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Speaker 1: Welcome to Stuff You Missed in History Class, a production

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Speaker 1: of iHeartRadio. Hello, and welcome to the podcast. I'm Tracy V.

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Speaker 1: Wilson and I'm Holly Frye. Sometime last year, some folks

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Speaker 1: here at work asked if we had anything planned for

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Speaker 1: the show to go along with the two hundred and

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Speaker 1: fiftieth anniversary of the Declaration of Independence that's being celebrated

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Speaker 1: this year. I think it is safe to say that

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Speaker 1: there is not a year in which either of us

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Speaker 1: would really be interested in the kind of like over

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Speaker 1: the top patriotism and national pride that is usually expected

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Speaker 1: to go along with that kind of a milestone observance.

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Speaker 1: We especially were not in the mood for that when

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Speaker 1: we were asked twenty twenty five. I did, though, go

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Speaker 1: looking around to see if there was anything that was

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Speaker 1: kind of more off the beaten path that might spark

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Speaker 1: my interests and also let us say to the folks

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Speaker 1: that work, yes, there will be something related on the

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Speaker 1: calendar our recent episode on Kasimir Pulaski. Unrelated to that conversation.

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Speaker 1: That is just a coincidence somehow in my search for

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Speaker 1: something that would let us say, yes, we do have

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Speaker 1: something on the calendar. I found Rebecca Smith Pollard, who

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Speaker 1: also published under the name Kate Harrington, and her connection

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Speaker 1: to the US Simmy Quincentennial is that she published a

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Speaker 1: book of poems to mark the US Centennial in eighteen

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Speaker 1: seventy six. That is not much of a connection, and

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Speaker 1: this episode's also mostly not about that, because Rebecca Smith

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Speaker 1: Pollard's major influence was not this book of poems that

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Speaker 1: she published. It was creating a method for teaching children

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Speaker 1: to read that was really influential in her time and

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Speaker 1: still has relevance today. She also wrote a novel that

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Speaker 1: was meant in part as a critical response to Harriet

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Speaker 1: Beecher Stowe's anti slavery novel Uncle Tom's Cabin, so we're

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Speaker 1: going to be talking about that as well. Rebecca Harrington

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Speaker 1: Smith was born in Allegheny City, Pennsylvania, on September twentieth,

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Speaker 1: eighteen thirty one. Her mother, Marjorie, was born in Ireland

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Speaker 1: and immigrated to the US with her family when she

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Speaker 1: was a child. Rebecca's father, Nathaniel Ruggles Smith, was born

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Speaker 1: in Massachusetts, went to Harvard and then became a teacher,

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Speaker 1: mostly in private schools. He liked to teach the works

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Speaker 1: of Shakespeare, and he wrote his own grammar and spelling books.

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Speaker 1: A grammar textbook by Samuel Kirkham described Nathaniel Ruggles Smith

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Speaker 1: as a quote distinguished and acute grammarian. Nathaniel also established

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Speaker 1: and edited a literary journal called the Hesperus, and Rebecca

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Speaker 1: was their youngest child. Yeah, that literary journal was apparently

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Speaker 1: one of the first, if not the first literary journals

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Speaker 1: published west of the Mississippi. It's been a running theme

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Speaker 1: on the show lately that we don't know much about

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Speaker 1: people's early lives. But we don't know much about Rebecca's

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Speaker 1: early life. There's even some uncertainty about her middle name.

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Speaker 1: A couple of sources I found gave it as Hutchinson

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Speaker 1: rather than Harrington. I'm not totally sure, but I think

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Speaker 1: this is because she had an older sister named Rebecca

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Speaker 1: Hutchinson who only lived for a few months, and that

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Speaker 1: was the year before this Rebecca was born. At some point,

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Speaker 1: the Smith family moved west. First they moved to Ohio

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Speaker 1: and then to Kentucky. Apparently this move is because Marjorie

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Speaker 1: was ill and they hope that the change of climate

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Speaker 1: would help her. It's hard to say what impact this

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Speaker 1: had but from what I was able to piece together.

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Speaker 1: Marjorie Smith lived until eighteen seventy two, when she died

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Speaker 1: at the age of eighty four. She outlived Rebecca's father,

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Speaker 1: who died in eighteen fifty nine at the age of

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Speaker 1: seventy five. While living in Kentuck, Ucky, Rebecca became a teacher,

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Speaker 1: and she also started publishing her writing. She published poems

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Speaker 1: in the Louisville Journal under the name Kate Harrington, often

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Speaker 1: with a notation of prairie cottage and the year the

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Speaker 1: poem was written at the end. In eighteen fifty four,

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Speaker 1: she and another poet, miss M. E. Wilson, of Maysville, Kentucky,

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Speaker 1: each wrote a poem called Moonlight Tryst that was inscribed

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Speaker 1: to the other. These were published in the Journal, together

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Speaker 1: with a note from the editor saying that quote, two

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Speaker 1: of our romantic young poetesses, living more than one thousand

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Speaker 1: miles apart, made a covenant to meet in spirit on

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Speaker 1: a particular night and talk to each other in poetry.

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Speaker 1: When Kate Harrington didn't submit anything to the paper for

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Speaker 1: a while, in eighteen fifty five, her next poem appeared

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Speaker 1: with this note from the editor, quote, we are heartily

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Speaker 1: glad to see you back. Dear Kate, you must never

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Speaker 1: play truant so long again. She also published essays in

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Speaker 1: other newspapers around Kentucky. Sometime in the mid eighteen fifties,

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Speaker 1: the family moved to Iowa, and in eighteen fifty six

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Speaker 1: Rebecca published a novel titled Emma Bartlett or Prejudice and Fanaticism.

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Speaker 1: The title page said that it was by an American lady,

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Speaker 1: but the copyright statement lists it as the work of R. H. Smith.

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Speaker 1: In the words of her review and the Ohio Statesman quote,

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Speaker 1: the heroine, Emma Bartlett, is the offspring of a young

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Speaker 1: and lively German woman who was driven with her relatives

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Speaker 1: by political and religious persecution from her own land to

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Speaker 1: seek a home in America. She illustrates, through a succession

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Speaker 1: of thrilling scenes, the character of a gentle, noble, and

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Speaker 1: gifted woman suffering from the evils with which a corrupt

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Speaker 1: social system and an unwise and unjust prescription have surrounded her.

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Speaker 1: So as Tracy mentioned at the top of the show,

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Speaker 1: this book was written at least in part as a

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Speaker 1: response to Harry at beecher Stowe's abolitionist novel Uncle Tom's Cabin,

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Speaker 1: which was published in book form in eighteen fifty two

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Speaker 1: and became a bestseller. Uncle Tom's Cabin, of course, has

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Speaker 1: its own very complicated legacy. Among other things, it was

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Speaker 1: straightforwardly anti slavery and as credited with sparking a surge

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Speaker 1: in abolitionist sentiment in the US, but it also depicted

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Speaker 1: black people in a very heavily stereotyped way, and Uncle

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Speaker 1: Tom became an insult to describe Black people who were

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Speaker 1: perceived as subservient or complicit in their own oppression. At

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Speaker 1: least thirty novels were written in response to Uncle Tom's Cabin,

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Speaker 1: which are often grouped together under the umbrella of Anti

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Speaker 1: Tom literature. At least a third of these novels were

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Speaker 1: by women, and they were mostly written by writers living

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Speaker 1: in the South. A lot of Anti Tom novels were

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Speaker 1: explicitly pro slavery. I did not read this entire book,

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Speaker 1: but I did read selections from it, and Emma Bartlett

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Speaker 1: has kind of a broader focus than that. In the

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Speaker 1: words of a piece in the Weekly Courier of Atumwa, Iowa,

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Speaker 1: it was quote designed to illustrate the evils of abolitionism

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Speaker 1: and no nothingism. The review from The Ohio Statesman that

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Speaker 1: we read from earlier described the book as exposing quote,

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Speaker 1: political and religious prejudice and fanaticism as seen in Abolitionism,

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Speaker 1: No Nothingism, and Kindred heresies. Abolitionism was obviously the abolition

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Speaker 1: of slavery. The No Nothing Party was an anti immigrant

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Speaker 1: and anti Catholic political party that flourished in the eighteen fifties.

