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Learning Your ABC’s and 123’s – A 17th-Century Education

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“Education is the stamp Parents give their Children”

– William Pen

When we think of standards in education today, it is safe to say it has come a long way since our colonial forbearers. We talked last month about the realities of colonial childhood, particularly for Quakers.  Because of their responsibilites to their family, general education in the 17th century was erratic. 

Without buildings dedicated for teaching, communities had to organize financing for the construction of school houses, funding teachers’ salaries, and getting parents to agree to let their children spend the day in a schoolroom instead of helping at home.   This last condition was sometimes impossible for poorer families, who needed their children’s help to survive. 

Gerard Terborch, "The Reading Lesson," mid-late 17th century

As a result, families often chose to become their own center of education. So if a child was to learn to read,  write, or calculate, someone in the family had to teach them.  This also meant time away from chores, but these skills would be necessary if a son (especially the one to receive the family inheritance) were to manage the family’s business and participate in public affairs. 

One of the few existing hornbooks today. This particular one is owned by a family in Long Island.

The common way for the children to learn to read and spell was through the use of a hornbook. Named literally for the materials that made it, a hornbook was a thin piece of wood backing topped by a piece of printed, then covered with a layer of horn.  The horn was thin enough to let the paper be seen for reading, and all was held together by strips of metal around the edges. The book had a small handle with a hole for string so the book could be carried, either around the neck or over the shoulder. The printed page would include an alphabet with large and small letters, along with simple syllables and the Lord’s Prayer. The backs of the books were often decorated with a design. Used nearly every day, they were often used until worn out, meaning few 17th-century hornbooks exist today. 

Quakers used the hornbook and some of the other practices of  traditional 17th-century education; however, the main ideas behind their educational practices were based in their religious beliefs.  They tried to control the children’s environment, preserving their faith and promoting certain behaviors including dress, speech, and silence.  This led Quakers to believe that education was a foundational tool for spreading their practices, and opened their own institutions separate  from the Protestant or Angelican schools.

A young man learns the skills of being a Joyner, a 17th-century woodworker.

Because of their isolation and irregular practices, Quaker education did not prepare children (mainly boys) for college.  Classic topics (Latin and Greek) were often not included in their education. Moreover, Quakers were also “free in their criticisms of traditional schools.” Even Penn noted the issues with English schools, saying “We are in Pain to make them Scholars, but not Men! To talk, rather than know.” Nonetheless, both Penn and other Friends wanted “classical learning with the study of useful knowledge”. This practical knowledge meant being able to” read, write, and cipher” while gaining “a fuller appreciation of the Creator”. William Penn also made his sentiments on education known through letters to his wife, which can be viewed in a previous post entitled, Stay in School.

Classical and practical education also came in the form of apprenticeships. Apprenticeships were seen as privileges that provided an education which ensured a child’s livelihood later on. On the other hand, becoming an apprentice could be a traumatic experience, seeing as many children (again, boys) would start young (usually around 12 years old) and leave their families to live with their master. This strict frame for growing up was backed by the Proverb 22:6, a popular verse amongst Friends: “Train up a Child in the way he should go, and when he is Old he will not depart from it.”

Realistically though, we know better than to think all children listen to their parents! For Penn this proved true and it’s safe to say that his children didn’t quite follow his religious and education views through and through. 

 Mary Barbagallo, Intern

 

 Sources:

Child Life in Colonial Days, Alice Morse Earle,Corner House Publishers, 1989, Williamstown, MA.

Everyday Life in Early America, David Freeman Hawke, Harper and Row, Publishers, Inc. 1988, New York, NY.

The Quaker Family in Colonial America, J. William Frost, St. Martin’s Press, Inc. 1973, New York, NY.

William’s World: Make Your Mark

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“One drop of ink makes thousands, perhaps millions think…” – Lord Byron

Although from different centuries, Lord Byron and William Penn shared a common tie: the fervent use of the quill pen and inkwell. As kids and adults prepare for another school year to begin, it’s interesting to look back on the technology of our ancestors. 

