Category: Education

The Long-Suppressed Story of One Woman’s Discoveries & the Man Who Stole Credit for Them

When retired University of Evansville professor Mary Ellingson passed away in 1993, people remembered her as a much-beloved teacher, a mother, and a friend.  Few knew she had played one other role as an archaeologist working on one of the most important excavations in Greece between the World Wars (Fig. 1).  While Ellingson told few people about her adventures abroad she did make a scrapbook filled with nearly 100 photographs, many letters, some news clippings, and other papers all of which documented her time as an archaeologist.  After her death, Ellingson’s daughter donated the scrapbook to the Department of Archaeology and Art History at the University of Evansville where I stumbled across it a decade later.  I never met Ellingson, but I got to know her through the scrapbook.  In that scrapbook I found clues she had left to an even more surprising secret she had kept from everyone.

Fig. 1 Mary Ellingson in Athens, 1931 (courtesy of the University of Evansville Library Archives).

Ellingson wanted to become a classical archaeologist.  According to a biographical statement attached to her dissertation, she was born H. M. Mary Ross and received her BA in classics from the University of Alberta.  In 1930 she went to Baltimore to attend graduate school at Johns Hopkins University.  What drew her there was David Moore Robinson, a well-known expert in the field.  Only two years earlier Robinson had begun a new project, the one that would cement his reputation as one of the great classical archaeologists.  According to Nicholas Cahill in his book Household and City Organization at Olynthus, Robinson began excavating houses at the site of Olynthus in northeastern Greece, a revolutionary idea at the time as archaeologists interested in ancient Greece normally sought temples, theaters, and other public architecture (Fig. 2).  Over the 24 years he published the results of his excavations, Robinson convinced his colleagues that houses could provide them with important information about daily life among the ancient Greeks.  His 14 volume Excavations at Olynthus published between 1928 and 1952 is still considered the cornerstone of ancient Greek domestic studies and as a graduate student and aspiring archaeologist I had to read every volume.  Ellingson could not have had a better guide than Robinson to help her enter the field.

Fig. 2 Ellingson (left) standing among house foundations at Olynthus that she helped excavate (courtesy of the University of Evansville Library Archives).

The normal practice at the time was for male graduate students to supervise Greek workmen excavating in the field while female graduate students cleaned and catalogued finds in the dig house, a practice Robinson followed at Olynthus in 1928 according to Raymond Dessy, author of Exile from Olynthus.  Ellingson’s letters make it clear that when she went to Olynthus in 1931, Robinson decided to experiment with not dividing these tasks along gendered lines and instead had all of the students both supervise workmen and catalog finds (Fig. 3).  Ellingson’s abilities in the field quickly impressed Robinson.  In a letter dated March 15, 1939 now housed in the archives at the University of Evansville Robinson states that Ellingson, “…showed remarkable executive ability and was able to superintend the Greek workmen in a very efficient way, a thing that is very unusual for a woman and which quite surprised the Greeks themselves.”  He added, “She is an excellent field archaeologist.”  (Fig. 4)

Fig. 3 Ellingson (left) on a lunchbreak while excavating at Olynthus in 1931 (courtesy of the University of Evansville Library Archives).
Fig. 4 One of Ellingson’s crews of Greek workmen (courtesy of the University of Evansville Library Archives).

Robinson divided the artifacts by category and put one graduate student in charge of cataloguing pottery, another coins, another metal objects, while he assigned Ellingson terracotta figurines (Fig. 5).  These artifacts stood 6-12 inches tall and depict deities, animals, and theater masks as well as standing, sitting, and dancing women.  Ellingson eventually wrote her master’s thesis and dissertation about these figurines.  The big question of the day was how the ancient Greeks used these figurines.  It was widely assumed they had only religious significance since excavators found them only in temples and graves.  When Robinson published Excavations at Olynthus volume IV on the figurines he had excavated in 1928, other archaeologists were curious to know if he had found them in houses.  His records from that season were so poorly kept that he could not explain where he had uncovered each of the figurines he catalogued in the volume.  In 1931 respected archaeologists published scathing reviews of Robinson’s work, among them Edith Dohan, publishing in the American Journal of Archaeology, Alan Wace in Classical Review, and Winifred Lamb in the Journal of Hellenic Studies.  All pilloried Robinson for poor record-keeping and a missed opportunity to weigh in on a central question.

Fig. 5 Study photo Ellingson took showing some of the terracotta figurines she had excavated at Olynthus (courtesy of the University of Evansville Library Archives).

This is what makes Ellingson’s thesis and dissertation so significant.  She not only catalogued the figurines but she offered interpretations of their use.  She found some of the figurines on household shrines, indicating a religious function, but others she uncovered had once been suspended from walls or placed on display, suggesting a decorative function.  She also excavated figurines made from the same mold in houses and in graves indicating that their use changed over the lifetime of the figurine.  Finally, Ellingson realized that when she found animal figurines in graves, those graves belonged only to children.  She argued they had no religious or decorative function; they were toys.  These were radical and exciting new interpretations for their day.

After her season at Olynthus, Ellingson returned to Johns Hopkins to write her master’s thesis.  In her free time she made the scrapbook commemorating her time at the excavation.  Johns Hopkins awarded her a PhD in classical archaeology in 1939.  According to Ellingson’s daughter Barbara Petersen, a few months later she married Rudolph Ellingson and moved to Evansville where he had found a job.  She raised two daughters and once they left for college in the early 1960s the University of Evansville hired Ellingson to teach Latin, Greek, and English courses.  She retired in 1974 and upon her death in 1993 her daughter donated the scrapbook to my department where someone put it on a storage shelf and everyone forgot about it.  A decade later I rediscovered it.  It now resides in the university’s archives.

Along with the scrapbook was a copy of Ellingson’s thesis and dissertation.  As soon as I started to read these, I recognized them immediately even though I had never heard of Ellingson.  On a hunch I consulted Excavations at Olynthus volumes VII sand XIV.  These are the only two volumes other than IV which mention terracotta figurines.  I placed her thesis and Olynthus VII  side by side and began to read.  The texts were identical.  The same was true for her dissertation and Olynthus XIV, yet Robinson put his name on the cover page of each as the sole author.  He did thank Ellingson in a general way in the introduction to each volume but in no way did he indicate that Ellingson was the actual author.  Robinson plagiarized his graduate student Ellingson.  We cannot know why he did it, but I suspect it was because what she wrote about terracotta figurines was so much better than what he had written in volume IV.  Scholars such as Valentin Müller agreed, praising volume VII in particular in his 1936 review in Classical Philology.

We cannot know how Ellingson reacted to Robinson’s publication of her thesis, no record remains, but among Robinson’s papers now housed in the archive at the University of Mississippi is a letter dated Oct. 6, 1952 which Ellingson sent to him expressing her surprise and discovering her dissertation in print.  The archive preserves a copy of his response, sent a week later, in which he states that he “…probably should have given you more credit.”  It was the closest thing to an apology Ellingson would ever receive.  She only told one of her daughters once about what happened to her, otherwise she shared the story with no one.

The description above is only a very brief summary of Ellingson’s story.  To learn more, see For Further Reading below.  Nonetheless her story matters because she left behind enough documentation to tell it.  Other women in archaeology and the sciences did not receive the credit they deserve for their work, but we may never hear about them as they did not make a scrapbook as evidence of their accomplishments.  Mary Ellingson, therefore, must stand as a proxy for other women about whom we will never learn.

For Further Reading:

Kaiser, A.  2015.  Archaeology, Sexism, and Scandal.  The Long-Suppressed Story of One Woman’s Discoveries and the Man Who Took Credit for Them.  Rowman and Littlefield:  Lanham, Maryland.

A Challenge to Integration: The Froebel School Strikes of 1945

Indianapolis Recorder, September 29, 1945, 1. See Hoosier State Chronicles for complete article.

On September 18, 1945, hundreds of white students at Froebel School walked out of their classes to protest African American students at the institution. According to the Gary Post-Tribune, the striking students “urged that Froebel school be reserved for whites only” or that they be transferred to other schools themselves.

While the conflict between segregation and integration was far from new, the student strike in Gary would call into question the very values the United States fought to uphold during World War II, which had formally ended just two weeks before the “hate strike.” The Interdenominational Ministerial Alliance, composed of black ministers, made this point clear when it issued its “appeal to reason” to the citizens of Gary, Indiana:

It is indeed regrettable to note that after the nation has spent approximately 190 billion dollars, the colored citizens of Gary have sent about 4,000 of their sons, brothers, and husbands to battlefields around the world and have supported every war effort that our government has called upon us to support, in a united effort to destroy nazism and to banish from the face of the earth all that Hitler, Mussolini, and Tojo stood for; to find in our midst those who are endeavoring to spread disunity, race-hatred, and Hitlerism in our community.

Gary Post-Tribune, September 20, 1945, 3

Indianapolis Recorder, September 29, 1945, sec. 2, p. 2.

Integration was not a recent development at Froebel when much of the white student body went on strike in the fall of 1945. In fact, Froebel was Gary’s only “integrated” school throughout the first half of the 20th century, though the term warrants further explanation. When the K-12 school opened in 1912, Gary school officials recognized that African American students should not be denied the opportunities available to white students at the new school and established two separate rooms at Froebel for black students. By 1914, a report published by the United States Bureau of Education indicated that there were approximately seventy black students attending the school, but that “the other patrons of the school, most of whom are foreigners, strenuously object to mixing colored children with the others; so they are placed in separate classes in charge of two colored teachers. . .” Thus, despite integration, Froebel remained internally segregated.

Image courtesy of Randolph S. Bourne, The Gary Schools (Boston: Houghton Mifflin Co., 1916), accessed Archive.org.

A 1944 study conducted by the National Urban League showed that Froebel’s black students were “welcomed as athletes, but not as participants in cultural and social affairs.” They could not use the swimming pools on the same days as white students, were barred from the school band, and were discriminated against in many other extracurricular activities.

