To Increase Your Delight – Sampling the Ellery Yale Wood Collection of Children’s Books and Young Adult Literature

Our first exhibition of the books in the Ellery Yale Wood collection opened today – To Increase Your Delight is showing in the Coombe Suite on the 2nd floor of Canaday Library through December, open during normal library hours. There was no shortage of wonderful books to show, and in fact the problem was the opposite one: how to begin to introduce a collection of something like 10,000 books in a very modest exhibition. I did, finally, choose twenty-two volumes to represent the whole – approximately two tenths of one percent of the books – and in spite of their number they give a taste of the riches we are still uncovering.

blogBFThe collection has hundreds of volumes of fairy tales and folk tales. We are showing a spectacular Sleeping Beauty (1876) illustrated by Walter Crane, an Ainu story (Ho-Limlim: A Rabbit Tale from Japan, 1990) illustrated by the modern woodcut artist Keizaburō Tejima, and an 1871 collection of fairy tales illustrated by Gustave Doré.blogCraneFantasy literature is very well represented in the collection from its beginnings in the nineteenth century right through The Hobbit, Harry Potter, and Philip Pullman’s work. The exhibition includes first editions of Mary Poppins (1934) and The Amber Spyglass (2000), and a beautifully illustrated French Alice in Wonderland from 1935.blogaliceOther young adult novels featured are The Sword in the Stone, by T.H. White,

blogSwordand Tennis Shoes, by Noel Streatfeild, (both 1938); Frances Hodgson Burnett’s first version of A Little Princess (1888); blogCreweRosemary’s Sutcliff’s The Armourer’s House (1951),  representing the important genre of historical novels; and one of the more than eighty novels written by Mrs Molesworth, a successful (although now little known) nineteenth-century author, The Trio in the Square (1898).

The collection includes many educational books, aimed at both the intellectual and the moral improvement of their young readers. We are showing Papa’s Gift for a Good Child (1850), blogPapaan ABC; an 1820 pamphlet on learning to read music; and the 1876 The Young Lady’s Book: A Manual of Amusements, Exercises, Studies, and Pursuits, with chapters on everything from cooking, sewing, and drawing to heraldry, stamp collecting, and archery. Attempts to make children better behaved are represented by Amy Catherine Walton’s religious novel Audrey, or, Children of Light (1897) blogAudrey and by The Daisy, or, Cautionary Stories in Verse: Adapted to the Ideas of Children from Four to Eight Years Old (1807). blogGiddySix Stories for the Nursery: In Words of One and Two Syllables crosses the mind/morals divide by trying to teach reading and manners simultaneously.

Nonsense verse is the last category we managed to fit in, with two early editions of Dame Trot and her Comical Cat (both between 1800 and 1810), and The New Butterfly’s Ball (1849), which begins:

From a sweet fairy grove, by the side of a pool,
Beneath a green willow, majestic and cool;
The Herald went forth, in most beautiful weather,
With trumpet, to summon the party together.
Saying “Little folks all,
Attend to my call,
The Butterfly gives an invite to a ball.
To increase your delight
She adds an invite
To an elegant supper, to finish the night.”

blogButterflyWe cannot offer you an elegant supper, but we do hope you will drop by to look at the books – and that you will be increasingly delighted.

– Marianne Hansen, Curator of Rare Books and Manuscripts

Prizes Richly Deserved – The Ellery Yale Wood Collection of Children’s Books and Young Adult Literature

Many of the Wood Collection books from the turn of the twentieth century are prize books (also referred to as reward books or premiums). Prize books were presented to children by schools, Sunday schools and religious associations as rewards for attendance, good behavior, or academic achievement. Prize books typically have an inscription or bookplate with the student’s name and the name of the awarding institution, along with the reason for the prize. MaudFlorenceNellie_Bookplate_01 Books awarded during the boom in popularity of prize books might also have more elaborate bindings and gilt edges.

PrizeBooks2aThe practice of giving children books as a reward has a long history, but the emergence of the prize book market and the significant role that these books played in the children’s book publishing industry have their roots in England’s Elementary Education Act of 1870. This Act introduced compulsory education for all children and the development of school boards to oversee children’s education in areas where new schools would be needed. CycleofLife_BookPlate_01

As the responsibility for children’s education shifted away from the church, concerns (expressed by religious and secular leaders alike) about popular juvenile fiction and the lack of appropriate models of behavior grew. The books that children received as prizes naturally reflected the values of the awarding institutions. Thus, books emphasizing the importance of hard work, temperance, and dedication to family values were typical prizes. Even when awarded by Sunday schools or other religious organizations, most prize books were not overtly religious, but encouraged piety and morality couched in social expectations for acceptable and respectable behavior.

