“Exteriorizing,” or, Showing the Past: Part I

This guest post was written by Sharon Burnston. Sharon and I will be co-teaching an interactive workshop on first person impressions this June. “Exteriorizing” is an important part of developing an impression that works not just to represent a character, but to tell a story. Part II will appear tomorrow.

John Gilmary Shea, The Story of a Great Nation (New York: Gay Brothers & Company, 1886)after 444, says "page 475" University of South Florida clip art collection.
John Gilmary Shea, The Story of a Great Nation (New York: Gay Brothers & Company, 1886)after 444, says “page 475” University of South Florida clip art collection.

The first time I was ever “abducted” at a living history event was during an F&I scenario 35 years ago. I was dragged off into the bushes by scary looking strangers, and it was all very well researched and convincing.

But one thing I realized, upon reflection afterward, is that a really accurately portrayed scenario isn’t always in all ways the “best” scenario, for the participants or the public. In real situations that are terrifying, the usual physiological/behavioral responses are those described as Flight, Fight or Freeze. That’s what real people do when that sort of thing really happens. At the time I was abducted by “the French and the Indians”, I put myself into the moment, imagined how I would really feel if it were actually happening, and I froze. I portrayed terror so well, my abductors looked at me oddly, wondering if I was okay. But y’know what? The spectators, standing 30 feet or more away, couldn’t see my face, couldn’t hear my shallow breathing, and they got nothing out of it.

The Abduction of Daniel Boone's Daughter by the Indians. oil on canvas by Carl Wimar, 1853. Washington University Kemper Art Museum. Gift of John T. Davis, Jr., 1954 WU 4335
The Abduction of Daniel Boone’s Daughter by the Indians. oil on canvas by Carl Wimar, 1853. Washington University Kemper Art Museum. Gift of John T. Davis, Jr., 1954
WU 4335

I realized that I had actually failed to do justice to the interpretive moment, I should have done something less lifelike and more communicative. I should have screamed for help, in detail, loudly, and at length. In real life, this would have been a risky thing for a captive to do, but in a reenactment interpretive setting, it would have been useful. I mean, I knew precisely why my character was terrified, but did the public? If I had screamed and carried on, it would have given me an opportunity to put into words what the 18c abducted woman knew about what was going to happen to her. It would have been a better scenario in terms of educating the public if I had, in a word, exteriorized what my character was feeling into words, for everyone present to hear.

The problem with my having learned this sort of thing experientially and so long ago, is that I tend to blithely assume that other folks whom I regard as skilled 18c role players also know it, because to me it is by now so obvious.

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Last summer I participated in a brilliant re-creation of a different kind of abduction, a reenactment of the British naval press gang that abducted American sailors out of Newport RI harbor in 1765. Over 60 of us from all across New England worked hard for months to research and develop our impressions in order to make this event as convincing and accurate as we could. For the most part, we succeeded magnificently. But I came away dissatisfied and I think some of the public I talked to did also. That was a helluva scenario, meticulously planned and carried out, and we did it so well! But I think we could have done it one or two notches better, and here is why I think so.

First person role playing has far more of theater about it than perhaps we living historians care to admit. Drawing upon theatrical strategies can allow us to better communicate our knowledge to the audience, by exteriorizing our characters’ thoughts or feelings into dialogue the public can hear, even if doing so might slightly violate the strictest historical purity of our role playing. After all, don’t we claim to be doing this in order to educate the public?

The strategy I have in mind is the collaborative trick referred to in improvisational theater as “Yes, and”.

“Yes, and…” refers to a basic concept in improv theater. If a participant throws a gambit at you, don’t shut it down. Accept it, whatever it is (“Yes”) and then add something of your own (“and…”) to expand on the idea and keep it going. “Yes” means being receptive to the contributions of others. “And” means offering something back, to further the collaborative process.

How would this notion apply to a living history role playing scenario? Stay tuned to find out!

Sleeping on the Job

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Last night, as I lay in the tester bed we slept in on What Cheer Eve, I wondered again what it was like to live and work in the house over the course of its life, and how the servants had been treated. In the late 18th and early 19th century, the notion of “service” was still evolving in New England. Help was common, and while northern and urban slavery existed, and we know the Browns traded in and owned enslaved people, we have no evidence of them in the house.

