THH Episode 49: Philo T. Farnsworth: Father of Television

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Transcript for Philo T. Farnsworth: Father of Television

Mans’s voice: High speed facsimile transmission and reception of both words and pictures…

[Click]

…planned research to anticipate the demands of a growing nation…

[Click]

Here in this modern workshop of science can be found some of the true pioneers of our time…

Beckley: Sitting on a desk in an office in Fort Wayne, Indiana was a small plaque that read, “Men and trees die – Ideas live on for the ages.” The slightly built man with dark hair and a thin mustache in the chair behind the desk, knew this better than most. At the age of 14, he had an idea that would, in time, change the world in innumerable ways. His idea would bring people together and cause divisions. It would influence national and international politics, introduce people around the world to new cultures and viewpoints, change how businesses make money…and that’s just the tip of the iceberg.

That man? Philo T. Farnsworth. And his idea?

Man’s voice: Television. An unparalleled blending of science and art.

Beckley: I’m Lindsey Beckley and this is Talking Hoosier History.

Inventors often hold lofty ideals for their inventions. Eli Whitney invented the Cotton Gin in 1793 with the hope of relieving the poverty in southern states. Instead, the Cotton Gin increased the need for enslaved labor and is considered one contributing factor of the American Civil War. Othmar Zeidler invented DDT in 1873 to rid the world of insect-borne diseases like malaria. But widespread use of the chemical has caused cancer, infertility, and has devastated ecosystems. Tim Berners-Lee had visions of a free information utopia when he invented the World Wide Web in 1989. Yet, many point to the internet as one of the driving forces of misinformation in modern society.

Similarly, Philo T. Farnsworth believed that the television could prevent wars through global discourse, increase literacy and facilitate the sharing of cultures. And it has.

Fred Rogers: You make each day a special day. You know how? By just being yourself. That’s right…there’s only one person in this…

Beckley: That was, of course, Fred Rogers, of Mr. Rogers Neighborhood. Educational programming like Mr. Rogers Neighborhood and Sesame Street, as well as documentaries have gone a long way to democratize knowledge. Shows like Modern Family have increased acceptance of the LGBTQ+ community in recent decades. Television also drives socialization, with friends gathering to watch the “big game” or joining forums to discuss their favorite shows. But, as is usually the case, there is another side of the coin.

[clips from the Jerry Springer Show]

Experts have linked watching reality TV with an increase in aggression in real life. And television in general has been shown to cause everything from a rise in childhood obesity to a decline in quality family time.

Of course, when Philo Farnsworth dreamed up electronic television as a teenager, he could hardly have predicted these disparate outcomes.

[Music]

Beckley: Farnsworth was born and spent his early life in Utah. When he and his family moved to a potato farm in Rigby, Idaho in 1918, eleven-year-old Philo was delighted to find that their new home was powered with a Delco system, the first time the budding scientist had ever lived with electricity. In the attic of the farmhouse, he found a stash of scientific magazines and ravenously consumed anything he could find about electricity. One idea contained within the pages of those magazines was “Pictures That Could Fly Through the Air,” a concept that captured young Farnsworth’s imagination and started him on a journey that would last decades and culminate in modern television.

Man’s voice: Here is the ultimate in television…let me do it again, right now, keep rolling…

Beckley: Farnsworth dove into the existing work on the technology, learning all there was to know about experiments in the field, which stretched back to the 1870s. Early experiments in television relied on a mechanical method of producing and disseminating images. This used a spinning disc called a Nipkow disc. After reading everything he could about this technology, Farnsworth deduced that it could never produce a high-quality image. And he was right – even the very highly engineered mechanical televisions that were made in the 1930s were only capable of 60 lines per frame. To put that into perspective – modern televisions have over 1000 lines per frame.

Farnsworth became obsessed with finding a solution to this problem. He began meeting with a high school chemistry teacher named Justin Tolman after school to ask questions and discuss possible answers. In this relentless pursuit of knowledge, he hit on three topics – electrons, magnetic deflection, and cathode ray rubes – that, when put together, he thought would present an answer to what he was looking for. Finally, everything he had been thinking about crystalized into a profound idea in a most unlikely place – on a horse drawn plow in the middle of a potato field.

[Music]

Beckley: As Farnsworth surveyed the work he was doing – turning over the earth row by row – it dawned on him. Farnsworth biographer Paul Schatzkin noted:

Clark from Schatzkin: “He suddenly imagined trapping light in an empty jar and transmitting it one line at a time on a magnetically deflected beam of electrons.”

Beckley: And so the initial conception for modern electronic television came into the world in the middle of an Idaho potato field from the mind of a 14 year old boy.

Man’s voice: Silent. Invisible. Instantly. Human speech, movement, and appearance invade the airways together, to be received in magic boxes for distant reproductions.

Beckley: Philo shared his idea with the only person he thought might be able to understand and confirm his theory – Justin Tolman.

While Tolman couldn’t grasp every facet of the intricate electronic scheme, he knew enough to encourage the young inventor in his work. At the end of their discussion, Philo jotted a simple sketch of his brainchild on a small piece of notebook paper and handed it to Tolman, who tucked it away for safekeeping. Little did he know just how important that scrap of paper would become.

[Music]

Beckley: Farnsworth nurtured his idea through his teen years and as he attended Brigham Young University.  While working for a fundraising organization, the Community Chest Campaign in 1926, he secured financial backing for his idea. With the support of fundraisers George Everson and Leslie Gorell, he moved to California and eventually established a lab on Green Street in San Francisco. It was here that he, his new wife Pem, and his brother-in-law Cliff set about building the first prototype of an electronic television.

Man’s voice: Television. The newest miracle of modern electric engineering.

Beckley: It wasn’t an easy road to travel. While Philo had a clear vision of what needed to be done to make electronic television a reality, actually accomplishing it was a different story altogether. Each step of the way, Farnsworth and the Green Street crew were inventing new techniques and tools, any one of which would have been an impressive accomplishment on its own. When Cliff was told it was impossible to create a glass tube built to the specifications required by Philo, Cliff developed his own technique of glass blowing that allowed him to create exactly what was needed. While working on techniques to amplify their image, Philo developed what he called the Image Analyzer, and laid the groundwork for the electron microscope, one of the most important tools in laboratories to this day.

Finally, on September 7, 1927, countless experiments and twelve-hour workdays paid off. Farnsworth and his staff stood with bated breath in front of a receiver in one room. In another, Cliff inserted a slide with a thick black line painted on it in front of a device Farnsworth called an “Image Dissector.”

Man’s voice: Mr. Philo T. Farnsworth is working on the Image Dissector tube.

Beckley: The image on the receiver flickered and bounced for a moment before a line became visible on the screen. As Cliff rotated the slide, the line on the screen rotated. The first electronic television picture had been transmitted. In his journal, Farnsworth noted this breakthrough with the reserved tone of a scientist;

Clark as Farnsworth: “The received line picture was evident this time.”

Beckley: Financial backer George Everson had no such reserve. He wired fellow backer Leslie Gorrell;

Clark as Gorrell: “The damned thing works!”

Beckley: But transforming this historic achievement into a commercial product involved years of technical, legal, and financial problems.

While Farnsworth had proved that his idea worked and applied for a patent for his design, he struggled to refine it – those first transmissions were plagued with shadowy double images, black smudges, and amplification problems. Farnsworth accepted these complications as simply part of the process, but it was more difficult to convince his financial backers of that, and many withdrew their support. Looking for alternate funding, Farnsworth invited Russian scientist Dr. Vladimir Zworykin to the Green Street lab to see a demonstration of the Image Dissector. Zworkyin had been working on electronic television just as long as Farnsworth. In fact, he submitted a patent application for an electronic television in 1923, although he was unable to prove that it worked, and the patent was not granted.

As far as Farnsworth knew, Zworykin worked for Westinghouse, a Pittsburgh-based electronic manufacturing company. The hope was that Zworykin would be impressed by what he saw and convince Westinghouse to provide some much-needed funding.

However, Zworykin was not visiting with the interests of Westinghouse at heart –he had travelled to San Francisco on a circuitous route to his new employer – the Radio Corporation of America, something he had neglected to tell Farnsworth.

The Radio Corporation of America, better known as RCA, had established a virtual monopoly on radio technology throughout the early 20th century.

Man’s voice: Nowhere did the challenge provoke more unending experiment and research then at RCA.

Beckley: They bought up what patents they could and sued the holders of others out of business and then acquired the patents in settlements. Looking forward, the behemoth of a company was hoping to establish a similar strangle hold on television, and they recognized Farnsworth’s patent as a potentially important step in that direction.

Zworykin was tasked with finding out if the work being done on Green Street was indeed something RCA would need to try to acquire. And apparently he decided it was. Directly after leaving the lab, he dictated a 700-word telegram to his colleagues – instructions for building an Image Dissector of their very own. Weeks later, when he showed up at RCA to report for duty, he brought with him a replica of the piece of equipment Farnsworth had been working on for four years.

Man’s Voice: The turning point came in 1923 when Dr. Zworykin invented the iconiscope.

Beckley: After the pretense of offering to buy out Farnsworth’s lab for the paltry sum of $100,000, RCA began claiming that Zworykin’s 1923 patent filing was for a device similar enough to the Image Dissector to claim priority of invention. When Farnsworth realized that they were maneuvering into position to launch a lawsuit, he went on the offensive and launched his own claim with the U.S. Patent Office. What followed was described by Philo’s wife as a “David and Goliath confrontation.”

The respective lawyers representing Farnsworth and RCA interviewed key players and collected reams of testimony. RCA focused on the claim that Farnsworth had dreamed up electronic television when he was barely even a teenager. It seemed absurd, not to mention impossible to prove. That was, until they tracked down a now retired Justin Tolman.

When Tolman was asked if he remembered a student by the name of Philo Farnsworth he replied,

Clark as Tolman: “I surely do . . . he was the brightest student I ever had.”

He went on to recount in detail the day a fourteen-year-old Philo had described his idea for electronic television. At the end of the interview, in a scene reminiscent of a dramatic TV procedural, Tolman pulled from his pocket Philo’s sketch of an image dissector, drawn one year before Zworykin’s patent claim. The U.S. Patent Office ruled in favor of Philo T. Farnsworth as the inventor of electronic television.

However, that ruling didn’t mean that RCA was thwarted – they still had appeals to make. The appeal process would drag out for years, causing massive amounts of mental stress for Farnsworth, who struggled with bouts of depression and alcoholism as a result. The stress was also financial – each appeal would need to be defended on Farnsworth’s part by costly patent attorneys. Luckily, Farnsworth had secured financial backing by one of RCAs biggest rivals – Philco.

Man’s voice: Just an example of what’s in store for you right now at your Philco dealer. Another example of quality first by Philco!

Beckley: His partnership with the electronic engineering giant necessitated a move to Philadelphia where Farnsworth and his team continued to refine their technology until finally it was ready for public demonstration.

On August 24, 1934, the doors of the Franklin Institute of Philadelphia opened, and Farnsworth watched as the public poured in for their first glimpse of the long dreamed of television. As visitors entered the building, they were immediately confronted with what must have been a truly astonishing sight – themselves, caught on camera and broadcast to a screen. In the auditorium, they were treated to a wide variety of programming, which was being filmed and transmitted from the roof of the Institute. Vaudeville acts, political speeches, popular athletes, and other local celebrities were featured in those early television transmissions. Thousands of Philadelphians attended the demonstrations and an exhibition that was supposed to last 10 days stretched into three weeks.

The phenomenal success of that exhibition proved what the Farnsworth team had suspected for years – the public was ready for television.

Man’s voice: Technicians at Farnsworth’s Philadelphia laboratory have helped make television, the dazzling dream of the decade, a practical reality for today . . . you are about to witness the most excitingly different concept in the history of television.

Beckley: Farnsworth himself was sure that a fortune lay in television broadcasting rather than manufacturing. To this end, he established W3XPF, an experimental TV station which blanketed Philadelphia with some of the earliest electronic television signals. As television sets were still not commercially available, very few residents had receivers. Those who did, mostly engineers who were working for Farnsworth, became very popular with their neighbors.

