I had never seen before. I wanted to explore these collections through the Andover Anthropological Society.” – Elliot Weir ‘26

“In middle school we had a guest speaker come in to talk about how humans developed technologically, and to me that was such an interesting idea. How did we discover so much of what we know? So, for a long time, I have been interested in anthropology but hadn’t had any spaces to pursue it, which is why I was happy to join the anthropology club here at Andover.” – David Frahm ‘26

“I am a new upper [11th grader] from Verona, Italy. I joined the Anthropology club because I wanted to develop skills to be able to identify artifacts more efficiently. I’m especially interested in exploring how specific objects were used differently across the United States, and what they can reveal about the daily lives of the people who made and used them.” – Amelie Piergentili ‘26

“I am an upper [11th grader] from London, UK, and I am thrilled to say that I am a part of Andover Anthropology club. I frequently looked at the Peabody Museum as an incredible resource that I longed to explore – Anthropological Society gave this to me.” – Isabella Mazzi ‘26

“I am an upper from London, England and was always interested in History and discovering how we got to where we are now. I love connecting with different cultures and meeting new people interested in the same things I am so the Anthropology club offered an incredible way to do just this.” – Katerina Browder ‘26

May 2, 2016March 21, 2022

Student Reflection – Alex Hagler ’16

Contributed by Alex Hagler ’16

I began working at the Peabody in sixth grade, under the brilliant supervision of Lindsay Randall. I was introduced to the behind-the-scenes workings of a museum, cataloging artifacts, organizing photos, preparing materials for classes, all the jobs of a high school work duty student. It amazed me, and still does, that, despite my young age, I was treated just about the same as any other work duty student. I was given the trust of the people I worked with at the museum, and that trust has remained to this day. Because of that, I have had wonderful, momentous occasions at the Peabody. I represented the Peabody at the 2014 Alumni Reunion Weekend, and I presented the findings of my own independent research project to the Massachusetts Archaeological Society, to name only two. I have enjoyed the constant support of the people with whom I have worked all these years, and so the Peabody has become like a second home to me.

Now, as a graduating senior, I look back on my years at the Peabody. I find that I am mostly content, with only some minor regrets, namely that I have yet to see the floppy disk I was promised way back in sixth grade. But beyond that, I find that I am overwhelmed, reflecting on how I have changed over my years working here. At the beginning, I was nervous, hesitantly exploring the Peabody for the very first time, just starting to explore my new found interest in history. At the end, I am confident, not only in that I have made smart and responsible choices during my time here, but also in that I will continue to do so for the rest of my life. And I have the Peabody to thank for that.

Interested to read more student reflections? Visit here and here for more perspectives.

Alex and Marla excavated on campus in 2013

Alex and members of the Archaeology and History Club

Alex organizing a returned loan in 2011

May 2, 2016March 21, 2022

Student Reflection – Alana Gudinas ’16

Alana and other work duty students learn about Pueblo pottery from Dominique Toya

Contributed by Alana Gudinas ’16

I started work duty at the Peabody in the beginning of my 10^th grade year, mainly because it seemed like the most interesting job to do on campus. How many other high school students have the opportunity to help out at a renowned archaeological museum just a short walk’s away? That year I did a lot of of boring, but necessary, work cataloging objects and essentially entering data into computers. What made doing this so amazing, however, was the fact that I was handling objects that were often thousands of years old, all with their own history and archaeological context. I worked in the same room as Marla and Lindsay, both who shared with me a lot of information about what we were working with and why. This experience I had my sophomore year made me passionate about history and archaeology and want to dive in even deeper.

I did, in fact, become more involved in the Peabody these last two years, through listening to speakers that came to the Peabody for Massachusetts Archaeological Society meetings (and even giving a presentation myself at one of them), meeting the incredibly special artists (such as Dominique and Maxine Toya), teachers, and scholars who visit the museum, and taking a history class the fall term of this year that met in the museum classroom. Having such extensive access and exposure to the Peabody the past three years has instilled in me a love and appreciation for archaeology and all the people involved in the field. I feel that I have learned so much not only about the archaeological and historical background of various objects, but also about the nature of the two fields in general and how they are used in a museum setting. I am endlessly thankful for this experience.

Interested to read more student reflections? Visit here and here for more perspectives.

Alana uses the atlatl

Alana and other work duty students learn about Pueblo pottery from Dominique Toya

Alana outside of the Peabody

May 2, 2016March 21, 2022

Student Reflection – Jacob Boudreau ’16

Contributed by Jacob Boudreau ’16

I didn’t know what to expect when I started work-duty at the Peabody. I don’t remember choosing to be in it. I didn’t know much at all about archaeology. By my third week of work-duty, I was convinced that archaeology (at the Peabody at least) was nothing but the glorified study of rocks. I was disappointed that I would be stuck inside categorizing rocks for 45 minutes a week, instead of doing one of the quick and easy 5-minute-per-week work-duties.

Those first few weeks, however, are not summary of my time at the Peabody. My time at the Peabody has taught me a lot about archaeology—what it is, what the various aspects of it are, what goes on behind the scenes—and it has imbued me with a deeper appreciation for the discipline. I have learned how artifacts are excavated; how they are stored, cataloged, and inventoried; how one handles delicate artifacts, creates displays for them, records when they are taken out for a class or put back into storage. All of these things I learned during work duty through experience – it was all hands-on. The other work-duty students and I weren’t simply there ticking off check-boxes on a clipboard while the museum staff did the “real work.” We all got the chance to engage directly with the artifacts in the various ways I listed above.

The best part of work-duty at the Peabody is all of the people I get to work with. Each term I work with a new team of students, which is a lot of fun. I really enjoy working with Marla as she always makes the tasks interesting and engaging and talks to us more like adults or friends than high school students.

The highlight of my time at the Peabody was the term that my work-duty group 3D scanned and printed selected artifacts, and then presented our results and research on the topic at a MAS meeting. I’m a math and science guy, and I was thrilled when Marla announced the plans for the term to us. We cooperated with Ms. Wessner from the makerspace and her work-duty students to learn how to scan and print the artifacts we had chosen. We each then presented on a specific part of the project: one student on how we selected the artifacts to print, me on how we scanned and printed them, and two students on the implications of the 3D replication of artifacts. (We also got to eat a lot of food at the meeting.) It just goes to show how interdisciplinary work at the Peabody can be.

Interested to read more student reflections? Visit here and here for more perspectives.

Jacob inspecting the 3D printer

Jacob using the atlatl

Jacob presents his experience to the MAS