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Not Even Past

Review of Stamped from the Beginning: The Definitive History of Racist Ideas in America (2016), by Ibram X. Kendi

banner image of Review of Stamped from the Beginning: The Definitive History of Racist Ideas in America (2016), by Ibram X. Kendi

Ibram X. Kendi’s magnum opus, Stamped from the Beginning: The Definitive History of Racist Ideas in America, is a transformative work that transcends traditional scholarship to provide a profound examination of the roots and manifestations of racism in the United States. Published at a critical juncture in history–marked by both symbolic progress and persistent racial challenges–Kendi’s groundbreaking narrative dissects the historical development of racist ideas. As the nation grappled with the paradox of having its first African American president during the final years of Barack Obama‘s presidency, the book emerged against a backdrop of heightened awareness of racial injustice, debates about Confederate symbols, and the rise of white nationalist ideologies. Ibram X. Kendi’s exploration of the historical roots of racism provided a timely lens through which to understand and address contemporary racial issues during this pivotal period. In addition, it offers an invaluable lens through which contemporary policymakers can confront and dismantle systemic inequities. As a historian and scholar of race and discrimination in America, Kendi takes readers through the annals of American history and reveals the insidious evolution of racist ideologies from their inception to the present day.

Black Lives Matter protest signs on the ground, Washington, DC, 2020
Black Lives Matter protest signs on the ground, Washington, DC, 2020.
Source: Library of Congress

At its core, Kendi’s work challenges the conventional wisdom regarding the roots of systemic racism. While the prevailing perspective often centers on individual attitudes and actions as the primary drivers of racial disparities, Kendi posits that racist ideas have historically been intertwined with policies. Thus, Kendi challenges simplistic categorizations and encourages a more comprehensive understanding of the historical development of racist ideologies. The essence of Kendi’s work lies in its commitment to truth-telling. He urges readers to acknowledge the historical context that has fueled the persistence of discriminatory policies, encouraging a paradigm shift from mere acknowledgment to proactive dismantling. Stamped from the Beginning is not merely a historical scholarship; it is a call to action that prompts policymakers to scrutinize their beliefs and assumptions, fostering a critical examination of the systems they construct and maintain.

Kendi’s theory shifts the conventional paradigm in the discourse on racism. He argues that racism is not solely a product of individual attitudes but is deeply embedded in the policies and structures of society. Kendi’s comprehensive exploration revolves around the lives and beliefs of five key historical figures representing different periods in American history. These figures, including Cotton Mather, Thomas Jefferson, William Lloyd Garrison, W.E.B. Du Bois, and Angela Davis, offer a spectrum of perspectives on race, illustrating the multifaceted nature of racism and how it became ingrained in societal structures and policies. By doing so, Kendi challenges the prevailing notion that racism is merely a collection of isolated incidents or prejudiced beliefs. Considering racism’s persistence, Kendi suggests shifting our focus toward policies and institutional structures. The book also challenges the binary framework that often separates individuals into “racist” or “not racist” categories. Kendi proposes a spectrum of racism, introducing the terms “segregationist,” “assimilationist,” and “antiracist” to describe different approaches and beliefs regarding race. This nuanced framework encourages readers to reflect on their own positions on this spectrum and consider the broader implications of their ideas within the context of systemic change.

Free Angels David poster, 1971
Free Angela David poster, 1971.
Source: Library of Congress

The book’s relevance extends beyond historical analysis, making it an essential read for anyone seeking a deeper understanding of the ongoing struggle against racism in the United States. Stamped from the Beginning emerged at a critical period in American history during the latter years of Barack Obama’s presidency. Published in 2016, the book entered the literary scene amid a nation grappling with the paradox of celebrating its first African American president while confronting enduring racial inequality. Kendi’s work engaged with contemporary challenges and provided historical context to elucidate their origins, becoming a crucial resource for those seeking to comprehend the historical racial injustice continuum underpinning present-day struggles.

Stamped from the Beginning is exceptionally accessible, employing a narrative style that makes it understandable to a diverse audience. Kendi sidesteps unnecessary jargon, ensuring that the material remains open to different readers. The book’s rigorous approach and original research draw on various primary and secondary sources, contributing to new insights into understanding racist ideas and their policy impact through a historical rhetorical analysis of speeches and correspondences. While the use of Kendi’s specific individual case studies–Mather, Jefferson, Garrison, Du Bois, and Angela Davis–provides powerful case studies and allows for a nuanced exploration of racism, I argue that this approach is limiting.

The concern here is that by centering the narrative primarily on the lives and beliefs of specific individuals, the book risks overlooking or underemphasizing broader collective societal attitudes and actions. Racism is not solely the product of a few influential individuals but is often deeply ingrained in the structures and norms of a society. A more expansive examination of collective forces, social movements, and systemic influences would provide a more holistic understanding of how racist ideas permeate and persist in society. I argue that if Kendi explored the influence of institutions, cultural norms, and widespread attitudes alongside individual narratives, he could have provided a more complete picture of the complex interplay between racism and society, which is one of the main arguments he makes throughout the book.

African American demonstrators outside the White House, protesting police brutality against civil rights demonstrators in Selma, Alabama, 3.12.1965
African American demonstrators outside the White House, protesting police brutality against civil rights demonstrators in Selma, Alabama, 3.12.1965.
Source: Library of Congress

While the book effectively demonstrates how individual actions contribute to the perpetuation of racist ideologies, it may leave some readers wanting a more comprehensive analysis of the broader societal context in which these individuals operate. Exploring the influence of institutions, cultural norms, and widespread attitudes alongside individual narratives could provide a more complete picture of the complex interplay between racism and society. While the book successfully highlights the role of specific historical figures in shaping racist ideas, a broader examination of the social and institutional forces that contribute to the perpetuation of racism could enhance the reader’s understanding. Regardless, Stamped from the Beginning is a beacon in public policy literature, accessible and engaging yet deeply rooted in original research. It introduces a transformative theory that prioritizes policies in the fight against racism, challenges conventional paradigms, and encourages further exploration within the field. As a result, the book becomes a pivotal cornerstone in reshaping the discourse on race. It should be considered a canonical work in public policy for its transformative potential and paradigm-shifting insights.


Maddie (Williams) Shorman is a doctoral student in the LBJ School for Public Affairs at the University of Texas at Austin. Her doctoral research focuses on the transnational networks of religious nationalism. She is currently using network and content analysis to map church-state relations regarding views on violence from the pre-Constantine times to the modern era. 

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.

15 Minute History – History of the Second Ku Klux Klan

Guest: Linda Gordon, Professor Emerita of History at New York University

Host: Alina Scott, PhD Candidate in the History Department at the University of Texas at Austin

Historians argue that several versions of the group known as the Ku Klux Klan or KKK have existed since its inception after the Civil War. But, what makes the Klan of the 1920s different from the others? Linda Gordon, the winner of two Bancroft Prizes and the Los Angeles Times Book Prize, writes in The Second Coming of the KKK The Ku Klux Klan: of the 1920s and the American Political Tradition that the KKK of the 1920s expanded its mission to include anti-Black racism, anti-Catholicism, and anti-Semitism, electing legislators and representatives in government, and were hyper-visible. “By legitimizing and intensifying bigotry, and insisting that only white Protestants could be ‘true Americans,’ a revived and mainstream Klan in the 1920s left a troubling legacy that demands a reexamination today.” With more than a million members at its peak, the Second coming of the KKK was expansive, to say the least.

Episode 132: History of the Second Ku Klux Klan
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The Racial Geography Tour at UT Austin

By Edmund T. Gordon

For almost two decades, Ted Gordon has been leading tours of UT Austin that show how racism, patriarchy, and politics are baked into the landscape and architecture of the campus. This month, that tour goes live online. In honor of the launch of the new website, “The Racial Geography Tour,” we are featuring an interview Joan Neuberger conducted with Prof. Gordon last week.

JN: Let’s start with the origins of the tour: when and what made you want to start?

TG: Well that’s a good question, and there’s no real answer to it. I don’t know how long I’ve been doing it, and I’m not quite sure when it started, and the impetus for doing it is also foggy. It probably started somewhere around 2000, which means that I’ve been doing it for about almost 20 years now I guess, getting close to that, and I think it grew out of requests that were made to me as a young faculty member here to talk about the racial history of The University of Texas. I remember being invited to talk to the housing staff about racial history, and I think one of the things I wanted to do was talk about the history of the university being integrated in relation to its racial past, and being that it was a housing group I think I began to integrate some of the ideas about building and architecture into that discussion, so it actually started out as a slide show, and then at some point there was someone from out of town who was visiting. I was talking a little about the racial history and I was talking about, well actually we have Confederate statues on campus, and there’s a Confederate flag that flies and I said well hold on a second let me show you, nice day, we went out and started walking around and I think that’s the origin of it, some time ago

And you’ve been doing it on and off for a while. What kinds of responses have you had? Do people come up to while you’re talking and engage with you?

