Last Friday, the first piece of palisade was constructed at Fort Laurens, but this section isn’t part of the fort. Instead, it’s a test subject in a long term study. And before I go any further, I want to thank the team from Lawrence Township who very kindly took time out of their day to help out, likely keeping Peter and I alive.

While archaeologists spend much of their time studying what survives in the ground, it is equally important to understand what happens when structures decay. This project is designed to examine how wooden fortifications deteriorate over time and what evidence they leave behind in the archaeological record.

The goal is to create a reference collection of known post-depositional processes and feature formation that can be compared to excavated palisade features at Fort Laurens and other eighteenth-century military sites.

Why Build a New Palisade?

When archaeologists excavate the remains of a fort, the wooden walls are usually long gone. What remains are subtle traces in the soil: post molds, charcoal deposits, stains, and changes in soil color or texture. Interpreting those traces can be challenging to say the least.

By constructing a test palisade and carefully documenting how it changes over time, we can observe exactly what evidence different processes leave behind. This will help us better understand the original construction, destruction, and preservation of Fort Laurens and similar sites.

The Experiments

Several experiments will be conducted simultaneously using timber posts installed under different conditions.

Burned Palisade Posts

One experiment will involve placing a timber post into the ground and intentionally burning it under controlled conditions.

The purpose is to document the archaeological signatures created by fire, including:

  • Charcoal deposits
  • Charring on surviving wood
  • Soil discoloration
  • Burn patterns around the post

Understanding these traces will help archaeologists recognize the evidence left by burned wooden fortifications centuries after the original structures have disappeared.

Ground Settling Around Posts

Another experiment will examine how soils move and compact around installed timbers over time. Archaeologists frequently encounter soil disturbances associated with former postholes, and documenting these changes will help improve interpretations of excavated features.

Earthen Berm Effects

Many eighteenth-century forts used earthen embankments in conjunction with wooden palisades. This experiment will evaluate how an earthen berm affects post stability, preservation, and the surrounding soil conditions.

Looking to the Future

Now that the test wall is completed, the posts will be monitored and documented as conditions change, allowing researchers to track the gradual processes of decay and preservation.

Although the experiment focuses on a small section of wall, the information gathered will help archaeologists better understand the life cycle of wooden fortifications, from their construction to their eventual disappearance. By studying how these features form in controlled conditions today, we can more accurately interpret the traces left behind by Fort Laurens and other eighteenth-century military sites.

 

Author: Jon Brewster

We welcome Brian Burdette as our new Chief Financial Officer. Brian, who is a Worthington resident, brings more than 20 years of finance and business leadership experience across retail, manufacturing, and operational finance. Most recently, he served as Financial Controller at kdc/one, following leadership roles with Big Lots and Victoria’s Secret. Throughout his career, Brian has led financial planning and analysis, budgeting and forecasting, cash management, internal controls, business performance and cross-functional decision support.

Brian Burdette, chief financial officer, stands in front of the Conway mastodon at the Ohio History Center.

The Ohio History Connection is proud to be a supporter of accessible history education for the students of Ohio. Learn more about the various education-related programs and services we offer below, and discover how you can make a difference.

 

Digital Curricula:

Ohio as America is our award-winning social studies curriculum for 4th grade teachers and students. Since its launch in 2011, Ohio as America has engaged more than 200,000 students through its combination of digital technology and traditional learning methods. The curriculum includes teacher guides and lesson plans aligned to the Ohio Department of Education’s Learning Standards; hands-on activities and student readings; primary source images, maps and documents; printable materials and more.

 

Photo showing visitors observing displays in the Ohio History Center.

Field Trips & Homeschool Days

Many Ohio History Connection sites, including the Ohio History Center and Newark Earthworks, offer field trips and experiences for kids in traditional schools and homeschooled kids alike. Students can learn about Ohio history from experts with fun and engaging activities at an affordable price. To learn more about field trips, click here.

 

Ohio History Day

Ohio History Day is an affiliate of National History Day, a free inter-disciplinary and project-based learning program that meets Ohio’s Learning Standards and allows students of all abilities to tell the stories that inspire them. Students may participate in the program as part of a class assignment, extracurricular, homeschool project or individual enrichment.

