STM Blog
The ancient Irish get far too much credit for Halloween
Lisa Bitel, USC Dornsife College of Letters, Arts and Sciences
This time of year, I often run across articles proclaiming Halloween a modern form of the pagan Irish holiday of Samhain – pronounced SAW-en. But as a historian of Ireland and its medieval literature, I can tell you: Samhain is Irish. Halloween isn’t.
The Irish often get credit – or blame – for the bonfires, pranksters, witches, jack-o’-lanterns and beggars who wander from house to house, threatening tricks and soliciting treats.
The first professional 19th-century folklorists were the ones who created a through line from Samhain to Halloween. Oxford University’s John Rhys and James Frazer of the University of Cambridge were keen to find the origins of their national cultures.
They observed lingering customs in rural areas of Britain and Ireland and searched medieval texts for evidence that these practices and beliefs had ancient pagan roots. They mixed stories of magic and paganism with harvest festivals and whispers of human sacrifice, and you can still find echoes of their outdated theories on websites.
But the Halloween we celebrate today has more to do with the English, a ninth-century pope and America’s obsession with consumerism.
A changing of the seasons
For two millennia, Samhain, the night of Oct. 31, has marked the turn from summer to winter on the Irish calendar. It was one of four seasonal signposts in agricultural and pastoral societies.
After Samhain, people brought the animals inside as refuge from the long, cold nights of winter. Imbolc, which is on Feb. 1, marked the beginning of the lambing season, followed by spring planting. Beltaine signaled the start of mating season for humans and beasts alike on May 1, and Lughnasadh kicked off the harvest on Aug. 1.
But whatever the ancient Irish did on Oct. 31 is lost to scholars because there’s almost no evidence of their pagan traditions except legends written by churchmen around 800 A.D., about 400 years after the Irish started turning Christian. Although they wrote about the adventures of their ancestors, churchmen could only imagine the pagan ways that had disappeared.
An otherworld more utopian than terrifying
These stories about the pagan past told of Irish kings holding annual weeklong feasts, markets and games at Samhain. The day ended early in northwestern Europe, before 5 p.m., and winter nights were long. After sundown, people went inside to eat, drink and listen to storytellers.
The stories did not link Samhain with death and horror. But they did treat Samhain as a night of magic, when the otherworld – what, in Irish, was known as the “sí” – opened its portals to mortals. One tale, “The Adventure of Nera,” warned that if you went out on Samhain Eve, you might meet dead men or warriors from the sí, or you might unknowingly wander into the otherworld.
When Nera went out on a dare, he met a thirsty corpse in search of drink and unwittingly followed warriors through a portal into the otherworld. But instead of ghosts and terror, Nera found love. He ended up marrying a “ban sídh” – pronounced “BAN-shee” – an otherworldly woman. But here’s the medieval twist to the tale: He lived happily ever after in this otherworld with his family and farm.
The Irish otherworld was no hell, either. In medieval tales, it is a sunny place in perpetual spring. Everyone who lives there is beautiful, powerful, immortal and blond. They have good teeth. The rivers flow with mead and wine, and food appears on command. No sexual act is a sin. The houses sparkle with gems and precious metals. Even the horses are perfect.
Clampdown on pagan customs
The link between Oct. 31, ghosts and devils was really the pope’s fault.
In 834, Pope Gregory IV decreed Nov. 1 the day for celebrating all Christian saints. In English, the feast day became All Hallows Day. The night before – Oct. 31 – became known as All Hallows Eve.
Some modern interpretations insist that Pope Gregory created All Hallows Day to quell pagan celebrations of Samhain. But Gregory knew nothing of ancient Irish seasonal holidays. In reality, he probably did it because everyone celebrated All Saints on different days and, like other Popes, Gregory sought to consolidate and control the liturgical calendar.
In the later Middle Ages, All Hallows Eve emerged as a popular celebration of the saints. People went to church and prayed to the saints for favors and blessings. Afterward, they went home to feast. Then, on Nov. 2, they celebrated All Souls’ Day by praying for the souls of their lost loved ones, hoping that prayers would help their dead relatives out of purgatory and into heaven.
But in the 16th century, the Protestant rulers of Britain and Ireland quashed saints’ feast days, because praying to saints seemed idolatrous. Protestant ministers did their best to eliminate popular customs of the early November holidays, such as candle-lit processions and harvest bonfires.
In the minds of ministers, these customs smacked of heathenism.
A mishmash of traditions
Our Halloween of costumed beggars and leering jack-o’-lanterns descends from this mess of traditions, storytelling and antiquarianism.
Like our ancestors, we constantly remake our most important holidays to suit current culture.
Jack-o’-lanterns are neither ancient nor Irish. One of the earliest references is an 18th-century account of an eponymous Jack, who tricked the devil one too many times and was condemned to wander the world forever.
