the way things worked

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The Way Things Worked CIG Outline FSHP, 2011

The Way Things Worked:

Colonial Delaware Technology

Program Length: Varied targeted to drop in visitors at the John Bell House

Audience: Varied Children to Adults; This program is designed to be conducted for families from the

local area attending programs in the First State Heritage Park, particularly on a First Saturday. The

interpreter will need to modify the content and presentation of the tour at his or her discretion to meetthe specific educational requirements of the audience. A program for a largely adult audience, though

covering the same basic information, will need to be presented differently than an audience of mostly

children.

Goal: The goal of this program is to create a better understanding and appreciation for how technology

impacted life in colonial Delaware.

Objectives: For the program:(1) at least 90% of participants will have a better understanding of how artifacts are used to

interpret the way people lived during the late 18th century;(2) at least 75% of participants will be able to identify at least one tool used in colonial Delaware

(3) at least 25% of participants will go on a walking tour

Theme: People in the 1700s made the most out of the technology of their day.

Resources/Materials:

Interpreters in appropriate period costume (late 18th century)

Props to be laid out on tables include:

Pair of Shoes Shirt Petticoat Shift PocketStays Mobcap Tricorn hat Breeches WaistcoatToaster Chamber pot Washboard Cone of sugar Sugar snips

Bleeding bowl Chocolate pot Quill pen Inkwell Fan

Graces 9-pins Trap ball Hoop & stick Bilbo catcher Whirligig

Special Note:

This program is meant to be conducted by a costumed interpreter presenting in 3 rd person who assumes

the role of program leader. This program is intended to be a come and go program. Interpreters should

be prepared to talk about all of the items but it will be important to gauge audience interest levels to

know when it is appropriate to include more detail. There is no formal introduction, body and conclusionbecause the program is designed to be free form and interactive. Interpreters should be aware that

different age groups are able to handle different levels of information and have varying attention spans.

Interpreters should also take into consideration the age group they are presenting to and modify theirpresentation accordingly.

Introduction: The formal introduction will take place when the visitor enters the John Bell House forthe first time. Because there is no set time for the program, that means this will take place every time a

Written by Sarah Zimmerman, 2011

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new group walks through the front door. If the interpreter is already talking to a group inside the Bell

House, acknowledge the newly arrived group with a smile and a greeting, even if a formal introduction

is not possible at the time.

Welcome guests to the John Bell House; Introduce yourself

Provide a brief explanation of the First State Heritage Park.

o Example: FSHP is Delawares first urban park without boundaries linking historic andcultural sites in the city. It is a partnership of state and city agencies within the statecapital.

Mention the other events of the day at FSHP

o For August 5th: Stories of The Green Walking Tours, JVM to MTV, Technology and the

Civil War Guided Exhibit Tour in the Welcome Center, Thomas Edison at the Old StateHouse, Delaware Public Archives, ILC Dover at Legislative Hall, Biggs Kids at the

Biggs Art Museum, and Guided Tours of Legislative Hall

o Summer Lantern Tours resume July 22

Point out program guide locations

Mention you can find us on facebook

Outline program length as well as housekeeping issues: there is no bathroom, the nearestbathroom is the Welcome Center and Galleries, water fountains and vending machines are also

available.

The overall theme of the program should also be stated at this time: People in the 1700s made the

most out of the technology of their day.

Procedure:

The program should be allowed to go in the direction that most interests the audience. Below are several

categories that can be addressed based on audience direction.

To focus the group, assess their prior knowledge on what is meant by colonial. Once those issues have

been properly identified, ask participants to imagine that they lived during that period in history. What

do they think their lives would be like? After seeking responses to this question, reveal that we learn agreat deal about people of the past by what they left behind (material culture). Explain that today they

are going to be learning a bit about what life was like during the late 18th century by utilizing the

seemingly random items before them.

A. Proper Dress

For each article of clothing, visitors can compare 18th century and modern dress and styles. Aftercomparing, the interpreter will reveal the function of each article while soliciting reactions from the

group. Boys and girls of all ages were each required to wear specific articles of clothing to be considered

property dressed. Allow the visitor to examine the clothes, explain each function to them. If possible, go

in order from inside out, talking about foundation or undergarments first.

Shift/Shirt: This garment was the foundation for all the rest of the clothing and was worn at all

times. It functioned as pajamas at night. In the morning, the rest of the clothes were layered on top. Itwas generally made from a lightweight fabric in summer and heavier in winter. This was made from a

cheaper and easier to come by fabric usually cotton or linen, so people were able to own at least two.