Ohio History Day teaches students to conduct research; analyze and synthesize information including primary and secondary sources; write and present an argument; and create imaginative exhibits, documentaries, websites and more. Each year, Ohio History Day reaches thousands of kids across the state. To learn more about Ohio History Day, click here.

Four youth history day students look at exhibit boards at state contest.

Resources for Educators

Teachers have access to lesson plans, activities and educational videos on the Ohio History Connection website, free of charge. Educators can choose from a variety of topics related to civil rights, suffrage, archaeology and more, with each lesson designed for specific grade levels.

Additionally, we send a monthly newsletter to educators featuring resources just for teachers and a blog highlighting how they can bring history to life in their classroom.

Educators may also reserve a “Museum in a Box” for their classroom. Utilizing object-based learning, each Box features standards-aligned lesson plans, maps, images, documents and books, all centered on a historic topic.

 

Virtual Learning Experiences

The Ohio History Connection has been delivering unique, fully immersive and interactive virtual programming for over 20 years. We offer engaging, blended learning that brings history to life for students, educators and lifelong learners of all ages. Our award-winning programs use the tools of history to understand ourselves, each other and the world around us. To learn more about Virtual Learning Experiences, click here.

At the Ohio History Connection, we believe in the importance of preserving and sharing history for generations to come. 

Will you help us continue to serve educators and students statewide?

By making a gift of any size to our annual fund, you are helping us support the programs and resources listed above.

If you have questions about giving, we’d love to hear from you. Please contact the Development Office at 614.297.2310 or [email protected].

 

We welcome Jeremy Epperson to the role of Director of Facilities Management to our team. Originally from Senecaville, Jeremy recently retired from the U.S. Air Force after 24 years of service, where he led capital projects, infrastructure programs and large-scale operations across the United States, Europe, the Middle East and Asia. He has managed multimillion-dollar budgets, oversaw facilities and contract portfolios valued at nearly $1 billion — the Dublin resident is a proven leader in facilities management, contract oversight and strategic planning.

Jeremy Epperson, director of facilities management, stands in front of the Conway mastodon at the Ohio History Center.

They’ve started popping up everywhere. One at your neighbor’s house and the sidewalk down the block. The green space around the corner and that busy intersection are both covered in them. The election sign deluge for this November’s general election has begun. And as any educator knows, the run-up to this year’s election presents a great opportunity to engage students in learning about civics, from the history of suffrage in the United States, to helping students seem themselves in the electoral process and beyond. At Resource Roundup, we’re helping you take advantage of this opportunity by providing resources, activities, and historical context so you can focus on what you do best: shaping Ohio’s young minds. In part one of this series, we’ll be diving into the life of one of Ohio’s most famous and controversial figures in the women’s suffrage movement: Victoria Woodhull.

Born in Homer, Ohio in 1838 as Victoria California Claflin, Woodhull is best known today as the first woman to run for President. As a the seventh of ten children, Woodhull participated in the family trade of patent medicine and healing through the 1860s. Woodhull met her first husband, Canning Woodhull, and married at the age 15. Victoria and Canning had two children together, Byron and Zulu Maude, but Canning quickly proved to be an alcoholic, big spender, and frequenter of brothels. After 11 years of marriage, Victoria divorced Canning in 1864.

Historians point to Woodhull’s tumultuous first marriage as the likely origin of her passion for the Free Love moment, which argued that women should be allowed to marry, divorce and have children without the interference of the government and society more broadly.

Victoria Woodhull married Colonel James Harvey Blood, also a believer in Free Love, in 1866. Woodhull moved to New York City with her new husband and sister Tennessee Claflin, where the sisters became friends with Cornelius Vanderbilt, one of the wealthiest men in America, and with his partnership became the first women to operate a financial firm on Wall Street. The sisters also started their own newspaper called Woodhull & Claflin’s Weekly, which they used to advocate for women’s suffrage, free love and other progressive issues, as well as to expose alleged scandals.

