This Victorian Life

An Interview With The Edinburgh Book Review

5/17/2017

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I was interviewed recently by the Edinburgh Book Review, and the experience was an absolute delight! They asked wonderfully thoughtful questions about my work and compiled my answers into a delightful article. I hope you enjoy it!

https://www.edinburghbookreview.co.uk/interview-sarah-a-chrisman/

If you would share this article with your friends, I would appreciate it immensely. Unlike other museums or educators we do not receive any grants or funding for what we do; buying my books and telling your friends about them is the best way to support our efforts!

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Florence Nightingale, Shifting Attitudes Towards Nurses, and The Origins of Nurse McCoy

5/8/2017

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The photo which inspired Nurse McCoy's physical description

Several fans have asked me where I got the idea for Nurse McCoy, a character in my historical fiction series. The explanation requires a bit of background in nursing history, and mid-May seems an appropriate time to tell the tale. May 12th is Florence Nightingale's birthday; it is also International Nurses Day. This is not a coincidence.

In 1974 the International Council of Nurses (ICN) chose Nightingale's birthday as an annual day of recognition for their profession and an opportunity to distribute educational health-related materials. (In some countries this developed into a week-long appreciation of nurses.) The date was aptly chosen, as Nightingale —the Queen of Nurses— is arguably the most iconic figure in the nursing world. In the mid-nineteenth-century, when various careers were becoming increasingly formalized, Nightingale came to symbolize the professionalization of nursing. Her life and her work profoundly changed the way people think of nurses.
In the twenty-first century, if someone were asked to describe qualities that make a good nurse, they might list kindness, patience, generosity, and a strong work ethic. But before Nightingale rose to prominence public opinion of nurses was very different. A nineteenth-century nurse reported, "When I first began my hospital training, hospital nursing was thought to be a profession which no decent woman of any rank could follow. If a servant turned nurse, it was supposed she did so because she had lost her character. We have changed all that now." By the time of the interview nurses were held in quite high esteem, their image being very similar the present one. The Victorian nurse who witnessed these changes credited them entirely to Florence Nightingale.
Two years before Nightingale's birth, the poor reputation of nurses in the English-speaking world was embodied by a minor character in Mary Shelley's novel Frankenstein: "The sound disturbed an old woman who was sleeping in a chair beside me. She was a hired nurse, the wife of one of the turnkeys, and her countenance expressed all those bad qualities which often characterize that class. The lines of her face were hard and rude, like that of persons accustomed to see without sympathizing in sights of misery. Her tone expressed her entire indifference…" A charity hospital in New York before the organization of a nursing school there was described in ghastly terms: "In the fever ward (forty beds) the only nurse was a woman from the workhouse, under a six-month sentence for drunkenness."

