In search of Marion Facinger

Marion Facinger - image provided by Jane Freidson

Marion Facinger - image provided by Jane Freidson

A pioneering historian of medieval queenship only published one article on the subject. What became of her?

By Michael Evans

A few years ago, I was working on a book about the image of Eleanor of Aquitaine. As part of my research, I read the pioneering article written by Marion Facinger in 1968, “A Study of Medieval Queenship: Capetian France, 987-1237.” No academics really did queenship before the 1960s: the assumption that queens were merely passive consorts, valued only as wives and mothers, meant that the concept of queenship as an institution, involving female political agency, was largely discounted. Even today, MS Word flags “queenship” as a typo, emphatically underscored with a wavy red line. Facinger was one of the first scholars to take medieval queens seriously: historian Nina Verbanaz writes that she “first introduced a systematic study of queenship as an office.”

But who was Marion Facinger? Her article changed the study of medieval queens, yet she seemed never to have published again. The editors of a collection of essays on Eleanor of Aquitaine (John Carmi Parsons and Bonnie Wheeler) credited Facinger’s work, and a biography of Eleanor by Marion Meade, to the same author, one “Marion (Facinger) Meade.” Yet I found it hard to believe that Facinger’s scholarly article, and the romanticizing and slightly speculative biography by Meade, were from the same pen. Had Facinger changed direction to write a mass-market biography of Eleanor? It is one thing for a writer to change their style to write for a popular audience, quite another to reverse their entire interpretive approach. And Facinger’s married name was Freidson – maybe Meade was a nom-de-plume? To confuse matters further, Marion Facinger Freidson had also published on nineteenth-century Italian literature.

So I took to email; one of the editors of the Eleanor of Aquitaine volume assured me that yes, Marion Meade and Marion Facinger were the same person. However, Marion Meade told me that no, she was not Marion Facinger. And so the matter was resolved and became a footnote in my book.

I thought little more about it, but I must have mentioned the Mystery of the Missing Medievalist in the medieval graduate colloquium that I taught at CMU a few years ago. One of my graduate students sent me a link to the website of Marion Meade’s daughter, Jane Freidson, who is a ceramics artist in New York. Freidson has produced a series in honor of her mother called the “Ladies’ Room Project.” I had, patronizingly, thought of Facinger as a lost talent because she had not pursued a career in academia, but Freidson’s website reveals that her mother lived a full and active life before and after graduate school:

She served as an army nurse in North Africa and Italy, reaching the rank of Lieutenant. After the war, she entered the University of Chicago on the GI bill and achieved an M.A. and a Ph.D. in medieval history. Her doctoral thesis on French queens in the middle ages is still cited as an early feminist work. She married and became a housewife, raising two children, one of whom had special needs. After a divorce in the mid-1960's, she returned to nursing and worked for decades at Englewood Hospital in Englewood, NJ. She was elected to several terms on the Leonia (NJ) town council where she advocated for environmental issues and against nuclear armaments and war. She loved her family, nature, and intellectual conversation. She was an avid reader, a writer of letters, a gardener, seamstress, baker, birdwatcher, and much beloved by her friends and colleagues.

Like many talented women in the 1950s, Facinger saw her career take second place to that of her husband, the sociologist Eliot Freidson. Jane Freidson told me that after her mother’s time at Chicago they moved frequently, “finally to N.J. in 1957. All these moves were for my dad's career. So everything Marion did on her dissertation was long after she left Chicago - she must have been working from afar.” Facinger’s return to nursing “must have offered a higher salary without all the politics of the ivory tower.” Plus ça change…

In learning about Marion Facinger, I discovered the rich life of someone I had known previously only as the name attached to an article. She may not have made academia her career, but she demonstrates that the work of graduate students can change an entire field – or even create a new one.

I would like to thank the following people for their assistance: Jane Freidson, for giving me permission to use pictures from her website, and providing additional information about Marion Facinger’s life; John Carmi Parsons and Marion Meade for responding to my emails; Derrick English for informing me about Jane Freidson’s work.