With growing notoriety and political connections, Woodhull began to gather a following. She hosted speeches, published articles and made a name for herself. In 1871, Woodhull became the first woman to address Congress. A year later in 1872, Woodhull accepted the nomination to run for President as a member of the newly formed Equal Rights Party with Frederick Douglas as her vice president, though Douglas never acknowledged the nomination. Though Woodhull received few votes, her nomination served to illuminate the great irony of being a woman in the United States before the passage of the 19th ammendment: Woodhull was legally allowed to run for President, but could not case a vote in the election. Woodhull’s unsuccessful nomination was ultimately one of the first stepping stones that led to women earning the right to vote in 1920 when Victoria was eighty-two years old.

Woodhull, though often considered controversial in her time, was an active participant in the women’s suffrage movement, pushing women’s rights and protections, ultimately contributing to the movement that earned women the right to vote in 1920 with the passage of the 19th amendment.

Classroom Activity:

As election campaigns kick into high gear this fall, your students are stepping into the driver’s seat. First, they’ll investigate some of the posters, broadsides, postcards and pamphlets created during the women’s suffrage movement. Then, they’ll investigate a modern political issue and create their own political ephemera for their selected issue.

1. First, students should examine a selection of women’s suffrage materials (see below). Depending on your classroom’s needs, you may opt to have students examine the primary sources individually or in small groups. Adapt the number of sources they examine according to your classroom needs. Students should be able to answer:

  1. Who created this poster/broadside/postcard/sign? What information does the creator want to communicate to the viewer?
  2. What can we learn about the women’s suffrage movement by examining this primary source?
  3. What stands out to you about this primary source? What makes this an effective or ineffective political poster/ broadside/postcard/sign?
  4. Do you think any of the primary source’s claims or design elements would be less effective today than when it was created? Why or why not?

Primary Source Set:

2. Now it’s your students’ turn. Your students are now running their own campaign for an issue they feel is important in today’s world (we know, it seems like just yesterday they were learning about the electoral college in your classroom—time flies!). Students should select one topic they want to feature in their campaign. What issue matters the most to them?

  1. Once they’ve selected their issue, students should conduct research into the issue. The goal of their research is to be able to create a compelling piece of campaign material. They don’t need to become political experts in the issue, but they’ll need to understand the basic positions held on their issue of choice, as well as the basic arguments for and against the issue.
  • Note: High school and older middle school teachers may wish to host a class discussion to determine what political issues matter the most to your students. Elementary and some middle grade educators may wish to create a set list of topics for students to select from (e.g., environmental protection, affordable college tuition, voters’ rights, etc.). As students research their chosen issue, elementary and middle school teachers may wish to provide students with a select list of resources for students to use in their research.

3. Armed with their research and reflections on historical campaign materials, now it’s time for students to get creative. Their goal is to create a piece of political material advocating for their chosen issue.

  1. Students should create a poster advertising a speech, a political banner, poster, a song, etc. for their chosen issue.
    • Encourage students to get creative! They should be making something they think would truly be eye-catching and compelling to young people today. The campaign material should be compelling, clear, and integrate what they’ve learned throughout the activity.
  2. Once students have put together their political ephemera, it’s time for them to show it off! Host a class gallery walk as students display their work.

Additional resources to dive deeper into researching women’s suffrage:

 

Blog Image Citation: [Left] Davis, Cornelia Cassady. Lucas County Equal Suffrage League, Toledo, Ohio, 1912. Toledo: 1912. Ohio Memory, Parades - Women's Suffrage - 6394. https://ohiomemory.org/digital/collection/p16007coll33/id/190011/rec/10 (Sep. 7, 2026).

[Middle Left] Woman Suffrage Party of the City of New York. "Votes for Women!" broadside. New York: ca. 1900. Ohio Memory, Hopley Family Collection, 1866-1902. https://ohiomemory.org/digital/collection/p267401coll32/id/27667/rec/100(Sep. 7, 2026).