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Speaker 1: Its name purportedly came from the idea that if members

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Speaker 1: were asked about any nativist organizations they belonged to, they

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Speaker 1: would say they knew nothing. Smith does not seem to

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Speaker 1: have been Catholic herself. Her family were Presbyterians, but she

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Speaker 1: was sympathetic toward Catholics and opposed to the anti Catholic

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Speaker 1: prejudice that was widespread in the nineteenth century. Some of

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Speaker 1: this prejudice was connected to the influx of Catholic immigrants

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Speaker 1: from Ireland who were fleeing the Great Famine that started

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Speaker 1: in the eighteen forties. So Smith wrote this novel, too,

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Speaker 1: exposed No Nothingism as evil, and she apparently thought abolitionism

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Speaker 1: was just as bad. The books, abolitionist characters are hypocrites

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Speaker 1: and they have self serving motivations. There are rebuttals against

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Speaker 1: abolitionist arguments scattered throughout conversations that take place among the

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Speaker 1: various characters, like at one point, someone describes the idea

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Speaker 1: of people as property as shocking, and the response is quote,

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Speaker 1: and yet who first brought them into a position to

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Speaker 1: be sold as such? Was it not the inhabitants of

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Speaker 1: that portion of the globe whose descendants are now continually

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Speaker 1: crying against the sin of slavery? Good gracious. Another conversation

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Speaker 1: frames accounts of brutality being carried out on southern plantations

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Speaker 1: as overblown or even fabricated, basically the same kind of

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Speaker 1: nonsense that still is in Internet comment sections today. We're

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Speaker 1: not saying that depicting something in a book is the

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Speaker 1: same as believing or endorsing it. Plenty of writers depict

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Speaker 1: evil or prejudice or violence in their books without it

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Speaker 1: being an expression of their own beliefs or tendencies. But

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Speaker 1: this book was explicitly written for political reasons. It is

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Speaker 1: dedicated to the quote true upholders of the Constitution and

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Speaker 1: of the firm supporters of our glorious Union. The preface

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Speaker 1: to the first edition said that she quote endeavored to

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Speaker 1: present some facts in fiction just shaking my head. No, oh, Rebecca,

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Speaker 1: I didn't know any of this when I picked her.

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Speaker 1: That's what makes it good. That's what makes it a

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Speaker 1: good thing to discuss. In the introduction to the second

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Speaker 1: edition of the novel, Smith described it as demonstrating quote

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Speaker 1: two or three notions which have of late grown to

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Speaker 1: the importance of political doctrines to be great political and

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Speaker 1: social evils. The two chief conclusions which she thought these

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Speaker 1: facts established were that a fellow creature's place of birth

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Speaker 1: should not be made the test of his capabilities or

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Speaker 1: intrinsic worth, and that there is neither reason, religion, nor

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Speaker 1: justice in crushing the white man in order to liberate

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Speaker 1: the blacks from a bondage in which they have been

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Speaker 1: placed by circumstances which no ordinary foresight of man and

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Speaker 1: no ordinary exercise of humanity could have prevented. Once again,

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Speaker 1: I say, oh, Rebecca. In this book and other writings,

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Speaker 1: Smith was also so deeply opposed to the idea of

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Speaker 1: dissolving the Union over the issue of slavery. That's one

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Speaker 1: of the reasons that she framed abolitionism as a fanatical evil.

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Speaker 1: She thought that the abolitionists were forcing the country toward

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Speaker 1: a civil War. Near the end of Emma Bartlett, a

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Speaker 1: character even recites a five stanza poem that argues stridently

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Speaker 1: against dissevering the Union. Unfortunately, this book, which was written

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Speaker 1: when she was twenty five, is the biggest example we

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Speaker 1: have of Rebecca Smith Pollard's thoughts on this. I looked

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Speaker 1: through newspapers for other stories or essays or poems that

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Speaker 1: she might have written later on to see if they

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Speaker 1: revealed anything in how or whether her opinions might have

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Speaker 1: evolved during and after the Civil War, and I really

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Speaker 1: did not find all that much. Her eighteen seventy six

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Speaker 1: books Centennial and Other Poems does include a dirge for

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Speaker 1: Horace Greeley, editor of the New York Tribune and one

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Speaker 1: of the founders of the Report publican party. He was

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Speaker 1: deeply opposed to compromising over the issue of slavery and

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Speaker 1: the lead up to the Civil War. So this poem

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Speaker 1: describes Greeley, who was one of the people who worked

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Speaker 1: to convince Abraham Lincoln to commit to ending slavery with

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Speaker 1: the Civil War, as a spirit who quote so nobly

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Speaker 1: endeavored to save from disunion the land of the free.

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Speaker 1: So does this poem mean that she came to see

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Speaker 1: slaveholders as the threat to the union rather than abolitionists.

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Speaker 1: I really cannot say I have theories. See you Friday.

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Speaker 1: We will get to her work as an educator after

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Speaker 1: a sponsor break. On April sixth, eighteen fifty eight, Rebecca

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Speaker 1: Harrington Smith married poet and newspaper editor Oliver I. Taylor.

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Speaker 1: An announcement of their marriage and The Little Journal described

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Speaker 1: Rebecca as having achieved considerable eminence in the literary world.

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Speaker 1: On their wedding anniversary a year later, they welcomed a

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Speaker 1: daughter named Mary. Sadly, Oliver died of typhoid in eighteen sixty.

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Speaker 1: Two years later, Rebecca married James Pollard, who was elected

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Speaker 1: to the Iowa State Senate that year. James had four

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Speaker 1: children from a previous marriage, and he and Rebecca had

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Speaker 1: three surviving children together, Adelaide, Eleanor, and Joseph Addison Smith Pollard.

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Speaker 1: Most written mentions of Joseph refer to him by his

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Speaker 1: initials JAS. In eighteen seventy, Pollard published a book of

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Speaker 1: poetry under the name Kate Harrington. It was called In

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Speaker 1: Memoriam Maymy April sixth, eighteen sixty nine. It was in

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Speaker 1: memory of her daughter Mary, who died on that date,

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Speaker 1: which was her tenth birthday and the anniversary of Rebecca's

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Speaker 1: wedding to Mary's late father. This was a series of

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Speaker 1: poems that were written for her daughter, but also to

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Speaker 1: any other mother who had loved and lost a child. Quote,

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Speaker 1: it matters little what her station proved, or of what nation, race,

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Speaker 1: or tribe she'd be. I'll place her sympathy beyond all price.