Sometimes they do, absolutely have people who join the tour as I’m doing it, and ask if they can follow along and certainly I have a lot of eavesdroppers and folks like that. Almost all the responses I get from both onlookers and people who are on the tour has been positive, well I know this to be the fact, that not that much readily available history of the campus and also not many tours of the campus itself that are available to folks outside the ones that are given to prospective students and all that, so I think there’s a fair amount of curiosity among students and others about the environment that they’re walking through on a day to day basis, so people seem to enjoy hearing about that and they want to know more about it.

There’s a lot in the ordinary (prospective) tours that the tours don’t go into — history of the tower, the kind of history that you’re talking about. What made you want to put it online?

The Littlefield Mansion

There’s a couple of things that made me want to put it online. Well, it wasn’t my idea first of all. The idea came from a young person who was working with us up in African and African Diaspora Studies, she was the electronic specialist or something like that and at any rate she was also the person who was helping me with my calendar, and helping to schedule the tours that I was doing, and she saw that the demand for the tour was becoming larger and larger and it was taking up more and more of my time, and then she also has this kind of digital and media background and thought it might be a good idea, and I think she was actually the one who got in touch with LAITS here and they jumped on it for whatever reasons, and that’s how it got going, so it wasn’t even really my idea. For me, really, it will help because I spend a lot of time giving tours. I gave 25 last semester, and it’s a large amount of time. I’ve got a lot of other things going on, and also people thought that it would be good to have it be available to a larger audience, and so that’s what’s behind it.

So the tour begins at the Littlefield mansion. Why did you start there?

Well, part of it is fortuitous. In recent years, my office was across the street from the Littlefield mansion, and so rather than having me hike some place else to begin, it seemed like a reasonable place to begin, but also it is the Littlefield Mansion. Littlefield personally had a lot to do with the origins of the University, but even more than that, the Littlefields positionality in Texas society is for me kind of indicative or emblematic of the folks who played the key role in the early years of the university, deciding that we need one and also serving the top positions in university, Littlefield’s biography in many ways really brings together a lot of forces that created the early university as it was. Plus there’s a building there that’s named after him, and it’s right across the street from the 40 Acres, so there’s just a number of reasons why it’s a reasonable place to start.

George Washington Littlefield

Let’s talk about his biography a little bit, because as you say it really brings together a lot of the different things that allowed white European people to come to Texas and make a lot of money, and be able to then found a university. So first of all he comes from a slave owning family–

Yes he does, from Mississippi–

A cotton producing family–

Absolutely–

And why did he stop farming cotton?

Well the big issue for Littlefield and all the rest of these folks was the Civil War, and so he went off the fight the Civil War in 1861, was injured, he had his man servant/ slave there with him who rescued him on the battlefield after he’s injured, and brought him back to Gonzalez, Texas where he recuperated, but that was the biggest issue. So after the end of the Civil War, there’s a problem with labor. In other words, where do you get enough labor now that the enslaved folks are free to be able to carry out, but there’s also problems with disease and various other kinds of things, financial disruption after the end of the Civil War, in the time of reconstruction, so he finds it difficult to be able to rebuild his cotton growing operation and then stumbles on to cattle, longhorn cattle.

And so he started raising cattle?

He had always been raising cattle as a side-line on his plantation, or in the area that he owned, but he discovered that by raising his own cattle and then buying cattle from neighboring farms and plantations and then driving them north to Kansas that he could make some money. I think his first drive was in the 1870s and he made a fair amount of money, and then from then on he didn’t actually drive the cattle himself, but he went into that business and became a cattle baron, owning property throughout central Texas, and up in the Panhandle, and in New Mexico, and west Texas, ended up controlling a huge amount of range land.

And where did all that land come from?

Well the land comes from, one of the things I talk about on the tour, is Littlefield was an ex-Confederate, and so in the period of time immediately after the Civil War, he was very much against what he would consider the invasion, the occupation of Texas by federal troops, but its those same federal troops and cavalry who were able to clear west Texas and New Mexico and particularly the Panhandle of the Comanche and other Native Americans who were there, which opened up that territory for people like Littlefield who would be able to exploit them, and then simultaneously, the massacre of the buffalo, over 20 million buffalo, created what Littlefield would see as virgin grass for his longhorns to feed on, and so it’s that kind of combined operation, plus the advent of the railroads pushing west from Kansas City, St Louis into Kansas that enabled them to make millions of dollars.

There are rumors that there are slave quarters in the basement of the Littlefield house.

There are rumors, but of course the Littlefield house was build in the early 1890s, or he occupied it in the 1890s. That’s 30 years more or less after the end of the Civil War, so of course there were no enslaved people who lived in the house, however, ex-enslaved people did and we know that Nathanial Stokes who was his man servant, ex-slave, till the day he died. He lived in the carriage house, above the carriage house and stables in the back of the Littlefield house there, and so I think the quarters that exist in the basement of the Littlefield mansion were probably quarters for domestic servants and many of them were undoubtedly ex-enslaved people, and maybe even his own.

So we’ve really just scratched the surface of Littlefield’s history, and let me just say at this point that there are additional resources on the website that go into more detail on everything that were going to be talking about.

You move from the Littlefield house to what used to be call the Women’s Campus, and this also is a fascinating piece of history that I didn’t know anything about, and I’ve been here for a long time, so can you describe the women’s campus and its architectural layout, and what was significant about that?

Alice Littlefield

The original housing for women on campus was over by where the Flawn Academic Center is now, but in the 1820s, Littlefield in his will left money and a piece of property to build the Littlefield dorm, named after his wife, as a dorm for freshman women, and then in 30s the University decided to create other living spaces for women in that vicinity, Andrews and Carothers were I think both opened in 1935, and so they created a women’s side of the campus. The main building there that kind of defines the whole space is Gearing Hall, the Home Economics building and if there’s any question about who that’s for, there’s a sculpture of a women and child on the façade there. They also put in Anna Hiss Gym, which is a gym for women, as well as playing fields for women behind the gym, and tennis courts just to the south of the gym for women. So it’s an area of campus for women built behind, on the north side, of the Tower, and in the tour I talk about the symbology of having women outside of the public sphere, outside of, or on the opposite side of, the entrance to the University, and what that means in terms of the gendered ideologies of the time.

You talk about how Gearing Hall was designed by the same architect, Paul Cret, who designed the Tower –the Tower’s our big administrative center, it’s the first building on campus, it is where the President’s office is housed now, the central library used to be there, it’s a big important tall building — and the same person who designed that designed Gearing Hall as a flat sort of circular building and the gendered nature of those two structures seems really clear, but you go further than that, and talk about the way they’re placed and the way the Tower even looks. Can you talk about that a little bit?

Gearing Hall

Sure. The point I’m trying to make on that whole section of the tour is to talk about how it is that space is gendered and space in terms of location of things, but also the design, the architecture, the naming, etc. And if you look at both the way in which the original women’s dorms, if you think about Littlefield, Carothers, and Andrews — Blanton wasn’t built until 1955, so the honors quad is only formed in the 1950s after they put Blanton there. So it’s a U shape, an open U shape that faces to the gym, and then you have Gearing Hall which is placed right on the axis, the north-south axis behind the Tower, to the north of the Tower, where’s there’s no mall leading up to it, and it opens up, it’s a also U shaped as well, and has a gateway, which opens up to the south with the Tower looming up above it. So it’s clear to me that there’s a kind of receptacle aspect to the architecture of Gearing Hall and a phallic kind of aspect to the Tower as a seat of power and kind of the public symbol of the University, and very masculine in that kind of way, and so there’s a femininity and a masculinity about the way the architecture is designed and Cret [Paul Cret], was the main consulting architect for all those buildings, and either implicitly or explicitly the gendered aspect of it is very clear.

And then you walk around to the west side of the Tower, which also has a really interesting history. The west mall is filled with these large planters and limestone walls, why was that?

The west campus, pretty shortly after the university was opened in 1883 became an area of residence for, originally faculty members and students, now it’s mostly students. And if you look carefully at the west mall, and you look at the planters and you look at the trees there, you’ll see that trees are much younger than the trees on the south mall and so they’re about 40, 50, 60 years old. So if you think we’re in 2019, you go back 50 years and now you’re talking about the 1960s, the late 1960s — so on the west mall which leads to Guadalupe and west campus where students are on the other side, think about what students were engaged in, in the late 1960s. There was a lot of political activity, civil rights, anti-war, free speech, and all those things were in fine form here at the University of Texas, students used that west mall area as an area of congregation. There was a relatively conservative President of the Board of Regents, Frank Erwin, we’ve got the Erwin Center named after him, who was particularly incensed by the students’ intransience or their rowdiness in terms of their politics, and one of his ways of dealing with it was to order that the University convert the mall into what we have today, putting walls up and down Guadalupe, and putting planters in the middle of the mall, and planting trees and in other ways making it difficult for students, large groups of students, to access, to really control the access to the campus, and to discourage the assembly of students in that particular area. So it’s a politicized landscape, very pretty, but political .

Lets talk about the statues on campus. Statues, everyone knows have been in the news, have been controversial politically. We have some new ones of civil rights heroes Martin Luther King Jr., Cesar Chavez, Barbara Jordan, and other statues are only marked by their former pedestals, so what’s that about? Could you talk about the statues?