While Farnsworth’s work with W3XPF was promising, the Federal Communications Commission, or FCC, was slow to allocate air space and create other institutional standards that would need to be in place before commercial broadcasting was feasible. In the meantime, Farnsworth reluctantly turned to manufacturing. Investors looked for a suitable plant to purchase and eventually landed on a building in Fort Wayne, Indiana once occupied by the Capehart Phonograph Company. According to Schatzkin, the location was chosen because,

Clark from Schatzkin: “the company’s plant was an ideal facility, and the name ‘Capehart’ was expected to lend a certain cachet to the eventual Farnsworth product line.”

Beckley: The Farnsworth Television and Radio Corporation, or FTRC, opened shop on Pontiac Street in Fort Wayne in 1939 and launched into production of television, radio, and phonograph equipment.

Man’s voice: …that’s where Hoosier ingenuity took over…

Beckley: FTRC wasn’t the only company producing commercial televisions – companies such as RCA and International Telephone & Telegraph, or ITT, had established licensing agreements with Farnsworth and were also working to bring the new technology into American homes. However, just as the commercialization of the television was starting to take off, yet another obstacle presented itself – World War II.

Man’s Voice: New weapons of war add to the increasing thrills captured by intrepid cameramen.

Beckley: During the war, FTRC, along with most of American industry, turned to wartime production. While a blow to commercial TV, this was a boon for FTRC. During the war years, the company expanded greatly. Farnsworth himself spent much of his time at his home in Maine, working in a home laboratory and allowing others to run the day-to-day operations of the plants – that’s plants plural, as FTRC operated seven factories – four in Fort Wayne and one each in Marion, Huntington, and Bluffton – by the end of the war in 1945.

Much of this expansion was achieved with the help of loans that came due a year after the end of the war, just as the company was struggling to shift back to peacetime operations. Farnsworth and his shareholders did everything they could to remain an independent company – even going so far as to offer RCA use of Farnsworth’s patents “in perpetuity” for two and a half million dollars, an offer which RCA declined. In the end, to avoid bankruptcy, FTRC was sold to ITT for the rather meager sum of $1.7 million.

Despite losing independence, the company continued to produce televisions and Farnsworth continued to conduct research and experiments, although by this time he had shifted his focus from television to his next obsession, one that was equally forward thinking in the 1950s as television was in the 1920s – Fusion.

Man’s voice: Today atomic scientists produce radioactivity in large amounts . . .

Beckley: Philo’s interest in fusion, which is an experimental form of power that harnesses the energy of nuclear reactions, began to develop while he was working in his home laboratory in Maine during the early 1940s, and he continued to work on it in a basement laboratory in Fort Wayne.

After the atomic bombings of Hiroshima and Nagasaki at the end of WWII, interest in fusion went into overdrive. Farnsworth, like many others, including Hoosier physicist and former THH podcast topic Melba Phillips, wanted to see the peaceful application of the science used to power our cities. He dreamed of harnessing fusion to power the nation cheaply and, more importantly, cleanly.

In 1947, a mutual friend set up a phone call between Farnsworth and Albert Einstein. Einstein had worked on Fusion during the war only to vow never again to revisit it after his work contributed to the development of nuclear weapons. Pem, Farnsworth’s wife, later said that he found Einstein to be a

Clark: fellow traveler in the rarefied regions of the physical universe where his mind now dwelt.

Beckley: Einstein asked Farnsworth to send him the math behind his theories once he had worked it out. This conversation bolstered Farnsworth’s inventive energy– after a lifetime of being surrounded by people who just didn’t understand how his mind worked and suffering from loneliness and depression because of it, here was an equal. Much like he did with television back in Rigby, Idaho, he set about learning all he could about the budding field of fusion.

By 1953, the father of television felt on the brink of a new discovery. One summer day, the whole Farnsworth family was piled into a Cadillac on their way to Utah for a banquet. Schatzkin describes the scene as told by Farnsworth’s son and namesake Philo Farnsworth III:

Clark: “Pem was driving, with four-year-old Kent asleep with his head in her lap. Phil was slumped in the front seat, his head down, his fedora pulled down over his eyes. All of a sudden, ‘Dad practically jumped out of his seat in one fluid movement and punched his fist forward, saying ‘I’ve got it.’”

Beckley: The feat had been repeated – just like in that potato field in Idaho all those years ago, in an instant, everything he had been studying suddenly came into focus. And Philo T. Farnsworth was off on yet another years-long quest for scientific invention. One that would eventually produce the Farnsworth-Hirsch fusor. This was the first device of its kind in the world, and it continues to be the most widely used type of fusor in experimentation today.

In 1957, Farnsworth made his one and only television appearance on a gameshow called “I’ve Got a Secret.” At the end of his appearance, he talks about where he sees television going in the future;

Man’s Voice: This is the famous Dr. Philo T. Farnsworth, the inventor of the television.

[Applause]

Man’s Voice: Let’s go from the past – the not too distant past – to the future. What are you working on now?

Farnsworth: Well, in television, we’re attempting to make better utilization of the bandwidth because we think we can eventually get in excess of 2000 lines instead of 525 and do it on an even narrower cannel, possibly, than we’re doing it today, which would make for a much sharper picture. Then we hope…we believe in the picture frame type of television where the visual display will be just a screen. Then we hope for a memory so that the picture will be just as it was pasted on there, and many different improvements will result in a camera when you use such devices because part of the scene that you can remember, and you practically have a memory card of it, and it will simplify production of it.

Beckley: In that one-minute clip, he outlines HDTV, Flatscreen televisions, and digital video cameras decades before any of those technologies would be developed – the very definition of a visionary.

Man’s voice: Converting the dreams of yesterday into the reality of tomorrow . . . here is a look into the future of communication . . .

Beckley: It would be an understatement to say that the world has embraced Farnworth’s creation. Globally, 79 percent79 percent of households have at least one television set. That’s astounding. People from around the world are able to share experiences in a way that newspapers, radio, and even motion pictures could never rival and those shared experiences have shaped our society in huge ways. The Vietnam War was the first war to be covered on television and coverage of the conflict – the images of the dead and injured contrasted with the lack of progress being made – sparked an antiwar movement in the United States which eventually shifted public opinion.

The Beatles’ 1964 appearance on the Ed Sullivan Show created a craze in America which would change the music scene forever. It inspired countless young people to start bands and went a long way to unify a generation we now call the Baby Boomers.

Nearly every American of a certain age can clearly remember where they were on September 11, 2001 when we watched the Twin Towers fall. And we continued to watch as that day changed our society – we watched as the United States went to war, as Congress passed the Patriot Act, and as Islamophobia spread like wildfire.

Television has brought us together in good times and in bad. This was the promise Farnsworth saw for the television. True – he would likely have been disappointed seeing his invention used for misinformation and reality television. But he would have reveled in seeing the world sharing in our triumphs and tragedies – in fact, he and Pem watched the 1969 moon landing, after which Philo declared,

Clark at Farnsworth:  That has made it all worthwhile.

Talking Hoosier History is a product of the Indiana Historical Bureau, a division of the Indiana State Library. If you would like to see my sources for this episode, visit blog.history.in.gov and click “Talking Hoosier History” at the top to see a full transcript and show notes. Once again, I’m Lindsey Beckley and this has been Talking Hoosier History. Talking Hoosier History is a product of the Indiana Historical Bureau, a division of the Indiana State Library. If you would like to see my sources for this episode, visit blog.history.in.gov and click “Talking Hoosier History” at the top to see a full transcript and show notes. This episode of Talking Hoosier History was adapted from IHB historian Nicole Poletika’s two-part blog post about Farnsworth on the Indiana History Blog. If you want to learn even more about Farnsworth’s life and work, I highly recommend Schatzkin’s biography, “The Boy Who Invented Television: A Story of Inspiration, Persistence, and Quiet Passion.” Production and sound engineering by Jill Weiss Simins. Thanks to Justin Clark for lending his voice to the show. We’ll be back in two weeks with an episode of Giving Voice. In the meantime, find us on Facebook and Twitter at the Indiana Historical Bureau and remember to subscribe, rate, and review Talking Hoosier History wherever you get your podcasts.

Thanks for listening!

Show Notes for Philo T. Farnsworth: Father of Television

Blog Posts

Poletika, Nicole, “’The Damned Thing Works!:’ Philo T. Farnsworth & the Invention of Television,” Indiana History Blog.

Poletika, Nicole, “Philo T. Farnworth: Conversing with Einstein & Achieving Fusion in Fort Wayne,” Indiana History Blog.

Books

Schatzkin, Paul, The Boy Who Invented the Television, Tanglewood Books, 2008.

Indiana State Historical Markers

Philo T. Farnsworth Indiana State historical Marker Review

Articles

Butts, Tom, “The State of Television, Worldwide,” TVTechnology.com.

Viewer Beware: Watching Reality TV Can Impact Real-Life Behavior,” All Things Considered, National Public Radio.

THH Episode 48: Giving Voice: Cheryl Cooky

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Transcript for Giving Voice: Cheryl Cooky

[Music Intro]

Marino: Hello and welcome. I’m Michella Marino.

Pfeiffer: And I’m Casey Pfeiffer.

Marino: And this is Giving Voice. For today’s episode we’ll be talking with Cheryl Cooky, a professor in the School of Interdisciplinary Studies at Purdue University. Dr. Cooky teaches courses in the American Studies Program and the Women’s Gender and Sexuality Studies Program, on topics of sport, American culture, and feminism. She earned her doctorate degree from the University of Southern California in Sociology and is the co-author of the 2018 book No Slam Dunk: Gender, Sport, and the Unevenness of Social Change.

Pfeiffer: Dr. Cooky has written numerous book chapters, has been published in a wide array of academic journals and is frequently quoted in both national and international news media outlets. She is the past President of the North American Society for the Sociology of Sport and a member of the National Policy Advisory Board for the Women’s Sports Foundation. We’re so excited to speak with you today, Dr. Cooky. Thank you so much for joining us. Can you tell us a little bit about how and why you began studying uh gender and sports?

Cooky: Yeah, thank you. That’s a tough question to answer, because how I got into studying gender and sport isn’t really uh a linear narrative that I can tell, which I think will be probably a theme for this conversation today. But long story short, um I was uh undergraduate at the University of Illinois in Champaign-Urbana, had aspirations to go to medical school. Um and didn’t quite do as well as you needed to do in some of those courses, uh and realized that maybe that wasn’t the the pathway for me. Uh however, I really found myself interested in studying human movements, I thought maybe physical therapy would be a track for me. Um and over the course of my education, I came to take courses in um various disciplines related to, you know kind of sport, uh motor development, and sports psychology. Anyway, I graduate with a degree, I don’t really have uh sort of conventional career path, but I knew I loved studying. I knew I loved being a student. I knew I loved doing research, I had some opportunities to work as an assistant in some of the lab’s um at uh Illinois. And, thought maybe graduate school, might be a good route for me. And I had never really taken a class on women’s studies. I hadn’t really um thought that much about gender and gender issues, until it was uh a couple of classes that I took in my master’s program at Miami, Ohio that really got me, thinking about sport and its role in our culture and really um for me quite different ways. Um then I had either thought about before or even been socialized to think about and, you know I grew up playing sports. Um I loved being physically active. Uh my parents weren’t really that involved so I didn’t have you know the helicopter parents on the sideline going to all of my games. Um, I also grew up in a time, in uh place where um you know girls participation in sports wasn’t really valued um in the culture and in the community and in my peer group. And so, I received these very subtle messages that you know while I wasn’t necessarily being told I couldn’t play sport. I was certainly getting messages that it really didn’t matter. And so, I found myself, freshman year of high school um dropping out of sport and joining then what was then called the pom pom squad, essentially the dance team. Um, and it became sort of a supporter of men’s sports, rather than an athlete in it of my own right. And so that experience, really kind of informs um the way I think about sports, um the kinds of topics that I seek out. I’ve done some research looking at girls’ experiences in sport to see if, you know to what extent things have changed over time. To look at the ways in which kind of culture uh sends messages about women’s sports and female athleticism. And so, I think you know again, and not a nice, neat narrative, but uh sort of uh this is where I am today, I guess, you know the rest is history as we would say.

Marino: Well, that sort of segues nicely into talking about our most recent Talking Hoosier History episode, which featured the history of the South Bend Blue Sox, which was a women’s professional baseball team in the 1940s and 50s. Um, the Blue Sox were one of four original teams in the All-American Girls Professional Baseball League, and this was obviously several decades before the passage of Title IX. Um can you speak a little on the status of women’s sports generally in the early to mid-20th century? You know, what opportunities were there for girls and women to compete?

