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Not Even Past

The Intra-American Slave Trade Database: A Review and Interview with Gregory O’Malley and Alex Borucki

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In honor of the centennial of the Nettie Lee Benson Latin American Collection, the 2022 Lozano Long Conference focuses on archives with Latin American perspectives in order to better visualize the ethical and political implications of archival practices globally. The conference was held in February 2022 and the videos of all the presentation will be available soon. Thinking archivally in a time of COVID-19 has also given us an unexpected opportunity to re-imagine the international academic conference. This Not Even Past publication joins those by other graduate students at the University of Texas at Austin.  The series as a whole is designed to engage with the work of individual speakers as well as to present valuable resources that will supplement the conference’s recorded presentations. This new conference model, which will make online resources freely and permanently available, seeks to reach audiences beyond conference attendees in the hopes of decolonizing and democratizing access to the production of knowledge. The conference recordings and connected articles can be found here.

En el marco del homenaje al centenario de la Nettie Lee Benson Latin American Collection, la Conferencia Lozano Long 2022 propició un espacio de reflexión sobre archivos latinoamericanos desde un pensamiento latinoamericano con el propósito de entender y conocer las contribuciones de la región a las prácticas archivísticas globales, así como las responsabilidades éticas y políticas que esto implica. Pensar en términos de archivística en tiempos de COVID-19 también nos brindó la imprevista oportunidad de re-imaginar la forma en la que se llevan a cabo conferencias académicas internacionales. Como parte de esta propuesta, esta publicación de Not Even Past se junta a las otras de la serie escritas por estudiantes de posgrado en la Universidad de Texas en Austin. En ellas los estudiantes resaltan el trabajo de las y los panelistas invitados a la conferencia con el objetivo de socializar el material y así descolonizar y democratizar el acceso a la producción de conocimiento. La conferencia tuvo lugar en febrero de 2022 pero todas las presentaciones, así como las grabaciones de los paneles están archivados en YouTube de forma permanente y pronto estarán disponibles las traducciones al inglés y español respectivamente. Las grabaciones de la conferencia y los artículos relacionados se pueden encontrar aquí.

In 2018, Gregory O’Malley and Alex Borucki published the Intra-American Slave Trade database to the Slave Voyages project, which now records more than 27,000 slave voyages across the Americas.[1] After enslaved people disembarked from their forced Trans-Atlantic journeys, many more were re-shipped and dispersed across the Americas to French, Dutch, English, Spanish, and Portuguese outposts and ports. Each unit in the database is composed of a single vessel’s voyage between its place of embarkation and disembarkation of captives. Sources such as port logs, merchant papers, and the logs of import duties record the arrival and departure of slaving vessels. The database includes records on voyages dating from the mid-sixteenth century to the later end of the mid-nineteenth century.

Screenshot of the homepage of the Intra-American Slave Trade Database which reads: This database contains information on more than 11,000 maritime voyages trafficking enslaved people within the Americas. These slave trades operated within colonial empires, across imperial boundaries, and inside the borders of nations such as the United States and Brazil. Explore the forced removals, which not only dispersed African survivors of the Atlantic crossing but also displaced enslaved people born in the Americas.

In line with the theme of the 2022 Lozano Long Conference, “Archiving Objects of Knowledge with Latin American Perspectives,” O’Malley and Borucki’s project sheds light on the significance of Latin America in the broader interconnected development of Atlantic Slavery throughout the Americas. Those visiting the database will find that the bulk of the intra-American slave trade was directed predominately towards the Spanish American mainland and Caribbean colonies. Indeed, the mainland Spanish colonies alone received 38% of the total volume of the Intra-American slave trade that crossed colonial boundaries.[2]

Notable re-export colonies included Portuguese Brazil and British Jamaica, where local merchants transshipped many thousands of enslaved people to other colonies. Such data illuminates the importance of what scholars have referred to as the entangled and integrated nature of the broader Atlantic world. Moreover, the data presented by the database illustrates the centrality of Latin America in broader conversations about the Atlantic concerning archives, slavery, and the African diaspora.

In my interview with O’Malley and Borucki, I asked a series of questions, encouraging them to reflect on some of the project’s significant challenges, insights, and contributions. In what follows is a brief introduction to their work through an abridged recap of our engaging conversation.[3] Borucki’s initial research examined enslaved people working on cattle ranches along the borders between Uruguay and Brazil. While working on his dissertation under the supervision of David Eltis, who was then compiling the first online iteration of the TAST (Trans-Atlantic Slave Trade) database, Borucki came across extensive documentation of trans-imperial slave trafficking leading to the colonies in the Rio de la Plata and Venezuela. Since that time, his focus has been on slave trafficking and the routes enslaved people took, shaping their experiences and identities in Latin America (particularly Montevideo and Buenos Aires). O’Malley’s interest in the intra-American slave trade was also sparked after encountering a profuse body of records documenting inter-imperial slave trafficking between different British imperial colonies.

This court register is an example of the resources available through the Slave Trade database. The photo shows the first page of the court’s register of "Liberated Africans" taken from the "Felicidade The Brigantine," a ship captured at sea by British cruisers and adjudicated at a court established at Sierra Leone under international anti-slave trade treaties. The register was kept as a formal record of emancipation that helped protect the individual from subsequent re-enslavement.
This court register is an example of the resources available through the Slave Trade database. The photo shows the first page of the court’s register of “Liberated Africans” taken from the “Felicidade The Brigantine,” a ship captured at sea by British cruisers and adjudicated at a court established at Sierra Leone under international anti-slave trade treaties. The register was kept as a formal record of emancipation that helped protect the individual from subsequent re-enslavement. The image is reproduced courtesy of the British National Archives. Source: British National Archives, Foreign Office, ser. 84, vol. 231, p. 177.

Among the many challenges O’Malley and Borucki faced compiling the database, perhaps the most significant was accounting for the issue of the intra-American contraband slave trade. While scholars have widely acknowledged evidence of the commonplace and ubiquity of illicit slave trafficking, accounting for the phenomena in the database posed a methodological challenge. The difficulties in acquiring and assessing records of clandestine slave trafficking challenge the ability to quantitatively account for it since a single slave voyage constitutes a unit in the database. Furthermore, Borucki notes that in many instances, the records that account for enslaved people as contraband lack sufficient details and information necessary for the identification of a slave voyage.

For example, he explains that in Venezuela, the records for the enslaved people who entered as contraband, as documented in individual records, show that they become legalized property through a regulated process called indulto. However, these sources lack information to connect these individuals to a specific slave voyage. Like the issue of accounting for the illicit slave trade, O’Malley notes the lack of data on the intra-American slave trade to the French Caribbean, which he and Borucki recognize as being vastly underrepresented in the database. Throughout much of the colonial period, the French colonies were on the receiving end of this contraband trafficking however, as Borucki observed, the French seldom produced records detailing these networks from their vantage point.

Nevertheless, in tracing the trafficking of enslaved people across imperial boundaries, O’Malley stated that “building the database forced me to reckon with how entangled empires were.” “I thought when I was starting out that I was mostly working on a project of movements of people within the British Empire and especially from the Caribbean to the North American colonies,” he explains. “But during the quantitative work of tracking all of these movements, I came across all of these voyages going out from Jamaica and other places, to Spanish colonies and French colonies.”

In Borucki’s research on Black social organizations and Catholic confraternities in Montevideo and Buenos Aires, he found that many enslaved people were not African-born but were born and trafficked from Brazil. Such communities had forged networks and connections between the Rio de la Plata and Brazil, further illustrating the importance of intra-American slave trading. Likewise, Borucki explains that this project raises questions about the trafficking of slaves and the trans-imperial formation of Black communities––their movement, experiences, and ideas that flow between imperial borders.  Together these complicate our idea of trans-imperial connections.

Enslaved people disembarking for sale at harbor in Brazil at some time in between the 1820s and 1830s
Enslaved people disembarking for sale at harbor in Brazil at some time in between the 1820s and 1830s. Source: “Debarquement”, Slavery Images: A Visual Record of the African Slave Trade and Slave Life in the Early African Diaspora

For O’Malley, “the thing that’s most striking with the intra-American database, specifically, is the sense of the scope of slavery in the Americas.” Indeed, while the Trans-Atlantic slave trade gives you the immense scale of transatlantic trafficking, “those voyages tend to go to a relatively small number of ports over and over again.” However, the Intra-American database draws our attention to those far-flung outposts, colonial backwaters, and ports, that when viewed together with the TAST data, truly illustrate the ubiquity of slavery across the Americas. In particular, Borucki points out that there was “a very active traffic in slaves in the Pacific “from Panama going down to a Lima, Peru, also across South America, from Buenos Aires going down to the Magellan straits and then north into Lima, and also from Central America going north as well.”

It is his hope that future historians will be able to capture this data, “to have some kind of representation really––– each little archive in Oaxaca, in Michoacán, in the western parts of Mexico have records on enslaved people of African ancestry being moved around to the confines of the Americas.” As new research continues to come to the fore adding new perspectives to the way we understand the broader history of the African diaspora and slavery across the Americas, the intra-American database will continue to be of importance to a wide variety of educators and scholar.

Borucki is a contributor to the upcoming 2022 Lozano Long Conference, honoring the centennial of the Nettie Lee Benson Latin American Collection, entitled “Archiving Objects of Knowledge with Latin American Perspectives.” Readers interested in learning more about their work are encouraged and invited to attend their panel at the conference entitled “Public, Access, and the Archival Dimensions of Digital Humanities.” For more information, stay tuned for updates at PORTAL, the Llilas Benson Latin American Studies and Collections official online magazine. 


Clifton E. Sorrell III is a third year History PhD student at the University of Austin at Texas. He earned a B.A in both African American Studies and History at the University of California, Davis, and is currently studying Atlantic Slavery and the African Diaspora under Professor Daina Ramey Berry. He is broadly interested in the politics of African Diaspora Freedom practice in the Anglophone-Spanish Caribbean in between the 17th and 18th century. His research covers a broad set of questions concerning African diasporic resistance in the inter-imperial geo-politics of the circum-Caribbean, gender, diasporic cultural politics and social recreation.

[1] “Intra-American Slave Trade,” Slave Voyages. Accessed November 10th, 2021. https://www.slavevoyages.org/american/about#methodology/0/introduction/0/en/

[2] Ibid

[3] I would like to thank Gregory O’Malley and Alex Borucki for taking the time to meet with me to conduct this interview. Clifton Sorrell in Conversation with (Authors) Gregory O’Malley and Alex Borucki (Conducted Nov. 9, 2021).

The views and opinions expressed in this article or video are those of the individual author(s) or presenter(s) and do not necessarily reflect the policy or views of the editors at Not Even Past, the UT Department of History, the University of Texas at Austin, or the UT System Board of Regents. Not Even Past is an online public history magazine rather than a peer-reviewed academic journal. While we make efforts to ensure that factual information in articles was obtained from reliable sources, Not Even Past is not responsible for any errors or omissions.

Eddie Anderson, the Black Film Star Created by Radio

By Kathryn Fuller-Seeley

In December 1939 Academy Award nominated, African American actress Hattie McDaniel was barred from attending the premiere of Gone with the Wind in Atlanta, Georgia because of her race Just four months later, a quite different scenario played out in New York City. In April 1940, the first elaborate premiere of a Hollywood studio-produced film was held in Harlem, the cultural capital of black America. Paramount Studios sponsored two simultaneous world premieres of Buck Benny Rides Again, a movie which, in every way but actual billing, co-starred American network radio’s premiere comedy star, Jack Benny, and his radio valet and butler, Eddie “Rochester” Anderson. One gala was held at the studio’s flagship theater, the Paramount, in midtown Manhattan. The other was held at the Loew’s Victoria Theater on 125th Street, in the heart of Harlem. In a most unusual move in an industry that limited roles for African-American performers to tiny, often uncredited parts as servants, Paramount also aggressively promoted the film’s surprise, break-out co-star, African American actor Anderson.

Eddie Anderson and Theresa Harris in Buck Benny Rides Again
Eddie Anderson and Theresa Harris in Buck Benny Rides Again

Paramount’s publicity department released a barrage of publicity in New York and in major African American newspapers across the nation, touting “Hollywood goes to Harlem!” for the separate premiere of Buck Benny Rides Again on the night before, April 23, 1940. The Victoria Theater was a 2,400 seat picture palace adjacent to the Apollo Theater. Eddie “Rochester” Anderson, Jack Benny’s film co-star, was given the “hail the conquering hero” treatment in Harlem—an estimated 150,000 people lined the streets as Anderson and major political, social, and entertainment dignitaries of black America paraded to the theater. Jack Benny, his radio cast members, film director Mark Sandrich and Benny’s radio comic nemesis Fred Allen, all appeared on stage at the Victoria to praise Anderson. After the show, Anderson was honored with receptions at the Savoy Ballroom and the Theresa Hotel. The event was extensively covered in breathless detail by the nation’s black press, and blow-by-blow coverage of the premiere was carried on a local black-oriented radio station.

Anderson’s role in the Buck Benny film as Jack’s valet “Rochester” carried over from radio, in a witty and “hip” display of intermedia storytelling and crossover fame. Anderson’s performance stole the movie, as it gave “Rochester” far more screen time than black actors had found in any Hollywood film that had not been a black cast feature. Buck Benny featured Rochester’s witty retorts to Jack’s (whom Rochester cheekily calls “Boss”) egotistical vanities, croaked out in his distinctive, raspy voice. The film and the role positioned Anderson as one of the most prominent African American performers of the era, despite—and because of—mainstream white racial attitudes of the day. It took star status in a rival medium (as co-star with a white comedian) for a black actor to achieve prominence in American film.

Buck Benny was among the highest grossing movies of the year at the American box office in 1940. Throughout the nation, movie theaters billed the film on marquees as co-starring Benny and “Rochester.” In many theaters, especially African American theaters in the South, but also in white and black neighborhood movie houses elsewhere across the nation, the marquee billing put “Rochester’s” name first above the title. The film’s box office success led to recognition of Anderson and Benny as spokesmen for civil rights and integration. The two were named to the Schomburg Center Honor Roll for Race Relations for their public efforts to foster interracial understanding. This moment before World War II further raised the consciousness of a young generation of African Americans to fight for civil rights, in an interlude before racist white backlash coalesced to further limit black entertainers in American popular media. Anderson’s success caused him to be hailed in black newspapers as being a harbinger of a “new day” in interracial amity and new possibilities for black artistic, social, and economic achievement.