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Speaker 1: I'll give her confidence and perfect trust. Such friendship true

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Speaker 1: and strong as never dies, but lives. When lips that pledge,

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Speaker 1: it turned to dust. Pollard apparently had an ongoing correspondence

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Speaker 1: with Henry Wadsworth Longfellow, who wrote to her that this

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Speaker 1: collection brought tears to his eyes. I found references to

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Speaker 1: this in writing about Pollard, but I did not find

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Speaker 1: the actual letter. Pollard's books, Centennial and Other Poems, came

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Speaker 1: out in eighteen seventy six, also published under the name

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Speaker 1: Kate Harrington. This collection starts with Iowa's Centennial Poem, which

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Speaker 1: is a patriotic poem celebrating the American Revolution. Of course,

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Speaker 1: Iowa was not really part of the Revolution at the time.

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Speaker 1: What is now Iowa was claimed by Spain and not Britain.

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Speaker 1: This poem starts out describing Iowa as a barren wild

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Speaker 1: one hundred years before, home only to indigenous people, who

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Speaker 1: she refers to as the Red Man. But it goes quote,

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Speaker 1: we share the nation's glory to by holding to the

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Speaker 1: world's broadview. Our men of mark are genius, rare, scattered

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Speaker 1: like sunbeams everywhere. The United States Centennial took place just

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Speaker 1: a decade after the official end of the Civil War,

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Speaker 1: so this was near the end of the reconstruction era,

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Speaker 1: and federal troops were still stationed in South Carolina, Florida,

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Speaker 1: and Louisiana, so for some people this was a strange

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Speaker 1: and difficult time to be celebrating a national centennial. The

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Speaker 1: country still seemed very divided. A lot of ways it

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Speaker 1: was becoming more divided. This poem alludes to this, calling

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Speaker 1: for quote prodigal suns to return and to be given

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Speaker 1: a generous welcome, and to quote give them robes of

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Speaker 1: a right royal hue. Let the rings that the restore

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Speaker 1: them be offered by victors who honor the blue. The

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Speaker 1: poem ends, quote, we ask you to pledge them, truehearted,

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Speaker 1: a covenant promise anew remembering mong Patriots Departed No Line Parts,

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Speaker 1: The Gray from the Blue Centennial and other poems. Also

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Speaker 1: includes poems two and about members of Pollard's family, including

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Speaker 1: her late daughter, a memorial to William G. Bell Knap,

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Speaker 1: son of Grant's Secretary of War, William Wurst bell Nap,

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Speaker 1: a temperance poem, some nature poems, and some poems that

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Speaker 1: were written by her late father. In addition to writing poetry,

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Speaker 1: Pollard continued to work as a teacher, mainly at schools

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Speaker 1: for girls, including in Keokuk, Iowa. That's a school that

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Speaker 1: she ran from eighteen seventy five to eighteen seventy seven.

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Speaker 1: It seems like she and her husband, James were separated

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Speaker 1: by eighteen seven seventy seven, so especially after that, her

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Speaker 1: teaching and her writing would have been really necessary to

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Speaker 1: support herself and her children. James died in nineteen oh two.

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Speaker 1: It seems like Pollard was ahead of her time as

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Speaker 1: a teacher. Nineteenth century schools often involved a lot of

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Speaker 1: learning by rote and strict discipline, but she taught hands

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Speaker 1: on history lessons with her students dressing up and re

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Speaker 1: enacting battles. She cut up apples to help students learn

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Speaker 1: about fractions, and she had a classroom garden outside of

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Speaker 1: the school. Part of the lesson involved pulling up some

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Speaker 1: of the plants at different stages of their development to

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Speaker 1: see how they grew. In eighteen eighty seven, Pollard was

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Speaker 1: awarded a patent under the name R. S. Pollard. This

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Speaker 1: was for an educational appliance, and here's how the patents

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00:17:48,400 --> 00:17:52,560
Speaker 1: described this invention. Quote two or more plates connected together

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Speaker 1: and shifting upon or within each other, and having upon

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Speaker 1: their faces a series of characters, which, upon a proper

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Speaker 1: shifting of the plate's form, and convey to the eye

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Speaker 1: and mind different impressions, meanings and objects which singly or

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Speaker 1: improperly grouped. They do not indicate whereby the mind of

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Speaker 1: a student is trained by the constructive and synthetic methods

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Speaker 1: in the formation of objects, characters, and the language. In

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Speaker 1: one of the accompanying illustrations, one of the plates is

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Speaker 1: a ring with a series of letters written on it

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Speaker 1: like S, RP, and M. The other plate is in

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Speaker 1: the middle and it has the letters A through T.

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Speaker 1: So by turning that outer ring you can see how

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Speaker 1: these letters combine to form words sat, rat, pat, and MATT.

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Speaker 1: Another illustration shows this setup being used for arithmetic. These

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Speaker 1: devices would be made from blackboard or something else that

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Speaker 1: could be a RaSE, so that a teacher could prepare

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00:18:51,960 --> 00:18:54,720
Speaker 1: the board to go along with whatever the day's lessons were.

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Speaker 1: Pollard had started teaching back when she was living with

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Speaker 1: her parents in Kentucky. At this point, she had at

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Speaker 1: least two decades of experience as a teacher. She also

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Speaker 1: had her father's example as a teacher, and she had

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Speaker 1: decided that teaching children phonics was critical to their learning

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Speaker 1: to read. This was right in the middle of a

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Speaker 1: century's long debate in the United States about how best

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Speaker 1: to teach children to read. The idea of teaching children

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Speaker 1: through phonics very basically meaning the relationship between letters and

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Speaker 1: the sounds that they make, goes back to at least

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Speaker 1: the sixteenth century, when the first formal schools started to

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Speaker 1: be established in North America. Children were typically taught the

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Speaker 1: alphabet and the sounds made by each letter. Students put

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Speaker 1: that into practice by reading the Bible or historic or

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Speaker 1: political texts. Since there were no text books made specifically

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Speaker 1: for children until the seventeenth century, I'll just say I

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00:19:51,880 --> 00:19:54,960
Speaker 1: did not look into the history of reading education outside

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Speaker 1: of the United States. At all for this episode, so

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Speaker 1: we are not going to be talking about that. Some

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Speaker 1: of the earliest reading and spelling textbooks in North America

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00:20:04,280 --> 00:20:09,359
Speaker 1: were phonics based. Those included Noah Webster's The American Spelling Book,

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Speaker 1: also called The Blue Backed Speller, which came out in

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Speaker 1: seventeen eighty three. He also released A Grammar in seventeen

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Speaker 1: eighty four and A Reader in seventeen eighty five. We

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Speaker 1: talked about Webster and his influence more in our two

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Speaker 1: parter on the Dictionary Wars, which came out in June

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Speaker 1: of twenty twenty three. In the mid eighteen hundreds, school

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Speaker 1: started moving away from phonics in favor of a method

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Speaker 1: that focused on learning whole words, or the look say method.