Conditions at Froebel improved slightly during the 1940s, due in part to Principal Richard Nuzum. He created a biracial Parent-Teachers’ Association, integrated the student council and boys’ swimming pool, and enabled black students to try out for the orchestra. Unfortunately, his efforts towards further integration angered many of Froebel’s white students and their parents, who would later criticize Nuzum of giving preferential treatment to African American students. These feelings, paired with a rising fear among many of Gary’s white, foreign-born inhabitants about increases in the black population in the city, largely contributed to the 1945 school strike.

Table courtesy of the “Report of Technical Advisers to the Special Investigating Committee Appointed by the Gary Board of Education,” October 21, 1945, 7.

Newspapers across the state covered the strike(s) extensively throughout the fall, and the story quickly made national headlines. By September 20, the strike spread to Gary’s Tolleston School, where approximately 200 additional students skipped classes. On September 21, 1945, the Gary Post-Tribune reported that between the two schools, well over 1,000 students had participated in the walkouts up to this point.

Eager to see an end to the strike, to avoid potential violence, and to get students back to school, Superintendent Charles D. Lutz and the board of education issued a formal statement on Friday, September 21, demanding that students return to classes on Monday. The school board threatened to take legal action against parents of students under age sixteen if they continued to strike, while those over age sixteen risked expulsion.

Indianapolis Recorder, September 29, 1945, 1, accessed Hoosier State Chronicles.

The school board was not alone in its hopes of ending the strike. Gary Mayor Joseph E. Finerty, the Gary Council of Churches, and the school PTA all issued appeals hoping to bring an end to the walkouts. Other opponents of the strike included the NAACP and CIO United Steel Workers Union. Many blamed parents of the striking students for the racial tension existent in the school, stating that racial hatred was not inherent, but learned at home. A September 26, 1945 editorial in the Gary Post-Tribune also noted:

Fundamentally this is not a school problem. It has developed out of the changing population in the Froebel area. . . As a result of this influx of Negro families some white property owners feel their homes and churches have depreciated in value.

While students at Tolleston agreed to return to classes by the school board’s stated deadline, those leading the strike at Froebel refused to return until Wednesday, and only on the condition that the school board meet with them beforehand and comply with their demands.

These demands, which the Gary Post-Tribune published on September 21, were three-fold: 1) the removal of all 800 black students from Froebel; 2) the ousting of Principal Richard Nuzum, whom they believed gave preferential treatment to black students; and 3) that school officials stop using Froebel students as “guinea pigs” in race relation experiments (Froebel was the only high school in Gary with a racially mixed attendance at the time).

Horace Manual, Horace Mann High School Yearbook, 1942. Courtesy of Ancestry.com

The Gary school board met with the striking committee on September 25, and when it refused to give in to the students’ demands, the strike continued. Leonard Levenda, spokesman for the striking committee, was quoted in the Gary Post-Tribune on September 26, stating that the walkout was the result of “a long series of episodes provoked by the behavior of Negro students.” Levenda continued by blaming Nuzum for not taking action against African American students after these reported “episodes.” The strike continued until October 1, when students finally returned to classes after the school board agreed to formally investigate the charges against Principal Nuzum.

Walter White to Charles Lutz, letter, September 24, 1945, Papers of the NAACP.

In response to the incidents at Froebel, Mayor Finerty urged the formation of an inter-organization racial unity committee to help improve race relations in the “Steel City.” Finerty, as quoted in the Indianapolis Recorder on October 20, stated “we in Gary must take positive steps in learning to live together in unity in our own city. Now, more than ever, there is need for unity within our city and the nation.”

Another article in the Recorder that day examined the reaction of white leaders in Chicago, who did little to conceal their disgust for the strike and criticism of the strikers:

These racist demonstrations have been an insult to democracy and to the hundreds of thousands of whites and Negroes who deplore this American form of Hitlerism. . .  We further pledge not to walk out on democracy and on this problem which has its roots principally in the attitude and actions of the white man, not the colored.

In early October, the Gary school board appointed a special investigating committee and temporarily relieved Nuzum of his duties as principal. By October 21, the investigation came to a close and a report regarding conditions at Froebel was issued. Nuzum was exonerated and returned as principal and the report called for the school to return to the status it had before the strike. Angered by these results, students staged another walkout on October 29. Levenda and other striking students argued that they were not going on strike, but rather “being forced out by the actions of Mr. Nuzum.”

Chicago Tribune, November 1, 1945, 31, accessed Newspapers.com

Searching for a way to bring a final end to the strike, Anselm Forum, a Gary-based community organization dedicated to social harmony, helped bring Frank Sinatra to the school to perform and talk with the students about racial tension in the city. While many students appeared attentive and understanding of Sinatra’s calls for peace and an end to racial discrimination, the striking committee refused to back down.

Frank Sinatra meets with members of Anselm Youth Forum, Gary ROTC, and Froebel students, 1945. Photo courtesy of Associated Press, via Hoboken Historical Museum Online Collections Database.

It was not until November 12, when State Superintendent of Public Instruction Clement T. Malan agreed to study conditions at Froebel that the striking students returned to classes. Even then, some mothers of the parents’ committee continued to oppose the students’ return.

Racial tension continued even after the strikes ended in November 1945. By the spring of 1946, students at Froebel threatened to go on strike again, but were stopped by the Gary school board and Froebel student council. Newspapers reported that the leaders of the previous strikes, in union with Froebel’s black students, issued an anti-strike statement in March 1946. In this statement, they encouraged the Gary school board to issue a policy to end discrimination in all of Gary’s public schools.

Due in large part to the “hate strikes” at Froebel, the Gary Board of Education adopted a policy on August 27, 1946, to end segregation and discrimination in the city’s public schools. Scheduled to go into full effect by September 1, 1947, the policy read:

Children under the jurisdiction of the Gary public schools shall not be discriminated against in the school districts in which they live, or within the school which they attend, because of race, color or religion.

Courtesy of the Indiana Historical Society

In accordance with the policy, Gary’s public schoolchildren would attend the school nearest them and would be given equal opportunity “in the classroom and in all other school activities.” According to historian Ronald Cohen, the decision made Gary “one of the first northern cities to officially integrate its schools.” In 1949, the Indiana General Assembly passed a law to abolish segregation in the state’s public schools. The law required that schools discontinue enrollment on the basis of race, creed, or color of students.

Despite these measures however, discrimination in the Gary public school system did not disappear. Because of segregated residential patterns, few black students transferred to previously all-white institutions. The 1950s saw a resurgence in de facto segregation in the city as the black population there continued to grow and fill already overcrowded black schools.

Froebel School state historical marker. Installed in Gary in 2014 at 15th Avenue and Madison St.

Inequality Remade: Residential Segregation, Indianapolis Public Schools, and Forced Busing

In 1971, the Indianapolis Public Schools (IPS) system was brought to court and found guilty of practicing de jure segregation or racial separation enforced by law. This lesser-known story of desegregation in Indianapolis’s schools reveals a community deeply divided over race and offers one local response to an important national conversation.

Indianapolis had been racially segregated long before the 1970s. In particular, residential segregation coupled with a practice called redlining reinforced boundaries between the city’s white and African American populations. Redlining is denying services to people based on race: in this case, financial services. In response to the Great Depression, between 1934 and 1968 the Federal Housing Administration (FHA) and the Home Owners’ Loan Corporation (HOLC) used the National Housing Act to make housing more affordable. In practice, the Act only made home ownership easily accessible to white people by guaranteeing their loans. It explicitly denied to back loans for black people or even residents of majority black neighborhoods.

Aerial View of Indianapolis, 1938, courtesy of the Indiana Historical Society.

Appraisers ranked residential areas on a grading scale from A (green) to D (red). These color-coded maps, created by lenders, developers, and real estate appraisers for the FHA and HOLC, dictated how easy or difficult mortgage companies would make it for residents to secure loans in different areas. The appraisal process proved damning to areas where African Americans lived. An A-grade area, as one appraiser said, would not include “a single foreigner or Negro.” The lowest D-grade, red areas included “detrimental influences in a pronounced degree” with “undesirable population or infiltration of it.” Since the appraisers purposefully graded areas where African Americans lived poorly, redlining made it impossible for African Americans to benefit from residential mobility and reinforced racial segregation in the city.

In Indianapolis, A-grade areas were mainly located in the suburbs while C- and D-grade neighborhoods were located in the inner-city – where 98 percent of the African American population lived. One Indianapolis neighborhood on the Old Northwest Central side of the city, where African Americans made up 90 percent of the population, was catalogued as D-25. The appraiser who surveyed the area in 1937 gave it a D-grade for being “blighted” and “almost solid negro.” Even areas described as having “better class” African Americans were still classified as D-grade. In contrast, desirable Grade-A locations, like A-1 near Butler University, boasted “[n]ative white; executive and other white-collar type” residents with “nominal” foreign-born and no black residents.

Courtesy of Mapping Inequality, Richmond.edu.

Explore the redlining map of Indianapolis.

These residential patterns made it easy for IPS to uphold segregation in the school system as the School Board would zone, or divide, different residential areas to feed into different schools. As such, racially segregated housing generated racially segregated schools. A deeply divided school system had been in place in the city since 1927 when the Ku Klux Klan pressured the Board of School Commissioners to build what became Crispus Attucks High School for African American students. IHB’s historical marker observes the school’s history.

Indiana Historical Bureau marker.

Although school segregation was outlawed in Indiana in 1949, Indianapolis Public Schools (IPS) reestablished the elementary school boundaries in 1953 to ensure that the school system remained racially divided. The boundaries were so clearly racially-motivated that “[i]n some instances the lines drawn . . . ignored natural boundaries, requiring students to cross a canal, railroad track” or busy street “to get to their assigned school where no impediment stood between the student and an adjoining school.” An African American child tragically died after being struck by a train in 1952 because of these boundaries.

Courtesy of the Indiana Historical Society.

In 1968, a group of African American parents of children who attended IPS schools requested that the US Justice Department file a suit in the federal district court to charge IPS with unconstitutional segregation. The case, United States v. Board of School Commissioners, was tried in Indianapolis in July of 1971. The verdict, given on August 18, 1971, found “a purposeful pattern of racial discrimination based on the aggregate of many decisions of the Board and its agents.” IPS was guilty of de jure segregation, including racist “gerrymandering of school attendance zones, the segregation of faculty, the use of optional attendance zones among the schools, and the pattern of school construction and placement.” The court believed that “complete desegregation within IPS boundaries would encourage ‘white flight’ and lead to rapid resegregation” of IPS. To address this, the State of Indiana was added to the suit so that the township schools within Marion County would have to racially integrate with IPS.