The shift or shirt protected the other garments from the dirt and oils on the skin and could be washedmore regularly. To show your shift was to be undressed as a lady but mens shirts were regularly seen.


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Stays: Children of both genders were put in stays at an early age to encourage proper posture.

Once a boy reached a certain age, usually about 5, he was breeched or given a pair of breeches to wearinstead of a dress and no longer wore stays. Women continued to wear stays into adulthood. The stays

were not as confining as the later corset but it did give shape to the body. The ideal was a cone shaped

torso that was full at the bosom and tapered at the waist. Shoulders back with the chest pushed forwardwas considered proper posture. Stays also provided back support much like weight belts do today.

Pockets: After the stays were in place, women tied pockets around their waist. Pockets forwomen were not sewn into the garment, but instead were removable and functioned more like a ladys

purse. All that a lady would need to have with her during the day would be kept in her pocket. This

could include household keys, a sewing kit, or any number of things. Pockets were accessible through

the slit in the petticoat. If pockets were sewn in, women would not be able to layer their petticoats andstill have access to their pockets. Young girls often practiced their needlework on their pockets, so

pockets could be very elaborate and decorative.

Petticoat: During the colonial period, this did not refer to an underskirt but was the name of theskirt itself. The petticoat tied at the waist and was generally no shorter than the lower calf. Petticoats

contained a significant amount of fabric, partially contributing to the ideal silhouette of a narrow waistand full hips. The wealthier a woman was, the more petticoats she would be able to afford. Generally,

petticoats were a significant financial investment. Fabric that was not made in the colonies, but had to be

imported from the rest of the world were costly. Petticoats could also be made of fabric manufactured in

the colonies; this fabric was known as homespun and was generally woven locally.

Breeches: Fashionable mens pants did not extend beyond the knee during the colonial period.

Breeches were worn at the natural waist and buckled just above the calf. The primary reason for this wasbecause it was important to have the calf muscle visible. To have a well-turned calf muscle was to be

highly respected. Developed calves indicated a good horseman, which was an important skill in colonial

America. It was also considered to be a symbol of virility. The phrase best foot forward originatesfrom this practice. In a bow, the man would select his best foot and present his entire leg.

Short Gown: A jacket-like garment, worn over the shift. This would typically be made out ofhomespun for the lower class. Upper classes might wear a short gown of finer fabric, a bed gown or a

long gown depending upon the occasion. Womens garments typically pinned closed. This was to

accommodate a womans changing shape due to pregnancy. Pins allowed the clothing to be adjustable.

Waistcoat and Jacket: Men wore a waistcoat over their shirt during the day. Buttons were very

common on mens clothing. They were considered to be masculine (why exactly we dont know why

are bows feminine now?). Buttons were used as an outward sign or display of wealth, the more buttons aman had on his waistcoat and jacket, the wealthier he was. While in his home, a man could take off his

jacket. However, if a man was outside of his home or conducting business inside his home, it was

customary for him to wear his jacket. To not have the jacket on was to be partial undressed.

Cravat/Stock: This strip of fabric was tied around the neck of a man, and functioned as an early

tie. It could be arranged very simply or it could be tied very elaborately. Wealthy gentlemen could have

a man servant to help them dress. The cravat was used in part to fill the gap of the shirt.


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Kerchief: This piece of fabric was used to cover the shift and could be worn in a number of

different ways. Its primary purpose was for modesty but it could also be decorative as well. Because thepiece of fabric used was small, a person could splurge on a piece of finer fabric to add color or

decoration to their wardrobe.

Apron: Women wore an apron for several reasons. The first was to protect their outer garments

from getting dirty, thus saving them from the wash. Aprons functioned much like a shift. They were less

expensive and could be more easily replaced. Second, the apron served as a useful device for holdingobjects, much like a basket. Third, the apron could be used as a potholder to protect the hands from hot

items in the fire. Decorative aprons which were less practical could also be worn.

Mob Cap/Hat: The primary purpose of a mob cap was not modesty. If a womans mobcap blewoff in the street, she would not be embarrassed but merely inconvenienced. Worn by women to protect

their hair, mob caps came in all shapes and forms. Women wore the cap to keep their hair clean so that

they would not have to wash it as often as if it were uncovered. There are fine caps and coarse caps all

dependent on the person wearing the cap. To go out and shade the eyes, a woman could have a straw hatthat would be tied over the mobcap.

