1 00:00:01,040 --> 00:00:04,320 Speaker 1: Welcome to Stuff You Missed in History Class from housetop 2 00:00:04,360 --> 00:00:12,920 Speaker 1: works dot com. Hello, and welcome to the podcast. I'm 3 00:00:13,000 --> 00:00:17,200 Speaker 1: Holly from and I'm Tracy V. Wilson and uh. We 4 00:00:17,320 --> 00:00:19,880 Speaker 1: certainly reference archaeology all the time on the show, and 5 00:00:19,880 --> 00:00:21,880 Speaker 1: we talk about artifacts that have been on Earth and 6 00:00:22,400 --> 00:00:25,759 Speaker 1: sometimes discoveries that help explain our understandings of other times 7 00:00:25,760 --> 00:00:28,840 Speaker 1: and cultures, but we don't often get to actually speak 8 00:00:28,880 --> 00:00:33,760 Speaker 1: with the archaeologists involved. Just always, you know, we love 9 00:00:33,800 --> 00:00:36,320 Speaker 1: hearing from We have fans that are archaeologists that write 10 00:00:36,320 --> 00:00:38,000 Speaker 1: to us sometimes, but it's cool to actually get to 11 00:00:38,000 --> 00:00:41,080 Speaker 1: sit down and have a conversation with archaeologists. And I 12 00:00:41,120 --> 00:00:44,000 Speaker 1: was recently lucky enough to do just that. I had 13 00:00:44,000 --> 00:00:46,640 Speaker 1: to talk with two fabulous women who are archaeologists at 14 00:00:46,640 --> 00:00:50,519 Speaker 1: Harvard University and they're working on this really interesting ongoing 15 00:00:50,560 --> 00:00:54,800 Speaker 1: project with Harvard's Peabody Museum of Ethnology and Archaeology. So 16 00:00:54,960 --> 00:00:57,280 Speaker 1: this is another one of our recent collection of episodes. 17 00:00:57,360 --> 00:00:59,280 Speaker 1: You can tell it summertime, because Holly and I have 18 00:00:59,360 --> 00:01:03,400 Speaker 1: each had very is time off, So this is another 19 00:01:03,440 --> 00:01:06,320 Speaker 1: one of those episodes that Holly, you took You took 20 00:01:06,360 --> 00:01:08,440 Speaker 1: the reins on this one while I was away, and 21 00:01:08,480 --> 00:01:10,800 Speaker 1: so I am getting to experience it for the first 22 00:01:10,840 --> 00:01:13,720 Speaker 1: time along with all of our listeners. I love it 23 00:01:13,760 --> 00:01:16,520 Speaker 1: when it works out that way. It is it's kind 24 00:01:16,560 --> 00:01:19,319 Speaker 1: of fun to see. I know, for me, when you 25 00:01:19,440 --> 00:01:21,600 Speaker 1: do a project on your own, it's fun to kind 26 00:01:21,600 --> 00:01:23,600 Speaker 1: of see how that plays out, and it's kind of 27 00:01:23,640 --> 00:01:26,040 Speaker 1: like getting a little treat in addition to getting time off. 28 00:01:26,319 --> 00:01:29,880 Speaker 1: So tell us about who you talk to you. So, 29 00:01:29,959 --> 00:01:32,520 Speaker 1: in this first segment, I will introduce you to these 30 00:01:32,640 --> 00:01:36,160 Speaker 1: fabulous women who are Patricia Capone and Diana Lauren, and 31 00:01:36,200 --> 00:01:38,000 Speaker 1: they're going to share their stories on how they ended 32 00:01:38,040 --> 00:01:40,600 Speaker 1: up at Harvard and how they ended up working on 33 00:01:40,600 --> 00:01:45,160 Speaker 1: this dig that's actually exploring Harvard's colonial past. We're also 34 00:01:45,200 --> 00:01:47,960 Speaker 1: going to talk about Harvard's Indian College and how that 35 00:01:48,080 --> 00:01:50,960 Speaker 1: was established, uh and as well we're going to discuss 36 00:01:51,000 --> 00:02:03,560 Speaker 1: colonialism in the context of the school. Alrighty, So today 37 00:02:03,640 --> 00:02:05,800 Speaker 1: I have a super fun treat. We are going to 38 00:02:05,840 --> 00:02:08,600 Speaker 1: be talking to two curators from the Peabody Museum of 39 00:02:08,680 --> 00:02:12,760 Speaker 1: Archaeology and Ethnology at Harvard University. And so for our 40 00:02:12,800 --> 00:02:17,400 Speaker 1: listeners who love archaeology stories and or uh Native American history, 41 00:02:17,440 --> 00:02:19,680 Speaker 1: this one is really going to be a delight, like 42 00:02:19,760 --> 00:02:23,400 Speaker 1: a piece of delicious dessert cake, except in knowledge form. UM. 43 00:02:23,440 --> 00:02:25,840 Speaker 1: So I have Patricia Capone who goes by Trish and 44 00:02:25,840 --> 00:02:30,760 Speaker 1: she's the director of Repatriation and Research Services, and Diana Lauren, 45 00:02:31,400 --> 00:02:34,640 Speaker 1: who is Director of Academic Partnerships UH and they both 46 00:02:34,680 --> 00:02:38,119 Speaker 1: work as curators of an exhibit there at the Peabody 47 00:02:38,200 --> 00:02:43,120 Speaker 1: Museum UH called Digging Veritas. And most of our listeners 48 00:02:43,120 --> 00:02:47,440 Speaker 1: probably know, Harvard University is the oldest higher education institution 49 00:02:47,480 --> 00:02:49,839 Speaker 1: in the US. It was founded in sixteen thirty six, 50 00:02:49,880 --> 00:02:52,040 Speaker 1: so in many ways it's kind of like a living 51 00:02:52,120 --> 00:02:55,680 Speaker 1: time capsule of America's development, and these two women have 52 00:02:55,760 --> 00:02:59,440 Speaker 1: been part of a really fascinating project that combines archaeological 53 00:02:59,560 --> 00:03:03,880 Speaker 1: education him with historical education and Harvard's own pest. So, ladies, 54 00:03:03,960 --> 00:03:06,280 Speaker 1: welcome to the podcast. Thank you so much for being here, 55 00:03:07,720 --> 00:03:11,959 Speaker 1: Thank you for having us. Absolutely we're psyched to be here. Yay. 56 00:03:11,960 --> 00:03:15,960 Speaker 1: So now, well, each of you, UM, and whoever wishes 57 00:03:16,000 --> 00:03:17,920 Speaker 1: to go first, may do so. Tell us a little 58 00:03:17,960 --> 00:03:19,920 Speaker 1: bit about yourself and kind of what you do as 59 00:03:19,960 --> 00:03:22,240 Speaker 1: a curator, and if you want to include it, how 60 00:03:22,360 --> 00:03:28,360 Speaker 1: you landed there. This is Trish UM and I began 61 00:03:28,560 --> 00:03:33,560 Speaker 1: excavating in Harvard Yard as a graduate student UM here 62 00:03:33,600 --> 00:03:39,800 Speaker 1: at the university, and I uh was under the wing 63 00:03:40,160 --> 00:03:43,960 Speaker 1: of the UM graduate student who was working on the 64 00:03:43,960 --> 00:03:48,400 Speaker 1: project for his thesis, John Stubbs. UM. I grew up 65 00:03:48,440 --> 00:03:52,800 Speaker 1: in the Boston area and was UM in part interested 66 00:03:52,840 --> 00:03:56,360 Speaker 1: in this particular story because of that, but also because 67 00:03:56,400 --> 00:04:03,240 Speaker 1: I'm interested in colonial amor Amica and cultural dynamics of 68 00:04:03,480 --> 00:04:09,600 Speaker 1: um that period in general. All right, Diana, it's your turn. Okay. Well, 69 00:04:09,680 --> 00:04:13,400 Speaker 1: I came to Harvard in after I finished my degree 70 00:04:13,440 --> 00:04:17,560 Speaker 1: in archaeology at Sindy Binghamton. And while I wasn't a 71 00:04:17,680 --> 00:04:20,480 Speaker 1: archaeologist as an undergrad, it's something I studied in graduate 72 00:04:20,480 --> 00:04:24,880 Speaker 1: school and focused on colonial America. So it was after 73 00:04:24,960 --> 00:04:27,359 Speaker 1: I had been here a while, knowing that the university 74 00:04:27,400 --> 00:04:30,599 Speaker 1: had previously done digs, including the one Trish was involved 75 00:04:30,640 --> 00:04:34,120 Speaker 1: with in Harvard Yard, I began to get interested. And 76 00:04:34,120 --> 00:04:36,800 Speaker 1: it was in this moment in two thousand five, where 77 00:04:36,839 --> 00:04:39,160 Speaker 1: Trish and I had the opportunity to start the project 78 00:04:39,440 --> 00:04:41,440 Speaker 1: and dig in the yard, I learned about the material 79 00:04:41,480 --> 00:04:44,760 Speaker 1: and intellectual history of the university. UH, and I have 80 00:04:44,880 --> 00:04:46,920 Speaker 1: to ask this question. It may be weird. I think 81 00:04:46,960 --> 00:04:49,200 Speaker 1: when a lot of people think of archaeology, they think of, 82 00:04:49,640 --> 00:04:53,720 Speaker 1: you know, really ancient kind of excavation stuff. What threw 83 00:04:53,760 --> 00:04:58,400 Speaker 1: you instead the colonial history? Well, I grew up in Philadelphia, 84 00:04:58,880 --> 00:05:02,000 Speaker 1: and UM, not to a to myself, but was around 85 00:05:02,080 --> 00:05:06,880 Speaker 1: in UM nineteen by centennial celebrations, which was huge in Philadelphia, 86 00:05:07,279 --> 00:05:10,840 Speaker 1: and from that point on just interesting colonial history and 87 00:05:10,920 --> 00:05:17,680 Speaker 1: the history of North America emerged out of those interests. Yeah, 88 00:05:17,720 --> 00:05:22,160 Speaker 1: and UM. For me, I had been mainly working previously 89 00:05:22,240 --> 00:05:27,039 Speaker 1: as a graduate student in the Southwest US, especially in 90 00:05:27,080 --> 00:05:33,279 Speaker 1: New Mexico and in colonial mission contexts there UM, which 91 00:05:33,640 --> 00:05:38,880 Speaker 1: were in many ways contrast to the kind of archaeology 92 00:05:38,920 --> 00:05:43,240 Speaker 1: taking place in New England, but also some um, really 93 00:05:43,279 --> 00:05:52,960 Speaker 1: intriguing similarities. Uh. Some differences included the missionization versus economic 94 00:05:53,040 --> 00:05:57,359 Speaker 1: colonization UM, and UH a number of other things that 95 00:05:57,400 --> 00:06:01,960 Speaker 1: I was interested in in kind of exploring as as comparisons. 