HerGreatAmbition_HerGreatAmbition_05Though rarely the main focus of the narrative, much of the appropriate behavior modeled in prize books reinforced traditional gender roles. Portrayals of boys and men were complicated in that they had to reinforce some traditional male characteristics while disregarding others – boys behaving appropriately in these books would be hard working and relatively independent, but not adventurous like the heroes in popular fiction.HerGreatAmbition_TrueUnderTrial_04Representation of girls and women was often outdated, stubbornly disregarding changes in women’s roles in society. Even as more women, regardless of marital status, worked outside the home, prize books persisted in the narrow portrayals of women as wives and mothers, planted firmly within the domestic realm.

DorothysStepmother_JoansVictory_04Preservation of the status quo was also encouraged with regard to class. For many recipients, prize books were the only ones (other than the Bible) present in their homes. Books were chosen by middle-class boards and teachers, and provided to their working-class students as models of acceptable behavior. Social striving was actively discouraged in many stories and the protagonists held up as model characters were praised for knowing their place in society.

Class distinctions played a pivotal role in the development and prevalence of prize books as a sort of genre as well. While schoolchildren of any class might receive a book as a reward for good conduct or achievement in a certain subject, upper- and middle-class students were more likely to be presented with books chosen specifically with their interests in mind. Meanwhile, working-class students typically received books that were pre-approved by committee and ordered in bulk from a publisher’s list of suggested reward books.

As the practice of awarding these prize books to schoolchildren gained popularity, publishers capitalized on it, searching lists for appropriate titles and producing inexpensive, decorated prize editions. While earlier books (especially those published and presented before the Education Act) had inscriptions or bookplates noting the reward, GiftBookofPoetry_Inscription_01prize editions had special bindings, gilt edges, and other decorations to make them stand out and appeal to children.

These decorated editions looked fancy, but were often printed in a compressed format on thin, low-quality paper, which kept costs low for publishers and for schools. Institutions could then purchase these books in bulk and award them as-is, or with the addition of an inscription or bookplate with the student’s name, the awarding institution, and the reason for the prize to personalize them for the recipient.

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In addition to creating prize and reward series with books already in their catalog, publishers commissioned works for the explicit purpose of promoting them as prize books. These commissioned works were not necessarily held in high literary regard, but as the demand for “suitably moral,” wholesome books persisted, so did publishers. In driving the demand for specific kinds of fiction, prize books played an important role in the development of children’s literature by dictating both content and business models.

StarlightStories_CherrySeries_03Though special prize editions of books have mostly gone out of style, the practice of rewarding students for academic achievements with books persists. After all, a book is a fitting prize for a student who has shown diligence in her studies and a thirst for knowledge. What better way to encourage further academic achievement than to present a student with something that facilitates it?

– Rayna Andrews (BMC 2011), Project Coordinator

Who is the Golliwog? – The Ellery Yale Wood Collection of Children’s Books and Young Adult Literature

By Isabella Nugent

Over the course of the summer, the most treasured literary characters from my childhood swam out of the 634 boxes we unpacked, cleaned, and shelved. But between the hobbits and the Beatrix Potter bunnies, appeared a kind of character I’ve never seen before in my own books: the golliwog. Golliwogs are dolls with large, white-rimmed eyes, cartoonishly big lips, frizzy hair, and jet black skin. The golliwog is an example of a “darky”, a racist representation of Blackness intended for white audiences. Golliwogs are caricatures based on blackface portrayals in American minstrel shows. In these minstrel shows, white men would don blackface and perform a wide array of racial stereotypes through stock characters, presenting black Americans as lazy, uneducated, happy-go-lucky, etc. I was shocked by how prevalent these ugly caricatures were. Golliwogs were spilling off the pages of the Wood Collection, starring in many twentieth-century books involving toys and games. I decided to investigate the origin of the golliwog and explore the kinds of stories white authors are telling with this blackface iconography.