We know there was a white woman between 45 and 60, and four “all other free people,” we have names –Mary, Jonathan, and Gideon– for some of the people associated with the family, but don’t know their details. How did the Browns treat them? What was the relationship like? Were they invisible? Thanked? Chastised?

Goody Morris makes up a bed. Photograph by J. D. Kay
Goody Morris makes up a bed. Photograph by J. D. Kay

Diary entries that record “my babe takes tea with Ma’s Mary” suggests that there was some level of familiarity, and hints at the friendly relationship children and servants sometimes had in these houses, when both were seen as less civilized, less refined, and (clearly) less educated than the adult homeowners. Physically, service stairs kept chamber pots, laundry, food, servants, and children out of view, sequestered into smaller, dimmer, less-finished spaces.

Petulant Alice faces her first hurdle, Kitty and Goody Morris. Photograph by J. D. Kay
Petulant Alice faces her first hurdle, Kitty and Goody Morris. Photograph by J. D. Kay

We’ll never really know how the Browns really treated their servants, or felt about them; these are people who matter only enough to be remarked upon in passing. Perhaps even more frustrating is that we’ll never know what the servants thought of the Browns, of their businesses and moods, loves and appetites. These barely-documented people could tell us so much, if only the past could talk.

Any Old Epaulet

Details: we sweat them in our historical clothing, our impressions, our writing. I try hard to pay attention to them, but in my work, I have a lot of details to manage. Some fall away– I can no longer tell the ranks of men in daguerreotypes immediately, or recognize a Colt revolver at 10 paces, but there was a time when I could. I have managed to retain at least a general understanding of how military units are organized, a general sense of various units from my state in wars before 1939, and the uniforms associated with those units. (And I know which side a man’s coat buttons on.)

What's wrong with this image? Missouri State Guard uniform coat of Col. Austin M. Standish (Confederate). Missouri Historical Society 1916-045-0001
What’s wrong with this image?
Missouri State Guard uniform coat of Col. Austin M. Standish (Confederate). Missouri Historical Society 1916-045-0001

This helps in my work: knowing what HBT is, knowing what various patches signify, knowing how units were structured and the campaigns they were part of helps me be a better cataloger, curator, and exhibit developer. My job is take the details and make them matter by telling stories about the people who wore the HBT or the machinists’ mate patch or carried an ensign or wore an officer’s coat as part of the 14th Rhode Island Heavy Artillery (colored) in the Civil War.

U.S. Flag, regimental. 14th Regiment Rhode Island Heavy Artillery. Belonged to Joseph Carey Whiting, Jr., 1st Lt., Co. B 14th R.I. Heavy Artillery. RIHS 1962.24.1
U.S. Flag, regimental. 14th Regiment Rhode Island Heavy Artillery. Belonged to Joseph Carey Whiting, Jr., 1st Lt., Co. B 14th R.I. Heavy Artillery. RIHS 1962.24.1

People matter more than things, but 154 years later, all we have are things those people owned, used, wore, and carried. The things now represent the people. So when someone working on a exhibit says, “any epaulets will do” while pointing at the shoulder boards on a Lieutenant’s coat, I’m not just taken aback, I’m upset, and reply, “If it’s just for color, you can buy them.” Because “any old epaulet [sic]” being loaned by a museum goes through a laborious process of loan approval, packing, delivery and installation. For that time investment alone, “any old epaulet” should not do: museums are not prop closets.

General's Epaulets of William Clark. Missouri Historical Society. 1924-004-0006
General’s Epaulets of William Clark. Missouri Historical Society. 1924-004-0006

I keep saying the same thing, don’t I? There ain’t nothing like the real thing.

We can’t assume that the public doesn’t know or doesn’t care– they often know more than we do, just think of the wildly detailed knowledge some of us have about very particular things– so we owe it to them, and to the people of the past, to use museum objects as more than visual accents.

I came, I saw, I sighed

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Gunston Hall has been on my list of must-visit places for some time, and now I can cross it off my list. I was impressed by their Room Use Study and remain so. They’ve also done some decent work on slavery, and it shows on their website. So my hopes were high. You know where this is going, right? Yup.