Cooky: I that’s uh an important question to ask and I hope to communicate to the listeners that I think there’s a way in which, for those of us who don’t study history, and I’m not a historian by training, uh but certainly I think that the kind of narratives we tell around women’s sports or the stories we tell around women’s sports, are really informed by a kind of um historical lens, such that we tend to see women’s sports in uh kind of linear trajectory and sort of a progressive development of change overtime. In other words, you know I hear this all the time from my students, like oh well you know back in whenever it is were talking about right. At the turn of the 19th or 20th century or during World War II, or you know before Title IX girls and women didn’t play sports, girls and women didn’t have opportunities and they certainly did. Not to the extent which they do today, but I think that when we look at the turn of the 20th century and up and through World War II, certainly girls and women were playing sports. The kinds of opportunities that they had really varied though, with respect to race, social class, the sports itself, and so um, if we look at higher education for example. Women had opportunities to participate in either competitive or non-competitive sports opportunities were happening in that space, certainly I think for women of color, black women in particular, there were different kinds of opportunities to participate in sports. Women were participating in the Olympics, although the events they participated in were certainly shaped by gender and gender ideologies. So, I think when we are looking at…Oh and I should say to, you know social class right. Women of more affluent means were uh able to participate in leisure activities like lawn sports, golf, tennis, so I think that there’s really important distinctions that we need to make when we are talking about women. Uh and scholars use the term intersectionality. Some people may have seen that in uh popular culture and media, but it’s really kind of thinking about the ways in which gender and how gender is shaping our experiences, is also informed by these other social identities and social locations.

Pfeiffer: You talking about um, you know Olympic participation and it being shaped by gender ideology and you know this certain sports that women could participate in. I mean, were there certain ones that were more acceptable for women to play or conversely sports that were highly discouraged at the time?

Cooky: The sports that uh allowed for a kind of performative adherence to conventional femininity right, so when we think about tennis, uh when we think about gymnastics for example those are that we tend to…figure skating, right. Those are sports that we tend to associate more with the kind of ascetic dimensions, which really sort of then plays into our cultural notions of femininity and feminine value being really rooted in appearance right. And that’s particularly so for white affluent women who are able to, you know achieve and uphold right those conventional notions of femininity. Basketball was a sport that was quite popular at the time um, I think that it is one of the first sports that women really kind of gained a foothold in. Certainly, the way that basketball was played at the turn of the 20th century and you know kind of up and through the mid-20th century, is much different than how the game is played today um we hear stories about the different rules that were implemented to take out the contact elements in the sport. So that’s the other part, right. So, one is kind of sports that emphasize the ascetics. The other piece are sports that are perceived to be not contact sports, right and so those are might be more individual sports or even team sports that are played individually. Sports like track and field for example. Um or sports that were popular at the time. This is probably the case today, but certainly scholars have written about the ways in which gridiron American football is highly gendered as masculine, although there are and have been women’s professional football leagues. Certainly, they don’t reach the sort of status or cultural uh level that the National Football League does, right but I think football is one of those sports that have really been resistant to any of the broader changes in our culture with respect to um increasing uh acceptance of female athleticism and women’s sports participation.

Marino: There’s a lot of things I’d like to talk about that you just said in there, but particularly you know you just used that word acceptance and there is this misconception that women you know haven’t been playing sports through much of the you know late 19th and 20th century. And of course, as you note that’s not the case um sports were in fact modified for women or were sort of channeled into appropriate sports for women, um but often time when we’re talking about women’s sports of course you always hear about Title IX and that being sort of this landmark or watershed moment for women’s sports. So, I was wondering if you could just tell us a little bit about what Title IX was and how it alters the landscape for women’s athletics.

Cooky: So, Title IX is federal legislation that was passed in 1972 that essentially says that any educational institution that receives federal funding cannot discriminate on the basis of sex. So, often we associate Title IX with athletics and certainly the legislation had a really visible impact in terms of as you said kind of shifting the landscape for women’s sports and women’s sports participation, but Title IX itself doesn’t specify or isn’t exclusive to athletics and in fact pertains to any um educational opportunity that is apart of uh higher education or part of the high school educational experience right. So, that you can’t um you can’t have a club that would not allow girls or women to be members of that club. I think Title IX over time has expanded um into thinking about the ways in which things like sexual harassment and sexual assault can impact educational experiences, but really Title IX is about expanding opportunities for um for the underrepresented sex and in this case girls and women right. So, what Title IX did within the scope of athletics was to dramatically expand opportunities, such that the year prior to Title IX’s passage 1 out of every 27 girls participated in high school sports. Today, its I think its 1 out of ever 2.5 girls are participating in high school sports. Uh, its certainly had a significant impact in terms of expanding participation opportunities at the collegiate level as well. Title IX also applied to things like uh resources um and the quality of opportunity so its not just about giving girls and women a spot on a team, but its also about ensuring that that team has the resources to…you know access to practice fields, it has a team bus. It has um uh coach, the coach is paid. If it’s a scholarship sport, that the athletes are getting proportional amounts of scholarships and so on. So, I think for me what Title IX did was twofold, one was to expand opportunities right and that was really the intent of the law and then we had this sort of corresponding change that happened along with that when you get girls and women, now having the legal right to access to opportunities that comes with a sort of shift and change in the culture and so on a mass level, what we saw was an increasing acceptance of girls and women in sport and female athleticism. This didn’t happen overnight, it didn’t happen whole sale um its certainly an issue that we’re confronting, even today, but it definitely shifted the landscape so that the idea that girls and women shouldn’t be playing sport was really challenged in very powerful ways.

Pfeiffer: Yeah, I think that that is a great way to phrase it and you know I think we can all agree that obviously there’s been so much forward progress uh, so many gains made in women’s sport um, since Title IX passed in 1972, uh but their still is a lot of discussion, you know particularly through the end of the 20th century around this idea of apologetic or compensatory behavior for women athletes. Can you explain a little bit what that means for women athletes and how they’ve had to navigate social expectations surrounding athletics even in this post Title IX period?

Cooky: Sure, so the female apologetic is a term that was coined I believe by uh uh a historian um in the early 1970s to describe the ways in which, girl and women athletes have to sort of um navigate the gendered expectations of sport, with the gendered, broader gendered expectations of the culture. So, one of the really important things to understand about sport when were talking about gender and sport, um gender and history and sport, is that sport in the United States in terms of its modern development in the 20th century, was really uh uh, served a really important cultural function of socializing, young men and and boys and young men into what scholars call hegemonic masculinity or dominant forms of masculinity. So that during the great social upheavals, at the turn of the 20th century increased urbanization, industrialization, the expansion of education, all of these really fundamental social changes that were happening, were accompanied with a kind of so called crisis of masculinity, right, and so you know sort of long story short, sport is an institutional space by which our culture invests in the sort of maintenance of masculinity that’s kind of built on physicality, dominance, competitiveness, aggression, assertiveness, and so on. We know though that sort of broadly speaking those qualities and characteristics which are essentially human characteristics are highly gendered and gendered as masculine. So you take this institutional and cultural space of sport, which is really sort of steeped in these hegemonic understandings of masculinity and you put girls and women into that space. Right, and so there is this kind of conflicting message between the expectations that are required of girls and women on the playing field and the expectations for girls and women off the field and those expectations are not incongruence, as is the case with male athletes right, there’s actually a conflict. And so, the female apologetic, describes the ways that girls and women navigate those right and so there’s this cultural pressure, whether sort of real or perceived for girls and women to then really emphasize and highlight femininity. Right, so it’s through clothing, it’s through playing style, it’s through appearance and sort of portrayals um the roles that girls and women play on the field and off the field that then, sort of say I might be really tough and competitive and aggressive when I’m on the field, um but I’m gonna wear my hair in a ponytail. I’m gonna have long fingernails, I’m gonna wear uh you know are uniforms are gonna be such that they show that we are women or girls on the field. Were gonna have short skirts, were gonna have tight fitted jerseys, were gonna have short shorts, right to kind of show off our our bodies in ways that appeal to compulsory heterosexuality. And then off the field, I’m going to appear seminude in a photoshoot in a magazine. I’m gonna be, you know make sure I go out with my boyfriend or my husband, I’m gonna highlight in kind of the media things that I do. I’m gonna highlight that I’m a mother that I have children right and the media kind of plays into that. And that’s really, I think, sort of encapsulates the female apologetic. I think what’s important here though for me as a sociologist is to sort of think about agency. And so, its not that you know, that there are these cultural pressures, but certainly individual athletes have agency to either conform to those cultural pressures or resist those cultural pressures. So, I think female athletes particularly in this moment are much more able and willing to assert their own agency and to construct a kind of public image that may in fact actually run counter to what we would associate with conventional femininity or or the female apologetic and the increased visibility of lesbian athletes, I think is a great example of that. The increased visibility of athletes who are um embracing kind of more what we would call androgenous modes of appearance, I think is another way in which female athletes, women athletes are kind of resisting the hyper sexualization in sports. Um, we just saw that with the German gymnastics team, you know sort of resistant to wearing leotards and wearing the unitard instead. And so, I think that’s um, a really important point to acknowledge that those cultural pressures might exist, but athletes themselves have agency to either conform or resist.

Marino: Well, that’s really interesting because I mean I think, in a lot of ways this female apologetic, or this apologetic behavior has been going on even pre-Title IX of course as we saw in our episode with the South Bend Blue Sox, but you know continued at least through my time playing sports in the 90s and 2000s and I think you still do see it somewhat in sport today, but as you note, you know individual players and athletes do have that agency to make that decision and I think in some ways, you know are supported when they resist and pushback against that too. So, I think our final question here is what else needs to be done to sort of level the playing field for female athletes?

Cooky: Oh my gosh, so much work needs to be done (Laughs). That could be a whole other episode in it of itself, but I know we don’t have a whole lot of time. You know I think what’s important that I would want to communicate is, I think that there are ways in which many of the issues and problems and challenges that girls and women face at the beginning of the 20th century are not that different than the issues that girls and women face at the beginning of the 21st century. Certainly, there’s been a tremendous amount of change over that time frame, but there’s ways in which women I think still occupy a second-class status in sport. And so, you know I could talk more about the really important gains that we’ve made and the changes that we’ve seen and we talked a little bit about that with Title IX, but I think certainly the distribution of resources, um weather those are economic resources, whether that is cultural resources in the form of media attention and media coverage that is certainly an area that needs to be addressed. We talked about Title IX earlier and Title IX is important and has expanded opportunities, but when we look at all those resources and the quality of opportunities. What we find is that most institutions in higher education and in high schools as well do not comply with Title IX. In the sense of those resources, so certainly I think um expanding the investment uh economic investment and girls and women’s sports is important and I think the other piece that I’ll say here that I also think needs to be addressed and your podcast is helping to do that right, is to you know increase visibility of girls and women’s sports, within sort of the cultural discourse and within media spaces and so you know having the opportunity to learn about women’s sports um and to do so in consistent ways, I think is gonna go a long way in terms of hopefully seeing some real shifts and changes uh in the culture over the next 100 years. I think the other piece that I also want to say here, you know we needed to think about changing the way we think about gender in our society. Um, and I think that the issue of trans athlete participation um is really going to bring forward a number of really important conversations around the sex segregated nature of sports. Um and I think that’s uh really important space and potential for change uh as well.

Pfeiffer: Excellent, well this has been fantastic I think it’s a great follow up to our um most recent episode of Talking Hoosier History and I feel like what you said in terms of just sharing this information. Women have been participating in sports for well over 100 years and they will continue to participate in finding those opportunities for them too, uh whether it is, you know in terms of access, just making sure that those gains continue to be made, but really appreciate you sharing your insight with us today and really taking the time to talk with us.

Cooky: Thank you so much for having me its been a pleasure.

Marino: Yeah, thank you Cheryl. We appreciate it.

Cooky: Thanks.

