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 While sitting in the classroom at Old Sturbridge Village and listening to the group of teachers introduce themselves and give a little personal background and what they hoped to learn, I patiently waited for my turn, knowing the collective reaction my introduction would precipitate; "I'm not a teacher, I'm an Engineering Analyst for military jet engines at Pratt & Whitney, and I'm attending this seminar because I have an interest in 19th Century history, enjoy OSV, and for the fun". Everyone's facial expression changed from the 'teacher-to-teacher' look to a variety of confusion, and/or humor. The group consisted of 15 schoolteachers from the Northeast United States (CT, MA, NH, NY, & RI), and 1 lone person attending for 'fun'. That loner was I! During the winter of 2004-5, I participated in a 5 day seminar, "New England Experience: A Look at Society and Change in the Early 19th Century" at Old Sturbridge Village, a recreated 1830s history museum on 200 acres in Sturbridge, MA (www.osv.org). The seminar was aimed at schoolteachers to integrate strategies to help students connect between then and now. There were 5 topics of focus: Local Economics and the Family, Reform Movements, Arts and Fashion, Government: Local and Federal, and Industrialization and Technology. Village interpreters, education coordinators, and research historians spoke to us in a classroom environment, as well as the participants interacting with the Village interpreters within Old Sturbridge Village regarding the workshop topics. I gained a greater appreciation of the teaching profession, due to the conversations conducted in the class as well as personal conversations and observations. Every teacher was giving up 5 of their Saturdays to attend the classes, and every one of them spent some of their personal funds to buy books and/or teaching aids for their classrooms. I know everyone enjoyed the first seminar of preparing, cooking, and eating a complete meal prepared on the fireplace hearth (yummy roast, stuffed chicken-ok, the chicken was right from the grocery meat counter; no butchering or plucking required, we just had to remember to rotate the chicken in the reflector oven every 15 minutes; raised dinner rolls made from 'scratch', hand-churned butter-ok again, we didn't milk the cow, just poured cream from the pottery container into the churn, and great berry pie.) An enjoyable learning (fun and 'fulfilling') experience was had by all! The final project for each teacher was to create 5 lesson plans based on the course content. As I was the only 'non-teacher', I quickly became aware that I would need to come up with an idea that was educational, covering the 5 topics of focus, but not structured lesson plans. My long ago memories of school classrooms brought to mind the memorable episodes which were extraordinary events such as a movie, a guest, a fieldtrip, or an interaction activity. Well, I can't claim to include all of the above 'extraordinary' events in my presentation, but my bright idea was to demonstrate/teach "Making and Using a CD Drop Spindle in a Classroom", while connecting the five 19th Century topics of focus discussed during the seminars: The 'cash-poor' economy and concepts of 'self-sufficiency' relate to Local Economics and the Family by making your own tools to make your own fabric, using current 21st Century items (wool roving, wooden dowel, and plastic computer CDs). Although women did not have the right to vote, they did gather to perform handwork such as quilting, knitting, and spinning, while discussing current events such as Reform Movements (temperance, abolition, etc.). Clothing and the fabric content that went into making the clothing was part of the Arts and Fashion material culture that began going through drastic changes due to Industrialization and Technology. The change from agriculture to industry affected the daily lives of New Englanders, although rural areas did continue their handcrafts longer than the more populated areas. The Government: Local & Federal also played a role in fiber processing, such as the 1812 embargo instituted by President Thomas Jefferson encouraging Americans to make and wear their own fabric and clothing, showing patriotism and support for the American government. In preparation of my demonstration, I followed the 'CD Spindles' (Spring 1999, by Melissa Croci) on Spin-Off's web site, and purchased wooden dowels, cup hooks, rubber grommets and wool roving, and obtained used plastic CDs from coworkers. My husband and I formed a mini production line in his wood shop: dowels were cut to length, cup hooks installed in one end of the dowel, and a rubber grommet placed in the center of 2 stacked CDs. The wooden dowels were definitely not true round or the correct diameter full length of the rod, so I wound a piece of masking tape around the dowel for better fit of the CD. I made copies of: 'Low Tech, High Satisfaction - Spinning with Simple Tools' (also from Spin-Off's web site, www.interweave.com/spin), my simplified directions to build a basic CD Spindle, a directory of individual Northeast Handspinner state reps., a listing of spinning resource websites (www.northeasthandspinners.org & www.interweave.com), and a Northeast Handspinner brochure (the Northeast Handspinners Association generously awarded a grant to purchase the supplies). Individual parcels containing the CD drop spindle, instructions, and some wool roving were then compiled and placed in deep purple flannel 'Crown Royal' whiskey bags. (A very generous fellow spinner recycles these bags at her place of employment-they are handy for SO many things; shoe bags when traveling, knitting projects, knitting needle storage, etc.) I also brought along a couple of skeins of naturally dyed wool (onion skins, tea bags), a skein of linen, and a pair of Kool-Aid dyed mittens for visual products. During the sixth Saturday, each teacher strode to the front of the class, and briefly lectured the class regarding their lesson plans that incorporated the five seminars, while citing academic resources (the book, The Ox Cart Man, was on every teacher's list). I must note that all of the plans were very good. When my turn came, I loaded up with the distinctive embossed purple bags, and began explaining what I hoped they would enjoy as well as learn. I emphasized that if they chose to 'try this in school', it would be a good idea to invite a local spinster (hence, the NHA brochure & state rep. lists) for technical and physical support. A bag was distributed to each teacher as I explained the spindle assembly instructions to the class. Being a parent and aware of possible 'accidents', I suggested the dowels be pre-cut and cup hooks installed (or notch the dowels) before the children begin the project. The first question from the group was how did I have such an abundant supply of Crown Royal bags... I noted that teachers do NOT wait for instructions before attempting the exercise: many admitted they are worse than their students for following the rules... I got as far as directing everyone to overlap the roving on the leader yarn and spinning the CD. Each teacher grasped some wool roving, and then the fun really began! I couldn't keep up with various pleas for help and advice; no one wanted to wait for me to demonstrate in front of the class; they were standing up and spinning! My most common advice was: 'relax and breathe'. The variety of yarn covered the spectrum from super fine to lumpy rope, but no one seemed to mind. This drop spindle project was an interactive and educational break from sitting and listening to vocal presentations regarding teaching, as I had hoped. The teachers thought my project would be an excellent fun and learning exercise for the classroom! Two of the teachers were definitely taken by the spin practice and requested more information and fiber! Two teachers have invited me to their classrooms to do a spinning demonstration so I have to explain to my Engineering 'techi' boss that I want some week day time off to demonstrate 19th Century spinning. Now it comes to mind, that once again, here I am, the lone spinster, working in an engineering jet engine department, with a warm and fuzzy outlet... |