96 00:06:01,960 --> 00:06:06,960 Speaker 1: In contrast, I would say, like Trish, I also worked 97 00:06:07,080 --> 00:06:11,840 Speaker 1: in for my dissertation in Cluneo contexts that weren't English, 98 00:06:11,920 --> 00:06:15,240 Speaker 1: they were Spanish and French. But then you know, coming 99 00:06:15,360 --> 00:06:17,520 Speaker 1: here and being here and learning about the work that's 100 00:06:17,520 --> 00:06:20,120 Speaker 1: been done at Harvard. The history of Harvard, you know, 101 00:06:20,200 --> 00:06:23,920 Speaker 1: trying to understand Quanto pass through all these different colonies 102 00:06:23,920 --> 00:06:27,640 Speaker 1: and different people intersecting in the seventeenth and eighteenth century 103 00:06:28,240 --> 00:06:32,760 Speaker 1: is just truly fascinating. Well, uh, going off of that, 104 00:06:32,839 --> 00:06:35,880 Speaker 1: will you guys give us a little bit of background 105 00:06:35,920 --> 00:06:38,440 Speaker 1: on Harvard's Indian College, because we're going to talk about 106 00:06:38,440 --> 00:06:40,640 Speaker 1: it a lot. And I know, I was surprised to 107 00:06:40,720 --> 00:06:43,520 Speaker 1: learn it really didn't have all that many students. I 108 00:06:43,520 --> 00:06:45,240 Speaker 1: think when you say the word college, you think of 109 00:06:45,240 --> 00:06:50,680 Speaker 1: a crowd of people, and that is not the case. Correct. 110 00:06:51,160 --> 00:06:57,200 Speaker 1: There were five students known to have um been connected 111 00:06:57,320 --> 00:07:02,680 Speaker 1: to the Indian College, and actually um four of them 112 00:07:02,720 --> 00:07:06,480 Speaker 1: are known to have resided there. Uh. One of them 113 00:07:06,520 --> 00:07:10,520 Speaker 1: was a little bit later in the eighteenth century, but um, yeah, 114 00:07:10,560 --> 00:07:16,840 Speaker 1: it's UM started as part of the Charter of sixteen fifty, 115 00:07:17,000 --> 00:07:21,840 Speaker 1: which committed UM Harvard College, uh in part to the 116 00:07:21,960 --> 00:07:25,480 Speaker 1: education of the English and Indian youth of this country 117 00:07:25,720 --> 00:07:29,280 Speaker 1: and knowledge and godliness on quoting from the sixteen fifty 118 00:07:29,440 --> 00:07:33,560 Speaker 1: charter there and that had been the result of a 119 00:07:33,960 --> 00:07:37,800 Speaker 1: collaboration from the English Society for the Propagation of the 120 00:07:37,880 --> 00:07:41,440 Speaker 1: Gospel in New England. They granted funds for Indian education 121 00:07:41,480 --> 00:07:46,160 Speaker 1: at Harvard UM, which came at a UH crucial time 122 00:07:46,320 --> 00:07:51,600 Speaker 1: for the college, which was beginning to struggle financially, and 123 00:07:52,440 --> 00:07:58,280 Speaker 1: UH later resulted in the building of the brick Um 124 00:07:58,360 --> 00:08:03,560 Speaker 1: Indian College Building self UM, which was the second educational 125 00:08:04,240 --> 00:08:10,239 Speaker 1: structure built as an educational structure at Harvard College. UM 126 00:08:10,280 --> 00:08:13,920 Speaker 1: anything else to add their Diana Well, I would say, UM, 127 00:08:13,960 --> 00:08:16,920 Speaker 1: I think that the Society for the Propagation of the 128 00:08:16,920 --> 00:08:20,760 Speaker 1: Gospel in New England that they had kept the university 129 00:08:20,800 --> 00:08:23,680 Speaker 1: or the college afloat at that time, because you know, 130 00:08:23,720 --> 00:08:27,240 Speaker 1: the college has established sixteen thirty six. Shortly after that, 131 00:08:27,320 --> 00:08:30,280 Speaker 1: they're going bankrupt and they need money to continue going. 132 00:08:30,760 --> 00:08:35,280 Speaker 1: And so since they're struggling financially, they looked to the 133 00:08:35,320 --> 00:08:39,680 Speaker 1: Society for funds, and the society says, that's fine, you 134 00:08:39,720 --> 00:08:42,120 Speaker 1: can keep going, but you need to dedicate the institution 135 00:08:42,480 --> 00:08:46,760 Speaker 1: not only to English students but also Native American students 136 00:08:47,480 --> 00:08:50,880 Speaker 1: to learn to come pure to ministers. Yeah, and this this, 137 00:08:51,120 --> 00:08:53,679 Speaker 1: I mean, this was in line with what the the 138 00:08:54,880 --> 00:09:01,000 Speaker 1: previous focus of Harvard College was to train UM young 139 00:09:01,040 --> 00:09:06,959 Speaker 1: men in Puritan ministry UM, but expanding it to become 140 00:09:07,840 --> 00:09:14,080 Speaker 1: UH an overtly, you know, proselytization, uh, mechanism was was 141 00:09:14,520 --> 00:09:18,440 Speaker 1: a new direction. And so I have to wonder what, 142 00:09:18,840 --> 00:09:20,640 Speaker 1: since we kind of know at that point the goals 143 00:09:20,640 --> 00:09:23,160 Speaker 1: for the Indian College, I have to wonder what the 144 00:09:23,240 --> 00:09:26,960 Speaker 1: goals for the young men who attended were. Were they 145 00:09:26,960 --> 00:09:29,880 Speaker 1: pretty much signed on or was this an option that 146 00:09:30,760 --> 00:09:34,760 Speaker 1: just seemed like, you know, they were either stuck kind 147 00:09:34,800 --> 00:09:38,120 Speaker 1: of into this idea or were they really enthusiastic about 148 00:09:38,240 --> 00:09:42,000 Speaker 1: being part of this project. I mean that kind of 149 00:09:42,040 --> 00:09:46,840 Speaker 1: information is somewhat lost in the archive. You know, we 150 00:09:46,840 --> 00:09:53,480 Speaker 1: talked about colonialism and colonialists contexts as these very complex 151 00:09:53,600 --> 00:10:00,960 Speaker 1: landscapes of colonialism happening, and different communities speaking to recover 152 00:10:01,120 --> 00:10:06,400 Speaker 1: or continued traditions or become something new. Whitney Saytrish, Yeah, 153 00:10:06,559 --> 00:10:08,560 Speaker 1: I guess I would say that the details of their 154 00:10:08,559 --> 00:10:12,200 Speaker 1: personal stories are not very well known at this point. 155 00:10:13,120 --> 00:10:18,160 Speaker 1: There's no fun clear whether the UM primary sources out 156 00:10:18,160 --> 00:10:21,319 Speaker 1: there yet to be discovered, will help inform on those 157 00:10:21,520 --> 00:10:26,320 Speaker 1: personal details. UM. Uh. The bit's a personal detail that 158 00:10:26,360 --> 00:10:30,040 Speaker 1: we do know is that UM the UM at least 159 00:10:30,080 --> 00:10:33,800 Speaker 1: a couple of the individuals Caleb Chisa Tamick in particular, 160 00:10:34,320 --> 00:10:41,920 Speaker 1: UM were uh the sons of leaders. And so the 161 00:10:41,960 --> 00:10:47,360 Speaker 1: notion that um, the leaders of the neighboring indigenous people 162 00:10:47,840 --> 00:10:52,640 Speaker 1: were uh coming to join this enterprise, you know, was 163 00:10:52,920 --> 00:10:58,520 Speaker 1: I think a weighty notion, and UM suggested that it 164 00:10:58,640 --> 00:11:03,760 Speaker 1: was in some way up positives perhaps honor. We're not 165 00:11:04,080 --> 00:11:07,520 Speaker 1: you know, we can't really necessarily project that, but UM, 166 00:11:07,559 --> 00:11:12,439 Speaker 1: and we don't know whether, uh, what the individuals themselves felt. 167 00:11:12,480 --> 00:11:16,960 Speaker 1: But the fact that the sons of prominent individuals were 168 00:11:17,080 --> 00:11:21,800 Speaker 1: um were the the ones the Indian College students. I 169 00:11:21,840 --> 00:11:25,600 Speaker 1: think it's a significant pattern. Um. They would have been 170 00:11:25,640 --> 00:11:29,559 Speaker 1: studying for many years prior to coming to the college 171 00:11:29,600 --> 00:11:33,040 Speaker 1: in preparatory school. Just to enter, they would have had 172 00:11:33,559 --> 00:11:39,000 Speaker 1: um to be fluent in a number of scholarly languages, 173 00:11:39,360 --> 00:11:44,360 Speaker 1: including Ancient Greek and Latin Hebrew. So