In 1973, IPS having taken no significant steps towards desegregation, the district court asserted jurisdiction over the issue. Judge Dillin of the United States District Court for the Southern District of Indiana ordered a one-way busing system to force IPS and the township schools to integrate.

Courtesy of the Indiana Historical Society.

Many Indianapolis parents, both black and white, were nervous for this transition the preceding summer of the 1973 school year. Meridian-Kessler, located on the north side of the downtown, had only recently become multi-racial at the time, and the neighborhood’s August/September newsletter carried a somewhat anxious tone. The front page read:

Uppermost in the minds of most Indy residents this fall is the unsettled school situation . . . There are three grade schools within our boundaries, and our children attend two nearby high schools. All of these schools will be involved in the desegregation plan eventually due to the changing racial balance in this area.

The city had reason to be nervous. Forced busing schemes in other cities like Detroit and Boston made headlines for the violence they incited. Indianapolis residents associated with the Ku Klux Klan became a common presence at anti-busing protest events. On the morning of September 27, 1971, Sgt. J. Adamson of the Indianapolis Police Department (IPD), was assigned to cover an anti-busing demonstration at the Indiana Statehouse. He identified “[a] group of approximately twenty (20) mixed men, women and male teenagers…under the name of ‘Americans for America’,” noting, “[t]his organization has strong Klan affiliation.” Three days later, September 30, 1971, the IPD deployed their Special Investigation unit to cover another meeting: The Citizens Against Busing at the Indianapolis Baptist Temple. Again, many involved were members of the KKK-affiliated group “Americans for America.” Meetings like these were not uncommon.

“Blacks Hurt in Boston Busing Protest,” Pittsburgh Post-Gazette, September 13, 1974, front page, accessed Newspapers.com.

In Indianapolis, the first buses of black students began commuting to white schools in 1973. Not all schools responded to the desegregation order immediately. Some townships, including Perry, Decatur, Franklin, and Lawrence only began accepting IPS students bused to their schools in 1981. That year, when her bus, coming from Indianapolis’s east side, pulled into Perry Meridian High School, LaTonya Kirkland was terrified. She “remembers a dozen of her white classmates approaching the bus, their hands slapping against the yellow metal side panels . . . the bus started to rock as the white students slammed against the bus” before throwing an egg at the window. Police had to escort her and her fellow black classmates into the school.

Perry Meridian High School was the site for many violent racial altercations. The burden of reversing segregation, a problem instigated by the white population, fell heavily on the shoulders of black teenagers. The letters “KKK” were found painted on the school building, and there were rumors of black students coming to school with weapons to protect themselves. Only one African American girl was actually caught with such a weapon. She was concealing a meat cleaver. The situation at Perry Meridian High School had escalated so much that in 1981 the FBI came to investigate.

The interconnected stories of redlining and the desegregation of IPS reveal a city deeply divided, struggling with issues of race and equality. In the end, busing briefly achieved what it was meant to do. The court order created schools which appeared racially balanced and integrated on paper, but were often still segregated and hostile. Indianapolis began to phase out forced busing in 1998, ending the court-ordered desegregation era with LaTonya Kirkland’s daughter LaShawn’s graduating class in the 2015-2016 school year.

Roberta West Nicholson: “Without a Scintilla of Prejudice”

See Part I to learn about Roberta West Nicholson’s efforts to educate the public about sexual health, her Anti-Heart Balm Bill, and the sexism she faced as the only woman legislator in the 1935-1936 Indiana General Assembly.

pic

Unless otherwise noted, quotations are from Nicholson’s six-part interview with the Indiana State Library.

At the conclusion of Nicholson’s term in the Indiana House of Representatives, the country was still in the grip of the Great Depression. Nicholson recalled witnessing a woman standing atop the Governor Oliver P. Morton Statue at the Statehouse to rally Hoosiers from across the state to press Governor Paul McNutt for jobs. She was struck by the fact that the woman was wearing a flour sack as a dress, on which the Acme Evans label was still visible.

mort-stat
Oliver P. Morton Statue at the Statehouse, courtesy of Waymarking.com.

To see for herself if conditions were as dire as she’d heard-despite some local newspapers denying the extent of the poverty-Nicholson took a job at a canning factory. There she learned that the “economic condition was as bad or worse than I had feared.” She hoped to ease this struggle as the Marion County Director of Women’s and Professional Work for the Works Progress Administration (WPA).

newspapdsp
Image courtesy of the Indianapolis Star, January 3, 1937, accessed Newspapers.com.

As Director, she got further confirmation about the impoverished conditions of Hoosiers during a visit to a transient shelter on Capitol Avenue. She reported:

I couldn’t tell you the dimensions of it, but there were fifteen hundred men on the move that were in this one room and there wasn’t room for them to sit down, much less lie down. They stood all night. They just were in out of the weather. You see, these men were on the move because one of the things about that Depression was that there was lack of real communication, and rumors would go around for blue collar work and they’d say, “They’re hiring in St. Louis,” which proved to be incorrect.

In her role at the Indiana WPA, Nicholson managed all jobs undertaken by women and professionals, which included bookbinding and sewing. She also helped supervise the WPA’s Writer’s Project, consisting of a group of ex-teachers and writers who compiled an Indiana history and traveler’s guide. This project was led by Ross Lockridge Sr., historian and father of famous Raintree County author, Ross Lockridge Jr. Nicholson noted that Lockridge Jr.’s book “had more to do with making me fall in love with my adopted state than anything I can tell you.”

blind
WPA project for the blind, young woman operating braille machine at the Indiana State Library, Indianapolis, courtesy of the National Archives.

One of Nicholson’s largest tasks involved instructing WPA seamstresses to turn out thousands of garments for victims of the Ohio River Flood in 1937. The workers were headquartered at the State Fair Grounds, where the flood victims were also transported by the Red Cross during the disaster. Nicholson noted that many of the women of the sewing project worked because their husbands had left the family as “hobos,” traveling across the country to look for work; in order to support their families the women made clothes for the “next lower strata of society.”

jeffersonville_station_in_flood_1937_bass_
Jeffersonville Station submerged by the 1937 flood, image courtesy of the Indiana Historical Society, Bass Photo Collection.
flood-workers
WPA workers, “Flood Control,” Indianapolis, courtesy of the National Archives.

First Lady Eleanor Roosevelt visited their WPA Project, headquartered at the RCA building. The 1500 women continued their work as though nothing were different. Mrs. Roosevelt’s approval seemed to validate the project, especially since the women “were constantly being made fun of for boondoggling and not really doing any work and just drawing down fifty dollars a month.” Nicholson spoke with the First Lady throughout day, concluding “I’ll never forget what a natural, lovely and simple person she was, as I guess all real people are. I was pretty young and it seemed marvelous to me that the president’s wife could be just so easy and talk like anybody else.”

In the early 1940s, Governor Henry F. Schricker appointed Nicholson to a commission on Indianapolis housing conditions. The reformer, who grew up “without a scintilla of prejudice,” concluded that the real estate lobby was at the center of the disenfranchisement of African Americans. As she saw it in 1977, the lobby prevented:

[W]hat we now call ‘upward mobility’ of blacks. I don’t think we would have this school problem in Indianapolis we have now if the emerging class of blacks with education and with decent jobs had not been thwarted in their attempts to live other than in the ghetto. They were thwarted by the real estate laws.

She added that black residents were essentially prohibited to live “anyplace but in the circumscribed areas which the real estate lobby approved . . . And now we have school problems and I think it’s a crying shame that we put the burden for directing past injustices on the backs of little children.”

war-black
Image courtesy of the Indianapolis Recorder, December 12, 1942, accessed Hoosier State Chronicles.

While World War II lifted the country out of the Depression, it magnified discrimination against African Americans. After passage of the Selective Service Act, the City of Indianapolis hoped to provide recreation for servicemen, creating the Indianapolis Servicemen’s Center, on which Nicholson served. She noted that they were able to readily procure facilities for white regiments, such as at the Traction Terminal Building, but locating them for black troops proved a struggle.

Although a black regiment was stationed at Camp Atterbury near Edinburg, Indiana, Nicholson reported that:

The only place to go for any entertainment from Edinburg, Indiana is Indianapolis. Well, what were these black soldiers going to do? They couldn’t go to the hotels, they couldn’t go to any eating place. There was no question of integration at that point. It’s difficult to believe, but this is true; because the Army itself was segregated.

She recalled that her task was so difficult because “There was nowhere near the openness and generosity toward the black soldier that there was toward the white, although they were wearing the same uniform and facing the same kind of dangers.” Lynn W. Turner‘s 1956 “Indiana in World War II-A Progress Report,” reiterated this, describing:

[T]he shameful reluctance of either the USO or the nearby local communities to provide adequate recreational opportunities for Negro troops stationed at Camps Atterbury and Breckenridge and at George and Freeman Air Fields.

stuff
Image courtesy of the Indianapolis Recorder, December 12, 1942, accessed Hoosier State Chronicles.

Upon this observation, Nicholson fought for black servicemen to be able to utilize the exact same amenities as their white counterparts. One of her tasks included providing troops with a dormitory in the city because “there was no place where these young black men could sleep.” After being turned away by various building owners, Nicholson was allowed to rent a building with “money from bigoted people,” but then came the “job of furnishing it.” With wartime shortages, this proved exceptionally difficult. Nicholson approached the department store L. S. Ayres, demanding bed sheets for the black servicemen. According to Nicholson, some of the Ayres personnel did not understand why the black troops needed sheets if they had blankets. She contended “the white ones had sheets and I didn’t see why the black ones should be denied any of the amenities that the white ones were getting.” Nicholson succeeded in procuring the sheets and a recreation facility at Camp Atterbury for African American soldiers.

black-troosp
African American Army anti-aircraft regiment, Indianapolis Recorder, September 12, 1942, accessed Hoosier State Chronicles.