I learned a new word with this, the removal of the statues, they’re actually plinths, who knew, and the plinths are still there and actually some of the statues are still there. I don’t know if you’ve been to see the Hogg statue, the return of James Hogg

I wanted to ask you about that…

Right, so the statues were placed actually ultimately in the early 1930s, but George Washington Littlefield began thinking about having statues be placed on campus probably in 1915 or 1916. 1915, if you think about, that’s 50 years after the end of the Civil War. There are some historians who claim that Littlefield was the wealthiest ex-Confederate, and he was very active in the state of Texas and elsewhere in terms of trying to memorialize the Civil War and the folks who fought in it. And he was a very big proponent, as you were mentioning earlier, of the Lost Cause. In fact, he and John H. Reagan were some of the biggest proponents of that.

The Lost Cause is an ideology which tries to say that the Civil War was fought to preserve the Constitution and the individual state’s rights to preserve what they considered to be one of the key aspects of the Constitution, which is the right to private property. So they want to make the claim that what the Civil War was about was a noble cause to enshrine and further the Constitutional rights that were originally granted; that the cause of the Civil War was not slavery itself but this issue over Constitutional and states’ rights within the context of the Constitution.

The Littlefield Fountain

One of the things that’s interesting, in the inscription that existed on the wall just to the west of the Littlefield Fountain, is an inscription that talks about Littlefield’s giving the money to construct this and one of the things it says is that the Civil War was fought for state’s rights and doesn’t mention slavery at all, so slavery gets disappeared. Littlefield is a very big proponent of that and so is J. H. Reagan. In fact, they played a major role in placing the Memorial to the Confederate Dead, which is at the entrance to the State Capitol grounds, which has Jefferson Davis as the largest figure there. Littlefield also, as a proponent of the Lost Cause, unlike other proponents of the Lost Cause who really looked to Robert E. Lee as the key figure in the Confederacy because he’s a less political figure and one who’s less identified with slavery than Jefferson Davis. Littlefield and Reagan were very big Jefferson Davis folks. So Littlefield gave the major part of the money for the Jefferson Davis memorial that’s up in Kentucky and he decided that he wanted to have Jefferson Davis as well as Robert E Lee, Albert Sidney Johnston, J. H. Reagan, and James Hogg statues built on campus as a memorial to the Lost Cause. And his original idea was to have a huge bronze arch that extended over the south entrance to the 40 Acres, with Jefferson Davis right in the center of it all.

That got changed because there was some backlash, actually even before Littlefield passed in 1920. Littlefield put this idea and the money for it into his will. But there were people on campus who didn’t want as much of an association with the Lost Cause as Littlefield and some others did so there was some back and forth about that. So that’s when it was decided to add the statue for Woodrow Wilson. And also when it became clear, particularly after Littlefield’s death, that there wasn’t enough money in the will to build the entire arch, that’s when they decided instead of the arch to build the Littlefield fountain, which was a memorial to WW1.

So the idea then becomes that there’s a Lost Cause aspect of it, which was what Littlefield’s original wish was, but there’s also a notion of national unification around WWI but also particularly around the presidency of Woodrow Wilson. Because Woodrow Wilson, of course, was a Democrat, a Southern Democrat. He also was a white supremacist. He resegregated the army, resegregated the federal offices in Washington, DC, wrote histories that were relatively sympathetic to the antebellum south and critical of Reconstruction. So this was the kind of figure that Littlefield but also the leadership of the University could get around.

Paul Philippe Cret (1876-1945) in 1910. (via Wikipedia)

That’s the history of how that got placed. Of course the final placement was the same person, Paul Cret, who was the architect (of the Tower and Gearing Hall), decided that instead of having those statues at the very entrance to the University, to put them along the walkaway thereby tying the tower to the statuary and to the Littlefield Fountain and making of it a, well I have a relatively lengthy analysis of the white nationalist aspects of that whole tableaux, which I lay out in the racial geography tour.

You also mentioned the MLK statue and those others. One of the things that is clear to me is that all these symbols speak to each other. And there almost certainly would not have been a Martin Luther King statue on campus if those Confederate statues hadn’t existed and without a Martin Luther King statue on campus, we wouldn’t have had Barbara Jordan and we also wouldn’t have Cesar Chavez. So they all are in one way of another, in conversation with one another in interesting ways.

And in conversation with the community, right?, because it was protest about Jefferson Davis that led to the erection of a statue of MLK.

Yes, there were students in particular who thought not only Jefferson Davis but the rest of the Confederate statues were problematic. The University back in 70s was not about to move them, or in the 80s or in the 90s or do anything else about them, so one of the alternatives was to produce alternative symbology and that’s where Martin Luther King comes up.

Now if you ask most people on campus if Confederate flags flew in prominent places at U.T. I think even people who really care about these things would be surprised to know that they did. So where were they and how did they fly under the radar for so long?

Well they fly under the radar because most people don’t recognize the national flag of the Confederacy. What they recognize is what has been publicized since the 1950s and 60s, which is the battle flag of the Confederacy, which is St. Andrew’s cross. That became the kind of symbol of the rebirth of Ku Klux Klan, the white citizens’ groups at the time of, as part of the anti-civil rights and anti-Brown vs. Board of Education movements in the 50s and 60s. So most people don’t know the Stars and Bars as the Confederate Flag. That flag flew at least at two places. One was over the stadium over the scoreboard, and it also flew at the Erwin Center as part of Six Flags. Six Flags over Texas. Six Flags over Texas became an important symbol of Texas basically around the time of the Texas centennial in 1936. The Six Flags over Texas of course are Spain, France, Mexico, the Lone Star flag, the Confederate flag, and the United States flag. These are all the countries that Texas was under, one way or another. One of the things that the state of Texas was trying to do in the 1930s was to distance itself somewhat from the Lost Cause ideology, and to project itself as an American state, and as a pioneer state associated with American pioneering move west etc., and as a western state. And so in the sense that the United States was engaged in a struggle for freedom from previous colonial eras, Texas was positioning itself in that same kind of, using that same kind of notion of move towards progress, progress towards freedom, and independence, and so it emphasized its various associations on the way towards this America destiny of westward movement, and increased freedom, and progress, and all that. So within that context, the Six Flags over Texas became one of the key symbols of Texas and the Confederate flag was right there in the middle of it.

There is still Confederate symbology here on this campus. If you go up to the Tower, which was erected at precisely that time, if you look on the outside of tower it says 1836-1936. The Tower was open in 1937, but it was still part of this Texas centennial celebration mode, and if you go up to the second floor and you go into what the main room used to be the university main library and now is the Life Sciences library, and if you look up you’ll see these big plaster cast seals for all the six flags, for all those six countries, and right there is the symbology of the Confederacy. And one of the things that people have no idea about and actually is represented by the fact there are two statues left on the south mall. Those two statues are the assemblage which is the Littlefield fountain and the other one is George Washington. So why is the George Washington statue still there? Well it’s not associated with the Confederacy, but if you go up to the second floor of the Tower and you go into the Life Sciences library and look at that symbol of the Confederate nation, who’s right there in the middle? It’s George Washington on horseback. So in some sense the Daughters of the Revolution who are paying for putting George Washington’s statue on the mall in actually 1930, it didn’t get up until 1955 or 1950-sometime. He’s put there as the father of two countries, he’s the father of the United States, but he’s also the father of the Confederacy and that comes out through this Confederate symbology of which the Confederate flags were part, from the 1930s up until when they were taken down, I guess a year and a half ago.

Names of buildings are especially significant on campus, and you talk about a lot of different names, and naming, and changing of names, so let’s talk about some of those. First of all, the main library on campus, which everyone knows as the PCL, what does that stand for?

Ervin Perry and Carlos Castañeda

That’s Perry-Castañeda. That library was open in the late 70s, in fact must have been 78 because they had their anniversary last year and I think both the Perry and the Castañeda families were present for that. That was quite an event. But yes that library was opened in the late 70s and named after Ervin Perry, who was the first African American who was hired in a tenure track position here at the University of Texas, in the School of Engineering. He actually went on to get tenure and then passed as an Associate Professor. And Carlos Castañeda had been an undergraduate, a Mexican American undergraduate here, and then I think he got his Masters, I believe he got his PhD here as well, came back as a lecturer and he taught for a while, and I believe he was associated with the Benson Library for many years. So that [main] library was appropriately named after a couple of the pioneers in terms of the integration of the University of Texas.

And then in the other direction, if we move down to the hill to the Darrell K. Royal stadium, Darrell K. Royal is a hero to many people in Texas. Who was he, why was he celebrated, and what’s left out of the story?