No BIC ballpoint to be had at the time, the quill was the predecessor of modern day pens and became the universal tool for placing one’s thoughts to paper! Resultantly, in the 17th Century, the quill and ink maintained a strong hold, especially among the educated. As the primary resource for composition, the quill (so named after the Latin word “penna”, meaning feather) and ink were staples not only in Europe, but the colonies too.

"Man Writing a Letter" by Gabriel Metsu, 1662-65

As governor, an academic and religious leader, William Penn was truly a man of writing.  Composing books, letters, official documents and more, his quill was so much a part of him that the Lenape referred to Penn as Brother Odus (“odus” being the Lenape word for feather). Nevertheless, the expectations for a quality quill pen were not as light as the feathers they were made of.

There is a fair bit of literature dedicated to documenting specifications for making, maintaining, and using quill pens. For making quill pens, it is noted that the flight feathers from geese made for the best pens and, depending upon which hand you wrote with, this could dictate your preference for which side the feather was taken from (left or right wing). Furthermore, the preparation and formation of the quills was truly treated as an art form. Letting the quills thoroughly harden, the outer layer of skin could be removed through a process known as “dutching”, the baking of the quill in hot sand. They would then be cleaned and cut. The process of forming the nib of the quill was also precise. You had to ensure you had a sharp penknife, patience, and good technique. The development of the shaft along with the carving of the tip by the quill maker resulted in no two quills being alike. For maintain a quill it was recommended that you “keep your pen-nib always wet. Keep tip in water. Don’t let ink residue dry on it – it clogs the nub.” As for using the quill, it is recommended to use a light touch and a slanted hand, although some require more pressure.

In similarity to the creation of quills, the manufacturing of ink varied as well.  No two were perfectly alike, as there was usually a variation in ingredients and process. Produced from varied plant, animal, and mineral extracts; a common recipe (often produced by farmers as an additional source of income) consisted of oak galls (growths on oak leaves caused by insects), copperas (a naturally occurring, greenish, crystalline, hydrated ferrous sulfate, used in manufacturing of fertilizers and inks and water purification), and water. High in tannin and often also used for dying fabrics and tanning the ink was poisonous, but very permanent. As a result, it held up well over the years and has allowed us to examine documents and make numerous discoveries from writings made centuries ago. These discoveries include accounts of William Penn’s purchases of ink, amongst various other goods; it allows us to examine the development of handwriting and penmanship over time, as well as allowing us to examine ever changing grammar. So, the next time you pick up your quill and inkwell (or maybe just your ballpoint pen), think of the immense “mark” you can make! 

 

 

 By Mary Barbagallo, Intern

 

Further Reading:

Nickell, Joe. Pen, Ink & Evidence: A Study of Writing and Writing Materials for the Penman, Collector, and Document Detective. Lexington,KY, U.P. of Kentucky, 1990

BBC Video Series – Tales from the Green Valley

A Secretary Hand ABC Book by Alf Ison

Richard F. Gray, quill maker – Historic America Quill & Document Co.

 

17th Century Child-Rearing: It’s A Hard-Knock Life

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Here at Pennsbury Manor we just finished our annual Colonial Summer Camp, and boy did they have fun!

This summer camp features a number of activities that were common to the colonial period and gave our campers a feel of just what is was really like to live nearly 300 years ago. At the end of the week, the campers get to give their friends and family guided tours dressed in period clothing. In conjunction with the camp it only seems appropriate to elaborate on children’s lives.  Expectations and philosophies on how to raise a colonial child from our views today.

A young boy gets water from the cistern to fill the kettles for doing laundry.

Child rearing throughout the 17th Century rooted itself in rather different soil than it does today. Growing up in 17th Century England or Colonial America, it sure wasn’t all fun and games. This is the case unless of course you were born into an elite family and then perhaps the rules could change, however; most were not this privileged.