UM. In addition 174 00:11:44,440 --> 00:11:47,160 Speaker 1: to you know, English not being a first language, this 175 00:11:47,360 --> 00:11:51,719 Speaker 1: was uh, you know, pretty major educational background that they 176 00:11:51,800 --> 00:11:57,240 Speaker 1: already arrived with. And so the project um that resulted 177 00:11:57,320 --> 00:12:01,000 Speaker 1: in the Digging Veritas exhibits. A really loved this because 178 00:12:01,000 --> 00:12:04,080 Speaker 1: it actually started as a class that students could take 179 00:12:05,520 --> 00:12:07,880 Speaker 1: and it continues as a class. Well, can you tell 180 00:12:07,960 --> 00:12:09,960 Speaker 1: us a little bit about that class and kind of 181 00:12:10,000 --> 00:12:13,600 Speaker 1: how that piece of curriculum came to be and how 182 00:12:13,679 --> 00:12:20,800 Speaker 1: it continues. Sure, so in two thousand five, the museum 183 00:12:20,840 --> 00:12:24,720 Speaker 1: received your calls from Massachusetts Hall, which is the place 184 00:12:24,800 --> 00:12:27,840 Speaker 1: of where the president resides on campus and it's the 185 00:12:27,840 --> 00:12:31,400 Speaker 1: oldest standing structure at that time. In two thousand five, 186 00:12:31,760 --> 00:12:34,960 Speaker 1: they were going to be doing some construction around the 187 00:12:34,960 --> 00:12:38,160 Speaker 1: building and they had received guidance from the local Historic 188 00:12:38,240 --> 00:12:40,880 Speaker 1: Commission saying, you know, you should get some archaeologists to 189 00:12:40,960 --> 00:12:43,719 Speaker 1: check around the building before you do construction to make 190 00:12:43,720 --> 00:12:47,760 Speaker 1: sure you don't impact any cultural resources. And then that 191 00:12:47,880 --> 00:12:50,960 Speaker 1: same year in two thousand five, and I don't know, Trish, 192 00:12:50,960 --> 00:12:54,920 Speaker 1: if you want to take over at this point. Yeah. Sure. 193 00:12:55,160 --> 00:13:01,960 Speaker 1: It was simultaneous with the commemoryation of the three fiftieth 194 00:13:02,040 --> 00:13:07,440 Speaker 1: anniversary of the Harvard Indian College. And um, uh, you know, 195 00:13:08,040 --> 00:13:15,000 Speaker 1: having some understanding of previous excavations in Harvard Yard, we 196 00:13:15,000 --> 00:13:19,439 Speaker 1: we knew that the location of the Indian College, the 197 00:13:19,440 --> 00:13:23,160 Speaker 1: satisical location of the Indian College was still not known 198 00:13:24,040 --> 00:13:27,960 Speaker 1: and um, and so we got to talking with some 199 00:13:28,120 --> 00:13:35,439 Speaker 1: of the interested um scholarly interests, community stakeholders, and so forth. 200 00:13:35,440 --> 00:13:40,000 Speaker 1: The Harvard University Native American program played a major role 201 00:13:40,120 --> 00:13:43,920 Speaker 1: in the commemoration of the Indian College and and UM 202 00:13:44,160 --> 00:13:50,319 Speaker 1: came to conceive of this potential public archaeology project that 203 00:13:50,600 --> 00:13:54,640 Speaker 1: UM would take the form of a Harvard class as 204 00:13:54,679 --> 00:13:59,440 Speaker 1: as had been UM Harvard classes had previously excavated in 205 00:13:59,520 --> 00:14:04,040 Speaker 1: Harvard Art in the nineteen eighties with John Stubbs UM, 206 00:14:04,720 --> 00:14:08,720 Speaker 1: but having this this one have the the additional facet 207 00:14:08,880 --> 00:14:14,880 Speaker 1: of a a focus on community archaeology and UM neighboring 208 00:14:15,679 --> 00:14:19,280 Speaker 1: Native American groups interests in the topic, as well as 209 00:14:19,320 --> 00:14:23,720 Speaker 1: the on campus UM Native American community and scholarly interests 210 00:14:23,720 --> 00:14:29,480 Speaker 1: in this UH. To this point, UM under studied topic. 211 00:14:31,560 --> 00:14:33,320 Speaker 1: So in two thousand and five it was really this 212 00:14:33,440 --> 00:14:37,480 Speaker 1: perfect moment for us to go forward and get the 213 00:14:37,560 --> 00:14:39,560 Speaker 1: support to dig in the yard and to teach it 214 00:14:39,600 --> 00:14:43,680 Speaker 1: as a class so that students could be invested in 215 00:14:43,680 --> 00:14:48,320 Speaker 1: investigating this history as well as contributing to the history 216 00:14:48,840 --> 00:14:52,760 Speaker 1: YEAH and the museum. The Piboty Museum was also at 217 00:14:52,760 --> 00:14:58,840 Speaker 1: the at that time exploring ways UM to involve students 218 00:14:59,200 --> 00:15:06,200 Speaker 1: in hands on learning settings and UM learning through material culture, 219 00:15:06,800 --> 00:15:13,480 Speaker 1: museum processes and UM the types of research that result 220 00:15:13,560 --> 00:15:17,240 Speaker 1: in museum collections themselves. So for students to have the 221 00:15:17,280 --> 00:15:21,240 Speaker 1: opportunity to UM you know, kind of start to finish, 222 00:15:21,320 --> 00:15:26,000 Speaker 1: engage in a research project and then UH take part 223 00:15:26,120 --> 00:15:30,720 Speaker 1: in the interpretation of the products of that research UM 224 00:15:30,880 --> 00:15:34,800 Speaker 1: and and then archiving them for posterity as part of 225 00:15:34,800 --> 00:15:41,560 Speaker 1: the museum collection. UH was embraced supported as a good 226 00:15:41,600 --> 00:15:44,960 Speaker 1: thing to experiment with. It's such a wonderful idea, although 227 00:15:45,000 --> 00:15:47,240 Speaker 1: it doesn't make me wonder how on earth do you 228 00:15:47,280 --> 00:15:49,280 Speaker 1: manage a dig site that is also part of a 229 00:15:49,320 --> 00:15:53,200 Speaker 1: busy and thriving campus. UM. It is the busiest part 230 00:15:53,280 --> 00:15:56,680 Speaker 1: of the campaign, it definitely is. So we have so 231 00:15:56,800 --> 00:15:59,640 Speaker 1: much support from the university and the museum to do 232 00:15:59,680 --> 00:16:03,320 Speaker 1: the work. We have the support of yard operations who 233 00:16:03,360 --> 00:16:06,440 Speaker 1: manage the day to day flow of activities in the yard, 234 00:16:06,880 --> 00:16:12,160 Speaker 1: as well as the landscaping crew, archives, etcetera. Just a 235 00:16:12,160 --> 00:16:14,600 Speaker 1: lot of people coming to the other to support the project. 236 00:16:14,880 --> 00:16:18,320 Speaker 1: So we can dig in this very public space and 237 00:16:19,920 --> 00:16:23,080 Speaker 1: do the work with the students there. You know, having 238 00:16:23,720 --> 00:16:26,320 Speaker 1: the project take place in that public space is an 239 00:16:26,320 --> 00:16:29,000 Speaker 1: opportunity for us to talk about the public about the 240 00:16:29,080 --> 00:16:32,200 Speaker 1: history of the university, the importance of the Indian College, 241 00:16:32,720 --> 00:16:35,680 Speaker 1: and the story about Indian education at Harvard, and that's 242 00:16:35,680 --> 00:16:39,720 Speaker 1: not a story that most people know about. Yeah, and 243 00:16:39,720 --> 00:16:43,760 Speaker 1: and I'd also like to credit the student's openness to 244 00:16:44,720 --> 00:16:49,320 Speaker 1: UM engaging in communicating the relevance of UM not only 245 00:16:49,400 --> 00:16:53,200 Speaker 1: this particular topic of the Indian College in Harvard history, 246 00:16:53,240 --> 00:16:58,400 Speaker 1: but UM the importance of of archaeology and cultural resources 247 00:16:58,480 --> 00:17:04,200 Speaker 1: under our feet UM UH broadly conceived is is just amazing. 248 00:17:04,280 --> 00:17:09,239 Speaker 1: And their willingness to UM UH really think of it 249 00:17:09,280 --> 00:17:13,040 Speaker 1: as a form of civic engagement and UM and you know, 250 00:17:13,119 --> 00:17:15,959 Speaker 1: be there with the public and and help guide the 251 00:17:15,960 --> 00:17:20,560 Speaker 1: public experience as their UH coming through the yard, you know, 252 00:17:20,880 --> 00:17:27,199 Speaker 1: either UM either as as as tourists or of you know, 253 00:17:27,280 --> 00:17:31,040 Speaker 1: just walking on their way to UM OUTSELLO students on 254 00:17:31,080 --> 00:17:34,560 Speaker 1: their way to class, or or UM other community members. 