Michael Evans is an instructor in History at Delta College, and a former lecturer in CMU’s History Department. He is also the author of several works on medieval queenship including: Michael Evans, Inventing Eleanor: The Medieval and Post-Medieval Image of Eleanor of Aquitaine (London: Bloomsbury, 2014). For more information or to contact him visit the Delta Faculty page.

An Experience to Remember: CMU’s History Department

By Analiese Guettler

Central Michigan University’s history department has filled my college experience with a wide range of opportunities of which, the opportunity to both learn from and learn with professors, graduate assistants, and my fellow students has been very rewarding. Though I may have my favorite professors, each and every one of them are excited and passionate about the topics and areas of history that they are teaching. All the professors have unique viewpoints and want to share as much of their knowledge as they can with their students. Though each student’s experience is different, my time in the history department was memorable.

One of my favorite classes was History 323: History of Native Americans taught by Dr. Cassidy. The class is a writing intensive and fills a requirement for my degree. Dr. Cassidy herself is an asset to the department. She is so knowledgeable and always willing to help with resources for class projects or final essays. I am always recommending her class to other students, both in and out of the history department, whether they need a Writing Intensive class or not because of how much I enjoyed my experience. The class focuses on the Native American Experience, the Native Ground, and the American Indian Movement.

One of the best assets that the history department has to offer students are their Graduate Assistants. It has been my experience that getting to know one of the GAs in a class and asking them for help is one of the best ways to achieve success—and the grade you want—particularly, when working through material or a class format that is not suited to your particular learning style. On more than on occasion I have walked into one of my Graduate Assistants’ offices and gone over material and difficult concepts in order to make me feel more comfortable. Our conversations have made lecture and doing assignments so much easier; it’s okay to ask for help if you need it! During my experience with History 112 The Struggle for Equality: The United States 1865-Present, interactions with my TA Gillian helped me make sense of the Reacting to the Past pedagogy. She helped me with my reflections and assignments so that the concepts like Marxism and Socialism were more approachable and understandable and for gaining points (PIPs) during the game.

Extract from HST201 Syllabus

Extract from HST201 Syllabus

Because of the nature of my degree, I have tried to take as many different classes with different professors as possible. Since I want to be an educator, I felt that it was important to see all the different ways to set-up classes and then explore what I thought were the strengths and weaknesses of each format. The game-based learning structure in History 201: World History to 1500—taught by Dr. Truitt—was probably my favorite format to learn in. Dr. Truitt allows students to explore different ways of learning and to pick and choose the type of assignments that they want to complete, making it an extremely inclusive class for all different types of learners. Furthermore, it accommodates students’ crazy schedules by giving them a small amount of flexibility when assignments are due. For example, the final in Dr Truitt’s class was game based, which meant that we created a game as a group about our chosen topic of interest and ran it as a class final which was a really cool way of being examined rather than the traditional written exam at the end.

Each and every one of the professors that I have taken classes with focus on getting students involved with not only the material but also each other. We discuss ideas in both group projects and discussion where different views and ideas and how best to approach different topics. Alongside this, we discuss what each student finds particularly interesting about the class. I have found this aspect of classes to be extremely helpful with finding new information, new interpretations, and continuing to expand my knowledge beyond what I have read to also include what my fellow students have to say as well. Overall, I have had a very positive experience and I will continue to encourage other students to take history classes for not only their interest but also to experience different teaching styles.


Analiese Guettler is a final year undergraduate student who is studying secondary social studies with a concentration in political science and a history minor. She is also part of the Central Michigan University Band. For more information or to contact her:

Email: guett1am@cmich.edu or on twitter: @AGuettler

Discovering Love in a Smallpox Hospital

By Dr. Andrew Wehrman

When I was working on my dissertation, I remember talking to my advisor T.H. Breen about digital cameras in archives and online databases changing the way people research and write about history. Breen quipped, “With all that technology, you should be able to research and write your dissertation in six months, right?” He liked to go to archives with a stack of index cards and write individual quotations and references on each one. The research trips ended with hundreds of cards and he would lay them out as he began writing, which has led to a profoundly productive career. My methods have changed rapidly with technology, and while my research has not churned out faster, it has made my work richer (richer in detail, not money, folks). I will give you an example of how archival photography, online databases, and savvy keyword searching breathed new life into documents that an index card system would likely never have caught.