Children in colonial families were numerous and averaged between seven to ten in each household. The number of children at home varied, however, for a variety of reasons. The most common of these being (sadly) early death; roughly half of the off-spring would not reach maturity.  They were also apprenticed out, or having started a family of their own. For William Penn, the first and last of these were the cause of his small family in home, particularly while in Pennsylvania.  Nevertheless, before the children left the house, they were instilled with fundamental morals and an understanding of one’s actions. “Colonial children were initiated into the adult world early, but not in a hasty or harsh manner.”  When a Quaker child reached the age of reason, they were thought to understand that they were sinners and capable of sinning.  This age was typically between 4 and 8, usually being marked by the start of school; for boys, this was also the age where they stopped wearing petticoats.  Parents were advised to “govern, counsel, and correct as soon as they could understand what they were being corrected for and knew what they should say and do.”  This varied with the belief of other religions, such as Catholicism, which deems the child born with original sin and not innocent until it was removed with the sacrament of Baptism.  Furthermore, the Quaker hand in the raising of children was sufficiently stricter than in other religions. Parents were conscientious to lead by example, especially to be “…careful of actions in the presence of children, for they have very quick eyes and ears.”

A colonial mother and her children on the estate.

What may seem harsh about some of these practices is in reality a matter of practicality and necessity. All members of the family had their own role to play.  Their contribution preserved the family’s welfare.  The entire family would work together, educate each other, and keep food on the table.  Young children were given chores to suit their strength and ability, not just out of need and to teach discipline, but to keep them from underfoot.  Nonetheless, it is also fair to note that the trust placed in young children early on would likely horrify modern parents. For example, colonial parents left unsupervised 8 year olds with guns, carrying large pals to retrieve water from rivers/wells, and facing wild animals to defend a heard of sheep. 

Still, we must remember that these factors do not lessen the affection colonial parents had for their children. Surely the most important lessons to be learned were to be “loved but not pampered” and to be shown “tenderness but not softness”. We have enough remnants of their world to know of  the“great love” and  “nurtur[ing]” nature of parents, and the surprise toy or whistle from a father when he returned from town. Resultantly, not only did 17th century children learn practical lessons, but so too did they learn of love and compassion in these small, thoughtful gestures.

 Written by Mary Barbagallo, Intern

Sources/Further Reading:

Everyday Life in Early America, David Freeman Hawke, Harper and Row, Publishers, Inc. 1988,  New York, NY.

The Quaker Family in Colonial America, J. William Frost, St. Martin’s Press, Inc. 1973, New York, NY.

The Country Life: Growing our Clothes

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As the summer heat drags on, we turn our focus to an important crop we’ve been growing in the Kitchen Garden: flax. This reed-like plant has been used for thousands of years to create a light-weight, durable fabric called linen, which was a staple textile for common folk and aristocrats alike. 

Flax plants starting to grow in the hot beds at Pennsbury, 2011

Linen production in the Delaware River Valley began primarily in Swedish settlements as farmers began cultivating flax. By the time William Penn held the proprietorship of the colony, local leaders were urging settlers to increase growth of this fiber crop.

The harvest of the flax begins in late July. Farmers would pull the crop from the ground and tie them into small bundles in which they would be laid out to dry for several days. Next step would be to pull the fibers apart with a tool referred to as a “ripple comb.” During this stage, the seeds would be removed and could either be used for planting or sent to an oil mill for pressing.   

Flax-breaker

Following this, the separated fibers would be wetted and laid out to soften. After separating them again, they would begin a process known as “hackling” or “hatchling.”  Workers would draw fibers through a board with fixed steel teeth, providing fibers for grades of linen varying from rough working clothes to finer table clothes and sheets. 

Combs for "hackling" the linen fibers

Flax was not initially a popular crop because of its need for fertile soil and the time-consuming, strenuous process of harvesting.  However, flax became more profitable up into the mid-1700s as a major export of the region. Soon, with the rise of cotton in the 1800’s, linen production would nearly cease to exist.  

Bolts of modern linen from Pennsbury's clothing program

On an estate such as Pennsbury Manor, linens of all kinds would be common, from the roughest weave to the finest bleached linen. Visitors can see evidence of it’s colonial role all around, from the tools of flax harvest found in the kitchen house to the linen press kept in Penn’s Great Hall to store his expensive investment.  Linen was one of the key fabics of its time, and continues its popularity today!