7r Golliwogs (originally a single character called “Golliwogg”) were created by the artist, Florence Kate Upton. After the death of her father, Upton pursued a career in children’s book illustration as a way to fund her art training. Inspired by a minstrel show doll her aunt pulled from the attic, Upton created her own blackface character called, “Golliwogg.” In the first book in the series The Adventures of Two Dutch Dolls and a “Golliwogg” the Golliwogg is introduced, “Then all look round, as well they may—-To see a horrid sight! The blackest gnome—Stands there alone,—They scatter in their fright.” As this “gnome” is revealed to be brave and kind-hearted despite his “horrid” appearance, he continues on thirteen more adventures illustrated by Florence Kate Upton and penned by her mother, Bertha Upton. The Wood collection contains ten out of these thirteen books (many of them first editions). The series features Golliwogg and his two Dutch peg doll friends traveling to “exotic” lands and getting into trouble. Upton completed the series in 1909, but did not trademark her character, permitting golliwogs to be picked up by countless other authors, such as Enid Blyton (another prolific author within the collection). Following the popularity of the series, golliwogs were adapted into dolls. Although minstrel dolls existed beforehand, Golliwog dolls became massively popular in Great Britain, explaining their appearance in multiple books set in “Toyland.”

10vGolliwogg in Upton’s series is depicted as friendly, lovable, and adventurous. Based on the ugliness of her illustration and its roots in minstrel caricature, I was surprised to see how Golliwogg was written as the resourceful, courageous leader of the group of dolls (especially as the other dolls looked white). Despite the wide array of characters in blackface minstrel shows, Golliwogg’s personality doesn’t seem to match those defamatory stereotypes. In other writers’ depictions, golliwogs are less positively drawn, often becoming more mischievous and even monstrous as they were adapted into twentieth-century literature. However, I found that many people who grew up reading the original Golliwogg series greatly admired the character. For instance, Sir Kenneth Clarke defended him, saying that golliwogs were, “examples of chivalry, far more persuasive than the unconvincing knights of Arthurian legend.” Many children were touched by the virtues of Golliwogg’s character, but what did the Golliwogg truly represent?

37r Reading through the Golliwogg series, I was left with the feeling that these books were enormously harmful, even as Golliwogg diverged from the American minstrel tradition. In Upton’s series, Black characters appear only as Golliwogg or as “primitive” African/Pacific Islander natives, who are often villainous and cannibalistic.

53vThrough Golliwog’s worldly travels, Upton is able to create mocking caricatures of multiple ethnic groups, reducing them to their barest stereotypes. Unlike the white dolls, the features of Black characters are grotesquely exaggerated. Golliwogs are sometimes even drawn with paws, blatantly depicting them as nonhuman. Florence and Bertha Upton contort Blackness through their stories, limiting Black representation to villains and dolls. I feel that Upton’s cultural appropriation through the golliwogs dangerously warps her audience’s understanding of the Black community and Black experience. If generations of British children (both Black and white) were exposed to images of beautiful, angelic-looking white children holding up ugly black dolls, how does this shape their ideas of race, identity, and hierarchy? I was also struck by how Golliwogg’s adventures mimic imperialist exploits. His stories glorify war and exoticize other countries; at one point, Golliwogg even steals animals from the “African safari” for his personal zoo. Many children viewed Golliwogg as a hero, but perhaps he’s a hero within a skewed worldview.

26rMy exploration into the Golliwogg series has made me realize how important children’s literature is to determining our values and perceptions of the world. If Golliwogg fans were exposed to children’s literature written by Black writers instead, would they have grown up into different people, perhaps people with a more understanding, open-minded perspective? One very immediate consequence of golliwogs is the emergence of the racial slur, “wog,” which many people believe stemmed from the series. The ramifications of Golliwogg and characters like him are real and this experience has made me wonder what kinds of prejudice exist within me because of what I was read to as a child.

42vIsabella Nugent (BMC 2018) has been working this summer in Special Collections. Among many other tasks, she has unpacked, cleaned, sorted and inventoried books from the Ellery Yale Wood Collection.

Punctuation Personified or Pointing Made Easy – The Ellery Yale Wood Collection of Books for Young Readers

So much of what was published for children and young adults was meant to instruct and inform. As we begin to explore our new collection, we find moralistic literature, solemn and sage. There is careful education, from ABC books through early readers containing only words of one syllable (usually with frankly dull subject matter). There are sensational warnings of destruction and damnation. And then there are cheery effusions of erudition that delight as they instruct.

