Friday, July 18, 2008
On Family Reading - By Patricia Zahn
Summer’s here again. Summer holds different meaning for different people. For some, it’s vacation time. School’s out. College kids are home for an extended break. For many, it involves picnics, cook-outs, camping, boating, swimming, late nights enjoying precious moments with family and friends. And, don’t forget summer reading!
I just finishted the ReadMOre 2008 selection, Peter Pan and the Starcatchers trilogy, that Michael Bouman has been writing about over the last few months. These tales gave me a new interest and added depth to some of the characters that I remember from my youth. This summer, I’m excited to be able to share these stories with my nephews who are big Peter Pan fans. I also hope to get to several of the books about P.T. Barnum, Walt Disney Thomas Edison, and Margaret Mitchell recently recommended by our 2008 summer Chautauquans. I do like biographies!
So, what’s on your summer reading list? What books are you hoping to read and what books do you hope to share with your children this summer? We’d love to hear from you. We hope you will visit our blog and share your summer reading recommendations and stories. And be sure to check our othe READ from the START family reading website (announced below) where you will find ideas and opportunites for sharing the enjoyment of reading with the little ones in your family and community.
I just finishted the ReadMOre 2008 selection, Peter Pan and the Starcatchers trilogy, that Michael Bouman has been writing about over the last few months. These tales gave me a new interest and added depth to some of the characters that I remember from my youth. This summer, I’m excited to be able to share these stories with my nephews who are big Peter Pan fans. I also hope to get to several of the books about P.T. Barnum, Walt Disney Thomas Edison, and Margaret Mitchell recently recommended by our 2008 summer Chautauquans. I do like biographies!
So, what’s on your summer reading list? What books are you hoping to read and what books do you hope to share with your children this summer? We’d love to hear from you. We hope you will visit our blog and share your summer reading recommendations and stories. And be sure to check our othe READ from the START family reading website (announced below) where you will find ideas and opportunites for sharing the enjoyment of reading with the little ones in your family and community.
READ from the START Gets Its Own Web Site
Announcing ….
http://www.readfromthestart.org/Please join us in celebrating the creation of a new website dedicated to family reading! Information about READ from the START, the Missouri Humanities Council’s family reading initiative, is at your fingertips on our newly designed site. Learn about the RFTS program, and discover the variety of ways in which you can participate. In addition, browse our bookshelf for ideas about what to read next to your children, peruse our blog, read testimonials from RFTS participants, and (coming soon!) watch online instruction about fresh and fun reading techniques to try with your little ones. The site is designed to be interactive and offer RFTS participants and friends of RFTS an opportunity to exchange ideas and inspiration.
Much like a young child, our site is growing and changing as we learn new skills and make new discoveries. We invite you to help us grow! Be sure to register when you visit so that you can actively participate. We look forward to connecting on the web with friends of family reading!
Do You Live in a "Read First" Town?
Congratulations to Missouri’s first ten Read First! communities: Butler County, Cuba, LaPlata, Macon, Marion County, Moberly, Mountain View, Savannah, Tarkio, and Washington!
We launched our Read First! project early in June with the selection of ten communities that will focus their attention and efforts on increasing the number of children being read to by parents and other adults. The project grew out of conversations about what it would take to change the way family reading is valued in a community. How could we capture the attention of everyone in the community, spread information and ideas about family reading, and reach even those families who do not usually participate in reading or book-based activities? Representatives from the ten READ First! communities gathered on June 16th & 17th to learn more about the project and begin planning activities.
We launched our Read First! project early in June with the selection of ten communities that will focus their attention and efforts on increasing the number of children being read to by parents and other adults. The project grew out of conversations about what it would take to change the way family reading is valued in a community. How could we capture the attention of everyone in the community, spread information and ideas about family reading, and reach even those families who do not usually participate in reading or book-based activities? Representatives from the ten READ First! communities gathered on June 16th & 17th to learn more about the project and begin planning activities.