By Ray Tarasiewicz, Intern

 

William’s World: We’re So Cheesy

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Aelbert Cyup, "The Dairy Maid," 1650s

We’ve recently been discussing just how important dairying was, first as a career for the idyllic milkmaids and as a country business that was transported into towns (resulting in a more convenient, but poorer quality product).  As those articles mentioned, there were a number of ways to prepare milk to be turned into various food resources. Today, cheese is a highly popular product (and a great way to preserve milk long-term), but it wasn’t always so fashionable!

Volunteer interpreters Susan PLaisted and Joan Healy prepare to drain the whey from cheese curds at Pennsbury Manor.

A large amount of milk went into cheese making. Although dairy did take its role at the table of the 15th and 16th-century elite in a number of forms (of which the five most common were cream, curds, milk, buttermilk, and whey), the one seen at their table least was cheese.  Cheese evolved from being a resource associated with poverty to being a sought-after staple for all social classes.

The main change that occurred in favor of cheese took place in the 1650’s when cheese became the primary reliance of the English army’s soldiers in Ireland. Also used to feed servants or humbler guests, it was found on ships because it lasted without deterioration, and thus it was a good option to send with both sailors and troops.

The whey is allowed to drain from the cheese curds, then the bundle is poured into a cheesemold and wrapped with a linen cloth. Cheese needs to be rotated and maintained regularly while being cured, or the liquid will settle on one side and will turn bad.

Further support for the consumption of dairy in the form of cheese came about as Englishmen saw cheese savored at the tables of high-ranking society members abroad. Initially startling the English elite, especially if served toasted and not cold, cheese eventually took hold at their table. This was especially so as the milk industry boomed and the different counties of England began refining the cheese making process to produce various types include what would be most similar to that of a sharp cheddar today. And, although the outcome was surely delicious, the process behind cheese making is less appealing.

Calve's stomach, which was required every spring for cheese-making.

Firstly, “a suckling calf’s stomach- bag was the usual source of rennet” (rennet-a dried extract made from the stomach lining of a ruminant, used to curdle milk).  As a result cheese was made during the spring when a single calf could be sacrificed for the sake of cheese making and milk would be abundant. In conjunction, the process of cheese making was something simple that could be done at the home if you owned a household cow. Likewise, there was no need for special expensive equipment and the milk could be processed quickly.  The resulting cheese making industry soon grew too and frequented the spring with the annual cheese making processes.

Flrois Claesz van Dijck, "Still-Life with Fruit, Nuts, and Cheese," 1613

 

 

 

By Mary Barbagallo, Intern

Photographs by Hannah Howard, Volunteer Coordinator

 

 

  

Sources

Food and Drink in Britain – C. Anne Wilson, the Anchor Press Ltd., 1973, Great Britain

Food in Early Modern England – Phases, Fads, Fashions 1500-1760 – Joan Thirsk, Continuum Books, 2007, New York, NY

The American Heritage Dictionary, Second College Edition – Houghton Mifflin, 1985, Boston, MA

Penn’s Pen: A Government of Freedom

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On Sunday we honored William Penn’s early hopes for a land of freedom.  Now we want to highlight the personal freedoms he made into law, just before sailing to his new colony in 1682:

“Persons living in this Province… shall in no ways be molested or prejudiced for their Religious Perswasion or Practice.” (Penn, Laws Agreed Upon in England, 1682)

With a law such as the separation of church and state, Penn allowed all citizens to find God in their own way, attracting many groups seeking religious tolerance.

In the late 1600’s individual freedoms were very seldom seen. Today we take privileges, such as religious freedom, acceptance of diversity, and many legal practices in our government for granted. Could you believe many of these had their beginnings as the radical ideas of William Penn?  In 1681 a Charter was given by King Charles II and granted this ambitious young Quaker a large tract of land we know as Pennsylvania. During his years in England he experienced the wrath of religious persecution and unstable political rule. As Proprietor of this new land, he was able to set forth new laws and establish a government unlike any other of its time.

Another ground-breaking act was addressing individual rights. By establishing laws in accordance with the wills of the colony’s citizens and promising a representative government, Penn allowed for a more ethical form of authority. Other advances included lessening the harsh criminal punishments of English law, holding elections by secret ballots, ensuring an open court with a right to trial, allowing all people to testify on their own behalf, and enforcing the honesty of trial witnesses under penalty of perjury. 