Eddie Anderson’s radio-fueled movie stardom complicates the shameful Hollywood story of racism, racial attitudes, and restrictive limits on representations of African Americans in film and popular entertainment media in the late 1930s and World War II era. A middle-aged dancer, singer, and comic who’d forged a regional career in West Coast vaudeville and mostly un-credited servant roles in Hollywood films, Anderson rocketed to stardom due to his role on Jack Benny’s Jell-O program, one of the top-rated comedy-variety programs on radio in the 1930s. Anderson’s “Rochester” role in his first years on Jack Benny’s radio program (1937-1938) had contained heavy doses of minstrel stereotypes—stealing, dice-playing, superstitions—but from the beginning the denigratory characteristics were counterbalanced by the valet’s quick wit and irreverence for Benny’s authority, accentuated by his inimitable voice and the wonderful timing of his pert retorts and disgruntled, disbelieving “Come now!” This spark of intelligence and individual personality that Benny and his writers gave Anderson to work with, which he so embellished with his performance, made him an immediate sensation on Benny’s show.

Rochester critiqued Benny’s every order and decision, with an informality of interracial interaction unusual in radio or film depictions of the day. His lively bumptiousness raised his character above other, more stereotypical black servants in American popular media. Rochester could appeal to a wide variety of listeners, as historian Melvin Ely notes of “Amos n Andy.” He always remained a loyal servant and had to follow Benny’s orders, so he was palatable to those listeners most resistant to social change. Yet, in a small way, Rochester spoke truth to power, and he was portrayed by an actual African-American actor, so he gained sympathy and affection among many black listeners.

The enormous box office success of Eddie Anderson’s three co-starred films with Jack Benny in 1940-1941 fueled optimistic hopes in the black press that prejudiced racial attitudes could be softening in the white South. Rochester was hopefully opening a wedge to destroy the old myths that racist Southern whites refused to watch black performers, the myths to which racist white film and radio producers so stubbornly clung. The Pittsburgh Courier lauded Anderson as a “goodwill ambassador” bringing a message of respectability and equality to whites in Hollywood and across the nation. The hurtful representations of blacks in the mass media of the past could finally be put aside, The Los Angeles based African American newspaper, The California Eagle, optimistically argued in an editorial that Anderson’s example pointed to new hopes for interracial tolerance and black cultural and social achievement:

Two years ago Americans became conscious of a new thought in Negro comedy. It was really a revolution, for Jack Benny’s impudent butler-valet-chauffeur, “Rochester Van Jones” said all the things which a fifty year tradition of the stage proclaimed that American audiences will not accept from a black man. Time and again, “Rochester” outwitted his employer, and the nation’s radio audiences rocked with mirth. Finally, “Rochester” appeared with “Mistah Benny” in a motion picture – a picture in which he consumed just as much footage as the star. The nation’s movie audiences rocked with mirth. So, it may well be that “Rochester” has given colored entertainers a new day and a new dignity on screen and radio.

Eddie Anderson’s cross-media and cross-racial stardom was very real in the U.S. popular media between 1940 and 1943. Unfortunately, a series of unforeseen events, and the growing racial strife in the nation during the war curtailed Anderson’s film career. MGM attempted to build Anderson into a greater star, featuring him in its all-star black cast dramatic musical production of “Cabin in the Sky” with Lena Horne. But “Cabin in the Sky” was released in summer 1943, just as race riots erupted in Detroit and other manufacturing and military base cities over labor strife. Timid film exhibitors did not play up Anderson’s film or stardom for fear of violence playing out in their theaters. Racist white backlash against blacks gaining footholds of integration and prominence in American public life began spreading across the south. Anderson’s subsequent appearance in “Brewster’s Millions” (Paramount, 1945) caused the film to be banned in Memphis for its portrayal of pleasant interracial interactions. Although he remained the most prominent (and highest paid) black performer on radio and television through the late 1950s, his stardom faded to being only a core component of the Jack Benny ensemble.

From Kathryn Fuller-Seeley, Jack Benny and the Golden Age of Radio Comedy(2017).

More about radio, film, and race in the US

Melvin Ely, The Adventures of Amos n Andy: A Social History of an American Phenomenon. (1991). Ely examines the complexities of how two white entertainers created two comic black radio characters that divided American audiences, who either loved or loathed the most popular show on radio from 1928 until 1950.

Michele Hilmes. Radio Voices: American Broadcasting 1922-1952 (1997). This marvelous cultural history of the rise, flourishing, and demise of radio in American culture broke new ground in discussing the importance of gender and race for radio producers, narratives, and listeners.

Miriam J. Petty, Stealing the Show: African American Performers and Audiences in 1930s Hollywood ( 2016). Petty uncovers the many subtle ways that black film performers layered meaning, dignity, and outstanding talent into the minor roles they were given in American films.

Barbara Savage, Broadcasting Freedom: Radio, War and the Politics of Race (North Carolina, 1999). Savage explores the opportunities that wartime needs for African-American participation and support provided for more equitable representation and address in the nation’s most widespread media form.

  Quotations:

“Rochester: A New Day” California Eagle 24 April 1941: 8.

“Harlem’s Reception for Rochester at Film Premiere Tue, will top all previous ones,” New Amsterdam News 20 April 1940: 20.

“New Yorkers all set for Rochester’s Film Premiere,” Chicago Defender 20 April 1940: 20.

Film Review – Dazed and Confused (Dir: Linklater, 1993)

by Ashley Garcia

Borrowing its title from Led Zeppelin’s first album, Richard Linklater’s classic film Dazed and Confused continues to resonate with filmgoers and critics decades after its release. This September marks the twenty-fifth anniversary of Linklater’s cult hit and the overwhelming surge of Dazed and Confused viewing parties along with its re-release in theaters reveals the staying power of this small budget high school comedy. Linklater’s film is difficult to describe to those who have never seen it. In fact, the plot can seem quite uneventful. It lacks the drama, heartbreak, and seemingly high stakes of conventional high school stories and instead takes its viewers on a journey into the everyday banalities that make our lives what they are. Linklater’s film shows us how many of our life defining moments occur in the daily minutiae we experience.

The film takes place within a twenty-four-hour period on the last day of high school in Austin, Texas. Freshmen are hazed, the teens party under one of Austin’s legendary moontowers, and the story ends with a trek to purchase some killer Aerosmith tickets. The film perfectly encapsulates both the silly and startling aspects of high school. Whether you’re the anxious senior grappling with questions of the post-graduation unknown or the vulnerable freshman dazed by a new high school student hierarchy that feeds off freshman fear, the film captures the ethos of the high school experience. However, it would be easy to simply brush the film off as a lighthearted comedy that oozes nostalgia and brings its viewers back to the glory days of kegs, cruising, and classic rock. Linklater’s film exposes a new type of youth culture and lifestyle movement, referred to as slacker culture, born out of the failures and successes of radical domestic political and cultural movements collectively referred to as the American counterculture.

From left to right: Don (Sasha Jenson), Wooderson (Matthew McConaughey), Pink (Jason London), and Mitch (Wiley Wiggins) outside the bowling alley (via IMBd)

This new slacker culture emerged in the 1970s and consisted of a new type of cultural persona that fused the hippie with the dispirited misfit. The slacker embraced aspects of hippie culture that reinforced the right to be whatever type of individual you felt like being, but abandoned hippie political projects and radical ideologies. Slackers embodied an optimistic aimlessness while their politics celebrated choice and championed individual liberty. Slacker politics valued personal autonomy but rejected ideology and overarching political programs. Slackers were the non-participating participants. People with a point of view who lacked a cause.

The most vivid example of this slacker politics is represented in the storyline of the film’s most prominent character, Randall “Pink” Floyd. At the beginning of the film, Pink’s coach asks him to sign a sobriety pledge. The coach is concerned with winning a championship and does not want any of his players jeopardizing their chances of a winning season. Pink’s ambivalence toward the request lasts throughout the film as he grapples with options that include refusing to sign the pledge, quitting the football team altogether, or submitting to his coach’s authority. He ultimately refuses to sign the coach’s pledge but states that he will continue to play football regardless. Pink cites his right to privacy and above all else his independence when he refuses to sign the pledge. His refusal is more than teenage disobedience or protest for the sake of protest, yet the refusal is not an attempt to change the coach’s views on drug and alcohol use or pressure the coach into dropping the pledge requirement in its entirety. His protest is a statement about individual autonomy and the right to choose how to engage with the world on your own terms. The pledge is not portrayed as a collective issue that can be challenged by the gripes of the student body, but one that each football player must come to terms with on their own. If Linklater’s film was set in the sixties one cannot help but imagine the hippie version of Pink’s character staging an all-night sit-in or demonstration to protest the pledge with his fellow classmates.

Michelle (Milla Jovovich) in Dazed and Confused (via IMDb)

Pink’s decision at the end of the film embodies a slacker culture equipped with its own set of new cultural attitudes and political understandings. Slackers were indebted to a countercultural revolution that altered societal norms and changed the way America’s youth engaged with sex, drugs, and of course rock ‘n’ roll. However, these seventies slackers were left to face the fallout of a post-hippie and post-countercultural society where a new generation of young Americans lacked a cause or revolutionary project. By the late 1970s, the radical political movements that emboldened America’s youth for over a decade faded away and a new personal politics that emphasized individual choice and personal growth emerged. The high school slackers portrayed in Dazed and Confused embody this new personal politics and illustrate the evolution of youth culture following the death of the counterculture.

Linklater’s teenage characters can easily seem apolitical, inward thinking, or even lazy. One could view the characters’ priorities of getting high and hanging out as humorously pathetic, or a symptom of a group of teens with little professional and academic drive and nothing better to do. However, it would be a mistake to think that the film simply portrays a group of idle and self-centered teens looking for a good time. The film is punctuated with moments of self-reflection when its characters expose the depths of a new political attitude. Throughout the film, characters contemplate inherently political questions such as how to live a happy life, how to be true to yourself, and what it means to be free.

Director Richard Linklater (via Flickr)

While cruising the boulevard on the way to the moontower party, nerdy student Mike Newhouse reveals to his friends that he has decided not to go to law school. His dream to become an ACLU lawyer and “help the people that are getting fucked up and all that” has vanished. It only took a disastrous trip to the local post office where he witnessed a room full of pathetic people drooling in line to realize he is a misanthrope. When his friend asks him what he plans to do instead of going to law school he simply replies that he wants to dance. Linklater’s film is littered with these short but insightful moments that expose the ins and outs of slacker culture. Mike’s statements are laughable, yet they represent a decision to reject conventionalities and embrace an honest life. Mike believes it would be a lie to become a lawyer, even though he would be helping people in need. Linklater’s collection of stoners, slackers, and dreamers believe in staying true to themselves and being honest about who they are even if that means withdrawing from the world. Slacker politics is based in the banalities of everyday life and encourages individuals to follow the whims of their own hearts.

As the twenty-fifth anniversary of Dazed and Confused approaches, it is worth recognizing the indisputable contribution Richard Linklater has made through his reflective storytelling. In Dazed and Confused, Linklater offers us more than a stoner cult classic or sentimental high school comedy. The film not only captures the zeitgeist of the slacker movement but also provides insight into a cultural moment in American history. Dazed and Confused showcases a young generation’s struggles, dissatisfactions, pleasures, and truths. It navigates the rocky terrain of adolescence as young misfits, dreamers, and stoners discover who they are and how they want to live their lives.

Also by Ashley Garcia:

A Nation of Outsiders: How the White Middle Class Fell in Love with Rebellion in Postwar American by Grace Elizabeth Hale (2011)

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Demystifying “Cool:” A Brief History by Kate Grover

Popular Culture in the Classroom by Nakia Parker

Dorothy Parker Loved the Funnies

by David Ochsner

Interminable…The last thing Dorothy Parker wanted in her funnies was some fine print. In Frank King’s Gasoline Alley strip from 1927, Walt gets full custody of the orphan Skeezix (via hoodedutilitarian.com)

“It is amazing, it is even a little terrifying to see how the spirit of the comic strip has changed,” wrote Dorothy Parker in her Dec. 3, 1927 “Reading and Writing” column for The New Yorker. Time was, she lamented, when the daily strips concerned themselves “with chubby children blowing their elders to hell with generous charges of dynamite,” and “each set of pictures ended gloriously, with a Bam and Pow, in the portrayal of the starlit delirium induced by a cracked skull.”

Dorothy Parker in the 1920s (via Wikipedia)

Most of us know Parker as one of America’s great satirists and a founding member of the Algonquin Round Table. She could also be a tough critic. No author was sacred in her book review column, which ran in The New Yorker from 1927 to 1931. She summed up the beloved “Pooh” poems in A.A. Milne’s Now We Are Six as “affected, commonplace, bad,” and when Sinclair Lewis published The Man Who Knew Coolidge, she dismissed it as “an outrageously irritating book.”

So it was a bit of a surprise to discover that Parker was also a dedicated reader of the funny pages, which doubtless offered her respite from the bouts of depression she suffered throughout her life. When favorite strips such as The Gumps abandoned broad humor in favor of long-form melodrama, Parker was crestfallen, lamenting that she hadn’t “seen a Pow or a Bam in an egg’s age.”

Andy Gump, in simpler times, from a 1920 strip featuring The Gumps, by Sidney Smith (via newspapers.com)

Sidney Smith, creator of The Gumps, is often credited as the originator of the comic strip melodrama. Unlike a daily, stand-alone gag, this serial approach kept readers waiting for the next installment. Smith was also the first cartoonist to kill off a regular character. His “Saga of Mary Gold,” which ran during 1928-29, ended with sweet Mary’s tragic death and prompted a flood of letters from readers demanding her resurrection.

Busying himself with charity work while being mixed up with spies, Andy Gump had “lost his touching and epic sympathy,” Parker wrote. On top of that, Little Orphan Annie had also gone soft, Annie helping a widowed neighbor with her housework rather than “fighting various gangs of desperadoes.”

Not Your Broadway Annie…Before she went domestic, Harold Gray’s Little Orphan Annie could kick some butt, as she did in this 1927 strip

Over in Gasoline Alley, a gag strip that featured the simple life of guys and their cars, the strip’s creator, Frank King, was allowing his characters to age naturally. “That hurts, Parker wrote. “We ask our comic artists for bread, and they give us realism.” She lamented the strip’s “interminable” storyline, which at the time was mired in a custody battle in which “Unca Walt” (the strip’s patriarch) was desperately trying to adopt little Skeesix, who had been left on Walt’s doorstep in a 1921 strip. Parker feared that by the time the custody battle was settled, “Skeesix is going to be a kindly old gentleman with a flowing beard” (Skeesix, now 96, is still occasionally featured in the strip).