255 00:17:34,600 --> 00:17:38,040 Speaker 1: It's the students have really played such a key and 256 00:17:38,359 --> 00:17:44,639 Speaker 1: UH an excellent role in the public archaeology aspect. I 257 00:17:44,720 --> 00:17:46,520 Speaker 1: just want to add to that by think they're so 258 00:17:46,720 --> 00:17:51,119 Speaker 1: enthusiastic with engaging about with the public about the project 259 00:17:51,400 --> 00:17:56,240 Speaker 1: and the story that it just makes it a fantastic 260 00:17:57,280 --> 00:18:11,960 Speaker 1: project all about. So getting back to my chat with 261 00:18:12,040 --> 00:18:14,880 Speaker 1: Trich and Diana, UH lateies are next going to talk 262 00:18:14,920 --> 00:18:17,440 Speaker 1: about some pretty significant fines that have been made by 263 00:18:17,480 --> 00:18:21,080 Speaker 1: students participating in this dig at Harvard Yard. And then 264 00:18:21,080 --> 00:18:23,040 Speaker 1: we're going to talk a little bit about why they're 265 00:18:23,119 --> 00:18:26,600 Speaker 1: so little information about the building that housed the Indian College, 266 00:18:26,640 --> 00:18:29,440 Speaker 1: because well, it's part of Harvard's history. There's a lot 267 00:18:29,440 --> 00:18:31,720 Speaker 1: of gaps in the knowledge there. Uh, And we're gonna 268 00:18:31,760 --> 00:18:34,000 Speaker 1: talk a little bit about everyone's favorite topic, which is 269 00:18:34,040 --> 00:18:37,199 Speaker 1: food and some of the more rebellious pursuits of the 270 00:18:37,240 --> 00:18:44,679 Speaker 1: colleges students. So then in two thousand nine, uh, this 271 00:18:44,760 --> 00:18:49,040 Speaker 1: project uncovered a rather important trench. Can you tell us 272 00:18:49,040 --> 00:18:51,719 Speaker 1: sort of about that trench and it's significance and and 273 00:18:51,960 --> 00:18:57,560 Speaker 1: what you found in it. So into down nine we 274 00:18:57,720 --> 00:19:01,280 Speaker 1: had on previous years, I should say, we were excavating 275 00:19:01,320 --> 00:19:04,240 Speaker 1: in the area in front of Matthews Hall at the 276 00:19:04,280 --> 00:19:10,199 Speaker 1: College and looking for information on the Indian College. And 277 00:19:10,520 --> 00:19:14,600 Speaker 1: in two thousand and seven we had excavated a unit 278 00:19:15,400 --> 00:19:20,800 Speaker 1: archaeological unit where we came across some dark soils and 279 00:19:21,240 --> 00:19:24,640 Speaker 1: seventeenth century printing type. It was in two thousand nine 280 00:19:24,680 --> 00:19:27,760 Speaker 1: that we were able to expand on that area and 281 00:19:27,800 --> 00:19:32,280 Speaker 1: we came across this dark feature in the soil which 282 00:19:32,320 --> 00:19:36,680 Speaker 1: represented the eastern wall of the Indian College building. Yeah, 283 00:19:36,720 --> 00:19:39,560 Speaker 1: we have some images and that you had mentioned, Holly, 284 00:19:39,560 --> 00:19:44,639 Speaker 1: the Digging Veritas online exhibit and physical exhibit in the 285 00:19:44,720 --> 00:19:47,439 Speaker 1: museum itself, and we have some great images of what 286 00:19:47,560 --> 00:19:52,520 Speaker 1: that feature looks like as well as some UM detail 287 00:19:52,840 --> 00:19:57,280 Speaker 1: uh photos of the artifacts that came from the trench 288 00:19:57,720 --> 00:20:01,280 Speaker 1: and that UM that sit s wated it in time 289 00:20:01,920 --> 00:20:05,720 Speaker 1: UM at the time of the Indian College. The printing 290 00:20:05,760 --> 00:20:11,840 Speaker 1: type UM. Some of the slipware ceramics that UM are 291 00:20:12,080 --> 00:20:15,920 Speaker 1: you know solidly uh, seventeenth century type. So we were 292 00:20:15,960 --> 00:20:19,280 Speaker 1: pretty excited when all the all the aspects of the 293 00:20:19,400 --> 00:20:23,680 Speaker 1: feature came together to suggest it relating to the architecture 294 00:20:23,720 --> 00:20:27,120 Speaker 1: of the Indian College. And those two pieces of printing 295 00:20:27,119 --> 00:20:31,200 Speaker 1: type UM, if I did my research, read my research correctly, 296 00:20:31,600 --> 00:20:34,200 Speaker 1: those are believed to be part of the first printing 297 00:20:34,240 --> 00:20:38,880 Speaker 1: press in the colonies. Is that correct? Yes, So this 298 00:20:38,960 --> 00:20:42,880 Speaker 1: is the little object that speaks volumes as Trish would 299 00:20:42,880 --> 00:20:48,119 Speaker 1: put it, UM, small pieces of lead alloy printing type 300 00:20:48,119 --> 00:20:50,680 Speaker 1: that were used in immovable press, which was the first 301 00:20:50,760 --> 00:20:53,720 Speaker 1: press in the British colonies. It was here at Harvard. 302 00:20:53,760 --> 00:20:56,760 Speaker 1: It was located in the Ending College building. And it 303 00:20:56,880 --> 00:21:01,520 Speaker 1: was used to produce text in both local Goncling language 304 00:21:01,560 --> 00:21:07,359 Speaker 1: and English. Yeah, the first book printed in America were 305 00:21:07,440 --> 00:21:10,800 Speaker 1: printed on that press. So that's hugely significant. I mean, 306 00:21:10,800 --> 00:21:12,840 Speaker 1: that's like a big fine even though, as you said, 307 00:21:12,840 --> 00:21:20,640 Speaker 1: it's a tiny thing, but it's really huge. We agree. UM. 308 00:21:20,720 --> 00:21:23,200 Speaker 1: One of the really really cool aspects of this whole 309 00:21:23,240 --> 00:21:27,640 Speaker 1: project to me is that you collaborate with the Wampanoag 310 00:21:27,720 --> 00:21:32,080 Speaker 1: and Nipmunk nations and I think probably other UM Native 311 00:21:32,080 --> 00:21:36,280 Speaker 1: American nations. What is their involvement in this and how 312 00:21:36,280 --> 00:21:41,160 Speaker 1: did that partnership develop? Sure, this is this is tri UM. 313 00:21:41,200 --> 00:21:47,280 Speaker 1: At the time that UM, the fiftieth anniversary of the 314 00:21:47,320 --> 00:21:52,800 Speaker 1: Indian College was being commemorated, UM, there were already strands 315 00:21:53,000 --> 00:22:00,560 Speaker 1: of outreach and intellectual UH networks relating some of the 316 00:22:00,640 --> 00:22:07,119 Speaker 1: questions UM of the Indian College UH to UH current 317 00:22:07,200 --> 00:22:12,800 Speaker 1: scholarly work coming out of UM Native American groups in 318 00:22:13,040 --> 00:22:17,600 Speaker 1: New England. UM, and so we UH largely followed on 319 00:22:17,720 --> 00:22:23,920 Speaker 1: those cues that were UM already UH in process of 320 00:22:23,920 --> 00:22:30,880 Speaker 1: of unfolding. UM. We also were enthusiastic to identify some 321 00:22:31,400 --> 00:22:36,680 Speaker 1: common research goals that UM might have some UH potential 322 00:22:36,760 --> 00:22:43,000 Speaker 1: student involvement UM in addition to the scholarly UM implications 323 00:22:43,400 --> 00:22:49,120 Speaker 1: as well as some public interests. So UM. For the museum, 324 00:22:49,160 --> 00:22:51,879 Speaker 1: it was, you know, the coming together of a number 325 00:22:51,960 --> 00:22:56,800 Speaker 1: of different factors and and interests and and people UM 326 00:22:56,840 --> 00:23:01,320 Speaker 1: in a in a positive and UM and I think, 327 00:23:01,840 --> 00:23:06,560 Speaker 1: you know, growing out of UM intellectual trends in different 328 00:23:06,920 --> 00:23:10,280 Speaker 1: fields UM which the Native American tribes were on their 329 00:23:10,280 --> 00:23:14,760 Speaker 1: own taking part in UH. And so I think our 330 00:23:14,880 --> 00:23:21,240 Speaker 1: contacts with for example, direct descendants of um Nipmuck tribal 331 00:23:21,320 --> 00:23:27,440 Speaker 1: members who um UH descended from James the printer UM 332 00:23:27,440 --> 00:23:30,880 Speaker 1: the individual one of the individuals who UM is known 333 00:23:30,920 --> 00:23:36,840 Speaker 1: to have UH printed on the printing press. UM. And UH. 334 00:23:37,000 --> 00:23:43,440 Speaker 1: Then UH tribal members from the Wanpanoi tribes, particularly m 335 00:23:43,560 --> 00:23:47,000 Speaker 1: gay head on a Quino. We were fortunate to work 336 00:23:47,040 --> 00:23:50,800 Speaker 1: with a Harvard student from that community, that Wanpanoi community, 337 00:23:50,880 --> 00:23:56,720 Speaker 1: who took the Archaeology of Harvard Yard class with us UM. 338 00:23:56,760 --> 00:24:00,040 Speaker 1: And that was right around the same time as the 339 00:24:00,040 --> 00:24:06,800 Speaker 1: three hundred and fifty is UM anniversary of UH what 340 00:24:06,840 --> 00:24:12,439 Speaker 1: would have been their graduations from the Indian College. So UM. 341 00:24:12,640 --> 00:24:16,400 Speaker 1: Just I think a lot of UH common interests coming 342 00:24:16,440 --> 00:24:20,520 Speaker 1: together at the same time and continuing to develop and 343 00:24:20,520 --> 00:24:22,760 Speaker 1: and I think not the least of which is the 344 00:24:22,880 --> 00:24:29,800 Speaker 1: um Uh Wantpanoa language reclamation project work being done utilizing 345 00:24:30,240 --> 00:24:33,320 Speaker 1: some of the books that were printed at the Indian College, 346 00:24:33,320 --> 00:24:36,600 Speaker 1: in particular the Indian Bible UM. A lot of that 347 00:24:36,680 --> 00:24:42,600 Speaker 1: work has been recognized as key in UM in revitalizing 348 00:24:42,680 --> 00:24:48,000 Speaker 1: the want Wampanoa language which had gone unspoken for many 349 00:24:48,080 --> 00:24:52,320 Speaker 1: years and is being revitalized through the efforts of UM 350 00:24:52,440 --> 00:24:56,920 Speaker 1: tribal members UH today and has been going on for 351 00:24:56,920 --> 00:25:00,119 Speaker 1: for some time. But all of these different threads, I 352 00:25:00,119 --> 00:25:04,080 Speaker 1: think um Uh come together and have relevance for each 353 00:25:04,080 --> 00:25:08,480 Speaker 1: other and and hopefully can continue to grow the development 354 00:25:08,520 --> 00:25:12,719 Speaker 1: of knowledge on this topic. Can I add Trish. We 355 00:25:12,800 --> 00:25:20,359 Speaker 1: operationalize engagement the public archaeology of the project UM through 356 00:25:20,560 --> 00:25:23,520 Speaker 1: an open well an open house in the spring semester. 