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Speaker 1: One advocate of this was Thomas Hopkins Gaaladet, founder of

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Speaker 1: the first American School for the Deaf and namesake of

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Speaker 1: Gallaudet University. In his book The Mother's Primer to Teach

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Speaker 1: Her Child Its Letters, he wrote, quote in the common modes,

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Speaker 1: what can be more uninteresting than to commence with teaching

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Speaker 1: a child to call certain arbitrary marks or letters which

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00:20:59,240 --> 00:21:03,239
Speaker 1: in themselves have no meaning, by certain arbitrary sounds or

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Speaker 1: names of the letters, which also have no meaning. What

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00:21:07,119 --> 00:21:11,800
Speaker 1: an unintelligible and irksome task it must be. So Galiadet's

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00:21:11,800 --> 00:21:15,000
Speaker 1: method paired words with pictures, like a picture of a

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Speaker 1: cat along with the word cat, so that the student

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00:21:18,200 --> 00:21:22,360
Speaker 1: could learn that whole word rather than its component letters.

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Speaker 1: This method probably made a lot of sense to Galandet

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Speaker 1: because of his work with Death and Heart of hearing

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Speaker 1: students who either couldn't hear the sounds that were made

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Speaker 1: by different letters and letter combinations, or couldn't hear them

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Speaker 1: very well. But this method did not provide a way

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00:21:37,840 --> 00:21:41,960
Speaker 1: for students to decode written words that they didn't already know,

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Speaker 1: other than to try to work it out from context

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00:21:45,119 --> 00:21:47,760
Speaker 1: or maybe from illustrations that might be on the page.

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Speaker 1: The first books designed for this method also only went

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00:21:51,960 --> 00:21:55,000
Speaker 1: up to the third grade, and by necessity, they were

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00:21:55,040 --> 00:21:58,920
Speaker 1: focused on words for concrete objects and concepts that can

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00:21:58,960 --> 00:22:03,520
Speaker 1: be illustrated, so consequently their vocabulary was kind of limited.

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Speaker 1: The Mother's Primer was written for the parents of hearing students,

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Speaker 1: and starting in the eighteen forties, Galliaut's method was popularized

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Speaker 1: outside of schools for the deaf, in part by educational

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Speaker 1: reformer Horace Mann. Man advocated teaching children to read by

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Speaker 1: focusing on whole words and only after that to focus

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Speaker 1: on the alphabet and spelling. This whole word model was

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00:22:28,280 --> 00:22:31,680
Speaker 1: fiercely debated among educators, but in the later part of

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Speaker 1: the nineteenth century it gradually became more widely used than

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00:22:35,359 --> 00:22:39,840
Speaker 1: phonics based instruction in the United States. So that brings

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Speaker 1: us back to Rebecca Smith Pollard in the late eighteen eighties,

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Speaker 1: so about forty years after Horace mann started popularizing the

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Speaker 1: look say method, she created a whole system for teaching reading,

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Speaker 1: including a reader, a speller, and a teacher's manual, and

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Speaker 1: it was based on phonics, which we will talk more

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Speaker 1: about after a sponsor break. In eighteen eighty nine, Rebecca

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Speaker 1: Smith Pollard published her first synthetic reader, synthetic Speller, and

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Speaker 1: a complete manual Pollard Synthetic Method of Reading and Spelling,

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Speaker 1: which was a step by step guide for teachers on

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Speaker 1: how to use the other two books with their students.

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00:23:25,720 --> 00:23:28,439
Speaker 1: She wrote in the preface to the manual, quote, instead

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Speaker 1: of teaching the word as a whole and afterwards subjecting

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00:23:32,000 --> 00:23:36,000
Speaker 1: it to phonic analysis, is it not infinitely better to

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00:23:36,160 --> 00:23:39,200
Speaker 1: take the sounds of the letters for our starting point,

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00:23:39,600 --> 00:23:43,399
Speaker 1: and with those sounds lay a foundation firm and broad,

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00:23:43,600 --> 00:23:46,760
Speaker 1: upon which we can build whole families of words for

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Speaker 1: instant recognition. Her method included what she referred to as

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00:23:51,520 --> 00:23:55,159
Speaker 1: busy work, in which children practice sounding out letters or

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00:23:55,240 --> 00:23:58,159
Speaker 1: drew latters that were used to illustrate the progression of

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00:23:58,240 --> 00:24:01,919
Speaker 1: tones that different vowels could make, or drew wheels with

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Speaker 1: a sound in the center and a spoke for each

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Speaker 1: word that can be made by adding a letter to

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00:24:06,640 --> 00:24:10,760
Speaker 1: that sound. She described these as families, so for example,

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00:24:10,920 --> 00:24:15,640
Speaker 1: the ot the Aught family included words like pot tot

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Speaker 1: rot and cot uh. There was a lot of busy work.

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00:24:19,440 --> 00:24:23,000
Speaker 1: Those are just examples, but Pollard also acknowledged the need

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Speaker 1: to make things fun, incorporating drawing and sketching and singing

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00:24:26,920 --> 00:24:30,560
Speaker 1: to illustrate different concepts. In the preface, she wrote, quote,

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Speaker 1: why should not something be used to awaken and hold

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00:24:33,720 --> 00:24:36,280
Speaker 1: the interest of children in the drudgery of the first

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00:24:36,440 --> 00:24:41,199
Speaker 1: lessons in reading? Are not splints, balls, toothpicks, clay and

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00:24:41,440 --> 00:24:44,760
Speaker 1: sandwork used for this purpose In teaching the first principles

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00:24:44,800 --> 00:24:49,439
Speaker 1: of arithmetic and geography. Every intelligent teacher knows when the

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00:24:49,480 --> 00:24:53,080
Speaker 1: developing mind of the child no longer needs these devices

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00:24:53,200 --> 00:24:56,280
Speaker 1: or helps in the last names branches, Why should there

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00:24:56,359 --> 00:24:59,320
Speaker 1: be any question as to when the devices of this

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00:24:59,440 --> 00:25:04,000
Speaker 1: method have served their purpose. Pollard's method of teaching phonics

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00:25:04,080 --> 00:25:07,119
Speaker 1: involved focusing on the twenty six letters of the alphabet

387
00:25:07,520 --> 00:25:11,800
Speaker 1: and all the different sounds they can be used to represent. Students'

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00:25:11,880 --> 00:25:16,040
Speaker 1: textbooks were illustrated to help students remember sounds associated with

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00:25:16,160 --> 00:25:19,639
Speaker 1: different letters, like r R was shown next to a

390
00:25:19,680 --> 00:25:23,600
Speaker 1: growling dog, while H was next to a panting dog.

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00:25:24,400 --> 00:25:27,640
Speaker 1: Stories incorporated the words and sounds that were the focus

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00:25:27,680 --> 00:25:31,359
Speaker 1: of a particular lesson, and these became more advanced over time,

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00:25:32,000 --> 00:25:35,320
Speaker 1: so lesson one in pollard Synthetic first reader focused on

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00:25:35,840 --> 00:25:39,560
Speaker 1: single syllable words that rhymed with hat, can, or bag,

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00:25:39,880 --> 00:25:42,440
Speaker 1: while the first lesson and the second reader is focused

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00:25:42,440 --> 00:25:46,560
Speaker 1: on words ending in ing, as well as talk, walk,

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00:25:46,880 --> 00:25:51,960
Speaker 1: each piece, and square. These textbooks sorted the letters into

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00:25:52,080 --> 00:25:55,720
Speaker 1: vowels and consonants, and then sorted the consonant sounds into

399
00:25:55,760 --> 00:26:01,119
Speaker 1: subvocals or voiced consonants, and aspirates or whispers. She also

400
00:26:01,200 --> 00:26:06,200
Speaker 1: described sounds as labial, lingual, dental, guttural, and pure aspirate

401
00:26:06,400 --> 00:26:09,399
Speaker 1: depending on where in the mouth each sound was formed.