[Middle Right] Victoria Claflin Woodhull portrait. ca. 1870. Ohio Memory, Victoria Claflin Woodhull Collection. https://ohiomemory.org/digital/collection/p267401coll32/id/9628/rec/1 (Sep. 7, 2026).

[Right] Ohio Woman Suffrage Association. Ohio Woman Suffrage Association broadside. Warren, Ohio: ca. 1910. Ohio Memory, Ohio Woman Suffrage Association Broadside Collection. https://ohiomemory.org/digital/collection/p267401coll32/id/27660/rec/9 (Sep. 7, 2026).

Want to experience more scrapbooking? Sign up for the Pasting & Preserving Ohio History Through Scrapbooks at the Collections Care Center on Sat., Sept. 26!

By Wendy Korwin

I walk through the world with boarding passes, restaurant napkins and loser raffle tickets tucked in my pockets and swimming around in tote bags. So it makes sense that I love scrapbooks.

If you love a few big things, you can pass them down in your will, or keep them in a safe deposit box. But scrapbooks help us hold onto other things, the stuff that might otherwise float into the trash or, in the case of the napkins, be dispatched for a sneeze. For me, they are proof that we can love many things, even if they’re little things and we love them each just a little.

For archivists, though, scrapbooks can be trickier. Historically, many scrapbook creators have followed the rule, “If it’s kind of flat, it kind of fits.” (Like a cat.) The problem is that the world comes in odd shapes. Newspaper columns happen in long, skinny rectangles that get amputated or folded so they don't dangle off the page. Other things are emphatically three dimensional, but we still invite them into our albums. Bindings hold together pages weighed down by all sorts of hitchhikers: clipped poems, ticket stubs, ribbons -- and organic stuff like flowers, feathers and hair.

These coinciding realities -- of ephemera saved, but not permanently safe -- mean that the people who care for them look for ways to extend their lives, physically as well as digitally.

Take a closer look at the scrapbooks from the Viola D. Roman Papers below!

Photos in this post are from the Viola D. Romans Papers, MSS 270 AV, held by the Ohio History Connection Archives & Library. Pay us a visit!

Viola Romans (1863-1946) led the Ohio Women’s Christian Temperance Union (W.C.T.U.) and was the first woman elected to represent Columbus and Franklin County in the Ohio State Legislature.

Want to learn more about Viola Romans?

This “Ideal” brand scrapbook was purchased from Lazarus around 1924. Some of the attachments extend beyond the edges of the pages, making them susceptible to damage.

Looking closely, you can also see extra padding at the spine. These are called compensation stubs, and they help prevent the volume from bulging when items are added to the pages.

While her other albums are part of Archives & Library collections, Viola Romans's hair scrapbook (H 87681) is housed with our museum objects. You can see more pages in the museum catalog If you search for "hair scrapbook."

This image of the Ideal-brand scrapbook shows some of the challenges it poses to archivists and researchers. Its intact laced binding prevents the volume from being fully opened. Two small newspaper clippings partly cover the larger notice for a Republican Party rally at Viola Romans's home. The acidic newsprint has also stained the document.

Ideal scrapbooks featured columns of glue dots, which allowed makers to arrange their attachments in neat columns. It also encouraged some people to add several layers of attachments to a single page, as with the news clippings. You can see their faint traces those dots in the image. One inherent risk with pre-gummed pages is that dampness or high humidity can re-activate the adhesive.

This scrapbook has a broken binding, so its pages are unattached. They are also brittle, which has led to cracking and crumbling edges.

In the 19th century, printing techniques like chromolithography made color illustrations widely available. This inspired people to collect advertising trade cards and other images in personal scrapbooks. This one was compiled around 1885.

Although this scrapbook dates from Viola's young adulthood, one page shows evidence of her daughter Blanche interacting with it later, practicing signing her name in pencil.

Keep exploring!

The title for this blog came from a conversation with colleagues at the 2025 AASLH annual meeting. Thanks for also loving scrapbooks!

I'm sure you've gotten the question at some point from a student or wondered aloud yourself: "What did the people who lived where I live eat 3000 years ago?"

Almost universally, it was taught that ancient Ohioans ate corn, beans, and squash as their main domesticated crops, known as the "Three Sisters." We now know that was wrong!