"That's Entertainment" Chautauqua News
Hundreds of people have gathered over the last several weeks to participate in Chautauqua in Kirkwood, Osage Beach and Pike County. They’ve heard storyteller Walt Disney talk about his imaginings of Snow White and the Seven Dwarves before they became the animated characters that we know and love today. They’ve laughed with inventor Thomas Edison as he shared stories of competition and triumph in the burgeoning entertainment industry of his day. They’ve applauded as P. T. Barnum talked about how he created the “Greatest Show on Earth,” and they’ve questioned as Margaret Mitchell engaged in dialogue about her characters in Gone with the Wind.
Audiences of all ages were engaged in the presentations offered by the Chautauquans who portrayed these historical figures. Did you know that was the only novel ever written by Margaret Mitchell and that she wrote it after being laid up for several months after an accident and had run out of things to read! Do you know where the phrase, “Stick a sock in it” comes from? Thomas Edison explains that since there was no volume control on the early phonograph, people used socks to muffle the sound when it was too loud. There’s so much to discover from these fascinating characters of history, and the Chautuaqua format is the perfect way to engage in learning about them.
It’s not too late for you, too, to take part in Chautauqua this year. The 2008 MHC Chautauqua tour will wrap up in Carthage and Webb City from June 26th through 29th. Visit our web page for more details. (Below, Hank Finken portrays Thomas Alva Edison)
Congratulations to our 2009 Missouri communities hosting the THAT’S ENTERTAINMENT! Chautauqua next summer. They are:
El Dorado Springs hosted by the Spring City Revitalization Group
Joplin hosted by the Joplin Convention & Visitors Bureau
Harrisonville hosted by the Cass County Historical Society, Inc.
If you are interested in developing your own Chautauqua program throughout the coming year, don’t forget that we have “Build-your-own-Chautauqua” page on our website with support materials and a National Directory of Chautauqua Performers. We are also available for consultation and support as you put your program together.
"New Harmonies" Planning Begins
Recently MHC hosted a gathering of representatives from communities who will tour the Smithsonian exhibit New Harmonies: Celebrating America’s Roots Music next year. The enthusiasm of the group was clearly evident as they talked about ways to make the New Harmonies exhibit more meaningful and interactive in their respective communities. They learned a lot about what roots music is and what it means in the various regions of our state. Scholar, Matt Meacham, has posted presentation notes with pictures and links related to roots music formats and musicians particularly relevant to Missouri on our New Harmonies WIKI site at http://www.newharmonies.missourihumanities.org/. This is where information about the project and all of activities taking place throughout the state will be published.
People also took instruction with Webster University professor, Aaron AuBuchon, shown below, who showed them how to post information, pictures and short videos. Be sure to visit this site often next year as the exhibit hosts begin to fill the pages with content.
NEH Grants Available
The Division of Public Programs at the U.S. National Endowment for the Humanities funds humanities projects that are intended for broad public audiences at museums, libraries, historic sites and other historical and cultural organizations.
Planning and implementation grant applications from America's Historical and Cultural Organizations may be submitted at two annual deadlines: August 27, 2008, and January 21, 2009. New application guidelines are now posted on the NEH Web site (www.neh.gov). Grants support interpretive exhibitions, reading or film discussion series, historic site interpretation, lecture series and symposia, and digital projects. NEH especially encourages projects that offer multiple formats and make creative use of new technology to deliver humanities content.
Applications will also be accepted at both deadlines for Interpreting America's Historic Places grants, which promote public understanding of American history through interpretation of significant American places.