Parker concluded that the melodramatic comics “are unquestionably what the readers want,” and was “surely indicative of something…I cannot bear to analyze it. My great heart is broken for my people. What this country needs is more Bams and more Pows.” If Dorothy were still around today, she would find plenty of Bams and Pows at the Multiplex.

David Ochsner writes the blog, A New Yorker State of Mind, in which he chronicles his experiences reading every issue of the New Yorker magazine. He is currently mired in the fall of 1928.

Also by David Ochsner on Not Even Past:

Reading Every Issue of the New Yorker

You may also like:

Hearing the Roaring Twenties: The New Archive (No. 12)
The Civil War, as seen by the artists of Harper’s Weekly
Digital Teaching: Mapping Networks across Avant-Garde Magazines
Media and Politics From the Prague Spring Archive, by Ian Goodale

“Doing” History in the Modern U.S. Survey: Teaching with and Analyzing Academic Articles

Originally posted on Process History on September 5, 2017.

by Christopher Babits

Near the end of the spring semester, my department asked me to teach a summer session of U.S. History since 1865. I had a short time to think about what I’d teach and how I’d teach it. For me, it was important for students to “do” the work of historians. This meant more than reading primary sources, though. In addition to this, students would engage with “essential questions” that are key for understanding the United States’ recent past. Moreover, in lieu of assigning a traditional textbook, which might not fully align with these essential questions, I decided that my students would read, analyze, and critique articles from the Journal of American History.

My first preparatory task was to frame the course around the essential questions. I wanted to create questions around a broad range of potential student interests. I chose four topics: 1) America’s role in the world; 2) economics and labor; 3) women and gender; and 4) comparative civil rights. These topics covered some of the important themes of post-Civil War U.S. History.

The questions I crafted (see Figure #1: The Course’s Essential Questions) were beneficial on several levels. Initially, they helped me with one of the most daunting challenges of syllabus creation—picking and choosing content to cover. These essential questions narrowed what I would focus on; lectures and in-class activities would always have to answer (at least) one of these questions. On top of this, I used the four questions to pick articles from the Journal of American History. From a content standpoint, these articles would provide additional detail that my lectures and in-class activities might not be able to cover in depth.

Selecting academic articles for an introductory survey can be tricky. I had to think about whether students would have enough prior knowledge to truly engage with the secondary source. At the same time, I needed to be cognizant of whether the article covered a fair amount of time, which might then help students understand important historical concepts, like change over time and contingency. Moreover, if I could, I wanted the articles to be useful for answering more than one of the course’s essential questions.

The Journal of American History, March 2014

I ultimately chose fifteen articles from the Journal of American History to help students answer the course’s four essential questions. (See Figure #2: Academic Articles for a complete list.) Erika Lee’s “Enforcing the Borders,” for example, helped students compare and contrast a wide-range of racialized lived experiences from the Chinese Exclusion Act through the 1924 Immigration Act. Her article complemented lecture material on and primary sources about the history of white supremacy. Julia Mickenberg’s “Suffragettes and Soviets,” on the other hand, highlighted the interconnections between domestic and global events. Mickenberg’s article proved useful for students interested in women’s and gender history as well as those fascinated by the events of the First World War. Jacquelyn Dowd Hall’s classic, “The Long Civil Rights Movement,” was one of my students’ favorite articles. Hall famously critiqued the “classical” phase of the Civil Rights Movements in her article. Yet, for the purposes of my course, Hall’s article also helped students better understand the history of African Americans, the intersection of race and gender, and racialized economics. Hall’s seminal article, then, could assist students with three of the course’s four essential questions.

Students who are used to reading textbooks, however, can find reading academic articles challenging. To have them gain the skills necessary to successfully engage with these academic articles, I devoted a fair amount of in-class time to reading, interpreting, and analyzing these sources. I viewed my role as an encouraging coach who kept his approach to the analysis of academic articles straightforward and accessible. For the first three articles assigned in the class, I had students (re)read the introduction and the conclusion with a partner or in small groups. I asked students to underline and annotate where the historian(s) articulated their argument. Sometimes this meant that students had to mark several parts of the introduction and conclusion, trying to make sense of complex arguments which had multiple supporting parts. At first, this was a tough task for students, consuming upwards of 20 minutes of a 75-minute class. However, as we spent more time on this skill, students slowly gained more confidence. I was able to go around the room to work with small groups of students, focusing them on specific parts of introductions and conclusions. After a couple sessions, I asked students to paraphrase arguments in their own words. Students’ confidence grew the more they worked with one part of “doing” history—understanding historical arguments. Over time, what had taken 20 or 25 minutes soon dwindled to 12 or 15.

Students were required to write an analysis for two of the academic articles they read. To ensure further success, students were provided a fair amount of scaffolding on these assignments. To assist with article analyses, I created a reading grid that asked students to: research the historian/scholar; note and critique the sources used in the article; make historical connections to lectures and/or primary sources; and reflect on how the source could answer one of the course’s essential questions. I had detailed questions for each box of the reading grid, providing a fair amount of guidance for students to understand what they should be looking for when analyzing an article. Figure #3:The Reading Grid displays the course’s emphasis on scaffolding the analysis of academic articles.

By the end of the term, I could see that the focus on teaching with and analyzing academic articles worked on several levels. The most important, in my opinion, was how students improved from their first to their second article analysis. They had a much more nuanced understanding of historical argumentation in their second analyses. In addition, students wrote more critically about the historians’ source bases and felt more comfortable critiquing “master narratives” they had learned in high school. For those afraid of using academic articles in their surveys, I want to offer a simple reassurance: students never shied away from this hard work. My provisional course instructor survey scores indicate that students recognized article analyses as a core part of their learning. I already have a strong sense of which articles students enjoyed, but I hope my course instructor surveys include constructive criticism about the articles students viewed as least helpful for answering the course’s essential questions.

There were other outcomes to using academic articles. Many of the articles I selected emphasized U.S. History in a transnational perspective. As a result, students had to think about the United States as a place which influences—and is influenced by—others parts of the world. By carefully selecting articles, I also made it so I did not have to assign a traditional textbook. Lectures, primary sources, and the articles covered enough material for students to understand the American experience and to walk away with their own informed interpretation of the nation’s history.

As an educator now weeks removed from the course I taught, I see an even greater purpose to teaching with academic articles. As we navigate a period of deep political division, one that is fraught with fear for many, teaching with academic articles has the possibility to instill crucial civic skills in our students. By respectfully challenging those who came before them, each scholar I assigned demonstrated that disagreement is a core part of the democratic experience. Using academic articles instead of a textbook allowed my students to see that disagreement does not need to be hateful or vitriolic. Instead, it can be a productive way to move forward, pushing in the direction of the “more perfect Union” enshrined in the Constitution.

Figure 1: The Course’s Essential Questions

America’s role in the world Determine how the United States’ foreign policy changed and/or remained consistent from the Spanish-American War through the Cold War. How did the U.S. confront the challenges it faced around the globe? Are there core tenets (or beliefs) that have guided American foreign policy? If so, what are they? If not, how do foreign policy conflicts differ from each other?
Economics and labor Evaluate the ways the American economy has changed over the past 150 years. How did “big business” alter the landscape of U.S. industry? Why did Progressive Era and New Deal reformers pass the reforms they did? Have Americans found a way to balance economic growth and workers’ rights in the post-World War II period?
Women and gender Analyze the political and economic fight for women’s equality. To what extent has the role and status of women changed over the past 150 years? What have been landmark victories for women’s rights? Why have various political factions opposed women’s and feminist groups? Is there work left to be done?
Comparative civil rights The continued fight for equality has, in many ways, defined the American experience. Compare and contrast the struggle for civil rights that two of the following segments of the population experienced: 1) African Americans; 2) women; 3) Mexican Americans; 4) Asian Americans; and/or 5) LGBTQ individuals. Are there commonalities that you see in the political rhetoric and tactics of these two groups? How would you describe the unique challenges these segments of the population faced? What are the arguments, agendas, challenges, etc. that have made coalitions difficult to form, both within and between different rights movements?


Figure 2: Academic Articles

Author Article title Year of publication Essential question(s) answered
Erika Lee Enforcing the Borders: Chinese Exclusion along the U.S. Borders with Canada and Mexico, 1882-1924 2002 America’s role in the world & comparative civil rights
Richard White Information, Markets, and Corruption: Transcontinental Railroads in the Gilded Age 2003 Economics and labor
Jürgen Martschukat “The Art of Killing by Electricity”: The Sublime and the Electric Chair 2002 Economics and labor & comparative civil rights
Julia L. Mickenberg Suffragettes and Soviets: American Feminists and the Specter of Revolutionary Russia 2014 America’s role in the world; women and gender; & comparative civil rights
Lisa McGirr The Passion of Sacco and Vanzetti: A Global History 2007 America’s role in the world; economics and labor; & comparative civil rights
Julia C. Ott “The Free and Open People’s Market”: Political Ideology and Retail Brokerage at the New York Stock Exchange, 1913–1933 2009 Economics and labor
Rachel Louise Moran Consuming Relief: Food Stamps and the New Welfare of the New Deal 2011 Economics and labor & women and gender
James J. Weingartner Americans, Germans, and War Crimes: Converging Narratives from “the Good War” 2008 America’s role in the world & comparative civil rights
Thomas A. Guglielmo Fighting for Caucasian Rights: Mexicans, Mexican Americans, and the Transnational Struggle for Civil Rights in World War II Texas 2006 America’s role in the world; economics and labor; & comparative civil rights
Elaine Tyler May Security against Democracy: The Legacy of the Cold War at Home 2011 America’s role in the world; economics and labor; women and gender; & comparative civil rights
Nancy Bernkopf Tucker Taiwan Expendable? Nixon and Kissinger Go to China 2005 America’s role in the world & comparative civil rights
Jacquelyn Dowd Hall The Long Civil Rights Movement and the Political Uses of the Past 2005 Economics and labor; women and gender; & comparative civil rights
Michael B. Katz et al. The New African American Inequality 2005 Economics and labor & comparative civil rights
Kevin J. Mumford The Trouble with Gay Rights: Race and the Politics of Sexual Orientation in Philadelphia, 1969-1982 2011 Women and gender & comparative civil rights
Michael H. Hunt In the Wake of September 11: The Clash of What? 2002 America’s role in the world

Figure 3: The Reading Grid (PDF)

Also by Christopher Babits on Not Even Past:

Finding Hitler (in all the Wrong Places?)
The Rise of Liberal Religion by Matthew Hedstrom (2013)
Encountering America: Humanistic Psychology, Sixties Culture, and the Shaping of the Modern Self by Jessica Grogan (2012)
Another perspective on the Texas Textbook Controversy

You may also like:

A collection of articles by faculty and graduate students on teaching US survey courses
Teaching Assistants in the Department of History share stories on learning to teach
History Professor Jeremi Suri experiments with teaching US history survey courses digitally

IHS Roundtable: Loving v. Virginia After 50 Years

Movie poster for the movie Loving

On March 23, 2017, the Institute for Historical Studies sponsored a roundtable on the landmark Supreme Court decision that struck down laws banning inter-racial marriage. Director of HIS, Seth Garfield, introduced the three panelists, who included Jacqueline Jones, Chair of the UT Austin History Department and well known to readers of Not Even Past, Kevin Noble Maillard, Professor of Law at Syracuse University and co-editor of Loving v. Virginia in a Post-Racial World: Rethinking Race, Sex, and Marriage, and Jeff Nichols, the director and screen writer of Loving, the 2016 feature film devoted to telling the story of Richard and Mildred Loving and their road to the Surpeme Court.

You can listen to an audio of the roundtable here. A transcript appears below.

Transcription by Rebecca Johnston, Henry Wiencek, and Maria Hammack.


GARFIELD:
On behalf of the Institute for Historical Studies it is my pleasure to welcome you this afternoon to our panel commemorating the fiftieth anniversary the Loving v. Virginia decision. This landmark decision struck down laws banning interracial marriage as a violation of the Equal Protection Clause of the 14th amendment. At the time so-called anti-miscegenation laws were on the books in 16 southern states including Texas. Many years ago sociologist C. Wright Mills observed that “No social study that does not come back to the problems of biography, of history, and of their intersections within a society has completed its intellectual journey.”  The story of Mildred and Richard Loving and the watershed case that bears their name in many ways epitomizes such intersections. A story of love, on one hand, so tender, so private, and so ordinary, and on the other hand to persecuted, so public, and so extraordinary, as the couples’ marriage became engulfed by and deepened the broader political struggles for Civil Rights and racial equality in the South.  So today, fifty years after the Loving decision, we’re pleased to have an interdisciplinary panel composed of an historian, a legal scholar, and a filmmaker, to examine the historical origins of said anti-miscegenation laws in the United States, the battles to overturn them and the paths and challenges to greater colorblindness and marriage equality in the U.S.

Black and white image of Richard and Mildred Loving
Richard and Mildred Loving (via Wikimedia Commons).

GARFIELD: Our first panelist is Dr. Jacqueline Jones, Chair of the History Department and Walter Prescott Webb Chair in History and Ideas/Mastin Gentry White Professor of Southern History at UT Austin. Professor Jones is the author of ten books, including A Dreadful Deceit: The Myth of Race from the Colonial Era to Obama’s America, published in 2013, which was a finalist for the Pulitzer Prize. She’s also the author of Labor of Love, Labor of Sorrow: Black Women, Work and the Family from Slavery to the Present, which was also a finalist for the Pulitzer, and won the Bancroft Prize. Her current project is a full-length biography of Lucy Parsons, orator and labor agitator, who was born to an enslaved woman in Virginia in 1851. Professor Jones has won numerous grants and awards, including a MacArthur Fellowship. Please join me in welcoming Dr. Jacqueline Jones.

Headshot of Professor Jacqueline Jones

JONES: Thanks for the introduction, Seth. It’s really a pleasure to be here today, especially with my fellow panelists, Professor Maillard and Mr. Nichols, both of whom have done so much to advance our understanding of and appreciation for the Loving v. the State of Virginia decision: Professor Maillard through his wide-ranging book, Loving v. Virginia in a Post-Racial World, and Mr. Nichols, through the beautiful, compelling movie, Loving.

My first awareness of laws against intermarriage stems from my days as a high school student in Delaware, when I learned that my French teacher, my junior year, was not allowed to live with his wife in the state of Delaware. They lived in Pennsylvania just across the line instead. So among those sixteen southern states that banned interracial marriage through the 1960s was the State of Delaware. I grew up in a rigidly segregated little town of 500 people. There were four churches in this little town – two black, two white, three Methodist, one Presbyterian. This was a small town between Newark and Bloomington, Delaware. And if I’d learned anything from that experience, it was how presumably well-meaning white people could accommodate themselves to – acquiesce in – forms of discrimination such as anti-miscegenation laws, so-called. My parents and my extended family saw this as customary, as a matter of tradition, something that really did not affect them or other churchgoers at this time. So a reminder, here, as we look back to 1967 and wonder how people could so persecute a couple for their relationship, we have to remember how many people were indifferent, and some of course were actively outraged.

