Mad Hatter Day Was First Recognized As an Official Holiday in 1988

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Mad Hatter Day Was First Recognized As an Official Holiday in 1988

Mad Hatter Day Was First Recognized As An Official Holiday In 1988 October 6 is a day set aside each year to bring out your silly side while celebrating National Mad Hatter Day. The fictional character, The Hatter (also known as The Mad Hatter) from Alice’s Adventures in Wonderland, is typically acting silly, and that is how the creators of this day decided on their theme of silliness for National Mad Hatter Day. Sir John Tenniel illustrated The Mad Hatter and all of Lewis Carroll’s colorful characters beginning in 1864. Alice’s Adventures in Wonderland was first published in 1865. The phrase “mad as a hatter” comes from the late 18th and early 19th centuries when haberdasheries used mercury nitrate. The exposure to this metal over time caused the tradesmen to develop symptoms making people believe they were mad. In 1986 some computer-folk in Boulder, CO celebrated a general day of silliness, inspired by the drawings of the Mad Hatter by John Tenniel in Alice In Wonderland. It was announced that year on computer networks, becoming more popular as people realized its value – some people did less damage by celebrating silliness than if they had done their jobs. In 1988 it was first recognized as an official holiday and received its first national press coverage. English illustrator John Tenniel depicted Hatter wearing a hat with 10/6 written on it. The 10/6 refers to the cost of a hat — 10 shillings and 6 pence, and later became the date and month to celebrate Mad Hatter Day. The Mad Hatter comic book character made his debut in Batman #49 in 1948. He is the supervillain who keeps his Wonderland counterpart’s costume and personality, with a lot of his gadgets stored in his hat. In the world of Batman, he is a scientist who uses mind-controlling devices to manipulate his victims. The real Mad Hatter was probably a man named Theophilus Carter. A seller of furniture not hats, he impressed his eccentricity upon Carroll in Oxford. While some reports suggest Carter was unaware of his influence on the Wonderland character If you stare into the mirror at the Mad Hatter’s shop in Disneyland, you’ll get a visit from the Cheshire Cat. Planning a trip to Disneyland anytime soon? Then be sure to make a date with the Hatter—and the Cheshire Cat. At the Mad Hatter’s shop, located in Fantasyland, look into the large oval-shaped mirror on the wall. After a few minutes, the Cheshire Cat will make a fleeting appearance. The Mad Hatter’s exchange with Alice at the tea party is classic. He asks her if she would like more tea, only to realize she hasn’t yet had any. When Alice responds by saying she can’t take any more, he responds with this quote…“YOU MEAN YOU CAN’T TAKE LESS. IT’S VERY EASY TO TAKE MORE THAN NOTHING.” Mad Hatter Riddle: On which day of the year do fewest people die? Sources: National Day Calendar Days of the Year Economic Times Good Reads Entity Mag.

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Teacher’s Introduction Educational Objectives The primary goal of these materials is the development of students’ appreciation of literature and the enrichment of their understanding of its historical context. Secondary objectives include the improvement of reading skills, expansion of vocabulary and appreciation of Carroll’s writing style. In educating students to become culturally literate, teachers should encourage the reading of classic literature, such as Alice’s Adventures in Wonderland and Through the Looking-Glass. In this way, students will be introduced to the work of seminal novelists, classic narrative tech- niques and elements of prolific, imaginative writing. In addition, encouraging young people to explore their own creative potential is a significant objective of any study of the arts. About This Workbook The student workbook is intended to supplement the reading of Alice’s Adventures in Wonderland and Through the Looking-Glass and to meet the educational objectives outlined above. With the exception of the vocabulary words themselves, the general vocabulary should be familiar to students working at the year six level and above. The Reading Comprehension Exercises encourage careful and critical reading by asking stu- dents both to recall details of the story and to pick out the main themes or ideas. Some ques- tions require students to make inferences and to draw conclusions about what they have read. The exercises also identify special vocabulary used in the book, offer practice in interpreting dif- ficult or idiomatic phrases, and help to prepare students for taking standardised objective tests. The Vocabulary Exercises introduce students to new words and to new forms of familiar words.
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