Never one to bend to societal, political, or ideological pressure, Nicholson encountered vicious resistance in her support of the Parent Teacher Association (PTA), a national network advocating for the education, safety, and health of children through programming and legislation. She noted that support of the organization was frowned upon in the state because:

[T]hese were the witch-hunting years, you know, and anything that came out of the federal government was bad, and in Indiana that feeling was rife. It was a matter of federal aid education and in Indiana there was a great deal of militant resentment of that federal aid education.

According to Nicholson, a coalition of institutions like the Chamber of Commerce and the Indianapolis Star, along with “some very rich, very ambitious women who wanted to get into the public eye” aligned to destroy the PTA in Indiana. Nicholson recalled that her support of the PTA on one occasion caused a woman to approach her and spit in her face. Ultimately, Nicholson’s opposition won, and defeated the PTA. Nicholson noted that as a result Indiana’s organizations were called “PTOs and they have no connection with the national.” At the time of her ISL interview, she lamented that “without that program for schools where disadvantaged children go, a lot of the schools just simply couldn’t function.”

v
Image courtesy of the Indianapolis Star, February 16, 1951, accessed Newspapers.com.

Nicholson also described a brush with the Red Scare of the 1950s. In a series of articles, an Indianapolis Star journalist accused the State Welfare Department of “being riddled with communism and so forth.” Knowing she was affiliated with one of the women in the department, Governor Schricker summoned Nicholson to his office about the allegations. She noted that while the accused woman was “kinda kooky,” Nicholson was able to assure from “my own knowledge that these two women were possibly off in left field, but that I thought the whole operation was just as clean as anything in the world could be.”

In 1952, desiring respite from the city, the tireless reformer and her husband bought a broken down house in Brown County to fix up for weekend visits. After suffering from ulcers, likely from over-exertion, Nicholson officially retired as the first director of the Indianapolis Social Hygiene Association on December 31, 1960 (serving since 1943). Nicholson passed away in 1987, leaving a positive and enduring imprint on the city’s marginalized population.

Regarding her career, Nicholson combated allegations that she only did what she did because she wanted to be around men. Perhaps an apt summation of her life, Nicholson noted “My way was sort of greased-had a good name and had done some things. I had a reputation for being able to get things done.”

Roberta West Nicholson: Eviscerator of Gold-Diggers & Champion of Social Reform

pic

If Roberta West Nicholson has received any recognition at all, it’s been from Men’s Rights Groups, who have praised her revolutionary Anti-Heart Balm Bill. However, the bill, like much of her work, was progressively liberal and centered around equality. As the only woman legislator in 1935-1936, in her work to educate the public about sexual health, efforts against discrimination in Indianapolis, and champion children’s causes, West was a public servant in the purest sense. Despite her tireless work, she struggled to escape the shadow of her father-in-law, famous Hoosier author Meredith Nicholson, and to be associated with social reform rather than her “cuteness.” In an interview with the Indiana State Library (ISL) conducted in the 1970s, she did just that, but unfortunately, it has been largely overlooked.

Even as a young college student, the Cincinnati, Ohio native deviated from the norm. Nicholson attended one semester at the University of Cincinnati, leaving after an exasperating experience with the sorority system, which she found “excessively boring.” Unbending to sorority policies which required dating male pledges and attending numerous parties, it became evident that Nicholson interests were incompatible with those of her sisters. After one of several instances of bullying, she proudly returned the sorority pin, withdrew from the college, and went to finishing school.

Roberta met her husband, Meredith Nicholson Jr., at a summer resort in Northport Point, MI. In 1925, the two were married and she moved to Indiana, where she was “absolutely bowled over by the fact that it was virtually the headquarters of the Ku Klux Klan and their vile machinations.” From a politically conservative family, Mrs. Nicholson soon found that in Indiana “the Republican party, as far as I could ascertain, was almost synonymous with the Ku Klux Klan. Well, how could you be anything but a Democrat, you know? That was to be on the side of angels so to speak.”

klan-in-indiana
Thomas Hart Benton’s “Parks, the Circus, the Klan, the Press,” scene on a mural representing Indiana at the 1933 Chicago World’s Fair, courtesy of Indiana University, accessed Indiana Public Media.

The day of her wedding, Roberta’s father received two letters, “terrible penmanship-pencil on cheap lined paper-warning him to stop the marriage of his daughter to that ‘nigger loving Jew.'”* Her father spent a large amount of money trying to identify the author of the “vitriolic hatred,” an attempt that proved unsuccessful. The couple’s wedded bliss was also impeded by the Great Depression, in which Meredith Jr. lost everything in the stock market and “this beautiful dream world we’d been living in is all of a sudden gone.” Following the bankruptcy of her husband’s company, Roberta took a job at Stewarts book store, supporting the family on $15 a week.

After the adoption of liberal principles, Nicholson engaged in her first real reform work in 1931. Birth control activist Margaret Sanger reportedly solicited Nicholson to help establish Indianapolis’s first Planned Parenthood center. A New York representative visited Nicholson in the city, describing the “very, very disappointing lack of progress they seemed to be making because there was apparently very little known about family planning and very little support in general terms for such a concept.” Nicholson was convinced that this should change and established a chapter in Indianapolis. Thus began Nicholson’s 18 years-long work as a family planning and social hygiene advocate.

sanger
Margaret Sanger, circa 1917, courtesy of the Library of Congress.

Outside of her role in Planned Parenthood, she worked as a public educator, going into cities, sometimes “very poor, miserable ghetto neighborhood[s],” to increase awareness of the “menace of venereal disease.” It became clear to Nicholson that ignorance about sexual health was widespread, including her own lack of knowledge about diseases, which she had referred to syphilis as the “awful awfuls” and gonorrhea the “never nevers.” During these often uncomfortable meetings with the public, Nicholson sought to inspire an open dialogue and a back and forth about taboo subjects. Nicholson also showed reproduction films to middle schoolers a job that provoked titters by students and sometimes outrage on the part of parents.

Her dedication to improve the welfare of children intensified during the Great Depression, when she witnessed impoverished children modeling clothes made by WPA employees. This was an effort to prove to those Indianapolis newspapers highly critical of Roosevelt’s New Deal that social programs were effective. Seeing these children being used to “get some bigoted publisher to change his views on some very necessary emergency measures” made her think of her own children and brought her to tears. In her ISL interview, she stated that “I decided that I was going to spend the rest of my life helping children that were disadvantaged, and I have.”

In 1932, Nicholson founded the Juvenile Court Bi-Partisan Committee, to convince politicians to reform juvenile justice and “keep the court out of politics and to employ qualified persons to handle the children.” These efforts proved successful, when in 1938 Judge Wilfred Bradshaw reformed the court. Nicholson served as a longtime committee member and in 1946, when other members became frustrated with progress and resigned, Nicholson stayed, saying “I feel that because you are going to sometimes lose your point of conviction doesn’t mean you throw the baby out with the bathwater.” Nicholson also worked to improve the lives of Indianapolis children as the president of the Children’s Bureau, an adoption agency and group home, and in her work on the board of Directors of the Child Welfare League.

At the encouragement of her mother-in-law, she worked with the Women’s Organization for National Prohibition Repeal. In her interview with ISL, she explained her motive for joining the effort to repeal the 18th Amendment:

“These women felt very deeply about the fact that prohibition had inaugurated the era of of the gangsters: the illicit traffic in liquor, with no taxes and everything. They were building this empire of crime…And I said, ‘I am interested in it because these are the craziest days.’ Everybody had a bootlegger. I suppose real poor people didn’t but you never went to a party where there weren’t cocktails. I remember feeling very deeply ashamed to think that my children would be growing up with parents who were breaking the law. How was I going to teach them to fly right? I certainly wasn’t up to bucking the trend. So I thought, ‘All right, Ill work on this, that’s fine.’”

In 1933, Governor Paul V. McNutt appointed her to the Liquor Control Advisory Board and she was elected secretary to the state constitutional convention that ratified the 21st Amendment, repealing prohibition.

brewery_celebration
Terre Haute Brewing Company, circa 1934, likely celebrating the repeal of prohibition, image courtesy of the Indiana Historical Society.

Her experience and qualifications made her a natural choice for public office. In 1934, she was convinced by the county chairman to run for Legislature during the FDR administration because “the Democrats smelled victory, because of the dramatic actions of the president. They wanted to get some names they thought would be meaningful to the voters so they invited me.” Although Nicholson had studied the issues in depth, it turned out that in order to be elected “all that was expected of one was to step up to the podium and say, ‘I stand four square behind FDR.’ That did it.”

Win she did, becoming the only woman to serve in the 1935-1936 legislature, where she faced sexism. According to the Indianapolis Star, during her time as secretary of the public morals committee, she informed her committeemen, “‘If you think you’re going to stop me from talking just because I’ll be taking minutes, you’re wrong-I’ve got some things to say, and I’m going to say them.'” Nicholson elaborated that many of her colleagues thought:

“Wasn’t it cute of her. She’s got a bill. She’s going to introduce it just like a man. Isn’t that darling?’ I restrained myself, because after all I was in the distinct minority. I could not offend them. So I would just bat my eyelashes and beam at them and act as if I thought it was the way I wanted to be treated. Wasn’t that the only thing to do?”

indy-star-jan-16-1935
Indianapolis Star, January 16, 1935, accessed Newspapers.com.

Not only did she “have” a bill, but her breach of promise bill, dubbed the “Anti-Heart Balm Bill,” made waves in Indiana and across the country. Nicholson’s proposal would outlaw the ability of a woman to sue a man who had promised to marry them, but changed their minds. She felt that deriving monetary gain from emotional pain went against feminist principles and that if a man did the same to a woman he would be absolutely condemned. Nicholson described her reasoning for the bill,  which generally had the support of women across the nation:

“…it just seemed perfectly silly to me, that from time immemorial, a female being engaged to be married could change her mind and say, ‘Sorry Joe, it’s all off.’ But if the man did, and if he had any money, he could be sued. I thought that was absolutely absurd. . . . The thing that was so amazing and truly surprising to me is that it was widely interpreted as giving free reign to predatory males to take advantage of chaste maidens which, of course, was diametrically opposed to what my conception was. I thought-and I still think-that it was an early blow for women’s liberation. I thought it was undignified and disgusting that women sued men for the same changing their mind about getting married.”