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‘Harris’s Cabinet of Amusement and Instruction’ was a series of books from the publisher John Harris, a pioneer in developing the educational book that was also fun to read. Among those books was Punctuation Personified or Pointing Made Easy, purportedly by Mr. Stops. (London: J. Harris & Son, c. 1824). This book tries to teach the use of punctuation marks, both in writing and in reading, with a combination of amusing and memorable images and a lilting poem. As an aid to meaningful expression, the poem suggests how many beats to pause in speaking for each type of punctuation.

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The semicolon gets two beats, the colon three.  Although the rules have changed for the use of these marks, the relationship between them is familiar.

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The exclamation point, like other symbols that mark the end of a sentence, gets four.

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The slippery apostrophe slides into the place of a letter,

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… and the quotation marks evoke greatness.

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Other books in the series included well-known poems and stories, nature, travel, astronomy, and history.

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Special Collections has digitized this book and you can read the entire thing on the Internet Archive at https://archive.org/details/PunctuationPersonified .

  • Marianne Hansen, Curator for Rare Books and Manuscripts

 

The Garden Gang – The Ellery Yale Wood Collection of Children’s Books and Young Adult Literature

Imagine you’re a young girl in England in the late 1970s. You’re an accomplished musician, you sew and bake, play chess, breed stick insects, and keep a garden. What else do you do with your time?

Well, if you’re Jayne Fisher, you write and illustrate your own series of children’s books!

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Jayne Fisher wrote fourteen Garden Gang books between 1979 and 1983 (there was also an annual titled Meet the Garden Gang, and two Garden Gang coloring books). Each small book has two stories about anthropomorphized fruits and vegetables living in a community and going about their daily lives. The characters and plots in these stories are simple and charming.

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Jayne was only nine years old when she began writing the Garden Gang stories, and while she was prolific for that short period of time, it does not seem like she pursued her writing career much further. There are countless blog and forum posts across the internet expressing fondness for the series and wondering “what ever happened to Jayne Fisher?”

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In a way, I like that while the series was so popular and beloved, this child author then went on to pursue other interests and talents. I hold out hope that Jayne Fisher might resurface at some point, simply because there is a question that has been bugging me: all of the characters in the Garden Gang have alliterative names, save one. What’s the deal with Penelope Strawberry? Did she change her name to sound more glamorous (it seems like something she might do)? Is “Penelope” her middle name and her first name is actually “Sarah” or “Sally” or another name that begins with S? I don’t think I’ll ever find out, but I will always wonder.

– Rayna Andrews (BMC 2011), Project Coordinator

Catharine Susan and Me – the Ellery Yale Wood Collection of Children’s Books and Young Adult Literature

CSMcoverSome books are just for fun – and Kathleen Ainslie’s charming stories of the adventures of the Dutch peg dolls, Catharine Susan and Maria (“Me”), delighted readers in the first decade of the twentieth century. Peg dolls were jointed wooden figurines sold inexpensively – and “naked” for the new owners to make clothes for. Because they moved at the shoulders, elbows, hips, and knees, they could be arranged into somewhat lifelike positions, and this feature is essential in Ainslie’s lively sketches of dolls running, dancing, traveling, working in the garden, and collapsing in exhaustion.

The books are short – ten to twenty illustrations with brief captions, and they usually just pick out distinctive episodes, rather than exploring a narrative arc. Ainslie (1883-1935) wrote and illustrated more than 20 books published by Castell Brothers Ltd  –  the Catharine Susan books, a number of other books with peg dolls, a handful of works with real children as the main characters, and at least five calendars. Here are some selections from the Catherine Susan books:

In Me and Catharine Susan, we learn she and Maria are twins.

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They get in trouble when they are young (Catharine Susan in Hot Water),

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And travel when they are older (Catharine Susan and Me Goes Abroad). Sometimes they are courageous,

CSMAbroadand sometimes not (Catharine Susan’s Little Holiday),

CSMHols1but they do get on well with others.

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In Me and Catharine Susan Earns an Honest [Penny], the sisters try to make a living in various ways, including dressmaking and market gardening.

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They enjoy an active social life (Catharine Susan and Me’s Coming Out).