Black and white image of a white sign that says in black letters "We want white tenants in our white community" from 1942
White tenants seeking to prevent blacks from moving into the Sojourner Truth housing project in Detroit, 1942 (via Wikimedia Commons).

By way of introduction, I would just like to restate what Seth already mentioned in his introduction – the obvious central paradox that informs our understanding of the institution of marriage, that it is built on the most private, intimate of human relationships, and yet it is not only highly public, but also highly politicized. Specifically in the South, but not only in the South, the states’ regulation of interracial marriage has been a means to further and preserve white supremacy.

I’d like to very briefly discuss four themes today. First of all, I want to distinguish between interracial sex and interracial marriage. They are related, but they’re not the same thing. Secondly, I want to remind us to remain alert to the hypocrisy and dissembling. We’ll hear much about white men who objected to race mixing and miscegenation, but that is only partially true. Let’s see what they do and not just what they say. Certainly, there were distinct limits to their outrage. Third, the subject of interracial marriage has a history. We can compare, for instance, the Antebellum period in American history to the period after the Civil War and see how attitudes towards relationships, especially marriages between white men and black women, changed over time. And finally, I want to suggest that interracial marriage is a complicated question, revealing of definitions of family, race, power, and citizenship.

Those of you who know me and know my work know that I object to the word “race” for its imprecision, but mainly because it doesn’t really exist. It’s a fiction. Racial ideologies of course are very powerful, and have had a pernicious influence on this country. But that’s very different from the idea of race, which presupposes a hierarchy of racial groups and the notion itself of course seeks to categorize people into certain groups. I’ll be using the term race, though, even though I don’t think it really exists, except as an ideology, a political strategy. And the strategy here is among people who seem to construct hierarchies of power based on lineage and gender, and skin, color, and class.

So, here, at the beginning of my first point, which is distinguishing between interracial sex and interracial marriage, let’s go back to the 17th-century Chesapeake, Maryland and Virginia, those colonies, and reflect on the reality of colonial settlements, which had too much land and too few workers. We see, early in the century, masters of indentured servants, white and black, impregnating their women servants in order to extent those servants’ indentures. That is, in order to extend their time of service. It was illegal for a young woman who was a servant to become pregnant. She could be forced to serve more than the customary seven years if she did become pregnant. So what happened was officials in the Chesapeake began to pass laws saying that if an indentured servant became pregnant, her time would be given or sold to another master. That was to discourage masters from impregnating their servants and making them spend longer on their indentures.

Black and white photograph of slaves working on a plantation, circa 1862–1863
Slaves working on a plantation, circa 1862–1863 (via Wikimedia Commons).

Also during this period we find a very distinct development, and that is the colonies decide that legal status should flow from the mother’s status, and not from the father’s status. That was primarily because slave owners, again, were impregnating enslaved women. As a result, regardless of the father’s status, regardless of the physical appearance of the children, the children were, of course, legally enslaved. And I think this fact shows the “why?” of race. People often talk about race-based slavery. But in fact, children with one white parent or one black parent were of neither race. It’s very difficult to speak in racial terms of children whose parents are mixed. But in any case, we do find, throughout the Antebellum South, by the late Antebellum period, clear evidence that many children of slave owners have become enslaved, because they are the offspring of white men physically and sexually abusing enslaved women.

The term miscegenation was actually coined during the American Civil War, and the aim here of laws against miscegenation was to uphold the authority of well-to-do white men who sought to control land, labor, and inheritances to the detriment of white women. And also the detriment of black and Native American men and women. Before the Civil War, black-white marriages were not encouraged, certainly, but they were in many cases tolerated, because they didn’t threaten the racial hierarchies embedded in the institution of slavery. But beginning in the 1860s and then through the 1960s, the American legal code enshrined the idea that interracial marriage was unnatural. In other words, once slavery was destroyed, local and state officials felt they had to carefully monitor not just interracial marriage, but also interracial sex, mainly between black men and white women. We see in the 1890s, when the Populist Party is beginning to make a strong pitch for the common interests among black and white sharecroppers and tenants, we see during this period the demonization of black men, the image of the black man as rapist, the white woman as victim. This, as Ida B. Wells-Barnett and other anti-lynching activists pointed out, was a total fiction. And yet, it was an image that was meant to drive a wedge between landless black and white tillers of the soil who otherwise would’ve understood that they had much in common.

Color-coded map of the United States that showed which states had laws against inter-racial marriage until Loving v. Virginia in 1967
States in red on this map still had laws against inter-racial marriage until Loving v. Virginia in 1967 (via Wikimedia Commons).

I want just for a moment, though, to detour to a marriage that I know a little bit about, and that is between a formerly enslaved woman and a white man. I just finished a biography of Lucy Parsons, who was born to an enslaved woman in Virginia in 1851 and forcibly removed with the rest of her master’s plantation to Texas in 1863, in the middle of the Civil War. After freedom, she and her family moved to Waco, where she met a young white man named Albert Parsons. Albert Parsons later became famous for his role in the Haymarket affair. He was hanged in 1887. In any case, Lucy and Albert Parsons were able to marry in Texas in 1872. And it’s interesting because there was a very small window of opportunity for them to do so. After the war, Southern whites were interpreting marriage laws to mean that black people could marry among themselves for the first time legally, but that they could not marry white people. In 1872, and for a few months in 1873, the Republican Party held sway in the State of Texas. Albert Parsons, who was a Republican operative, took advantage of that window of opportunity. He and Lucy got married; I think probably the mayor of Waco presided over their marriage. But by the next year, the Democrats had regained control of the state again, and the couple had to move to Chicago, where they lived the rest of their lives. She lived until 1942. They lived in a German immigrant community in Chicago, which seemed to accept them for who they were.

Bans on interracial marriage obviously have had implications for family relations. White kin have been determined to withhold from Indian, Native American, African American, and Asian would-be wives’ land, inheritance, and other resources from their marriage with white men. And this was, of course, as Professor Maillard has pointed out in his book, not just a black-white issue, but an issue related to a whole host of other groups defined as non-white. The point here is that a white man’s marriage to a black [woman], of course, implicitly implied a redistribution of land and resources if he died before she did. And that, of course, was something that white supremacists could not abide. Extralegal interracial families were common throughout the South after the Civil War. I would think that, had Richard Loving been wealthy, and had he not married Mildred Jeter, Caroline County officials would have left the couple alone. So we see a couple of issues there – the arrogance of white men of means in exploiting black women, and we also see the idea that marriage here really changes the dynamic, because it does involve control over land and inheritances.

So, the theme of hypocrisy. In the film, the county sheriff – I think it’s the sheriff, i’m not sure – says that that robins and sparrows were made separate by god, and that they should never be joined together. The judge, the local judge in the case, Bazile, rails against race mixing as if there is a real principle here at stake. We know, though, slave owners who raped enslaved women – that was a logical component of the slave system. By doing so and producing children, these white men enhanced their labor forces. Yes, they did enslave their own children. In the process, they also demeaned and humiliated black men, and they held the enslaved community in subjection. Mary Boykin Chesnut, the well-to-do wife of a South Carolina politician, said famously: “White women on the plantation seemed to know where the white children on other plantations came from, but the ones on their own plantation, they think dropped from the sky.”

Black and white image of a family of slaves in Georgia, circa 1850
Family of slaves in Georgia, circa 1850 (via Wikimedia Commons).

So after the Civil War, black men’s sexual relations with white women became a piece with agitation for civil rights. Poor women who married black men were deemed immoral and promiscuous. But getting back to this hypocrisy about a time where segregation was certainly the law of a particular region, if not the land, consider the case of Strom Thurmond, who loudly denounced integration. If you’ll recall, Strom Thurmond, born in 1902 in South Carolina, was a U.S. senator for 48 years from that state. He ran on the Dixiecrat ticket in 1948, ran for president. In 1964, he became a Republican because of his opposition to the 1964 Civil Rights Act, outlawing discrimination in housing and in jobs. That year – he had declared, actually, in 1948, when he ran for president: “All the laws of Washington and all the bayonets of the army cannot force the negro into our homes, into our schools, our churches and our places of recreation and amusement.” Well, note that many black women were already going into white homes every day to work as domestic servants, and as laundresses and as cooks. That was not the purpose of segregation, to keep black women from serving white households. It was to humiliate black people in public and keep them in separate parks or away from parks, in separate parts of the movie theater, and so forth. In 1925, Strom Thurmond raped a domestic servant in his house, 16-year-old domestic Carrie Butler. His daughter Essie Mae Washington and Thurmond’s family kept this secret until his death in 2003. Miscegenation laws were finally taken off the books in South Carolina in 1998 and in Alabama in 2000.

But what I wanted to juxtapose here was Thurmond, with his strident arguments against integration, when every day this vulnerable young woman was coming into his home, the home of his parents, and he certainly had no compunction about sexually abusing her. The Lovings, as people will recall, were sentenced to one year in prison for violating Virginia’s Racial Integrity Act of 1924. That year, I think, has a broader context. Obviously, it was a time when the United States was limiting the immigrants who could come into this country to those from European nations. It was a time of scientific racism. And under the Virginia law, members of so-called non-white races could marry each other, but they could not marry white people. So again, the aim here was to uphold white supremacy and not the separation of the races per se.

Photograph of Senator Thurmond on his 100th birthday, shortly before his retirement from the US Senate
Senator Thurmond on his 100th birthday, shortly before his retirement from the US Senate (via Wikimedia Commons).

The relationship between marriage and power – this is clear, I think. And again, we come back to the fact that when Richard Loving did predecease his wife, his assets went to her. They, in other words, went presumably to her extended family within a black community. Their children were called unnatural and bastards, and again, think of the hypocrisy here. The United States has ample evidence that prohibitions against race mixing have not been adhered to at all. What is race – the Loving children, Donald, Sydney, and Peggy, were labeled black. But the mixed heritage here – Mildred Jeter was a descendant of Native Americans as well as of people of African descent – the mixed heritage revealed how foolish these very rigid, strict classifications were. So marriage is an integral component of American citizenship. It confirms not only rights, but also respect on a couple.

In conclusion, I just want to say that beginning in the British North American colonies and stretching into our own time, state-based efforts to control or prohibit interracial marriage and interracial sex, all the while sanctioning the abuse of black and other minority women – that’s a long and sordid history. Indeed, today we see vocal resistance to gay marriage among people who, like their Southern white forebearers before them, invoke god to argue that same-sex relationships, and not just marriage, are sinful. Obviously, we cannot congratulate ourselves that the Loving decision of 1967 settled this question once and for all. Though we can acknowledge that it was a long past due, if not entirely successful effort, to curtail state power in criminalizing intimate relationships in general, and marriage in particular, between consenting adults. Thank you.

GARFIELD: Thank you. Our next speaker is Dr. Kevin Noble Maillard. He is Professor of Law at Syracuse University. Professor Maillard is a co-editor of Loving v. Virginia in a Post-Racial World: Rethinking Race, Sex, and Marriage, published by Cambridge University Press in 2012. Katherine M. Frank, Professor of Law at Columbia Law School, noted that the edited volume “contains some of the most thoughtful, and original essays on race, family, nation and law.” Originally from Oklahoma, he is a member of the Seminole Nation, Mekusukey Band. He received his B.A. in Public Policy from Duke University, his J.D. from Penn Law School, and his Ph.D. in political philosophy from the University of Michigan. Dr. Maillard is a frequent commentator on race in the United States. He’s written for The Atlantic and provides on-air legal commentary to MSNBC, and is a contributing editor to The New York Times. We’re so pleased he could join us today coming in from New York. Please welcome Professor Maillard.

Headshot of Professor Kevin Noble Maillard, Professor of Law at Syracuse University

MAILLARD: Thanks for coming, I’m glad to be in such esteemed company here in Texas. This is really great and the weather of course is just really welcome for me coming from New York where there’s still snow on the ground.

I first became interested in this topic just by being born. My dad is West Indian, his grandparents came over from St. Maarten in the 1800s. My mother is from Seminole Nation of Oklahoma and that’s where I grew up. And so, I also went to high school in Tulsa, OK, where I had these parents with this background and then I went to an all-white high school so I’ve always kind of suffered being the only one of whatever it is in all of my institutions.

So, here’s what I find so interesting about licenses. We have to have a lot of licenses, do a lot of things. We need a license to drive. We need a license to in Texas to hunt, to own a gun. We need a license to do a lot of things. We also need a license traditionally to have sex. That’s what marriage is. When I tell this to my students they kind of look at me like “we don’t have to have a license.” But when the state is recognizing that relationship and according benefits, protections and privileges because of that relationship then the license to have sex becomes something that is worthy of holding and it becomes a property interest where we can exclude other people and we can have expectations on what we desire to get out of the marriage. We have this interest in marriage where we expect things to come from it. So, when we see these wars over what marriage means over who can and cannot get married these are just culture wars with marriage there that’s in the middle. That thing that academics on college campuses would call a liminal space. Normal people might call it a flashpoint. Other people on the street might just call it a really important issue. For marriage itself, it is a legal relationship but it’s not about love that much. Love is a new concept in the issue of marriage.

Black and white photograph of a protest against integration in Little Rock, Arkansas
Protest against integration, Little Rock, AK (Wikimedia Commons).

So, I study legal history and when we think about marriage this is an exchange of property. As Professor Jones was saying, we are transferring property from white men to other people. Would they have looked at the Lovings differently had Richard Loving been a rich guy? If he had a lot of property to give a way? If he had a lot of property to transmit at his death? Think of marriage also as a way of classifying people. Think of when you go to the doctor’s office and every time you go there’s some status that you have to put on. What do they want to know? Your address, your phone number, your next of kin, that kind of information. But they always want to know whether you’re married or not. That’s interesting, right? They want to know if you’re married or not and there are only four choices: single, married, widowed, divorced. Everyone else is just dead to the world. It doesn’t say if you’re dating, if you’re cohabiting, there’s no “it’s complicated” like they would have on Facebook. There are all these rigid statuses because the state can only see the red light or the green light, there’s nothing that’s in between. So, for marriage, it places people into pegs and society we can look at these people and say “are they joined? Are they committed? Are they not committed?”