Nicholson’s bill passed the House fairly easily, but was held up in the Senate because, in her opinion, “Something new was being tried and several of the senators felt, ‘Why should we be first?” The bill also encountered resistance by lawyers who profited from breach of promise suits. Eventually the bill passed, inspiring similar legislation in other states. The Indianapolis Star credited Nicholson’s bill with bringing the “Spotlight, Pathe News, Time and Look magazines hurrying to Indiana by sponsoring and successfully promoting the famous heart-balm bill which has saved many a wealthy Indianian embarrassment, both social and financial by preventing breach of promise suits.”

karl_kae_knecht_cartoon
Karl Kae Knecht Cartoon, courtesy of Evansville Vanderburgh Public Library, accessed Indiana Memory.

After passage of the “Gold-Diggers bill,” Nicholson was invited to speak around the country. At an address to the Chicago Association of Commerce and the Alliance of Business and Professional Women, she said “It seemed to me that we should say to these gold diggers and shyster lawyers, as did the Queen in ‘Alice in Wonderland,’ ‘Off with their heads!” She added, “I am not a professional moralist, but I have attempted to set up a deterrent to irregular relations by removing the prospect of pecuniary profit from them.”

lady
The Post-Democrat (Muncie), March 20, 1936, accessed Ball State University Digital Media Repository.

Nicholson also received criticism during her legislative career for supporting the Social Security Act, for which a special session was called in 1936. The Head of the Indiana Taxpayers Association stopped her near the statehouse and asked if she would be voting for “‘that terrible communist social security.'” When she confirmed she was, Nicholson noted that his face creased with rage and he sped off in his chauffeured car. A state senator shared his conviction, contending that the act’s supporters were “‘Trying to turn this country into a GD Ethiopia!'”

Perhaps the most intense scrutiny Nicholson faced as a lawmaker was in her role as a working mother. The Indianapolis Star noted that nothing made Nicholson madder than “to have interfering friends charge that she is neglecting her family to pursue the career of a budding stateswoman.” The paper relayed Nicholson’s response:

“‘Some of my friends have told me that they think it is ‘perfectly terrible’ of me to get myself elected to the Legislature and spend the greater part of sixty days away from the children. . . . I told them, ‘I don’t spend any more time away from my children than other mothers do who play bridge and go to luncheons all the time.’ I try to be a good mother and so far as my being in the Legislature preventing me from going to parties is concerned, I don’t care much for parties anyway!'”

dotoasd
Nicholson with her daughter, Indianapolis Star, March 23, 1941, p.55, accessed Newspaper.com.

Despite criticism, Nicholson proved steadfast in her political convictions and was perceived of as a “force” by many observers; the Indianapolis Star proclaimed “Mrs. Nicholson yesterday wore a modish dark red velvet dress and smoked cigarettes frequently during the proceedings, and if any of her fellow legislators didn’t like it, it was just too bad. It was a pleasure to watch her.” When her term ended, the tenacious legislator ran for reelection, but lost because the political climate swung in favor of the Republican Party. However, this was far from the end of her public service.

Check back for Part II to learn about her WPA work alongside Ross Lockridge Sr.; visit with Eleanor Roosevelt; tiresome efforts to find housing for African American soldiers in Indianapolis who had been turned away; and observations about the Red Scare in local politics.

*The Nicholsons were not Jewish. It is likely that the author of the letter used the word “Jew” as a derogatory term for progressives.

Roughing It in Clark State Forest: The Purdue Forestry Summer Camp

 

henryville4Med
Students from the first Purdue Summer Forestry camp, 1929 at the Clark State Forest. Photo courtesy of Purdue Forestry and Natural Resources, FNR.1929.PRI.010.

A Purdue forestry student wrote in the forestry department’s satirical yearbook, The Log, in 1934,

If you can read, sometime and somewhere you have read of great discoverers that have made what we call History. Some of these famed discoverers and explorers were men such as Columbus, Balboa, and Magellan, but they are the past. Now, what I want to tell you about is the explorers of today, and the vast areas that have yet to be trodden by mankind.

These contemporary explorers were the freshman class of the Purdue forestry school, who braved the “Wilds of Southern Indiana,” every summer to practice forestry at the Purdue Forestry Summer Camp at the Clark State Forest, near Henryville, Indiana from 1929-1958. The summer camp, still in operation today in Michigan, provided a place for forestry students to apply the theories they learned in the classroom, bond with fellow classmates, and facilitate sustainable forestry management in Indiana and the greater Midwest.

Purdue first offered forestry classes during the 1905-1906 school year, and by 1926, Purdue had its own forestry department within the School of Agriculture. Though Purdue forestry students had been taking week-long trips to the Clark State Forest to study and practice forestry for years, the new department head, Burr Prentice, decided that a longer, more formal period of study was needed to prepare Purdue forestry students for the job market. Prentice established the first forestry camp in the summer of 1929. For eight weeks, the entire forestry student body roughed it in the Clark State Forest, and completed surveys, conducted research, and learned how to properly manage timber to ensure a sustained timber yield. It was so successful that students returned to the forest to work every year until 1958.

photo-2-purdue-summer-forestry-camp-1929-work
First forestry school campers at work estimating the amount of timber on a tract to determine what can be cut and what left behind for further growth, 1929. Photo courtesy of Purdue Forestry and Natural Resources, FNR.1929.PRI.007.

Clark State Forest, Indiana’s first state forest, served as an ideal place for the students to practice forestry. Indiana established the forest in 1903 to lead the way in the state’s reforestation. Originally, half the land that currently comprises the United States was covered in forests; Indiana alone contained 20 million acres. However, like many forests nationwide, European-American settlers cleared much of Indiana’s forests for farming, fuel, and lumber by the mid-19th century. The widespread clearing of forests helped foster a new conservation ethic in the nation and Indiana in the late 19th century that advocated a different perception of natural resources. Instead of viewing natural resources, including forests, as inexhaustible, conservationists advocated using science and technology to rationally plan efficient development and use of natural resources to ensure enough would be available for future generations.

Foresters, including Indiana’s first state forester, the noted botanist Charles C. Deam, started practicing scientific forestry to help conserve enough trees for future use. They made sure annual cutting did not exceed annual growth of trees, employed methods to reduce disease and fire damage of trees, and conducted experiments to discover which trees were best suited to their specific location. By the time the Purdue forestry students arrived in 1929, the forest had grown from an original 2,000 to 5,000 acres. It also featured a large reserve of hardwood timber and evergreens, as well as over 100 experimental tracts Deam had created and monitored for years to help determine the trees that grew best in Indiana’s soil and climate.

The first camp site at the forest was far from glamorous. The only building for the students was an old red barn, which served as a kitchen, dining room, and study hall.

photo-4-student-camp-1934-clement-bryan
Student foresters relaxing in their tents, 1934. Photo courtesy of Purdue Forestry and Natural Resources.

Students lived in tents pitched over wooden platforms, which were only big enough for two bunks and a small walkway. There was no running water or electricity. Students had to take turns carting water from the Forest Supervisor’s home for drinking, cooking, and bathing, so it was used sparingly. The rustic accommodations, and hot and dirty surroundings, inspired the students to christen their camp “Camp Butt.” Students nicknamed Stinky, Shiny, and Rosey even lovingly built a sign bearing the name for their camp in 1932 that the director of the camp, Professor Geltz, allowed them to keep for “the admiration and reverence of the coming generations.”

In 1933, the Civilian Conservation Corps (CCC) began work in the Clark State Forest. Part of their duties involved building a mess hall, study hall, modern bathroom, an instrument shed, and student and staff tent frames for the forestry camp. Students in The Log expressed uncertainty about their new campsite, saddened that their original campgrounds would “no longer flourish in all its simple grandeur.” One student wrote

Electricity and running water can’t always be a companion of the ambitious forester. Those facilities, in my opinion, are for foresters that can’t take it.

However, the thirty nine students who arrived at the new camp in 1935 found it unfinished. Thankfully, there was still no electricity, running water, or showers.

photo-4-new-cabins-1954
New cabins built in 1947 to help modernize the camp, circa 1954. Photo courtesy of Purdue Forestry and Natural Resources.

But, there was a big mess hall and study hall complete with two fire places. Even when the entire modern camp was finished in 1936, Professor Geltz created a side camp to keep the tradition of rough living conditions alive that would show the students what field work in forestry was like. The students began spending a week of their experience living in the side camp, sleeping under the stars in tents, cooking for themselves, and writing field notes by lantern light in the evenings.

photo-5-side-camp-mess-tent-photo-1935
Campers cooking in the side camp mess tent, at Clark State Forest, 1935. Photo courtesy of Purdue Forestry and Natural Resources, FNR.1935.PRI.007A.

Since the students spent so much of their time working, they seemed to have spent little time in their new, luxurious accommodations anyway. The work day was from 8AM to 5PM, Monday through Friday, and from 8AM to 4PM on Saturday. The students spent most days in the field, practicing dendrology (study of trees), silvics (growing and cultivation and trees), mensuration (measuring the growth and yield of timber), entomology (study of insects), and surveying, building roads or trails, maintaining the state forests’ buildings, or working in the nursery. In addition to forestry work, each student also had a special assignment to help cook meals, clean, chop wood for fuel, hall water, and other chores. After supper, students studied together in the study hall.

photo-6-surveying-class-1935
Campers completing surveying work at the forestry summer camp in Clark State Forest, 1935. Photo courtesy of Purdue Forestry and Natural Resources, FNR.1935.PRI.004.

When the camp was shut down during World War II, Purdue forestry professors decided students could handle even more work and revised the curriculum. The department increased the camp from eight to ten weeks long and required the students to complete three courses (forest surveying, applied silviculture, and forest measurements) while attending. Instead of attending after their freshman year, students now arrived ready to work at Henryville after their sophomore year.