Over the last 30 years, scientists have discovered a bevy of plants once thought of as annual weeds that were domesticated by the people who lived in this land. Between about 2000 and 1000 BCE, communities in Ohio's river valleys domesticated sunflower, squash, goosefoot, and sumpweed, then folded in maygrass, erect knotweed, and little barley. This was the Eastern Agricultural Complex, a group of domesticated crops that were grown and harvested seasonally together. Corn and beans arrived late and spent centuries as a minor character. That makes Eastern North America one of roughly ten places on Earth where people invented agriculture from scratch. And the first farmers in what became Ohio bred their harvest out of the plants that now grow through the cracks in your school parking lot!

Botany calls them weeds today, but for 3000 years (from around 2000 BCE - 1000 CE), they were the main harvest of Ohioans. One rockshelter in the Hocking Hills held a goosefoot cache that Bruce Smith estimated at nine million seeds, the largest store of native domesticated grain ever found. In 1998, an Ohio University field school dug into a low rise where Sunday Creek meets the Hocking River and found the leftovers of a very large dinner from around 2000 BCE. There were five cooking pits, some big enough to feed 60 people in one sitting. Sifted out of the ash, by the thousand, were charred seeds of goosefoot, marshelder, maygrass, and squash.

This week's lesson puts your third, fourth, and fifth graders to work as chefs in Ohio's oldest restaurant. The will learn the real ingredients, real cooking methods, and a menu that predates the entire Bronze Age of European history. Along the way they will learn heredity (seeds change when you keep planting the big ones), geography (rivers make farmland), and a little humility about the word "weed.

Check out the lessons and activity packet now.

Blog Image Citation: Resource Roundup. Columbus: Ohio History Connection, 2026.

Week of August 3-7, 2026

Aug 7

This week I can finally share some of the data we have collected from the post molds about the construction of the fort. This data comes from the northern wall and bastion, where we uncovered 201 post molds across twenty-nine 2m x 1m units. We then took the east/west diameter measurements from 100 post molds from across the wall and bastion and compared them (Photo 1 below).

We found that the posts from the bastion are approximately one inch larger in diameter than the posts in the northern curtain wall. The mean diameter of post molds from the bastion is 8.16 in., while the curtain wall has a mean post mold size of 7.16, a size difference of 1 in. The median size of the bastion post molds follows the same conventions and is 1.12 in. larger than those in the curtain wall, suggesting that this size difference is not due to statistical outliers, or, in this case, not due to the presence of a few unconventionally large post molds. The bastion posts are also more consistent in size, with an overall relative variation of 23.2% and a within-unit relative variation of 19.4%. The post molds in the northern curtain wall have an overall relative variation of 25.8% and an in-unit relative variation of 22.9%.

Example of how archaeologists measure a post mold during the 2026 Fort Laurens Renovations.

Photo 1: Example of how we measure a post mold

Drawing that compares the post mold drawings from the north bastion (left) and north curtain wall (right) at Fort Laurens during the fort reconstruction projection. You can see that the bastion molds are more uniform in size and in line, and the wall molds are many different sizes and all over the place.

Photo 2: Comparing the post mold drawings from the north bastion (left) and north curtain wall (right), you can see that the bastion molds are more uniform in size and in line. The wall molds are many different sizes and all over the place.

This pattern fits the construction records of the fort, which indicate that the bastion walls were built first, even though the curtain walls make up 85% of the total fort perimeter (Photo 2). The curtain walls have smaller and more irregular post molds, which could reflect a combination of the dwindling selection of choice nearby timber, pressure to finish the build and a lack of nutrients for the builders. It took 4-5 men to fell and carry one log and they traveled up to a mile away to locate them. Each log weighs between 300 and 400 lbs, or approximately 46.3lbs per cubic foot. The human body uses 80% of its energy on vital functions like breathing, leaving only 20% for extracurricular activities like building a fort. The soldiers were already eating limited rations and were not clothed for the winter, so much of their energy went towards keeping their bodies warm.