Tricorn Hat: The hat fashionable at this time was usually made of felt but could be made of a

variety of materials, including straw. The hat derives its name from tri meaning three and corn a

shortening of the word corner. The hat as three corners, hence tricorn. The hat was worn when out of

doors and would be taken off as part of the bow. A hat with a cockade, or ribbon decoration, indicatedthat the man served in the military.

Stockings and Shoes: Stockings were worn up to the knee and could be held in place withgarters. Typically, shoes could be made to be right or left. It was cheaper to make straight-last shoes,

which were the same for both feet because the cobbler did not have to have two patterns. The average

shoes were made of leather and buckled closed rather than tied with laces. Wealthier people could haveshoes for every outfit.

B: Material Culture & Daily Life

Material culture provides insights into the ways people went about their daily lives. For each object,

visitors can compare 18th century and modern technology. After comparing, the interpreter will reveal

the function of each item while soliciting reactions from the group. Allow the visitor to examine the

reproductions, explain each function to them. The items are listed in alphabetical order. It is notnecessary to talk about the objects in any particular order but just as the visitor expresses an interest.

Bleeding Bowl: Also can be described as a shaving bowl. This will depend on the audience andhow in-depth you would like to go with the explanation. As a shaving bowl, it is easiest to demonstrate

by holding it up to the neck and under the chin. The water for shaving would be in the basin and the

wide edge can be used to cleaning off the razor. As a bleeding bowl, it is necessary to explain that incolonial times, the idea was that bleeding alleviated inflammation or a fever. It was important to remove

the bad blood from the body to help the body heal. Large amounts of blood were not taken; it was

usually only a couple of ounces at a time. The curved edge of the bowl would be held up to the arm or

other place of the incision to catch the blood flow.


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Candle Mold: Candles could be hand dipped, but the process was very time-consuming. It was

quicker and easier to make candles using a mold. The wick would be placed in each of the individualcandle slots and hot wax would be poured directly into the mold. Once the wax cooled, the string could

be used to pull out the candles. Candles could be made out of any waxy substance. We like beeswax

since it smells good and is readily available. Bayberry and tallow are other candle making options.Candles were the primary source of light for colonial Delaware. To enhance the light made by candles,

reflectors were placed on the backs of fixtures to concentrate the light in one direction. This can be seen

on the reproduction light fixtures in the John Bell House.

Chamber Pot: Indoor plumbing was not yet invented during the colonial period in Delaware, so

people had to make do with the technology that was available. In towns and cities, privies or outhouses

were available for use; in some rural areas, the nearest bush or tree would suffice. What do you do whenit is cold or rainy or dark outside, in the middle of the night and you dont want to go outside to use the

privy? A chamber pot is the solution. These small pots were kept in the bedrooms (called a chamber),

usually under the bed for just such an emergency. In the morning, it would be the job of the children in

the family, where there were no servants, to empty all of the chamber pots into the privy, or the street orbehind a bush. This may seem primitive, but it was the situation at hand. Perhaps in 300 years, there will

be an invention that whisks all trash down a tube and no one will ever have to take out the garbageagain.

Quill and Ink: Feathers would be sharpened to a point and dipped in ink. The ink could be

imported from India or it could be made from naturally occurring dyes in the colonies, like berries ornuts. Penmanship was an important skill for those who were literate. George Washington practiced his

penmanship as a teenage boy by copying the 110 Rules of Civility. Letter writing was basically the only

way to communicate with friends and loved ones, or businesses associates who were not within easytravelling distance. People could travel on average about 20 30 miles in a day if they were on a

journey. It was not common for people to leave their town or city to visit, especially women. If your son

or daughter moved away to find land in the west (which would then be Pennsylvania, Ohio and Virginia)you may never see them again and letter writing was your only way to communicate with them.

Washboard: To get clothes clean, it is important to scrub them. Before the invention of awashboard, sometimes flat rocks were used. A modern washing machine has an agitator in the center.

This washboard serves the same purpose. The soap used to wash clothes could be very harsh, depending

on the ratio of chemicals. And the scrubbing could also break down the clothes, so every effort was

made to avoid washing clothes too much. The process of washing was not an easy one. First, water hadto be collected from the well or spring because there was no running water. Once the water was

gathered, it had to be heated which was no short process. After the water was heated, it was ready to be

used for wash. Washing would be an all-day process.

C: Food ways

For each object, visitors can compare 18th century and modern cooking implements. After comparing,the interpreter will reveal the function of each item while soliciting reactions from the group. Allow the

visitor to examine the reproductions, explain each function to them. The items are listed in alphabetical

order. It is not necessary to talk about the objects in any particular order but just as the visitor expresses

an interest.