As a young woman Nightingale realized the inadequacy of many women who called themselves nurses. In 1845 she wrote, "I saw a poor woman die before my eyes this summer, because there was no one but fools to sit up with her, who poisoned her as much as if they had given her arsenic." Her attitude against improper nursing remained constant, and in her book Notes on Nursing Nightingale boldly declared, "If a patient is cold, if a patient is feverish, if a patient is faint, if he is sick after taking food, if he has a bed-sore, it is generally the fault not of the disease, but of the nursing… I use the word nursing for want of a better. It has been limited to signify little more than the administration of medicines and the application of poultices. It ought to signify the proper use of fresh air, light, warmth, cleanliness, quiet, and the proper selection and administration of diet…"
At this time, medicine in general was becoming increasingly professionalized. In 1858 the British General Medical Council officially began differentiating between "qualified" and "unqualified" practitioners. The United States had only four medical colleges in 1800, but by 1877 this number had swelled to seventy-three. The American Medical Association was organized in 1847 (seven years before Nightingale made her famous departure to serve as a nurse in the Crimean War), and between 1864 and 1902 another fifteen specialty medical groups appeared in the U.S.
Nightingale was the daughter of a wealthy squire, yet despite nursing's vulgar reputation she felt herself drawn to caregiving. Starting in 1844 Nightingale examined conditions in both civil and military hospitals all over Europe. Paid nurses, as described above, were looked on very poorly when Nightingale was a young woman but religious orders who provided healthcare were accorded respect. It was to these Sisters that Nightingale looked for guidance and training. She received training in health-care practices from Protestant Deaconesses in  Kaiserswerth (in what is now Germany), and with the Catholic Sisters of St. Vincent De Paul in Paris.
     When Nightingale returned to England she took over management of a London Sanitarium for Governesses. But it was her work nursing soldiers in the Crimean War that made her name a household word.
Conditions in British military hospitals on the Crimean front in 1854 were described in hellish terms: "miles of fetid and over-crowded corridors, without proper beds and bedding, without proper food, medicine, or attendance, and above all, without the means of breathing fresh air." Besides wounds received in actual battle, the soldiers were suffering frostbite, scurvy, dysentery, camp fever and cholera. The infectious cases were jumbled indiscriminately with the men who had open wounds, and lack of sufficient caregivers resulted in a situation where injuries went undressed for five or six days and wounds became clogged with maggots.
Britain's Secretary of War, who "knew that a woman's hand and brain was needed at the Crimea", wrote to Nightingale asking her to take charge of nursing on the Crimean front and improve the situation. She, having heard of the conditions, had already written to the same Secretary of War asking permission for this very duty, and their letters crossed in the mail. She left for the war on October 21, 1854. The small group of women who accompanied her in this endeavor had been carefully chosen for their characters as well as proven abilities to care for the sick: they included the daughter of a bishop, ten Roman Catholic Sisters of Mercy, and ten Protestant Sisters, and a few carefully chosen lay nurses.
   They brought portable cooking stoves with them, which immediately upon arrival were put to use producing nourishing food for the starving patients. Within a week they established a separate kitchen and engaged civilian cooks, at which point Nightingale's nurses could more thoroughly devote themselves to the vital task of sanitation. They raised private funds to build baths, wash-houses, and additional kitchens.
   Nightingale would be on her feet for twenty hours at a time. When bureaucratic red tape failed to provide requisition orders for needed materials, she simply commanded the male orderlies to break into the warehouse and took out the necessary supplies.
   Under Nightingale's supervision, mortality in British military hospitals on the Crimean front was reported to drop from sixty percent to only a little over one percent. The soldiers, many of whom were from humble backgrounds, were so in awe of this high-born noblewoman and her tender care of the suffering that they wrote home about kissing her shadow when she came close to them.
     The presence of an aristocratic lady elevated the morals of the men at the same time she ministered to their physical needs. One man reported, "Before Miss Nightingale came, there was such cussin' and swearing', and after that it was as holy as a church."
When Nightingale returned to England from the Crimea, she used donated funds to start the first English training school for nurses, which opened in 1860.
   Formal training brought about what was later termed a "transformation" in nursing, with the new trained nurse characterized by "her neat uniform, her eternal vigilance concerning neatness, order and cleanliness, and her methodical system of work."
Nightingale was British, but her work impacted —and was appreciated by— people around the world. Her paper "Life or Death in India" was read at the Meeting of the National Association for Social Science in Norwich, 1873 and a few years later Chambers's Encyclopaedia called it "one of the most remarkable public papers ever penned."[1]  In the 1880s many American girls were required to memorize and recite a Longfellow poem written in honor of Nightingale:

Whene'er a noble deed is wrought,
Whene'er is spoken a noble thought,
Our hearts, in glad surprise,
To higher levels rise.

The tidal wave of deeper souls
Into our inmost being rolls,
And lifts us unawares
Out of meaner cares.

Honor to those whose words or deeds
Thus help us in our daily needs,
And by their overflow
Raise us from what is low!

Thus thought I, as by night I read
Of the great army of the dead,
The trenches cold and damp,
The starved and frozen camp,--

The wounded from the battle-plain
In dreary hospitals of pain,
The cheerless corridors,
The cold and stony floors.

Lo! in that house of misery,
A lady with a lamp I see
Pass through the glimmering gloom,
And flit from room to room.

And slow, as in a dream of bliss,
The speechless sufferer turns to kiss
Her shadow, as it falls
Upon the darkening walls.

As if a door in heaven should be
Opened and then closed suddenly,
The vision came and went,
The light shone and was spent.

On England's annals, through the long
Hereafter of her speech and song,
That light its rays shall cast
From portals of the past.

A Lady with a Lamp shall stand
In the great history of the land,
A noble type of good,
Heroic womanhood.

Nor even shall be wanting here
The palm, the lily, and the spear;
The symbols that of yore
Santa Filomena bore.