402
00:26:10,080 --> 00:26:13,760
Speaker 1: After learning the letters and these sounds, students could move

403
00:26:13,880 --> 00:26:18,160
Speaker 1: on to learning combinations of sounds, like digraphs and trigraphs.

404
00:26:18,960 --> 00:26:22,919
Speaker 1: Pollard's books also included tables of all the diacritical marks

405
00:26:23,200 --> 00:26:27,240
Speaker 1: and the sounds they corresponded to. The busy work included

406
00:26:27,280 --> 00:26:31,359
Speaker 1: having students mark their textbooks with diacritical marks corresponding to

407
00:26:31,440 --> 00:26:35,560
Speaker 1: the sounds made by each letter in each word. This

408
00:26:35,720 --> 00:26:39,119
Speaker 1: was controversial, both because people objected to the idea of

409
00:26:39,160 --> 00:26:42,800
Speaker 1: students writing in books and because people thought this busy

410
00:26:42,840 --> 00:26:47,080
Speaker 1: work was tedious. Pollard later suggested having students make their

411
00:26:47,080 --> 00:26:50,040
Speaker 1: marks on a piece of transparent material, so the book

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00:26:50,080 --> 00:26:55,399
Speaker 1: itself remained unmarked. Pollard did not invent the idea of

413
00:26:55,440 --> 00:26:58,159
Speaker 1: teaching phonics, As we said, a lot of the earliest

414
00:26:58,440 --> 00:27:01,600
Speaker 1: reading textbooks for children in the United States were phonics

415
00:27:01,600 --> 00:27:04,639
Speaker 1: based until the field of teaching had moved toward a

416
00:27:04,640 --> 00:27:08,159
Speaker 1: whole word approach. But she was one of the first

417
00:27:08,240 --> 00:27:12,600
Speaker 1: to combine spelling and reading books with a teacher's manual

418
00:27:12,680 --> 00:27:17,480
Speaker 1: so that everything went together. She also developed literature readers

419
00:27:17,520 --> 00:27:20,919
Speaker 1: that became gradually more advanced for children to move on

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00:27:21,080 --> 00:27:24,520
Speaker 1: to after they had mastered the basics. She developed all

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00:27:24,520 --> 00:27:27,200
Speaker 1: of this material over the course of about eight years

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00:27:27,320 --> 00:27:29,840
Speaker 1: with the help of her daughter Adelaide, who had also

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00:27:30,000 --> 00:27:34,760
Speaker 1: become a teacher and also wrote hymns. Pollard's phonics based

424
00:27:34,800 --> 00:27:38,760
Speaker 1: reading instruction became really influential in the late nineteenth and

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00:27:38,840 --> 00:27:42,800
Speaker 1: early twentieth centuries. Her system was used all over the country,

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00:27:42,840 --> 00:27:47,600
Speaker 1: and multiple other textbook writers took inspiration from her. A

427
00:27:47,640 --> 00:27:51,120
Speaker 1: review of Pollard's Advanced Speller appeared in the journal Education

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00:27:51,400 --> 00:27:55,600
Speaker 1: in eighteen ninety seven. The reviewer wrote, quote, this book

429
00:27:55,640 --> 00:27:58,639
Speaker 1: teaches the pupil to spell, which is its great merit.

430
00:27:59,240 --> 00:28:01,920
Speaker 1: The need of such book is made painfully evident by

431
00:28:01,920 --> 00:28:05,200
Speaker 1: the newspapers, the books, and the business letters that one

432
00:28:05,280 --> 00:28:08,880
Speaker 1: reads bad spelling is a fault of our busy her

433
00:28:08,920 --> 00:28:12,480
Speaker 1: read American life. The author of this volume has done

434
00:28:12,560 --> 00:28:15,840
Speaker 1: much to correct this fault. We believe in her system.

435
00:28:16,520 --> 00:28:19,080
Speaker 1: It teaches its students to think as well as to

436
00:28:19,160 --> 00:28:23,240
Speaker 1: write and speak correctly. It teaches him to note accurately

437
00:28:23,280 --> 00:28:26,080
Speaker 1: the component parts of a word to form a scientific

438
00:28:26,119 --> 00:28:30,080
Speaker 1: opinion as to its proper pronunciation. We would like to

439
00:28:30,080 --> 00:28:32,439
Speaker 1: have our own children taught by this system, and we

440
00:28:32,520 --> 00:28:35,119
Speaker 1: hope to secure the introduction of this book in the

441
00:28:35,160 --> 00:28:39,120
Speaker 1: schools attended by them. We commend it to all teachers.

442
00:28:40,040 --> 00:28:44,200
Speaker 1: Proponents of Pollard's method included Edward Everett Hale, who was

443
00:28:44,240 --> 00:28:47,520
Speaker 1: an advocate of education for the Freed people and of

444
00:28:47,560 --> 00:28:52,440
Speaker 1: the Chautauqua adult education movement. In the History and Pedagogy

445
00:28:52,520 --> 00:28:55,000
Speaker 1: of reading with the Review of the History of Reading

446
00:28:55,040 --> 00:28:58,280
Speaker 1: and Writing and of Methods and Texts and Hygiene in Reading,

447
00:28:58,440 --> 00:29:02,000
Speaker 1: which came out in nineteen fifteen, Ian Edmund Burke Hughey

448
00:29:02,040 --> 00:29:04,800
Speaker 1: wrote of Pollard's method quote, the main business of the

449
00:29:04,840 --> 00:29:07,800
Speaker 1: method is to make the child able to pronounce words

450
00:29:07,880 --> 00:29:11,200
Speaker 1: for himself as he comes to them in reading new matter,

451
00:29:11,640 --> 00:29:16,440
Speaker 1: and it accomplishes this result pretty effectually. Hue also described

452
00:29:16,440 --> 00:29:19,760
Speaker 1: the method as having been worked out with care and completeness,

453
00:29:20,080 --> 00:29:23,080
Speaker 1: and as successful at getting children to learn word structure

454
00:29:23,120 --> 00:29:27,160
Speaker 1: and word calling, or recognizing and calling out the words,

455
00:29:27,640 --> 00:29:31,560
Speaker 1: but he didn't praise Pollard's method across the board. He

456
00:29:31,640 --> 00:29:35,280
Speaker 1: also described it as quote intensely artificial and adult in

457
00:29:35,360 --> 00:29:39,120
Speaker 1: its conceptions, and destructive of right habits of reading and

458
00:29:39,200 --> 00:29:43,000
Speaker 1: of using language generally. He was also of the opinion

459
00:29:43,040 --> 00:29:46,440
Speaker 1: that working up from phonetic elements, to words, to ideas,

460
00:29:46,480 --> 00:29:51,560
Speaker 1: to sentences as the opposite of how the mind naturally works.

461
00:29:51,560 --> 00:29:54,880
Speaker 1: In her later years, Rebecca Smith Pollard wrote a number

462
00:29:54,960 --> 00:29:58,440
Speaker 1: of religious hymns, and in eighteen ninety one she wrote

463
00:29:58,440 --> 00:30:01,680
Speaker 1: a letter to George t Amas, founder and first president

464
00:30:01,720 --> 00:30:05,920
Speaker 1: of the Massachusetts Society for Prevention of Cruelty to Animals, noting, quote,

465
00:30:06,080 --> 00:30:10,200
Speaker 1: the kindly mention you frequently make of our Catholic friends.

