Here’s a bit of the story behind the story of THOMAS JEFFERSON’S BATTLE FOR SCIENCE: BIAS, TRUTH, AND A MIGHTY MOOSE! Research is definitely an adventure. All of you who do it know the lure of the rabbit hole and the joy of surprises that add richness to the writing. Letters seem like a lost art these days, which makes the letters of the Founders in the National Archives all the more special.
And of course, let’s do a GIVEAWAY! Leave a comment below for a chance to win a copy of THOMAS JEFFERSON’S BATTLE FOR SCIENCE.
The Bounty of Primary Sources
by Beth Anderson
I intended to write a post about finding the focus of THOMAS JEFFERSON’S BATTLE FOR SCIENCE, but I’m going to save that one for later. As I looked at some notes to decide what I might share about focus, I found a note to self on a priceless anecdote that Jefferson told about Benjamin Franklin. Research always reveals much more than we can use. But in all those extras are little treasures that reveal character, relationships, and charming bits from history.
I’m a huge fan of Ben Franklin. He was such a character—beyond the literary sense of the word. Thomas Jefferson’s time in France overlapped with Franklin’s for nine months. These two men, both obsessed with science, must have had fascinating and endless conversations. Franklin, too, was familiar with the European opinion about American degeneracy. I love Jefferson’s story about Franklin’s response to this biased idea at a dinner party in France. He included this and a few other anecdotes about Franklin in a letter to Robert Walsh dated Dec. 4,1818. Here it is, as told to Jefferson in Paris by “Doctor Franklin”…
“[Franklin] had a party to dine with [the Abbé Raynal] one day at Passy, of whom one half were Americans, the other half French… during the dinner [Raynal] got on his favorite theory of the degeneracy of animals, and even of man, in America, and urged it with his usual eloquence. the Doctor at length noticing the accidental stature and position of his guests, at table, ‘come, says he, M. l’Abbé, let us try this question by the fact before us. we are here one half Americans, & one half French, and it happens that the Americans have placed themselves on one side of the table, and our French friends are on the other. let both parties rise, and we will see on which side nature has degenerated.’ it happened that his American guests were Carmichael, Harmer, Humphreys and others of the finest stature and form, while those of the other side were remarkably diminutive, and the Abbé himself particularly, was a mere shrimp. he parried the appeal however, by a complimentary admission of exceptions, among which the Doctor himself was a conspicuous one.”
Both Jefferson and Franklin responded to and challenged the misinformation of the degeneracy theory in their own way in different settings. Franklin used his wit and charm in a simple demonstration. Jefferson gathered data and physical evidence, then agonized over the confrontation with Buffon. I think it’d be interesting for kids to compare and contrast the two men, two approaches, and two situations.
Letters to and from Thomas Jefferson were a huge part of the story, and an important part of the research. I pored over dozens of letters for information and trying to determine the timeline. Correspondence had gaps and overlaps between letters and responses, which is understandable when you consider it took six weeks or more for ships to cross the Atlantic. Unlike this age of instant communication we’re in, Jefferson had to be patient. The resulting wait, missing information, and confusion was a factor that amped up the plot.
I’m incredibly grateful for the resources available in The National Archives —a treasure trove of history where personalities are revealed, and we see the Founders in action. James Madison’s “weasel letter” where he deals with government issues and then shares the measurements of a dead weasel with Jefferson shows a friendship and another Founder interested in science. These are the unexpected discoveries that make the research fun. I’ve included one of John Sullivan’s letters to Jefferson about the moose along with a few other primary sources for students to explore in the Educator Guide. This is how the past comes alive—with primary sources that open up history and allow us to see humanity instead of figures with powdered wigs and quill pens.
Source: Thomas Jefferson’s Anecdotes of Benjamin Franklin, [ca. 4 December 1818]
Art © Jeremy Holmes, published by Calkins Creek
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Beth Anderson, Children's Writer 
Hello Beth. The notion that Jefferson battled for science is extraordinary! Kids will love this fresh take on him. This will be a great book to include in fifth grade studies of American History.
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I hope kids will enjoy the book – the combination of humor, history, and science is irresistible to me. I think it’s really valuable to see historical figures as multifaceted, as well as ourselves. 🙂
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Beth – I am continually awed by your research diligence and the nuggets you uncover, especially regarding events that happened so long ago. This book is another example. It is also timely and important given the current state of affairs in the world!
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Thanks, Laura! It’s really fun to find these things from such a long time ago that totally connect to our world today.
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i love everything about this post. And I love this book! You do really humanize and make history come alive with your writing!
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Thanks so much, Nell!
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Odd, interesting nuggets–the “gold” of research and often the writer’s “agony.” To keep or to set aside: which maintains the focus most effectively? It’s enough to keep one awake at night! I enjoyed this post very much. Thank you! And If I could deposit my nuggets, I’d be rich!
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Yes! This nugget clearly didn’t belong in the story. But there were plenty of others that begged to be included!
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I really love this book and also love learning more about your process on it!
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Thanks, Teresa!
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Wonderful topic! Congratulations on another book Beth. Sounds like the research and the writing was fun.
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Thanks so much!
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I rue the fact that my history teachers only shared a litany the driest of dates and names with us. It was so tedious! It was only when I homeschooled my own dyslexic daughter to help her learn to read that I began to take delight in history. Anecdotes about Ben Franklin and Thomas Jefferson were particularly entertaining and memorable! I am thrilled that you are bringing the Founding Fathers “alive” for young kids and can’t wait to read this book. My daughter is an adult now and loves to read. One day, my grandchildren will love history too because there will be better sources, like yours, for teachers to use in school. Keep up the great writing!
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Thanks much for your comment! I wasn’t a big fan of history from “history texts” – so sterile. But once you see those people as humans, not that different than us, their stories are amazing and meaningful and help us understand today!
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And this is why I love primary sources. There is so much fascinating information. Thanks for sharing this glimpse behind the curtain. I look forward to reading your book.
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Thanks, Tricia!
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Kudos to you for sifting through primary sources and piecing together an engaging story. The archives are a treasure trove of the past, but can be overwhelming without focus.
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Yes! It takes time to sort through it all 🙂
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I loved this story! I am always in awe of those, like Franklin, who can think of exactly the right thing to say in the moment. I’m much more like Jefferson, who needs a lot of time (and data!) to figure out the right way to respond. Thanks for sharing this!
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I too am much more like Jefferson. I’m not that quick either!
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In today’s society of instant communication and having the world’s resources right at our finger tips at all times, I can’t even imagine the patience required to research and study. I’m excited to learn a new angle on Jefferson and his passion for science. I love the fresh approach on two important men in America’s history.
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So much changes, but so much remains the same, right?! 🙂
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Excellent post. Thanks for sharing the helpful insights with those of us who easily get lost in the rabbit holes of research. 🙂
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Thanks, Sally!
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Beth, you are such a light in this world! I teach middle grade and PBs are a great resource for teaching analysis. Thank you for sharing your talent! I’d love to get a copy!
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Thanks for your kind words, Evelyn. I’m so glad you’re using “illustrated texts” in middle grade!!
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Thank you for the peak into your research process. I know I’m too late to win this book, but wanted to let you know I appreciated this post!
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Always love to see people’s comments! Thanks!
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