On one of my first archival research trips in graduate school, I visited the Phillips Library, in Salem, Massachusetts, which has since moved Rowley, Massachusetts. I took photos of the collection labeled “Salem Hospital Records, 1777.” These were detailed medical records of patients in Salem’s smallpox inoculation hospital. While doing my research, I focused on earlier years not expecting these records to become part of my dissertation but photographed them anyway thinking they might prove useful later. I have since found that records like these are exceedingly rare. Most hospital records, especially from smallpox hospitals, did not survive. These were particularly detailed, consisting of 577 patient records spread across two dozen little notebooks and remarkably difficult to read. If you think your doctor’s handwriting is bad, try one from the eighteenth century. The doctor, Edward Augustus Holyoke, listed each patient, their age, and a record of symptoms and treatments given. To make sense of his notes, I created an Excel spreadsheet, to keep track of and draw conclusions about his group of patients.

Among the most interesting details, Holyoke almost always included the number of pocks that appeared on each patient’s body after inoculation. Inoculation—the purposeful insertion of smallpox matter via an incision usually on a patient’s arm—most often resulted in a mild case of smallpox and grant lifelong immunity. This was before the discovery of vaccination, which uses cowpox matter and would confer immunity without the infection (humans cannot spread cowpox). Anecdotally, I knew some patients would get a few pocks, usually on their faces and hands, and in rare cases patients would get hundreds all over their bodies. Under ideal conditions fewer than one percent died from the procedure. Using my spreadsheet, I tracked the number of pocks to look for any obvious patterns. Out of 577 patients, about half received fifty or fewer. Thirty lucky patients received zero, one, or two. However, there were also thirty patients with over a thousand. Only one patient, a baby girl just a few months old, died from the procedure, but other babies went through it fine. There did not seem to be any real pattern for who fared better or worse based on age, sex, race, or family.  

As I was finishing my book manuscript, I came back to these photos and my spreadsheet and began to wonder about those patients with thousands of pocks. Surviving but scarred, did they live long after their inoculations? Were they able to get married or have children? Questions I could not easily answer when I started the project. After an afternoon of internet searching, I uncovered what I think is a love story. I focused my attention on one name in the records: Judith Herbert. Judith was 21 years old when she entered Salem Hospital in spring of 1777 to be inoculated. Hers was a tough case. Although she survived, she broke out with “4 or 5 thousand pustules.” To find out more, I googled “Judith Herbert” in Salem, MA, and found her in several genealogical records available through Google Books and Internet Archive. I even found in Dr. Holyoke’s diary that he attended the wedding of Judith Herbert of Wenham, Massachusetts and Dr. Edward Barnard in 1781. Judith’s marriage was significant since young women and their parents worried that smallpox scars would prevent them finding a husband.  

After finding the marriage record, I found out more about Dr. Edward Barnard. It turns out that he was a Harvard graduate. I knew to search Sibley’s Harvard Graduates, which contains biographical sketches of every student who attended Harvard College from its first class in 1642 through 1774. Fortunately, I did not even have to leave my desk. Volume 18 of Sibley’s is available online via HathiTrust Digital Library. Where I learned that Barnard graduated from Harvard in spring of 1774, helped organize his hometown of Haverhill’s militia company in September, and in October 1775 began studying medicine with Dr. Edward Augustus Holyoke in Salem. Barnard was Holyoke’s assistant when his future wife broke out with 5000 pocks in Salem Hospital.

Now, I cannot say for sure that this is when they first met or where they fell in love. But it makes sense that Barnard attended Herbert closely as she battled one of the most severe cases of inoculated smallpox. In my historical imagination, five thousand little cartoon hearts swirled around them—one for each bloody pustule, of course. The scars did not affect a long marriage or a long life but may have affected her fertility. Judith and Edward had just one child together, a son also named Edward. They were married for forty years until Dr. Edward Barnard died in 1822. Remarkably, Judith Herbert Barnard died in 1845 at age 90.