So, from my own person life, I’ve been studying marriage and interracialism my entire career. I’m not married but I have my partner and we have kids together and then people then always want to know what our status is and I’m always really annoyingly academic and political about it. But then it’s the same thing as being married but I’ve always looked at marriage as a way to disenfranchise black people or differently as a way for the state to back away from people because once people are married the state expects them to take care of themselves. We could look at marriage as a way of privatizing welfare. In my home state of Oklahoma there are marriage promotion campaigns. “Why don’t we have these people all get married?” In one of the debates between Romney and Obama—this was the famous “binders full of women” debate—Romney said, well “why don’t we just have all these people get married” as if David’s Bridal is going to solve all our social pathologies.

We expect the state to rely on marriage as a way of saying: “once these people are married, they’ll take care of each other, they’ll be dual income or we hold that spouse liable for all that other person’s debts, their obligations, their responsibilities to society.” So, marriage itself is this golden circle of protection, of privileges, of expectations that has been used traditionally as relationship to either bring black people in but more so to exclude people of color from the franchise, to exclude people of color from full citizenship by saying “if we have these people who were once enslaved, let’s have them get married because then now all of these poor people can take care of each other, we no longer have any obligation toward these people.”

What about these people of different races that might want to marry? Now there will be a transfer of wealth, an intermingling of financial and property interests between these groups and there will no longer be any rigid boundaries between the different races and we will not be able to tell where one stops and the other starts. So, marriage is a function of the police power. It locates people within a society, it determines their status; it tells the state whether we can recognize these people as actually being joined to one another or not.

A marble plaque at 42 Rutland Gate in London, UK for Sir Francis Galton, the founder of eugenics
Marble plaque at 42 Rutland Gate, London (via Wikimedia Commons).

Here’s where it ends up being a legal issue about prohibitions and exclusions for marriage: Eugenics. Eugenics would be the science of human breeding. This was very popular in the early 20th-century. Eugenics— “we have the right people marry each other.” Without this policing of these people marrying each other, then our society might devolve. If we have careful examination of the appropriate people to marry, then our society will be stronger. What is this sounding like? At the forefront of this scholarship of Eugenics was a man by the name of Francis Galton who was English and was a half cousin of Charles Darwin and he coined the term Eugenics in 1883 as “the science of improvement of the human germplasm through better breeding.” Eugenicists vociferously argued that the white race as a superior group remained strong only when pure. They would have studies; there would be doctors that would back up these studies—not really good doctors; there were scholars that would write about this; there were state actors who would support this. What does this sound like? Fake science! It’s like history repeats itself over and over.

“A people that fails to preserve the purity of its racial blood, thereby destroys the unity of the soul of the nation and all its manifestations.” Who said that? Adolf Hitler. Adolf Hitler was part of the conversation of Virginia’s Racial Integrity Act. The architects of that Integrity Act were three men by the name of Walter Plecker, Earnest Sevier Cox and John Powell. They led a campaign of racial politics in the state which classified miscegenation as “a breach in the dyke” to be stopped. They insisted on the legitimacy of Eugenics, which they defined as the science of improving stock, whether human or animal. The trio presented a racial apocalypse attributed to imprudent choices of sexual partners. Eugenics minded propaganda published by the Virginia Bureau of Vital Statistics warned young men and women considering marriage—the greatest and most important of human relations—and also lawmakers who were responsible for the future of the state and welfare of the race.

A photograph of a historical marker in North Carolina for the state's Eugenics Board
Historical Marker in North Carolina (via Wikimedia Commons).

By presenting this future of the white race as dependent on individual, personal choice— “when you walk out on the street today, you’re making associations with different people, you might marry that person, you might have a child with that person”—the personal literally is political. These Virginians attempted to ignite a race panic that would soon be ingrained in law.

“The law is the witness and external deposit of our moral life.” this is written by Oliver Wendell Holmes, Supreme Court Justice, in the Harvard Law Review in 1897. This statement conceptualizes law as a system of beliefs, a reflection of what our society holds most valuable—what it holds to be proper, how we should associate, who we should be close to. These are the components of the Racial Integrity Act—what our society deems to be most important. First, the act required all citizens within the state born after June 14, 1912 to register their racial composition with the Bureau of Vital Statistics, with Walter Plecker as director.

Secondly, the race registration certificates determined a valid marriage, thus preventing any non-whites from illegally marrying whites. Thirdly, the act defined a white person as one whose blood is entirely white, having no known demonstrable or ascertainable mixture of blood of another race, which they had to amend because some of the people that were white in the state of Virginia that thought of themselves as white that were part of the state legislature would suddenly not be counted as white anymore, this would have affected about 16 members of the legislature. So, they put a little bit of an exception in there to make room for people who would proudly call themselves descendants of Pocahontas. So, people who in Virginia would like to say “I’m from the first families of Virginia, the oldest families of Virginia” most of those people could trace their ancestry back to a non-white Disney princess known as Pocahontas—they wouldn’t be able to do that anymore. These people who wanted to claim that minuscule ancestry were no longer be declared white even if it was 1/156th part Native. These people would no longer be part of the white franchise in the state of Virginia.

We end up with Loving v. Virginia, where the Lovings are challenging this Racial Integrity Act of 1924 that was the intellectual commerce of Nazi Germany. What is a white person? the state invokes equal protection. they’re saying that everyone is being treated equally by this racial integrity act, because the law would be applied equally to whites and non-whites. Just like with same sex marriage, the laws banning same sex marriage would apply equally of people of the same sex who wanted to marry and other people—it didn’t single out anyone, these different state laws would say, this is just the way the law is.

The state also said that the court should defer to the wisdom of the state legislature. For me as a family law professor, this is usually the explanation of courts when they don’t really know what else to say—and especially when the claim they’re making is generally unconstitutional: “let’s leave it up to a popular vote.” Here’s what the supreme court said in Loving v. Virginia: “there is patently no overriding purpose independent of invidious racial discrimination which would justify this classification.” So, we have two constitutional issues in the 14th amendment that are at play here: one would be an equality issue—black people, native people, Asians, Latinos would all be able to marry each other in this Racial Integrity Act. why? Because the Racial Integrity Act was only about white racial purity. So, a family like mine, they’d say “marry each other all you want, we don’t care about blacks and natives. all we care about is if there is a white person involved.” That is what racial integrity means.

Black and white photograph of President Johnson signing the Civil Rights Act of 1964
President Johnson signs the Civil Rights Act of 1964 (via Wikimedia Commons).

There is also the liberty issue. The fundamental substantive due process issue which is just a legal way of saying this is a fundamental right for people to have the choice of who they want to marry. The state should not be involved in that decision. Why should we defer to the state legislature when it comes to fundamental rights? Would any restrictions on marriage be constitutional? You would have someone in most recent history like Antonin Scalia, Supreme Court Justice, who would have said “do all of these laws mean the end of all morals legislation? If we allow for the striking down of sodomy laws, does this mean that one day bestiality will become legal? Everyone can go and marry their mothers? We can have marriages with plants and animals? We can marry our dog? We have to have some line somewhere. We cannot decide this based on an idea of dignity—that’s not an appropriate road. What we do have to think about is tradition, this is the way that states have always looked at marriage, which has not always given every single autonomy the ability to make that personal choice to the individual actors.”

Let’s go a little ahead to today with marriage equality. Obergefell v. Hodges most recently deemed that marriage between same sex partners is now legal across the land. It’s like an opinion justice Kennedy was just waiting to write: the first thing he cited was Loving. Couldn’t even get off the first page without mentioning Loving v. Virginia. Why? Because there are the same constitutional ideals of equality—are similarly situated people being treated the same? —and we also have the fundamental rights issue of marriage, making these private decisions about who they want to spend their life with and have it recognized by the state. These people they would transpose these same ideals from Loving to the same sex marriage context, so then when we have Justice Kennedy writing this opinion it’s like the first thing that he can say is this is exactly like Loving. Then he goes off into this long soliloquy about “if people cannot get married then they will be lonely forever and we don’t want people to get lonely and we want children to be protected by their parents, we want to have dignity for all these different groups.”

Image of crowds outside the Supreme Court of the United States the day the court ended marriage discrimination
Supreme Court of the United States ends marriage discrimination (via Wikimedia Commons).

The reasons why marriage is a fundamental right become more clear and compelling from a full awareness and understanding of the hurt that results from laws banning interracial unions, and then also same sex unions. So when Scalia and Thomas say “let’s rely on state legislatures for these laws, we do not need to engineer from the bench, we do not want to be judicial activists,” I always say to my students: are we part of social engineering already? Are we the results of this? If those laws had not been in place now, would there be more people in the United States that would openly declare themselves to be gay, lesbian, transgender, bisexual? Would there be more people in the United States that would declare themselves to be multi-racial? Would there be more opportunities for people to be multi-racial? Because then when you look around the room maybe about 1/10 people might be of 2 different races. Is that a personal choice that someone was making, that someone’s grandfather was making, that someone’s grandmother was making? Yet here we are today still with a majority of people being of one race. Had those distinctions not been made so apparent and so illegal would we have a different nation now? Would we look like Hawaii? Would we would look like Mexico? Would we look like Brazil?

Can we ask what the role of law is in our everyday lives and the decisions that other people will make in our past that brought us here—how does that affect the way that we represent ourselves, and the way we see our current world? As I started off saying, the law is the witness and external deposit of our moral life, written by Oliver Wendell Holmes. We could say that interracial love is complicated, it’s unacknowledged, it’s part of our American past. The result of this is that integration at the most intimate level still continues to be a bit of a taboo. It’s the duty of scholarship, of art, of film, of all of us here to fulfill of all those voids in that story of American history.
GARFIELD: Thank you. Jeff Nichols, the Director and Screen Writer of Loving, has been held by acclaimed critic Peter Travers as ranking with the best American directors of his generation. After graduating from the University of North Carolina School of the Arts School of Filmmaking, Mr. Nichols went on to write and direct several internationally acclaimed features including Shotgun Stories, which received the Grand Jury Prize at the Seattle and Austin Film Festivals, and the International Jury Prize at the Venice International Film Festival. Take Shelter, which received multiple honors at the Cannes International Film Festival, including the Critics Week Grand Prize, and was later nominated for five Independent Spirit Awards. And Mud, which premiered at the Cannes Film Festival, was also a Spirit Award nominee. Loving was released in November 2016 to widespread critical acclaim. It was dubbed by the Hollywood Reporter at “the most relevant film this election season.” Of course, anyone who’s seen the film knows this as well. It’s insistence on the power of love to stand-up to bigotry and injustice is narrated with astounding restraint and poignancy, by a filmmaker at the top of his game. Please welcome Jeff Nichols.

Headshot of Jeff Nichols, the director and screen writer of 2016 film Loving

NICHOLS: Okay. I am definitely out of my league with these people. So, a few caveats to start, much like our president, anything that comes out of my mouth should be fact-checked, because I make movies, and I am not a professor. I thought about why I was here, and what I should talk about. And as narrow as I could possibly get I thought I should talk about the interpretation of history. Chiefly my interpretation of history.

This is the fifth film I’ve made and it’s the first one not cut from bulk creative cloth. There is a strict responsibility that comes with that. The first person I met when I started to do research on Loving was Peggy Loving, and when you sit down with the relative of this person that you are about to put on screen, you are immediately struck by how important the task you have is.

I was struck by that. But even with that, what you are seeing when you watch Loving is my interpretation of something. And that’s good and that’s bad. I tried as best as I could to adhere to the facts that I had accessible. And, at the same time I was making a point. You can’t help but make your own point through this stuff. I think it’s an important thing especially for people in an institution like this is to understand that every book you read, every film you see, is somebody’s point of view of history.

I’m 38 years old. I was born in a working middle class suburb in Little Rock, Arkansas. I have an interesting point of view on what I thought the late the 50’s and 60’s would be like. I thought a lot about, as a guy who has dedicated his life to writing screen plays, that talk about the southern experience. I thought a lot about what a southern audience would think of when they saw Loving.

And oddly enough, spending the last four months on an insane literal campaign to try and win an Academy Award I’ve been bouncing back and forth between New York and Los Angeles, in very comfortable rooms, very liberal rooms. And I was thinking about what the middle of the country would think when they saw this film. A good friend of mine, who was a minister of mine when I was growing up, I remember talking to him. He’s always been a fan of my films and I said I’m making Loving. He said “oh that’s great Jeff, that’s an important story, you should tell that story.” I said: “Well yeah, you know it has all this relevance to race, but also to marriage equality as well.” And he’s like: “Well hold on, that’s different, the Bible tells us about that.”  And here’s a man who I truly respect, and I grew up listening to, and taking a lot from. And yet he is of a generation and place that can’t wrap his mind around the validity of gay marriage. That’s who I wanted to go see this movie.

And if you’re going to do that I think you start to craft a movie in a certain way. I did not ever want the film to speak down to people. If you use this person as an example he’s an extraordinarily intelligent guy. I never wanted to preach at him. I never wanted to make him feel like he was stupid. Chiefly because I don’t think the Lovings would want that. So you end up getting a film that has a really distinct point of view and there are pros and cons to it. But it’s a point of view I was really trying to show. It is the humanity of these two people.

I was trying to make it so that by the end of the film what you’ve seen is undeniable, its unimpeachable, the way that these two people felt about each other. And in doing so hopefully I’m also not betraying who Richard and Mildred Loving were, as far as I could tell. And there’s one big point that I had to accept, that I had to go, that I had to believe to this day, and that’s the idea that Richard and Mildred Loving fell in love sincerely, genuinely, not as a reaction to the environment around them.

And this is really the point when you think about this approach that I’m talking about. They were not two young kids who were rebelling. They were not two young kids whose parents said you will not marry that white man, you will not marry that black girl. Because, and the reason why I think that’s so important, is they genuinely loved each other. They genuinely fell in love with one another. And when that is the basis of this story I feel like your arguments start to run out of fuel. And, in order for that to happen, though, they had to be in a place that was extraordinarily unique in the Jim Crow south.

Luckily, it is my opinion that they lived in such a place. Central Point Virginia was not really even a town. Bowling Green, which was the county, see, that was the town. That’s where the sheriff came from that arrested them. That’s where the judge Bazile was that wrote the opinion that helped it get to the Supreme Court, or not the opinion, but the township of Central Point though was extremely poor, very agriculturally based and there had been a legacy of racial mingling there for decades. Mildred Loving said it at the beginning of Nancy Buirski’s documentary the Lovings’s story which was the foundation of my research, “people had been mixing for a long time we just didn’t think nothing of it”.