However, true to form as young college students, the campers still found ways to have fun in their off time. They played hockey, swam, and hiked. During the 1930s,

photo-7-date-night-1954
Date Night at the Purdue Summer Forestry Camp, 1950. Photo courtesy of Purdue Forestry and Natural Resources.

the students played baseball games against the CCC men also working in the state forest, who had their own athletic field. On Wednesday and Saturday nights, the students were allowed to leave the camp. Many of them went to nearby Henryville to play pool or date the local girls. Most years also included a special trip to Louisville to tour Churchill Downs, the Slugger baseball bat factory, and a saw mill.

The students also dabbled in sketching and writing poems, essays, and jokes to express themselves in their free time. Existing copies of The Log contain humorous recollections of daily activities in the camp, cartoons, and poems about forestry work. Clement Bryan, a forestry student from 1933-1937 who edited the summer camp yearbook in 1934 wrote the following simple poem after a hard days’ work as a forester at camp:

Tired and weary,
Sweaty,
Dirty,
Lagging step and listless hands;
His work done

–the forester.

surveyin-cartoon
“Surveyin” cartoon created by a forestry student, The Log, 1932, p. 21. Courtesy of Purdue Forestry and Natural Resources.

Unfortunately, in 1954 rumors started that the US Highway 65 (now Interstate 65), which roped around the forest, would be rerouted through the campsite. The students spread through the forest to investigate and found a State Highway Commission crew surveying the area for the new highway that would pass within a few feet of the camp. In 1958, the Purdue Forestry department acquired 17 buildings for a new campsite along the shores of Lost Lake in the Nicolet National Forest, near Tipton, Wisconsin. The last camp held at the Clark State Forest ended in August 1958.

Forestry students included an article in their 1959 Log year book dedicated to the closing of the camp at Clark State Forest to show how embedded the camp was in Purdue forestry tradition.

Since the summer of 1929 nearly 800 students and staff have studied, and taught, and cried, and laughed, and sweat[ed], and learned, and lived, at the Forestry Camp, Henryville, Indiana. But on August 1, 1958…the camp was abandoned. But memories of the camp will never die, and for years to come Purdue foresters will talk about ‘when the camp was at Henryville.’

Purdue Forestry and Natural Resources is one of a few universities that still offers a residential camp for students. Increasing expenses led many universities to eliminate their camps. Purdue’s camp survived because of the generosity of John S. Wright, who endowed the program to keep it affordable for students. The camp now also includes students in other disciplines, such as fisheries, aquatic sciences, and wildlife. Participants focus on land measurement, surveying, inventory of natural resources, and resource management. The 2016 summer camp was held in Iron River, Michigan. To enjoy more of the school’s history, explore their FNR Past and Present webpage, which contains histories and photos of the summer camp, copies of The Log year book, and class photos from 1938.

photo-8-current-summer-forestry-camp
Purdue summer practicum group, 2016 at Iron River, Michigan. Photo courtesy of Purdue Forestry and Natural Resources.

 

Melba Phillips: Leader in Science and Conscience Part Two

Melba Philips, photograph, n.d., University of Chicago News Office, accessed http://www-news.uchicago.edu/releases/04/041116.phillips.shtml
Melba Phillips, photograph, n.d., University of Chicago News Office, accessed University of Chicago News Office.

See Part One to learn about Phillips’s contributions to physics via the Oppenheimer-Phillips effect and her work to prevent the future use of atomic energy for war.

The Second World War, particularly the use of the atomic bomb, gave way to the Cold War. Living in the shadow of the threat of a nuclear war with the Soviet Union induced anxiety among many Americans. While Senator Joseph McCarthy became the public face of fear of homegrown communists, many other paranoid and xenophobic senators participated in the witch hunts. In 1950, Nevada Senator Pat McCarran sponsored the McCarran Internal Security Act, which allowed for investigation of “subversive activities;” made an “emergency” allowance for detaining people suspected of such activity; and even made picketing a courthouse a felony if it “intended” to obstruct proceedings. The act also provided for a five-member committee with the Orwellian title of the Subversive Activities Control Board (SACB), which was headed by McCarran and tasked with rooting out communists, communist-sympathizers, and other “subversives.” The SACB, or the McCarran Committee as it was more commonly called, went to work immediately.

Demonstrators demand repeal of the Smith and McCarran Acts, circa July 19, 1950, Los Angeles, Charlotta Bass / California Eagle Photograph Collection, 1880-1986, Southern California Library for Social Studies and Research, http://digitallibrary.usc.edu/cdm/ref/collection/p15799coll102/id/1320
Demonstrators demand repeal of the Smith and McCarran Acts, circa July 19, 1950, Los Angeles, Charlotta Bass / California Eagle Photograph Collection, 1880-1986, Southern California Library for Social Studies and Research.

In 1952, Melba Phillips was called to testify before the U.S. congressional committee on her political activity. According to an October 14, 1952 New York Times article, a witness claiming to be “a former Communist official” testified that “he helped set up secret units of Communist teachers” and that “300 of the 500 dues-paying Communist teachers in this city went into a secret set-up whose top unit consisted of leaders of the Teachers Union.” Several prominent New York teachers refused to confirm or deny communist leanings, while outside of the courthouse students and teachers gathered in protest, chanting “Pat McCarran, hit the sack. We want our professors back!”

According Dr. George Salzman, a University of Massachusetts at Boston professor who was a student of Phillips’s at that time ,

“She let the Committee counsel know that her lineage went back to the Mayflower, and she wasn’t about to take part in the witch hunt.”

Phillips was subsequently fired from her university positions due to a law which required the termination of any New York City employee who invoked the Fifth Amendment. Bonner explained, “McCarran was a specialist at putting people in the position in which they had to invoke the Fifth Amendment. It was a deliberate expression of the McCarthyism of the time.” In a 1977 interview, Phillips briefly discussed the incident (although she was reluctant because she was trying to keep the interviewer focused on her scientific accomplishments). She stated: “I was fired from Brooklyn College for failure to cooperate with the McCarran Committee, and I think that ought to go into the record . . . city colleges were particularly vulnerable, and the administration was particularly McCarthyite.” Phillips stated that she wasn’t particularly political. Her objection to cooperating had been a matter of principle.

New York Times, October 14, 1952, 1, accessed ProQuest Historical Newspapers.
New York Times, October 14, 1952, 1, accessed ProQuest Historical Newspapers.

Phillips did not let her dismissal extinguish her passion for science education. While unemployed, she wrote two textbooks, which became university classroom standards: Classical Electricity and Magnetism (1955) and Principles of Physical Science (1957).

Melab Phillips and Francis T. Bonner, Principles of Physical Science (Reading, MA: Addison-Wesley Publishing Company, Inc., 1957)
Melba Phillips and Francis T. Bonner, Principles of Physical Science (Reading, MA: Addison-Wesley Publishing Company, Inc., 1957).

In 1957, Phillips became the associate director of the Academic Year Institute of Washington University in St. Louis, a teacher-training school.  Her appointment came at the behest of Edward Condon who had also been named as a security risk by the House Un-American Activities Committee in the early 1950s. On Condon’s decision to hire her, Phillips stated, “there was much discrimination against people who had had any trouble of a ‘political’ kind, and it took a lot of courage, It took courage to hire any of the people in trouble during that time.”

Edward Condon, photograph, n.d., accessed National Institute of Standards and Technology, https://www.nist.gov/news-events/events/2016/01/government-science-cold-war-america-edward-condon-and-transformation-nbs
Edward Condon, photograph, n.d., accessed National Institute of Standards and Technology.

At the institute she developed programs instructing high school teachers about how to teach elementary science and physics. She remained at Washington until 1962 when she joined the faculty of the University of Chicago. Among her accomplishments there, she worked to make science accessible to non-science majors. She also made laboratory work an important part of the student experience. She explained that “we worked very hard in our laboratory in Chicago . . . unless the students get ‘hands on,’ it seems they don’t fully understand the material.”

In 1966, she became president of the American Association of Physics Teachers, of which she had been a member since 1943. This respected organization was founded in 1930 as “a professional membership association of scientists dedicated to enhancing the understanding and appreciation of physics through teaching.” Phillips became not only AAPT’s first female president, but one of its most memorable and effective leaders. Phillips was proud of the work of the organization and wrote the official History of the AAPT. She worked to make physics more important to teachers at the high school level in addition to college. She stated,

“The people in the universities whose future depends on their writing more and more research papers have very little patience with the problems of education at a lower level. This has to do in part with why the Association of Physics Teachers ever got started.”

Phillips remained at the University of Chicago until she retired as Professor Emerita in 1972. Even after her retirement from the University of Chicago, she continued to teach at other schools as a visiting professor. She taught at the State University of New York, Stony Brook from 1972 to 1975, and at the Chinese Academy of Science in Beijing in 1980. Phillips was awarded more honors than can be mentioned without compiling an extensive list. Notably, however, in 1981, the AAPT awarded her the first Melba Phillips Award, created in her honor, “for exceptional contributions to physics education.”

book
Image courtesy of alibris.com.

In 1987, Brooklyn College publicly apologized for firing Phillips, and in 1997 created a scholarship in her name. Melba Phillips died on November 8, 2004 in Petersburg, Indiana at the age of 97. The New York Times referred to Phillips in her obituary as “a pioneer in science education” and noted that “at a time when there were few women working as scientists, Dr. Phillips was leader among her peers.” Her accomplishments helped pave the way for other women in the sciences. In a 1977 interview, Phillips addressed the problems women face in aspiring to science careers an a 1977 interview, stating:

We’re not going to solve them, but, as I’ve been saying all the time; if we make enough effort, we’ll make progress; and I think progress has been made. We sometimes slip back, but we never quite slip all the way back; or we never slip back to the same place. There’s a great deal of truth in saying that progress is not steady no matter how inevitable.

Melba Phillips: Leader in Science and Conscience Part One

Print

Indiana native Melba Newell Phillips pioneered new physics theories, studied under the famous J. Robert Oppenheimer, worked passionately to improve science education, and advocated for women’s place at the forefront of science research. After the U.S. dropped atomic bombs on Japan at the end of World War II, Phillips and other scientists organized to prevent future nuclear wars.  She took a great hit to her career during the Cold War as she stood up for the freedom to dissent in the oppressive atmosphere of McCarthyism. Colleagues and students have noted her “intellectual honesty, self-criticism, and style,” and called her “a role model for principle and perseverance.”