Program officers in the Division of Public Programs are available to assist you, whether it is to discuss projects or to read a draft of a proposal. You may wish to call the NEH Division of Public Programs(202-606-8267) or contact a program officer directly. Below are the names and contact information for the Division's program officers:
Bonnie Gould, 202-606-8307, bgould@neh.gov Clay Lewis, 202-606-8288, clewis@neh.gov David Martz, 202-606-8297, dmartz@neh.gov John Meredith, 202-606-8218, jmeredith@neh.gov Karen Miles, 202-606-8308, kmiles@neh.gov Karen Mittelman, 202-606-8631, kmittelman@neh.gov Kathleen Mulvaney, 202-606-8270, kmulvaney@neh.gov Michael Shirley, 202-606-8293, mshirley@neh.gov David Weinstein, 202-606-8308, dweinstein@neh.gov
Planning and implementation grant applications from America's Historical and Cultural Organizations may be submitted at two annual deadlines: August 27, 2008, and January 21, 2009. New application guidelines are now posted on the NEH Web site (www.neh.gov). Grants support interpretive exhibitions, reading or film discussion series, historic site interpretation, lecture series and symposia, and digital projects. NEH especially encourages projects that offer multiple formats and make creative use of new technology to deliver humanities content.
Applications will also be accepted at both deadlines for Interpreting America's Historic Places grants, which promote public understanding of American history through interpretation of significant American places.
Program officers in the Division of Public Programs are available to assist you, whether it is to discuss projects or to read a draft of a proposal. You may wish to call the NEH Division of Public Programs(202-606-8267) or contact a program officer directly. Below are the names and contact information for the Division's program officers:
Bonnie Gould, 202-606-8307, bgould@neh.gov Clay Lewis, 202-606-8288, clewis@neh.gov David Martz, 202-606-8297, dmartz@neh.gov John Meredith, 202-606-8218, jmeredith@neh.gov Karen Miles, 202-606-8308, kmiles@neh.gov Karen Mittelman, 202-606-8631, kmittelman@neh.gov Kathleen Mulvaney, 202-606-8270, kmulvaney@neh.gov Michael Shirley, 202-606-8293, mshirley@neh.gov David Weinstein, 202-606-8308, dweinstein@neh.gov
Families And Freedom - by Julie Douglas
I recently visited the Museum of Contemporary Art in Chicago and saw the Gordon Matta-Clark exhibit. Matta-Clark is a known for the “cuts” he did on derelict buildings back in the seventies. To the untrained eye (mine!), Matta-Clark’s work looks a whole lot like decrepit hunks of buildings, cut and displayed randomly. One of his pieces, a collection of his own hair cuttings, looks a lot like, well…hair.
If I had gone through the exhibit on my own, I might have dismissed it as ugly and confusing. But, as luck would have it, we arrived just as a docent began a fascinating talk about the artist’s life and work. Matta-Clark’s pieces gave us a different perspective, a different way to think about architecture and space.
Not a student of art, I will readily admit that I didn’t “get” some of what Matta-Clark was saying through his art, but I have certainly found myself thinking back on it and relating my own experiences to it. Matta-Clark’s work posed some interesting questions.
During that same weekend I had an opportunity to attend a powerful one-woman show, “9 Parts of Desire.” Written and performed by Heather Raffo, the daughter of an American mother and an Iraqi father, the play introduces viewers to nine Iraqi women. Each character reveals a complex mix of fear, courage, joy, and sorrow.
Again, I have found myself reflecting on some of the questions the play raised. One of the most compelling is a question posed by a bold Iraqi artist who asked, “What have you created with your freedom?” I have not been able to get that out of my head.
Ironically, the Chicago Children’s Humanities Festival was taking place on the same weekend. Although I was unable to attend any of the events, the offerings were impressive! From the interactive Cheering Carpet at the Japanese Garden to “musical sculpture,” theatre, and opportunities to create art, the festival invited children to explore the humanities.
Because my job here at the Council deals mostly with family reading, you might ask what all of this has to do with reading and storytelling. And my answer is that family reading has everything to do with the humanities. Much like a good docent, a parent can enrich and guide the interactions a child has with books and stories. Sure, reading aloud to a child builds vocabulary and strengthens reading readiness skills. But reading AND talking about stories teaches a child how to look for the deeper meaning, how to question what he sees, how to relate the experiences in a book to his real life.
