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The past is never dead. It's not even past

Not Even Past

The Field of Blood: Violence in Congress and the Road to Civil War by Joanne B. Freeman (2018)

by Ashley Garcia

The Field of Blood is a timely publication that examines congressional violence in antebellum America. The work reorients our understanding of the road to American disunion and the political conflicts that dominated Congress in the three decades before the Civil War. Freeman has unearthed an overlooked history of congressional brawls, fights, duels, and other violent encounters between northern and southern representatives on the Senate and House floors. These violent conflicts were more than personal disputes and petty quarrels. Freeman shows how these incidents were representative of larger sectional tensions and were entangled in a web of party loyalty, personal honor, and regional pride.

One of the joys of reading this work was Freeman’s superior prose. It is at once witty and poignant as she guides readers through a violent world of congressional brawls, fistfights, and canings without sensationalizing the subject matter. Many of the incidents she describes are stomach churning and attention-grabbing in their own right, yet Freeman manages to integrate incidents of congressional violence into a more significant narrative of sectional tension, institutional mistrust, and ideology. Each chapter follows one violent incident as experienced by Freeman’s historical tour-guide, Benjamin Brown French. French was a house clerk from New Hampshire who spent thirty-seven years in Washington D.C. from 1837 to 1870 surrounded by Congressmen and witness to their violent quarrels. Freeman uses Brown’s extensive diaries as guides to the congressional world of “friendships and fighting; of drinking and dallying; of the passions of party and the prejudices of section and how they played out on the floor.” The diaries also personify the way the nation changed over time. Freeman often uses French as an embodiment of the political transformations that took place in the antebellum period. His loyalties, friendships, and party affiliation evolved as southern violence, sectional tension, and fears of a domineering block of slaveholders at the heart of the national government (known as Slave Power) altered party membership and political ideology in the 1840s and 1850s.

Arguments of the chivalry,1854 (via Library of Congress)

Many of the stories Freeman tells will be well known to students of antebellum American history, but what makes The Field of Blood so innovative is that Freeman shows the role of emotions and values in the  political and ideological divisions that led to the Civil War.  Freeman’s retelling of Preston Brooks’ caning of Charles Sumner, for example, highlights the importance of honor, pride, loyalty, and patriotism in Northern reactions to the Sumner tragedy. On May 22, 1856, Representative Preston Brooks of South Carolina brutally beat Senator Charles Sumner with his cane until it shattered. Brooks believed that Sumner insulted him personally and politically by admonishing Brooks’ relative Andrew Butler in an anti-slavery speech about the Kansas-Nebraska Act. Honor, pride, and loyalty played a role in Brooks’ motivation to defend Andrew Butler, South Carolina, and the rest of the South against Sumner’s supposed insult. However, honor, pride, and loyalty also played a central role in Republican responses to the violent act. While, the brutality of Brooks’ violence was cause for outrage in the North, it was Brooks’ violation of the rules of congressional combat that infuriated and offended Northerners. Previously, most acts of physical violence on the congressional floor were spontaneous encounters, whereas Brooks’ attack was premeditated. Brooks also elevated the political stakes of his attack by beating Sumner on the congressional floor rather than outside where personal disputes could be settled apart from political ones. Freeman shows how the location and timing of the Brooks-Sumner encounter exacerbated regional tensions and gave Northerners an opportunity to play up the notion of Southern violence in the press. Brooks’ violent escapade was the personification of pro-slavery brutality and arrogance.

Sacking of Lawrence (via Wikipedia)

Further intensifying the strong reactions, Sumner’s caning occurred around the same time as antislavery settlers were ransacked by proslavery aggressors in Lawrence, Kansas. Northerners viewed these violent encounters as a series of ongoing attacks against the North by the Southern Slave Power and believed the attacks would not stop until the North fought back to take control of the future of the Union. The rise of congressional violence in the 1850s exemplified the civic breakdown and unyielding polarization in Congress that made war seem inevitable. By the end of Freeman’s book, it feels unbelievable that it had taken so long for someone to tell the story of disunion through the lens of congressional violence. As she reminds readers early on in her work, “The nation didn’t slip into disunion; it fought its way into it, even in Congress.”