466
00:30:10,880 --> 00:30:14,600
Speaker 1: So Pollard, based on the way Angel had written about Catholics,

467
00:30:14,640 --> 00:30:17,600
Speaker 1: thought that he might appreciate an experience she'd had while

468
00:30:17,640 --> 00:30:21,800
Speaker 1: traveling to train teachers to use her reading methods. That

469
00:30:21,840 --> 00:30:24,960
Speaker 1: included visiting a lot of convents to train the nuns

470
00:30:24,960 --> 00:30:27,840
Speaker 1: who taught in Catholic schools. She said she had been

471
00:30:27,880 --> 00:30:30,920
Speaker 1: dealing with an eye inflammation for some time during one

472
00:30:30,960 --> 00:30:33,520
Speaker 1: of these visits, and one of the Catholic mothers told

473
00:30:33,520 --> 00:30:35,200
Speaker 1: her not to go to the doctor yet, but that

474
00:30:35,240 --> 00:30:38,600
Speaker 1: they would have all eleven hundred children in their schools

475
00:30:38,680 --> 00:30:42,880
Speaker 1: pray for her quote what wonder that the shadows lifted,

476
00:30:42,960 --> 00:30:46,360
Speaker 1: the clouds dispersed, and that ere the week had ended,

477
00:30:46,400 --> 00:30:49,240
Speaker 1: there was not to dim my vision save the grateful

478
00:30:49,360 --> 00:30:52,360
Speaker 1: tears which I could not banish when I remembered how

479
00:30:52,440 --> 00:30:57,120
Speaker 1: quickly the Loving Savior responded to the children's calls. Pollard's

480
00:30:57,200 --> 00:31:00,840
Speaker 1: last published poem was called Althea or the Morning Glory,

481
00:31:01,000 --> 00:31:03,600
Speaker 1: and it came out in nineteen twelve, when she was eighty.

482
00:31:04,560 --> 00:31:07,640
Speaker 1: Unlike most of her earlier poetry work, she published it

483
00:31:07,920 --> 00:31:11,920
Speaker 1: under her own name, Rebecca S. Pollard. It's a long poem,

484
00:31:12,000 --> 00:31:15,200
Speaker 1: It's more than thirty pages, and it's a meditation on

485
00:31:15,320 --> 00:31:19,800
Speaker 1: faith and mortality with a lot of flower imagery. Rebecca

486
00:31:19,880 --> 00:31:22,600
Speaker 1: Smith Pollard lost most of her eyesight toward the end

487
00:31:22,600 --> 00:31:25,320
Speaker 1: of her life. She spent the last years of her

488
00:31:25,320 --> 00:31:28,760
Speaker 1: life living with her son in Fort Madison, Iowa. She

489
00:31:28,840 --> 00:31:31,480
Speaker 1: died there on May twenty ninth, nineteen seventeen, at the

490
00:31:31,520 --> 00:31:34,840
Speaker 1: age of eighty five. A poem she had written several

491
00:31:34,920 --> 00:31:38,760
Speaker 1: years earlier but had never published, titled Heaven, was read

492
00:31:38,760 --> 00:31:42,400
Speaker 1: at her funeral. She was buried at Farmington Cemetery with

493
00:31:42,440 --> 00:31:45,400
Speaker 1: a marker that says Rebecca Smith Pollard and then under

494
00:31:45,440 --> 00:31:49,520
Speaker 1: that in quotation marks Kate Harrington. Around the time of

495
00:31:49,560 --> 00:31:52,640
Speaker 1: Pollard's death, phonics started to fall out of favor again

496
00:31:52,800 --> 00:31:56,800
Speaker 1: in the United States, with reading instruction once again moving

497
00:31:56,840 --> 00:32:01,120
Speaker 1: back to focus on whole words. In nineteen fifty five,

498
00:32:01,360 --> 00:32:05,760
Speaker 1: Rudolph Flesh's book Why Johnny Can't Read criticized the abandonment

499
00:32:05,800 --> 00:32:09,920
Speaker 1: of phonics, which led to another resurgence in phonics based instruction.

500
00:32:10,920 --> 00:32:13,720
Speaker 1: Then that shifted once again with a move toward whole

501
00:32:13,800 --> 00:32:17,480
Speaker 1: language instruction in the nineteen eighties, and then the evolution

502
00:32:17,640 --> 00:32:21,560
Speaker 1: of balanced literacy in the nineteen nineties. This back and

503
00:32:21,600 --> 00:32:25,880
Speaker 1: forth is sometimes characterized as the reading wars. Uh yeah,

504
00:32:25,920 --> 00:32:28,640
Speaker 1: I would say both the back and forth and the

505
00:32:28,800 --> 00:32:32,040
Speaker 1: discussion around the back and forth has been characterized as

506
00:32:32,080 --> 00:32:36,840
Speaker 1: the reading wars. Balanced literacy has been described as kind

507
00:32:36,880 --> 00:32:40,520
Speaker 1: of a happy medium between phonics and whole word instruction,

508
00:32:40,720 --> 00:32:42,920
Speaker 1: taking the best parts of each of them, but there

509
00:32:42,920 --> 00:32:47,240
Speaker 1: has also been a lot of variation in exactly what's

510
00:32:47,280 --> 00:32:50,840
Speaker 1: involved in different methods that have been under this umbrella

511
00:32:51,000 --> 00:32:56,080
Speaker 1: of balanced literacy. Some of its critics described balance literacy

512
00:32:56,120 --> 00:32:59,840
Speaker 1: as mainly a variation on whole word instruction without enough fun.

513
00:33:01,000 --> 00:33:04,440
Speaker 1: Most recently, the idea of three quing that is part

514
00:33:04,480 --> 00:33:07,880
Speaker 1: of some balanced literacy systems has come up under really

515
00:33:07,920 --> 00:33:12,000
Speaker 1: heavy criticism. Three queuing involves trying to figure out the

516
00:33:12,080 --> 00:33:16,520
Speaker 1: meanings of unfamiliar words based on context clues or pictures,

517
00:33:16,760 --> 00:33:19,880
Speaker 1: or making a guess based on the sound made by

518
00:33:19,880 --> 00:33:23,440
Speaker 1: the first letter, rather than teaching children how to sound

519
00:33:23,480 --> 00:33:28,720
Speaker 1: out or decode unfamiliar words. A lot of public interest

520
00:33:28,840 --> 00:33:32,400
Speaker 1: and criticism of this followed reporting by Emily Hanford at

521
00:33:32,440 --> 00:33:36,120
Speaker 1: American Public Media, and then a podcast that came out

522
00:33:36,120 --> 00:33:40,320
Speaker 1: of that reporting called SOULD a story in twenty twenty two. Today,

523
00:33:40,360 --> 00:33:43,080
Speaker 1: in the US, there's been a growing movement towards the

524
00:33:43,200 --> 00:33:47,400
Speaker 1: science of reading, which bases reading instruction on techniques that

525
00:33:47,440 --> 00:33:52,000
Speaker 1: can be backed by scientific evidence of their efficacy. Broadly speaking,

