thank you yes, I did need this today

PHRASE ADDED!

• LET'S DO THE FORK IN THE GARBAGE DISPOSAL
• LET'S DO THE FORK IN THE GARBAGE DISPOSAL
• DING-DING-DING DING-DING DING DING-DING DING DING-DING-DING DING-DING DING DING-DING DING DING-DING-DING DING-DING DING DING-DING DING DING-DING-DING DING-DING DING DING-DING DING

Salt: A World History by Mark Kurlansky and A History of the World in 6 Glasses by Tom Standage (three are alcohol, three have caffeine) are not quite that, but may still be of interest?

I read Salt back in the day and it's so so good, second the rec. I have heard of 6 Glasses and not read it but I am sure I would probably love it. Gotta see if the library has it. Thank you!

Gonna throw Empire of Cotton by Sven Beckert in the ring here! You'll never see the modern world the same way again.

A Short History Of The World According To Sheep by Sally Coulthard blew my mind. So many things are tied to wool and sheep and weaving and so many words and phrases are tied to wool, people have no idea.

Example words which come from textiles/weaving, if not specifically wool (go look them up!): subtle, shoddy, tabby, Brazil, rocket, twit, warped, going batty, on tenterhooks, text...

I'll throw in a rec for Pickled, Potted, and Canned by Sue Shephard - a very interesting look at food preservation and how the availability of different types of food preservation shaped cultures and cuisines.

Sweetness and Power is this but for the topic of sugar

The Lost Supper: Searching for the Future of Food in the Flavors of the Past might also be up your alley. It's about "forgotten" foods and staples. They talk about different types of wheat, sauces, veggies, etc and a little about the cultures from whence they come

Also: Much Depends on Dinner by Margaret Visser. One of my favourite books.

DO I HAVE A SERIES FOR YOU. University of California Press has a gift for you and it is a 80+ book series on food studies. There are even some that are open access (legally free), but the rest are in libraries.

I also highly recommend Frostbite by Nicola Twilley. It’s about the impact refrigeration has had/is having on food preservation and culture, globally. It was one of my favorite books of this last year.

Also, The Rice Theory of Culture https://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=1172&context=orpc By Thomas Talhelm

Consider the Fork isn’t about food itself exactly but all about cooking technology and how it changed how and what we eat

I have decided to make my dad's vision a reality

behold

happy holidays. My dad is threatening to print this on a shirt

Op did he like it or did he love it

he says he's gonna wear it to work

Transcription, because it is worth reading:

There’s a phenomenon I actually see extremely commonly when literature is used to teach history to middle school and high school students. Let’s call it “pajamafication.”

So a school district nixed Maus from their curriculum, to be replaced by something more “age-appropriate.” IIRC they didn’t cite a specific replacement title, but it will
probably be something like John Boyne’s “The Boy in the Striped Pajamas.”

The Boy in the Striped Pajamas is tailor-made for classroom use. It’s taught at countless schools and it’s squeaky-clean of any of the parent-objectionable material you might find in Maus, Night, or any of the other first-person accounts of the Holocaust.

It’s also a terrible way to teach the Holocaust.

I’m not going to exhaustively enumerate the book’s flaws—others have done so—but I’ll summarize the points that are common to this phenomenon in various contexts.

First, obviously, the context shift. Maus, Night, et al are narrated by actual Jews who were in concentration camps. The Boy in the Striped Pajamas is narrated by a German boy. The Jewish perspective is completely eliminated.

Second, the emphasis on historical innocence. Bruno isn’t antisemitic. He has no idea that anything bad is happening. He happily befriends a Jewish boy with absolutely no prejudice.

Thus we’re reassured that you too, gentle reader, are innocent. You too would have have a childlike lack of prejudice and you too would be such a sweet summer child that you would have no idea the place next door is a death camp.

In Maus, by contrast, the children are not innocent. They are perpetrators of injustice just like adults.

[ID: Picture of part of a page of Maus where children run away yelling “Help! Mommy! A Jew!! - the next panel says “The mothers always told so: ‘Be careful! A Jew will catch you to a bag and eat you!’ …So the taught to their children.”]