Competition for a child’s attention is fierce. Think of all of the messages and misinformation that bombard even the youngest child on a daily basis! From advertising and television and movies of questionable quality, children can quickly learn attitudes of prejudice, materialism, and conformity.
But there is hope! Enter that superhero, the Humanities! A child armed with the skills and attitudes developed through interacting with art, music, and literature grows into an adult who is able to think for herself.
A child who is encouraged to express his opinion learns that he has the right to form an opinion instead of mindlessly consuming whatever is served up. A child who has empathized with a character in a story might be more likely to do so with the people he meets. A child who knows the stories of those who came before her better understands her role in the future.
Reading and talking about books does more than get a child ready to be a reader; the humanities give the child an opportunity to develop more fully as a human. As parents, educators, philanthropists, politicians, volunteers, and citizens, we enjoy the freedom to make all kinds of choices in what we support and value. So…what are we creating with our freedom?
If I had gone through the exhibit on my own, I might have dismissed it as ugly and confusing. But, as luck would have it, we arrived just as a docent began a fascinating talk about the artist’s life and work. Matta-Clark’s pieces gave us a different perspective, a different way to think about architecture and space.
Not a student of art, I will readily admit that I didn’t “get” some of what Matta-Clark was saying through his art, but I have certainly found myself thinking back on it and relating my own experiences to it. Matta-Clark’s work posed some interesting questions.
During that same weekend I had an opportunity to attend a powerful one-woman show, “9 Parts of Desire.” Written and performed by Heather Raffo, the daughter of an American mother and an Iraqi father, the play introduces viewers to nine Iraqi women. Each character reveals a complex mix of fear, courage, joy, and sorrow.
Again, I have found myself reflecting on some of the questions the play raised. One of the most compelling is a question posed by a bold Iraqi artist who asked, “What have you created with your freedom?” I have not been able to get that out of my head.
Ironically, the Chicago Children’s Humanities Festival was taking place on the same weekend. Although I was unable to attend any of the events, the offerings were impressive! From the interactive Cheering Carpet at the Japanese Garden to “musical sculpture,” theatre, and opportunities to create art, the festival invited children to explore the humanities.
Because my job here at the Council deals mostly with family reading, you might ask what all of this has to do with reading and storytelling. And my answer is that family reading has everything to do with the humanities. Much like a good docent, a parent can enrich and guide the interactions a child has with books and stories. Sure, reading aloud to a child builds vocabulary and strengthens reading readiness skills. But reading AND talking about stories teaches a child how to look for the deeper meaning, how to question what he sees, how to relate the experiences in a book to his real life.
Competition for a child’s attention is fierce. Think of all of the messages and misinformation that bombard even the youngest child on a daily basis! From advertising and television and movies of questionable quality, children can quickly learn attitudes of prejudice, materialism, and conformity.
But there is hope! Enter that superhero, the Humanities! A child armed with the skills and attitudes developed through interacting with art, music, and literature grows into an adult who is able to think for herself.
A child who is encouraged to express his opinion learns that he has the right to form an opinion instead of mindlessly consuming whatever is served up. A child who has empathized with a character in a story might be more likely to do so with the people he meets. A child who knows the stories of those who came before her better understands her role in the future.
Reading and talking about books does more than get a child ready to be a reader; the humanities give the child an opportunity to develop more fully as a human. As parents, educators, philanthropists, politicians, volunteers, and citizens, we enjoy the freedom to make all kinds of choices in what we support and value. So…what are we creating with our freedom?
Border War Network Does YouTube
In Warrensburg, the Johnson County Museum just produced a video tour "on the fly" in about an hour's time. They did it as a demo of how readily an amateur with everyday equipment can create something interesting. Wow!