526
00:33:52,200 --> 00:33:56,040
Speaker 1: phonics and phonemic awareness are two components of the science

527
00:33:56,080 --> 00:34:00,000
Speaker 1: of reading, which also includes multiple other elements like vocabulary

528
00:34:00,360 --> 00:34:04,200
Speaker 1: and reading comprehension. Because being able to sound out the

529
00:34:04,200 --> 00:34:07,400
Speaker 1: word based on its letters or phonemes is only one

530
00:34:07,480 --> 00:34:11,279
Speaker 1: step in the process of understanding what something means. The

531
00:34:11,320 --> 00:34:14,799
Speaker 1: Science of Reading isn't a program for reading instruction, though,

532
00:34:14,840 --> 00:34:17,440
Speaker 1: it's more of a body of research into reading and

533
00:34:17,480 --> 00:34:20,920
Speaker 1: literacy and the use of that research to guide programs

534
00:34:20,960 --> 00:34:23,759
Speaker 1: that teach reading. And there is still, of course, a

535
00:34:23,800 --> 00:34:28,200
Speaker 1: ton of controversy around exactly how best to implement all

536
00:34:28,280 --> 00:34:31,680
Speaker 1: of this research. Yeah, I have seen a number of

537
00:34:31,760 --> 00:34:35,480
Speaker 1: discussions among teachers and other people who work in education

538
00:34:35,640 --> 00:34:39,800
Speaker 1: who feel like some uh, some systems that are framed

539
00:34:39,920 --> 00:34:42,839
Speaker 1: as science of reading, feel like that that's just the

540
00:34:42,880 --> 00:34:45,960
Speaker 1: phonics part and not all of this other part that

541
00:34:46,080 --> 00:34:49,719
Speaker 1: is also necessary to really being able to read, and

542
00:34:50,000 --> 00:34:55,120
Speaker 1: this part being able to figure out what individual words

543
00:34:55,160 --> 00:34:57,400
Speaker 1: are if you're not familiar with them, or even if

544
00:34:57,440 --> 00:35:00,840
Speaker 1: you are. That is just one component of what is

545
00:35:00,880 --> 00:35:04,240
Speaker 1: being described as a literacy crisis in the US. After

546
00:35:04,320 --> 00:35:07,560
Speaker 1: I finished this whole outline, like first thing this morning,

547
00:35:07,920 --> 00:35:10,400
Speaker 1: I saw an article in the Chronicle of Higher Education

548
00:35:10,560 --> 00:35:14,719
Speaker 1: that talked about other factors contributing to this literacy crisis,

549
00:35:14,760 --> 00:35:20,400
Speaker 1: including smartphones, which the author of this article was like,

550
00:35:20,440 --> 00:35:23,080
Speaker 1: I was kind of a naysayer and thinking smartphones were

551
00:35:23,120 --> 00:35:25,760
Speaker 1: a problem, but there is a growing body of evidence

552
00:35:25,800 --> 00:35:30,120
Speaker 1: that smartphones really are playing a role. Other factors were

553
00:35:30,200 --> 00:35:33,840
Speaker 1: early reliance on AI chatbots to try to get information,

554
00:35:34,600 --> 00:35:38,040
Speaker 1: and a shift in the way not just like the

555
00:35:38,120 --> 00:35:41,320
Speaker 1: reading of words is taught, but once you get into

556
00:35:41,480 --> 00:35:45,520
Speaker 1: reading pieces of work, a shift away from reading complete

557
00:35:45,600 --> 00:35:49,640
Speaker 1: works to instead trying to get core pieces of information

558
00:35:49,840 --> 00:35:54,400
Speaker 1: from very short excerpts so instead of reading the entirety

559
00:35:54,400 --> 00:35:58,640
Speaker 1: of a novel, reading a small amount of it and

560
00:35:58,760 --> 00:36:02,680
Speaker 1: testing comprehension that small amount, which sort of has left

561
00:36:02,680 --> 00:36:07,279
Speaker 1: people getting into high school and college without sort of

562
00:36:07,320 --> 00:36:11,600
Speaker 1: the reading stamina to read whole long works and analyze

563
00:36:11,600 --> 00:36:18,080
Speaker 1: and follow them. We obviously are not teachers. We do

564
00:36:18,120 --> 00:36:20,759
Speaker 1: not have hands on experience with all of this, but

565
00:36:20,880 --> 00:36:25,319
Speaker 1: it is clear that there has been a lot of

566
00:36:25,480 --> 00:36:29,919
Speaker 1: debate about all of this in recent decades. It's things

567
00:36:29,920 --> 00:36:32,239
Speaker 1: that are having a clear impact and how students are

568
00:36:32,239 --> 00:36:36,640
Speaker 1: taught and how society functions as people are or are

569
00:36:36,680 --> 00:36:38,960
Speaker 1: not able to read and make sense out of information.

570
00:36:40,560 --> 00:36:43,440
Speaker 1: So that's Rebecca Smith Pollard ahead of her time in

571
00:36:43,520 --> 00:36:47,799
Speaker 1: some ways but not others. Do you want to read

572
00:36:47,840 --> 00:36:50,719
Speaker 1: and make sense out of some listener mail? Yes? This

573
00:36:50,760 --> 00:36:53,440
Speaker 1: is kind of funny that we're talking about reading comprehension

574
00:36:53,480 --> 00:36:56,040
Speaker 1: because I had to ask Collie earlier if she remembered

575
00:36:56,040 --> 00:36:59,319
Speaker 1: me reading this email already. We don't think I read

576
00:36:59,320 --> 00:37:02,600
Speaker 1: this email ready, but apologies if I have read it twice.

577
00:37:02,960 --> 00:37:05,920
Speaker 1: This is from Ellen. Ellen wrote another vote for a

578
00:37:05,960 --> 00:37:09,360
Speaker 1: loft codiohearn and wrote, Dear Holly and Tracy, I started

579
00:37:09,400 --> 00:37:11,399
Speaker 1: listening to your podcast when I had a very long

580
00:37:11,480 --> 00:37:15,200
Speaker 1: commute to a job was giving me insomnia and panic attacks.

581
00:37:15,239 --> 00:37:17,680
Speaker 1: I was working for a very critical supervisor. I'm just

582
00:37:17,719 --> 00:37:21,440
Speaker 1: going to skip ahead and say having a really rough time.

583
00:37:22,800 --> 00:37:25,640
Speaker 1: And I remember when I read this email the first time.

584
00:37:25,680 --> 00:37:29,279
Speaker 1: I got very choked up at the next part, in

585
00:37:29,360 --> 00:37:33,439
Speaker 1: which Ellen said, I especially appreciated your Friday blessing when

586
00:37:33,480 --> 00:37:35,120
Speaker 1: you tell us all that you hope we have a

587
00:37:35,160 --> 00:37:37,880
Speaker 1: RESTful weekend and do something that makes us happy. I

588
00:37:37,920 --> 00:37:40,360
Speaker 1: want you to know how meaningful that little kindness was

589
00:37:40,400 --> 00:37:43,239
Speaker 1: to me during that time. Now, thankfully I have a

590
00:37:43,320 --> 00:37:45,680
Speaker 1: much better job, but still do a lot of driving,

591
00:37:45,800 --> 00:37:50,520
Speaker 1: so I often have thoughts Velveteen Rabbit, Philip Glass embroidery.

