FIELD SCHOOL JOURNAL

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April 7, 2015
First day of fieldwork, students toured the house and estate grounds. The tour oriented the students to the broader landscape and the historic features that distinguished the various sub-sites within the Greene estate. Students were instructed on how to use a compass for orientation and site recordation.


April 9, 2015
First half of class, students worked on establishing a pace. Knowing your pace is a short cut for measuring out distances during surveys and is essential skill for most archaeologists. Walking a measured distance of a hundred feet or 30 meters students counted their steps. Each student repeated this a few times to establish a consistent number of steps.
In the second half of the class, students started a pedestrian survey of the field east of the homestead. Students spaced 10 meters apart walked transects at an 88 degree bearing starting at the corner of the stonewall in the northwest corner of the field.
Scatters of historic artifacts were noted on the surface. Bricks marked with the manufacture “TUTTLE” were found within the field. In Brick and Clay Record, Volume 60 found on Google books, the Tuttle Brick Company was from Newfield, Connecticut, established in 1842 and incorporated in 1896. Tuttle shipped to brick to Connecticut, Massachusetts, and Rhode Island. One student identified the same bricks around the well. The Brick and Clay Record was published in 1922. Other artifacts include a light bluish medicine bottleneck that appears to be from the 19th century. Other glassware appeared to be more recent dating to the early 20th century.


Tuesday, April 14, 2015
Class held at the Met, no fieldwork due to college fair on campus. Students reviewed tools of the trade. Worked with mobile apps to see how we could use them to record sites. Students specifically worked with idraw, video recording and theodolite apps. Other tools, included tape measures, compasses, a drawing square, SLR camera, meter scale, video camera, and a north arrow.


Thursday, April 16, 2015
Students finished the pedestrian survey (walkover) of the field east of the homestead. Pacing off ten meters, students walked parallel transects at a bearing of 88 degrees searching for artifacts exposed on the surface. Students marked the artifacts with pin flags so they could photograph, draw and/or map the scattered cultural material. We discussed and recorded a few of the artifacts found on the surface. The last 45 minutes of class NGH docents gave the class a tour of the cemetery and possible unmarked graves south of the Greene family plot.


No school April 21 and 23- Spring Break


April 28, 2015digsite-image1
Students worked on setting up a baseline and drawing a field map. In groups of two students worked on sketching features in the yard around Spell Hall. Students calculated angles from a compass bearing and then measured a distance to the object from a set datum point. Each group produced a sketch of the yard. (Pictures IMG_0121.jpg and IMG_0123 pics of baseline)

 


April 30, 2015
Students worked on recording a historic midden, feature 1, at the southwest edge of the yard near Spell Hall. Students photographed the artifacts exposed on the surface of the midden with a scale, recording the GPS position and direction with a theodilite application.


May 5 and 7, 2015
Together the students worked on producing a measured drawing of Feature 1 and the adjacent wall. Students took measurements and helped with recording of the stone wall and scatter of artifacts associated with the midden.


May 12, 2015
Rain day, students worked on journals at the Met.


May 14 and 19, 2015
Students cleared vegetation and leaves in area south of Greene cemetery. Two volunteers with NGH suspected this area contained marked and possible unmarked graves of servants, workers, or revolutionary war soldiers. The volunteers had noted some unmarked cut stones suspected to be headstones. After clearing the area, no headstones were identified, however two low-lying stone walls appeared to border the south and east side. The walls appeared to be fragmented field stone walls with missing stones in areas, obvious signs of push was evident in some areas with a scatter of cut stones extending to the south of the wall. The two stones noted by the volunteers as suspected as gravestones appeared to have been pushed from the south wall.


May 21, 2015
Students worked on measuring and drawing the area south of the Greene Cemetery. Students photographed the site, recording the GPS position and direction with a theodilite application..


May 26 and May 28
Students cleared vegetation and leaves around the Greene Paper Mill. The paper mill ruins consist of two large stone walls and a depression that align the South Branch of the Pawtucket River.


June 2, 2015
Rain day, at the Met, students are introduced to photogrammetry and 3D modeling applications. Second half of class students worked on their journals. Using123D catch 3-D mobile application, photographs stitch program that can create point cloud data of features. Measurements can be extrapolated from the 3D model with a marginal error. The software is available for free.


June 4, 2015
Students cleared more vegetation in preparation for each photo in an attempted to photographically record the stone walls of the paper mill. This was the first attempt at recording the walls into a 3-D model..


June 9, 2015
Students divided into groups, one creating a 3D model of the Greene Paper mill, the second working on the 3D model of the area south of Greene Cemetery. Started clearing vegetation and leaves around domestic structures off road near the forge.


June 11 and June 16, 2015
Students continued clearing vegetation and leaves around domestic structures. Large boulder and rubble stone foundations were identified to the east of the bankhouse and well. The large foundations are in close proximity to the location of the forge site and David Procaccini, president of the NGHA the foundations could be associated with the blacksmith shop.


June 18, 2015
Clearing vegetation in preparation for photographing site. Students record both the domestic and industrial foundations using 3D modeling application.