Methods Used in This Project

There have been many phases to the Saints’ Rest project, but all have relied on student participation. The goal was to gain insight into early campus life through archaeology and archival research. There are four pieces to our methodology that are particularly important for understanding historical archaeology. First are the field methods, the way we remove objects from the ground. This is followed by our laboratory work. Part of the lab work sometimes includes conservation, our third method. Finally, while all this work is ongoing, we are also doing archival work, to examine documents related to student life and the construction and destruction of Saints’ Rest.

| Field Methods | Lab Methods | Conservation | Archival Research |

Field Methods

Anna and Jessica show off their hard hats for deep excavations.

Methods of archaeological excavation are precise and time consuming. We do do not just dig holes of random sizes until something is found; everything is planned carefully. The dimensions of each excavation unit are determined before work begins, and the whole site is demarcated by a grid, so we can locate everything spatially on our maps. At Saints’ Rest, we worked in 5 foot by 5 foot squares which were marked off with string. Once the excavation starts, the hole is dug down evenly in layers or levels. At Saints’ Rest, levels were determined by changes in soil color or texture. Inside the building, we had similar stratigraphic layers in each unit, though the thickness of these layers varied LINK TO LAYERS. Because we determine the levels based on changes in the soil, it was imperative to keep all walls smooth and

Kate levels the transit before mapping in a location.

straight, and our floors (the bottom of the levels) flat, so we can watch soil change to see if the color and/or texture spread or moved. Sometimes, there will be distinct deposits of soil or objects that we call features. Features are areas that are different, but cannot be removed in one piece like an artifact. For example, the exterior wall of the building was a feature because we could not remove it from the ground. In the same sense, the pile of stoves that we found was a feature because, while we could remove each stove part, the grouping of

Erin describes soil colors and artifacts she saw for future reference.

them in the ground was important, and that was something we could not reconstruct once they were in the lab. Another example of a feature might be a pit that is dug as a hearth.

As we remove soil, with our shovels and trowels, it is placed through screens, which trap artifacts that would go otherwise unnoticed, like small nails or pen tips. All artifacts found in situ (in their original resting place) are mapped and excavated using a mason's trowel and paint brushes to avoid damaging them. At Saints’ Rest, the only in situ artifacts were those that had been in the basement when the building fell, since everything else collapsed from higher floors. Recording and mapping all finds during excavation, while time consuming, is the most important task an archaeologist has. Each level of a unit is described in various

Students draw a profile map which shows the layers of soil that are visible in the wall of an excavation unit.

ways, including beginning and ending depths, soil color and texture, and a list of what was bagged and removed from the hole: for example, charcoal, soil samples, artifacts and bones. Every artifact is placed in a bag designated to a specific unit and level, which in turn receives a catalog number. A plan map of each level is drawn to show where key artifacts and features are located, and when a unit is complete or not producing any further finds, a profile map of one or more walls is drawn to show soil changes throughout the unit. Photographs of features, levels and completed units are also taken to further document the excavation. In addition to all of these visual aids, we take copious notes on the changes we see occurring in the unit, and what we think is happening. At Saints’ Rest, students used standardized forms to record the information for each level and unit. They also kept personal notebooks where they could

Objects like these stoves were carefully photographed and mapped so we could know exactly where they were found.

add more thoughts about their work. Once a unit has been excavated, there is no way to go back and check for overlooked information. It is therefore imperative to continuously record all findings to maximize the knowledge we can obtain from any given excavation.

At Saints’ Rest our students worked in teams of 3-4 students per excavation unit, with people pairing off for smaller units when the sidewalks got in the way. Usually one student would excavate while two sifted through materials and the fourth worked on paperwork. Having several people work together is important in archaeology because each student brings different knowledge to the unit, and having people around to talk to helps you figure out some of the oddities you may encounter while excavating.

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Lab Methods

Students in the Conservation class screen water for loose artifacts.

The Saints’ Rest project was lucky in that it took place on campus, and we were able to take the artifacts directly to the labs for processing. In the field, all artifacts are put in bags labeled with numbers that tell you where they came from, not unlike an address on a letter. But instead of ZIP codes and street names, they have unit locations, level numbers, and FS numbers. The artifacts are never separated from these identifiers in the lab. Careful notes are taken on what was done when and by whom.

Lesley and Katie work on sorting major classes of objects, like glass and metal.

Once removed from their bags, the artifacts were "rough sorted". Each bag would contain a mixture of different types of object, and they had to be separated into like kinds. Nails, glass, and ceramics were common finds. Objects that could be safely washed, like glass, were thoroughly scrubbed before being rebagged. Other objects like rusty iron were brushed dry to remove major pieces of dirt. After we finished washing the objects from a bag, the wash water was run through a screen as it was dumped out, to make sure nothing got tossed out by accident. The process of rough sorting started in June 2005 during the field school, and continued into the fall with the help of volunteers.

After rough sorting, artifacts are analyzed. This includes further sorting of the already cleaned artifacts. Nails were sorted by pennyweight – a measurement based on length – and glass by function (bottle glass, window glass, etc.) and color (brown, blue, clear, etc.). Each excavation unit got its own sheet of paper where the weights and amount of each type of artifact were noted. Each category had an information tag written on special archival paper placed in its bag, so that the tags will not yellow or disintegrate with time. Diagnostic artifacts, those with special significance that give us more information, had their catalog numbers written on them. The idea is to make the numbers as inconspicuous as possible, but if you have a sharp eye you may be able to see a few of these numbers in the artifact photos.