[Music Outro]

Show Notes for Giving Voice: Cheryl Cooky

Learn more about Dr. Cooky’s work here: https://cla.purdue.edu/directory/profiles/cheryl-cooky.html

See more of Dr. Cooky’s work here: https://scholar.google.com/citations?user=kw2zExYAAAAJ&hl=en

View a Ted Talk about women’s sports here: https://www.youtube.com/watch?v=MPS2YoXWMSs

THH Episode 47: “The Dutiful Dozen”: The South Bend Blue Sox and Women’s Professional Baseball

Transcript and Show Notes for “‘The Dutiful Dozen’: The South Bend Blue Sox and Women’s Professional Baseball”

Written by Casey Pfeiffer and Michella Marino. Produced by Jill Weiss Simins.

[Crowd noise and cheering at a baseball game]

Justin Clark [using old time radio voice and effects]: And we’re all tied up here at 1 a piece as we head to the bottom of the 10th. The Blue Sox need to put one across to keep their championship hopes alive. . . And we’ve got something cooking here. . . Runners on the corners now with two out. Can they do it again folks? Westerman up at the plate with a chance to win it. And there’s a liner smashed to the right side and it’s through! Ladies and gentlemen, as they’ve proven time and again, don’t count these Sox out yet! We’ve got ourselves a tied series, and we’ll see you tomorrow for the championship!

[Audio clip of “Take Me Out to the Ballgame”]

Clark: For fans cheering at the ballpark on September 10, 1952, few could have anticipated that their team would again have a chance to bring a championship title home to the city. The season had started off bright and expectations were high, but the ballclub had all but limped to the finish line. Injuries, costly managerial decisions, and discord between the players and leadership contributed to their drop in the standings. When six members walked off the team in late August and early September in a player strike just days before the end of the regular season, the club’s chances at clinching a consecutive playoff championship seemed bleak. After all, they’d lost a third of their roster and were reduced to just twelve players – a dutiful dozen. Giving up would have been easy. But as we all know…

[Audio clip from A League of Their Own, Tom Hanks]: “There’s no crying in baseball.”

The women of the All-American Girls Professional Baseball League were accustomed to adversity and relished the opportunity to compete at the same level as male professional baseball players. Showcasing their determination, grit, and innate athletic skill, the South Bend Blue Sox were prepared to leave it all on the field again for a chance at the 1952 title.

I’m Justin Clark, and this is Talking Hoosier History.

Though it would be twenty years until the passage of Title IX in 1972, which prohibits discrimination “on the basis of sex” in federally funded educational or athletic programs, the All-American Girls Professional Baseball League, or AAGPBL, set an early precedent for women in professional sports. The League showed that when they had the opportunity, female athletes could be as competitive and entertaining as men. Yet, it also underscored that societal expectations of femininity were – and continue to be – imposed on female athletes. The South Bend Blue Sox and other teams of the League serve as an example of women succeeding in fields dominated by men, while reminding us of the work still needed today to help achieve greater gender equality in sports.

[Audio clip of the AAGPBL “Victory Song”]

Clark: Many of us are familiar with the quote, “There’s no crying in baseball,” from the popular movie A League of Their Own. The 1992 film put the AAGPBL back in the public eye, four decades after its founding. While the movie highlighted the history of the League (with some Hollywood liberties, of course), it’s important to note that though it was among the first, if not the first, organized professional women’s league to play baseball, women have been playing the sport since at least the 1860s.

Baseball, since its early roots in America in the mid-18th century, has been considered a man’s sport by most.  After developing into a professional game in the 19th century, it was dubbed too strenuous for women—the long base paths, heavy bat, overhand pitching, etc. etc. So women who played in the late 19th and early 20th century faced social criticism for their foray into this masculine domain.  Despite this, women continued playing on barnstorming teams and at women’s colleges on the east coast in the post-Civil War era through the turn of the 20th century but not in particularly high numbers, at least officially.

In the 1880s in urban areas, the game of baseball was modified to accommodate smaller spaces such as indoor gyms and city playgrounds, which led to the development of softball.  As softball evolved by the turn of the century, women were pushed into this sport and away from baseball.  Softball grew dramatically through recreational and industrial leagues during the Great Depression, and although generally acceptable for women in the pre-WWII era, female players were often deemed masculine.  Time Magazine described female softballers as “cavorting U.S. tomboys…girls [who] can pitch, bat, field grounders, otherwise perform like a reasonable facsimile of the male.” This widespread popularity of softball set the stage for a ready-made pool of athletes for the All-American Girls Professional Baseball League.  These women knew how to play, and they were good. Very good.

[Audio clip of “Baseball Boogie”]

Clark: America began contributing towards the WWII effort and then officially joined the war after the bombing of Pearl Harbor in December 1941.

Radio clip: “Millions of women who have never before been employed in industry are now enlisted in the nation’s labor forces. They are stepping in wherever they are needed to do a man’s job.”

Clark: More women entered the workforce, finding new employment opportunities in jobs traditionally held by men, who had taken up arms to fight.  This included professional baseball.

[Audio clip of “Baseball Boogie”]

Clark: Baseball was America’s national pastime and provided release from the stressors of the depression and war years. As the American economy shifted to wartime production in the late ‘30s and early ‘40s, industrial recreation gained even greater importance for war workers and spectators who wanted to enjoy wholesome entertainment.

Radio clip: “See baseball is back again.  All of Washington is out, including the President of the United States.”

Clark: In January 1942, President Roosevelt stated,

Clark [using Roosevelt voice]: “I honestly feel that it would be best for the country to keep baseball going. . . everybody will work longer hours and harder than ever before. . . they ought to have a chance for recreation and for taking their minds off their work. . .”

Clark: Nevertheless, there were still concerns that a manpower shortage could affect professional baseball in the spring of 1943 and leave ballparks empty. Not willing to wait around and see what happened, Philip K. Wrigley, chewing gum magnate and owner of the Chicago Cubs, stepped up to the plate.

He decided that professional women’s softball was the answer. When it became clear, though, that men’s professional baseball would not be curtailed by a manpower shortage, instead of abandoning his idea of women’s professional softball, Wrigley shifted gears slightly. According to historian Merrie Fidler,

Casey Pfeiffer: Wrigley “fashioned the league’s objectives to compliment the war effort in the mid-sized industrial communities that supported its teams.”

Clark: Wrigley founded the All-American Girls Softball League as a non-profit organization. He explored potential host cities ranging from Detroit to Cincinnati to Gary, but the final cities selected to host League teams were South Bend, Indiana; Racine and Kenosha, Wisconsin; and Rockford, Illinois. These cities had been hotbeds for women’s softball since the 1930s, were mid-sized war production cities, and were conveniently located within a 100-mile radius of Wrigley’s base of operations in Chicago.

Radio Ad: for Wrigley’s Spearmint Gum: “Hi ho, hey, hey.  Chew Wrigley’s Spearmint Gum!”

Clark: Wrigley offered a previously unimaginable opportunity: a chance for female athletes to play professional ball.

He used his already established scouting network to recruit the very best players from across the US and Canada, eventually even recruiting Latin American players. The League held final try-outs in Chicago and then distributed players to each of the four new teams. The original South Bend team included women hailing from the state of Florida to the city of Chicago to the province of Saskatchewan, and a little bit of everywhere in between.

Furthermore, this was a paid opportunity, and the League paid well—salaries started at $45/week, which according to contemporary newspapers was “more than the average stenographer or factory girl gets, and far above the average Class D minor leaguer” and ranged up to $85/week, which was on par with “players in the top minor leagues.”  And to drum up further publicity, the League hired former male major league stars as team managers.

At the League’s onset, the women played a hybrid game that fell somewhere between softball and baseball. The game continued to evolve throughout the League’s 12-year history, eventually becoming baseball.

Radio clip: “Like many another sport, baseball has made way for the ladies. They train like men for professional games that draw a million paid admissions every year.  From coast to coast and even from Canada and Cuba comes the cry, ‘Slide, baby, slide!’”

Clark: Early on, the women used the underhand pitch and a typical softball but batted with Louisville Slugger baseball bats. Each team played with nine players, allowed lead offs and steals, and lengthened the base paths and pitching distance. By 1948, overhand pitching was implemented and in the final season a regulation size baseball.  The League constantly evolved in its name and structure. In later years, it has been labeled, the All-American Girls Professional Baseball League. Here we will just say the League to avoid confusion.

Wrigley was of the mind that for society to fully accept women’s professional baseball and to shed stereotypes of women softball players, he would have to highlight the players’ femininity.  The women would be promoted as “All-American girls.” Indeed, one United Press article described the new league as “beauty at the bat, pulchritude on the pitcher’s mound, and glamour in the gardens when the nation’s first professional girls’ softball league opens its initial season.” As Fidler explains,

Pfeiffer: “Wrigley attempted to achieve this goal by soliciting the design of a special ‘feminine’ uniform, by employing team chaperones, by establishing player conduct rules similar to those in vogue for women on college campuses, and by educating players in the finer points of ‘feminine’ charm.”

Radio clip: “But you don’t need to go to college to learn that!”

Clark: This meant in the early years that players attended charm school and were required to abide by such League rules as “Always appear in feminine attire when not actively engaged in practice or playing ball,” “Boyish bobs are not permissible,” and “Lipstick should always be on.”

Radio clip: “Lipstick is your exclamation point. Be sure that your lipstick harmonizes with your rouge and your nail polish, and check with any reds in your costume to see that everything is in key…Be sure you put your best face forward!

Clark: These rules of conduct were established as a form of what sociologist Jan Felshin has dubbed “Apologetic behavior.”  This is a term used frequently when discussing women’s sport in the 20th century and describes the compensatory behavior required of women when they engage in a social transgression, i.e. since women were engaging in the traditionally masculine sport of baseball, they must apologize or compensate for this by emphasizing their femininity.

Radio clip: “Jean bunts it.  The squeeze is on!  Tiby Eisen slides home with a run and a nicely bruised leg. Better a bruise than long pants, eh, gals?”

Clark: They did this through their skirted uniforms, the strict codes of conduct, and highlighting their traditional feminine accomplishments such as reading, horseback riding, and scrapbooking.  Mina Costin, a staff writer for the South Bend Tribune, described the new professional players as such:

Michella Marino [with old time radio effects]: “Time was when girl softball players were thought of as brawny, tough-looking and acting babes who couldn’t do anything but heave a ball and swing a bat.  But the members of South Bend’s new girls team are ladies, in appearance and character, without exception.”

Clark: She followed with a detailed description of the new star pitcher, Margaret (Sunny) Berger:

Marino [with old time radio effects]: “Sunny is a small, sun-tanned, blue-eyed blond, who looks like a college co-ed.”

Justin Clark: After describing Berger’s collegiate background and hobbies, which of course included her devotion to the Red Cross, Costin concluded the article with the following:

Marino [with old time radio effects]: “There you have Miss America, 1943. No, she’s not a bathing beauty—she’s a softball player, and a darn good one, too.”

Clark: Although men’s baseball integrated in 1947, the League never did.  Despite several Black female players trying out for the South Bend team in the early 1950s, sources suggest that Black women baseballers did not fit within the “All-American” standards set by the League, and none were ever officially on a team roster.  Wrigley emphasized white middle-class femininity and indeed embedded it into every aspect of his organization.  It was couched in language surrounding respectability, but race and sexuality certainly played into it.  In this instance, respectability meant white and heterosexual.

Historically, while much has been made of this emphasis on the player’s femininity, what is less often covered is their stellar athleticism, so let’s jump into our team at hand here, the South Bend Blue Sox, and their long road to back-to-back championships.

Radio clip: “Okay, gals. Play ball!”

Clark: In the spring of 1943, South Bend, with a population just over 100,000, was booming with its $13 million in defense contracts, shedding any last vestiges of the depression-era.  Corporations like Studebaker, a local automaker, and Bendix Aviation, had shifted production to meet wartime needs.  When the 15 new professional ball players assigned to the Blue Sox team stepped off the South Shore El from Chicago [train noise and horn] into their new host city, they were greeted by South Bend mayor Jesse Pavey and other local civic leaders.  The city was glad to have them [clapping], and the women were thrilled to be there.

The Fort Wayne Daisies –the only other team from the Hoosier state –joined the League in 1945.

Radio clip: “Two teams are working out—the Fort Wayne Daisies and the Racine Belles…”

Clark: While the AAGPBL was founded, in part, in response to the Second World War, the League peaked in the postwar period and remained in operation until after the 1954 season, because of its roots within host cities such as South Bend and Fort Wayne.