357 00:25:23,920 --> 00:25:27,000 Speaker 1: So in the fall semester when we start excavations, we 358 00:25:27,040 --> 00:25:29,679 Speaker 1: have an opening day where we invite different members of 359 00:25:29,680 --> 00:25:33,000 Speaker 1: the community, local community UM to come and talk about 360 00:25:33,000 --> 00:25:38,879 Speaker 1: the project and help the students situate their experience within 361 00:25:38,960 --> 00:25:42,280 Speaker 1: this larger history. And then in the spring we have 362 00:25:42,320 --> 00:25:47,200 Speaker 1: an open house where students, we and the students invite 363 00:25:47,240 --> 00:25:50,119 Speaker 1: members of their community here on campus in the local 364 00:25:50,480 --> 00:25:54,520 Speaker 1: travel community to come and view what we've located in 365 00:25:54,600 --> 00:26:00,480 Speaker 1: the excavations and then have a conversation about what we've 366 00:26:00,480 --> 00:26:03,200 Speaker 1: found to date and where the project is going next. 367 00:26:03,920 --> 00:26:07,560 Speaker 1: So if we're really fortunate to be able to have 368 00:26:07,640 --> 00:26:13,000 Speaker 1: a dialogue with different stakeholders about the project itself, MH, 369 00:26:13,560 --> 00:26:17,120 Speaker 1: no one used help but growth. Yeah. And one facet 370 00:26:17,160 --> 00:26:20,920 Speaker 1: that I'd just add more overtly than I did previously 371 00:26:21,160 --> 00:26:27,240 Speaker 1: was the scholarly interest among the UM Harvard University Native 372 00:26:27,240 --> 00:26:32,560 Speaker 1: American campus community UM and their interest in Native education, 373 00:26:32,680 --> 00:26:37,040 Speaker 1: the history of Native education, UH, you know, some of 374 00:26:37,080 --> 00:26:40,359 Speaker 1: the positive as well as negative aspects of that, some 375 00:26:40,920 --> 00:26:44,960 Speaker 1: critique of Native education, and then also interest in literacy 376 00:26:45,680 --> 00:26:51,640 Speaker 1: UM and how that's an important aspect of UH colonial 377 00:26:52,200 --> 00:26:56,600 Speaker 1: the colonial enterprise. So now I'm going to shift gears 378 00:26:56,640 --> 00:26:57,960 Speaker 1: on you a little bit and talk a little bit 379 00:26:57,960 --> 00:27:00,679 Speaker 1: more about architecture because my understand ending is that you 380 00:27:00,760 --> 00:27:06,680 Speaker 1: did not really have any UM contemporary images that were 381 00:27:06,720 --> 00:27:10,199 Speaker 1: made when the the Indian College was actually standing, and 382 00:27:10,200 --> 00:27:13,119 Speaker 1: that there was one representation that was put together based 383 00:27:13,119 --> 00:27:18,400 Speaker 1: on archival documents. But has this UM trench and sort 384 00:27:18,440 --> 00:27:22,240 Speaker 1: of this excavation led to any new insights about the 385 00:27:22,240 --> 00:27:28,439 Speaker 1: actual building itself. Absolutely. You know, we have descriptions in 386 00:27:28,520 --> 00:27:32,439 Speaker 1: the archival record which say we proposed to and I 387 00:27:32,480 --> 00:27:35,720 Speaker 1: think i'm quoting here, um build a small pile of 388 00:27:35,760 --> 00:27:40,280 Speaker 1: brick for the Indians, and the actual dimensions that it 389 00:27:40,320 --> 00:27:43,480 Speaker 1: was supposed to be. There was a two story building 390 00:27:43,840 --> 00:27:45,840 Speaker 1: with room for twenty students that was supposed to be 391 00:27:45,880 --> 00:27:52,240 Speaker 1: about but the details of that are not in the archives, 392 00:27:52,240 --> 00:27:55,119 Speaker 1: and there are no drawings from the seventeenth century that 393 00:27:55,240 --> 00:27:59,919 Speaker 1: indicates what the building looked like. So in the art 394 00:28:00,000 --> 00:28:03,200 Speaker 1: a logical excavation, we're able to see, yes, it was 395 00:28:03,240 --> 00:28:06,400 Speaker 1: a brick building, and the kinds of bricks that were used. 396 00:28:06,400 --> 00:28:09,080 Speaker 1: There's some specially made bricks that came out of the 397 00:28:09,119 --> 00:28:14,640 Speaker 1: excavation which showed us how um important the structure was 398 00:28:14,720 --> 00:28:18,439 Speaker 1: on on that small campus at the time. So Harvard 399 00:28:18,440 --> 00:28:22,160 Speaker 1: in seventeenth century is just four buildings two um three 400 00:28:22,200 --> 00:28:26,720 Speaker 1: of which are our wood frame and then the first 401 00:28:26,720 --> 00:28:30,600 Speaker 1: brick building is the Indian College building. Mm hmm. And 402 00:28:30,640 --> 00:28:35,880 Speaker 1: I think the the um stoutness of the foundation and 403 00:28:35,920 --> 00:28:40,920 Speaker 1: the this this season, in particular, the extent of clay 404 00:28:41,040 --> 00:28:45,560 Speaker 1: underpinnings UM show it to be kind of a contrast 405 00:28:45,880 --> 00:28:51,720 Speaker 1: in degree of permanency to the previous building. The sixty 406 00:28:51,960 --> 00:28:58,960 Speaker 1: Old College UM didn't really leave a foundation trace. The 407 00:29:00,000 --> 00:29:02,640 Speaker 1: Seller hole, a small cellar hole of the old College 408 00:29:03,160 --> 00:29:09,440 Speaker 1: UM has been excavated, But in terms of building footings 409 00:29:09,600 --> 00:29:13,720 Speaker 1: UH there there certainly aren't any that have been discovered 410 00:29:13,720 --> 00:29:15,560 Speaker 1: that are to the extent of the trench that we 411 00:29:15,680 --> 00:29:21,160 Speaker 1: found relating to the Indian College and the UM. The 412 00:29:21,160 --> 00:29:26,080 Speaker 1: the kind of lack of of good foundation for the 413 00:29:26,120 --> 00:29:29,560 Speaker 1: old College and may have contributed John Stubbs has suggested 414 00:29:29,600 --> 00:29:35,720 Speaker 1: may have contributed to UM it's quick track to disrepair UM, 415 00:29:35,760 --> 00:29:40,120 Speaker 1: and so the the investment in underpinnings for the Indian 416 00:29:40,160 --> 00:29:43,920 Speaker 1: College are are a contrast. So in terms of architecture 417 00:29:44,440 --> 00:29:48,800 Speaker 1: UM the brick UH structure is confirmed as well as 418 00:29:48,840 --> 00:29:53,120 Speaker 1: I think the investment in its UM permanence, which is 419 00:29:53,200 --> 00:29:56,360 Speaker 1: kind of a surprise because it was taken down not 420 00:29:56,600 --> 00:30:01,640 Speaker 1: too long UM after. In UM we talk a little 421 00:30:01,640 --> 00:30:05,800 Speaker 1: bit about that in the in the exhibits, right, I 422 00:30:05,840 --> 00:30:08,400 Speaker 1: think we were really both of us have worked on 423 00:30:08,440 --> 00:30:11,640 Speaker 1: colonial sites and both of us were just so impressed 424 00:30:11,680 --> 00:30:15,080 Speaker 1: with the level of effort that was put into constructing 425 00:30:15,120 --> 00:30:20,960 Speaker 1: this building to be completed by sixty You know, Harvard 426 00:30:21,040 --> 00:30:25,400 Speaker 1: landscape in the seventeenth century kind of a marshy area 427 00:30:25,880 --> 00:30:30,480 Speaker 1: to construct building, and the efforts put forward with the 428 00:30:30,560 --> 00:30:34,160 Speaker 1: clay and the size of the trench to stabilize the 429 00:30:34,240 --> 00:30:38,479 Speaker 1: structure so that would be longstanding, as said, is so 430 00:30:38,560 --> 00:30:42,320 Speaker 1: significant and really adds to our understanding of the investment 431 00:30:42,640 --> 00:30:45,400 Speaker 1: that was being made with the construction of this building. 