All of this data corroborates the written records of the fort's construction. The bastion’s larger and more consistently sized posts are consistent with the men using the best timbers for their primary defensive areas and also possibly due to having more energy to construct evenly. The northern curtain wall having smaller and more irregular posts may show that the men were under pressure from multiple angles to finish the construction as quickly as possible. If they spent their energy and good timber on the bastions, it makes sense that the walls are a bit wonky. In our first blog post, I talked about the interesting inner bastion corners, where clusters of large logs were placed. We think this is evidence of deliberate structural reinforcement in these corners. The northern curtain wall has more gaps between the postmolds, where the soldiers would have put smaller tree limbs or chinking, rather than keeping the posts tight and reinforced like the bastion.

This image shows variations in post mold shapes during the Fort Laurens fort reconstruction in 2026. 18 post molds measured as perfect circles. 65 post molds measured as slight ovals. 7 post molds measured on an axis more than 1.5 times longer than the other.

Photo 3: Showing variations in post mold shapes.

Topographic map of the Fort Laurens area. Low points are in blue/green, and higher points are in yellow/red. Highway 77 is where the Tuscarawas river flowed during the forts occupation period.

Photo 4: Topographic map of the Fort Laurens area. Low points are in blue/green and higher points are in yellow/red. Highway 77 is where the Tuscarawas river flowed during the forts occupation period.

It is a shame that the Ohio-Erie Canal removed the eastern bastions and walls, as getting data from all four walls could help us determine which order they were built in (Photo 3). We assume the western and southern walls were built first. Our logic goes like this: the frozen river provided an eastern barrier to the fort and they could see long-distance to the west and north/northwest, but the hills to the south/southwest posed real danger to the fort (Photo 4).

The hills in the southern end of the modern park are where the British-aligned indigenous groups ambushed and killed twenty men. From a defensive point, the southern and western walls seem to be the most important (Photo 5). To confirm this, we will look for consistently sized post molds with regular spacing in the fort’s remaining southern bastion. Unfortunately, our units in the southern portion of the western wall did not yield many post molds, and we haven’t crunched the numbers for the northern half of the western wall. The data eludes us, but we will find it!

Drawing by Doug Angeloni showing Photo 5. The vantage point over Fort Laurens from the southern hills.

Photo 5: The vantage point over the fort from the southern hills. Drawing by Doug Angeloni

Onto this weeks work…

This week, in the southern half of the western wall, we dug six 2M x 1M units just southeast of the museum and found post molds in one of them (Photo 6). This is a huge difference from the units in the northern half of the fort, where we only had one or two units without post molds. Our current theory is the difference in the fill techniques used by Dr. Gramly in the previous 1970s excavations. We refer to this fill layer of soil as “Gramly fill.” In the northern half of the fort, the Gramly fill consisted of a layer of sand placed atop a layer of gravel, effectively creating a French drain. Thus far in the southern half, the fill consists of mixed soil and gravel (see Photo 7). This difference in fill affects the way the soil absorbs water - a French drain collects water and provides it a place to go, but the mixed soil and rocks soak up water in the same way ground soil does. Perhaps this difference in water draining changes the way the post molds look. We’re not really sure.

Work we completed since May 2026 in red, and work archaeologists at Fort Laurens completed in August 2026 in blue.

Photo 6: Work we completed since May in red and work we completed this week in blue.

Photo 7: Images showing the difference between the trench fill from the northwestern bastion (left) and the western wall (right).

Author: Sarah E. Leitch
Data & post mold drawings: Jon Brewster

By Rosalyn DeMattia, Project Assistant

Recordings at Risk

In 2025, the Ohio History Connection (OHC) was awarded a Recordings at Risk grant from the Council on Library and Information Resources (CLIR) to preserve  fragile magnetic media – U-Matic, VHS, audio cassettes and 3/4" audiotape – that were reaching the end of their lifespan. The grant made it possible to work with Scene Savers to digitize material from seven LGBTQ+ collections, documenting 35 years of Ohio’s gay history from 1968-2003. I’m excited to share that our processing is complete, and these amazing materials are now available to view in our online catalog for the very first time.