Even though Breen was right that taking digital photos in the archive and searching them against digitized materials online has not made research and writing any faster, I do think it has made it better.


Dr. Andrew Wehrman is a historian of early American history and the history of American medicine at Central Michigan University. His current book project The Contagion of Liberty argues that popular demand for public inoculations during smallpox epidemics in the 1760s and 1770s infected Revolutionary politics and changed the way Americans understood their health and government’s responsibility to protect it.

Twitter: @ProfWehrman

Celebrating the Summer of ’69 at the CMU Museum

By Caity Burnell

Besides the drilling and hammering sounds from the multiple construction projects, most of campus is quiet in the summer. One exception is CMU’s Museum of Cultural and Natural History in Rowe Hall. School field trips finished up for the year in mid-June, and while museum staff miss seeing school groups, the summer months are filled with various exciting activities. Many visitors come to enjoy the new “Kozmic Clash: Peace, Love, and Outer Space” exhibit, which opened in April 2019. As a collaboration between Museum Studies faculty and staff and Museum Studies/Cultural Resource Management/Public History students, the exhibit celebrates the groundbreaking innovation and creativity of 1969, such as the Apollo 11 moon landing and Woodstock festival. An accompanying hands-on gallery “Feel the Music” is a great space to experiment with music in a fun environment. Visitors can express their creativity by drawing with chalk on “Honey Bear” the VW minibus that is in the museum lobby. This is an exhibit for people of all ages because for some, it is a brand-new topic, and for others it sparks nostalgia and memories from their personal history, such as the record album artwork displayed in the hallway. The research and a personal object from one of the History Department’s faculty members are even on display in the exhibit. Come visit the museum and see if you can spot the object!

Since the museum is a laboratory for students to gain hands-on experience, this was a great learning opportunity for many who work and volunteer at the museum. One, Brad Davis, created an interactive exhibit on the Main Gallery ceiling about the moon landing for the fulfilment of his CRM creative endeavor. He designed a comic book about the Apollo 11 astronauts’ journey with missing pieces of information that visitors fill in by shining a backlight flashlight up to the ceiling to expose the missing words. While this was experimental in nature—to see if an interactive ceiling exhibit worked—Brad found that it is a success after surveying school groups and the public.

PictureD: Brad Davis demonstrating the Interactive Ceiling

PictureD: Brad Davis demonstrating the Interactive Ceiling

This summer the museum is hosting its annual Tour Tuesday series, offering free public programs on Tuesdays in July. The first was on July 9 at the Bohannon Schoolhouse and the beautiful weather allowed visitors to not only spend time inside experiencing a typical 1901-era school day but also go outside and play vintage games. The next three programs are at the museum, held in the galleries and lobby on July 16 (Moon Landing), July 23 (Feelin’ the Music), and July 30 (Habitats and Homes). More information is available on the museum’s Facebook page: https://www.facebook.com/CMUMuseum/.

Also happening in July is Curious Curators. One of the museum staff’s favorite programs, this special one-day program lets six students entering either fourth or fifth grade experience a day as a museum professional. Their day starts with a behind-the-scenes tour of the museum, they then each work closely with a staff member to create a new exhibit. This year’s participants will each be researching and writing a label about a museum object related to the events and culture of 1969. Other activities include visiting the Bohannon Schoolhouse, touring parts of campus, and then showing their families around the museum at the end of the day.

In between these various programs, staff are busy solving collections conundrums, developing new educational programs, brainstorming future exhibits, and more. Local summer camp groups are visiting the museum including the City of Mount Pleasant Parks and Recreation’s PEAK program and Renaissance Public Academy, whose students are creating their own mini museums using school resource kits borrowed from the CMU Museum. The groups visited the museum and enjoyed discussing how changes in technology have affected peoples’ lives throughout history and looked at old cameras and phones as examples.

While any day of the year is a great time to visit the CMU Museum, summertime is especially wonderful as there are fewer groups and it offers a nice break from the outside heat. The museum is free and open to the public weekdays 8-5 and Saturdays 1-5. CMU requires weekday guests to have a parking pass, which are available at the museum’s main office in Rowe 103 or online at https://apps.cmich.edu/vehicleregistration/guest/default.aspx. To reserve a program for a group, call 989-774-3829 or visit www.museum.cmich.edu.