Supposedly, Jack, or whatever the hero was called, carved a turnip and stuck a candle in it as his lantern. But the custom of carving turnips in early November probably originated in England with celebrations of All Saints’ Day and another holiday, Guy Fawkes Day on Nov. 5, with its bonfires and fireworks, and it spread from there.
As for ancient bonfires, the Irish and Britons built them to celebrate Beltaine, but not Samhain – at least, not according to the medieval tales.
In 19th-century Ireland, All Hallows Eve was a time for communal suppers, games like bobbing for apples and celebrating the magic of courtship. For instance, girls tried to peel apples in one long peel; then they examined the peels to see what letters they resembled – the initials of their future husbands’ names. Boys crept out of the gathering, despite warnings, to make mischief, taking off farm gates or stealing cabbages and hurling them at the neighbors’ doors.
Halloween with an American sheen
Across the Atlantic, these customs first appeared in the mid-19th century, when the Irish, English and many other immigrant groups brought their holidays to the U.S.
In medieval Scotland, “guisers” were people who dressed in disguise and begged for “soul cakes” on All Souls Day. These guisers probably became the costumed children who threatened – and sometimes perpetrated – mischief unless given treats. Meanwhile, carved turnips became jack-o’-lanterns, since pumpkins were plentiful in North America – and easier to carve.
Like Christmas, Valentine’s Day and Easter, Halloween eventually became a feast of consumerism. Companies mass-produced costumes, paper decorations and packaged candy. People in Britain and Ireland blamed the Americans for the spread of modern Halloween and its customs. British schools even tried to quash the holiday in the 1990s because of its disorderly and demonic connotations.
The only real remnant of Samhain in Halloween is the date. Nowadays, no one expects to stumble into a romance in the sí. Only those drawn to the ancient Celtic past sense the numinous opening of the otherworld at Samhain.
But who’s to say which reality prevails when the portals swing open in the dark of Oct. 31?
Lisa Bitel, Dean’s Professor of Religion & Professor of History, USC Dornsife College of Letters, Arts and Sciences
This article is republished from The Conversation under a Creative Commons license. Read the original article.
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Controlled burns reduce wildfire risk, but they require trained staff and funding − this could be a rough year
Controlled burns
Red skies in August, longer fire seasons and checking air quality before taking my toddler to the park. This has become the new norm in the western United States as wildfires become more frequent, larger and more catastrophic. As an ecologist at the University of Colorado Boulder, I know that fires are part of the natural processes that forests need to stay healthy. But the combined effects of a warmer and drier climate, more people living in fire-prone areas and vegetation and debris built up over years of fire suppression are leading to more severe fires that spread faster. And that’s putting humans, ecosystems and economies at risk. To help prevent catastrophic fires, the U.S. Forest Service issued a 10-year strategy in 2022 that includes scaling up the use of controlled burns and other techniques to remove excess plant growth and dry, dead materials that fuel wildfires. However, the Forest Service’s wildfire management activities have been thrown into turmoil in 2025 with funding cuts and disruptions and uncertainty from the federal government. The planet just saw its hottest year on record. If spring and summer 2025 are also dry and hot, conditions could be prime for severe fires again.More severe fires harm forest recovery and people
Today’s severe wildfires have been pushing societies, emergency response systems and forests beyond what they have evolved to handle. Extreme fires have burned into cities, including destroying thousands of homes in the Los Angeles area in 2025 and near Boulder, Colorado, in 2021. They threaten downstream public drinking water by increasing sediments and contaminants in water supplies, as well as infrastructure, air quality and rural economies. They also increase the risk of flooding and mudslides from soil erosion. And they undermine efforts to mitigate climate change by releasing carbon stored in these ecosystems. In some cases, fires burned so hot and deep into the soil that the forests are not growing back. While many species are adapted to survive low-level fires, severe blazes can damage the seeds and cones needed for forests to regrow. My team has seen this trend outside of Fort Collins, Colorado, where four years after the Cameron Peak fire, forests have still not come back the way ecologists would expect them to under past, less severe fires. Returning to a strategy of fire suppression − or trying to “go toe-to-toe with every fire” − will make these cases more common.
Logging is not a long-term fire solution
The Trump administration cited “wildfire risk reduction” when it issued an emergency order to increase logging in national forests by 25%. But private − unregulated − forest management looks a lot different than managing forests to prevent destructive fires. Logging, depending on the practice, can involve clear-cutting trees and other techniques that compromise soils. Exposing a forest’s soils and dead vegetation to more sunlight also dries them out, which can increase fire risk in the near term.
Research and data are essential
For many people in the western U.S., these risks hit close to home. I’ve seen neighborhoods burn and friends and family displaced, and I have contended with regular air quality warnings and red flag days signaling a high fire risk. I’ve also seen beloved landscapes, such as those on Cameron Peak, transform when conifers that once made up the forest have not regrown.
Laura Dee, Associate Professor of Ecology, University of Colorado Boulder
This article is republished from The Conversation under a Creative Commons license. Read the original article.