Freeman’s work breathes life into what often feels like a stagnant field of antebellum political history. Her use of violence as an analytical category provides a new framework for understanding the nation in the antebellum period that synthesizes the existing literature and illuminates an overlooked component of American political development. By deploying emotion and honor in her work, Freeman proves that there is still more to explore in what often feels like an overly dense field and time period of American history. The Field of Blood reassures students and scholars that there are still unchartered territories to explore in the antebellum period.

Political Map of the United States, 1856 (via Wikimedia Commons)

The Field of Blood will do for historians of the antebellum period what Freeman’s 2001 work, Affairs of Honor: National Politics in the New Republic, did for historians of the early republic. Her discovery of a “culture of honor” that guided politics in the early republic provided a new way of thinking about political conflict and nation-building in the 1790s. Affairs of Honor was one of the first books I read as undergraduate history major and I returned to the book this fall, delighted all over again by its reinterpretation of the history of the young United States. In that book, Freeman showed how previously undervalued and overlooked modes of political communication, such as political gossip and print culture, affected reputations of political leaders and influenced political alliances and elections. She provides a connecting line from Affairs of Honor to Field of Blood through her repeated methodological use of emotion and honor to dissect patterns of political thought and political behavior in the first seventy years of the nation’s existence.

At a time when congressional polarization and violent political rhetoric have reached an unimaginable height, Freeman’s work feels especially significant. Current party strife and widespread disillusionment mirror similar political developments of the antebellum period in chilling ways. The web of fanatical party loyalty, excessive personal pride, and regional tension that Freeman exposes in her work echoes in the contemporary halls of the U.S. Capitol and Oval Office. The Field of Blood confirms that the time is ripe for a resurgence of historical scholarship that examines the early political development of the United States, which can shed light on our own puzzling state of political disarray.


You might also like:
This Republic of Suffering: Death and the American Civil War by Drew Gilpin Faust (2008)
Harper’s Weekly’s Portrayal of the Civil War: The New Archive (No. 11)
IHS Talk: “The Civil War Undercommons: Studying Revolution on the Mississippi River” by Andrew Zimmerman

“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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The Gunning of America: Business and the Making of American Gun Culture, by Pamela Haag (2016)

By Isaac McQuistion

Guns and America enjoy a symbiotic relationship, the one constantly evoked when you refer to the other. A Congressional Research Service report estimated that, in 2009, the number of firearms in the United States surpassed the number of people, 310 million compared to 306.8 million. That gap has continued to widen, and as of 2015, guns outnumbered people by 40 million. These aren’t exact figures; more concrete numbers are hard to come by. Still, they show that the number of firearms in the US, by an reasonable estimate, dwarfs that in any other country in the world. In the list of gun-loving nations, the United States has nearly twice the number of guns per capita as the next country, Serbia.

How do we explain this? How did the US become such an outlier? Many point to the Constitution and the second amendment, the right to bear arms folded into the fabric of our nation almost from its inception. Guns were what fueled westward expansion, and the citizen militia is what beat back the British. Therefore, the gun holds a spot of preeminence in the national lore of America.

Samuel Colt (via Wikimedia Commons).

Pamela Haag’s book The Gunning of America: Business and the Making of American Gun Culture, offers a meticulously researched and beautifully written corrective to this mytho-poetic view of the gun. Haag, who received a PhD in history from Yale, takes the old journalistic maxim of “follow the money” and applies it to the American gun industry. As she writes, “We hear a great deal about gun owners, but what do we know of their makers?” This is the guiding light of her book: to trace the development of the gun industry and the loose constellation of entrepreneurs who laid the foundation for what we have today. These were men like Oliver Winchester, Samuel Colt, and Eli Whitney (yes, that one).