Caity Burnell is the Museum Educator and Research Collections Coordinator at the CMU Museum of Cultural and Natural History and a CMU Museum Studies Alum. Caity teaches in the Museum Studies program at CMU, including the classes MST 325: Public Programming in Museums and MST 310: Introduction to Museums. For more information on the museum visit the staff page on the CMU website and follow them on twitter or instagram!

  1. Twitter handle: @CMU_Museum

  2. Instagram: @cmumuseum

Adventures and Conferences

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By Marcel Haas

If you ever wondered whether immersing yourself fully into academia is a good idea, this week’s post has some ideas that might convince you to do so. Let me begin by saying that I truly enjoy going to conferences. Think about the fact that the university allows you to go on a short holiday where you meet some interesting people, make great new friends (who can also be quite influential and helpful), and all you have to do is give a short presentation and listen to why people think that you should use different sources. Conferences become even more enticing when they are held in a different country than the one in which you are currently working. In my case, that foreign country was Mexico, and that conference the Annual Meeting of the American Society for Ethnohistory (of which I am a shiny new member). 

Right away, I felt the rush of oncoming adventure when my plane touched down on the runway of Oaxaca’s Xococotn Airport and I emerged into October’s tropical heat. The conference took place in a comfortable hotel a little outside the city center, which commanded a magnificent view of the valley. Oaxaca is an incredibly beautiful place that boasts architecture from the Spanish colonial era as well as modern art, markets, and restaurants that overlook the tremendous sight of ancient Monte Alban. The latter truly feels like the city of the gods it was meant to resemble. Built entirely upon the peak of the central mountain of the valley (which had been razed to create a massive plateau), it surely takes its place besides Mexico’s other archaeological highlights such as Teotihuacan and Palenque.

As a center of art, culture, and history, Oaxaca was the ideal place for a very special conference. The Society for Ethnohistory is generally focused on examining the history of Indigenous peoples of the Americas, but more specifically highlights the agency and achievements of Indigenous people in interaction with the colonizing Europeans (the latter part is mostly due to the source availability of course). In South Mexico, this focus allowed conference attendees to experience the region’s history while presenting their new research on exactly that. Coupled with the brilliant organization by the colleagues of UNAM and Oaxaca, the proximity to world-renowned archaeological sites (apart from Monte Alban, also the fascinating former Zapotec city Mitla is only a short cab ride away) made the conference week very special.

Besides its historic relevance and culinary excellence, it seemed to me that Oaxaca (and Mexico specifically) had also been chosen as a political statement in the face of increasing xenophobia in the United States. The choice reaffirmed the close connection of the Society with Mexico (especially considering that the “American” in its title does not simply refer to the US!), and the importance of Mesoamerica for the study of Indigenous peoples and the history of the continent. Importantly, a fiery speech by the outgoing president of the Society, Matthew Restall, emphasized the need for empathy for the suffering of other people, especially Indigenous women who have been the target of violence for centuries. 

After five days of talks, presentations, round tables, receptions, and late-night chats, the conference came to an end. Exhausted, amazed, laden with ideas and photographs, I finally made my way back to Michigan. The week in Oaxaca had been special, but also a perfect example of the experience we as graduate students, early career researchers, and even established scholars can have at one of the many conferences throughout the academic year. Alright, why aren’t you applying yet?

 Oaxaca, 2018

5 Tips for every PhD student's Partner

By Sara Papendorf

Many of the posts on this blog come from the point of view of those in the academic world. I thought it might be interesting (and helpful) for some readers to describe several experiences of a PhD student from a completely different point of view – the view of a partner. My name is Sara Papendorf, and I am the partner of Dave Papendorf, your favorite blog editor.  I am not an academic, but I’ve lived through the process and, therefore, have some tips to share.