Phillips was born February 1, 1907 near Hazleton, Indiana. According to Women in Physics, Phillips graduated from high school at 15, earned a B.S. from Oakland City College in Indiana, taught for one year at her former high school, and went on to graduate school. In 1928, she earned a master’s degree in physics from Battle Creek College in Michigan and stayed there to teach for two years. In 1929 she attended summer sessions on quantum mechanics at the University of Michigan under Edward U. Condon.  When she sought Condon’s help on a physics problem, her solution, rather than his, ended up being the correct one. This led to a lifelong friendship and Condon recommended Phillips for further graduate study at the University of California, Berkley. Here she pursued graduate research under Oppenheimer and earned her Ph.D. in 1933. Within a few years she was known throughout the physics world because of her contribution to the field via the Oppenheimer-Phillips effect.

J. Robert Oppenheimer, photograph, in Ray Monk, Inside the Centre: The Life of J. Robert Oppenheimer (2014)
J. Robert Oppenheimer, photograph, in Ray Monk, Inside the Centre: The Life of J. Robert Oppenheimer (2014)

The 1935 Oppenheimer-Phillips Effect explained “what was at the time unexpected behavior of accelerated deuterons (nuclei of deuterium, or ‘heavy hydrogen’ atoms) in reactions with other nuclei,” according to a University of Chicago press release. When Oppenheimer died in 1967, his New York Times obituary noted his and Phillips’s discovery as a “basic contribution to quantum theory.” Manhattan Project scientist and professor emeritus of chemistry at the State University of New York, Stony Brook Francis Bonner explained in the release that normally such an accomplishment, now considered “one of the classics of early nuclear physics, “would have meant a faculty appointment. However, Phillips received no such appointment, perhaps due in part to the Great Depression, but also likely because of her gender.

Oppenheimer-Phillips Effect

Instead, Phillips left Berkley to teach briefly at Bryn Mawr College (PA), the Institute for Advanced Study (NJ), and the Connecticut College for Women. On February 16, 1936, the New York Times reported that she was one of six women to receive research fellowships for the 1936-1937 academic year as announced by the American Association of University Women.  The announcement read: “Melba Phillips, research fellow at Bryn Mawr, received the Margaret E. Maltby fellowship of $1,500 for research on problems of the application of quantum mechanics to nuclear physics.”

New York Times, February 16, 1936, N6, ProQuest Historical New York Times
New York Times, February 16, 1936, N6, ProQuest Historical New York Times

In October of 1937 Phillips served as a delegate to the fall conference of the association at Harvard, where the discussion centered around the prejudices against women scientists that halted not only their careers, but scientific progress more generally. According to a 1937 New York Times article, Dr. Cecelia Gaposchkin, a Harvard astronomer, detailed the “bitter disappointments and discouragements” that faced women professionals in the field of science.  Certainly, Phillips related, as her career moved forward slowly despite her achievements in physics.

Pupin Physics Laboratory, Columbia University, "Short History of Columbia Physics," accessed http://physics.columbia.edu/about-us/short-history-columbia-physics
Pupin Physics Laboratory, Columbia University, “Short History of Columbia Physics,” accessed http://physics.columbia.edu/about-us/short-history-columbia-physics

Finally, in 1938, she received a permanent teaching position at Brooklyn College. In 1944, she also began research at the Columbia University Radiation Laboratory. Phillips was highly regarded as a teacher and Bonner noted she became “a major figure in science education” who “stimulated many students who went on from there to very stellar careers.”

Meanwhile, the U.S. officially entered World War II with the December 7, 1941 bombing of Pearl Harbor. No previous war had been so dependent on the role of science and technology. From coding machines to microwave radar to advances in rocket technology, scientists were in demand by the war effort.

In July 1945, the Manhattan Project scientists successfully detonated an atomic bomb in the desert of Los Alamos, New Mexico.  In August 1945, the U.S. dropped two atomic bombs on Japan, forcing the country to surrender and effectively ending World War II. Over 135,000 people were killed in Hiroshima and 64,000 in Nagasaki.  Many thousands more died from fires, radiation, and illness. While a horrified public debated whether the bomb saved further causalities by ending the war or whether it was fundamentally immoral, scientists also dealt with remorse and responsibility.

atomic-bomb
Leslie Jones, “1st Atomic Bomb Test,” photograph, Boston Public Library

Henry Stimson, Secretary of War in the Truman administration, stated, “this deliberate, premeditated destruction was our least abhorrent choice.” Oppenheimer, however, reflected, “If atomic bombs are to be added as new weapons to the arsenals of a warring world, or to the arsenals of nations preparing for war, then the time will come when mankind will curse the names of Los Alamos and of Hiroshima.” More bluntly, Oppenheimer told Truman, “Mr. President, I feel I have blood on my hands.” Many physicists retreated to academia, but some became politically active, especially in regard to preventing further destruction through scientific invention.

Representing the Association of New York Scientists, Phillips and leading Manhattan Project scientists helped organize the first Federation of American Scientists meeting in Washington, D.C. in 1945. The goal of the Federation was to prevent further nuclear war. That same year Phillips served as an officer in the American Association of Scientific Workers, an organization working to involve scientists in government and politics, to educate the public in the science, and to stand against the misapplication of science by industry and government. On August 16, 1945 the New York Times reported that Phillips and the other officers of the Association signed a letter to President Truman giving “eight recommendations to help prevent the use of atomic bombs in future warfare and to facilitate the application of atomic energy to peacetime uses.”

By the end of the 1940s, Melba Phillips’s accomplishments in physics and science education were well-known throughout the academic physics community. However, by the early 1950s, she was accused of being affiliated with communist subversives and fired from her university positions.  What happened to this Hoosier physics pioneer?

Find out with Part Two, Melba Phillips: Leader in Science and Conscience.

The Indelible Ross Lockridges

final jr sr
Ross Lockridge Sr. and Jr. camping, photographed by three-year-old Ernest (son of Sr.) in the summer of 1942, image courtesy of Evansville.edu.

Ross Lockridge Sr. and Jr. left an indelible mark on Indiana history through traditional history publications and fictional depiction. However, the father and son have yet to be cemented in the annals of state history. We hope to contribute to that reversal.

The senior Lockridge was born in Miami County, Indiana in 1877 and went on to graduate from Indiana University in 1900. He married and returned to his north central Hoosier home. He became the principal of Peru High School, and later earned a law degree from IU in 1907. Not long after, he moved to Fort Wayne and worked as employment manager and welfare director at Wayne Knitting Mills. He also served three years as executive secretary of the Citizen League of Indiana, which lobbied for a new state constitution and advocated for women’s suffrage.

mills
Wayne Knitting Mills, 1910, courtesy of History Center Notes & Queries.

While in Fort Wayne, Lockridge Sr. helped organize the Allen County Fort Wayne Historical Society. During this time his reputation grew as a writer of pioneer Indiana history. According to Larry Lockridge, his grandfather, Ross Sr.,” developed his own brand of ‘Historic Site Recital,’ combing public speaking, drama, and local history.” Between 1937 and 1950, Lockridge Sr. served as a director of IU Foundation’s Hoosier Historic Memorial Activities Agency. Some of his published works include: George Rogers Clark (1927),  A. Lincoln (1930), LaSalle (1931), The Old Fauntleroy Home (1939), and Labyrinth (1941), Theodore F. Thieme (1942). His The Story of Indiana (1951) was primarily used as a text in Indiana at the junior high school level.

The historian also wrote about Johnny Appleseed, the Underground Railroad, and Indiana’s trails, rivers, and canals. Another extended work, which continues to aid transportation history researchers, is Historic Hoosier Roadside Sites, commissioned in 1938 by the Indiana State Highway Association. He worked tirelessly to mark the state’s landscape with monuments and markers, preserve records, and execute historical pageants. His clear and concise writing style has added to Hoosier’s knowledge of their past.

marekrs paper
The Vidette-Messenger (Valparaiso, IN), March, 23, 1936, courtesy of Newspapers.com.

According to Larry Lockridge, his grandfather “didn’t exactly whitewash history,” but he “certainly edited it. He attempted to bind people to their own local history through heroic narrative.” After the tragic drowning of Ross Sr.’s 5-year-old son, Bruce, in Fort Wayne, his dedication to historical work intensified. Larry contends:

“Preaching history as resurrection of the worthy dead was his idealistic, nonmetaphysical challenge to time and mortality, grounded in the tragedies of his own life and the pettiness of the contemporary scene.”

Ross Jr. assisted his father with historical projects, but according to Larry was “not his father’s puppet at such performances” and “never approached his father’s ease of performance and lack of self-consciousness.”

Ross Jr. was born in Bloomington, Indiana and moved to Fort Wayne. When he was 9-years-old the family returned to Bloomington and his literary dreams took root.

According to an Indiana Public Media article (IPM), Junior attended Indiana University, where he was known as “A+ Lockridge,” graduating with the highest GPA ever awarded by the school (4.33). Scarlet fever precluded his plan to join IU’s English Department, leaving him bedridden for eight months. He was later accepted as at doctoral student at Harvard University, where he began his famed novel.

kasdl;fkl;sdfk
Raintree County cover, courtesy of Goodreads // Ross Lockridge Jr. signing copies of Raintree County in Indiana, courtesy of Altered Book Arts.

According to an Altered Books Arts article, he withdrew from his studies and taught at a nearby college, so he could focus on his literary magnum opus. The IPM article reports that he studied abroad in Europe in 1934, where he “first had the vision of writing a novel that would draw upon the would-be literary heritage of his maternal grandfather, a schoolteacher and poet who had lived in Indiana’s Henry County.” This evolved into the character of John Shawnessy, who after losing his wife went on to fight in the Civil War, attempted to write the Great American Novel, and ended up in the fictional Raintree County.

tree
Photo of a raintree planted in honor of Ross Jr. behind the Lockridge house, image courtesy Larry Lockridge, accessed IPM.