That’s a dramatic statement to hear from a woman in 1965 because its true to her point of view. There’s a fact that is pointed out in the film through a mildly clunky monolog written for the sheriff, where he points out that Richard Loving’s father actually worked for a black man running timber. And if you think about the psychology of a white kid growing up in the 40’s and 50’s in Virginia, and his father’s livelihood, his family’s livelihood is given to him by a black entrepreneur. That starts to change things in your brain. He’s in a community where his friends, who he raced, drag-raced cars with, they were of mixed race. They were either Native American, black or white. There had been so much racial mingling there, that there really was a unique make up in this community. You can go there today, that’s where we shot the film, where we had open casting calls, the skin tones, the cheek bones, the people’s faces there are beautiful. It is a very unique bubble. And, so, it was integral to my interpretation of this whole thing, that, that bubble exists to a degree. Now a lot of people that watched the film they call BS. That’s fine. And everybody is entitled to their opinion and certainly there is a complexity on the ground of what was really happening there. There is no way that I could reach that in film.

But what was important to me, again, was that there was an environment where these two people, they could love each other for who they were. I believe it. I made a movie about it. And what I think that does is; It shows you two people that are living in spite of the laws, in spite of the social norms around them. And, it allows them, it allows you to make the argument in the film or ask the question what’s wrong with this? And I think everybody in this room knows the answer to that. That there is nothing wrong with that. So, that’s it. That’s about all I have for this. I just wanted to give you an idea of how I approached it. And I don’t know that’s all.

GARFIELD: And we have time now for some questions for the panelists.

AUDIENCE: Was there any attempt by the state to use religion as the justification for –

NICHOLS: Yeah, I mean, in the initial thing that Justice Bazile writes, which you should read, he starts off – God separated the races, therefore he did not intend for the races to mix. But that was out, bold, that wasn’t constitutional. Yeah, that was not – that was what was actually – Bernie Cohen and Phil Hirschkop, who were two lawyers who worked for the ACLU on behalf of the Lovings, I think they saw that as a wonderful gift when they read that from the original trial.

AUDIENCE: You mentioned in 1872, the legal marriage. What happened to legal marriages after miscegenation laws?

JONES: Well, that’s a  really good question. And by the way, I should send Jeff a picture of Lucy Parsons. She looks like Ruth Negga, so she could play Lucy Parsons in the movie. But it’s a good question. The Parsons had to leave once the Democrats came into power. And as far as those other interracial marriages – first of all, I assume there were very few of them in that very limited window of a few months. But yes, I assume, you know, they would have been annulled or considered illicit relationships after the Democrats took power and interpreted the law differently.

AUDIENCE: I have a question for Mr. Nichols. I haven’t seen your other films, so I don’t know if this is a stylistic question or not. This is a really spare, minimalist film with very little dialogue and a lot of eye movement and looking at each other, not looking at people. I’m wondering what went into that choice.

NICHOLS: Yeah, and honestly, I think I got flustered and stopped talking to [inaudible]. There is another big factor in terms of my interpretation of this stuff, which is that this is the fifth film in my filmmaking career. And there are a lot of decisions that come into play, just in terms of my development as a filmmaker. I think Loving, out of the five films – they’re all my children, so I’m not going to say it’s my favorite, but it is certainly the most precise in terms of its execution. Number one, I finally had enough money to have enough days to execute everything in the script. The film I had made before that was a sci-fi film, and I didn’t know half the time what I was doing. Which is usually the way I feel on the set. That wasn’t the case for Loving. Now that being said, a big source for the way that they were portrayed in the film was archival footage that Phil Hirschkop helped Nancy Buirski, documentary filmmaker, unearth in the late 2000s when she was making a documentary. Hope Ryden was a documentary filmmaker that went down to Virginia at least two times, possibly three or four, and she had this beautiful black and white archival footage of the Lovings in their home. That combined with Grey Villet’s photographs from Life magazine is really where I started building their nature, who I thought they were. I spoke to Peggy, I spoke to Bill and Bernie, but it was really through that footage that you really realize – she is eloquent and graceful, while also completely earthy and of this place. He’s terrified. He, when a camera is put on him, just withers; he can’t handle it. I saw a lot of my own grandfather in him, in terms of that, and I thought about how difficult it would be for a man like that, who, a working-class, redneck Southern guy like my grandfather, to have to enunciate the love he felt for someone publicly. I think that would’ve been a crippling experience for my grandfather, and it looked that way for Richard Loving. So a lot of what I built was based on that interpretation. But it runs side by side with my evolution as a filmmaker, which is someone that hates expositional dialogue. That’s usually because – Kevin and I have spoken about this before – it’s usually because I’m writing fake characters in fake situations and I want to try to make them sound honest, and I want to try to make their behavior believable. and so usually I’m trying to listen to human behavior and human speech, and get it right. And a lot of times in films we have characters speak their backstories and speak their histories in ways that are completely dishonest to me, and it bothers me. So sometimes to a fault I’ve made my films and the dialogue in them redundant, and I’ve tried to make it just reflect the behavior that would happen in the moment. And make that kind of a cross I have to bear as a storyteller to try and make everything exist in two hours, in that format. So what you’re seeing is my interpretation of the Lovings, but also the evolution of me as a filmmaker.

AUDIENCE: In the article in Time Magazine, evidently Mildred Loving claimed never to be African American, she claimed she was Native American. And I’m just curious, is there a reason you didn’t kind of deal with that, or how did you – because in the movie it’s not really – it looks like, yeah, there’s mix, but it looks like their brothers and family are all African American.

NICHOLS: And they look like that today. And if you go speak to her grandson, who looks very much like that, he 100% claims to only be Native American, and actually took issue with the fact that the film would claim that she was African American. Which – the film really doesn’t – if you watch the film, it just doesn’t, it’s just not [inaudible]. Again, the monologue, by the sheriff, he mentions Cherokee and Rappahannock blood running around in all of those people, and then just being kind of mixed up, as he puts it. There is actually a certificate that was not her marriage certificate, where she actually put Native American, I think on her original arrest records she put “mixed race” and she put “black and Cherokee.” I’m not actually sure she was Cherokee. That might’ve just been what she thought Native American was, although there were Cherokees in that area, but mostly it was Rappahannock. You know, the film didn’t – I don’t know, the film – there was never a time to have him talk about it. It just didn’t seem like a conversation they were having. But the thing that I find fascinating about it is really just how elusive identity is, and how personal it is. It’s certainly not something I consciously didn’t want to talk about, because at the end of the day that’s the whole enchilada. The reason why – there are lots of reasons, one of the main reasons why the state’s case fell apart in the Supreme Court is because it was based on pseudo-science. It was based on the idea, if you read these anti-miscegenation laws, that if you show one drop of Negro blood. They were trying to – you could see them in the laws trying to wrangle scientific language to support their case. And it of course was ridiculous. But no, it’s a fair question. I can’t really answer it as a storyteller. I just – there wasn’t a place where they would sit down and be like, you know, I’m actually Native American. Like I just couldn’t hear Mildred saying it. So that’s probably why I didn’t show it.

MAILLARD: And I think there’s been exceptionalism accorded to intermingling with Native people as opposed to African people. Because just think of in your own personal life, people will readily, as I said when I was up there, will readily tell you that they have Native ancestry.

NICHOLS: I am 1/32 Cherokee.

MAILLARD: Yeah. But then like, nobody can tell me that – nobody will come up and be like I am 1/32 black. One out of one hundred people can do that. And that would even stem from Notes on the State of Virginia, Thomas Jefferson wrote: “Are the beautiful mixtures of red and white just so pleasing to the eye, not like the bileless mixture of white and black, which is more akin to an orangutan,” or something like that, right? So there’s always been – okay, it’s great to have Native and white mixed together, and people would claim that as maybe some way, some entire of equality with whites that would be treated differently than African equality with whites.

AUDIENCE: Were there other states that had the anti-miscegenation laws, and then their legislatures just by the normal process vacated those laws? Were there other court decisions, either from the Circuit or the Supreme Court that addressed them?

MAILLARD: Yeah, definitely, there was an earlier one in Virginia, there was one in California, Michigan had one at one time, and then it back. So at one time there were 41 states in the United Stances that had them since 1865 all at different times. And then strangely – some of them were really surprising. Like in South Carolina, they didn’t actually have one until after the Civil War. It was more based on – I think you mentioned a little bit – based on reputation than an actual blood thing. So someone could be very dark and look like me and just be considered a white person because they were rich. The same way like in Brazil, Pelé is considered white because – Pelé’s a soccer player – because he’s rich and not necessarily based on skin tone. So at one point in time, almost every state had it, but it was never all at the same time across the United States.

AUDIENCE: This year also marks the fiftieth anniversary of Guess Who’s Coming to Dinner? So I would like to get your sense about how you view how Hollywood has treated the evolution, how Hollywood has treated interracial couples, marriages, on film and get your feedback on some notable aspects of that.

MAILLARD: Well this is weird because I’m writing a commentary on the [New York] Times for that next month and that’s why we were talking about the Times. There’s actually – for Hollywood, there are a lot of movies that are out right now. Get Out, the horror movie, that is coming out next Friday. United Kingdom, which is kind of the Loving for Britain. So I think there’s always a fear of approaching this. One would be financial, because maybe they think that the film won’t sell, and I think you could speak to that a little bit more. But then always this – I think it’s a legacy of what we think of as personal and what represents us as a people. And then there’s a body of film with an absence of interracial families, which teaches us through its absence that this is not something that is normal. Because you can walk out on the street, you can walk out here on campus and it’s like, all these kids out there, mixed ancestry. But then you don’t see that on screen. And it’s almost as if these people are saying, I’m not seeing myself on screen, I’m not being represented. And this is teaching people your own existence, your own marriage, your own family is abnormal.

NICHOLS: I’ll try and answer this as honestly as I can. I’m not being politically correct, so excuse me. But I think – for one, as an example, Loving was the easiest film I’ve ever had get financed. There were multiple people that wanted to tell the story. There were some people who didn’t want Joel in the part, or didn’t know who Ruth was, and that is a totally different conversation. But I found multiple people that wanted to be a part of this. And now you can certainly add the success of a couple of my movies and where I was in my career; that helped, all of that helped. But I do think there was an appetite to have this story told very well. So set that aside, but that’s just truth, that happened. The thing is – talking about this is – I’m part of the problem. When you hear about Hollywood, I’m a white male writer and I’m the one, when I create fictional stories, that doesn’t create an interracial couple at the center of it just from scratch. And as I sit here and think about that, and think about being part of the solution and part of the problem, I do think that there might be something to this idea that sometimes either – one, you just don’t even think about it. And that’s a big issue. LIke, you’re just like, well, it didn’t occur to me to make those people interracial. But I think another part of it is – so I’ve made five films basically all in the South, and Loving is the first one that addresses race. And that is – there’s a reason for that. When I started making contemporary Southern fiction, and I had read a lot of Harry Crews, I read a lot of Larry Brown, obviously William Faulkner and Flannery O’Connor. I wanted it to reflect things that I had seen out my door growing up in Arkansas. I knew if you take a film like Mud for instance, if I enter a black character into that film, I’m going to have to talk about it. It’s going to become – it’s not something that can just happen as a character in a vacuum, especially in Arkansas in the river in a community that is still extraordinarily segregated. So much so that when we were filming some high school sequences there, our producer’s like – I think we should really incorporate some black students into this. I said, I agree, and we did, and some of the white high school students that we brought in as extras gave them a hard time. So it’s not that it’s not a subject that I shy away from or don’t want to talk about, but it becomes the story a lot of times. And I think for a lot of writers, my self wholly included, sometimes we don’t know how to express it, how to talk about it, how to show it. Making Loving and being on this circuit, being the first feature film to screen at the African American History Museum in DC, has been extraordinary [inaudible] for me, but it’s also opened up my eyes up to my limited point of view. And I would like to think that I am now a storyteller on the other side of a point of view than I was before Loving. It is a complex issue, but I think that has something to do with it. I think interracial relationships specifically – and you all talk eloquently about this – I still think it’s something that’s difficult for Americans to talk about, because we don’t talk about sex very well. It’s why we don’t talk about marriage equality very well, either.

JONES: I just wanted to say, about 1967, that particular moment. People in my small town later used to say that the school I went to, grades one through eight, a very tiny school, that it was integrated peacefully because it wasn’t a high school. There was a lot of fear around the idea that integrating high schools mean kids would fall in love with each other, that kind of day to day interaction. And you do see that in some, you know, not only Central High in Little Rock, but other places around the country, that intense opposition to integration. The other thing is we have to remember the 1964 Civil Rights Act, which opened up workplaces to people of color for the first time, and made discrimination illegal. Various kinds, more and more housing was becoming integrated to a certain extent. And then in 1965, of course the Civil Rights Act related to voting. So it is a particular time when for the first time in history, I think, more Americans are encountering people who are different from themselves in the workplace, in school. And so yeah, 1967 I think is kind of a defining moment there.

NICHOLS: And also, when we put this trailer up on YouTube, Focus chose to close down the message section because of the vitriol. So it’s out there.

AUDIENCE: My question is for Mr. Nichols. I have two questions. I saw the movie about two months ago, I was really impressed with your work with the actors. You mention that your theme was love, and showing that they genuinely love each other, to me that seemed very real in the film. I’m curious how long were you working with Joel and Ruth, the rehearsing process, like how long did you work with them. And my second question is what exactly compelled you to make this film now.

NICHOLS: I don’t rehearse. And I introduced Joel and Ruth – I cast them kind of in a vacuum with one another, which seems a really stupid idea in hindsight. But they’re such great actors that they were able to not only build the character of Mildred and the character of Richard, they actually built the couple, which is where I think if they’re given any accolades, that’s what they need to be given accolades for. Because that’s hard to do. Especially when we got lunch together out in LA one time, like several months before we started filming, and then they should have gotten two weeks before we started filming. And we don’t rehearse, we just kind of hang out. I took them to all the real places and all the real locations, a lot of them are in the film, so they are just really great actors. What I’ll say about their behavior in the film is what I try to do on the page is set that behavior out, the way people cross through a room, the way they react to one another when they’re sitting closely to one another, if you take the first scene in the film as an example. I try and put that on the page, and then when you hire very intelligent actors, which I did in this case, they’re there with it. They understand it and it actually doesn’t take a lot of rehearsal in my experience. Other directors would disagree. There were a lot of reasons why I chose to do this back in 2012. I was flattered by the producers when they approached me, first off. I grew up in Little Rock and I attended Little Rock Central HIgh. I graduated in 1997; the desegregation crisis was in 1957. I was inundated with civil rights history as a result of this, and I didn’t know about Richard and Mildred Loving. I was ashamed of that back then and I was curious as to why more people didn’t know about them. Also, my best friend growing up was gay, and he is from Arkansas, and the man that he married is from Texas, and they got married outside of Syracuse. I was the best man at their wedding, and I realized neither one of them could get married in their home states. And that angered me. So I had – I was kind of pissed off. And also I saw Richard and Mildred’s story as set out in Nancy Buirski’s documentary, as this beautiful, beautiful way to cut through all of my anger. And to talk about humanity. Again, it seemed to disarm all of these points, just in its sincerity. And that is a – I just haven’t seen that a lot, especially something that I felt like was true.