The room in which Martha Washington and Mrs Mason may have had a "chit-chat" about the two Georges.
The room in which Martha Washington and Mrs Mason may have had a “chit-chat” about the two Georges.

Pretty sure the guided tour is dead. Also pretty sure most museums need to look long and hard at the actual execution of their mission. Granted, this was another one of those January R&R visits, when it is entirely likely that the multiple “Out of Order” signs were a mere mid-winter fluke. But day-um, I was underwhelmed.

Granted, this house is older than “mine.” And smaller. And I didn’t ask any questions on the tour because I fear my tone will be far too telling. But there was a small, excited-in-a-good-way child on the tour, and several other adults. When asked by the docent what we were interested in, the group settled on “life.”

WHO touched that railing?
WHO touched that railing? THAT’S why I should care?

We ended up with the incantation of “many famous people have sat in this room.” “Many famous people have touched this stair rail.” I might have heard an audible intake of breath when we were told something was original; my right eyebrow shot up in an expression well known to my friends.

The house is lovely, of course, Georgian balance and all that, and nicely decorated, whether the chinoiserie paper in the dining chamber or the Virginia-Chesapeake Neat and Plain office. But why the default emphasis is on famous people touched this, stepped here, slept here, I do not know. My docents do it, too, sometimes. But what troubles me more is what I came away without: A sense of George Mason and his family.

Red damask on the walls, because "they could have had it." Infelicitous phrasing.
Red damask on the walls, because “they could have had it.” Infelicitous phrasing.

Most troubling to me, being Of a Certain Age, was the statement that Mason’s second marriage, to Sarah Brent, was “for friendship and companionship.”

Really?

George and Sarah sign a marriage agreement several days before they are wed, protecting in a limited way Sarah’s individual property. Under the terms of this contract, Sarah gives ownership of her slaves to her husband for the length of her marriage, but regains possession of them should her husband die and there be no offspring between them. Under these same conditions, Sarah is promised as dower 400 acres of her husband’s land at Dogues Neck.

Over the years, it has been pointed out that the marriage agreement between Sarah and George indicates that their relationship was more business-like and convenient, rather than loving. However, the marriage compact also can be seen as a fair solution between two practical people who want to safeguard their property for future generations — Mason for his children and Sarah for the sons and daughters of her sister Jean in Dumfries. In Sarah’s will of 1794, she indeed does pass on to these children and one of their offspring the slaves she regains upon the death of her husband.

Really?

That looks to me like a sensible arrangement between two mature adults. The way that a 50-year-old approaches marriage and relationships in any century will be different. Even in the 18th century, a woman of 50 has an established identity, knowledge of the world, and experience in running a household, if not a business.

Why yes, I may well have some baggage, why do you ask?
Why yes, I do have some baggage, why do you ask?

To suggest that sensibility excludes or precludes sex is to miss the point of Jane Austen completely, and is ageist in the absence of evidence. In all likelihood, Sarah is peri-menopausal at least and menopausal at most (it varies widely; some 50-year-old women are still fertile, shocking though that may seem). That doesn’t mean she’s asexual, and while George Mason may well have (probably did) take sexual advantage of the women he owned, that doesn’t mean he’s not interested in, and expecting, a sexual relationship with his second wife.

What all of this suggests to me is a reluctance in museums to talk about sex, unless there are children from a marriage, in which case one can just assume the couple were busy in bed and not actually address it…all in all, a weird thing, and one that turns up in my own museum from time to time.

This is not to suggest that I didn’t enjoy the tour, the house, or the landscape. But I felt dissatisfied, as if the real meat of the place was not to be found on the tour. Exploring the upstairs on our own was much more fun– I would have liked some object labels up there, and downstairs, too– and had more of an air of exploration and discovery.

And that’s what the guided tour kills: discovering for yourself. It doesn’t have to be a full-blown you-paid-for-it Museum Hack bonding experience. It doesn’t need to be a handout with “How many squirrels can you find?”

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Exploring, reading labels, listening, smelling, touching: using our senses to learn about a place, a space, an object, a person, will be engaging enough.

With so much good, deep, content on the website, I know Gunston Hall has the material a great tour and historic house museum is made of. I know, from reading the labels about slavery at the site and reading the text about slavery on the web, that they know more, do more, and understand more about the enslaved people than their permanent exhibitions indicate.