Community support for the League and their new team remained strong in South Bend. Local industrial, business, civic, and fraternal organization leaders expressed interest in supporting the team and contributed financially as guarantors to ensure the team’s stability and success for over a decade.

The South Bend Blue Sox began their tenure at Bendix Field, but relocated to the stadium at Playland Park for the 1946 season. Playland was centrally located, offered more seating, including a section of 2600 covered seats, and a brand new lighting system. Attendance dramatically increased over the next couple of seasons.

[Journalists reporting in background and photo bulbs going off]

Local newspaper coverage, or the lack thereof, could make or break a team, but the South Bend Tribune certainly aided the Blue Sox. [Journalism/newsroom noise] The Tribune reported on all their home and away games and provided box scores for the “Girls Pro League” just as they did with men’s professional baseball. This positive, regular coverage spurred attendance and helped develop a loyal following among residents.

Despite several solid seasons of play and a tie for the pennant in 1949, league and playoff championships continued to elude the Blue Sox. That all changed in 1951. Led by all-star pitcher Jean Faut and a strong veteran core, the team knew they had the talent to go the distance, and they set to work proving it.

[Crowd yelling “Yay!”]

The Sox had a good start but finished in third in the first part of the season; they went on a tear in the second half. In late July, the team won an impressive eleven games in a row, including a perfect game by Faut, the first of two she threw in her remarkable career. To date, there have been a total of 23 perfect games in Major League Baseball history. No pitcher in the league has ever thrown more than one. Paul Neville of the South Bend Tribune reported on Faut’s 1951 gem in the July 22nd issue of the paper, praising her as “a sturdy gal with a lot of heart, a fast ball that hops, and a curve that breaks off like a country road.” In August, the Blue Sox outdid themselves, winning sixteen in a row. The consistent, “sizzling” play by all members of the team propelled them to the top of the standings and saw them clinch their first outright league championship in nine seasons.

South Bend defeated Fort Wayne in the first round of the ’51 playoffs but fell two games behind to the Rockford Peaches in the title series. According to the South Bend Tribune,

Clark [using old time radio voice and effects]: “It looked like a hopeless proposition, trying to win three straight from Rockford, which was on a nine-game victory streak of its own.”

Clark: Needing a win, they handed the ball to their ace.

Clark [using old time radio voice and effects]: “It’s an old story with the South Bend Blue Sox but they’re counting on Jean Faut to pull them out of another jam at Playland Park.”

Clark: Faut and the team battled back, as they so often did, coming from behind in each of the last three games to win their first playoff championship. It was a long-time coming and the city was thrilled:

Clark [using old time radio voice and effects]: “The 1951 Blue Sox were a team that improved steadily as the season progressed. Their position in the standings at the end of the first half and then their top rung spot after the second half shows that they learned and put their new knowledge into use. They’ve brought great credit upon themselves and South Bend and for that we can only say, ‘Congratulations!’”

Clark: On the surface, South Bend looked primed to compete for the championship title again in 1952. The team boasted a strong roster that played well with each other, but off the field, tensions and outside pressures mounted, threatening to disrupt their work. Contract conflicts became a major point of contention. Several players demanded higher pay to reflect their experience and talent, but the League, already struggling financially, often refused to budge. The frustrations over pay cast a shadow over the season. The Blue Sox also learned they would be without fan-favorite shortstop Senaida “Shoo-Shoo” Wirth for the year when she announced that she was pregnant, another aspect of the AAGPBL that male leagues did not have to contend with.

Added to this, was a complicated set of player and leadership dynamics that the Blue Sox began to confront in 1951 and were exacerbated in the ’52 season. In January 1951, the Sox hired a new manager, former Minor Leaguer Karl Winsch. In addition to his role with the team, Winsch just so happened to be Faut’s husband and the father of their young son. The relationship made things tricky for Faut. Though Winsch reportedly never talked baseball with her at home, teammates were hesitant to confide in her during disputes with him, thus isolating Faut.

Despite these challenges, the Blue Sox started the 1952 season strong; [crowd noise] it looked like it would be a Hoosier battle through and through while they sought to fend off the Fort Wayne Daisies. Faut looked past the strained relationships and her husband’s inability to connect with his players and continued her dominance on the mound. But small fissures pulled at the team’s seams. In early June, Winsch let frustrations get the best of him and benched Charlene “Shorty” Pryer [background booing], the second baseman, and then abruptly suspended first baseman Janet “Pee Wee” Wiley for supporting Pryer and allegedly talking back to him. [crowd noise with spectator yelling, “Oh, come on!”] Winsch himself was suspended later that month when he challenged a call on the field and got into a brawl with the umpire. Some Blue Sox joined the melee, underscoring the physical aspect that was common in both male and female professional leagues. It was another distraction for the team during their close race with Fort Wayne.

Winsch continued to make changes to the lineup as the season progressed, much to the dismay of the team. These were experienced ballplayers who understood the strengths and weaknesses of their roster and weren’t afraid to question his calls. Finally, in late August, tensions erupted. Winsch called on Shorty Pryer to pinch run in the ninth inning of a close game against the Kalamazoo Lassies. Pryer, who had already taken off her spikes, took some time getting out to the base. The delay angered the short-tempered Winsch, who suspended her with just days left in the regular season. Several Blue Sox players appealed to Winsch to reconsider, stating that they needed the leading base-stealer and star-hitter in the lineup. Winsch refused to change his mind and challenged those who questioned him. Siding with their teammate, five additional players walked off the team. It was a devastating blow to a group that had struggled down the stretch and led to a reporter dubbing those remaining “The Dutiful Dozen.” South Bend ended the season in second, losing the league championship to their Hoosier rivals, Fort Wayne.

Reduced to twelve players, few fans gave the Blue Sox any chance at winning it all for a second consecutive year. Still, the team quickly defeated Grand Rapids in the first round and met Rockford again in the championship series. The Blue Sox lost the first two games, but played the latter under protest, arguing that Rockford had shortened the distance to the right field fence below the league requirement. The protest proved to be a crucial point in the series, and the final ruling went in the Blue Sox favor. While clinching a win in game three, South Bend learned that the two teams would replay the previous one, thus evening the series at one a piece. Another Rockford win gave the Peaches the edge. Once again, South Bend found itself in a must-win position. [crowd noise] Winsch decided to save Faut for the deciding game and went with Janet Rumsey on the mound against Rockford’s ace Rose Gacioch, already a two-time All-Star by this point. It was a nail-biter that saw the determined Blue Sox prevail 2-1 in ten innings. The South Bend Tribune reported:

Clark [using old time radio voice and effects]: “Out-hit, out-fielded, out-pitched, but never out-fought. That’s the Blue Sox story as the defending American Girls Baseball league champions trek off to Freeport, Illinois today for the final game of 1952.”

Clark: The Blue Sox handed the ball to Faut and let her work her magic. [crowd cheers] With a 20-2 record on the regular season and a stunning .93 ERA, she again demonstrated that she was among the best to ever play in the League. [bat hitting ball and crowd cheering] The Sox gave her an early lead with a run in the first, but it was a three-run third that helped tip the odds in the Blue Sox favor for the first time in weeks. Faut, a former batting champion, assisted not only on the mound, but at the plate too – belting out two triples, tallying two RBIs, and scoring a run herself after stealing home. [crowd cheers] Down 6-1 in the ninth inning, Rockford made one last push and rallied for a couple runs before Faut notched the last out. [crowd cheers] With the 6-3 win, the Blue Sox unexpectedly brought another championship title home to South Bend and showed the country that women possessed the same drive to compete and succeed as men in the pro leagues.

Clark [using old time radio voice and effects]: “Today the Blue Sox again reign as league champions. There is no attempt here to say that this South Bend team of a dozen players is the best in the league, or that girls’ baseball is the world’s greatest sport. But there is space here for a tribute to Winsch and his girls, who won the league playoffs on just one basis alone – determination, the will to win. These are but the trite phrases of athletic banquet speakers, but nonetheless apt and fitting in describing the success story of the Blue Sox.”

[Audio Clip of AAGBPL “Victory Song”]

Clark: Within the long history of women’s sports, there is also a long history of society demanding apologetic behavior. Women athletes have consistently done whatever it takes to compete—whether that’s playing baseball in a skirt with lipstick on or participating in a beauty contest at half-time of a basketball game. They’ve had to engage in this behavior—willingly or not—because American society has deemed femininity and athleticism at odds. Female athletes, amateur or professional, have had to constantly negotiate these components of their identities to make the case that they too deserve an equal chance to play. Because sports like baseball have been part of the masculine realm, men never have to justify their masculinity in the same way.

Gains for women have been made since the AAGPBL players’ time, particularly with the passing of Title IX in 1972 and the subsequent boom in women’s sports at the high school and collegiate levels, but sporting equality continues to evade women athletes. Professional women athletes are not paid anywhere near equal to male professional athletes, they do not get the same media coverage or endorsement deals, and as the most recent NCAA March Madness basketball tournament highlighted, access to facilities and equipment remain vastly inequitable. Despite this, women athletes continue to achieve greatness and sometimes even perfection.  Just as Faut excelled at the mound with her two perfect games for the South Bend Blue Sox, Hope Trautwein, a pitcher for the softball team from North Texas University, pitched the first-ever truly perfect game in NCAA D-1 history in April 2021, striking out every single batter that stepped to the plate over the course of seven innings. Just as in 1952, women athletes come to play. They continue to fight for the right that one day it’ll be on a level-playing field.

Once again, I’m Justin Clark, and this has been Talking Hoosier History.

Talking Hoosier History is a production of the Indiana Historical Bureau, a division of the Indiana State Library. To view the historical sources, a full transcript, and links to the articles mentioned in this episode, visit blog.history.in.gov and click “Talking Hoosier History” at the top.

This episode of Talking Hoosier History was researched and written by IHB historian Casey Pfeiffer and IHB Deputy Director Dr. Michella Marino. Production and sound engineering by IHB historian Jill Weiss Simins. Quotations for this episode were read by Casey Pfeiffer, Michella Marino, and [old time radio voice] yours truly.

We’ll be back in two weeks with an episode of Giving Voice. In the meantime, find us on Facebook and Twitter at the Indiana Historical Bureau and remember to subscribe, rate, and review Talking Hoosier History wherever you get your podcasts.

Thanks for listening!

[Blooper take ending: To the Blue So– . . . [jumbles words] . . . to the Blue Sox team. That’s hard to say!]

Show Notes

Books

Jim Sargent and Robert M. Gorman, The South Bend Blue Sox: A History of the All-American Girls Professional Baseball League Team and Its Players, 1943-1954, Forewords by Betsy Jochum, Sue Kidd, and Jean Faut, Jefferson, NC:  McFarland & Company, Inc., 2012.

Merrie A. Fidler, The Origins and History of the All-American Girls Professional Baseball League, Foreword by Jean Cione, Jefferson, NC:  McFarland & Company, Inc., 2006.

W.C. Madden, The Dutiful Dozen, Noblesville, IN:  Madden Publishing Co. Inc., 1997.

Newspapers

Cindy Boren, “North Texas pitcher throws a perfect game with a twist, striking out all 21 batters,” The Washington Post, April 12, 2021, https://www.washingtonpost.com/sports/2021/04/12/hope-trautwein-perfect-game/

“Faut to Hurl in Final Tilt at Freeport,” South Bend Tribune, September 11, 1952, Accessed via Newspapers.com.

“Girl Softballers Hope to Develop Major League,” Associated Press, Ludington Daily News, June 9, 1943, Accessed via Newspapers.com.

“Girl Softball Players Stir Fans’ Interest,” United Press, South Bend Tribune, May 28, 1943, Accessed via Newspapers.com.

Joe Doyle, “According to Joe Doyle,” South Bend Tribune, September 12, 1952, Accessed via Newspapers.com.

Mina Costin, “Boys Have Gone to War; Now It’s the All-American Girl,” South Bend Tribune, May 27, 1943.

Paul Neville, “Sox Subdue Rockford Nine by 2-0 Score,” South Bend Tribune, July 22, 1951, Accessed via Newspapers.com.

Paul Neville, “On the Level,” South Bend Tribune, September 14, 1951, Accessed via Newspapers.com.

“Same Old Story! Jean Faut to Hurl Crucial Game for South Bend Sox,” South Bend Tribune, September 11, 1951, Accessed via Newspapers.com.