Thanks to Florence Nightingale (and the publicity which had surrounded her work), the public's image of a nurse had changed from a picture of an indifferent jailer's wife to a saintly Lady With A Lamp bringing enlightenment and hope to the suffering.
Nightingale's name became synonymous with kind, dutiful nursing. Clara Barton, the Civil War nurse who founded the American Red Cross, was called "The American Florence Nightingale", and she shared one of Nightingale's nicknames, "The Angel of the Battlefield".
Nightingale's training school for nurses in London inspired similar institutions in the U.S. In 1873 the New England Hospital in Boston gave the first official nursing diploma earned by an American to a Miss Richards, and Belleview Hospital in New York opened a training school the same year. By 1883 there were seventeen training schools for nurses in the United States, and applicants were examined for physical stamina as well as intelligence. Students accepted to these nursing schools received their board and lodging free of expense, and after a initial trial period (one to three months, depending on the school) had been completed they received a regular salary as well. In most schools this salary increased as the student progressed in school. The fact that nursing students were paid, whereas studying to become a doctor was (and still is) a very expensive undertaking accounted for much larger numbers of women studying to be nurses than to become doctors. Besides her salary, free room and board, any student who fell ill during her two years of nursing school was given free health care. All these things added up to make the occupation a tempting one: by 1894 the U.S. had nearly two hundred schools for nurses.
After her schooling was completed, a trained nurse could "command her own price, and that price will depend upon the wealth and liberality of her patrons, and the ability which she brings to bear on the case in hand. Good nursing is very often more important than good doctoring, and thousands of people are willing to pay liberally for such exceptional help."

To proponents of the new style of nursing, education was vital. Nightingale herself would eventually take a stand against official state registration for nurses, partly because she felt the proposed requirements were not strong enough. However, she never altered her belief that nurses should have the best education available to aid them in caring for their patients.
Some have defended the reputations of women whose caregiving were self-taught and who therefore align more appropriately with what might be termed "pre-Nightingale" nursing. One example is Mary Seacole, who ran a 'British hotel' at Balaclava during the Crimean War. Historian A.N. Wilson described the situation in the following terms, "Miss Nightingale's hospital was where you were taken if you were wounded or fell sick. Mary Seacole was on hand for the troops in the long months when nothing appeared to be happening and … she showed courage under fire."[2] Even when lacking in formal training, traditional nurses like Seacole could still embody the same devotion to care which characterized Nightingale. Perhaps the best words to use in association with Seacole would be gumption and grit. In her memoir she described her own determination to help those on the front: "Let what might happen, to the Crimea I would go. If in no other way, then I would upon my own responsibility and at my own cost." Her 1881 obituary in The Englishwoman's Review recalled her heroism during the war, reporting, "She was present at many battles, and at the risk of her life often conveyed the wounded off the field."
In certain circles controversy has arisen over recognition of figures like Seacole. Those who like their history one-sided and simple seem to feel that the only way to laud Seacole involves demonizing Nightingale, and naturally Nightingale's defenders take issue with this. Personally, I like to think history is big enough to recognize all its heroines.

When my husband Gabriel was helping me brainstorm ideas for a trained nurse for my historical fiction series, we wanted a character who would bridge the gaps between all these images and embody the full heritage of Victorian nursing history: someone who had the highly capable attributes of a Nightingale nurse, but who had the rough edges of her predecessors; a woman who'd learned homeopathic remedies from her mother and grandmother the way Mary Seacole and countless women throughout the ages have done, but who also had strict, formal training and was fiercely proud of the fact.
   Since the nurse in my series was to be a caregiver and complement to Silas Hayes, a cantankerous hypochondriac, she had to be a match for him in pure cussedness and also provide a commensurate level of comic relief. Following the tropes of various serialized nineteenth-century fiction (and the likely socioeconomic origins of a woman who went into nursing school) indicated a character with a fairly strong ethnic background. My first thought was that she might be Irish, but Gabriel and I both felt that this was a little too much of a cliché, and he was the one who suggested Appalachian. (Fans of A Rapping At the Door will remember that McCoy did have an Irish mentor, Matron O'Reilly.)
     Choosing her name allowed for a double in-joke. "McCoy" is an homage to the historic family of the same name, although Nurse McCoy is from a different part of Appalachia and would deny kinship with them or any part in their infamous feud with the Hatfields. Shortly after choosing the name for this reason, I realized it could also be considered a fun reference to another fictional healer: Dr. McCoy, from Gene Roddenbury's Star Trek.
   As to what Hettie herself would think of this long, drawn-out explanation of her origins, she'd probably tell me to stop jawing and get supper on the table. After all, she's a nurse, not a historian.

Images of Nurses

Image credits:
Florence Nightingale:
http://www.nationalarchives.gov.uk/wp-content/uploads/2014/03/COPY_1_11_34_1866-e1402062188591.jpg
Mary Seacole:
http://jamaica-gleaner.com/article/news/20141121/mary-seacole-0

The photos of anonymous nurses in the slideshow above were scanned from our private collection. To see more detailed versions, go to www.thisvictorianlife.com/photos-of-nurses.html

[1] "Nightingale, Florence." Chambers's Encyclopaedia. Volume V. New York: Colier, 1890. p. 599.