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Chocolate Pot: People enjoyed drinking hot chocolate, but it would be considered a luxury

drink. Chocolate was very expensive because it had to be imported. It would not be powdered like it istoday. The whole bar of unsweetened chocolate would be shaved into the pot along with milk, water and

molasses or sugar to make it sweet. The entire pot was heated in the fire until all the ingredients melted

into a liquid. The stirrer was used to whip the liquid ingredients together. Once ready to serve, thehollow handle was used to pour out the beverage. Because the handle was hollow and allowed air to

circulate around it, the handle was cool enough to handle without being scalded.

Sugar Snips: The phrase one lump, or two? originated from this manner of serving sugar.

Sugar came in cones, packed tightly rather than loose like it is today. To use the sugar, sugar snips were

used to break off a piece of the cone and sweeten a beverage. Sugar was usually seen stored in blue

paper because the indigo in the blue dye acted as a natural insect repellent.

Toaster: Making toast was not as simple a process as it is today. Making toast required a person

to take the two slices of bread they wished to be toasted and place it in the slots of the toaster. When

placed in front of the fire, the bread had to be carefully watched to that it did not catch on fire. Once oneside of the bread was sufficiently toasted, the toe of the shoe could be used to kick the spinning edge of

the toaster around and toast the other side of the bread. This feature kept many fingers from beingburned.

D: Games and Entertainment

Like today, games and entertainments were an important part of all segments of society. For each object,visitors can compare 18th century and modern games. After comparing, the interpreter will reveal the

function of each item while soliciting reactions from the group. Allow the visitor to examine the

reproductions, explain each game to them. The items are listed in alphabetical order. It is not necessaryto talk about the objects in any particular order but just as the visitor expresses an interest.

Ask the visitors what types of activities they like to do for fun and what types of games they like to play.Then ask them how many of those things are made of wood. Most colonial games were made of wood

they were items that, in some cases, anyone could make with the proper techniques.

9-pins: Popular among adults, especially in the taverns, the colonists used a long board roll the

ball on, but the game can be played without it. To play, the pins would be arranged in a diamond pattern.

The game of 9-pins continued well into the 19th-century. Because of widespread betting on the game, the

sport was outlawed by Connecticut in 1841 and other states followed. The law was circumvented byusing 10 pins, and has evolved into modern bowling.1

Bilbo catcher: This toy is a member of the cup & ball family with a history going back manycenturies in Europe and the Americas. In simple cup & ball toys, the ball is tossed and caught in a cup

on the end of a stick. In a more difficult version, the ball is caught on the tip of a spindle by a hole

drilled in the ball opposite the string. This bilbo catcher variation, based on 18 th century print sources,combines both games in one toy.2

1Toys and Games from Times PastAnd Still Enjoyed Today, p. 192 Bilbo catcher box


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Graces: Strictly a girls game, graces was played to develop the skills a young girl would need

in life. The main object of the game was to look as graceful as possible while tossing the hoop to other

players using two long sticks.3

Hoop & stick: The colonist brought this amusement with them from the Old World. The hoops

were either hand-made or borrowed from old wooden barrels. Popular amongst both boys and girls,hoop and stick used a hoop that was pushed along with a short stick. The children would have races or

see who could go the furthest before the hoop fell over.4

Trap ball: A game played primarily by boys, the object of the game was to strike the knur the

greatest possible distance, either in one or a series of strokes. Trap ball later evolved into modern

baseball.

Whirligig: These toys made of hammered lead musket balls or coins too old and thin to be of

value, have been excavated from early American town, plantation and military camp sites. Mentioned in

English literature as early as 1686, these toys have also been found in Native American cliff ruins,

indicating the toys antiquity in North America. The buzzing sound of the whirling disk lent this toy itsother names of buzzer, buzzsaw and whizzer. This toy could also be fashioned from a button.5

Conclusion:

As always, thank the visitor for their time and for visiting First State Heritage Park. Be sure to invite

them to other events and hand out program guides. If there are any questions make sure to address them

to the best of your ability. However, visitors do appreciate honest answers and will respect the fact thatyou do not know all there is to know. If you do not know the answer, kindly and politely express that

fact, being sure to inform the visitor that you will educate yourself in this area for the future. Even offer

to send them the answer when it becomes known to you.

3Toys and Games from Times PastAnd Still Enjoyed Today, p. 114Toys and Games from Times PastAnd Still Enjoyed Today, p. 125 Whirligig package.


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the way things worked

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