As Project Assistant, part of my job was to watch or listen to all 195 of the new files. Here are three of my favorite moments from this group of new arrivals.


 

"Cincinnati Remembers" -- Michael Blankenship and Bill Wilson Collection, AV 757

In 1989, a portion of the NAMES Project AIDS Memorial Quilt stopped in Ohio on its second nationwide tour. Independent filmmaker Bill Wilson produced this documentary about the quilt while it was on display at the Cincinnati Convention Center. The film shows the quilt sections being ceremonially unfolded while the names of those memorialized are read aloud. Later, onlookers approach to interact with the quilt, and several share their thoughts in brief interviews: “The NAMES Project Quilt is a wonderfully diverse piece of evidence that everyone is different, and everyone is beautiful, and that everyone feels something about their loved ones…. I hope that all gay people, all lesbian people everywhere, will listen to the message of the quilt.”

[View more from this collection]


 

"AIDS Service Connection" -- Stonewall Union Collection, MSS 1150 AV

With this grant, we were able to digitize more than 80 episodes of the L/G/B Report, a cable access television show produced by Stonewall Union (now Stonewall Columbus). In this episode, the hosts interview workers from the AIDS Service Connection, a Columbus nonprofit that that provided long-term home care to people with AIDS. This episode is unique because of the face-to-face interviews with AIDS patients in the late 1990s, after the disease was out of the national spotlight. Beyond the home care services, the clients are especially thankful for the personal connections they have with their caregivers, and the social events held by the organization. “I can’t say it enough, that ASC is a blessing to me,” says patient Penny Brown.

[View more from this collection]


 

"Fifteen Reasons Why I Changed My Mind" -- Shepherd Initiative Records, MSS 8792 AV

I was bowled over by this session from the Shepherd Initiative’s 2003 Amazing Grace conference in Columbus, Ohio. The conference gathered priests and congregation members from all over the country to discuss Christianity’s relationship with homosexuality, and how churches could become more welcoming spaces for LGBTQ+ people. Roberta Showalter Kreider was “against all homosexuality” until, at the age of 58, she felt called by God to turn around and “learn to know” gay people. She became a published author in her 70s, sharing her “Fifteen Reasons” along with personal narratives from gay Christians in the book From Wounded Hearts. In her speech, she describes her transformation and the challenges she faced as she tried to change hearts in her own Mennonite community.

[Hear more from this collection]


 

This project was supported by a Recordings at Risk grant from the Council on Library and Information Resources (CLIR). The grant program is made possible by funding from the Mellon Foundation.

Council on Library and Information Resources logo with initials and full name

Week of July 20th-24th

Jul 24

Welcome to the Fort Laurens Underground blog! This edition, ‘This Week at Fort Laurens" will come out on Fridays, detailing a bit of the work we completed for the week along with any interesting finds and the history behind them.

But first, a very brief backstory of the fort and the work we have done. Fort Laurens was established in November 1778 by Commander Lachlan McIntosh as a strategic point to attack the British-held Fort Detroit. It was named after Henry Laurens, the President of the Continental Congress at the time, and built in ten days.

Fort Laurens was a nightmare. The troops that joined McIntosh were outfitted in linen clothes and with limited rations. They were were under siege by the British and the indigenous groups that joined them; feeling too threatened to venture out once the siege had begun, they were not able to hunt or fish and ran out of nails before they finished the fort—none of the barracks had doors. Twenty men died in an ambush, and their bodies were left where they perished because the no one wanted to be the next victim of the siege. Their bodies were subsequently ravaged by wolves. When McIntosh led a relief party to the men, the soldiers at the fort saw them coming, raised their guns, fired in salute and frightened all the packhorses, who ran off and spewed their goods everywhere. Fort Laurens was shortly abandoned in August of 1779.

In the early 1900’s, Fort Laurens was turned from farmland into a public park for the town of Bolivar. In the 1970’s, an archaeologist was called in to dig the entire fort in preparation for the museum. In the early 2000’s, a small portion of the fort was excavated and in 2024, the Fort Laurens 250 Project started. In 2028, the state of Ohio hopes to have completed the reconstruction of the remaining walls of the fort, as well as a museum revamp.