Online

Becky Sullivan, “Under Fire, The NCAA Apologizes And Unveils New Weight Room for Women’s Tournament,” NPR, March 20, 2021, https://www.npr.org/2021/03/20/979596524/under-fire-the-ncaa-apologizes-and-unveils-new-weight-room-for-womens-tournament

Chad Campbell and James Doubek, “Pitcher Hope Trautwein Throws a Perfect Game of All Strikeouts, NPR, April 13, 2021, https://www.npr.org/2021/04/13/986724329/pitcher-hope-trautwein-throws-a-perfect-game-of-all-strikeouts

Franklin Delano Roosevelt to Hon. Kenesaw M. Landis, January 15, 1942, Franklin D. Roosevelt Library, https://www.archives.gov/publications/prologue/2002/spring/greenlight.html.

Gerald Balzer and Steven Culbertson, “When FDR Said ‘Play Ball’: President Called Baseball a Wartime Morale Booster, Prologue Magazine, Spring 2002,  https://www.archives.gov/publications/prologue/2002/spring/greenlight.html.

“Ladies of the Little Diamond, TIME Magazine, June 14, 1943, Vol. 41, Issue 24, pg. 73-74, Accessed via Inspire Database.

“Rules of Conduct,” https://www.aagpbl.org/history/rules-of-conduct.

Music Credits

THH Episode 41: Notre Dame Tackles the Klan

Jump to Show Notes

Transcript for Notre Dame Tackles the Klan

[Radio clips of Notre Dame football fades in and out]

Nineteen twenty-four was going to be their year. The Notre Dame football team was coming off a well-played 1923 season with just one loss, and they had their sights set on an even bigger goal that year – a perfect season. However, to get there, they faced some stiff competition – rivals like the Nebraska Cornhuskers, who had served up their only loss in 1923, loomed on the horizon. But looming even larger than rival teams was an off-the-field opponent that was in a different class altogether. That year, Notre Dame set out to defeat the Ku Klux Klan in a media crusade the likes of which had never been seen before.

[Radio clips of Notre Dame football]

I’m Lindsey Beckley and this is Talking Hoosier History.

The Ku Klux Klan arrived in the Hoosier State in 1920. By the mid-20s, more than 250,000 men had joined the organization throughout the state, and thousands of women and children had joined auxiliary clubs. While bearing the name, costume, and racist, xenophobic rhetoric of the Reconstruction Era Klan, this iteration of the terrorist organization differed in some key ways.

The Klan of the 1860s and 70s wielded clubs, guns, and nooses, while the Klan of the 1920s mostly wielded political power. The Klan of the mid-19th century terrorized the African American population of the southern United States, while that of the 20th century broadened their animus to include political radicals, feminists, intellectuals, Jews, and, most vociferously, Catholics and immigrants.

One other way in which the Klan of the 1920s differed from its predecessor, especially in Indiana, was just how interwoven it was with respectable society. Klansmen weren’t on the fringes, ostracized by their hatred. Rather, as Indiana University historian James Madison said in his new book, The Ku Klux Klan in the Heartland, “The Ku Klux Klan of the 1920s was as dark as the night and as American as apple pie.”

Nativism and xenophobia were well established in the state before 1920 – Hoosiers were already asking if immigrants could really be American if they maintained traditions from their homeland. Or if Catholics could be loyal Americans while simultaneously being loyal to the Pope. These weren’t ideas introduced by the Klan, but rather they were ideas that paved the way for the Klan to quickly infiltrate society at a deep level.

Because the Klan was such an integral part of the fabric of everyday life in Indiana, there was very little widespread resistance to the organization. However, there were instances of individuals, communities, and religious groups taking a stand against the hatred. Dr. Madison explores some of these instances in his Indiana Magazine of History article titled “The Klan’s Enemies Step up, Slowly.” Various towns and cities around the state passed laws prohibiting the wearing of masks, targeting the white hood and mask worn during Klan events. They denied permits for Klan-affiliated speakers, and restricted public cross burnings and parades. Jewish Hoosiers organized a lecture series on tolerance in an area rife with Klan activity. Newspapers around the Midwest, including the Muncie Post-Democrat, the Chicago-based Tolerance and the Indianapolis Times wrote scathing editorials decrying the Klan’s practices.

It was Catholic Hoosiers who showed the most unified resistance, though – this was likely because they were the primary targets of the Klan’s intolerance. When the Tipton County Fair announced it would be hosting a “Klan Day,” Catholics boycotted the event. When the Knights of Columbus organized a protest against the Klan in Indianapolis, nearly 800 Catholic men attended. And perhaps the state’s most prominent anti-Klan demonstration took place in the town of South Bend in May 1924.

South Bend, home to Catholics of Irish, Polish, and Hungarian origin, as well as the traditionally Catholic University of Notre Dame, was one of the only major cities in Indiana without a Klan presence. The hate group was working hard to change that in the lead-up to the 1924 election using a two-pronged approach. First, Klan leaders worked to legitimize the organization through philanthropic and recreational family activities and to grow its power through infiltrating politics and local law enforcement. Second, they worked to demonize their target groups – in this case, Catholics and immigrants. To that end, the Klan published anti-Catholic, xenophobic propaganda in their widely circulated newspaper, The Fiery Cross, and, as the existing anti-Catholic sentiments of many Hoosiers were being stoked in that way, Klan leadership laid a kind of trap for the Catholic citizens of South Bend. They scheduled a mass Klan meeting, where members from the Indiana, Michigan, and Illinois Klans would gather to spread their hateful rhetoric. The hope was that Catholic students from the nearby University of Notre Dame and South Bend citizens, many of whom were of immigrant origin, would rise up in reaction to the Klan’s presence, giving the Klan the opportunity to paint them as violent, lawless, un-American immigrants in contrast to the peacefully assembled “100% American” Klansmen. The meeting was scheduled for May 17, 1924.

Fearful for the safety of their students and local residents, Notre Dame and South Bend officials worked to stop a potentially violent incident. South Bend Mayor Eli Seebirt refused to grant the Klan a parade permit, although he could not stop their peaceful assembly on public grounds. Notre Dame President Matthew Walsh issued a bulletin, imploring students to stay on campus and ignore the Klan activities in town. He wrote:

Clark reading from Walsh: Similar attempts of the Klan to flaunt its strength have resulted in riotous situations, sometimes in the loss of life. However aggravating the appearance of the Klan may be, remember that lawlessness begets lawlessness. Young blood and thoughtlessness may consider it a duty to show what a real American thinks of the Klan. There is only one duty that presents itself to Notre Dame men, under the circumstances, and that is to ignore whatever demonstration may take place today.

Beckley: Father Walsh was right. “Young blood” could not abide the humiliation of this anti-Catholic hate group taking over the town. The Fiery Cross had hurled insults and false accusations at the students for some time. The propaganda newspaper called them “hoodlums,” claimed that Notre Dame produced “nothing of value,” and blamed the students for crime in the area. As Klan members began arriving in the city on May 17, 1924, South Bend was ready to oppose them.

The South Bend Tribune reported:

Clark reading from Tribune: Trouble started early in the day when Klansmen in full regalia of hoods, masks and robes appeared on street corners in the business section, ostensibly to direct their brethren to the meeting ground, Island park, and giving South Bend its first glimpse of Klansmen in uniform.

Beckley: Not long after Klan members began arriving, young men, assumed to have been Notre Dame students, surrounded the masked intruders. The anti-Klan South Bend residents and students tore off several masks and robes, exposing the identities of “kluxers” who wished to spread their hate anonymously. The Tribune reported that some Klan members were “roughly handled.” The newspaper also reported that the anti-Klan force showed some evidence of organization. They formed a “flying column” that moved in unison “from corner to corner, wherever a white robe appeared.” By 11:30 a.m. students and residents of South Bend had purged the business district of any sign of the Klan.

Meanwhile, Klan leaders continued to lobby city officials for permission to parade, hold meetings in their downtown headquarters, and assemble en masse at Island Park. Just after noon, the group determined to protect South Bend turned their attention to Klan headquarters. This home base was the third floor of a building and was identifiable by the “fiery cross” made of red light bulbs in the window. The students and South Bend residents surrounded the building and focused on removing the glowing red symbol of hate. Several young men “hurled potatoes” at the building, breaking several windows and smashing the light bulbs in the cross. The young men then stormed up the stairs to the Klan den and were stopped by minister and Klan leader Reverend J.H. Horton with a revolver.

The students attempted to convince Klan members to agree not to parade in masks or with weapons. While convincing all parties to ditch the costumes wasn’t easy, they did eventually negotiate a truce. By 3:30 p.m., the protestors had left the headquarters and rallied at a local pool hall.  Here, a student leader spoke to the crowd and urged them to remain peaceful but vigilant in case they were needed by the local police to break up the parade. After all was said and done, despite Klan threats, the city never issued a parade license and the Klan never paraded. Looking at the outcomes of this clash, it may seem as though the Notre Dame students came out on top – they were able to clear much of the city of white-robed Klansmen, the parade had not happened, and they had faced their persecutors head-on, something that’s easy to root for. However, this show of resistance was exactly what they Klan wanted, and they ran with it, painting the students as a “reckless, fight loving gang of Hoodlums” and using the Fiery Cross to spread a narrative of law-abiding Protestant citizens being denied their right to peacefully assemble while being violently attacked by gangs of Catholics and immigrants working together.

Mixing outright lies into their media spin, the Klan newspaper claimed that the students ripped up American flags and attacked women and children. The Klan’s propaganda was picked up by many mainstream newspapers and widely reported. The Notre Dame students may have appeared to win the day, but the reputation of the University of Notre Dame, and the Catholic community as a whole, had been tarnished by the spread of Klan propaganda.

The university needed a way to combat this bad press, and luckily, they had just the thing: the wildly successful Notre Dame Fighting Irish football team. Since 1921, Father John O’Hara, the prefect of religion, had been working to link the players’ Catholicism with their success on the gridiron by arranging press coverage of the players attending mass before away games, providing medals of saints for them to wear during games, and writing about “the religious component in Notre Dame’s football success.” In essence, he drew on the idea of sport as a platform for social change, an idea that continues to be used in the 21st century. O’Hara planned to take this strategy up a notch for the 1924 season in an attempt to combat the smear campaign being waged by the Klan.

In order to put this plan into action, though, the Fighting Irish would have to make an even more impressive showing than they had in the 1923 season. This was a tall order, as their only loss that season was a devastating defeat by the Nebraska Cornhuskers, a game during which the Fighting Irish were subjected to anti-Catholic insults. This would have to be a year like no other – a perfect, undefeated season.

Coach Knute Rockne had his work cut out for him, but he came to the 1924 season with a plan – instead of starting his first-string players, he would send in his second-string “shock troops” to tire out their opponents. Then he would send in his best players, still fresh and ready to make up any ground that had been lost and more. The strategy was deployed with great success in the first two games of the season – Lombard College and Wabash College were defeated with a combined score of 74 to zero. The first real test for both the team and the press strategy came on October 25, when the Fighting Irish faced one of their biggest rivals – the Army team.

[Radio coverage from Army game]

In the lead up to the game, alumni living in the city fed Notre Dame-produced press statements to New York newspapers and drummed up support for the Fighting Irish at local Catholic organizations. As 60,000 fans…

Clark with old-time radio effects:  60,000 fans have descended upon the New York City Polo Grounds to watch this match-up …

Beckley: it was clear that the good press had paid off – the New York Times reported that the crowd was the largest ever seen in the city. When the Irish pulled off a relatively tight 13-7 victory, the press raved and reporter Grantland Rice of the New York Herald Tribune delivered one of the most famous lines in sports history, writing about the Notre Dame’s backfield lineup:

Clark reading from Tribune: Outlined against a blue, gray October sky, the Four Horsemen rode again. In dramatic lore, they are known as Famine, Pestilence, Destruction and Death. These are only aliases. Their real names are Stuhldreher, Miller, Crowley, and Layden.

Beckley: The “four horsemen” nickname immediately gained traction. Upon the team’s return, the university arranged to have a photographer shoot a picture of the “horsemen” in uniform on horseback – just another card in the media playbook

One-third of the way through their regular season, the plan was right on track – the team had won some decisive victories and the media coverage was overwhelmingly positive, despite the fact that the Fiery Cross continued to re-hash the events of May 24, smearing the Catholic and immigrant community of South Bend every chance they got. As the season continued, it became clear that this Notre Dame team was a force to be reckoned with – they emerged from their mid-season games with three more decisive victories against Princeton, Georgia Tech, and University of Wisconsin. Their next, and perhaps largest, hurdle still loomed ahead in the form of the Nebraska Cornhuskers, who had delivered their only defeat of the 1923 season.