To provide some context, my life as the partner of a PhD student started back in 2014. After much discussion about our future, Dave and I decided that he should pursue a PhD in history. Thus began the long hours of filling out applications. Dave applied to a number of different programs in the Midwest. I still remember how exciting it was getting letters in the mail from the different universities he applied to – honestly, I think I was more excited than Dave was! I have always been the mail checker in the family, so Dave had to kindly ask me to not open any letters without him. I obliged his request......well......basically. There were several times when I held a letter up to the light to try and see what it said. In fact, this was how we discovered that Dave was accepted into the program at CMU. It was a very exciting time for us!

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Fast forward four years later to July 2018, and Dave is currently in the writing stage of the program. As for me, over these past four years, I would say that I have learned much about being the partner of a PhD student.  If I were to provide you with any advice, here are some tips that I have found helpful: 

Tip 1: Expect challenges

Anyone who is currently working on or has completed a PhD program knows that the life of a PhD student is not for the faint-hearted. There are huge milestones in any program – being accepted, passing comps, completing one’s dissertation, defending one’s dissertation, and securing a job – not to mention that each milestone is filled with its own set of tasks to complete.  It has been important for Dave and me to recognize that this stage in our life is not permanent, just temporary and to expect that there will be difficult times throughout each major milestone.  Keeping this outlook has allowed us to pace ourselves, take one day at a time, and enjoy ourselves along the way.  

Tip 2: Show interest in your partner’s work

Frankly, I never had much interest in history during my academic years.  I much more enjoyed math and English.  It’s quite comical that my partner has such a great interest in history.  Even though I am not a huge history fan and it takes some focus to learn about history, I have discovered over the past several years that Dave appreciates when I take an interest in what he is working on.  My interest in his work doesn’t have to be a big ordeal; questions as simple as, “What are you reading about now?” or “What did you discuss in your colloquium today?” can go a long way.  I actually find great joy in hearing Dave describe what he is learning because I can tell that he truly enjoys doing what he does.  Last year, Dave taught his first course, which was medieval history.  At the beginning of the semester he asked me if I was going to attend any of his lectures. Looking back, I think he was half joking and half serious.  However, I was able to attend two lectures, and I know taking the time to attend really meant a lot to Dave.    

Tip 3: Be spontaneous. 

There are times when your partner will need to do something to take their mind off of the grind academia - studying for comps, reading primary sources in sixteenth century Latin (I might be speaking from personal experience here ;-)), or editing the same chapter of their dissertation for the fifty-second time.  From January to June of this year, Dave and I lived at the Leibniz Institute of European History (IEG) located in Mainz, Germany.  The IEG has dormitory-like living – single rooms equipped with a sink, shared kitchen space, and shared bathrooms. Over the six-month span, Dave and I both worked in our room every day.  I am sure you can imagine how easy it would be to go stir crazy working in a small space. To help keep us sane, we often took spontaneous walks along the Rhine River.  There were a handful of Saturdays where Dave and I intended to tackle several items on our checklist; however, instead of working, we decided it would be better for our quality of life to set aside our mile-long to-do-lists and spend some time enjoying each other’s company and enjoying our German surroundings. Sometimes an unplanned trip to get gelato or to the market was just what we needed.  And you don’t have to live in Germany to follow this tip – find some spontaneous fun that works in your locale!

Tip 4: Be supportive

Throughout the past four years, consciously attempting to be a supportive partner has been an important component of my role as Dave’s partner.  Supporting Dave has taken on many forms, and I have learned that sometimes being supportive is more about listening to Dave describe his concerns and struggles rather than offering my best solution to a difficult problem.  Honestly, this is one thing that has been the most difficult for me to do but has meant the most to Dave.  Lending a listening ear has often provided Dave with the support he needs to keep plugging along.  

Tip 5: If you get to travel, take advantage!