592
00:37:50,760 --> 00:37:53,319
Speaker 1: They have not yet made it into an email, but

593
00:37:53,360 --> 00:37:56,080
Speaker 1: when I was listening to the Elizabeth Bisland episode and

594
00:37:56,120 --> 00:37:59,440
Speaker 1: heard the name left coddioharn, I thought that name sounds familiar.

595
00:38:00,080 --> 00:38:01,760
Speaker 1: As he went on, I remembered I have a book

596
00:38:01,760 --> 00:38:04,359
Speaker 1: by him. Back in the early nineteen nineties. My mother

597
00:38:04,400 --> 00:38:08,040
Speaker 1: gave me his book Some Chinese Ghosts after I returned

598
00:38:08,080 --> 00:38:10,480
Speaker 1: from living in Taiwan for a couple of years. She

599
00:38:10,560 --> 00:38:13,600
Speaker 1: knew I was enjoying reading the sort of weird old

600
00:38:13,760 --> 00:38:16,880
Speaker 1: books you find in used book sales. This book was

601
00:38:16,920 --> 00:38:19,400
Speaker 1: published in eighteen eighty seven, and my copy is a

602
00:38:19,440 --> 00:38:23,160
Speaker 1: reprint by the Modern Library from nineteen twenty seven. The

603
00:38:23,200 --> 00:38:25,480
Speaker 1: intro to this volume is a short bio of hern

604
00:38:25,640 --> 00:38:28,520
Speaker 1: written in such an entertaining and old fashioned style, I

605
00:38:28,600 --> 00:38:31,839
Speaker 1: decided to scan it and attach it for you. While

606
00:38:31,880 --> 00:38:34,800
Speaker 1: his whole life story is extremely interesting, the book itself

607
00:38:34,880 --> 00:38:38,080
Speaker 1: is a pretty rough read. It's full of Chinese transliterations,

608
00:38:38,160 --> 00:38:43,520
Speaker 1: Victorian orientalism, and lofty prose. Sounds about right. According to

609
00:38:43,560 --> 00:38:46,600
Speaker 1: his bio, this book was typical of his strange genius,

610
00:38:46,640 --> 00:38:49,040
Speaker 1: and he considered it quote an attempt in the direction

611
00:38:49,160 --> 00:38:53,480
Speaker 1: I hope to make triumph someday poetical prose poorlof Codio.

612
00:38:53,840 --> 00:38:55,680
Speaker 1: He was not a very good judge of what people

613
00:38:55,719 --> 00:38:58,160
Speaker 1: in the future would like to read. Maybe he would

614
00:38:58,200 --> 00:39:01,120
Speaker 1: be a good candidate for a Halloween eppisode because, apparently

615
00:39:01,200 --> 00:39:03,800
Speaker 1: quote he gives the reader a ghostly shutter by building

616
00:39:03,880 --> 00:39:07,440
Speaker 1: up an intimacy with the unseen. I will pause to

617
00:39:07,480 --> 00:39:10,440
Speaker 1: say I have him like as a potential October topic

618
00:39:10,480 --> 00:39:14,000
Speaker 1: for that reason. To return to the email. Since Embroidery

619
00:39:14,080 --> 00:39:16,280
Speaker 1: was also a recent topic. I'm sending you a photo

620
00:39:16,440 --> 00:39:20,200
Speaker 1: of my first needle point project, which I inherited unfinished

621
00:39:20,200 --> 00:39:23,160
Speaker 1: from my husband's grandmother. She had started it as a

622
00:39:23,160 --> 00:39:25,600
Speaker 1: wedding present for me and had finished about a third

623
00:39:25,640 --> 00:39:28,279
Speaker 1: of it when she passed away. I had never done

624
00:39:28,360 --> 00:39:31,040
Speaker 1: needle point before, but it was such a beautiful pattern

625
00:39:31,080 --> 00:39:34,040
Speaker 1: based on an artwork by Mukha that I decided to

626
00:39:34,160 --> 00:39:37,440
Speaker 1: try it. After all, needle point is just one stitch,

627
00:39:37,440 --> 00:39:39,800
Speaker 1: how hard can it be? Well? It ended up taking

628
00:39:39,880 --> 00:39:42,400
Speaker 1: four years to finish it, as it is quite large,

629
00:39:42,440 --> 00:39:46,360
Speaker 1: but since then I've completed several much smaller projects and

630
00:39:46,440 --> 00:39:50,520
Speaker 1: even learned to do more than one stitch. As pet tax,

631
00:39:50,560 --> 00:39:53,040
Speaker 1: here is a photo of our grand tortoise. He is

632
00:39:53,080 --> 00:39:57,600
Speaker 1: a Russian tortoise named Ivan the Turtble. He loves to

633
00:39:57,640 --> 00:39:59,680
Speaker 1: go outside and dig in the garden and is fond

634
00:39:59,719 --> 00:40:03,040
Speaker 1: of you, snowdrops, dianthus and Petunia's when he can reach them.

635
00:40:03,040 --> 00:40:05,759
Speaker 1: Thank you so much for your podcast, and especially for

636
00:40:05,840 --> 00:40:08,680
Speaker 1: being your lovely, smart, kind, unique selves. You make me

637
00:40:08,680 --> 00:40:13,719
Speaker 1: feel better about the world. Best wishes, Ellen. I want

638
00:40:13,760 --> 00:40:18,320
Speaker 1: the email to show me the blocked content. Oh my goodness,

639
00:40:19,160 --> 00:40:23,000
Speaker 1: we have a little tortoise out in the yard looking

640
00:40:23,160 --> 00:40:25,880
Speaker 1: at what appears to be a small ceramic statue of

641
00:40:25,880 --> 00:40:30,160
Speaker 1: a bunny. Adorable, incredibly cute. And this needle point is

642
00:40:30,320 --> 00:40:32,600
Speaker 1: really lovely. I don't even know how to describe it,

643
00:40:32,640 --> 00:40:35,719
Speaker 1: but it's beautiful, and it's lovely that you finished all

644
00:40:35,760 --> 00:40:40,880
Speaker 1: of that. Yeah, I love that conceptually very much. Yeah,

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Speaker 1: I am sorry for the loss of your husband's grandmother

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Speaker 1: who had passed away while working on this. Anyway, beautiful,

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Speaker 1: what a great email. So thank you again, Ellen for

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Speaker 1: this email and for the PDF from some Chinese ghosts

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00:40:58,239 --> 00:41:02,319
Speaker 1: and these beautiful pictures'autiful story. If you would like to

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00:41:02,320 --> 00:41:05,760
Speaker 1: send us a note or a history podcast atiheartradio dot com.

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Speaker 1: If you would like to see our show notes with

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Speaker 1: all of the sources for the episode, including all of

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00:41:12,719 --> 00:41:15,319
Speaker 1: Rebecca Smith Pollard's work that we talked about, that is

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00:41:15,360 --> 00:41:19,040
Speaker 1: at our website, which is missinhistory dot com. And you

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00:41:19,040 --> 00:41:21,800
Speaker 1: can subscribe to the show on the iHeartRadio app and

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Speaker 1: anywhere else you'd like to get your podcasts. Stuff you

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Speaker 1: Missed in History Class is a production of iHeartRadio. For

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Speaker 1: more podcasts from iHeartRadio, visit the iHeartRadio app, Apple Podcasts,

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Speaker 1: or wherever you listen to your favorite shows,