Aerial view of DKR Memorial Stadium on the Texas campus as seen on Sunday April 23, 2017.
RALPH BARRERA/AMERICAN-STATESMAN

Darrell K. Royal was a very successful football coach, in fact, probably more people know about him and his success than they know about anything else. If you can’t name anybody else associated with the University of Texas, you can usually name either Earl Campbell or Darrell K. Royal. He won three national football championships as coach here, but what people don’t usually know is that his second, the one in 1969, has the distinction of being the last all white national championship football team. Darrell in later years claimed that he didn’t recruit any black folks for the team because alumni wouldn’t like it, which is probably true, but nevertheless, he didn’t, and there’s a movie about when the University of Texas at Austin was to play Syracuse in the Cotton Bowl and the University of Texas football team refused to play or allow Ernie Davis, who was one of the early black stars for Syracuse, to play in the game. There’s a whole movie about that. So racial segregation in Texas football or Texas athletics in general was pretty extreme, although to University of Texas’ credit, we were one of the first schools in the Southwest Conference to integrate. We had our first black track athletes were recruited in 1964, and finally in 1970, actually Julius Whittier, who just passed last year, was the first black football player at the University of Texas to play on a national championship football team, when the University won. But even the basketball team, Royal went on to be the A.D. for a number of years, the athletic director, and his [basketball] coach who eventually integrated the team, I have a quote of him saying that they didn’t have any black basketball players on the team because there were no black boys in the state of Texas who were good enough or tall enough to play.

So in 1954 the Supreme Court decides the famous case of Brown vs. Board of Education and that prohibited racial segregation in public schools. U.T. responded in various ways, but one of the ways is architectural, and your tour takes us to sites of several dorms that were new in the 50s maybe we could talk about that for a bit.

One of the things that happens is first of all, there’s Swett vs. Board of Education which is finally won, the supreme court decision that’s won by Heman Swett along with Thurgood Marshall and the NAACP in the 1950s. So immediately after that we get our first black students at the University of Texas, but they’re all graduate students. And none of the graduate students were allowed to stay on campus until around 1954 or 55 where there was space made in one dorm, which is down by where the San Jacinto garages are for some of those folks. Almost immediately subsequent to that, University of Texas, and this is now after the Brown vs. Board of Education decision in 1954; in 1956 the University of Texas decides to allow the first black undergraduates to come to campus. At that point they had to decide what to do about housing for those students. The decision was made not to offer housing at all to black women, so most black women who came to the University of Texas in 56 lived in a cooperative down on 10th St. on what used to be East Avenue — I-35 has now been placed over 10th St. — in effect the dorm where they lived was destroyed in order to be able to put I-35 through. But anyway it was a co-op, and it was co-op which they shared with women from Huston Tillotson. There were a few black women who were allowed to stay in a co-op, which was across the street from where Carothers is now, where the Belo Communications building is — Whitis House was a co-op in which a small number of black women were allowed to stay, but that was off campus, the University didn’t own it at that point.

The University decided to allow some black men to stay on campus, and those folks were placed in basically two dorms that were dorms that had been purchased after World War II as temporary housing for students on campus. They were army barracks that were dismantled and brought to campus and built back up again. So one was placed more or less where the Alumni Center is now, and the other is placed over where the San Jacinto parking garage is. Ironically, in that period of time the Law School had decided to build a new, very luxurious dormitory for graduate students and law students. It was the first dormitory that was air conditioned on campus. It was opened in 1954 shortly after the Brown vs. Board of Education Supreme Court decision and the dean of the law school decided to name it after William Simkins, who was a law professor for 30 years, very well known, but he also was grand dragon of the Ku Klux Klan. He and his brother, who was actually a UT regent, had started the Klan in Florida. So right after, within weeks to months after the Supreme Court decision, the head of the law school decides to name a dorm after a grand dragon the Ku Klux Klan, and right behind it is the wooden, tar paper shack, army surplus dorm that they designated for black students, two years later in 1956, so the juxtaposition was hard to miss, pretty complete.

Let’s finish up with something else that surprised me, the story of the Eyes of Texas, the song that students sing without probably knowing the history of it, so you take the tour to the Texas Cowboys Pavilion, which is also right down there by the dorms you were just talking about. Can you tell us about that site and about the activities there?

We cover this in two places. One is in front of the Robert E Lee statue. Robert E Lee, very few people know this, and it does seem strange, but Robert E. Lee became a University President right after the end of the Civil War, so he loses the Civil War and within a couple of years he is the President of Washington University in Virginia, which later became Washington and Lee. He’s the President and there is a young man by the name of Prather who is a law student under him, who subsequently became a President of the University of Texas. Now one of the things that Prather brought to the University of Texas when he came was a saying. Robert E. Lee at the end of every speech he made to his collective students and faculty members would say “The eyes of the south are upon you,” and so when Prather got to the University of Texas he decided to take freely from what Lee had been saying, and at the end of his speeches to his assembled students and faculty members he would say “The eyes of Texas are upon you,” taking it directly from Lee. Students of course found that to be interesting, and they decided to create a satirical song about it that put words to it, “the Eyes of Texas are upon you,” and the words are probably very familiar to many of you who are listening to this, and they put it to a familiar tune, which was “I’ve Been Working on the Railroad,” which actually comes from “I’ve Been Working on the Levee,” which is either a work song sung by black folks or a minstrel song that was developed making fun of black folks, but either one, they took that tune. And then its first performances were in minstrel shows, blackface minstrel shows, the Hancock Opera House down on Sixth Street was actually the first time it was performed, and it was performed in blackface. So it comes from the minstrel tradition, it’s a satiric tune, it plays off Robert E. Lee, and was originally sung in blackface.

And how is this connected with the Texas Cowboys?

Well the Texas Cowboys are an interesting group. It’s one of the primary “spirit groups” and has been around for many years. They certainly sing the song and all that but one of the things the Texas Cowboys were most known for was they would put on minstrel shows as part of, sometimes twice a year, but almost always at least once a year, during either the fall Homecoming or during the spring Roundup celebrations. And so they would put on minstrel shows, there were comedy shows and musical shows. As many as 60 of these young people would dress in blackface and cavort around. The racism was so extreme that they also played Mexican Americans in blackface. So you have stereotyping and denigration of Mexican Americans in sombreros and serapes and things like that in blackface, as well what they considered to be black people dressed in stripes and other kinds of disparaging kinds of ways, and that went on until 1964.

Til 1964?

1964-1965 it was outlawed, there was one final young cowboy who raced across the stage in black face, but there’s been kind of racially tinged play, you could call it, associated with the Roundup for years and years, well through the 1990s.

Prof. Gordon

Well thank you for making this history known to all of us in the community, and I think to a lot of people outside the community will be really interested in it. The website will definitely make it accessible for people on campus and off campus too, so thank you and thanks for talking to us today.

Well thank you for bringing me in, and thank you for asking me insightful questions, and giving me a chance to talk about what’s going here on campus, or what went on on campus.

You can listen to this interview on 15 Minute History.

You can see the online Racial Geography Tour at racialgeographytour.org

That website will include further reading on all the topics we discuss.

Black Women in Black Power

By Ashley Farmer

One has to only look at a few headlines to see that many view black women organizers as important figures in combating today’s most pressing problems. Articles urging mainstream America to “support black women” or “trust black women” such as the founders of the Black Lives Matter Movement are popular. Publications, such as Time, laud black women’s political leadership—particularly when they mount a challenge to the status quo such as Stacey Abrams’ victory in the Georgia Democratic Governor primary. At the core of these sentiments is the recognition that black women have developed and sustained a liberal democratic politics that is conscious of and responsive to the interconnected effects of racism, capitalism, and sexism and that their approach can offer insight into current socio-political issues. The media often frames these and other women’s efforts as a manifestation of the current political moment divorced from the longer tradition of black women agitators and organizers to which they belong. Many of the black women making headlines today for their work in advancing civil rights and social justice ideals draw from these earlier traditions, including from the Black Power Movement of the 1960s and 70s.

Portrait of Angela Davis spray-painted on a wall.

Portrait of Angela Davis (Photo: Thierry Ehrmann / Flickr)

Although often thought of as civil rights’ “evil twin,” in the words of historian Peniel Joseph, Black Power was a diverse and diffuse collection of organizations, activists, and ideas. This movement spanned the political spectrum, states and continents, and stretched into both the grassroots and national arenas. Despite these variations, activists across the globe were united in support of the central pillars of Black Power—black community control, black self-determination, and black self-defense—broadly defined. In the latter half of the twentieth century, a bevy of organizations ranging from the Black Panther Party to the All-African People’s Party supported and advanced these principles.

Black women were at the epicenter of this movement. Some joined national organizations and served in both rank-and-file and leadership roles. Others found a way to enact ideals like community control and self-determination through local neighborhood or welfare rights organizations. Whatever avenue they chose, female Black Power activists were not only vital to the infrastructure of the movement, they also advanced gender-specific interpretations of its governing axioms. Complicating common assumptions about their marginalization in the movement, black women activists fought for more inclusive understandings of Black Power, ultimately causing many organizations to adopt a more radical critique of racism, sexism, and capitalism.

Members of the Third World Women’s Alliance marching in NYC in 1972 with a banner reading Welfare Rights Organization (Credit: Luis Garza).

Members of the Third World Women’s Alliance in NYC in 1972 (Credit: Luis Garza).