The Missouri Kansas Border War Network is an association of history organizations in a zone where the legacy of damaged lives infuses life today. People's great-grandparents and great-great-grandparents were in the crosshairs of the national conflict that would erupt into the Civil War. The museums in the area are collaborating on a project to tell the stories of that era from many perspectives, and to become better museums in the process.
The Border War Network has a "gallery" on YouTube, and you can see the Johnson County video there. It's home-made. It can be improved with practice. But the main thing is that it gives you an idea of the look of the place and the kinds of local stories they have there.
St. Louis Bank Hosts the Bosnian Exhibit
This morning I received a remarkable open letter from Patrick McCarthy, who served as an advisor to the St. Louis Bosnian community as it developed a humanities grant to produce an exhibit. The exhibit is titled "Prijedor: Lives from the Bosnian Genocide," and it is a powerful experience. After several months at the St. Louis Holocaust Museum, it is now touring. Fittingly, it will be on display from May 23 through September at the Southern Commercial Bank at 1449 Gravois in south St. Louis, a place where over 40,000 Bosnians made a new home. I've reprinted Patrick's letter about the people and the local bank because it provides something of a human face to what we might otherwise call "demographic change" in the United States.
ReadMOre - "Peter and the Shadow Thieves"
The ReadMOre project is encouraging people to read a trilogy of young adult books by Ridley Pearson and Dave Barry. I mentioned Peter and the Starcatchers last month, the first of the series. The books are a prequel, in a manner of speaking, to J.M. Barrie's Peter Pan stories a century ago. They are not strictly obedient to Barrie's story line, however, but reorganize some of the story to suit their fancy, I suppose.
The second book, Peter and the Shadow Thieves, was also a page-turner for me. I think the reason I can read and enjoy youth fiction is because inside me is the youth I once was, and still am, in some ring of my memory.
My theory of the human being is that we are built up like onions, in layers of experience and memory, and that the current outer layer is complicated not just by personality, but by all the feelings of need, hurt, trust, joy, pain, and hope that reside as remembered interpretations in the layers of what we once were. In short, we are what we were, though with perspective, if not wisdom.
I am not quoting the song, Sorry, Grateful from the Broadway musical, Company, either. "...you always are what you always were, which has nothing to do with, all to do with her." I'm not saying people never change. People change as their "interpretations" change. What doesn't change is their storehouse of experience.
Like the storerooms of objects in museums, these human experiences can be reinterpreted, arranged into different patterns for reflection. We do not always have to be scared of the dark, though we can carry our memory of fear as we "take ourselves by the hand" into dark places.
Peter and the Shadow Thieves is about the fear of darkness and its cultural meanings. It's also about the hope of being in the light, particularly with someone special. If you've ever wanted to enter the light with that special someone, this is a book you can enjoy.
Having not much of a clue how to write a discussion guide for this book, I wrote a piece for the ReadMOre blog on the challenge of writing youth fantasy for readers who have absorbed the imaginary world created by J.K. Rowling in the Harry Potter stories. If you've anything to add to my piece, please add a comment to the blog. That's why we're using that interactive medium!
Announcing the "Read First!" Project
We've been working for several months on a big, new project that will attempt to achieve for whole communities what we have previously achieved for isolated family networks. We have just mailed announcements to community organizations all over Missouri. We are launching a partnership program with huge implications for family and community life in the years ahead. Each partnership begins with a solid month of activities...something for everyone!
The central idea of Read First! is to try to multiply the transformative effects of the READ from the START workshops we've spread throughout Missouri in twelve years. We are seeking communities that want to reap the benefits of this program and create a place where every child is read to. We are willing to invest intensive attention and support for the ten towns who bid successfully to be in the first wave of this project.
We developed this project at the urging of a private donor who has given our family reading program a quarter of a million dollars since 2002. Read Julie Douglas's vision for Read First! and then think about involving your own town. May 16 is the deadline for applications from communities.