Haag’s overall argument is that it was the gun industry itself that turned the United States into a gun-loving nation. To begin her book, she points out what many gun enthusiasts themselves have been saying for years, albeit selectively and ahistorically: that guns were tools, used and marketed as such. They were unremarkable objects, with as much emotional resonance as a claw hammer or a bow saw.

Coupled with this reputation as ordinary and functional was a style of production that limited the number of guns that could find their way to the market. Guns were originally made by blacksmiths, few of whom specialized in manufacturing firearms, and were therefore often clunky items, prone to breaking and difficult to repair.

Two Pennsylvania rifles. Rifles like this were used by militiamen and snipers during the American Revolutionary War (via Wikimedia Commons).

Eli Whitney was among the first to propose a solution to this problem. In 1801, he made a presentation before President John Adams, demonstrating the merits of constructing guns out of interchangeable parts. This approach would enable him to quickly produce a large number of reliable firearms that could be easily repaired.

This development is what made the modern gun industry viable and other manufacturers soon followed Whitney’s lead. It was not a very stable market, though. The gun business was largely tethered to the boom and bust cycle of war, with the United States government serving as its largest client. In times of peace, manufacturers turned to the overseas market, selling weapons to whichever foreign government happened to be in need of them.

But in order to expand their business, the gun manufacturers knew that they had to increase the domestic demand for their product. Through a close look at advertisements and items like dime-store Westerns, Haag brilliantly demonstrates how savvy marketing transformed the gun from a tool to an emotionally-charged emblem of masculinity, individualism, and the nation. As she writes, “what was once needed now had to be loved.”

An 1876 gun advertisement (via Wikimedia Commons).

In the earliest examples that Haag chooses, guns are listed as just one of many items that your local smithy could make and repair. Later ads would grow more sophisticated, but they would still focus on mechanical virtues and overall utility.

This began to change in the early 1900s, as the gun manufacturers switched from their previous text-heavy ads to more emotive, visual ads, rendered in full color and often regarded as works of art in themselves. They depicted excitement, romance, and nostalgia, drawing heavily on images of cowboys and hunters in the Wild West, their trusty firearm at their side as they faced down a vicious bear or band of Native Americans.

A 1898 Winchester ad (via Wikimedia Commons).

The manufacturers didn’t stop at wannabe woodsmen. They sought to make their market as wide as possible, and in doing so made the gun seem an integral part of American life and history. A key part of this process was to make owning a rifle synonymous with manhood, targeting the father-son relationship in particular. “You know [your son] wants a gun,” one ad reads,” but you don’t know how much he wants it. It’s beyond words.” Another tells fathers that a boy’s “yearning for a gun demands your attention. He will get hold of one sooner or later. It is his natural instinct.”

But guns weren’t the sole province of men. An ad for Smith and Wesson read, “Any woman can learn how to use a Smith & Wesson in a few hours, and . . . she will no longer feel a sense of helplessness when male members of the family are absent.” A Winchester ad from 1921 proclaimed that “Every man, woman or child has an inherent desire to own a gun.” Advertisements like these, alongside their countless depictions in popular culture, are what created America’s gun culture.

A 1914 Remington ad targeting women (via Wikimedia Commons).

Juxtaposed with the account of these early arms manufacturers is that of the women associated with them, and in particular Sarah Winchester, who married Oliver Winchester’s only son. Sarah led a singularly unhappy life. She lost her first daughter, Annie, when the child was only 40 days old. She’s believed to have suffered one or two more miscarriages, and she lost her husband to tuberculosis, and, shortly after, her mother also died.

At this point, Haag’s account drifts into speculation. She theorizes that Sarah thought herself cursed, haunted by the victims of all the guns that her husband and father-in-law brought into the world and thanks to whose money she lived in splendor. In a possible attempt to ward off the spirits she built the Winchester mystery house in San Jose, California, a vast mansion that she was perpetually making additions to, with stairs that lead to nowhere and rooms, fully furnished and decorated, that are completely walled off. Now a tourist attraction, it stands as an architectural depiction of madness.