[2] Wilson, The Victorians. New York: W.W. Norton & Co. 2003, p. 178.

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Tales of Chetzemoka at Ft. Worden Gift Shop

5/5/2017

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The gift shop at Fort Worden is now carrying signed copies of my Tales of Chetzemoka series!
https://www.facebook.com/friendsoffortworden/

(For non-locals, the Tales of Chetzemoka are still available on Amazon, too.)

More about my Tales of Chetzemoka series

The origin of Fort Worden started in the late nineteenth-century. The following correspondence was printed in a local newspaper, proposing fortifications near Washington's Key City:

From the Port Townsend Leader, 1895:
"HE FAVORS THE FORTIFICATIONS
Important Letter From General Miles
DEFENSES OF PUGET SOUND
In a Letter to Colonel Henry Landes the New Commander of the United States Army Tells of His Belief in the Necessity of Fortifications.

Shortly after General Nelson A. Miles was appointed to the command of the army of the United States, a letter of congratulation was written him by Colonel Henry Landes, in which he took occasion to call the attention, also, of the general to his past interest in the subject of fortifications for Puget Sound, and expressing the hope that in his new position he would continue to discuss this matter in his official papers.

A most gratifying reply was received yesterday by Colonel Landes, as follows:

Headquarters of the Army, Washington D.C., Oct. 12, 1895.

Mr. Henry Landes, Port Townsend Wash. My dear sir: - Your very kind letter of September 30 was duly received, and highly appreciated your kind congratulations.

I fully realize the importance of the subject of your letter, namely, the defense of Puget Sound, and shall give it every attention and support that is possible to give. I intend to mention the matter in my official communications, and hope, during my term of service, to see some substantial progress made in that direction.

I shall be glad to hear from you at any time, and should you visit Washington in the furture (sic) I shall be pleased to see you.

Very sincerely yours,

NELSON A. MILES,

Major General, U.S.A." -From the Port Townsend Leader, 1895

***

Historic Fort Worden is now a state park. The parks service rents out the old officers' quarters to visitors: fortworden.org/stay-here/officers-row/ They also rent out Alexander's Castle, a tiny little brick castle built in 1882 (on land which would later become part of the fort) by Reverend John Alexander: http://fortworden.org/stay-here/cottage/

Film buffs will remember Fort Worden as the setting for Richard Gere's breakthrough movie, "An Officer And a Gentleman" -and they'll remember the blimp hangar for his fight scene in the film!

Fort Worden has gorgeous, sweeping views, beautiful beaches, museums, hiking and biking trails, camping spots, a military parade ground (great for field games like tag!), old bunkers (for exploration, and sneakier games like capture the flag)... There's something for everyone!

http://parks.state.wa.us/511/Fort-Worden

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Some advice on classroom etiquette from 1891

5/3/2017

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Slideshow: Pioneer classroom in the Orcas Island Historical Museum, WA state.

Classroom Etiquette
From Hill's Manual of Social and Business Forms, Thomas E. Hill, 1891, pages 173-174.

"The following are the requisites for successful management in the schoolroom:

The teacher must be a good judge of human nature. If so, his knowledge will teach him that no two children are born with precisely the same organization. This difference in mentality will make one child a natural linguist, another will naturally excel in mathematics, another will exhibit a fondness for drawing, and another for philosophy. Understanding and observing this, he will, without anger or impatience, assist the backward student, and will direct the more forward, ever addressing each child in the most respectful manner.

As few rules as possible should be made, and the object and necessity for the rule should be fully explained to the school by the teacher. When a rule has been made obedience to it should be enforced. Firmness, united with gentleness, is one of the most important qualifications which a teacher can possess.

Everything should be in order and the exercises of the day should be carried forward according to an arranged programme. The rooms should be swept, the fires built and the first and second bells rung with exact punctuality. In the same manner each recitation should come at an appointed time throughout the school hours.
The programme of exercises should be so varied as to give each pupil a variety of bodily and mental exercise. Thus, music, recreation, study, recitation, declamation, etc., should be so varied as to develop all the child’s powers. Not only should boys and girls store their minds with knowledge, but they should be trained in the best methods of writing and speaking, whereby they may be able to impart the knowledge which they possess.