The central idea of Read First! is to try to multiply the transformative effects of the READ from the START workshops we've spread throughout Missouri in twelve years. We are seeking communities that want to reap the benefits of this program and create a place where every child is read to. We are willing to invest intensive attention and support for the ten towns who bid successfully to be in the first wave of this project.
We developed this project at the urging of a private donor who has given our family reading program a quarter of a million dollars since 2002. Read Julie Douglas's vision for Read First! and then think about involving your own town. May 16 is the deadline for applications from communities.
ReadMOre Considers "The Starcatcher Trilogy"
I've recently finished reading a three-book "prequel" to the Peter Pan story. What a delightful March! The three books are the product of the ever-zany Dave Barry and Ridley Pearson.
Ridley Pearson's daughter, Paige, asked him one night how a flying boy met a certain pirate. One thing led to another, and with a cross-continent e-mail connection, Ridley and Dave swapped story ideas and then chapters.
Ridley Pearson's daughter, Paige, asked him one night how a flying boy met a certain pirate. One thing led to another, and with a cross-continent e-mail connection, Ridley and Dave swapped story ideas and then chapters.
The "Starcatcher Trilogy" is the focus of the ReadMOre enterprise this spring. I hope you'll check the ReadMOre web site for program details as well as ways to interact about the books online. I've put a blog there to get things rolling.
On Active Listening
By Julie Douglas, Family Program Specialist
Huddled at a table in the coffee shop in Dun Laoghaire, he with his copy of the Irish Independent and she with a book, the pair created such a cozy picture that I couldn’t help but eavesdrop. As they finished their breakfast, a conversation began. I could only catch bits and pieces (not for lack of trying!), but their body language spoke volumes. This was a dad and young daughter who were no strangers to talking about literature. Did I mention the little girl was about 4 years old?
The conversation went something like this:
“What are you reading there?” asked Dad.
“It’s the one about the bunnies. I read it a lot,” she said.
“Hmm. You must like it then. Tell me about it.”
The little girl held the colorful book up for her dad to see and pointed to rabbit. She introduced the characters on the page and broke into giggles. Dad listened intently, nodding and coaxing his child with questions. The little girl was animated as she retold part of the story; Dad was a perfect audience. For a few moments the pair was completely oblivious to the rest of the diners (including the goofy American who kept watching them, thank goodness!) They went on to discuss the plans for the rest of their morning. Soon, the newspaper and book were scooped up and they were out the door.
Was this encounter uniquely Irish? Not at all, although I did witness several other conversations between adults and very young children during my trip. In each case, respect and genuine listening on the part of the adult was apparent. These encounters reminded me (even on vacation) of the important role of family reading and conversation in the development of a child.
The Coffee Shop Dad did some amazing things during their chat. He expressed interest in what his daughter was “reading.” He used open-ended questions that gave the little one a chance to express her thoughts beyond a simple yes or no answer. He was an active listener, paraphrasing what his daughter said to demonstrate that he understood her. And, at some point in their hectic morning, he must have encouraged her to bring a book along.
As we begin our new Read First! initiative in ten Missouri communities, the focus will be on creating places where reading to young children is highly valued and amply supported. How long will it take, you might ask. Another experience in Ireland reminds that progress can seem slow, but perseverance is a virtue. As we rode a bus around Dublin one day, the driver pointed out the Monument of Light. He jokingly remarked that the Millennium Spire, as it is sometimes called, was intended to be completed in time for the millennium celebration but was finished some three years later. “It wasn’t a big deal,” he told us. “We’re used to being patient here. You have to be persistent and just keep working towards the goal.”
Good advice for any endeavor!
Huddled at a table in the coffee shop in Dun Laoghaire, he with his copy of the Irish Independent and she with a book, the pair created such a cozy picture that I couldn’t help but eavesdrop. As they finished their breakfast, a conversation began. I could only catch bits and pieces (not for lack of trying!), but their body language spoke volumes. This was a dad and young daughter who were no strangers to talking about literature. Did I mention the little girl was about 4 years old?