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How do children learn to read? This literacy expert says ‘there are as many ways as there are students’
Phonics fails some students
Phonics programs often require memorizing word families in word lists. This works well for some children: Research shows that “decoding” strategies such as phonics can support low-achieving readers and learners with dyslexia. However, some students may struggle with explicit phonics instruction, particularly the growing population of neurodivergent learners with autism spectrum disorder or attention deficit hyperactivity disorder. These students learn and interact differently than their mainstream peers in school and in society. And they tend to have different strengths and challenges when it comes to word recognition, reading fluency and comprehension. This was the case with my own child. He had been a proficient reader from an early age, but struggles emerged when his school adopted a phonics program to balance out its regular curriculum, a flexible literature-based curriculum called Daily 5 that prioritizes reading fluency and comprehension. I worked with his first grade teacher to mitigate these challenges. But I realized that his real reading proficiency would likely not have been detected if the school had taught almost exclusively phonics-based reading lessons. Another weakness of phonics, in my experience, is that it teaches reading in a way that is disconnected from authentic reading experiences. Phonics often directs children to identify short vowel sounds in word lists, rather than encounter them in colorful stories. Evidence shows that exposing children to fun, interesting literature promotes deep comprehension.Balanced literacy
To support different learning styles, educators can teach reading in multiple ways. This is called balanced literacy, and for decades it was a mainstay in teacher preparation and in classrooms. Balanced literacy prompts children to learn words encountered in authentic literature during guided, teacher-led read-alouds – versus learning how to decode words in word lists. Teachers use multiple strategies to promote reading acquisition, such as blending the letter sounds in words to support “decoding” while reading. Another balanced literacy strategy that teachers can apply in phonics-based strategies while reading aloud is called “rhyming word recognition.” The rhyming word strategy is especially effective with stories whose rhymes contribute to the deeper meaning of the story, such as Marc Brown’s “Arthur in a Pickle.”What a truly balanced curriculum looks like
The push for the phonics-based component of the science of reading is a response to the discrediting of the Lucy Calkins Reading Project, a balanced literacy approach that uses what’s called “cueing” to teach young readers. Teachers “cue” students to recognize words with corresponding pictures and promote guessing unfamiliar words while reading based on context clues. A 2024 class action lawsuit filed by Massachusetts families claimed that this faulty curriculum and another cueing-based approach called Fountas & Pinnell had failed readers for four decades, in part because they neglect scientifically backed phonics instruction. But this allegation overlooks evidence that the Calkins curriculum worked for children who were taught basic reading skills at home. And a 2021 study in Georgia found modest student achievement gains of 2% in English Language Arts test scores among fourth graders taught with the Lucy Calkins method. Nor is the method unscientific. Using picture cues with corresponding words is supported by the predictable language theory of literacy. This approach is evident in Eric Carle’s popular children’s books. Stories such as the “Very Hungry Caterpillar” and “Brown Bear, Brown Bear What do you See?” have vibrant illustrations of animals and colors that correspond with the text. The pictures support children in learning whole words and repetitive phrases, suchg as, “But he was still hungry.”
Recommendations for parents, educators and policymakers
The most scientific way to teach reading, in my opinion, is by not applying the same rigid rules to every child. The best instruction meets students where they are, not where they should be. Here are five evidence-based tips to promote reading for all readers that combine phonics, balanced literacy and other methods. 1. Maintain the home-school connection. When schools send kids home with developmentally appropriate books and strategies, it encourages parents to practice reading at home with their kids and develop their oral reading fluency. Ideally, reading materials include features that support a diversity of learning strategies, including text, pictures with corresponding words and predictable language. 2. Embrace all reading. Academic texts aren’t the only kind of reading parents and teachers should encourage. Children who see menus, magazines and other print materials at home also acquire new literacy skills. 3. Make phonics fun. Phonics instruction can teach kids to decode words, but the content is not particularly memorable. I encourage teachers to teach phonics on words that are embedded in stories and texts that children absolutely love. 4. Pick a series. High-quality children’s literature promotes early literacy achievement. Texts that become increasingly more complex as readers advance, such as the “Arthur” step-into-reading series, are especially helpful in developing reading comprehension. As readers progress through more complex picture books, caregivers and teachers should read aloud the “Arthur” novels until children can read them independently. Additional popular series that grow with readers include “Otis,” “Olivia,” “Fancy Nancy” and “Berenstain Bears.” 5. Tutoring works. Some readers will struggle despite teachers’ and parents’ best efforts. In these cases, intensive, high-impact tutoring can help. Sending students to one session a week of at least 30 minutes is well documented to help readers who’ve fallen behind catch up to their peers. Many nonprofit organizations, community centers and colleges offer high-impact tutoring.
K. Dara Hill, Professor of Reading and Language Arts, University of Michigan-Dearborn
This article is republished from The Conversation under a Creative Commons license. Read the original article.
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