The Winchester Mystery House (via Wikimedia Commons).

This is fascinating stuff and it’s readily apparent why Haag thought it necessary to counterpose her depiction of the gun manufacturers, who have all the humanity of adding machines and clearly distanced themselves and their capitalist aims from the visceral reality of the violence of the arms they made, with the almost unbearable humanity of Sarah Winchester. The one drawback is that because it is so highly speculative, this part of the book runs the risk of detracting from the brilliant research that Haag deploys elsewhere.

And the research really is quite brilliant. Haag gained access to the company archives of Winchester, Colt, and other gun manufacturers, and she makes excellent use of the privilege. Haag is a beautiful writer, able to weave together a compelling narrative studded with memorable lines and anecdotes, like the gun salesman in Turkey who, upon realizing during a demonstration that his gun was clogged with sand, solved the problem by urinating on the offending component.

Puck cartoon from 1881 satirizing gun culture in America (via Wikimedia Commons).

In the end, Haag strips away the mythology of guns in America to reveal a truth that’s both more ordinary and more profound than what existed before. It was the ineluctable logic of capitalism that drove the original gun manufacturers to seek out as wide a market as possible for their product, and it was the story that they told their customers that has lived on until today.

Pamela Haag. The Gunning of America: Business and the Making of American Gun Culture. New York: Basic Books, 2016.


Also by Isaac McQuistion on Not Even Past:
Examining Race in Appleton, WI.

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Kalashnikov’s Lawn Mower: The Man behind the Most Feared Gun in the World.

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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You may also like:

Jacqueline Jones discusses Civil War Savannah.
Marc Palen debates the causes of the Civil War.
Alison Frazier suggests some “lightly fictionalized” books about the Italian Renaissance.

Check out Guy Raffa’s multi-media journey through the three realms of Dante’s afterlife, via Thinking in Public.
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History Calling: LBJ and Thurgood Marshall on the Telephone

By Augusta Dell’Omo

When President Lyndon B. Johnson called Thurgood Marshall to offer him the position of Solicitor General of the United States, Johnson reiterated his commitment to doing the job that Abraham Lincoln started by “going all the way” on civil rights, but he warned Marshall that the appointment would cause the Senate to go over him with “a fine tooth comb.” In the July 1965 phone call, Johnson speaks on a wide variety of issues including the image of the United States abroad, the state of the Civil Rights Movement, the importance of “Negro” representation in the justice system, and finally, his thinly veiled, ultimate goal of placing Marshall on the Supreme Court. A monumental historical moment, LBJ’s call to Marshall set in motion a series of events that would culminate in Marshall becoming the first African American Solicitor General and the first African American Supreme Court Justice of the United States.

Thurgood Marshall talks to President Johnson at the White House (via Wikimedia Commons).

Thurgood Marshall rose to fame in the 1940s for his work with the NAACP Legal Defense and Educational Fund, created by Marshall as the legal arm of the NAACP, designed to assault discrimination and segregation. Amassing a huge array of legal victories such as in Smith v. Allwright (1944), Shelby v. Kraemer (1948), and most famously Brown v. Board of Education of Topeka (1954), Marshall came to be known as “Mr. Civil Rights.” At the time of Johnson’s call, Marshall was serving on the US Court of Appeals for the Second Circuit, having been appointed in 1961. Johnson, however, had his attentions focused on not just the Civil Rights Movement, but also the growing war in Vietnam. Throughout June and July of 1965, Johnson was forced to consider raising the number of active ground forces and found himself continually at odds with his advisors and the American public. Coupled with the public resignation of the US Ambassador to South Vietnam, Johnson, who often did not want to focus on foreign affairs, found himself facing a series of political and military losses. Johnson hoped to focus his moral idealism and religious convictions on the civil rights struggle, and when told he should de-emphasize civil rights, Johnson remarked, “well, what the hell is the presidency for?”