Excerpt image from the Charter of Pennsylvania, 1681. The image in the upper left corner is of King Charles II .

Though William Penn had no direct relation to the American Revolution, his individual beliefs and practices have impacted the manner of the birth of this nation.  Give thanks on this Independence Day for the hard-won freedoms of those who came before!

By Raymond Tarasiewicz, Intern

 

Penn’s Pen: Caretaker of a New World

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In honor of our upcoming Independence Day, we thought it fitting to share some of William Penn’s thoughts.  In the letter excerpt below, Penn had just received the Charter from King Charles II and was now contemplating the immense burden just placed on his 37-year-old shoulders:

“My Friends:

            “I wish you all happiness, here, and hereafter. These are to let you know that it hath pleased God, in his providence, to cast you within my lot and care. It is a business that, although I never undertook before, yet God hath given me an understanding of my duty, and an honest mind to do it uprightly. I hope you will not be troubled at your change and the King’s choice for you are now fixed at the mercy of no governor that comes to make his fortune great; you shall be governed by laws of your own making and live a free, and if you will, a sober and industrious life. I shall not usurp the right of any, or oppress his person. God has furnished me with a better resolution and has given me his grace to keep it…” 

A map of the Americas by Dutch Engraver Johannes de Ram, c. 1685. Notice how anything past the coastal regions of North America are completelyunmapped - they had yet to even understand how the vast promise of their new world.

In 1681, William Penn was granted a Charter to a piece of land in America “nearly the size of England”. Willing and ready to place into action his “holy experiment”, William Penn had a vision for Pennsylvania, a vision that would far exceed even the most liberal man’s expectations. Pennsylvania, so named by King Charles II in honor of Penn’s father, Sir Admiral Penn, the colony’s government’s design truly helped to form the basis of the Constitution we have come to know and abide by today.   The most prominent of ideas that passed on into the freedoms we cherish today are the ability to choose your own faith, freedom of speech, and above all life, liberty, and the pursuit of happiness. Although our Founding Fathers never had the privilege of knowing William Penn himself, having been separated through a hundred years of history, I think it is safe to say that William Penn would have been proud to see how Pennsylvania and the states that were to follow came to form the country we know today.

 “It is a clear and just thing, and my God that has given it me through many difficulties, will, I believe, bless and make it the seed of a nation. I shall have a tender care to the government that it be well laid at first.” (Wm. Penn to Robert Turner, March 1681)

By Mary Barbagallo, Intern

 

Further Reading:

Penn by Elizabeth Janet Gray, 1986, Graphics Standards, West Chester, Pa

William’s World: Men of Metal and Mettle

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Back in May, we posted an article on the Joyner’s Trade.  Now our intern Ray is exploring the blacksmithing tradition at Pennsbury and wants to share what he’s found!

"Blacksmith at His Forge," Le Nain Brothers,1640

A blacksmith in the time of William Penn was considered a highly skilled craftsman, someone who could provide a town or estate community with valuable tools and metal accoutrements. We know of a “smith” on the estate of Pennsbury Manor from a 1687 inventory and various letters that have survived. One list called for blacksmithing tools to be brought over by ship from England. Along with these tools, the shop was stocked with a bed, blankets, rugs, and two chests. This indicates that not only did a blacksmith work at Pennsbury, but also most likely lived above his shop. A worker with such skills would be essential on a working estate like Pennsbury, for he would be required to create, maintain or repair any object made of metal on the property. Along with his normal duties, we have reason to believe Penn’s “smith” also helped deliver mail. In a letter from local Quaker resident Phineas Pemberton to his wife Alice, he wrote that “this comes by the Govenor’s smith.”

During the excavation of the site in the 1930’s, many artifacts such as nails, latches, and hinges were found (on view in our exhibit!). Items such as these would have been manufactured by Penn’s “smith,” along with various tools and even shoes for horses. Today at Pennsbury, we have a reconstructed blacksmith shop with tools that would have been used in this pre-industrial setting. Every first Sunday from April-October, volunteer interpreters recreate the atmosphere of fire and clanging metal in their blacksmithing demonstrations for visitors. 

 

~ Written by Ray Tarasiewicz, Intern

 

 

 

William’s World: Hi-Ho the Dairy-O!