AUDIENCE: I saw the movie, Jeff, and loved it. One thing I can tell you about it – my wife and I watched it late at night and did not fall asleep. I think it’s probably safe to say that most Americans get their history from movies, so, rather than from the scholarship that we write. Which seems to bring with it a special responsibility when you’re dealing with actual events. Now, I imagine that a lot of the dialogue we hear is made up. The reason I ask this in part is I was just on a panel with a film critic and I railed against movie after movie that depicted history and made stuff up. And the film critic looked at me and said, Michael, you’ve got it all wrong. If you want to learn facts, go read a book. If you want to feel something, go see a movie. And it struck me that this is a movie which really captures the feel of things, in a way that I think is extremely powerful and important. But I fear that most Americans who see this will stop right here, stop with the movie and never go beyond that. So did you feel that sense of responsibility and if you did, how did you cope with it?

NICHOLS: I felt less responsibility, you know, outward to an audience and more just to Richard and Mildred. There was actually a TV movie of this made on Showtime in the late 1990s, with Timothy Hutton. And it no longer exists mainly because Bernie Cohen was an advisor on that film, and Phil Hirschkop was not, and when the film came out, there was only one lawyer. And Phil is very good at suing people, and he made it so that that film does not exist. Yeah. But Mildred was alive to see it, and she said – about the only thing they got right were our names. And I didn’t want that. So I tried to adhere as close to fact as possible. A lot of the lines are taken directly out of their mouths from the documentary. I made up one big thing and I tried, though, to not make anything up that I couldn’t point to some fact. And this is more about the [inaudible], it’s not entirely striking the heart of your question. But there’s a very dramatic scene in the film where they sneak back into the county to give birth to their first child. That happened. And then they are subsequently rearrested. That happened. Those two things did not happen together. So that is my taking creative license. One to make kind of this first section of the film really laid down in a cohesive way. But also just to make it dramatic as hell. And heartbreaking. So that’s an example of, well okay I had this fact and I had this fact, I’m going to condense those two things and that’s the license that I’m giving myself. But through the whole thing, and the critic that you spoke to I think was – you’re right – I just wanted to get the essence of them and the essence of the story correct. But I’ve been shouted at at these things before for not fully understanding the tone and the situation of the Jim Crow South in this period. And the damage and the anger and the hurt that came from it, because I just made a movie that focused on love. So there are certainly people, and I think they are completely justified in a lot of ways, for saying that my point of view through the film is limited. And so at some point you just have to focus on the people who you’re trying to represent, try to get them right, and still try to make a movie that people will watch.

AUDIENCE: This is a little off topic. I’m with an organization here at UT, Events Entertainment, and one of our committees is Showtime, we put on films for the students. This is absolutely a film that we would love to bring to UT, so I was wondering if we could get your contact information.

NICHOLS: You betcha.


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The views and opinions expressed in this article or video are those of the individual author(s) or presenter(s) and do not necessarily reflect the policy or views of the editors at Not Even Past, the UT Department of History, the University of Texas at Austin, or the UT System Board of Regents. Not Even Past is an online public history magazine rather than a peer-reviewed academic journal. While we make efforts to ensure that factual information in articles was obtained from reliable sources, Not Even Past is not responsible for any errors or omissions.

Hatton Sumners and the Retirement of Supreme Court Justices

We are especially pleased to post this essay by a long-time supporter of the UT Austin Department of History. Josiah M. Daniel III, of counsel at the international law firm Vinson & Elkins, LLP, received his J.D. from The University of Texas School of Law in 1978 and his master’s degree in History from UT in 1986.  In 2011, Mr. Daniel was elected to membership in the prestigious American Law Institute. He is an inaugural member and former Chair of the UT History Department Visiting Committee.

By Josiah M. Daniel, III

Working this month in historical archives and observing the news of the April 10, 2017 appointment of Neil Gorsuch to replace Justice Antonin Scalia, who died in 2016, have reconfirmed for me that history (if known) can illuminate current events.

Appointments of Justices of the Supreme Court are matters of high public interest. Presidents appoint individuals for that office, with “advice and consent” of the Senate, because their nominees share the president’s views on key public issues. After all, the final word on constitutionality and interpretation of legislation and executive actions resides with the Court as part of the Constitution’s checks and balances. And, as mandated by Article III, Supreme Court justices, and all federal judges, serve lifetime appointments “during good Behaviour” with “compensation . . . not [to] be diminished during their continuance in office.”

The Supreme Court Building (via Wikimedia Commons).

Presidents are attuned to the age and health of each serving justice in anticipation of vacancy, whether by death, resignation, or retirement. On the other side, the decision of any justice of advancing years to leave office, rather than to serve until death, has often been a difficult personal choice. For the past 80 years, that decision of aging justices has been eased by an  enactment sponsored by a Dallas congressman, Hatton W. Sumners (1875-1962).

Sumners’ statute, the 1937 Retirement Act, guarantees undiminished lifetime salaries to retiring justices and it authorizes them to continue in the adjudication of federal cases in the lower courts, if desired. Sumners had been appalled when, early in the Great Depression, Justice Oliver Wendell Holmes, aged 90, resigned after thirty years’ service and had his pension immediately halved in a penny-pinching measure. The Retirement Act prevented that situation but is also noteworthy because of its role in the “court-packing crisis” of 1937.

Sumners’ definitive biography remains unwritten, but he was a significant Congressman over four decades of the 20th century. In 1894 Sumners moved from Tennessee to Texas and quickly became a lawyer. In 1912 he won the at-large seat for the U.S. House of Representatives and two years later he won a seat in Dallas’ Fifth Congressional District, which he held until 1946. His papers reside in the archive of the Dallas Historical Society, where I have been reviewing them.

Congressman Hatton W. Sumners in 1938 (via Wikimedia Commons).

Sumners was devoted to his work and old fashioned in dress and speech. One woman who lobbied him in the late 1930s described him as “the epitome of the Southern conservative [who] even wore a frock coat. . . . a relic of the past.”  From 1932 until he left office, Sumners chaired the House’s Judiciary Committee, a position he used, among other things, to block anti-lynching legislation based on his spurious and degrading view of African Americans. This did not prevent President William Howard Taft from calling him “the best lawyer in Congress,” or a 1939 LIFE magazine poll rating him most highly for integrity among all Congressmen (a video clip of Sumners speaking in 1937 can be found here).

Roosevelt’s first term, from 1933 to 1937, generated a surge of innovative legislation, commonly known as the “New Deal,” that tackled the deep economic and social problems of the Great Depression with innovations such as Social Security, relief for the poor and unemployed, reform of the financial system, and economic recovery.

A scene of destitution during the Great Depression (via Wikimedia Commons).

But virtually all of those new federal laws were challenged in the federal courts on constitutional grounds including the argument that the legislation violated “substantive due process,” the predominant constitutional theory typified by the famous Lochner v. New York decision of 1905 that generally vindicated private-property rights over other interests and policies.

On the Supreme Court, the “Four Horsemen,” Justices Willis Van Devanter, Pierce Butler, James Clark McReynolds, and George Sutherland, were committed to that doctrine; and, at the start of the series of overturnings of New Deal enactments in 1935 and 1936, their ages ranged from 69 to 76 (at the time, male life expectancy was 60). The newest justice, Owen Roberts, appointed by President Herbert Hoover in his final year in office, joined them frequently for the 5-4 majority in those cases. FDR was outraged and after winning reelection by a landslide in November 1936, the President announced his so-called “court-packing plan” to overcome this roadblock to his legislative agenda by increasing the Supreme Court’s membership from nine to a maximum of fifteen if justices reaching the age of 70 declined to retire.

Sumners had joined the New Deal legislative team when Roosevelt took office in 1933, but he was more conservative than the President, often seeking to steer a middle-of-the-road course on the various issues of FDR’s legislative program.

‎President Roosevelt signing New Deal legislation, 1933 (via Wikimedia Commons).

After a preview of the court-packing plan at the White House on February 5, 1937, Sumners made a pithy comment that was misquoted, then and subsequently, as “Boys, here’s where I cash in my chips,” interpreted to mean he was departing the FDR team because he disagreed with its tactics.

But as a letter in the Dallas Historical Society’s archive shows, Sumners had not spoken the last two words, “my chips,” and what he meant was “to go in and to do what I could to help straighten things out.”  Sumners helped defeat FDR’s plan to pack the Court with more progressive justices; but in the same letter, written after the defeat of the plan, he added that in the future “it will be generally agreed that I have been able in this matter to render a service of value to the President, the party, and the country, especially when considered in connection with the other legislation which I sponsored.”

That last reference was to Sumners’ efforts, prior to Roosevelt’s unveiling of the court packing plan, to accomplish the President’s desired result—the addition of new, more progressive members to the Supreme Court—by other paths. On one hand, he was close to and in communication with Van Devanter and the Chief Justice, Charles Evan Hughes, urging calm and patience about the court-packing plan.

Sumners to Charles Evans Hughes, March 22, 1937 (Sumners Papers, Dallas Historical Society, via author).

On the other hand, the congressman sponsored a bill to incentivize the older justices to retire by assuring the continuity of their salary if they were to do so. On January 11, 1937, he had introduced H.R. 2518:

Justices of the Supreme Court are hereby granted the same rights and privileges with regard to retiring, instead of resigning, granted to [all other federal] judges . . ., and the President shall be authorized to appoint a successor to any such Justice of the Supreme Court so retiring from regular active service on the bench, but such Justice . . . so retired may nevertheless be . . . authorized to perform such judicial duties, in any judicial circuit . . . as such retired Justice may be willing to undertake.

Sumners’ bill sailed through Congress, and on March 1, 1937, the President signed it into law.

H.R. 2518, enacted as Public Law No. 10, codified at 28 U.S.C. § 375 (via Legisworks).

The court-packing plan was defeated in the Senate, 70-20, on July 22. Most historians credit the defeat, not to Sumners’ Retirement Act, but to the “Switch in Time that Saved Nine.” That is, the youngest justice on the court, Owen Roberts, who had been voting with the Four Horsemen in those 5-4 reversals of first-term New Deal programs, suddenly voted to sustain the constitutionality of the minimum wage law in a decision issued by the Court on March 29, 1937. Commentators have noted, for instance, that Roberts cast his vote in that case before the advent of the court-packing plan, and some have perceived a jurisprudential shift already underway.

But the most recent scholarship substantially credits Sumners, who obtained an initial draft of the Retirement Act from FDR’s team, for pushing it through quickly, which did in fact induce several rather quick retirements. These retirements gave Roosevelt vacancies to fill, assuring the survival of New Deal legislation and enabling FDR to shape the Court for a long time.

Justice Van Devanter on his last day before retirement, with Chief Justice Charles Evans Hughes (via Wikimedia Commons).

First, Justice Van Devanter took advantage of Sumners’ enactment and retired on June 2, 1937 at age 78, which vacancy FDR filled with one of most consequential justices of the twentieth century, Justice Hugo Black. Then Justice Sutherland retired on January 17 the next year, replaced by Justice Stanley Reed.

In the decades since, only five justices have resigned, most recently Abe Fortas in 1969, but 24 have retired with the benefits of the Retirement Act. Some retired justices have elected to continue to adjudicate cases. Justice Tom Clark sat, after his 1967 retirement, in the lower courts for ten years, and more recently Justice Sandra Day O’Connor, who retired in 2006, has joined judicial panels deciding scores of cases in the Courts of Appeal in almost all federal circuits.

Today, two sitting justices are in their 80s, and one is 78. Will the Retirement Act encourage any of them to retire and provide an additional appointment opportunity for the current administration?

Sources:Hatton W. Sumners Papers, Dallas Historical Society.Elmore Whitehurst, “Hatton W. Sumners: His Life and Public Service: An Extended Biographical Sketch,” n.d., Web

William E. Leuchtenburg, The Supreme Court Reborn: The Constitutional Revolution in the Age of Roosevelt (1995)

Marian McKenna, Franklin Roosevelt and the Great Constitutional War: The Court-Packing Crisis of 1937 (2002)

Burt Solomon, FDR v. the Constitution: The Court-Packing Fight and the Triumph of Democracy (2009)

Judge Earl Glock, “Unpacking the Supreme Court: Judicial Retirement and the Road to the 1937 Court Battle,” Mar. 2017, Web


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Digital Teaching: A Mid-Semester Timeline

By Chris Babits

Last March, students in Dr. Erika Bsumek’s Introduction to American Indian History took their midterm exam. Most students earned good grades, but on a mid-semester assessment, a large number expressed interest in some form of extra credit. Students also indicated that since the material was very new to them (secondary curricula rarely emphasizes the American Indian past), they felt that they didn’t have a good grasp on the sequence of events covered in the class. Although Professor Bsumek, the other teaching assistant, and myself were shocked at the overwhelming request for additional work, we thought we’d try something new: a digital timeline in order to improve students’ research and writing skills.

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A screenshot of the timeline.

Digital history projects have grown more popular over the past decade. Professors, instructors, and history educators have increasingly recognized the limitations of traditional assessments. Exams, quizzes, analytical essays, and book reviews — each of these can measure student learning. Exams and quizzes, for example, challenge students to recall a wide-range of information. This can include students crafting and proving original arguments, using the course’s source material in order to support one’s position. Writing essays, on the other hand, provide students the opportunity to work on their writing skills. Recent reports show how this crucial part of literacy is lacking in the workplace. History papers can play a crucial role in developing students’ analytical and writing skills, preparing them to be better in the business world and as engineers.

What these traditional assessments are missing, however, are the twenty first century skills our students need. The teaching team for Introduction to American Indian History wanted to create an extra credit assignment that combined the best parts of history education with the core components of digital humanities pedagogy. When we reflected on the midterm exams, we noticed a few things that were lacking. Most importantly, the students were right. They lacked a strong sense of chronology. How would we better equip them to understand sequence and change over time? They needed some tool to help them see these important parts of historical inquiry. A digital timeline seemed like the best way to go. Utilizing course development funds, Dr. Bsumek agreed to compensate me for the extra time this would require.