After compiling all of this information, it was entered into a database. Then Heather Mustonen began using this database to try and interpret what we found at the site. Knowing things like the pennyweight of the nails from different excavation units can help us determine where pieces of furniture or walls might have been, since different sizes of nails were used for these jobs. The analysis began in Fall 2005 and is ongoing.

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Conservation Methods

Students in the Spring 2006 Conservation Class use decorroder to help conserve artifacts from Saints’ Rest.

Students monitor objects undergoing electrolysis in the lab.

Learning about conservation was an important part of the project, and was very informative for the students and professors. Faculty and students from Eastern Michigan University came to Michigan State University and collaborated on the conservation of artifacts from Saints’ Rest during the spring of 2006. Conservation is an integral part if historical archaeology. When artifacts are removed from the moist soil where they have sat for decades, the change in their environment, can cause rapid deterioration which can destroy the objects. Conservation prevents further damage, and can sometimes restore materials to a more pristine version of themselves.

Objects such as stove parts were conserved in large tanks using electrolysis.

One of the most exciting parts of the conservation work was putting the metal artifacts through the process of electrolysis (or "e-bath"). Essentially, electrolysis is the opposite of electroplating. It is used to draw corrosion out of metal using electricity. The artifact is placed in a container of water with sodium carbonate. A piece of stainless steel is placed in the tank, not touching the artifact. A wire is clipped to the steel, and another wire to the artifact itself. These wires connect up to a battery outside of the water, and an electrical current is sent through the system. Careful monitoring of the pH and chloride levels indicate when the sodium carbonate levels are off and the water needed to be changed. The larger and more corroded the artifact, the longer it needed to be in the e-bath. Some of the larger stove pieces took several months, but show a marked difference.

After the artifacts were removed from the electrolytic bath, they were soaked in chemicals to draw the remaining water out of them. Most then received a coating of tannic acid (a rust inhibitor) and were sealed with either translucent acrylic paint or microcrystalline wax. This prevents the objects from rusting again.

Some of the metal artifacts that were unable to withstand the process of electrolysis were brushed with a metal decorroder and then tannic acid and the sealant were applied. Because of time and money, not all of the artifacts were conserved. After examining all that we had excavated, certain artifacts were selected due to their ability to withstand the process and to be a representative sample of what was excavated.

Sometimes conservation allowed us to see things on artifacts which were previously covered with rust, like the serial number on one of our saws. At other times it prevented us from losing detail we saw when the objects first came out of the ground, like the decorations on the stove parts. Within days of excavation, many objects had developed little spots of rust all over them. If we had not conserved these objects, many would have become huge piles of rust within a few short years.

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Archival Methods and Artifact Research

In addition to the archaeological materials, historical archaeologists have access to written records that can add to our understanding of an archaeological site. Some of these documents are published books, while others are primary documents – the original maps, photographs, letters and records of individuals.

Where does archival material come from?

The archival material for Saints’ Rest comes from various sources such as state records, newspapers, and personal diaries. Materials for our project came from several local archives. The Michigan State University Archives has all official material associated with the University, along with the personal papers of the Presidents and whatever materials individuals choose to send in, such as photographs, scrapbooks, course material, maps, student publications and other items. One collection we used were the Kedzie Papers, which are a collection of letters, business correspondence, financial records, and meeting minutes from Frank Stewart Kedzie's presidency. Some material is filed under a collection related to a specific individual, while general categories such as “Dormitories” or “Agriculture” might also be present. Materials of use for our project came from several other places too, including the University library, the Library of Michigan, the MSU Museum's archives, the Archives of the State of Michigan and the Capital Area District Library.

Veronica Joseph databases documents from the University Archives.

How to use archival material:

Due to concerns for preservation, primary documents are not on open shelves, but must be requested through an archivist at each institution. Most have been stored in acid-free folders and boxes to preserve them. If you are interested in searching through archival material, you will have to sign in and register when you arrive, and fill out paperwork for all requested items. Primary documents cannot be borrowed in the same fashion as library books; you must examine them at the archives. Many archives are now placing their catalogs online so it is easier to search for materials, but they also have finding aids that summarize the types of materials in each file. Archivists are an invaluable help as well, since they know how things are filed and they are trained to find documents, so asking them for help is one of the best ways to find what you are looking for.

Why the archival material was used:

Archives are important because of their local significance and their use in historical research. The Saint’s Rest project accessed the material because it contained important records of individuals and organizations at the University, which brought life to the actual artifacts found. Also, looking at the archival material and the procedures done at the Michigan Agricultural College gives viewers an idea of how the university has changed over time. We found construction records, descriptions of the fire, and student diaries, letters and bills of record.

Historical documents are also helpful for learning more about artifacts. There are reprinted versions of the Sears & Roebuck Catalog from early in the twentieth century that include drawings of everything from silver lockets to tins of vegetables. Other catalogs of firearms, equipment and clothing are also present in libraries.

We had to use a catalog to figure out what this object was – can you guess what it is? Roll over it to find out.

Here's a hint that sent us looking in the right direction: it was found with a pitcher and a shaving cup.

Want to try your hand at more identifications? Play the artifact identification game.

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