The conversation went something like this:
“What are you reading there?” asked Dad.
“It’s the one about the bunnies. I read it a lot,” she said.
“Hmm. You must like it then. Tell me about it.”
The little girl held the colorful book up for her dad to see and pointed to rabbit. She introduced the characters on the page and broke into giggles. Dad listened intently, nodding and coaxing his child with questions. The little girl was animated as she retold part of the story; Dad was a perfect audience. For a few moments the pair was completely oblivious to the rest of the diners (including the goofy American who kept watching them, thank goodness!) They went on to discuss the plans for the rest of their morning. Soon, the newspaper and book were scooped up and they were out the door.
Was this encounter uniquely Irish? Not at all, although I did witness several other conversations between adults and very young children during my trip. In each case, respect and genuine listening on the part of the adult was apparent. These encounters reminded me (even on vacation) of the important role of family reading and conversation in the development of a child.
The Coffee Shop Dad did some amazing things during their chat. He expressed interest in what his daughter was “reading.” He used open-ended questions that gave the little one a chance to express her thoughts beyond a simple yes or no answer. He was an active listener, paraphrasing what his daughter said to demonstrate that he understood her. And, at some point in their hectic morning, he must have encouraged her to bring a book along.
As we begin our new Read First! initiative in ten Missouri communities, the focus will be on creating places where reading to young children is highly valued and amply supported. How long will it take, you might ask. Another experience in Ireland reminds that progress can seem slow, but perseverance is a virtue. As we rode a bus around Dublin one day, the driver pointed out the Monument of Light. He jokingly remarked that the Millennium Spire, as it is sometimes called, was intended to be completed in time for the millennium celebration but was finished some three years later. “It wasn’t a big deal,” he told us. “We’re used to being patient here. You have to be persistent and just keep working towards the goal.”
Good advice for any endeavor!
"Books for Children" Grants for Rural Libraries
The Libri Foundation provides supplemental funds to rural libraries to assist them in acquiring new, quality, hardcover children’s books that they could not otherwise purchase. By matching local sponsor-raised funds at a 2 to 1 ratio, the Foundation encourages and rewards community support of libraries and helps build your children’s collection. Libri Foundation grants are offered three times a year, winter, spring and fall: the next upcoming application date is August 15. Visit their Web site for application information and apply now. E-mail Barbara J. McKillip for questions or additional grant program information.
A Book About Leisure
Discover the various ways Missourians have spent their time away from the workaday world in the new book, Filling Leisure Hours: Essays from the Missouri Historical Review, 1906-2006. Edited by Alan R. Havig, historian and Stephens College archivist, this third volume in the Century of Missouri History Scholarship Series shows a broad range of amusements from Missouri’s past.
Filling Leisure Hours contains fourteen illustrated articles that describe the popular arts and entertainments enjoyed by a large number of Missourians; there are no high-culture events here. Circus tours and dance halls instead of opera performances or ballet stages engage the authors of these essays, and boxing and baseball stand alongside a selection on lawn care.
This 278-page book would make a great gift for anyone seeking opportunities to relax! Both paperback and hardback volumes are available. For more information or to order a copy, contact the Society at 800-747-6366 or visit shs.umsystem.edu
Filling Leisure Hours contains fourteen illustrated articles that describe the popular arts and entertainments enjoyed by a large number of Missourians; there are no high-culture events here. Circus tours and dance halls instead of opera performances or ballet stages engage the authors of these essays, and boxing and baseball stand alongside a selection on lawn care.
This 278-page book would make a great gift for anyone seeking opportunities to relax! Both paperback and hardback volumes are available. For more information or to order a copy, contact the Society at 800-747-6366 or visit shs.umsystem.edu
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