In their last match-up, the Fighting Irish had encountered prejudice and xenophobic epithets from the Nebraska fanbase. This meant that a victory against the Huskers would not only get the Irish one win closer to a perfect season, but the victory of the hardworking and stoic Irish Catholic school over a team with anti-Catholic fans would be symbolic of a larger Catholic victory over prejudice.

This game had been the focus of the entire season for Notre Dame, and when the two teams took the field in South Bend on November 15, the Fighting Irish were out for revenge…

Clark with old time radio effects: …the Fighting Irish are out for revenge. Coach Rockne may be re-thinking his shock troop tactics this game… and the Huskers advance to the four-yard line after the Irish give up a fumble … The crowd goes wild as the first stringers take the field … and the Huskers drive it in for an early touchdown, Huskers lead 6-0 at the end of the first period! The Irish come out strong in the second quarter … the Four Horsemen are putting on a fine show … and we go to the half with the Irish ahead 14-6. … The Irish Eleven are really putting on a show now … Notre Dame 21, Nebraska 6 at the end of the third period … and Layden plunges through the center for a touchdown! … 34-6. The Irish win! The Irish win!!

Beckley: Finally, they had defeated the team that had not only ruined their otherwise perfect 1923 season, but had maligned them with anti-Catholic, anti-Irish slurs as well.

With that win in the books, the Irish swept through the remaining two games on their schedule – against Northwestern and Carnegie Tech – with relative ease, achieving their goal of a perfect season. This perfect record was everything the university administration had hoped for in order to engage their publicity machine and improve the school’s unfairly marred reputation. Giving them an even better opportunity for good press, the team was invited to play in the Rose Bowl on New Year’s Day. Father O’Hara, who had orchestrated press coverage of the team throughout the season, saw this as an unprecedented public relations opportunity.

Rather than travel to California a week before the game and practice a few times on the Rose Bowl field, the team was put through a grueling three-week schedule of practices, press conferences, public appearances, and daily Mass – all while snaking their way across the country by train. At the same time, the Klan continued to churn out hateful propaganda painting Catholics and immigrants as un-American troublemakers. And major outlets had picked up the narrative, lending credibility to the slanderous claims. This was what these young men, who were already facing the biggest game of their careers, were up against. Not only did they have to be at the top of their game, they also had to be on the moral high ground – they were representatives not only of Notre Dame, but of the larger Catholic and Irish American communities.

Finally, the team arrived in Los Angeles to a train platform crowded with fans – it seemed their press tour was working.

After checking into the hotel, the team went to the Rose Bowl field for practice. Standing in the stadium, the Irish focused on their goal: a Rose Bowl championship. After one more practice, the Fighting Irish returned to their hotel to rest for the night. In the meantime, newspapers across the country reported on the practice, debated who would win the following day, and discussed just how evenly matched the two teams were. The excitement was building. The Chicago Tribune reported:

Clark reading from Tribune: Every arriving train brings more football fans, and the great majority favor Notre Dame to win. Coaches from all sections of the country are here to get a line on the Rockne style of play and see what all expect to be a great exhibition of open football.

Beckley: On the warm and sunny New Year’s Day of 1925, the team attended Mass and took Holy Communion before heading to the Rose Bowl. Over 53,000 fans filled the stands and others sat in trees outside the stadium. The game started at 2:15 p.m. As usual, Coach Rockne started his second string “shock troops…

Clark with old time radio effects: …Coach Rockne has started his second string “shock troops.” That might be a mistake with this Stanford offense … and the Cardinals score first with a field goal – score 3-0 Stanford … And the first string players enter the fray … Even the usually unstoppable Four Horsemen seem to be unable to make a drive against this Stanford line …  Oh! And the Irish get a break as Stanford flubs the punt, placing the Irish on the Stanford 32 yard-line! … The Irish drive it in for their first score of the game – Irish lead 6-3! … Notre Dame full-back Elmer Layden intercepts the pass and runs it back for a 70 yard touchdown!! … Irish lead 13-3 going into the second half!

And the Cardinals fumble the ball – Irishman Edward Huntsinger picks it up and runs it 20 yards for another touchdown!! … Stanford has the ball inside the Notre Dame 1-yard line … and they’re stopped mere inches from the endzone!! Stanford goes for a pass and it’s intercepted by Layden … he’s going, he’s going, he’s gone!!! Layden runs it back for another 70 yard touchdown … And the Irish win the Rose Bowl 27-10! What a way to top off a perfect season!!

Beckley: The season was over, but the public relations machine was still in full force. The team set off on a “victory lap” from California to Indiana on January 2, a 10-day journey where the players met adoring crowds, rubbed shoulders with celebrities, and shook hands with politicians. This was a victory lap for the Notre Dame football squad, yes, but also for Catholicism. After all, what’s more American than football? And here was a group of scholar-athletes demonstrating for the nation that their faith didn’t stand in the way of being American.

Perhaps everyone who had been discriminated against in this era of the Klan was feeling a little Irish in the wake of the Notre Dame victory. Herbert Fleishacker, a prominent Jewish San Francisco banker, wrote in a telegram to the alumni group:

Clark reading telegram: WE IRISH MUST STAND TOGETHER.

Beckley: By the time they arrived back at the university on January 12, the players were completely exhausted, but triumphant. The Fighting Irish had delivered an undefeated season and a national championship to their university. Notre Dame officials, in turn, leveraged the opportunity into a publicity spectacle. Father O’Hara’s plan to use football successes to reform the school’s reputation had worked. Notre Dame historian Robert Burns noted that:

Clark reading from Burns: By playing very hard, but always according to the rules, never complaining or making excuses, and winning, Notre Dame players would show the American public what Catholics and Catholic education was all about.

Beckley: The Klan’s Fiery Cross continued to spread lies about Catholic plots and tales of Notre Dame hoodlums, but the country had just witnessed an extended and public display of honorable play, sportsmanship, and model behavior from these young Catholic men – the American public were largely over the story.

The publicity campaign organized by the University of Notre Dame forever crushed the Klan’s plans for infiltrating South Bend and tainting the school’s reputation. South Bend refused to be baited into further physical confrontations with the Klan, school officials refused to accept the insults hurled at them through Klan propaganda, and the Fighting Irish refused to play the Klan’s game. They played football instead – just one example in a long history of sports being used as a platform for social change and social justice in America.

However, while the Klan was defeated in South Bend, they remained dominant throughout much of Indiana, and their anti-Immigrant views were popular throughout the nation. The same year that this story takes place – 1924 – the Klan’s championing of white supremacist principles yielded real world consequences in the form of the national Immigration Act of 1924, which resulted in a quota system that reduced immigration by 80%. We saw the effects of this legislation most poignantly in the 1930s, when hundreds of thousands of Jews fleeing Nazi persecution, who applied to the United States for immigration visas, were denied entry. Many of those people were later murdered in the Holocaust.

In the 1920s, the Klan claimed to be the sole proprietor of who was “American:” native born, white Protestants were, and foreign-born Catholics were not.  Although today the Klan has lost much of their power, their vision of white supremacy and exclusion still simmers right beneath the surface of American politics, and in some cases boils over. In the 1920s, we allowed hate groups to define who was and wasn’t considered American. Today, as we see hate groups on the rise, we must be vigilant not to let the mistakes of our past be repeated.

Once again, I’m Lindsey Beckley and this is Talking Hoosier History. Talking Hoosier History is a product of the Indiana Historical Bureau, a division of the Indiana State Library. If you would like to see my sources for this episode, visit blog.history.in.gov and click “Talking Hoosier History” at the top to see a full transcript and show notes. This episode of Talking Hoosier History was adapted from “Integrity on the Gridiron,” three original posts written by IHB historian Jill Weiss Simins for the Indiana History Blog. Production and sound engineering by Jill Weiss Simins. Thank you to Justin Clark for lending his voice to today’s episode. We’ll be back in two weeks with an episode of Giving Voice, where I’ll be talking with Indiana University historian and author of the new book, The Ku Klux Klan in the Heartland, Dr. James Madison. In the meantime, find us on Facebook and Twitter at the Indiana Historical Bureau and remember to subscribe, rate, and review Talking Hoosier History wherever you get your podcasts.

Show Notes for Notre Dame Tackles the Klan

Learn about the Indianapolis Times crusade against the Klan with this episode of Talking Hoosier History. 

Jill Weiss Simins, “Integrity on the Gridiron Part One: Opposition to the Klan at Notre Dame,” Indiana History Blog, https://blog.history.in.gov/integrity-on-the-gridiron-part-one-notre-dame-opposition-to-the-klan/ 

Jill Weiss Simins, “Integrity on the Gridiron Part Two: Notre Dame’s 1924 Football Team Battles Klan Propaganda,” Indiana History Blog, https://blog.history.in.gov/integrity-on-the-gridiron-part-two/

Jill Weiss Simins, “Integrity on the Gridiron Part Three: The Notre Dame Publicity Campaign that Crushed the Klan,” Indiana History Blog, https://blog.history.in.gov/integrity-on-the-gridiron-part-three-the-notre-dame-publicity-campaign-that-crushed-the-klan/

James Madison, “The Klan’s Enemies Step Up, Slowly,” Indiana Magazine of History, Volume 116, No. 2 (June 2020), p. 93-120, https://www.jstor.org/stable/10.2979/indimagahist.116.2.01?seq=1

THH Episode 36: Giving Voice: Dr. Nadia Brown

Transcript for Giving Voice: Dr. Nadia Brown

Jump to Show Notes

Beckley: I’m Lindsey Beckley and this is Giving Voice.

On today’s installment of Giving Voice, I talk with Nadia E. Brown, a University Faculty Scholar and Associate Professor of Political Science and African American Studies at Purdue University. She specializes in Black women’s politics and holds a graduate certificate in women’s and gender studies. Dr. Brown’s research interests lay broadly in identity politics, legislative studies, and Black women’s studies. Her award-winning book, Sisters in the Statehouse: Black Women and Legislative Decision Making, is how I first came across her work. In this episode, we talk about intersectionality, political representation, and how representation in our country is shifting at this very moment.

And now, Giving Voice.

[intro music]

Beckley: Nadia, thank you so much for being with us today. I really appreciate you taking time out of your schedule to speak with us.

Brown:  I’m thrilled. Thank you so much for having me.

Beckley: Awesome. So, I think that to get started, we can kind of start with your work – can you talk a little bit about the work you’ve done with intersectionality and politics? And maybe even give a little bit of a definition for intersectionality. I feel like it’s a big word that is intimidating, but kind of has a simple explanation.

Brown: Sure, yes, so intersectionality is a term that was originally coined by Kimberlé Crenshaw, who is a law professor, to really describe the ways that Black women and other marginalized women by race, ethnicity, or class status have difficulty accessing legal remedies to discrimination that they face. And intersectionality is described as the intersections in which – like a street, right? Like, with the intersections in which one meets – racism, sexism, classism, xenophobia, and if a car accident were to happen in the middle of that street – in the middle of that intersection – can we blame the outcome on a car coming down racism road, or is it the car coming down sexism road? But if it happens at the middle of that intersection, is it not the confluence of all those different identities that form the multiple layers of oppression?

And intersectionality comes to us, really, out of this Black feminist home truth: that Black women do not have the luxury of fighting racism or sexism – that they must do both, and that they have a unique identity because of these combined influences of race, sex, class, age, sexual orientation, nativity. And all of these identities make up this one singular identity.

So, in my work, I look at Black women as undertheorized political subjects and use political science to understand how they think and how they operate in our democracy. My work primarily focuses on Black women political elites, mostly elected officials and candidates. However, I’ve started to branch out and do some work in mass political behavior – so what do every day Black women think and how do they relate that to political phenomenon? But I’ve also started to reach out to start to do some broader, I think, more fun work in some ways, on popular culture. And what this work really seeks to do is to challenge the narrative that we can understand through only a race, or a gender, or a class, or a generational viewpoint, how people experience politics and policy. And instead my work wants to make this intervention and say, “no, it’s a lot more complicated – it’s a lot more messy and nuanced.” We have to understand the roles that these other identities play to understand and interact with political phenomenon.

