This blog will serve as a class website for an OLLI class, "You
can take it with you: Mummies of the World" Feb 23-March 15, 2016. I will post key topics and images as the class progresses. Here is the syllabus:
Summary: Some people believe that in order to
have an afterlife, the body must be preserved and clothes, tools, jewelry,
pets, and food must accompany the human body into its tomb. Others believe
preserved bodies allow ancestors to exert a benevolent influence on their
descendants. This four-week class will explore mummies from Egypt, South
America, the Canary Islands, Papua New Guinea, and China. The materials and
methods used on mummies illustrate religious beliefs, burial rituals, concepts
of good and evil, and social status. The human bodies inside, revealed by
medical imaging and chemical analysis, teach us about ancient health and
disease, diet, and ancestry.
Why study mummies? Mummies can teach us about
human beings and how they lived in different times and places. Study of the
physical body reveals health, disease, diet, occupations, and much more. Burial
context, from tomb architecture to artifacts surrounding the dead person,
illustrate beliefs, burial rituals, art, and technology. Multiple disciplines (e.g.
anthropology, medicine, chemistry, biology, art history) are used to study
mummies.
What is a mummy? A. An accidentally
preserved “spontaneous” mummy, or B. a deliberately prepared body, human or
animal. Body treatments include separating the bones, removing internal organs,
defleshing, embalming, reconstructing the body or face out of mineral and plant
materials, and decoration.
Themes:
·
We
can learn much more about an ancient person if he or she is preserved in
context.
·
Climate
is crucial for preservation: dry and hot
or dry and cold are the best
environments. Exceptions: slightly acidic bogs, where oxygen is excluded.
·
Non-destructive
techniques such as X-ray radiography and CT scanning are preferable to
autopsies (ancient mummies are irreplaceable artifacts).
·
New
dating and DNA techniques requiring ever smaller samples continue to provide
new information on old mummies.
·
For
prehistoric mummies, there are limits in what we can know about why
mummies were prepared (beliefs in an afterlife, ancestor worship, fertility and
regeneration)
Class
organization (subject to change):
Week 1: Introduction,
definitions, accidental or “spontaneous” mummies (Egyptian, European bog
bodies, Otzi the Iceman, Chinese red-haired mummies)
Week 2: The Iron
Coffin Boy. Prepared mummies: “Lady Dai” Chinese mummy, Egyptian beliefs and
embalming, Manchester mummy project.
Week 3: Advances in
radiology and CT scanning. Case studies: Brooklyn, Edinburgh, Chicago, Spurlock
Museum mummies.
Week 4: Animal mummies.
Human case studies: Canary Islands, Peruvian Ice Maidens, Ancestor worship in
Papua New Guinea, Chinchorro mummies. Medical and dental studies, DNA advances.
Bob Brier’s “Thorough Modern Mummy.”