This recording of the telephone conversation between LBJ and Thurgood Marshall is included in a collection LBJ’s White House telephone conversations made on Dictaphone Dictabelt Records between November 1963 and November 1969. Johnson initially began recording conversations and speeches while in the Senate and continued that practice as President. The recording of presidential meetings and phone calls was first begun by Franklin Delano Roosevelt who aimed to improve consistency in White House public statements and messaging, while also having the option for conclusive proof in the case of false claims made about the administration.

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President Johnson meeting with Dr. King and other leaders of the Civil Rights Movement (via Wikimedia Commons).

The recording elucidates the tensions Johnson felt between the morality of the Civil Rights Movement and the practicalities of the political climate that he experienced throughout his presidency. Johnson’s actions during the Civil Rights Movement have been a subject of intense study by historians, who seek to understand where the motivations for Johnson’s involvement came from, and how strongly moral and religious principles guided him in comparison with political realities. Randall B. Woods argues that Johnson’s moral and ethical idealism drove both his home front and war front actions, while Sylvia Ellis contends that pragmatism and realism governed Johnson’s racial and foreign policies.[1] Johnson began the phone call to Marshall with an exasperated sigh stating that he has “a very big problem,” which he hopes Marshall will help him with. His tone seems exhausted and his choice to view the appointment as a problem, points to his pragmatism and recognition that the political climate made Marshall’s nomination very challenging. Throughout the call, Johnson never refers to the position as a great honor, but rather an opportunity to raise the character and image of the United States abroad, (he even tells Marshall that he “loses a lot” by taking the position). He seems to view the nomination of Marshall as a duty as well as a politically calculated choice of a “Negro” who is also “a damn good lawyer.” The pragmatic influence takes hold, and Johnson’s political calculations continue to be apparent, as he expresses the difficulties with pushing Marshall’s nomination through Congress, and not wanting to be “clipped from behind.”

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Thurgood Marshall in 1967 (via Wikimedia Commons).

Johnson’s comments, however, could be viewed through the lens of morality, rather than pragmatism. His statements about Marshall being a symbol for the “people of the world” could reflect his view that Marshall would be an important beacon of equality across the world. Furthermore, his obvious admiration for Marshall’s political abilities and his strong conviction to back him regardless of what anyone else said, could show Johnson’s commitment to making a decision that reflects his own moral compass. Johnson says that he “doesn’t need any votes” and that he isn’t doing this for the votes, but rather because he wants “justice to be done.” This recording does not solve the debate on Johnson’s ambiguity, but rather continues it, with Johnson’s statements supporting both pragmatism and morality, depending on how one hears the recording.

What is left unsaid is just as interesting. Marshall says very little throughout the conversation. When Johnson describes Marshall as a symbol for “negro representation,” Marshall does not really respond. The question of Marshall’s role as a “race man,” who clearly defines his identity as “black” and seeks to bring about the progression of black people, has been a subject of much debate among historians and legal scholars that is not resolved by this conversation.[2] But this telephone call offers a snapshot of the struggle between practicality and morality would dominate the careers of both Thurgood Marshall and Lyndon Johnson.

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Audio recording of this phone call may be found on Youtube. The original is housed at the LBJ Library: Recording of Telephone Conversation between Lyndon B. Johnson and Thurgood Marshall, July 7, 1965, 1:30 PM, Citation #8307, Recordings of Telephone Conversations – White House Series, Recordings and Transcripts of Conversations and Meetings.

Other Sources:
Wil Haygood, Showdown: Thurgood Marshall and the Supreme Court Nomination That Changed America (2015).
David Kaiser, American Tragedy: Kennedy, Johnson, and the Origins of the Vietnam War (2000).
Abe Fortas, “Portrait of a Friend,” in Kenneth W. Thompson, ed., The Johnson Presidency: Twenty Intimate Perspectives of Lyndon B. Johnson (1986).