During the second year of Dave’s program, we spent the academic year living in Newcastle, England.  Knowing we would be in the UK for quite some time, we decided to book several trips to various locations across Europe – Belfast, Rome, Geneva, Amsterdam, Paris, Barcelona, and Edinburgh.  While these trips could get prices, I would say that our experiences (seeing the spectacular views of Giant’s Causeway, walking the streets of ancient Rome, taking a ferry ride down the Amsterdam canals, and touring the catacombs in Paris……just to mention a few) were worth every penny.  I can honestly say that we made the most of our time in the UK and have no regrets.  Throughout all of our travels, we have discovered some simple ways to save money:  choosing to stay in an AirBnb rather than a hotel, packing a lunch (and dinner…and breakfast), and searching for deals on cheap European airlines (EasyJet and RyanAir). Traveling with Dave has been such a great privilege as he is often able to explain some of the history behind many of the things we have been able to see when traveling abroad.  As someone who was born and raised in the Midwest, I would say it’s often easy to get wrapped up in visiting places in the US. Don’t get me wrong, the US has much to offer, but the world is quite a big place.        

These tips are by no means scientifically proven. They are just the things that have worked for me and Dave over the past 4 years. I expect (and hope) that some, if not all, might be encouraging to you as well!

Study Abroad From Scotland to Michigan: Why You Should Take the Leap!

By Amy Greer

Throughout my four years of undergraduate study at the University of Strathclyde in Glasgow, Scotland, my goal was always to teach history. After being told I had been unsuccessful for my PGDE – the first step to becoming a qualified high school teacher – I felt lost with what the future would hold for me after leaving Strathclyde. Little did I know that an amazing opportunity that would change my life was about to come along.

Although the previous few years have held many milestones, it is safe to say my Masters year at Central Michigan University has been my biggest growing year yet (and not just because I have to buy my own groceries and pay rent). Back in 2017, in the space of only four months, I had been awarded the fellowship to come to CMU, taken my honors year examinations, graduated, and was on a plane to Michigan. Looking back now, it is difficult to believe that my journey began only this time last year. Once all the paperwork had been completed and I no longer had anything to focus on, I questioned whether I was truly ‘ready’ – although I am not sure anyone would ever say they were completely ready to move four thousand miles away from the place they have always lived. However, I am so thankful I pushed myself take a leap of faith to attend graduate school…in America. (Pinch me moment for sure!)

In two semesters at CMU, I have not only grown personally but also academically. Any expectations I had of what graduate school would be like were blown away in the best way possible! For me, it was a different world: suddenly I had my own classes to teach, my own office in the department, and was in graduate seminars surrounded by PhD students, feeling completely out my depth. However, it is amazing how quickly I adjusted with the help and support of my fellow grad students and Professors. Our Transnational exchange program stretches far to places such as Germany, Newcastle, and France to name a few. I feel so fortunate to be a part of this honored exchange program and to work alongside an amazing group of grad students, many of whom I am extremely lucky to call my good friends.

One of the main things that first attracted me to the program at CMU was the graduate teaching position. It was a daunting but equally exciting prospect. This experience was either going to confirm or deny what I always believed I wanted to do with my life, and I think it is safe to say I will never forget my first lesson (or how nervous I was)! Over my two semesters of my Masters year, I had the chance to teach two different courses: HST 210 U.S. History through Michigan Eyes and HST 323 Native American History. With U.S. history being one of my fields, I felt slightly more comfortable; however, the prospect of having my own classes to teach with no experience was nerve wracking to say the least. Despite this, being thrown in at the deep end has allowed me to progress far quicker. It is amazing how natural it all becomes. Lesson planning, teaching, grading, and helping students, all while doing your own course work is extremely stressful. You certainly do not see rewards every day when teaching; but when you see students progressing in their writing, or just enjoying a lesson or discussion, it makes it all worthwhile knowing you had a small part in those students’ journey. 

During some down time (I know what you are thinking, what grad student has time for a social life?!) I have had the great pleasure of exploring some parts of beautiful Michigan. Throughout my year I have visited Detroit and more specifically the Detroit Institute of Arts – thanks to Professor Harsyani for organizing such a wonderful trip as part of one of my favorite classes I have had the opportunity to take so far.  I have also had the pleasure of visiting Tahquamenon Falls in the Upper Peninsula as well as Traverse City. Before coming to CMU, Michigan was not somewhere I had a lot of knowledge about. In fact, most people I meet back home in Scotland are intrigued to know more, and when people hear what Michigan has to offer and see the insanely beautiful photographs of the Great Lakes…who wouldn’t be sold?