432 00:30:47,680 --> 00:30:50,000 Speaker 1: So shifting a little bit now that you have brought 433 00:30:50,160 --> 00:30:54,160 Speaker 1: you know, you've mentioned the colonial era again, um, which 434 00:30:54,160 --> 00:30:55,840 Speaker 1: we've been talking about, I know, the whole time, but 435 00:30:56,880 --> 00:31:00,080 Speaker 1: I know that in the online exhibit you talk a 436 00:31:00,080 --> 00:31:03,280 Speaker 1: little bit about kind of social hierarchy and class structure 437 00:31:03,320 --> 00:31:06,880 Speaker 1: and how that played out at the school. Has what 438 00:31:07,080 --> 00:31:10,560 Speaker 1: elements of this archaeology project have kind of lent to 439 00:31:10,720 --> 00:31:14,400 Speaker 1: your understanding of how all of that worked. I think 440 00:31:14,400 --> 00:31:17,040 Speaker 1: there's a couple of great examples that come out, both 441 00:31:17,120 --> 00:31:20,680 Speaker 1: in the ceramic material that's been recovered and also the 442 00:31:20,720 --> 00:31:25,600 Speaker 1: fawnel material that's been recovered. Whitney say, Trish, yeah, yeah 443 00:31:25,760 --> 00:31:28,240 Speaker 1: for it. So with the ceramic material, you know, in 444 00:31:28,280 --> 00:31:31,840 Speaker 1: the seventeenth century, as we imagine um, what daily life 445 00:31:31,880 --> 00:31:34,040 Speaker 1: was like we know that the students led are really 446 00:31:34,080 --> 00:31:38,120 Speaker 1: structured lives, both the English students and the Native American students. 447 00:31:38,360 --> 00:31:40,280 Speaker 1: You know, their days were planned out for them from 448 00:31:40,320 --> 00:31:45,160 Speaker 1: about five am to eleven pm. And when you think 449 00:31:45,200 --> 00:31:49,960 Speaker 1: about their life and their world, you know, what we 450 00:31:50,080 --> 00:31:53,960 Speaker 1: find in the archaeological record is their trash, right, so 451 00:31:54,400 --> 00:31:58,000 Speaker 1: the broken pottery, the animal zone that was part of 452 00:31:58,040 --> 00:32:00,840 Speaker 1: their daily life, and how they ate at the table, 453 00:32:01,000 --> 00:32:04,320 Speaker 1: and their diets and the ceramics show from the seventeenth 454 00:32:04,360 --> 00:32:08,400 Speaker 1: century show you know, fairly modest beginning, right and so 455 00:32:09,080 --> 00:32:13,080 Speaker 1: nothing really fancy. And when you look at the funnel material, 456 00:32:13,240 --> 00:32:16,400 Speaker 1: the animal bones that are left over from meals, you 457 00:32:16,480 --> 00:32:20,120 Speaker 1: see something similar as well that it's just a very 458 00:32:20,160 --> 00:32:24,680 Speaker 1: modest beginning. There's indications that there was a great deal 459 00:32:24,760 --> 00:32:28,200 Speaker 1: of status differentiation at the table, you know, those seated 460 00:32:28,240 --> 00:32:32,720 Speaker 1: above the salt and those who are not. And so 461 00:32:33,160 --> 00:32:36,800 Speaker 1: we have an indication more about those students that were 462 00:32:36,800 --> 00:32:40,080 Speaker 1: seated below the salt, you know, with their plain ceramics 463 00:32:40,160 --> 00:32:43,320 Speaker 1: where they carve their initials into the bottom of their 464 00:32:43,440 --> 00:32:48,200 Speaker 1: red ware tankard and just the small few things they 465 00:32:48,200 --> 00:32:52,000 Speaker 1: had with them as students in the college um. One 466 00:32:52,040 --> 00:32:55,040 Speaker 1: of the I think the surprises is some of the 467 00:32:55,240 --> 00:32:59,720 Speaker 1: local at least that from the point of view of 468 00:33:00,560 --> 00:33:05,120 Speaker 1: UM students. Are some of the local products that UM 469 00:33:05,160 --> 00:33:09,440 Speaker 1: are evident in the archaeological record, particularly relating to dining, 470 00:33:09,560 --> 00:33:12,240 Speaker 1: the abundance of oyster shells, which also would have been 471 00:33:12,640 --> 00:33:17,360 Speaker 1: used in UM the manufacturer of mortar for the brick building, 472 00:33:17,440 --> 00:33:23,680 Speaker 1: but UM, the it seems pretty clear that oysters were 473 00:33:23,720 --> 00:33:28,120 Speaker 1: also UM used as a food source, and a number 474 00:33:28,160 --> 00:33:32,600 Speaker 1: of other local you know, as Diana mentioned UM that 475 00:33:32,720 --> 00:33:38,240 Speaker 1: it was a pretty modest beginning the UM. The emphasis 476 00:33:38,280 --> 00:33:41,760 Speaker 1: on UM, some of those local products high like that, 477 00:33:41,880 --> 00:33:45,440 Speaker 1: I think for the students in in contrast to our 478 00:33:45,760 --> 00:33:51,360 Speaker 1: dining situation today. You know, we talked about with the 479 00:33:51,400 --> 00:33:57,920 Speaker 1: students the yummy bivalves diet, eating valves, but at that 480 00:33:58,160 --> 00:34:02,719 Speaker 1: time it's not considered a fancy diet. Rather they're eating 481 00:34:03,160 --> 00:34:10,399 Speaker 1: this local grub on plain dishes. UM. One other thing 482 00:34:10,400 --> 00:34:12,120 Speaker 1: I wanted to talk about, and I know this is 483 00:34:12,160 --> 00:34:15,360 Speaker 1: also part of the exhibit, is sort of the the 484 00:34:15,520 --> 00:34:18,240 Speaker 1: rules and the structure of Harvard in the sixteen fifties 485 00:34:18,239 --> 00:34:22,200 Speaker 1: and sixteen sixties, which you know, we're based in religion, 486 00:34:22,280 --> 00:34:25,120 Speaker 1: and they sound very strict and there's no smoking, and 487 00:34:25,120 --> 00:34:29,120 Speaker 1: they were clothing guidelines, but the archaeological record gives us 488 00:34:29,120 --> 00:34:33,320 Speaker 1: some evidence that those guidelines were maybe not always followed. Um, 489 00:34:33,400 --> 00:34:36,640 Speaker 1: will you elaborate on that? Sure, no big surprise there 490 00:34:36,719 --> 00:34:40,760 Speaker 1: that students are um just as invested in their extracurricular 491 00:34:40,840 --> 00:34:45,960 Speaker 1: pursuits as they are today with um, just a lot 492 00:34:46,600 --> 00:34:52,360 Speaker 1: of evidence of pipe smoking, um, using tobacco as well 493 00:34:52,400 --> 00:34:55,960 Speaker 1: as drinking through the evidence of wine bottles and other 494 00:34:56,040 --> 00:34:59,400 Speaker 1: liquor bottles. You know, the laws of the college are 495 00:34:59,400 --> 00:35:03,600 Speaker 1: based on the laws of the Big Colony, which also 496 00:35:05,280 --> 00:35:10,120 Speaker 1: advocate a modest lifestyle without any excess and um, you know, 497 00:35:10,160 --> 00:35:15,439 Speaker 1: smoking and drinking are considered excess, and so students are 498 00:35:15,480 --> 00:35:20,160 Speaker 1: definitely imbibing and enjoying themselves in ways that went against 499 00:35:20,800 --> 00:35:24,520 Speaker 1: the laws of both the university or the college at 500 00:35:24,520 --> 00:35:28,200 Speaker 1: the time and the Bay Colony. H. Do you want 501 00:35:28,200 --> 00:35:32,759 Speaker 1: to mention some of the health evidence of health and 502 00:35:33,239 --> 00:35:35,920 Speaker 1: stress manage? Oh, my gosh, you know, this is one 503 00:35:35,920 --> 00:35:38,080 Speaker 1: of my favorites. Trish knows. This is one of my 504 00:35:38,160 --> 00:35:45,880 Speaker 1: favorite topics. Is the level of bodily care and comfort 505 00:35:45,960 --> 00:35:48,320 Speaker 1: in the seventeenth centuries. Another thing we talked this is 506 00:35:48,360 --> 00:35:52,480 Speaker 1: about your day to day life in the seventeenth century. 507 00:35:53,040 --> 00:35:56,400 Speaker 1: How you consider bodily health today is not how you 508 00:35:56,480 --> 00:36:00,200 Speaker 1: considered bodily health in the seventeenth century. You know, we 509 00:36:00,239 --> 00:36:02,680 Speaker 1: find and what we find in the archaeological record is, 510 00:36:03,400 --> 00:36:06,000 Speaker 1: you know, some evidence of how they're The students were 511 00:36:06,000 --> 00:36:10,040 Speaker 1: trying to care for themselves with um tiny bone combs 512 00:36:10,360 --> 00:36:13,520 Speaker 1: with really close teeth that were used to pick the 513 00:36:13,600 --> 00:36:16,680 Speaker 1: life out of hair, so that life was a concern 514 00:36:16,800 --> 00:36:21,239 Speaker 1: at the university. And then also the medicine bottles that 515 00:36:21,320 --> 00:36:27,279 Speaker 1: we recover. The students were compounding medicines to alleviate illnesses 516 00:36:27,360 --> 00:36:29,480 Speaker 1: as part of their daily life, and some of the 517 00:36:29,520 --> 00:36:34,000 Speaker 1: early accounts are recipes of the different medicines that could 518 00:36:34,040 --> 00:36:38,440 Speaker 1: be used to alleviate dysentery and diarrhea and all the 519 00:36:38,560 --> 00:36:44,520 Speaker 1: things that make you uncomfortable even and there was