[1] Randall B. Woods “The Politics of Idealism: Lyndon Johnson, Civil Rights, and Vietnam,” Diplomatic History Volume 31, Issue 1, 2007. Sylvia Ellis, Freedom’s Pragmatist: Lyndon Johnson and Civil Rights, (Gainesville, FL: University Press of Florida, 2013).

[2] Sheryll D. Cashin “Justice Thurgood Marshall: A Race Man’s Race-Transcending Jurisprudence,” Howard Law Journal, Vol. 52, No. 3, 2009.

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Also by Augusta Dell’Omo on Not Even Past:
Trauma and Recovery, by Judith Herman (1992).

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Not Even Past contributors provide an overview of the history of the Civil Rights Movement.
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Textbooks, Texas, and Discontent: The Fight against Inadequate Educational Resources

Banner image for the post entitled Textbooks, Texas, and Discontent: The Fight Against Inadequate Educational Resources

By Alejandra Garza and Maria Esther Hammack

Controversies surrounding textbooks are nothing new, especially in Texas. For years, textbook selection in Texas has grabbed headlines and generated great discontent and debate. Textbooks adopted by the Texas State Board of Education (SBOE) are unusually important because they are also adopted for use in classrooms across the country. Whatever Texas adopts, students across the United States get. In 2014, a coalition of unpaid Texas citizens who called themselves “Truth In Texas Textbooks,” presented the SBOE with a report containing 469 pages of factual errors, “imbalanced presentation of materials, omission of information, and opinions disguised as facts,” found in three world history and geography textbooks that were being considered for adoption that November. And who can forget the 2015 textbook fiasco, when the Texas Board of Education refused to allow professors to review and fact-check textbooks that were to be implemented in Texas curricula that year. Historians and other academics protested because non-experts were writing and reviewing history textbooks.

Photograph of a 2015 Texas textbook caption that grossly mischaracterized the nature of slavery
A 2015 Texas textbook caption grossly mischaracterized the nature of slavery (Coby Burren via the San Antonio Current).

But that was not the only contentious issue surrounding textbooks in Texas last year. Mrs. Roni Dean-Burren split open a Pandora’s box of controversies when she posted a picture on Facebook of her teenage son’s textbook which explicitly portrayed slaves as immigrant workers. The Texas State Board of Education had adopted the textbook, published by McGraw Hill, a few years ago and sold about 140,000 in Texas and other states. McGraw Hill was quick to respond and quench the controversy. They immediately acknowledged that they had made “a mistake” and rapidly agreed to do their “utmost to fix it.”

This year’s controversy has had a different outcome. Unlike McGraw Hill, Jaime Riddle and Valarie Angle, the authors of the Mexican American Heritage textbook and its publisher, Momentum Instruction, LLC, have yet to apologize for a widely criticized textbook. Beyond an unwillingness to acknowledge the large number of problems in their textbook, they have failed to respond to questions and comments from historians and experts challenging their work.  The Mexican American Heritage textbook has more than 800 factual errors, errors of omission, and misleading representations of Mexican American history and culture.

Book cover of The Mexican American Heritage textbook by Jaime Riddle and Valarie Angle
The Mexican American Heritage textbook (via authors).

In addition to factual errors, the book is riddled with what several historians have deemed “ethnic hostility” — clearly racist remarks, blatantly condescending portrayals of Mexican Americans and their historical roles, and a large number of specific instances where the authors’ opinions straightforwardly belittle Mexican-American history, heritage, and people of Mexican descent and their accomplishments and contributions. The authors and the publisher have refused to work with experts to fix the errors and have yet to demonstrate any intent to withdraw the book from consideration for adoption by the State Board of Education in hearings scheduled for November 15 and 18, 2016. The final decision pertaining to the adoption or rejection of the textbook is set to be made on November 18, 2016.

A textbook with an extensive number of errors, with clearly racist and condescending content does not belong in any classroom. Textbooks are meant to educate and empower our future generations through an emphasis on factual history and on understanding the heritage and identity of all the peoples of the country, but the Mexican American Heritage textbook is set to do just the opposite. Its content erases Mexican American history and culture and it presents historical information in manner that misinforms, rather than educates.