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Votes for Catharine Susan and Me is actually an anti-suffrage book. (We forgive them because we know their heads are wooden.)

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A final image, from the 1906 Calendar:

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The Girl’s Realm Annual – The Ellery Yale Wood Collection of Children’s Books and Young Adult Literature at Bryn Mawr College

Ellery Yale Wood was especially interested in collecting books meant specifically for girls and young women.  This week we have unpacked numerous magazines and annuals. One of these is the Girl’s Realm Annual, a yearly compilation of the monthly Girl’s Realm, over a thousand pages long and bound beautifully to make it suitable as a Christmas present. FN-000000 (2)This Edwardian era publication (it was printed from 1898 until 1915) was lively and well-illustrated. It carried stories about successful women, sports, nature, career options, and handicrafts, as well as puzzles, poetry, and fiction, much of it by well-known authors.FN-000013 Some of the literature was short stories, but there was also usually a serial story, which would have appeared in each month’s issue, but which in the annual appears every 80 pages or so.FN-000005

Advertising for the Girl’s Realm described it as “an up-to-date, high-class magazine, made bright, amusing, interesting, and instructive.” It was self-consciously modern, and addressed girls within the framework of the New Woman: educated, independent, career- as well as family-oriented, interested in sports and the out of doors, socially informed and involved. Some of the stories are romance, but many of them are adventure; the girls in the stories tended to be courageous -sometimes to the point of foolhardiness, patriotic, and strong; there are frequent articles on “girl heroines”. FN-000000At the same time, the magazine expected its readers to be ladylike and eager to take their places within marriages and society. The editorial attitude toward women’s suffrage is telling: the magazine was generally in favor or women’s rights, but it could not countenance the unfeminine behavior of the more militant activists.FN-000010

Here are some additional pages from the 1902, 1906, and 1911 editions, to give a flavor of the whole.

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The Ellery Yale Wood Collection of Children’s Books and Young Adult Literature at Bryn Mawr College

Ellery Yale Wood (BMC 1952), a long-time resident of Wisbech, England, collected books written for children and young adults from the middle of the eighteenth century until the end of the twentieth. When she died in the Spring of 2013, she left this remarkable collection of approximately 12,000 books to Bryn Mawr.

 

Student workers in the Special Collections Department have started this summer on the massive project of unboxing, cleaning, sorting, and inventorying the books, under the direction of Curator  of Rare Books & Manuscripts Marianne Hansen and Rare Books Cataloguer Patrick Crowley. Rayna Andrews (BMC 2011) has also been hired as the project coordinator to manage the day-to-day work and help with setting priorities for cataloging the books.20160601_095534

Last week was a week of numbers. The second week on the project. The fifth of seven student employees started work. We finished unpacking the first 100 boxes (out of 600!) of books. All the books were vacuumed with a vacuum with a HEPA filter, and the books were propped open on shelves to air out and acclimate. DSC03482

The first 707 books were added to a spreadsheet inventory. DSC03474

We figured out how many shelves we needed to sort the books, and labeled them with categories of books, including alphabetically A to Z. DSC03479

Lat Friday morning we received the next 120 boxes of books (which are being held at a secure storage facility nearby),

DSC03441DSC03480and that afternoon the student employees began opening and cleaning the next batch.

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Friday Finds on Halloween – spooky books, costume contest, and treats!

eerieBookOctober is upon us, and this can mean only one thing: Halloween celebrations beckon! For our part, the staff in Special Collections has brought together a spooky selection of books and art objects to thrill and delight in the Halloween edition of Friday Finds. This eerie assortment will be open to view and handle on Friday, October 31st, from 3:00-4:00 pm in Room 205 of Canaday Library. You’ll see books that we’ve organized into four categories: Masks and Fancy Dress; Witchcraft and Demons; the Living, the Dead, and the Undead; and Monsters! There will be a costume contest (details forthcoming) and a small selection of treats to follow.