I am beyond grateful for all that has happened in the past academic year: from all I have learned from my professors, to teaching my students, presenting my research in our annual International Graduate Historical Studies Conference, and having the opportunity to meet amazing historians such as Alan Taylor and Edward Ayers. I have much to thank CMU for, but I am especially proud to say I now have lifelong friends, who I am lucky to call colleagues, in what can only be described as very inspiring environment. Indeed, my passion for what I do gets stronger in a place where everyone loves what they do and works so hard. For now though, I am back in sunny Scotland (always the joke because it is hardly ever sunny) enjoying summer with my family and loved ones. Perhaps if it rains too much I can hide in the archives. Like for most of us that would be a day very happily spent for me. I look forward to returning to Michigan in the Fall and exploring what the next four years hold for me as a PhD candidate at CMU!


Amy Greer is a Scottish doctoral student at Central Michigan University. Her research interests are in Early Modern European History, focusing on education, women’s history, and gender studies.  

The Michigan Historical Review

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By Susan Paton, Assistant Editor, the Michigan Historical Review

For those of you who have not yet heard of us, the Michigan Historical Review is the state’s only scholarly journal covering Michigan history, and we are published twice a year out of our office in the Clarke Historical Library. It has its roots in an earlier journal, The Great Lakes Review, which began publication in 1984 out of CMU’s English Department (they took it over from Northeastern Illinois University who had been publishing it since 1974). It was then ‘repurposed’ into an academic history journal and came under the jurisdiction of the Clarke and CMU’s History Department. Under a unique partnership, the University provided the salary for an assistant editor, the Clarke supplied the office space, the History Department provided a course release and stipend for an editor (and for many years the book review editor as well), and the Historical Society of Michigan guaranteed a large number of printed copies by including it as part of one of their membership packages.

Thus, in 1986, the Michigan Historical Review was born, and we have been publishing twice a year ever since. What that means to Michigan and Midwestern history is the addition of over 200 articles (double-blind, peer-reviewed) and 1100 book reviews into the field. Most of our subscribers are university libraries, though we also have individual subscribers, and we can currently be found in either paper or electronic form in over twenty nations and thirty US states. Our participation in JSTOR, a national database of humanities-related journals, means an even wider distribution, averaging over 25,000 article requests and 12,000 article downloads per year.

I have worked as the MHR’s Assistant Editor during two separate periods: first for a couple of years in the late 1990s, while working on my PhD, and then again beginning in 2012. (In the interim period I owned and managed a restaurant and a wine & cheese market—but that is another story.) In my capacity here at the MHR, I edit article manuscripts and book reviews as well as oversee the daily operations of our small office. My duties are, thus, extremely varied, perhaps the primary reason I enjoy this job so much. On any given day I get to read (oh, and correct) a range of history articles, contact publishers about new books on Midwestern history, keep tabs on our many subscribers, answer our correspondence, and remind tardy book reviewers that we are hoping to hear from them soon—and a host of other little details.

I have learned so much about Michigan’s remarkable history over these past few years, and I have really enjoyed getting to know and work with so many fascinating and curious people. And the pleasure of getting to work at a job with so many appealing facets is matched by what is perhaps an even greater perk of my job—I get to work in the Clarke Library. For a nerd like myself (and I am probably safe in assuming like many of you), being around such a wealth of fusty volumes and beguiling artifacts is a dream come true. But the best part of working at the Clarke is its people, truly the kindest staff on CMU’S campus. And if this sounds a bit like a swan song, I guess it is. It is with very mixed emotions that I leave this job at the end of next month. I am moving to sunny California so I can be a bigger part of my grandson’s life. If CMU had a crown, the MHR and the Clarke would be its brightest gems. And I am so honored and gratified to have been able to call this little corner of campus home for these past six years. If you haven’t read one of our issues yet, I hope you will stop on by sometime soon. 


Susan Paton, has been the Assistant Editor of the Michigan Historical Review for a couple of years in the late 1990s, and then again since 2012. She will retire at the end of next month.