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“My cow is a commonwealth to me… for she allows myself, my wife and son for to banquet ourselves withal.” 
~  Food in Early Modern England

A while back, we posted a Springtime Ode to the Milkmaid.  Well it’s time to recognize the popularity of the product she was selling! 

From early 17th century England, well into the mid 18th century, the uses for milk can best be described as abundant!   However, in the early 1600’s it may have been hard to foresee the leaps in popularity this common resource would make. Although it was consumed, in one form or another, by all classes, it was most common among the poor until the mid 17th Century, especially in the form of cheese and butter.  It was only used amongst the upper classes for the occasional eccentricity, such as the Earl of Rutland in 1602 who was rumored as preferring to bathe in milk! 

Medieval Depiction of Dairying; Joan Thisk's Food in Early Modern England

Nevertheless, the notion of the beneficial properties of milk consumption came about when it was noted of “the fair complexions and good health of those who drank milk…”  In addition, it was thought to be the source of farmers’ and servants’ ability to complete hard labor day in and day out. Often consuming the leftovers such as whey (leftover liquid from cheese-making) or buttermilk (the byproduct of butter-making), the poor found ways of making even the lowest products of the dairying process ready for consumption with a few additions such as breadcrumbs, sugar, or spices. The availability of dairying changed, however; as milk climbed in popularity amongst the elite and dairy farmers took up commercial pig-keeping, the leftover dairy that once was disappeared.  Another reason for the diminishing availability of milk was due to the enclosure of what was public grazing area during the late Tudor period (late 1500’s, early 1600’s).

Marcellus Laroon's "Merry Milk Maid" - late 17th century

Furthermore, as the city populations began to grow (specifically in England) and keeping a cow became more inconvenient, as previously described, dairy shops took the place of local farms and milkmaids hawking their product in the streets took the place of individual household cows (Clarification: Just so nobody asks the question… no, I am NOT referring to milkmaids as cows!).  These maids would spend the day carrying pails of milk on yolks, and sometimes driving the cows themselves through the streets to be milked at your door. This option was to bring the milk in from the surrounding countryside, although the milk lost its warmth on the way into town, whereas on-the-spot milking ensured its warmth and freshness.  

As a result of these “new” practices, cows became town animals kept in town dairies. Oftentimes the result equaled poor-tasting and poor-quality milk.  This was the result of an improper diet; the feed given to town cows often consisted of bean shells, cabbage leaves and brewers’ grain, as opposed to the preferred natural pasture grass of the countryside. Moreover, the “town milk” was of poor quality due to the processing before it was sold. Usually diluted with water, it was skimmed of all cream before it made its way into any market. It was also guaranteed to be contaminated with whatever found its way into the pails as it was carried through the busy English streets. Thus, the safest, best quality milk came straight from the country-bred cow, and this was what was desired, not only to be enjoyed as a glass of milk, but also for the dairying processes to turn the drink into proper fare.

 

~ Written by Mary Barbagallo, Intern

Further Reading:

Food and Drink in Britain – C. Anne Wilson, the Anchor Press Ltd., 1973, Great Britain

 Food in Early Modern England – Phases, Fads, Fashions 1500-1760 – Joan Thirsk, Continuum Books, 2007, New York, NY

 

 

Exploring the Artifacts: Just a Matter of Time

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Popular from 1600 to 1650, the Lantern Clock that is located in the Governor’s Parlor of the Manor House is just one example of many that were produced during that period of time. The design, English in origin, is characteristically known for its square, lantern shape, single hand face and ornate engravings. Lantern clocks were hung on the wall and were broader than the Gothic wall clocks that were previously popular.

 

Almost entirely constructed from brass and driven by weights, Lantern clocks were modern for their time and fulfilled all the important requirements of a clock, such as keeping a time standard, having a driving force, and having a counting and indicating system.

The lantern clocks would later be replaced by the Longcase Clock (seen right and below), which became popular in the 18th Century.  This later design 

would show off a woodworker’s skills by encasing the mechanical functions with intricately-designed panels.   

  Continue reading “Exploring the Artifacts: Just a Matter of Time”

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