As a teaser, one of the books that you will be able to look through is Fancy Dresses Described: or, What to Wear at Fancy Balls, by Ardern Holt, published in 1884. It is a detailed, illustrated handbook on fancy dress for the discerning Victorian woman. Alphabetized and cross-referenced for easy reference, this book outlines what exactly a society dame would need, for example, to assemble a costume representing an aquarium:

Fashionable evening dress of blue and green tulle, trimmed with marine plants and ornamented with fish and shells, the octopus on one side of the skirt; veil of green tulle; hair floating on shoulders. (p. 16)

Hornet costume pictureThose readers who need more than mere description will be delighted to find colored lithographs, such as this depiction of a Hornet costume (which is much akin to the Spelling Bee costume), and monochrome line drawings. These illustrations are liberally scattered among costumes which range from the abstract (Harvest) to the deeply specific (Philippa of Hainault, wife of Edward III of England). We hope you’ll enjoy it as much as we do.

Keep a look out in the upcoming weeks for sneak peeks of a few more of the items you’ll be able to peruse at the event and more details on the event itself.

Patrick Crowley, Rare Books Catalog Librarian

Letters and Photographs from the Battle Country, 1918 and 1919

mh_pic1 “There has never been anything real about my life over here. I can’t believe that it is I who am seeing it with my eyes, living in something that is a reality and not a dream. It worries me sometimes for I am afraid it will disappear out of my memory like a dream and I just don’t know what to do to hold on to it” (84-5). This is one of Margaret Hall’s more poignant moments as she reflects on her service for the Red Cross during World War I. Her experience so strongly affected her that she compiled her correspondence and photographs into a typed bound manuscript: Letters and Photographs from the Battle Country, 1918 and 1919 . I had the opportunity to read an original copy. As a recently graduated history major/nerd, I was excited to actually hold the historic manuscript and learn about WWI through the eyes of Margaret Hall.

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July 28, 2014 marks the 100th anniversary of the beginning of the Great War, so it is appropriate that the Massachusetts Historical Society currently has an exhibition, “Letters and Photographs From the Battle Country: Massachusetts Women in the First World War,” featuring Hall’s writings. There are only four known copies of Margaret Hall’s book. Bryn Mawr College Special Collections, the Massachusetts Historical Society and the Cohasset Historical Society each own one. World War I does not occupy a particularly large space in US popular culture, especially when compared to World War II. Movies like Saving Private Ryan, Schindler’s List or Patton are widely considered classic American films. Speaking for my generation, our little knowledge of World War I comes from the novel, All Quiet on the Western Front, primarily because it is required reading in many high schools. I have always thought WWI fascinating as its own historical moment, not just simply a precursor to WWII.

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Margaret Hall graduated from Bryn Mawr College in 1899 with a degree in history. She came from a relatively well-to-do family in Boston, Massachusetts. In 1915, she helped organize nationwide marches for women’s suffrage. In 1917, according to Bryn Mawr’s Alumnae Quarterly, she traveled to Cuba and the Isle of Pines and later that year started her own farm. Then, on August 23, 1918 Hall sailed across the submarine strewn Atlantic Ocean into the deadly combat zone of Marne, France. I was curious to know why she did this but unfortunately, she does not expand upon what precisely influenced her decision. Perhaps she felt a sense of duty or wanted adventure. Of course, we will never know but it is certain that she was a strong-willed woman who was not intimidated by the unknown.

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Once Margaret arrived in Paris, she was assigned to a desk job that required her to read casualty reports and letters. Then she would have to write families “about the boys’ last words, what they did and said, their funerals, etc.” (18). Hall found this incredibly depressing and desired to work at a canteen near the frontlines: “I have no hopes of getting near the front. The Red Cross does not send women near, they tell me…Salvation Army is what I want and I wish to goodness I had tried for it.” (17) But, like a true Mawrter, she persisted and ultimately was assigned to the Chalons-sur-Marne, “Cantine des Deux Drapeaux.” This Red Cross canteen in the St. Mihiel sector was literally on the front lines of World War 1 and Hall arrived just in time for the last major battle of the war. She and others at the canteen often had to take cover in the local abris, underground caves. Near the end of the war, Hall writes on November 1, 1918: “The guns are banging away at the front. It is much farther away, but we can still hear them, and they always disturb one’s nervous system. We’ve got the hardest part of the line near us, where there is terrific fighting and terrific mortality. Everyone from the front says the same thing, that it is awful up there. Think of being so near to it that we can hear it thundering on!” (83-4). The fighting was not the only peril – disease ran rampant in the canteen. Margaret was ill several times but luckily survived while many other women died from the Spanish flu.