Although Johnny had his successes, the character flashed back in memory wondering about the country’s future. He is influenced by several cultural concepts, one of which is to find the legendary Rain Tree, supposedly planted somewhere in the Raintree County by the celebrated Johnny Appleseed, who is buried in Allen County. The tree Lockridge sought to feature is based on a real Golden Rain Tree, which blooms in the summer with subtle yellow flowers that drop like a raining of yellow pollen dust.

In addition to Allen County, Monroe County is represented in the book. Larry noted, “We have county fairs and patriotic programs and outdoor sex and footraces and weddings and temperance dramas and rough talk . . . all of this he picked up in the culture of Bloomington” (IPM). Ross Jr.’s wife, Vernice, did the final typing of the novel, an 18 month endeavor and, unlike many writers, her husband gave her full credit for her help in constructing the 1060-page novel.

Altered Books Arts summarizes the novel’s themes, stating:

“In the course of its thousand pages philosophy, religion, sex, and history all flow together in a narrative that spans 40 years, recollected in a single day. In some ways it is an Indiana Ulysses, though Lockridge said that whereas Joyce wished to make the simple obscured, he wished to make the obscure simple. When it came out Thomas Wolfe and Walt Whitman were frequently cited for comparison, but it seems closer to in technique and feeling to the panoramic narrative of John Dos Passos’ U.S.A.“

by river
Ross Lockridge Jr. by river, image courtesy of Larry Lockridge, accessed IPM.

Ross Jr.’s labor of love was met with much anticipation from his publisher, Houghton Mifflin. However, in order to win MGM’s high-profile contest for best new literary work, an award of $150,000, he was pressured to revise and cut several sections from his masterpiece. His likely selection as Book of the Month club winner, meant that he had to make many more extensive cuts. He conceded reluctantly and worked tirelessly to trim it for publication. His publisher Dorothy Hillyer wrote “Ross was quite capable of fussing eighteen hours a day over that manuscript. He was in love with it, almost sexually.” (He ended up cutting out a 356-page dream sequence, which is retained at Bloomington’s Lilly Library).

These compromises, the killing of his darlings, so to speak, and the completion of his life’s work plunged him into a deep depression. Despite generally rave reviews about the novel and winning MGM’s literary award, Lockridge’s depression worsened and he returned to Bloomington. His son regarded this as a mistake, “not because of Bloomington’s particular atmosphere but because it felt to him as if he had come full circle. . . . It was the symmetry of fate that he was returning home to die.”

Larry noted that his father began exhibiting bizarre behavior, inspecting knives in the kitchen and opening and closing cupboards, claiming he was “looking for a way out.” Public backlash about the book’s sexuality and irreverence, especially by his Bloomington neighbors, made him doubt the quality of his work and worsened his fragile state. (According to IPM, the publication of his neighbor Alfred Kinsey‘s Sexual Behavior in the Human Male promoted Lockridge to quip “It seems Mr. Kinsey and I have succeeded in making Bloomington the sex center of the universe”).

snake pit
The cover of Mary Jane Ward’s autobiographical novel about her own struggles with mental illness, image courtesy of IPM.

Ross Jr.’s father hoped to combat his son’s malaise with recitation, the memorization of the Declaration of Independence, hearkening back to their old historical endeavors. Ross Jr. reluctantly entertained his mother’s Christian Science ministrations, but remained in a debilitated state. Ross Jr. was not alone in his distress; his cousin Mary Jane Ward suffered from mental illness, which she depicted in her successful autobiographical novel The Snake Pit.

Witnessing her husband’s ongoing suffering, Vernice convinced him to seek treatment at Indianapolis’s Methodist Hospital, where he underwent electroshock convulsive therapy and insulin-induced coma. Further distressed and embarrassed by the procedures, he gave staff the impression he had recovered and was released.

According to Larry, his father tried to write a second novel, a “thinly disguised autobiography, from Fort Wayne days to the present.” He had planned to begin the story with his young brother’s tragic death and,

“the tranquil Avenue of Elms, Creighton Avenue in Fort Wayne, whose backdrop was the Great War. It is in this city that his brother Bruce drowns, that his house catches fire, that there is a great strike at the mill, that he falls in love with Alicia Carpenter, that he decides to become a writer, and that through ‘the brutality of fate’ his personality is set by the age of ten.”

He was never able to finish a second novel. On March 6, 1948, the day after Raintree County was declared a number one best seller, Ross Lockridge, Jr. took his own life at age 33 in Bloomington. Unable to locate her husband, Vernice went out to their garage. There she discovered his limp body in the running car, a vacuum cleaner hose piping exhaust into the car. The death of the new literary star stunned the nation, attracting over 2,000 to his funeral and prompting an obituary on the front page of the New York Times.

poster
Movie poster, courtesy of Imdb.com.

In 1957, MGM produced a big screen depiction of Raintree County, featuring Montgomery Clift, Elizabeth Taylor, and Eva Marie Saint.

Weeks after the death, Vernice found a note written by her husband, stating “‘Dearest, Have gone for early morning walk to clear head. Love, Ross.” On the back side he wrote:

“The purpose of Raintree County is to present life in its many-sided variety with idealism triumphant. An irreverent character in a book does not mean an irreverent book. In any event it is an old and good rule that every reader is entitled to his own opinion of a book.”

Surviving the death of a second son, Ross Sr. passed away a few years later in 1952.

marker rain
Henry County plaque, courtesy of IU Press Typepad.

Learn more about the remarkable Lockridges with Larry Lockridge’s 1994 Shade of the Raintree: The Life and Death of Ross Lockridge, Jr., author of Rain Tree County.

The Lost Mrs. Ralston

Photo 1-Jennie C Ralston
Jennie C. Ralston, wife of Governor Samuel Ralston, First Lady of Indiana (1913-1917), image courtesy of Indianapolis Star.

Tracking down a portrait of Jennie C. Ralston, wife of Indiana Governor Samuel Ralston, was our most pressing challenge last week. The problem? It appeared as though no one had actually seen the painting since 1970. When we got a call from Jennie’s great-great granddaughter, who thought the portrait had been donated to the Indiana State Library, we were honored to help track it down.

Though most well-known as wife of Indiana Governor Samuel Ralston, Jennie was a civic leader in Indiana in her own right. Born on November 15, 1861 on a farm near Danville, Indiana, she met Samuel while attending Central Normal College in Danville. She graduated in 1881. The two married in 1889 and lived on a farm near Lebanon, Indiana. Throughout her life, she participated in numerous clubs, often holding leadership roles. A few of her positions included President of the Pioneer Woman’s Memorial Association, in which she helped organize the Parent-Teachers’ Association, Trustee of the Indiana Girls School, and Vice-President of the Indiana Federation of Clubs. She was also a member of the Democratic National Committee from 1934 until she retired on her 91st birthday in 1953.

Photo 2-Senator Samuel and Jennie
Samuel and Jennie Ralston sitting together on their front porch, c. 1922-1925, image courtesy of Indianapolis News.

The first place we looked for Jennie’s portrait was the Indiana Governors’ Portrait collection, managed by the Indiana State Library and the Indiana State Museum. The collection contains portraits of all of Indiana’s
governors (except for one) since Indiana became a territory. The state museum makes sure every newly elected governor has their portrait painted and added to the collection. Most of the paintings are currently on display in the State House or in government offices.

Photo 3-ralston portrait
Portrait of Indiana Governor Samuel Moffett Ralston by Wayman Adams in the Indiana Governors’ Portrait Collection.

It was possible the collection contained Jennie’s portrait. When he was governor (1913-1917), her husband Samuel significantly expanded the collection. In honor of the state centennial in 1916, he had his own portrait completed by Muncie artist Wayman Adams, and hired T.C. Steele to paint portraits of four famous Indiana governors, William Henry Harrison, Jonathon Jennings, Oliver Perry Morton, and Thomas A Hendricks.

However, no records indicated that Jennie’s portrait came with her husband’s to the Indiana Governors’ Portrait Collection. We contacted nearly every other major archive and museum in Indianapolis and no one seemed to have record Jennie’s portrait in their collection or knew where it currently was.

4 govs
Steele’s portraits commissioned by Gov. Ralston, courtesy of IHB.

Next, we scoured books and digital publications for reprints or references of Jennie’s portrait, with the hope that a citation might lead to a repository that currently owned the painting. After searching through several books from First Ladies of Indiana and the Governors to Portraits and Painters of the Governors of Indiana, there was still no trace of the portrait. Without paperwork, the name of the artist who completed the portrait, or even an image of the painting itself, it seemed difficult to know where else to look. However, there was one source left to check.

Perhaps one of the best places to find information at the Indiana State Library is the trusty clippings files, collected in the 1920s and having grown to nearly 250 linear feet since then. The library maintains a vertical file of clippings from newspaper and magazine articles, pamphlets, and various publications on a number of Indiana topics for public perusal. There are folders dedicated to broad subjects, such as women or health, and others for specific individuals, events, places, and organizations.

Photo 4-jennie c ralston article
Jennie Ralston’s niece, Ruth Cravens (left) presents the portrait of Jennie at IU’s Sycamore Hall girls’ dormitory at. This photo led us to the portrait’s current location in the IU Campus Art Collection. Image courtesy of Indy Star.

Luckily, Samuel and Jennie Ralston had a folder dedicated to them in the biography section of the clippings files. Ironically, the first clipping in the folder was a small captioned photo cut from the Indianapolis Star, dated May 22, 1956. The photo showed the portrait of Jennie Ralston presented at the Sycamore Hall girls’ dormitory in Indiana University-Bloomington. Apparently, Jennie’s brother John Cravens, worked at the university as a registrar for many years.

Eventually, we connected with the Campus Art Collection at Indiana University. After sending a scan of the article, Amy Patterson, Campus Art Collection Manager and Registrar at Indiana University told us Jennie’s portrait was indeed in their collection. SUCCESS!

The portrait is currently in storage to undergo restoration and will be rehung next summer. Moral of the story; always check the ISL Clippings Files. You never know what you’ll find in there.