The teacher should require the strictest order and neatness upon the part of all the students. Clean hands, clean face and neatly combed hair should characterize every pupil, while a mat in the doorway should remind every boy and girl of the necessity of entering the schoolroom with clean hands and shoes. Habits of neatness and order thus formed will go with the pupils through life.

At least a portion of each day should be set apart by the teacher in which to impart to the pupils a knowledge of etiquette. Students should be trained to enter the room quietly, to always close without noise the door through which they pass, to make introductions gracefully, to bow with ease and dignity, to shake hands properly, to address others courteously, to make a polite reply when spoken to, to sit and stand gracefully, to do the right thing in the right place, and thus, upon all occasions, to appear to advantage.

All the furnishings of the schoolroom should be such as to inspire the holiest, loftiest, and noblest ambition in the child. A schoolroom should be handsomely decorated. The aquarium, the trailing vine, the blossom and the specimens of natural history should adorn the teacher’s desk and the windows, while handsome pictures should embellish the walls. In short, the pupils should be surrounded with such an array of beauty as will constantly inspire them to higher and nobler achievements.

Boys and girls should be taught that which they will use when they become men and women. In the first place they will talk more than they will do anything else. By every means possible they should be trained to be correct, easy, fluent and pleasant speakers; and next to this they should be trained to be ready writers. To be this, they should be schooled in penmanship, punctuation, capitilization, composition and the writing of every description of forms, from the note of invitation to an agreement, from the epistle to a friend to the promissary note, from the letter of introduction to the report of a meeting.

Above all, the teacher should be thoroughly imbued with the importance of inculcating in the mind of the student a knowledge of general principles. Thus, in the study of geography, the pupil should be taught that the earth is spherical in form; that its outer surface is divided into land and water; that the land is divided into certain grand sections, peopled with different races of human beings who exhibit special characteristics. That civilization is the result of certain causes, and progress in the human race arises from the inevitable law of nature that everything goes from the lower steadily toward the higher. A study of the causes which make difference in climate, difference in animals, difference in intellectual and moral developments among the races - a general study of causes thus will make such an impression upon the child’s mind as will never be effaced; while the simple study of facts such as load the mind with names of bays, islands, rivers, etc., is the crowding of the memory with that which is likely in time to be nearly all forgotten.

Thus, in the study of history, dates will be forgotten, while the outlines of the rise and fall of kingdoms, and the causes which produced the same, if rightly impressed by the teacher, will be ever stored in the mind of the pupil.

So should the teacher instruct the student in every branch of study, remembering that facts are liable to be forgotten, but fundamental principles and causes, well understood, will be forever remembered."

These classroom rules from Hill's 1891 Manual were reprinted in my etiquette guide,
True Ladies and Proper Gentlemen

***

Slideshow: 19th-century school books.

***
Some educational worksheets:
http://www.thisvictorianlife.com/worksheets-for-k-12-students.html

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1893 Recipe for curried eggs

4/18/2017

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A recipe from 1893 for curried eggs, in case anyone still has hard-boiled eggs and doesn't know what to do with them.

I really must work this dish into a future story in my historical fiction series. Since Captain Kellam's ship runs the Trans-Pacific route to Asia, it would be a natural for Addie to have in her repertoire. As curries go it's pretty mild; either Addie would have to add extra curry powder to Felix's portion when he visits, or he would drown his in pepper sauce.

Curried Eggs
Beeton, Mrs. Isabella. The Book of Household Management. London: Ward, Lock & Bowden, Limited, 1893. p. 1181.

"Ingredients.—6 eggs, 2 teaspoonfuls of curry-powder, 1 1/2 pint of good gravy, thickening of flour and butter.
Mode.— Mix the curry-powder into a paste with a little gravy, and rub it, adding the gravy until it is completely amalgamated; let it then simmer gently until it is reduced to little more than half a pint; thicken it with a little flour and butter; boil the eggs hard, cut them into slices, yolk and white together; warm up for 5 minutes and serve very hot.
Sufficient for 4 persons."

Brown Gravy
Beeton, Mrs. Isabella. The Book of Household Management. London: Ward, Lock & Bowden, Limited, 1893. p. 714.

"Ingredients.—2 onions, 1 tablespoonful of flour, 3/4 pint of hot water, seasoning, 1 oz of butter or a tablespoonful of oil.
Mode.—Chop the onions, fry them brown in the butter, add the flour, and let that brown also. Pour in the water, and stir till it thickens; then season it to taste. It is better to use any kind of vegetable stock than water."