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While reading her letters, I asked myself if I could do what she did and honestly, I’m still unsure. For a year, she lived a life completely different than anything she had ever known and for the first time, she encountered Algerians, “Anamites” (Vietnamese), Poles, “a real American Indian”, among others. There were food rations, she had little sleep or privacy, and saw countless dead and wounded soldiers. I cannot imagine how difficult it must have been to adjust to this environment. But, as Margaret points out, the four-year war made miserable conditions the norm and the end brought anything but peace: “Discontent is rampant in all branches of the service and among all nations. It’s a most deplorable ending to the four-years of agony. Not one definite thing accomplished, Allies loving each other less than ever” (178).

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As an amateur photographer myself, I was particularly taken with Margaret’s pictures throughout her narrative. She snuck her camera past Paris customs, allowing her to capture hundreds of scenes from the Western front. Visually documenting the war was clearly very important to her: “One of the things most wearing to me is the desire to get out to take pictures, and the impossibility of doing it. I know I could get such wonderful things” (160). Keep in mind; she was using an ‘old-fashioned’ film camera. I can’t know for sure, but it is highly likely she used a Vest Pocket Kodak camera, which was introduced in 1912. As the name suggests, it was small enough to fit in a pocket, which might explain how she managed to smuggle her camera past customs. One roll of film, at maximum, could take sixteen pictures and she took many more than that. This means that Margaret would have had to find a pitch black area to change film rolls or else the negatives would be ruined. Speaking from experience, removing film is not the easiest thing to do and it definitely takes practice. Or, she could have had someone else do it for her. Regardless, it is interesting to really think about the physical process of photography in 1917 and the thought that was put into each picture she took.

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I learned a lot about Margaret by looking at her pictures; they show what and who she thought was worth photographing. Hall was both fascinated and horrified by the amount of destruction due to the fighting: “In the afternoon we walked to the little town of Courteau, all shelled up and as picturesque as the dickens” (129). The majority of her photographs are scenes of desolate land, abandoned weapons, destroyed buildings and graves. Many of her photos are artistically well composed and there are also candid shots of Allie solders and German prisoners. Margaret looked at the war from all angles and it is amazing to have such a dynamic collection of photographs all in one book.

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I was quite struck by her response to corpses and demolished towns or buildings. She often described these scenes as “picturesque,” which I understand as there is allure in the grotesque. But, her description of the looting she did with other women from the canteen and the treatment of German bodies show a level of desensitization. “On our way down, found a dugout in which were ten or twelve Germans who had been gassed…It seemed only musty down there, not really disagreeable at all…Their hands were mummified, but you could almost see the muscles in their broad shoulders. Probably the gas, and being so far down away from the air, had preserved them. Don’t know how I ever could have gone into such a place. The only reason must be because they were our enemies and you don’t feel the same about them as you do about anything else in the world” (223). I think Margaret was surprised by her actions as well but accepted them rather than changed them. I thought that this looting expedition was particularly disturbing: “I am going to find a Boche prisoner now to fix up my souvenirs. Two women of the canteen are taking skulls as ‘souvenirs,’ and some of the nurses pull belts and boots off of dead Germans. Sometimes the feet come off in the boots, but that seems to be no objection!” (178). Not only was looting disrespectful to the dead, it was also extremely perilous: “People are killed and injured all the time for hunting souvenirs” because the abandoned trenches and battlefields were littered with hand grenades and other explosives. Plus, these women were traveling into foreign lands with people they met along the way. But, Hall maintained this mentality: “But why be here in the midst of it and not see it, even if it kills you in the end!” (135). Or as we would say today, #YOLO.

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Hall describes a conversation with a German prisoner that is an eerily accurate prediction for the future: “The Germans say, ‘Just wait six years.’ I think they have no intention of remaining a conquered nation longer than that” (153). He [German boy] is convinced that he will go home in a month or two at most, or else the war will begin again. Germany will have her prisoners back, he says. He’s a nice, industrious boy, but German, and they can never be changed; they will always wish to push their Kultur onto others. He told us their government was the best, and we’d all have to come to it sooner or later. I really felt quite hopeless after I’d talked to him” (158). This anecdote sent chills down my spine because we now know this solder’s declarations soon became a reality. Seven years after the war ended, Adolf Hitler published Mein Kampf and then became Chancellor of Germany in 1933. The rest, as they say, is history.

mh_pic13Elizabeth Reilly, Class of 2014