an 520 00:36:44,520 --> 00:36:46,759 Speaker 1: excavation in the eighties where they came up with some 521 00:36:46,840 --> 00:36:52,160 Speaker 1: botanical remains, and those botanical remains also were evidence of 522 00:36:52,200 --> 00:36:55,600 Speaker 1: the medicinals that are used or at the time considered 523 00:36:55,640 --> 00:37:02,680 Speaker 1: simples um to alleviate bodily concerned. I love how they 524 00:37:02,760 --> 00:37:08,920 Speaker 1: have delicately and carefully you put that, But you know, 525 00:37:09,080 --> 00:37:11,160 Speaker 1: if you think about it. These students that you know, 526 00:37:12,120 --> 00:37:14,720 Speaker 1: they're not comfortable. I mean as we think about comfort, 527 00:37:14,719 --> 00:37:17,920 Speaker 1: bodily comfort. Now, they have keith issues, they have life, 528 00:37:18,560 --> 00:37:24,000 Speaker 1: they have um problems with digestion. You know, all of 529 00:37:24,040 --> 00:37:25,799 Speaker 1: that is part of their daily life. And how they 530 00:37:25,840 --> 00:37:29,440 Speaker 1: try to alleviate that through the use of material culture 531 00:37:29,480 --> 00:37:31,920 Speaker 1: is something that also resides as part of the story 532 00:37:31,960 --> 00:37:42,120 Speaker 1: as well that we recover from the archaeological records. So 533 00:37:42,840 --> 00:37:46,160 Speaker 1: now that we are jumping back in um to our 534 00:37:46,239 --> 00:37:49,200 Speaker 1: last segment, our wonderful guests are going to share with 535 00:37:49,360 --> 00:37:52,080 Speaker 1: us some of their favorite finds from the Harvard excavation, 536 00:37:52,480 --> 00:37:54,719 Speaker 1: and you will get a very real sense here of 537 00:37:54,760 --> 00:37:56,680 Speaker 1: how much they love the work they do and how 538 00:37:56,680 --> 00:37:58,480 Speaker 1: exciting it is for them to be part of this 539 00:37:58,640 --> 00:38:05,000 Speaker 1: really unique student or it did archaeology broad dast So 540 00:38:05,120 --> 00:38:07,480 Speaker 1: for each of you, I would love to hear what 541 00:38:07,680 --> 00:38:13,239 Speaker 1: the most exciting or favorite find in the archaeological work 542 00:38:13,280 --> 00:38:21,520 Speaker 1: there at Harvard is since mentioned. I'm kidding, I have 543 00:38:21,960 --> 00:38:24,759 Speaker 1: one overall, and one from this season. I don't know 544 00:38:24,760 --> 00:38:29,279 Speaker 1: if Trish go ahead. So in two thousand nine, when 545 00:38:29,320 --> 00:38:32,480 Speaker 1: we're excavating at that area where we would believe it 546 00:38:32,520 --> 00:38:36,319 Speaker 1: to be the trench to students looked up from the 547 00:38:36,360 --> 00:38:39,920 Speaker 1: excavations and said, we think we found something and they 548 00:38:39,960 --> 00:38:41,520 Speaker 1: held it up and it was a piece of the 549 00:38:41,560 --> 00:38:45,200 Speaker 1: printing type and I just burst into tears. I mean 550 00:38:45,239 --> 00:38:48,239 Speaker 1: it was such a moment. This this season we had 551 00:38:48,280 --> 00:38:51,920 Speaker 1: students excavating in this level that was seventeen and eighteenth 552 00:38:51,920 --> 00:38:55,120 Speaker 1: century material and he said, oh, you know, I think 553 00:38:55,160 --> 00:38:57,279 Speaker 1: we found something interesting and he held up this pair 554 00:38:57,320 --> 00:39:02,080 Speaker 1: of cuffling please, and I said, there is no way 555 00:39:02,120 --> 00:39:04,640 Speaker 1: you found that on this site. They were so nice 556 00:39:05,120 --> 00:39:08,640 Speaker 1: and so beautiful and so well preserved, and like, yeah, 557 00:39:08,920 --> 00:39:11,200 Speaker 1: we totally did. I was like, oh, do you bring 558 00:39:11,239 --> 00:39:13,920 Speaker 1: them from somewhere? But no, sure enough, they came out 559 00:39:13,920 --> 00:39:18,800 Speaker 1: of the excavation. And that kind of excitement never goes away, 560 00:39:18,960 --> 00:39:23,480 Speaker 1: even after years of doing that. Mm hmm. Yeah. I 561 00:39:23,520 --> 00:39:27,920 Speaker 1: think that UM. One of the artifact types that is 562 00:39:28,320 --> 00:39:34,160 Speaker 1: a particularly effective time machine and kind of context awareness 563 00:39:34,280 --> 00:39:37,400 Speaker 1: raiser for students is UM when they start finding the 564 00:39:37,560 --> 00:39:42,239 Speaker 1: colonial clay tobacco pipes, and uh, there they find them 565 00:39:42,239 --> 00:39:48,479 Speaker 1: with with some frequency, so UM, it's it's uh, it's 566 00:39:48,600 --> 00:39:51,160 Speaker 1: it's enough to kind of it's a real eye opener 567 00:39:51,239 --> 00:39:53,520 Speaker 1: that we're you know, we're dealing with a different a 568 00:39:53,560 --> 00:39:57,759 Speaker 1: different same place, but a very different time. UM. In 569 00:39:57,880 --> 00:40:01,640 Speaker 1: terms of my own excavation Asian Harvard Yard, finding in 570 00:40:02,160 --> 00:40:07,120 Speaker 1: an entire fish skeleton in the seller of the old 571 00:40:07,160 --> 00:40:13,320 Speaker 1: college building. UH, seventeenth century fish skeleton was pretty exciting too. 572 00:40:14,480 --> 00:40:17,680 Speaker 1: So what would either of you say? You can each 573 00:40:17,719 --> 00:40:20,360 Speaker 1: to give your own answer. UH, is the most important 574 00:40:20,400 --> 00:40:22,560 Speaker 1: thing that you would like people to know about this 575 00:40:22,680 --> 00:40:27,240 Speaker 1: ongoing archaeology project at Harvard? Well, I think the broad 576 00:40:27,400 --> 00:40:35,600 Speaker 1: message that UM cultural resources, archaeology even of recent historic periods, 577 00:40:35,800 --> 00:40:40,600 Speaker 1: is all around us, and to raise awareness for the 578 00:40:40,680 --> 00:40:47,040 Speaker 1: preservation and support for those resources is UM is a 579 00:40:47,120 --> 00:40:50,959 Speaker 1: biggie UH. And then in addition to that, I think 580 00:40:51,040 --> 00:40:56,920 Speaker 1: the more specific message of our shared colonial past in 581 00:40:57,080 --> 00:41:03,600 Speaker 1: New England UM that interweaves UH a place like Harvard 582 00:41:03,640 --> 00:41:13,200 Speaker 1: College with UM Native American families and communities in the region. Diana. Yeah, 583 00:41:13,480 --> 00:41:16,960 Speaker 1: so I would say, you know, the story of the 584 00:41:17,000 --> 00:41:21,040 Speaker 1: sevent century Harvard again speaks to that shared path. But 585 00:41:21,080 --> 00:41:23,759 Speaker 1: it's also such an important message for students in the 586 00:41:23,800 --> 00:41:28,480 Speaker 1: future that they understand the university history and that they 587 00:41:28,560 --> 00:41:31,440 Speaker 1: have a part in creating the narrative for the present, 588 00:41:31,840 --> 00:41:35,040 Speaker 1: and that narrative includes telling the story of the Indian 589 00:41:35,080 --> 00:41:38,160 Speaker 1: College and the importance of Indian education at early Harvard, 590 00:41:39,000 --> 00:41:43,040 Speaker 1: and that's a story that's been forgotten. The Indian College 591 00:41:43,080 --> 00:41:45,879 Speaker 1: was dismantled, the bricks were used for another building. If 592 00:41:45,920 --> 00:41:48,880 Speaker 1: you look at the landscape today, that story is absent. 593 00:41:49,800 --> 00:41:53,279 Speaker 1: So having students being able to tell that story, it's 594 00:41:53,320 --> 00:41:57,319 Speaker 1: so important to the continuation of the project. So can 595 00:41:57,360 --> 00:42:00,719 Speaker 1: you share any plans or exciting things going on with 596 00:42:01,239 --> 00:42:05,120 Speaker 1: upcoming aspects of the big mm hmmm. So um, we 597 00:42:05,160 --> 00:42:10,520 Speaker 1: have students working on updates to the on exhibit as 598 00:42:10,560 --> 00:42:13,839 Speaker 1: we speak, So that's very exciting. So changing a little 599 00:42:13,840 --> 00:42:19,239 Speaker 1: bit about the public space of the project online and 600 00:42:19,680 --> 00:42:23,200 Speaker 1: um then thinking we're also cataloging finds from this past, 601 00:42:24,680 --> 00:42:29,560 Speaker 1: the past falls excavations, what else trish Um, Yeah, the 602 00:42:29,680 --> 00:42:32,759 Speaker 1: online the the updates to the online exhibit. I think 603 00:42:32,800 --> 00:42:35,759 Speaker 1: that's that's a biggie. And the fact that, um, we 604 00:42:35,840 --> 00:42:40,080 Speaker 1: aim to be offering the course again. In offering it 605 00:42:40,120 --> 00:42:43,160 Speaker 1: in twenty six seventeen, we're in the fall will execrate 606 00:42:43,200 --> 00:42:44,759 Speaker 1: in the yard and the spring will go with the 607 00:42:44,880 --> 00:42:49,520 Speaker 1: lab catalog the material and then help with the accessioning processes. 