That wasn’t brief at all.

This summer, we started on the northern wall of the fort. We completed thirty meters of the wall and are now working on the northwestern side of the northern bastion (see map below!). Most of our finds have been pre-contact lithics and 18th-19th century material, but what we’re really after is the post molds in the original trench. When wood rots in an anaerobic (without oxygen) environment, like underground, it turns black and stains the dirt around it. The wood rots almost completely away, but the stain in the dirt is left. This means that if we dig below the fill from the 1970’s dig, we (sometimes) get a perfect line of post molds showing exactly where the individual logs for the wall were placed. In doing this, we also reveal the original soldier’s trench walls—and let me tell you, there is definitely an A Team, a B Team, and a Z Team digging these things. The bastions, which were built first, have been really nice. The northern wall was chunky.

This week, we completed the northeastern half of the northern bastion and the tip revealed something interesting. Instead of the palisade wall leading up to the fort, what we found was the palisade wall, the tip of the bastion and other post molds placed in the interior of the tip. We have seen this before, on the corner where the bastion extends from the wall.

The northwestern bastion, with red arrows marking the corners with interior post molds, and a blue arrow on the corner the Fort Laurens Archaeology team has not excavated yet (as of July 2026).

The northwestern bastion, with red arrows marking the corners with interior post molds, and a blue arrow on the corner we have not excavated yet.

Post molds at the tip of the bastion at Fort Laurens. Each corner mold was excavated in the 70s, which is why the large one at the top left is so dark. The post molds with red arrows pointing to them are the ones not in line with the rest of the wall.

Post molds at the tip of the bastion. Each corner mold was excavated in the 70s, which is why the large one at the top left is so dark. The post molds with red arrows pointing to them are the ones not in line with the rest of the wall.

The bastion of a fort is a defensive strategic point where soldiers would build a platform or pile up dirt so they could stand and fire over the wall. Could these interior post molds be platform posts? Or could they be part of an interior anchoring system to keep the fort upright?

Whatever the reason, we did not see this pattern repeated in the northeastern corner of the bastion, only where the bastion meets the wall and where the outer tip of the bastion is (see image left). It certainly gives us something to think about for the next bastion/wall connection at the western wall, and for the southwestern bastion. We know the engineer for the fort was French and he utilized multiple aspects from 18th-century European fort construction, making Fort Laurens not a true European Star Fort, but a square fort with four pointed bastions.

For now, this will remain a fun puzzle for us to figure out. The dirt tells us so many things that physical artifacts and contemporary writing can’t. When the soldiers were building the fort, they weren’t thinking of the importance of bastion support, or writing down the minutiae of their day. They were trying to build a fort and survive. Colonel John Gibson wrote on December 12, 1778, “I’ve already finished setting up the pickets, and in a few days, I think I can bid defiance to the enemy.”

The references we have to the construction of the fort are few and far between. There is debate about whether the credited engineer, a Frenchman named Louis Antoine Jean Baptiste de Cambray-Digny, actually constructed the fort or if they just used his ideas from the construction of Fort McIntosh. When the entire fort was excavated in the 70s, they didn’t record the post molds, only the position of the walls. We are lucky enough to have the privilege of recording these molds for the first time and possibly shining new light on the architecture of the fort.

Portrait of a Frenchman named Louis Antoine Jean Baptiste de Cambray- Digny. It's debated where he constructed Fort Laurens- or if they just used his ideas from the construction of Fort McIntosh.

Schrödinger’s Frenchman—we know he existed, but we cannot confirm his presence at Fort Laurens.

By now, I’m sure we’ve all had enough talk about bastions and dirt. Let’s talk some fun stuff—like what we have found in our units, both this week and in the previous month and a half!

As you can see, our artifacts come from almost every point in Fort Laurens’ history and from all occupants and visitors to the land. We’re not allowed to leave things behind, but sometimes I wonder what we would throw into a unit for the next archaeologists to find. Maybe a White Claw?