Women in the Black Panther Party exemplified this gender-conscious ethos. Huey Newton and Bobby Seale founded the party in October 1966 in Oakland, California in response to rampant police brutality. However, the Black Panther Party quickly became a collective with a more expansive vision that included defending the black community, developing community programs to increase self-sufficiency, and fostering political education—albeit with a masculinist framing. Women joined the group a year after its founding, participating in all aspects of its programming and endorsing its principles. The first female member, Tarika Lewis, participated in political education classes, attended rallies, and was an artist for the party newspaper, The Black Panther. As the party developed, other women including Ericka Huggins and Elaine Brown joined the group. By the 1970s, Huggins edited the newspaper and Brown ran the party. Indeed, women became Panthers in droves, eventually comprising about two-thirds of the rank-and-file across forty chapters. As they organized, they challenged their male counterparts to rethink their commitment to patriarchal ideas of leadership, activism, and revolution, openly debating sexism within the movement and developing artwork and articles that framed black women as the consummate political actors. Their efforts worked. The Black Panther Party, often thought to be an exemplar of Black Power sexism, adopted more egalitarian polices toward women in both name and practice.

Members of the Third World Women’s Alliance in NYC marching in 1972 and carrying a banner that reads "Hands off Angela Davis" (Credit: Luis Garza)

Members of the Third World Women’s Alliance in NYC in 1972 (Credit: Luis Garza)

Other women, such as members of the Third World Women’s Alliance (TWWA), chose to engender and re-gender Black Power through what historian Stephen Ward calls, “Black Power feminist” groups. This organization originated as a women’s caucus within the Student Non-Violent Coordinating Committee (SNCC), which, by the late 1960s, advocated for globally-minded, anti-imperialist politics expressed through Black Power principles and positions. As it developed it became a collective of “black and other third world women” fighting “all forms of racist, sexist, and economic exploitation.” Through their newspaper, Triple Jeopardy, members developed an ideological platform and activist agenda that interpreted Black Power principles through this global, gender-specific, and intersectional lens. Articles about anatomy and reproductive rights fostered gender-specific understandings of self-determination; images of black and brown women arming themselves supported a capacious understanding of self-defense. These publications, as well as their collaborations with other Black Power era groups, helped produce more nuanced understandings of Black Power. Their multi-faceted approach to liberation also laid the groundwork for what we now call intersectionality.

Female Black Power organizers’ diverse organizing efforts are visible in activism today. The grassroots networks that progressive candidates like Abrams used to win the primary, as well as her endorsement of universal pre-K and affordable housing, build on the efforts of women such as Huggins and Brown, who dedicated much of their lives to developing capacious forms of community control. More radical organizers, such as the three women founders of the Black Lives Matter movement, carry on TWWA-like traditions of global anti-imperialist solidarity, intersectionality, and black self-determination through self-definition.

My new book, Remaking Black Power: How Black Women Transformed an Era, examines these and other women activists in order to better understand black activism past and present. It centers on black women’s ideas and organizing in order to foreground how they might help us rethink the historical and historic uses of Black Power in addressing all facets of oppression. Understanding the historical activism of black women organizers can reveal new sites of theoretical and organizational possibilities and shine light on the ways that we might move toward different and more equitable worlds today.

Ashley D. Farmer,  Remaking Black Power: How Black Women Transformed an Era

“Online roundtable on Ashley Farmer’s Remaking Black Power,” in Black Perspectives, the blog of the African American Intellectual History Society, April 13, 2018.

For more on black women and Black Power, Prof. Farmer recommends these.

Robyn C. Spencer, The Revolution Has Come: Black Power, Gender, and the Black Panther Party in Oakland (2016).
A great book for anyone looking to learn more about the gender politics of the Black Panther Party. 

Dayo F. Gore, Jeanne Theoharis, Komozi Woodard, Want to Start a Revolution? Radical  Women in the Black Freedom Struggle (2009).
A
 strong collection of essays that explore black power and black radicalism from its origins to its apex.

Assata Shakur, Assata: An Autobiography (1988, 2001)
The life story of Assata Shakur, her journey into activism, membership in the Black Panther party, and her arrest and her current exile in Cuba. 

Elaine Brown, A Taste of Power: A Black Women’s Story (1993).
A great autobiography that describes Brown’s journey to becoming a leading Black Power activist and leader of the Black Panther Party 

Nico Slate ed. Black Power Beyond Borders: the Global Dimensions of the Black Power Movement (2012)
A collection of essays that speak to the global scope and reach of U.S-centered ideas of Black Power. 


Featured image photo credit:  Black Panthers at a rally in Oakland, Calif., in 1969, from the documentary “The Black Panthers: Vanguard of the Revolution.” (Photo: Pirkle Jones and Ruth Marion-Baruch).

How do we talk about Enoch? Enoch Powell, Race Relations, and Public History in Britain

 

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by Edward Watson

Few British politicians in the 20th century have been as inflammatory as Enoch Powell. On April 20, 1968, the Conservative MP and Shadow Defence Secretary criticized mass immigration from the Commonwealth into the UK during an address to the Conservative Political Centre in Birmingham. Dubbed the “Rivers of Blood” speech, Powell claimed that the anti-discrimination Race Relations Bill of 1968 would provide immigrant communities with the means to “overawe and dominate the rest with the legal weapons which the ignorant and the ill-informed have provided. As I look ahead, I am filled with foreboding; like the Roman, I seem to see ‘the River Tiber foaming with much blood.’”

Powell’s speech caused uproar. The Times condemned it as “an evil speech” and Powell was promptly dismissed from the Shadow Cabinet by Conservative leader Ted Heath. However, Powell had his supporters. In fact, a Gallup poll in 1968 found that 74% of respondents supported his suggestion of repatriation. Powell subsequently became a mythologized and divisive figure. For the far-right, “Enoch was right” became a key rallying cry of anti-immigrant sentiment. For many on the center and the left, Powell embodies an openly vitriolic, racist strand of British politics.

BBC Radio 4, a highbrow wing of Britain’s public service broadcaster, decided to air a dramatic reading of Powell’s speech interspersed with commentary from journalists and academics in commemoration of the speech’s 50th anniversary. The presenter, BBC media editor Amol Rajan, promoted the program on Twitter, claiming that “on Saturday, for 1st time EVER, Enoch Powell’s Rivers of Blood speech will be read in full on UK radio.” The BBC has widely come under fire, most forcibly from Labour peer Andrew Adonis and academics. Dr Shirin Hirsch, who had been interviewed for the broadcast, tweeted that she was “disgusted by the way the BBC are promoting this show. I made a mistake and was interviewed for this but I have been sick with worry since seeing the way this is being presented.” Considering the divisive nature of Powell’s speech, many questioned the decision to give an uncritical platform to the far-right while others focused more on the decision to commemorate the speech at all. Rajan later defended the decision by arguing that “the speech is broken up, and critiqued by voices from across the spectrum. Not just read out in a single go.”

On Saturday, for 1st time EVER, Enoch Powell's Rivers of Blood speech will be read in full on UK radio (by actor Ian McDiarmid). Please join us @BBCRadio4 8pm. Super-brains Nathan Gower + David Prest have done an amazing production job. Great guests too: https://t.co/3XvDMSH16d

— Amol Rajan (@amolrajan) April 12, 2018

The BBC’s broadcast touches on numerous ethical and methodological issues for public historians. How do we deal with difficult subject matter? What is the best medium for a critical analysis of such an incendiary speech? How should such a broadcast be marketed? What are the risks of presenting the speech as a commemoration? Its hype as “the first time” the speech had been broadcast was fundamental to the controversy. Historians often use anniversaries as an opportunity to disseminate their own work and engage with a public audience. In this instance, the seemingly celebratory nature of the significance of Powell’s speech was widely criticized. Historicizing Powell’s speech is important and we have to establish critical and reflective ways of covering Powell in the wider context of race relations in Britain. There is no singular correct way to do this, but a dramatic reenactment of the speech seems inappropriate, especially as there is no recording of Powell’s most famous and divisive line, “I seem to see ‘the River Tiber foaming with much blood.’”

This is not to say that Enoch Powell should be ignored. Powell’s speech represents an important juncture in British political and cultural history. Prior to the Commonwealth Immigrants Act of 1962, Commonwealth citizens had extensive rights to settle in the UK. Race riots, most notably in Notting Hill and Nottingham in 1958, inflammatory speeches (such as Powell’s), and restrictive immigration laws were indicative of intense debates surrounding race relations in the UK. In 1964, the hugely controversial election in Smethwick in the West Midlands highlighted the prevalence of racism in British politics, as the Conservatives were widely reported as adopting the slogan “if you want a n****r for a neighbour, vote Labour.” By the time British citizens of South Asian origin faced a campaign of discrimination from the Kenya African National Union (KANU) government in 1967, racial tensions and white British concerns over the influx of immigrants from the Commonwealth were immensely influential over government policy. The Kenyan Asian crisis, as it came to be known, prompted the Commonwealth Immigrants Bill in 1968, which reduced immigration from the Commonwealth to 8500 per year and a mere 1500 from Kenya specifically. 80,000 people in Kenya, who had previously been entitled to British passports as Citizens of the UK and Colonies, were effectively rendered stateless. In an effort to appease their critics, the Labour government passed the Race Relations Act in 1968. The act made it illegal to refuse housing, employment or public services to a person on the grounds of race or national origins. Powell rallied against the Labour government’s bill and the levels of immigration, arguing that it was “like watching a nation busily engaged in heaping up its own funeral pyre.” He believed that racial tensions “of American proportions” which were “interwoven with the history and existence of the States itself, is coming upon us here by our own volition and our own neglect.”