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Easter Bun Recipe from 1899

4/15/2017

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EASTER BUNS
Ellsworth, Mrs. M.W. Queen of the Household. Ellsworth & Brey: Detroit, Michigan, 1899. p. 17

"Three cups sweet milk, 1 cup yeast; flour to make think batter. Set this as a sponge over night. In the morning add 1 cup sugar, 1/2 cup butter, melted, 1/2 nutmeg, 1 saltspoon salt. Flour enough to roll out like biscuit. Knead well and set to rise 5 hours. Roll 1/2 inch thick, cut into round cakes, and lay in rows on a buttered baking-pan. When they have stood 1/2 hour, make a cross upon each with a knife, and put instantly into the oven. Bake to a light brown, and brush over with a feather or soft bit of rag, dipped in the white of an egg, beaten up stiff with white sugar. These are the "hot cross-buns" of the "London cries."

Notes / My version:
N.B. When a Victorian recipe seems to call for an inordinate amount of yeast, it's a sure bet the author meant home-made yeast, i.e., sourdough starter. 3 cups milk
1 cup sourdough starter
10 cups all purpose flour
1 cup granulated sugar
1/2 cup butter
1/2 tsp. salt
2 1/2 tsp. freshly grated nutmeg 1 egg white
1/4 cup powdered sugar

Mix the milk, sourdough starter, and 4 cups of flour in a very large mixing bowl. Cover with a towel and let rise overnight. In the morning, melt the butter; add it and the sugar, nutmeg, salt and the other 6 cups of flour to the sponge. Knead well, then return to the bowl and let rise in a warm place 5 hours. After this, be sure to treat the dough VERY GENTLY or you will force out all the air bubbles, resulting in heavy buns.

Transfer the dough to a floured surface and GENTLY roll it and cut with a round cutter.

Bake at 375 degrees until golden brown.

Frosting: While the buns bake, mix the egg white and powdered sugar, then beat until stiff. As soon as the buns come out of the oven, make frosting crosses on top of each one using a feather, clean cloth, or clean paintbrush.

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Port Townsend is running for "Best Northwestern Small Town" in USA Today

4/12/2017

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Hey there, history fans! Let's help Port Townsend get voted "Best Northwestern Small Town" in USA Today's poll!
Vote here: http://www.10best.com/awards/travel/best-northwestern-small-town/port-townsend-washington/

I live in Port Townsend, and as fans of my books (including those who have taken my "Chetzemoka tour" of PT!) know, this lovely, historic town is the ongoing inspiration for the setting of my stories.

If anyone needs convincing, I hope they'll enjoy these great historical articles about PT —boosterism pieces from the 19th-century:
Port Townsend (1889)
http://www.thisvictorianlife.com/port-townsend.html

Port Townsend, Wash. (1891) http://www.thisvictorianlife.com/port-townsendmdashhistorical-article-1891-boosterism-piece.html

—And here's a page on the way PT continues to inspire my "Tales of Chetzemoka" series!
http://www.thisvictorianlife.com/tales-of-chetzemoka.html

Photo by Estar Hyo Gyung Choi

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Looking forward to our next presentation

4/10/2017

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Photo by Matt Choi

We're looking forward to our presentation in Everett on April 22nd —hope to see some of you there!

"An Ordinary Bicycle: The Fascinating Ways Victorian Cyclists Changed Our World"

April 22, 2017
2 p.m.—3:30 p.m.
Everett Public Library
9512 Evergreen Way
Everett, WA, 98204

If you'd like us to come to your community, please ask your local bookstore or museum to sponsor a presentation or an author event!

Also, consider asking your community to choose one of Sarah's books as a "Community Reads" or "One Book" topic. These wonderful programs are a way to bring people together and participate in projects of interest to everyone. Check with your local library to find out how books are chosen to be Community Reads in your local area. If your library gives you a chance to vote for a specific book, please do so!
Some information about other Community Reads projects which have been done with various books:
http://www.loc.gov/loc/lcib/0601/cfb.html
http://www.whatcomreads.org

Sarah's Victorian cycling club series: http://www.thisvictorianlife.com/tales-of-chetzemoka.html

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Review by The Edinburgh Book Review!