608 00:42:49,600 --> 00:42:53,319 Speaker 1: So that becomes part of the museum's collection. So cool. Uh, 609 00:42:53,360 --> 00:42:56,480 Speaker 1: and you guys both mentioned the online site. So where 610 00:42:56,520 --> 00:42:59,120 Speaker 1: could listeners go if they want to learn more about this? 611 00:43:01,719 --> 00:43:06,279 Speaker 1: So um to the uh the main website of the 612 00:43:06,360 --> 00:43:11,640 Speaker 1: Pbody Museum of Archaeology and Ethnology, And then um there's 613 00:43:11,680 --> 00:43:16,240 Speaker 1: a link to exhibitions and a sub link to online 614 00:43:16,280 --> 00:43:21,360 Speaker 1: exhibitions and it's under their uh titled Digging Veritas. And 615 00:43:21,400 --> 00:43:23,080 Speaker 1: it really is quite a treat. There are a lot 616 00:43:23,080 --> 00:43:27,160 Speaker 1: of really fun images to look at. Uh. I so 617 00:43:27,239 --> 00:43:30,480 Speaker 1: glad you enjoyed it. Oh yeah, and watch the space. 618 00:43:30,560 --> 00:43:34,080 Speaker 1: More changes to come excellent excellence. So it will continue 619 00:43:34,120 --> 00:43:36,440 Speaker 1: to develop, which means it's good to go back to 620 00:43:36,520 --> 00:43:40,279 Speaker 1: periodically so I can see new stuff. Um. So, and 621 00:43:40,320 --> 00:43:43,000 Speaker 1: we will include the main link in our show notes 622 00:43:43,040 --> 00:43:47,960 Speaker 1: as well. UH. But otherwise, ladies, thank you so much. 623 00:43:48,040 --> 00:43:54,920 Speaker 1: This has been such a delight. So Tracy, how cool 624 00:43:55,040 --> 00:43:59,800 Speaker 1: is this project? What? Learning about this thing? Well, it's like, 625 00:44:00,200 --> 00:44:02,799 Speaker 1: uh to think about the opportunity that these students have 626 00:44:02,960 --> 00:44:05,960 Speaker 1: that they get to participate in a course UH in 627 00:44:06,160 --> 00:44:10,640 Speaker 1: some very real archaeology that is very materially contributing to 628 00:44:10,840 --> 00:44:14,200 Speaker 1: a museum exhibit and to the historic record. That's an 629 00:44:14,239 --> 00:44:16,360 Speaker 1: impact that a lot of students don't have the chance 630 00:44:16,480 --> 00:44:19,080 Speaker 1: to have, So I just love that they're kind of 631 00:44:19,120 --> 00:44:23,600 Speaker 1: igniting that fire in college age kids. It's very cool. Yeah, 632 00:44:23,640 --> 00:44:25,200 Speaker 1: I think, you know, I know a lot of folks 633 00:44:25,200 --> 00:44:27,279 Speaker 1: that have studied archaeology and they've gotten to go on 634 00:44:27,400 --> 00:44:31,799 Speaker 1: diggs as part of their work. But I don't think 635 00:44:31,840 --> 00:44:34,640 Speaker 1: I know of anybody who's digs were directly related to 636 00:44:34,680 --> 00:44:36,480 Speaker 1: the school that they were attending, which is kind of 637 00:44:36,520 --> 00:44:40,880 Speaker 1: a cool additional layer. Yeah, I always I mean, I 638 00:44:40,920 --> 00:44:43,239 Speaker 1: have not been to their dig, and I hope to 639 00:44:43,239 --> 00:44:45,759 Speaker 1: you because I think it would be fascinating. But I 640 00:44:45,840 --> 00:44:47,960 Speaker 1: just love knowing it's in this very busy part of 641 00:44:47,960 --> 00:44:50,960 Speaker 1: Harvard Yard and it's sort of you know, real life 642 00:44:51,080 --> 00:44:54,759 Speaker 1: and history kind of meeting and negotiating with each other. 643 00:44:55,640 --> 00:44:57,600 Speaker 1: We always talk about here on the show that history 644 00:44:57,680 --> 00:44:59,640 Speaker 1: is all around us, So what better way to show 645 00:44:59,680 --> 00:45:01,880 Speaker 1: it than sort of participating in a dig like this 646 00:45:01,920 --> 00:45:03,839 Speaker 1: and kind of having this on display to everyone there 647 00:45:03,840 --> 00:45:06,200 Speaker 1: at Harvard. I love the idea. I think it's awesome. 648 00:45:06,960 --> 00:45:10,080 Speaker 1: Uh So, my super duper thanks again to Trisian Diana, 649 00:45:10,080 --> 00:45:12,680 Speaker 1: because they were amazing. We will put the link to 650 00:45:12,680 --> 00:45:16,920 Speaker 1: the Digging Veritas Online exhibit in our show notes. And 651 00:45:17,719 --> 00:45:20,960 Speaker 1: now I have listener mail. This is some of the 652 00:45:21,000 --> 00:45:24,400 Speaker 1: most charming listener mail of all time. And it actually 653 00:45:24,880 --> 00:45:27,439 Speaker 1: it came while Tracy was away and so I took 654 00:45:27,480 --> 00:45:29,279 Speaker 1: pictures of it and sent it to her because it 655 00:45:29,360 --> 00:45:33,279 Speaker 1: was so sweet. It is from our listener, Moira uh 656 00:45:33,280 --> 00:45:36,000 Speaker 1: and Mury writes, Holly, Tracy and stuff you missed in 657 00:45:36,040 --> 00:45:39,759 Speaker 1: history class people, So Nol, that's for you. I love 658 00:45:39,800 --> 00:45:42,959 Speaker 1: your podcast. Me and my mom, I'm only eight, listen 659 00:45:43,000 --> 00:45:44,920 Speaker 1: to your podcast when we come home from the y 660 00:45:45,000 --> 00:45:48,040 Speaker 1: m c A. Or we're going to clogging. So there's 661 00:45:48,040 --> 00:45:51,120 Speaker 1: a series of these biographies and they're very interesting. I've 662 00:45:51,160 --> 00:45:54,319 Speaker 1: started too, but I haven't finished them yet because unfortunately 663 00:45:54,360 --> 00:45:57,640 Speaker 1: they're at my doctor's office. So anyways, the books are 664 00:45:57,640 --> 00:46:01,319 Speaker 1: about Walt Disney and Neil Armstrong. My point is I 665 00:46:01,400 --> 00:46:04,200 Speaker 1: have a request for either or I love your podcast. 666 00:46:04,239 --> 00:46:07,080 Speaker 1: It teaches me so much about history. Your listener, Moira, 667 00:46:07,560 --> 00:46:09,320 Speaker 1: Oh my gosh, this is one of the best letters 668 00:46:09,320 --> 00:46:13,200 Speaker 1: we've ever gotten. I love it. And you know, Moira, 669 00:46:13,320 --> 00:46:17,360 Speaker 1: you're really appealing to my personal loves because I love Disney. 670 00:46:17,400 --> 00:46:20,560 Speaker 1: I don't think anybody is blind on that point, and 671 00:46:20,640 --> 00:46:23,239 Speaker 1: I love space talk, so both of those are near 672 00:46:23,239 --> 00:46:25,239 Speaker 1: and dear to my heart. If you would like to 673 00:46:25,239 --> 00:46:27,840 Speaker 1: write us and share your ideas as Moira has, you 674 00:46:27,880 --> 00:46:30,680 Speaker 1: can do that at History Podcast at House of Works 675 00:46:30,719 --> 00:46:33,200 Speaker 1: dot com. You can also visit us at Facebook dot 676 00:46:33,200 --> 00:46:36,320 Speaker 1: com slash mist in History, on Twitter, at misst in history, 677 00:46:36,760 --> 00:46:39,360 Speaker 1: at misston history dot tumbler dot com, and at pinterest 678 00:46:39,400 --> 00:46:42,320 Speaker 1: dot com slash mist in History. There's also a spread 679 00:46:42,360 --> 00:46:45,120 Speaker 1: shirt store at mist in History dot spreadshirt dot com, 680 00:46:45,239 --> 00:46:47,960 Speaker 1: which we thankfully finally have some new product in so 681 00:46:48,000 --> 00:46:50,200 Speaker 1: you can go check it out. If you would like to, 682 00:46:50,520 --> 00:46:52,600 Speaker 1: uh potentially learn a little bit more about what we 683 00:46:52,640 --> 00:46:54,920 Speaker 1: talked about today in a very grand sense, you can 684 00:46:54,960 --> 00:46:57,160 Speaker 1: go to our parents right, how stuff works, typing the 685 00:46:57,160 --> 00:46:59,399 Speaker 1: word archaeology in the search bar, and who You will 686 00:46:59,440 --> 00:47:01,600 Speaker 1: have plenty of things to keep you busy and occupied 687 00:47:01,640 --> 00:47:04,520 Speaker 1: for a while. We have a lot of content around archaeology. 688 00:47:04,840 --> 00:47:06,359 Speaker 1: If you would like to visit us, you can do 689 00:47:06,360 --> 00:47:08,759 Speaker 1: that at mystan history dot com, where all of our 690 00:47:08,920 --> 00:47:12,680 Speaker 1: episodes exists in archive form. We also have show notes 691 00:47:12,719 --> 00:47:14,400 Speaker 1: for all of the episodes. Since Tracy and I have 692 00:47:14,480 --> 00:47:17,359 Speaker 1: been part of the podcast, and even occasionally we'll get 693 00:47:17,360 --> 00:47:20,080 Speaker 1: an additional goodie or tidbit along the way, so we 694 00:47:20,160 --> 00:47:22,520 Speaker 1: encourage you to visit us at Myston history dot com 695 00:47:22,600 --> 00:47:29,960 Speaker 1: and houseworks dot com for more on this and thousands 696 00:47:29,960 --> 00:47:43,680 Speaker 1: of other topics. Works dot com