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The specific context to Powell’s speech is often forgotten and there are historical and political ramifications in understanding its background and subsequent influence. For the left, so eager to portray the Labour party as the bastions of racial equality, it represents a colossal failure in terms of immigration and race relations for Harold Wilson’s government. On the far-right, Powell’s mythology is increasingly synonymous with all anti-immigrant sentiment. Understanding Powell’s background illuminates why his speech was so dangerous. Powell has been caricatured as a demagogue and a rambling racist, but he was a highly respected, classical scholar with an astute awareness of how he could manipulate history for political means. Powell believed history “was always a series of myths and the point was to choose the most appropriate ones for the hour of national need.” He was an articulate and charismatic orator. This was no incoherent, raving outsider, but a calculated and educated member of the political elite.

This is what made his speech so divisive and why it continues to have relevance in British political life to this day. In 2014, comedian Russell Brand called UKIP leader Nigel Farage a “pound shop Enoch Powell” on the BBC’s political TV show Question Time. Welsh UKIP leader, Neil Hamilton, defended Enoch Powell, arguing the idea that Powell was a “racist villain” is “absolute nonsense.” Even more recently, Commonwealth immigration has hit the headlines with the Home Office coming under fire for destroying landing cards from the “Windrush generation,” with thousands of children who were brought to Britain from the West Indies in 1948 now at risk of deportation. Days ago, Labour MP David Lammy, lambasted the Prime Minister and Home Secretary for appeasing the anti-immigrant sentiment of the far-right, arguing that “if you lay down with dogs, you get fleas.” The ghost of Enoch Powell looms large over UK politics. We would do well to figure out an appropriate way to discuss Powell’s speech in its historical context as well as how it fits into contemporary political discourse. Understanding Powell’s strand of racist rhetoric derives from a closer reading of his speech and the context in which he delivered it. In this sense, the BBC’s decision to critique the speech amidst the dramatic reading is important. However, if Britons are to have a more meaningful discussion about the history of race relations, then the discussion must go beyond a dramatization of Powell’s speech. Moreover, public scholars need to do more thinking in terms of how to appropriately frame such a difficult discussion.

 

Also by Edward Watson on Not Even Past:

Review of Empire of Cotton: A Global History by Sven Beckert

 

Did Race and Racism Exist in the Middle Ages?
History Museums: Race, Eugenics, and Immigration in New York History Museums
History in a “Post-Truth” Era


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.

Did Race and Racism Exist in the Middle Ages?

banner image for Did Race and Racism Exist in the Middle Ages?

For generations, race studies scholars—historians and literary critics alike—believed that race and its pernicious spawn racism were modern-day phenomena only. This is because race was originally defined in biological terms, and believed to be determined by skin color, physiognomy, and genetic inheritance. The more astute, however, came to realize race could also be a matter of cultural classification, as Ann Stoler’s study of the colonial Dutch East Indies makes plain:

“Race could never be a matter of physiology alone. Cultural competency in Dutch customs, a sense of ‘belonging’ in a Dutch cultural milieu . . . disaffiliation with things Javanese . . . domestic arrangements, parenting styles, and moral environment . . . were crucial to defining . . . who was to be considered European.”*

book cover for the invention of race

Yet even after we recognized that people could be racialized through cultural and social criteria—that race could be a social construction—the European Middle Ages was still seen as outside the history of race (I speak only of the European Middle Ages because I’m a euromedievalist—it’s up to others to discuss race in Islamic, Jewish, Asian, African, and American premodernities).

This meant that the atrocities of the Medieval Period—roughly 500-1500 CE—such as the periodic extermination of Jews in Europe, the demand that they mark their bodies and the bodies of their children with a large visible badge, the herding of Jews into specific towns in England, and the vilification of Jews for putatively possessing a fetid stench, a male menses, subhuman and bestial characteristics, and a congenital need to ingest the blood of Christian children whom they tortured and crucified to death — all these and more were considered to be just premodern “prejudice” and not acts of racism.

Duccio di Buoninsegna, Christ Accused by the Pharisees, c. 1308-11
Duccio di Buoninsegna, Christ Accused by the Pharisees, c. 1308-11.
Source: Wikimedia Commons

The exclusion of the medieval period from the history of race issues derives from an understanding of race that has been overly influenced by the era of scientific racism (in the so-called Age of Enlightenment), when science was the magisterial discourse of racial classification.

But today, in news media and public life, we see how religion also can function to classify people in absolute and fundamental ways. Muslims, for example, who hail from a diversity of ethno-races and national origins, have been talked about as if their religion somehow identified them as one homogenous people.

“Race” is one of the primary names we have for our repeating tendency to demarcate human beings through selected differences that are identified as absolute and fundamental, so as to distribute power differentially to human groups. In race-making, strategic essentialisms are posited and assigned through a variety of practices. Race is a structural relationship for the management of human differences.

Rather than oppose premodern “prejudice” to modern racisms, we can see the treatment of medieval Jews—including their legalized murder by the state on the basis of community rumors and lies—as racial acts, which today we might even call hate crimes, of a sanctioned and legalized kind. In this way, we would bear witness to the full meaning of actions and events in the medieval past, and understand that racial thinking, racial practices, and racial phenomena can occur before there’s a vocabulary to name them for what they are.

We can see medieval racial thinking in art and statuary, in maps, in saints’ lives, in state legislature, church laws, social institutions, popular beliefs, economic practices, war, settlement and colonization, religious treatises, and many kinds of literature, including travel accounts, ethnographies, romances, chronicles, letters, papal bulls, and more.

English Jew wearing the Jewish badge on his chest in the form of the tablets of the Old Testament
English Jew wearing the Jewish badge on his chest in the form of the tablets of the Old Testament (BL Cotton MS Nero, D2, fol.180, 13th century. British Library, UK, reproduced from The Invention of Race in the European Middle Ages).

Accordingly, the treatment of Jews marks medieval England as the first racial state in the history of the West. Church and state laws produced surveillance, tagging, herding, incarceration, legal murder, and expulsion. A popular story of Jews killing Christian boys evolved over centuries, showing how changes in popular culture helped create the emerging communal identity of England. England’s 1275 Statute of Jewry even mandated residential segregation for Jews and Christians, inaugurating what would seem to be the beginning of the ghetto in Europe; and England’s expulsion of its Jews in 1290 marks the first permanent expulsion of Jews in Europe.

Similarly, Muslims in medieval Europe were transformed from military enemies into non-humans. The renowned theologian, Bernard of Clairvaux, who co-wrote the Rule for the Order of the Templars, announced that the killing of a Muslim wasn’t actually homicide, but malicide—the extermination of incarnated evil, not the killing of a person. Muslims, Islam, and the Prophet were vilified in numerous creative ways, and the extraterritorial incursions we call the Crusades coalesced into an indispensable template for Europe’s later colonial empires of the modern eras.

Even fellow Christians could be racialized. Literature justifying England’s colonization of Ireland in the twelfth century depicted the Irish as a quasi-human, savage, infantile, and bestial race—a racializing strategy in England’s colonial domination of Ireland that echoes from the medieval through the early modern period four centuries later.

Statue of the Black African St. Maurice of Magdeburg, at Magdeburg Cathedral, Germany, 1220-1250
Statue of the Black African St. Maurice of Magdeburg, at Magdeburg Cathedral, Germany, 1220-1250 (The Menil Foundation, Houston; Hickey and Robertson, Houston; and Harvard University’s Image of the Black Project, reproduced from The Invention of Race in the European Middle Ages)

The treatment of Africans in medieval Europe tracks the pathways by which whiteness ascended to primacy in defining Christian European identity from the mid-thirteenth century onward. Sub-Saharan Africans were grimly depicted as killers of John the Baptist and torturers of Christ in medieval art. Africa also allowed European literature to fantasize the outside world, and imagine what the world outside could offer—treasure, sex, wealth, supremacy—and consider how to make the rest of the world into something that better resembled Latin Christendom itself.

After Greenlanders and Icelanders encountered Native Americans in the early eleventh century, when the Norse founded settlements in North America, Icelandic sagas gleefully show the new colonists cheating Native Americans in exploitative trade relations half a millennium before Columbus. The colonists also kidnap two native boys and abduct them back to northern Europe, where the children are Christianized and taught Norse—an account of forced migration that may help explain why, among the races of the world today, the C1e DNA gene element is shared only by Icelanders and Native Americans.