The initial step was determining which online timeline generator to choose for the project. With the growing interest in digital humanities, there are many timeline generators. After less than an hour of research, and after further consultation with Dr. Bsumek, I decided on Knight Lab’s TimeLineJS because of its user-friendly interface. My former colleague, Dr. Julia Gossard (now an Assistant Professor at Utah State University) helped me make this decision as well since she had successfully implemented several assignments in her courses with the program.

Knight Lab has created a template from which one could create their own timeline. I was initially wary of the template but, as one can see below, Knight Lab describes what type of information should be placed in which column.

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Knight Lab Template (click to enlarge).

After deciding on the digital tool for the timeline, we created the instructions for students. Students could write a 150-200 word timeline entry for any person, place, event, movement, or piece of legislation from the midterm on. Before writing an entry, students had to write to me to receive approval for the entry they wished to write. Upon approval, I then asked students to find and email me an outside academic source. Only after clearing this hurdle were students approved to write their extra credit timeline entry.

The result was a collaborative study tool that students could use on the final exam. Thirty seven students out of the 156 registered for the class contributed to the timeline. I proofread each entry not only for content accuracy but also for writing style, proper grammar, and spelling errors. If students wanted the full points they could earn for extra credit, they usually had to revise one or two times.

Most students earned additional points that were added to their final grade. Twenty one students submitted two entries, markedly increasing their chance of earning a better grade in the course. More importantly, they collaborated on a project that addressed the weaknesses they identified when studying for their midterm exams. The final exams displayed a much more sophisticated understanding of sequence and change over time. Students crafted better in-class exams that highlighted a more nuanced interpretation of the history of American Indians.
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The Works of Steven Hahn

By Jacqueline Jones

This week on February 15 and 16, the Littlefield Lecture Series in the Department of History presents Dr. Steven Hahn, Pulitzer Prize Winning Historian and Professor of History at New York University. (Details on the lectures below).

Here, Prof. Jacqueline Jones, Chair of The Department of History and regular contributor to Not Even Past, offers a short review essay of Dr Hahn’s major works.

In all his works, Steven Hahn, Professor of History at New York University, seeks to challenge, or at least de-center, prevailing historical narratives especially for the period 1830 to 1920 or so. The results are invariably provocative and fresh.

9780195306705His first book, The Roots of Southern Populism: Yeoman Farmers and the Transformation of the Georgia Upcountry, 1850-1890  (1983) took us away from the great planters of the South, and examined small, non-slaveholding farmers.  Before the Civil War, these family farmers were self-sufficient, growing corn, instead of cotton, and relying on the spinning and weaving skills of their wives and daughters.  The war caused severe damage to these homesteads and, in order to repair and rebuild, farmers had to secure loans from local banks and other credit institutions.  To get these loans, they had to promise to grow cotton, which could be sold reliably in foreign and domestic markets.  Bad harvests meant that increasing numbers of these small farm owners lost their property to the bank, causing tremendous resentment and paving the way for the Populist Party of the 1890s.

51o87Mk1n6L._SX325_BO1,204,203,200_His second book, A Nation Under Our Feet:  Black Political struggles in the Rural South from Slavery to the Great Migration (2005) was awarded the Pulitzer Prize for History, the Merle Curti Prize in Social History, and was also a finalist for both the Lincoln and Frederick Douglass Prize.  In this book, Hahn seeks to account for black political organization before and after the Civil War, looking not to the cities or to the North, but to the rural South.  Here he finds resistance to slavery before the war and a variety of proto-political organizations after the war.  These include extended kin networks, the Republican Party, emigrationist schemes (to go out West or to Africa), and, in the 1920s Garveyism, a movement for black empowerment and pride organized Marcus Garvey.  Hahn locates the sources of these organizations in families, churches, and workplaces, and suggests that during Reconstruction and after, black men and women offered up an expansive view of American citizenship—one that highlighted the role of work, family, and schools in defining equality for all citizens.  The result of this organizational activity was a nation within a nation—that is, a sense of heighted black collective consciousness–that paved the way for the civil rights struggles of the twentieth century and beyond.

9780670024681Hahn’s most recent book, A Nation Without Borders:  The United States and Its World in an Age of Civil Wars, 1830-1910 (2016) offers a fresh overview of U.S. history during this period.  Hahn chronicles the growth of a centralized U.S. government that was the agent of both industrial capitalism and expansionism of various kinds.  He considers the land grab in Mexico (the War of 1848), the destruction of native tribes in the West during the last third of the nineteenth century, and imperialist designs on Hawaii, Cuba, and the Philippines in 1898.  He argues that these wars of conquest and relentless expansionism had wrenching effects on various groups—not only blacks and Indians, but also New England farmers and others who lost out when the circuits of international trade came to dominate the American economy.   He shows how different groups reacted to these developments, fighting back against employers, landowners, and government officials.  This book offers a counter-narrative to the conventional view, which highlights “progress” in the form of technological innovations, the growth in foreign immigration, and the spread of the factory system after the Civil War—all supposed to be ingredients in the forging of a “modern” nation.

In all these works, Hahn brings to the fore groups that have not received their due as political and proto-political actors (small family farmers, slaves and freedpeople, Indians, and industrial workers), in order to provide a fuller, more nuanced picture of the development of industrial capitalism and the role of the state in promoting expansionism (in the form of conquest over vulnerable groups) at home and abroad.

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The Littlefield Lectures:

Day 1 | Wednesday, February 15

The United States from the Inside Out and the Southside North
4:00 PM | AT&T Center, 1900 University Ave. | Amphiteater 204 on Level M2
liberalarts.utexas.edu/history/events/41026

Day 2 | Thursday, February 16
Reconstruction and the American Political Tradition
4:00 PM | AT&T Center, 1900 University Ave. | Amphiteater 204 on Level M2
liberalarts.utexas.edu/history/events/41028

Directions: http://www.meetattexas.com/page/directions
Parking: http://www.meetattexas.com/page/parking

Free and open to the public. No RSVP necessary to attend.
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More from Jacqueline Jones on Not Even Past:

History in a “Post-Truth” Era.
On the Myth of Race in America.
On Civil War Savannah.
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Longfellow’s Great Liberators: Abraham Lincoln and Dante Alighieri

By Guy Raffa

“We breathe freer. The country will be saved.” Henry Wadsworth Longfellow’s response to the reelection of Abraham Lincoln in 1864 is a timely reminder of how, while they all matter, some presidential elections matter much more than others.

Five years earlier Longfellow was one of many who believed the time for peace had passed with John Brown’s execution for attempting to arm slaves with weapons from the federal arsenal at Harpers Ferry. “This will be a great day in our history,” he wrote on Dec. 2, 1859, the day of the hanging, “the date of a new Revolution” needed to move the nation farther toward the Constitution’s goal of “a more perfect Union.” Even “Paul Revere’s Ride,” his famous poem on the Revolutionary War, was “less about liberty and Paul Revere, and more about slavery and John Brown,” writes historian Jill Lepore, “a calls to arms, rousing northerners to action.” This rallying cry serendipitously appeared on newsstands on Dec. 20, 1860, the day South Carolina seceded from the Union.

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Henry Wadsworth Longfellow (via Wikimedia Commons).

Longfellow had voted early on Nov. 6, 1860 and was overjoyed by the news of Lincoln’s “great victory,” calling it “the redemption of the country.” His diary marks steps toward fulfilling the promise of this victory, from enactment of the Emancipation Proclamation on Jan. 1, 1863 (“A great day”) and passage of the Thirteenth Amendment, formally abolishing slavery, on January 31, 1865 (“the grand event of the century”) to General Lee’s surrender at Appomattox on April 9, 1865: “So ends the Rebellion of the slave-owners!”

Longfellow had gained notice in abolitionist circles two decades earlier with publication of his Poems on Slavery. He judged his verses “so mild that even a Slaveholder might read them without losing his appetite for breakfast,” but still they triggered a “long and violent tirade” in a South Carolina newspaper and were left out of an 1845 edition of the author’s collected works to avoid offending readers in the south and west.

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First Reading of the Emancipation Proclamation of President Lincoln, by Francis Bicknell Carpenter, 1864 (via Wikimedia Commons).

In 1863, New York’s Evening Post cast Longfellow as the nation’s prophet. Crediting the poet’s “discerning eye” for foreseeing “the inevitable result of that institution of American slavery which was the black spot on the escutcheon of our republican government,” the paper lamented that his words had gone “unheeded, until the black spot spread into a cloud of portentous dimensions, and broke over the land in a storm of blood and desolation.”

1863 also saw Longfellow complete a draft of his translation of Dante’s Divine Comedy. Working closely with Dante’s poem helped him cope with the traumatic loss of his beloved wife. On July 9, 1861, Fanny had suffered fatal injuries when her dress caught fire as she melted wax to seal a lock of her daughter’s hair. The translation provided “refuge” from an ordeal “almost too much for any man to bear,” he wrote to a friend.

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Dante, poised between the mountain of purgatory and the city of Florence, a detail of a painting by Domenico di Michelino, Florence 1465 (via Wikimedia Commons).

Living with Dante’s vision of the afterlife also gave Longfellow some perspective on the war. On May 8, 1862, soon after translating Paradiso, he reflected, “Of the civil war I say only this. It is not a revolution, but a Catalinian conspiracy. It is Slavery against Freedom; the north against the southern pestilence.” The reality of this moral disease hit home when he visited a local jeweler’s shop. There he saw “a slave’s collar of iron, with an iron tongue as large as a spoon, to go into the mouth.” “Every drop of blood in me quivered,” he wrote, “the world forgets what Slavery really is!”

The war to eradicate slavery by suppressing this “conspiracy” brought its own set of horrors. Longfellow was acutely aware of the high toll of death and mutilation on both sides, the destruction extending far beyond the war zone. “Every shell from the cannon’s mouth bursts not only on the battle-field,” he lamented, “but in faraway homes, North or South, carrying dismay and death. What an infernal thing war is!”

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Charles Longfellow in Uniform (1st Massachusetts Artillery), March 1863. Courtesy National Park Service, Longfellow House-Washington’s Headquarters National Historic Site.

The hell of war weighed heavily on Longfellow’s mind when he finally turned to translating Dante’s Inferno—he saved this first part of the Divine Comedy for last—on March 14, 1863. He began during an especially “sad week”: Charles, his eighteen-year-old son, had left home, unannounced, to join the Army of the Potomac in Washington. Initially attaching himself to an artillery regiment, “Charley” benefited from family connections to receive a commission as second lieutenant in the cavalry. “He is where he wants to be, in the midst of it all,” wrote the worried father. During this first month of Charley’s military service, Longfellow translated a canto of Inferno each day. Amid “many interruptions and anxieties,” he completed all thirty-four cantos by April 16, 1863. Two weeks later Charles Norton, Longfellow’s friend and fellow Dante expert, urged him to hold back publication of the translation until 1865 so it could be presented during Italy’s celebration of the poet’s six-hundredth birthday in Florence.

On December 1, 1863, Longfellow received a telegram from Washington saying his son had been “severely wounded.” He immediately left Cambridge with his younger son Ernest and headed south to find Charley and learn the extent of his injuries. The soldier, who had already survived a bout of the ever-dangerous “camp fever” the previous summer, made another “wonderful escape,” as his relieved father put it. Fighting near the front lines in the Mine Run Campaign, Charley took a Confederate soldier’s bullet in the shoulder. He returned home in one piece and slowly recovered from his wounds, but his fighting days were over.

As the war continued and congress worked to repeal the fugitive slave acts of 1793 and 1850, Longfellow resumed editing his translation in preparation for the Dante anniversary. He admired Charles Sumner’s speech on the proposed amendment to abolish slavery: “So long as a single slave continues anywhere under the flag of the Republic I am unwilling to rest.” Longfellow shared his friend’s relatively expansive view of liberty, observing on April 20, 1864: “Until the black man is put upon the same footing as the white, in the recognition of his rights, we shall not succeed, and what is worse, we shall not deserve success.” The following year Longfellow asked Sumner for assistance in having a privately printed edition of the first volume of his translation delivered to Italy in time for the Dante festivities. In the same letter of February 10, 1865, he thanked the senator for his role in abolishing slavery, proclaiming that “this year will always be the Year of Jubilee in our history.”

Longfellow’s translation of Dante’s Inferno took its place among the works by eminent foreigners on display in Florence to honor the poet’s birth. Three days of festivities in 1865 doubled as a celebration of Italy’s independence while the nation awaited the additions of Venice (1866) and Rome (1870) to complete the unification begun in 1859-61. At a banquet for foreign dignitaries, an American speaker drew rousing applause from his Italian hosts and their guests when he toasted the “Re-United States”—a poignant reminder that Italy was taking its first steps as an independent and (mostly) unified nation just as America emerged from the greatest test of its own unity and promise of freedom.

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The statue of Dante Alighieri that today stands in the Piazza Santa Croce in Florence was unveiled in 1865 during the festival (via Wikimedia Commons).

Dante’s prominence in these parallel national struggles was clear to Longfellow, as it was to the abolitionist leader Frederick Douglass, the poet H. Cordelia Ray, and other black “freedom readers,” the title of Dennis Looney’s book on the African American reception of Dante and his poem. Longfellow wrote six sonnets on Dante to accompany the commercial publication of his translation of the Divine Comedy in 1867. The final sonnet, composed on March 7, 1866, glorifies Dante as the “star of morning and of liberty,” his message of freedom reaching “all the nations” as his “fame is blown abroad from all the heights.”

“Hideous news.” This was Longfellow’s reaction to Abraham Lincoln’s death on the morning of April 15, 1865, from the bullet fired by John Wilkes Booth the night before at Ford’s Theatre. Star of morning and of liberty: Longfellow’s epithet for Dante would have sounded like a fine description of Abraham Lincoln to millions of Americans who mourned the slain president.
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Featured Image: Henry Wadsworth Longfellow in his study, 1868. Courtesy National Park Service, Longfellow House-Washington’s Headquarters National Historic Site.
Sources: “Complete Writings of Henry Wadsworth Longfellow”; “Life of Henry Wadsworth Longfellow,” ed. Samuel Longfellow; “Letters of Henry Wadsworth Longfellow”, ed. Andrew Hilen; “Poet’s Warning,” The Evening Post Jan. 20, 1863; Henry Clark Barlow, “The Sixth Centenary Festivals of Dante Allighieri in Florence and at Ravenna”; Dennis Looney, “Freedom Readers: The African American Reception of Dante Alighieri and the Divine Comedy”
For more information on Dante and Longfellow, see the special edition of Dante Studies on this topic (vol. 128 in 2010), edited by Arielle Saiber and Giuseppe Mazzotta.

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