3/30/2017

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First Wheel in Town, the opening story in my Tales of Chetzemoka series, was reviewed by
The Edinburgh Book Review!
http://www.edinburghbookreview.co.uk/first-wheel-in-town-a-victorian-cycling-club-romance/

Inside details of the series:
http://www.thisvictorianlife.com/tales-of-chetzemoka.html

The series on Amazon:
https://www.amazon.com/s/ref=nb_sb_noss_2?url=search-alias%3Daps&field-keywords=Tales+of+Chetzemoka

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Books as Time Machines, Historical Fiction Authors As Tour Guides

3/1/2017

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  Books often seem very simple things, yet they open worlds to us. They enable what Thomas Carlysle called "the purest essence of a human soul" to continue telling its story for centuries. When we read we may converse with the greatest minds of any age, laugh with the greatest wits, love with the closest hearts. A good book is not only a window into the author's soul, but also a doorway through which the reader may step, then arrive in the author's world, redolent with all the smells, sights and feelings of their time and place. Unassuming bound volumes are the truest time machines humanity has ever created.
            On any voyage there is always a danger of culture shock, time travel being no different from any other passage amongst foreign peoples in this regard. It requires a great deal of commitment to fully comprehend a foreign culture. For the uninitiated the differences seem overwhelming. Accumulating enough knowledge of context to even begin to understand it all is a tremendous undertaking. Many people are daunted by the idea of pledging themselves to such a large task and they are unwilling to travel alone —but they will make the journey, with all its rewards and adventures, if they may do so in the company of a kind guide who can explain what they are experiencing. If reading a primary source from a different era is like journeying alone to a foreign land, then reading well-written historical fiction is like travelling under the guidance of a knowledgeable companion.
            The best guides in travel are the ones who show a culture as it really is, not just as they suppose their guests will want to see it. A tour guide in Europe who only showed her American visitors small communities of American expatriates would be deficient at her task: an author who only uses historical settings as a way to make thinly-veiled social commentary on current topics is an equal failure. However, denying that connections and parallels exist is likewise detrimental to understanding. It would be ridiculous for a guide to race ahead of her visitors covering up foreign products or hiding immigrants in closets so she could give travellers a "real" view of her homeland. Connections and shared ideas do exist between times just as they exist between places; a skilled guide will bring her visitors into situations where they can witness these parallels and draw their own conclusions.
            The most skillful guides help at interpretation, but at the same time manage to be unobtrusive. A tour guide who carries around an encyclopedia and stops at every streetcorner to read out long, verbatim passages would rightfully be considered a bore. Similarly, I find it very tiresome when an author continually halts their narrative to expound on non sequiturs which do not build their characters or move their story forwards. On a related topic, perpetually calling attention to things which would be mundane for a story's characters insults the readers' intelligence. For example, it is not necessary to call every lamp an oil lamp when writing about a time when electric lights were the rare exception. For inhabitants of the time in question, an oil lamp was just a lamp, and readers understand this. Insistently specifying oil lamp every time one of them is mentioned is a bit like a Spanish tour guide pointing at every pedestrian on a street in Madrid and telling visitors, "He's a Spaniard! So's he! And she's Spanish, too!…" Most of us are smart enough to work out such obvious things on our own.
            More complicated elements of cultures (past and present) do require interpretation to be comprehensible to visitors, and serving that function is one of the tasks of an author. There is a skill to weaving explanation with narrative. Readers of historical fiction come to the genre because they want to learn something about the past, but at the same time, they want a story —if they didn't, they might as well go for that encyclopedia. It is the job of a writer to satisfy both of these desires. I started my historical fiction series with the tale of the first bicycle in Chetzemoka because I knew that a high-wheel bicycle would be a foreign object to many readers. Since it was also a new piece of technology to the residents of the town I'd created, there was a legitimate reason for explaining its details in the context of the story.
            If a fact is interesting and pertinent enough to be included but would detract from the story rather than adding to it, then its proper place is in the book's appendix. One of the most memorable tours I've ever taken was of Edinburgh back when I was in college, and was led by a grizzled Scotsman who worked for the hostel where I spent a few days. About halfway through the tour the feud between the Campbells and the MacDonalds came up as a subject; our guide had very strong opinions about that feud, but he told us it was a story for the highlands, not for Edinburgh. It wouldn't be part of the tour but anyone who wanted to hear it should join him in a pub after he'd finished showing us the city and he'd tell us the tale over his pint of Guinness. A book's appendix is a bit like that old pub visit after my tour of Edinburgh: something fascinating and not to be missed, which relates to the story but is still not quite of the story, and is best enjoyed in its own separate space.
            At the end of every trip comes the return home: fond friends embrace the traveler while begging to hear of the voyage, souvenirs are displayed with pride, and the explorer dreams of returning again to those fascinating foreign lands. There comes a point in the reading of any volume when there are no more pages to turn and it is time to put the book away—for a while. But we've brought back souvenirs from the past in the forms of memories, and the stories we tell our friends of beloved books are just as vibrant as those from physical travel. We will return again to those far off times where the pages bring us, and if we're lucky our friends will buy their own tickets and join us on the journey.