Maus also smashes the claim that people just didn’t know what was going on in the camps.

[ID: Picture of part of a page of Maus where a Nazi truck is arriving at Auschwitz guarded by men with sticks and a pointing, growling dog, the boxes say “And we came here to the concentration camp Auschwitz. And we knew that from here we will not come out anymore…” “We knew the stories that they will gas us and throw in the oves. This was 1944… we knew everything. And here we were.”]

Third, nonspecificity. The Boy in the Striped Pajamas turns a specific historical atrocity into a parable about all forms of bigotry and injustice. I’m sure Boyne thinks he’s being very profound. But the actual effect is to blunt and erase the atrocity.

There’s the too-cute-by-half way it avoids terminology: “Off-With,” “the Fury.” Harsh language becomes “He said a nasty word.”

Notice how “it’s a fable” ties in with the goal of eliminating anything parents might object to.

And that’s our fourth point. Bad things can happen, but only abstractly. Someone’s dad disappears. He’s just…gone. How? Who knows. People stand around looking hungry and unhappy and saying “It’s not very nice in here.”

The ending is sad, but it’s sad like a Lifetime movie. It’s sanitized, it’s quick, there are no details, it’s meant to poke that bit of your heart that loves crying.

Maus’s description of the gas chambers, meanwhile…

[ID: Picture of part of a page of Maus where the process of gassing and then taking out the bodies are described in detail as inmates are working. That it took 3 to 30 minutes to gas people. That the largest pile of bodies was by the door. The worker telling the story mentions “We pulled the bodies apart with hooks. Big piles, with the strongest on top, older ones and babies crushed below… often the skulls were smashed…” “Their fingers were broken from trying to climb up the walls… and sometimes their arms were wera as long as their bodies, pulled from the sockets.” Until the narrator says, “Enough!” “I didn’t want to more to hear, but anyway he told me.”]

A historical atrocity can never be a metaphor for all bigotry because the specifics are what makes it an atrocity. The Nazis didn’t just do “bad things, generally,” they did THESE things. And leaving out the details is simply historical erasure.

Finally, fifth: Fiction.

However much poor little Bruno and Schmuel might rend your heartstrings, you can ultimately retreat into the knowledge that they aren’t real and they didn’t really die.

Now, I write historical fiction, and obviously I believe it has a place, in the classroom and out. But no Holocaust education can be complete without nonfiction that teaches about real people who genuinely did experience it.

One of the striking things about Maus is how big the cast is and how few of them survived.

[ID: Picture of part of a page of Maus where one character describes to another many other people who didn’t make it. Eventually covered over in lower panels by pictures of the dead.]

Because it’s a true story, Maus can also explore neglected aspects like the intergenerational trauma, which simply vanish in a pat fictional story that is just finished when you get to the end.

[ID: Picture of part of a page of Maus where the illustrator sits at the drawing desk above the pile of bodies. The artist says: “At least fifteen foreing editions are coming out. I’ve got 4 serious offers to turn my book into a TV special or movie. (I don’t wanna.) In May 1968 my mother killd herself. (She left no note.) Late’y I’ve been feeling depressed.” Someone calls from out of panel, “Alright Mr. Spiegelman… We’re ready to shoot!…”]

Thus, books like The Boy in the Striped Pajamas are not an age-appropriate equivalent way to teach the Holocaust, but a false construction of history.

This ends the first part of the thread. But there’s more…

The Maus incident is not an isolated case. It’s part of a broad trend of replacing the literature used to teach history with more kid-friendly, “appropriate” alternatives.

And outside of the Holocaust, it usually doesn’t meet with much controversy.

It might mean replacing Narrative of the Life of Frederick Douglass, an American Slave or Solomon Northup’s Twelve Years a
Slave with modern historical fiction, for example.

Wars, the Civil Rights movement, Apartheid: any “icky” part of history can be a target.

But it plays out along the same general lines: Primary sources replaced with modern fiction, victim perspectives replaced with perpetrators, specificity replaced with Star-Bellied Sneetch-style “Why can’t we all just get along?” metaphors.