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Moses Austin, 1761-1821 (via Wikimedia Commons).

For instance, a passage in the book claims that “in 1822, Moses Austin obtained the first charter to start an American colony in Texas.” As most historians know, what Austin received was not a charter, but an offer for a land grant where up to 300 colonists could move and settle in Texas, then Mexican territory, with the stipulation that they swear allegiance to Mexico and become Mexican citizens. Also, expert historians made sure to note that Moses Austin died in 1821, so by 1822, the date provided in the textbook, Austin was in fact no longer alive and could not have obtained what the authors claimed was the first charter to colonize Texas.

Last month The Guardian reported that the passages in the textbook portray Mexican Americans as “anti-education and anti-English” and depict “true Mexican identity” as being inherently in rebellion against the establishment. They write that “High School and college youth may refuse to attend class, speak English or learn certain subjects because they perceive injustice in the school system,” and claiming Mexican American prosperity is hindered by their own identity. In addition to reports in the media, the Ad Hoc Committee, consisting of a group of scholars who took the initiative to read and review the textbook last spring, have highlighted some of the most disturbing errors. In chapter 3, for example, the authors wrote that “most Mexicans weren’t literate, they could not own land, and had been given the message that they should be subdued rather than lifted up. How would they invent a system from nothing that depended on participating in political and economic life?”[1] They portray Mexican Americans as having an all-encompassing cultural attitude of laziness that makes them put off important things for “mañana,” because, according to the textbook, they “have not been reared to put in a full day’s work so vigorously.”

Contrary to those portrayals, Mexican Americans and Mexican American scholars, historians and other professionals have begun the rigorous undertaking of meticulously reviewing the textbook by tabulating historical inaccuracies, listing factual errors, and conducting extensive and in depth analysis of the historical content of the textbook. The Mexican American scholars and the community were quick to organize in Austin and across Texas, and have managed to coordinate with other scholars, and historians across the country to write a strong case against the Mexican American Heritage textbook, so that it is not adopted by the Texas State Board of Education in the November hearings. The Ad Hoc Committee presented its report this past summer to the Texas State Board of Education’s Representative, Ruben Cortez, Jr., to explain why the proposed textbook was inadequate, how it failed to meet basic standards and guiding principles in the history profession. They provided an extensive list of suggested revisions to the publisher, suggestions that today, at one week until the hearing, have gone vastly unheeded.

Close-up photograph of the six flags over Texas emblems under state capitol dome
The Texas State Capitol (via Wikimedia Commons).

Here at UT Austin, the University of Texas Textbook Review Committee has six members working under the guidance of Dr. Emilio Zamora, of the UT Austin History Department, to produce a complete annotated list of factual errors, omissions, and misrepresentations, and also a list of suggested revisions. The committee’s goal is to serve historians and experts such as Dr. Zamora to prepare a written response based on their findings and historical evidence, to present to the Texas State Board of Education on November 15, and for that response to help prevent the Mexican American Heritage textbook from being adopted.

Despite the documented factual errors and wide criticism of the textbook, the hearing is not going to be an easy one. Conservative politicians have been supporting adoption of the textbook. For example, David Bradley, the Republican state representative for Southeast Texas on the Texas Board of Education, said that he had originally voted against the call for textbooks because he considers Mexican-American studies to be discriminatory against Americans of other ethnic backgrounds. He now plans to vote to adopt the book, because he is “going to give them what they asked for.” Bradley added “they wanted a course, and they wanted special treatment, and we had publisher step up.” He is intent on casting his vote for the adoption of this textbook.

The Main Building at the University of Texas - Austin (via Wikimedia Commons).
The Main Building at the University of Texas – Austin (via Wikimedia Commons).