Europe’s evolving relationship with the Mongol race is traced in Franciscan missionary accounts, the famous narrative of Marco Polo and Rustichello of Pisa, Franciscan letters from China, the journey of a monk of the Church of the East from Beijing to Europe, and other travel narratives, that transform Mongols from a terrifying alien race into an object of desire for the West, once the Mongol imperium’s wealth, power, and resources became known. Mongols even offered a vision of modernity, of what that future might look like—with a postal express, disaster relief, social welfare, populace-maintained census data collection, independent women leaders, and universal paper money. Unlike the other races encountered by Latin Christendom—Jews, Muslims, Africans, Native Americans, and the Romani—Mongols were the only race representing absolute power to a fearful West.

Detail from the Catalan Atlas showing Marco Polo traveling the Silk Road
Detail from the Catalan Atlas showing Marco Polo traveling the Silk Road. Source: Wikimedia Commons

Slavery in the medieval period was also configured by race: Caucasian slave women in Islamic Spain birthed sons and heirs for Arab Muslim rulers, including the famed Caliphs of Cordoba; the ranks of the slave dynasties of Turkic and Caucasian sultans and military elites in Mamluk Egypt were regularly resupplied by European, especially Italian slavers; and the Romani (“Gypsies”) in southeastern Europe became enslaved by religious houses and landowning elites who used Romani slaves as labor well into the modern era, making “Gypsy” the name of a slave race.

In the Middle Ages and today, it is the Romani—who consider themselves an ethnoracial group, despite considerable internal heterogeneity among their peoples—who best personify the paradox of race and racial identification. Romani self-identification as a race, despite substantial differences in the composition of their populations, suggests to us that racialization—by those outside, as well as by those who self-racialize—remains tenacious, well into the twenty-first century.

* Ann Laura Stoler, “Racial Histories and Their Regimes of Truth.” Political Power and Social Theory 11 (1997): 183-206

Geraldine Heng, The Invention of Race in the European Middle Ages

Recommended reading:

Madeline Caviness, “From the Self-Invention of the Whiteman in the Thirteenth Century to The Good, the Bad, and the Ugly.” Different Visions: A Journal of New Perspectives on Medieval Art 1 (2008).
A key study on the ascension of whiteness to centrality in European identity, as depicted in medieval art, with fifty-nine full-color images.

Jean Devisse, The Image of the Black in Western Art: From the Early Christian Era to the “Age of Discovery.” Trans. William G. Ryan. Vol. 2 Pt. 1: From the Demonic Threat to the Incarnation of Sainthood (2010).
An extraordinary, indispensable volume, with a vast collection of images of objects, illustrations, and architectural features depicting blackness and Africans in medieval European art. Part of an invaluable multi-volume series on blackness and Africans in art history, that ranges from antiquity to the modern period.

Ian Hancock, We are the Romani People  (2002). A major study on the Romani, and Romani slavery, by a distinguished Romani studies scholar at the University of Texas in Austin.

Debra Higgs Strickland,  Saracens, Demons, and Jews: Making Monsters in Medieval Art (2003).
An important study showing us the implications of the iconography that visualized Jews, Muslims, Mongols, and monstrous humans for medieval audiences. Strickland reminds us that the human freaks depicted in art, cartography, and literature—often celebrated as wondrous and marvelous—shouldn’t teach us that medieval pleasure is pleasure of a simply and wholly innocent kind.

John V. Tolan,  Saracens: Islam in the Medieval European Imagination (2002) and Sons of Ishmael: Muslims through European Eyes in the Middle Ages (2008).
Two indispensable studies on portrayals of Muslims in medieval Christian Europe.

Header image: Alexander encounters the headless people —Historia de preliis in French, BL Royal MS 15 E vi, c. 1445.


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.

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.

Antonio de Ulloa’s Relación Histórica del Viage a la America Meridional

By Haley Schroer

Nineteen-year-old Antonio de Ulloa set sail for the Americas in the spring of 1735. Ulloa was traveling as one of two assistants to a contingency of French scientists appointed to South America.  The observations Ulloa and his counterpart, Jorge Juan, made on the excursion culminated in Relación Histórica del Viage a la America Meridional. The Relación Histórica is a five-volume work published in 1748 that provides in-depth cultural descriptions of the Spanish colonies’ major cities. As a traveler’s account, Relación Histórica made the colonies accessible for the considerable literate Spanish population who knew little of the empire’s overseas territories. For contemporary readers, it proves fundamental to understanding the socio-racial caste hierarchy that defined the colonies.

Almirante_Antonio_de_Ulloa

Antonio de Ulloa y de la Torre-Giral became a general of the navy and a colonial administrator. He was later the first Spanish governor of Louisiana (via Wikimedia Commons).

By the eighteenth century, Spanish colonial society comprised a diverse socio-racial landscape. Intermarriage and sexual unions among Indigenous, African, and Spanish populations produced a society that could not easily be categorized according to conventional European social and economic privileges. Establishing a sociedad de castas (caste society), elite Spaniards recognized upwards of twenty racial castes with behavioral qualities unique to each group. Implementing the hierarchy relied primarily on public forms of social control, such as the prohibition of certain castes from administrative and commercial positions and laws that excluded certain fashions from non-Spanish castes. Colonial elites, however, faced challenges in enforcing strict racial stratification, and, as Ann Twinam has shown, loopholes broke down the efficacy of the racial hierarchy. Traveler’s accounts of the Spanish colonies offer key outside perspectives on these inconsistencies that allow us to evaluate how deeply socio-racial limitations permeated through colonial society.

Antonio de Ulloa’s fifth chapter, “Understanding the People of Quito; the Castes Found; Their Customs, and Riches” addresses the realities of implementing the caste system in a complex urban environment. Immediately, Ulloa asserts a high level of stratification found within society, noting that noble families “have kept themselves in their luster, connecting themselves with each other and not mixing with the people of low birth.”  Ulloa further defines “low birth,” describing “four classes: that are Spanish, or whites; mestizos; Indians, or Naturals; and Blacks with their descendants” (363). While Ulloa’s racial classification affirms the presence of racial separation, the description of only four racial castes points to larger questions of the racial demography found in Peru. Ulloa presents Africans as a distinct group in society, but they are “not as abundant, as in other places in the Indies,” suggesting that Quito did not rely as heavily on African slave labor as perhaps other colonial cities.

Mestiso_1770

A casta painting from ca. 1770. It depicts a Spanish father and an indigenous mother with their mestizo baby (via Wikimedia Commons).

Ulloa deepens his discussion of the socio-racial dynamic found in Quito by describing stereotypical behavior associated with the most prominent racial groups. Ironically, he condemns Spaniards as “the most unhappy, poor, and miserable; because the men do not apply themselves to any business” due to their superior racial quality (365). He praises mestizos who “work with perfection,” but ultimately fall prey to “the defect of Laziness and sloth, of which dominates them strongly” (365). These observations of work ethic mimic popular conceptions of how race influenced personality and behavior. Finally, Ulloa evaluates the visual appearance of Quito’s inhabitants, claiming, “people dress ostentatiously; and fabrics of gold, silver, fine scarves, and other types of silk and wool are not uncommon” (366).

800px-Paisaje_periferico_de_Lima_en_1744_-_AHG

An illustration from Relación Histórica del Viage a la America Meridional of the peripheral countryside of Peru (via Wikimedia Commons).

Ulloa’s account also addresses larger questions concerning the conceptualization of race in both colonial and peninsular Spanish society. His depiction relies heavily on exterior evaluations of race, such as status, behavior, and appearance, suggesting that society largely defined racial classification through overt visual markers. Ulloa’s description demonstrates that implementation of the racial caste system had some influence in Quito. For example, according to Ulloa, mestizos frequently worked in artisanal occupations such as “painters, sculptors, silversmiths, and others,” demonstrating a sense of racial occupational organization (365).  He reinforces ideas being produced within the Spanish colonies by proving that racial stratification was clearly noticeable to foreigners.

Despite confirming widespread stratification in daily society, Ulloa’s account proves even more valuable for the inconsistencies that it records.  He writes that, “many mestizos appear to be of the same color as legitimate Spaniards, being white, and blonde; and they are considered as such, even though in reality they are not.” (353) In this one brief sentence, Ulloa recognizes a fundamental weakness in the socio-racial hierarchy. Despite the creation of at least twenty racial castes in society, ambiguous physical markers allowed some social mobility along the racial spectrum. Mestizos with European complexions could sometimes assimilate into the Spanish demographic, which undermined the rigidity of the caste system.

OLYMPUS DIGITAL CAMERA

Bust of Antonio de Ulloa in modern day Quito, Ecuador (via Wikimedia Commons).

Traveler accounts such as Ulloa’s are useful to historians in determining how colonial society presented itself to foreigners, but authors of such accounts carried preconceived notions of the Spanish colonies. Ulloa’s account inherently reflects peninsular prejudices and preconceptions of the colonies. Historians must determine to what extent Ulloa imposed peninsular ideologies upon the colonial social structure. As an outsider, for example, since Ulloa most likely only gained access to public society, he can demonstrate the racial stratification seen in public but cannot speak to the intimate realities that occurred in private.