My historical fiction series

Tales of Chetzemoka

First Wheel in Town:
A Victorian Cycling Club Romance
(Fiction)

Love Will Find A Wheel:
A Victorian Cycling Club Romance
(Fiction)

A Rapping At The Door:
A Victorian Cycling Club Suspense Story
(Fiction)

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An Interview With The Edinburgh Book Review

I was interviewed recently by the Edinburgh Book Review, and the experience was an absolute delight! They asked wonderfully thoughtful questions about my work and compiled my answers into a delightful article. I hope you enjoy it!

https://www.edinburghbookreview.co.uk/interview-sarah-a-chrisman/

If you would share this article with your friends, I would appreciate it immensely. Unlike other museums or educators we do not receive any grants or funding for what we do; buying my books and telling your friends about them is the best way to support our efforts!

Florence Nightingale, Shifting Attitudes Towards Nurses, and The Origins of Nurse McCoy

Images of Nurses

Tales of Chetzemoka at Ft. Worden Gift Shop

More about my Tales of Chetzemoka series

Some advice on classroom etiquette from 1891

Classroom Etiquette
From Hill's Manual of Social and Business Forms, Thomas E. Hill, 1891, pages 173-174.

Slideshow: 19th-century school books.

***
Some educational worksheets:
http://www.thisvictorianlife.com/worksheets-for-k-12-students.html

1893 Recipe for curried eggs

Easter Bun Recipe from 1899

Port Townsend is running for "Best Northwestern Small Town" in USA Today

Looking forward to our next presentation

Review by The Edinburgh Book Review!

First Wheel in Town, the opening story in my Tales of Chetzemoka series, was reviewed by
The Edinburgh Book Review!
http://www.edinburghbookreview.co.uk/first-wheel-in-town-a-victorian-cycling-club-romance/

Books as Time Machines, Historical Fiction Authors As Tour Guides

My historical fiction series

Tales of Chetzemoka

First Wheel in Town:
A Victorian Cycling Club Romance
(Fiction)

Love Will Find A Wheel:
A Victorian Cycling Club Romance
(Fiction)

A Rapping At The Door:
A Victorian Cycling Club Suspense Story
(Fiction)

Author: Sarah A. Chrisman

Archives

Categories

I was interviewed recently by the Edinburgh Book Review, and the experience was an absolute delight! They asked wonderfully thoughtful questions about my work and compiled my answers into a delightful article. I hope you enjoy it!​https://www.edinburghbookreview.co.uk/interview-sarah-a-chrisman/

If you would share this article with your friends, I would appreciate it immensely. Unlike other museums or educators we do not receive any grants or funding for what we do; buying my books and telling your friends about them is the best way to support our efforts!

​Classroom EtiquetteFrom Hill's Manual of Social and Business Forms, Thomas E. Hill, 1891, pages 173-174.

Slideshow: 19th-century school books.

***Some educational worksheets:http://www.thisvictorianlife.com/worksheets-for-k-12-students.html

First Wheel in Town, the opening story in my Tales of Chetzemoka series, was reviewed byThe Edinburgh Book Review!http://www.edinburghbookreview.co.uk/first-wheel-in-town-a-victorian-cycling-club-romance/

My historical fiction series

First Wheel in Town:A Victorian Cycling Club Romance​(Fiction)

Love Will Find A Wheel:A Victorian Cycling Club Romance(Fiction)

​A Rapping At The Door:A Victorian Cycling Club Suspense Story(Fiction)

Author: Sarah A. Chrisman

Archives

Categories

I was interviewed recently by the Edinburgh Book Review, and the experience was an absolute delight! They asked wonderfully thoughtful questions about my work and compiled my answers into a delightful article. I hope you enjoy it!

https://www.edinburghbookreview.co.uk/interview-sarah-a-chrisman/

Classroom Etiquette
From Hill's Manual of Social and Business Forms, Thomas E. Hill, 1891, pages 173-174.

***
Some educational worksheets:
http://www.thisvictorianlife.com/worksheets-for-k-12-students.html

First Wheel in Town, the opening story in my Tales of Chetzemoka series, was reviewed by
The Edinburgh Book Review!
http://www.edinburghbookreview.co.uk/first-wheel-in-town-a-victorian-cycling-club-romance/

First Wheel in Town:
A Victorian Cycling Club Romance
(Fiction)

Love Will Find A Wheel:
A Victorian Cycling Club Romance
(Fiction)

A Rapping At The Door:
A Victorian Cycling Club Suspense Story
(Fiction)