Criticism of the textbook has come from historians across the nation, professional organizations, and activists’ platforms, including American Historical Association. In September, the AHA wrote a letter of concern to the Texas State Board of Education regarding the textbook because, they wrote, “the textbook does not adequately reflect the scholarship of historians who have worked in the field of Mexican American history, or measure up to the broad standards of history as a discipline.” The American Historical Association urged the Texas Board of Education “reject the use of this textbook as an option for institutions within the purview of the board’s adoption policies.”

We hope that more allies come to our support, and that many scholars, historians, educators, and students show up at the William B. Travis Building at the State Capitol for the hearings on November 15. It is imperative that textbooks such as The Mexican American Heritage do not get adopted. A textbook on Mexican Americans or Mexican American history or any other history that is filled with errors and racist allegations should not be used to educate our children, not now, not ever.

[1]District 2 Ad Hoc Committee Report on Proposed Social Studies Special Topic Textbook: Mexican American Heritage, presented to Ruben Cortez, Jr., State Board of Education Representative, September 6, 2016.


Board of Education agendas and information for the November 15th-18th meetings can be found here.
A map indicating the building location can be found here.
You can find out who your SBOE representative is here, and can contact members of the SBOE here.


You may also like:
Chris Babits offers Another Perspective on the Texas Textbook Controversy.
Christopher Rose recounts his experience testifying before the SBOE in this blog post.
NEP contributors relate what happens When a Government Tells Historians How to Write and How to Teach.


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.

The Blemished Archive: How Documents Get Saved

By Chris Babits

In a May 2016 podcast for the Journal of American History, Yael A. Sternhell said, “For the great majority of [historians], when we walk into an archive, we have this illusion that this is where historical knowledge lies. Raw primary sources. Untainted. Unblemished. Just waiting for us to pick them up and create [a] narrative that will adhere to the history of the topics we’re looking at.” She believes that this is not how we should look at archives. Sternhell challenges historians to think about how papers got to their respective archives, who arranged them, and whether the arrangement of items in special collections and archives affect the stories that historians construct.

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The University of North Texas (via Wikimedia Commons).

Sternhell’s words resonated with me recently when I went through the collections at the University of North Texas. The first collection was the Resource Center LGBT Collection, which contains 636 boxes of materials about the LGBT movement in Texas. Phil Johnson, the founder of the Dallas Gay Historic Archives, donated many of the materials in this collection. During my two weeks at the University of North Texas, I had come across numerous documents outlining Johnson’s hostility toward organized religion. Johnson blamed religious figures, like Jerry Falwell and Pat Robertson, for creating a hateful social and political environment for the LGBT community. That is why I thought little (at least at first) of coming across a box with a section labeled “Bigots.” This section was right before another titled “Religions.” It seemed likely that Johnson would have made these tags and grouped “Bigots” and “Religions” together.

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The box in UNT’s archive (via the author).

After talking to Courtney Jacobs, the special collections librarian, I found out that I was wrong. Johnson was not the person who created these section dividers. Instead, Jacobs recognized the handwriting as that of the archivist who had organized and arranged the materials when the collection was being processed. The different handwriting on some of the folders, especially the ones that looked older and as if they had been stored away for some time, should have given this away. But, after talking to Courtney for ten minutes about this particular box, it was clear that someone at the University of North Texas had labeled a group of individuals as “Bigots.” On top of this, they separated these individuals from “Religions,” even though the religious groups or individuals in this section said some of the same things that the “Bigots” said about LGBT persons.

This experience in the archives gets to the heart of Sternhell’s last point: how does the arrangement of items in collections, and the labels they are given, influence the historian’s engagement with those items? Right now, I don’t how much these sectional dividers impacted how I interpreted the materials inside the folders. What I do know is this: sometimes historians are far too eager to get to what’s inside a folder to take the time to notice other clues (like different handwriting). I know I’ve learned some important lessons: slow down; never assume; and ask special collections librarians lots of questions.
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More by Chris Babits on Not Even Past:
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)
Age of Fracture, by Daniel T. Rodgers (2011)
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