Antonio de Ulloa’s analysis of Quito’s residents exists within a broader attempt to categorize and identify the unique racial make-up of the Spanish colonies. Colonial society continuously tried to grapple with its own racial ambiguity, often relying on public campaigns like casta paintings that depicted mixed race families and the racial variety of the caste society and whitening decrees that attempted to regulated social structures. However, travelers’ accounts like that of Ulloa offer an outsider’s perspective to the multi-colored reality. Answering key historical questions about race in Peruvian society while raising further inquiries into the realistic validity of the caste system, Relación Histórica del Viage a la America Meridional places modern readers in the thick of colonial Quito society.
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Sources for this article and for further reading:

Magli M. Carrera, Imagining Identity in New Spain: Race, Lineage, and the Colonial Body in Portraiture and Casta Paintings. Austin: University of Texas Press, 2003.

Jorge Juan and Antonio de Ulloa, Relación Histórica del Viage a la America Meridional. Madrid: 1748. The Nettie Lee Benson Latin American Collection Rare Books and Manuscripts Division, University of Texas Libraries.

Irving A. Leonard, Introduction to A Voyage to South America, by Jorge Juan and Antonio de Ulloa. Translated and Abridged by John Adams. Tempe: Arizona State University, 1975.

Ann Twinam, Purchasing Whiteness: Pardos, Mulattos, and the Quest for Social Mobility in the Spanish Indies. Stanford: Stanford University Press, 2015.

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You may also like:
Ann Twinam disucssers her book Purchasing Whiteness: Race and Status in Colonial Latin America.
Susan Deans-Smith explains how casta paintings described the racial hierarchy of Colonial Latin America.
Adrian Masters reviews The Disappearing Mestizo, by Joanne Rappaport (2014).
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On Flags, Monuments, and Historical Myths

In response to student demand and in the wake of decisions made elsewhere in the southern U.S. to remove Confederate flags, UT-Austin President Greg Fenves appointed a Task Force to consider the removal of monuments to Jefferson Davis and other Confederate leaders that occupy a central site on the UT-Austin Campus.

A graffiti-covered Confederate statue on the quad on the campus at UT Austin

Understanding history and separating historical analysis from historical myth is essential for any society. One of the many disturbing aspects of Dylann Roof’s murder of nine African Americans on June 17, is his justification of White supremacy on historical grounds.  And one of the signs that we could be doing a better job as historians is the CNN poll that shows the majority of White Americans see the Confederate flag as a “symbol of southern pride” rather than a “symbol of racism.”

Over the next few weeks, Not Even Past will offer readers historical sources, readings, and commentary on these events. Last week, Mark Sheaves collected past articles devoted to the history of slavery and its legacy in the US and provided us with an annotated list.

Today we offer the historical analysis and commentary from journalists and historians primarily writing online. Follow us on Facebook and Twitter for more reading and news from the Task Force. (We will add to the list as relevant articles appear.)


First, “Causes Lost But Not Forgotten: George Washington Littlefield, Jefferson Davis and Confederate Memories at the University of Texas at Austin,” an article by Alexander Mendoza about the controversies that have dogged the statues since their inception.

“Monuments to Confederacy have their own History at Texas Capitol,” by Lauren McGaughy

Memorial plaque of the Children of the Confederacy Creed erected by the Texas Division of the Children of the Confederacy

Many southerners claim that Confederate flags and monuments are reflections of southern “heritage,” not racism. On the Nursing Clio blog, Sarah Handley-Cousins discusses the uses of heritage as a concept and a badge, “Heritage is Not History: Historians, Charleston, and the Confederate Flag.”

A 2011 Pew Research Center survey that showed that more people believe the Civil War was fought over states’ rights rather than over slavery.

In “Why Do People Believe Myths about the Confederacy? Because Our Textbooks and Monuments Are Wrong,”  James W. Loewin addresses some of the ways southerners rewrote Civil War history in Texas and elsewhere.

To document the centrality of slavery to the reasons southern states went to war, Ta Nehisi-Coates wrote “What This Cruel War was Over,” arguing that “the meaning of the Confederate flag is best discerned in the words of those who bore it.”

(And in case you haven’t read Nehisi-Coates’ searing history of relentless White efforts to prevent Blacks from obtaining economic security, here it is: The Case for Reparations.)

Finally, Bruce Chadwick on one of the most pernicious, and successful, purveyors of myths about “the southern way of life,” D.W Griffiths’ Birth of a Nation, 100 years old this year.

Added July 8-9, 2015:

On discussing the commemoration of the confederacy with students:
David C. Williard, “I don’t want my students to simply choose sides in a polemic between heritage and hate.”

It’s complicated. Not very, but a little.
Richard Fausset, “‘Complicated’ Support for Confederate Flag in White South.”

Added July 14, 2015
Many people argue that removing monuments is erasing history:
Alfred L. Brophy, “Why Northerners should Support Confederate Monuments“


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.

Show & Tell: The Video Essay as History Assignment

From the editor: As our thoughts turn back to teaching, Not Even Past turns back to some of our posts from 2013-14 about new and best teaching experiences. (August 15, 2014)

As the school year comes to a close, we end our series of monthly features on teaching history with a creative assignment devised by one of our US History professors. Instead of assigning only written or oral work, Robert Olwell was one of a handful of History faculty who asked their students to make video essays on specific topics related to the course. On this page, Olwell tells us about the assignment and we include some of the best of the videos his students created. Below we link to the instructions Olwell gave to the students. And throughout the month of May, we will post video essays our students produced in other History Department courses. (May 1, 2014)

By Robert Olwell

In the fall of 2013 I taught the first half of the US history survey course (HIS 315K), which offers a treatment of the major themes of American History from 1492-1865. There was nothing unusual in this. I have taught 315K at least once a year (and often twice) since I came to UT twenty years ago. The course is designed as a lecture course, with assigned readings, and four in-class essay exams. The enrollment is generally 320 students. This time however, my enrollment was capped at only 160. The relatively small number allowed me to conduct a pedagogical experiment. In addition to their individual written essay exams, I assigned each of my students the task of working with three classmates to create a short “video essay.” Their task might fairly be described as a producing a brief research report in which they present their findings not on paper but on the screen. My hope was to enlist students’ familiarity and fascination with digital media in the cause of history and pedagogy.

In order to keep control of the project, I made several command decisions. First, I divided the class into forty teams of four students each. I allowed students no choice of partners but simply used the class roll and the alphabet to make the groups (hence team members’ last names often start with the same letter). Second, I gave the groups no choice as to their topic. I created a list of forty topics that I deemed suitable (i.e., could easily be presented in a four-five minute video) and assigned one topic to each group.

As the rubric that I posted for the assignment indicates, by far the most important part of their task was the first one: writing the “script.” In late October, my Teaching Assistants and I poured over the forty, ten-page- long scripts. (Each TA looked at ten scripts and I looked at all of them.) Our aim was to offer historical critiques and suggestions, and to make sure the students were on the right track as regards sources, bibliography, and so on. We acted more as “historical consultants” to their projects than as producers. Having never made or posted a video myself, I could offer them little or no assistance in that regard. Instead, I relied on the students’ own facility with visual and digital media to carry them through. (Having watched my two teen-aged daughters produce videos both as school projects and for fun, I rightly suspected my students would be more than capable of fulfilling this part of the assignment on their own.)

Overall, I would judge the “video essay” project to have been a great success. In their peer evaluations most students agreed; some wrote that it was the most interesting thing they had ever done in a history class. The standard of the finished videos was quite high (the average grade was a B+). There were some difficulties, of course. Some of the groups did not work well together and some students did not pull their weight. The final part of the assignment, peer evaluation, was included to address this possibility. However, most groups did cooperate effectively and I used the peer evaluations as often to reward those students acknowledged by their teammates to have been project leaders, as to punish the slackers.

Would I do it again? Yes, but. Next time, I would probably make the project optional (perhaps replacing one of the written exams), and allow students to make their own teams and choose their own projects.

Here is the assignment sheet and rubric that I handed out to the students.

And here are the six video essays that I deemed the best of the forty produced by my students last fall.

Cahokia 
By Valerie Salina, Jeffrey A. Sendejar, Victor Seth, and Sharmin Sharif

The 54th Massachusetts Volunteer Infantry Regiment (1863-65)
By Madeline Christensen, Nathan Cliett, Rebecca Coughlin, and Corbin Cruz

Anne Hutchinson
By Justin Gardner, Rishi Garg, Yanni Georghiades, and Rachelle Gerstner

The Book Of Negroes
By Will Wood, Anfernee Young, Qin Zhang, and Sally Zhang

Dr. Josiah Nott
By Salina Rosales, Felipe Rubin, and Hunter Ruffin

New Amsterdam
By Evan Taylor-Adair, Oliver Thompson, Kimberly Tobias, and Reynaldo Torres Arellano

Watch for more student videos in the coming weeks.

In the meantime, revisit Blake Scott’s examination of the coming of tourism to the Panamanian rain forest: I am Tourism/Yo soy Turismo

And check out other stories on teaching and learning:

Also by Robert Olwell, You Say You Want a Revolution? Reenacting History in the Classroom

Video assignments by Jacqueline Jones, Students Debating History: Another Look at the Video Essay

Penne Restad and Karl Hagstrom Miller on Teaching

Next Page »

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