Beckley: That’s great – it sounds like really interesting work. So, kind of going back to our main topic for our main episode, we talked about women’s suffrage in Indiana and women’s suffrage in general. I was wondering – the women who were fighting for that suffrage, they often stated that they wanted the vote in order to enact some of the issues that are more directly related to them and that they felt that they could influence some of those issues better, obviously, with the vote than without. And I was wondering – when women did get the vote, they were able to enact some of those measures – and now that you see – now that we see – more Black women than ever being elected to political positions, what kind of issues do you see them working towards, what are they representing? What are their specific life experiences kind of pushing them to push for?

Brown: Yea, that’s a really important question. Because most times, my research shows that most times policy makers are trying to solve a problem that is informed through their own worldview, okay, so how are we going to think about a political problem that will require a policy solution? And most times, it’s animated out of our own lived experiences or those of others that we’ve come in contact with. And what my research has found is that issues that Black women face are often not championed by white women or Black men. So again, this idea that sharing a race or gender identity will lead elected officials to a set of policy prescriptions that will be impactful for a particular group is just not the case.

So, in my first book, Sisters in the State House, I give an example of domestic violence policy where Black women saw domestic violence advocacy as really failing to prioritize the needs of Black women as survivors and victims. And again, it wasn’t that the elected officials that were not Black women had any kind of malice or ill will – they just had these blind spots up. They didn’t see how domestic violence legislation that they were passing trying to help victims of domestic violence, in many ways, could have unintentional consequences and hurt Black women.

So, an example of that was gun measures, right? And trying to protect people – domestic violence victims – from having guns in the house. But the younger Black women legislators in my study showed that most often the guns that are used against Black women, in terms of intimidation or violence are often not registered in the first place, and if they are registered, they’re usually registered in the name of women, right? So, having their own registered gun used against them.

A more clear cut, kind of easy to see issue happened in the Maryland State Legislature where Maryland had quotas for businesses that should to business with the state. They had quotas for women and quotas for minorities, and this was a long-standing policy in the state for almost 30 years and the state really prided itself on trying to open up avenues for women and minority business owners. And Black women, once elected, came in and said, “What about Black women business owners? Do they fill out the forms as a woman contractor or as a minority contractor?” And the state really scratched their heads here and thought, “Well, this is really a personal issue. Maybe women – Black women – can decide which they want to do. Let them figure out how they want to be assigned.” And this put undue mechanisms that Black women contractors had to go through. Which meant that these women had to go talk to the gendered quota side and say, “Hey, do you guys have any room? Okay, you know, great, we’ll file with you.” Or, if they said no, they’d have to go over to the race side and they’d say, “Hey, contractors who are filling out these forms for being a minority, do you have room over here?” And if they didn’t, they’d have to go back and figure something else out. And so what the Black women legislators said, “Why don’t we just make an exception – or changes the law, so that Black women and women of color don’t have to do all of this extra leg work and that there are quotas written within both this minority and women’s quotas for contracts?”

So, when I started doing this research, it was so telling because the chair of the subcommittee that had worked so hard to put forward these minority contractors as a minority business enterprise was so proud of his work. I mean – I still see his smile when he’s describing to me how he got this through the state legislature and the work he did to expand this program. And when I asked him to talk about challenges that women of color face, he was just crestfallen and he said, “Yea, maybe that’s something.” And kind of abruptly stopped the interview at that point. So, again, I don’t think that anyone was trying to be – you know, have some kind of ill will or bad intention, it was just an oversight. And so, we see that these things happen time and time again in policy making because legislators in a deliberative body in our democracy, come from us, come from our people. And we bring our life experiences into government and if you are only around a certain subset of people, or if you’ve only seen a certain set of experiences, there is a tendency to think that there is not a problem if it doesn’t happen to you or to those that you are most intimately connected with.

And this project that I’m working on now, with the CROWN Act, which is an act that would ban legal discrimination based on the way that Afro-textured hair naturally grows out of people’s heads. And the legislators told me that they held community events, these kind of open town halls where constituents came in and wanted to talk about their own experiences with having their natural Afro-textured hair and being discriminated against. And in some ways it was cathartic for constituents to come in, particularly I was told a story about young med students who were really pushing for this bill in New Jersey because they were afraid that they would not be seen as professional and that they would be unlikely to match – what would this mean for their careers when they had done everything right? You know, go to school, work hard, all those things. And now to be on the precipice of the beginning of their careers and to say, “Well, I might not be able to find a job.” And so, the legislators who help these town halls said it did two things. One, it was cathartic for community members to kind of talk about and explain their challenges with hair. Then, to also have legislators convene this and want to find a way to try to solve this problem. But the other thing that was so eye opening was that legislators who do not have afro-textured hair or do not represent communities with large numbers of people with afro-textured hair said that they never thought that this was a problem. And seeing the outpouring of people who came to tell their stories, who came to implore government officials to do something about this, really changed their mind.

And so, this book that I’m working on now around hair and politics really illuminates how much we, as communities, are still in silos. As people of color, we don’t do hair in public places, you know, we don’t take out braids. So, these are things that majority communities don’t know much about, so had not thought about hair discrimination as a racial issue, right, as part of expanding anti-discrimination things. So, things that were on the books, weather it was with the U.S. military, from school districts, from employers, from other industries like the airlines and food service industries, that had all of these discriminatory policies on the books that said those with Afro-textured hair cannot wear braids, cannot wear dread locks, or would be subject to fines, suspensions, expulsions, for wearing their hair in ways that are culturally significant and can grow and protect ones hair. That was really out of step, right? But without having Black women at the forefront pushing this CROWN Act, this bill would never have happened, and right now, the bill has made its way through 23 states that have either pre-filed or filed this bill.  But it just shows that without other voices at the table, we miss the opportunity to legislate on things that are disproportionately hurting people that have been historically marginalized from politics and policy creation.

Beckley: Absolutely, and I think what you said about not having those experiences yourself – it’s not necessarily that you are intentionally discriminating or intentionally overlooking these issues, it’s just that if you haven’t lived it, you just might not know that it’s even an issue for a lot of people. I know that as a white woman myself, I might not have ever known that natural textured hair is something to be discriminated against until I started looking into the natural hair movement. It’s just so mind-blowing that something as little to me, or, should be to anybody, as wearing your hair as it naturally grows out of your head, can be discriminated against, that’s just kind of mind-blowing, I think to a lot of people. And it shouldn’t be because it happens every day.

Brown: Right. You hit the nail on the head. These are the kind of experiences that require legislation and that require policy makers to take a proactive stance, because they’ve been overlooked for so long, and, again, like you said, this is not something that is done out of malice, but it’s just a blind spot, right? These are spaces where, without walking in someone else’s shoes, we’re ignorant to their experiences and how politics and policies might marginalize them.

Beckley:  Absolutely, and I think that that is one reason that equal representation in government is obviously so very important, because having equal representation in government also means having equal representation of life experiences, and I know that we are very far away from equal representation right now. I was wondering if you see a path forward to help shift that a little bit. And in your studies, have you seen a path that we can take to help even things up a little bit?

Brown: Yea, so I am more optimistic than I have been in a very long time about equal representation. Which sounds so ironic in the middle of a pandemic, in the middle of a presidency where the country has become much more divided, but on the sheer numbers side, right, we’re seeing more women that are running for elected office and for the first time in about 10-15 years, we’re seeing more Republican women running for this upcoming 2020 election. The Republican Party has really been hemorrhaging women’s voices and women in leadership and Republican women in the early ‘90s were really a safeguard – again not framing these women as feminists for as championing women’s rights as we see them more popularly, but really in stopping some conservative or really Republican far-right policies that would be detrimental to women’s health and to children’s wellbeing.

So, I am excited to see that. I’m excited, really, on the Democratic side, about the number of women of color that are running. The number of Black women in particular are outpacing other demographic groups of women of color and women that are running on the Democratic side. So, I think that there is hope that average, everyday citizens are seeing that they have something to contribute to politics and are willing to offer themselves up for service. The Women’s March in 2016 – excuse me, 2017 – was the largest single day march, protest, in American history, and has been a sustained movement. The organic Black Lives Matter march and the continued spotlight on the murder of Breanna Taylor that has helped Americans have a conversation on state sponsored violence on Black women kind of vis a vi the say her name movement but in some ways just the spotlight on Breonna Taylor and that has helped us think about other Black women. These are things that are changing the national conversation.

And then, couple this with the Me Too Movement, which was started by a Black woman, Tarana Burke, to really talk about sexual violence towards women of color, and particularly economically marginalized women of color in urban areas, have changed politics and policy, right? Me Too and sexual harassment is at the forefront. Candidates are having to talk about this. Joe Biden, as we know, has vowed to name a woman as his vice-presidential nominee. There’s a large, large push to have him pick a woman of color. And I think none of this would have been possible without the social movements and average everyday citizens saying enough is enough. I’m going to run. I don’t see my issues, my voice, people in my community, people that care about things that animate my life in national politics or in state and local politics, are now stepping up.

So, again, I’m positive, I’m optimistic. The downside – the tremendous downside is, well, what will this look like in reality? I think there’s going to be so many problems with voting that there might be a lot of delays and confusion and opportunity for controlling, white patriarchal, white supremist figures to step in and kind of de-legitimate our election process and to kind of call into question the validity of these candidates and the will of the people.

Beckley:  So, it sounds like overall optimistic, but still cautious of what that might bring in and some of the problems that we might run into in the future.

Brown: Yes. That’s a good way to put it.

Beckley: I think that we’re going to end on that note. I really appreciate you talking with me and taking the time out of your day to discuss some of these issues and I really appreciate your time.

Brown: No problem. This was really enjoyable, and I am happy to do this.

Beckley: Well, thank you again.

Brown: Thanks, Lindsey.

Beckley: Once again, I want to take the time to thank Dr. Brown to take the time to talk with me. If you’re interested in Dr. Brown’s work, we’ve posted links to where you can find it in our show notes, which can be found at blog.history.in.gov. We’ll be back later this month with the second installment of our Indiana women’s suffrage series. In the meantime, follow the Indiana Historical Bureau on Facebook and Twitter for daily doses of Indiana history tidbits. Subscribe, rate, and review Talking Hoosier History wherever you get your podcasts.

Thanks for listening.

Show Notes Giving Voice: Dr. Nadia Brown

To learn more about Dr. Brown’s work, visit her website here.

THH Episode 35: Indiana Women’s Suffrage: The New Day Comes Slowly

Transcript for Indiana Women’s Suffrage: The New Day Comes Slowly

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Crouch: The new day comes slowly, it is true, but none can fail to see that it approaches . . . the women who are asking for political liberty want it chiefly because it will enable them to get certain things . . . When enough women awake to the necessity of these things, then the battle will be won . . . We must reach the ‘women of the long gray streets,’ as well as . . . women of wealth and leisure. This will take time, patience, and tireless effort. A great responsibility rests upon those of us who have heard the call and have taken the yoke upon us. We have the consolation of knowing that ours is perhaps the greatest cause that has ever engaged the attention of the world – it is the cause of human liberty, which will not be attained until woman is recognized as joint partner with man in all the affairs of life.

Beckley: That was Indiana’s Lt. Governor Suzanne Crouch reading from a speech given in 1911 by Hoosier suffragist Grace Julian Clarke.

By 1911, Indiana suffragists crackled with energy, hope, anxiety, and intention. They were a new generation of young activists determined to be the last struggling for the vote. They were peaceful, but radical, both in their demands and the innovative techniques used to gain support for their cause. They were, according to the Indianapolis News, “engaged in warfare—moral warfare—an assault on prejudice and ignorance.”

In this episode, we’ll meet the diverse suffragists who led Hoosier women’s fight for the vote during the re-invigoration of the movement starting around 1911. We’ll follow them as they organize, educate, lobby, protest, and march in the streets. And as we commemorate 100 years of women’s suffrage, we can learn from their struggle. After all, women are still fighting for equality, from equal pay to equal representation in government. And while it may be disheartening that women still haven’t secured an Equal Rights Amendment after generations of work, today’s activists can take some solace in looking to the generations that came before. Suffragists have taught the next generation to organize, agitate, lobby, and most importantly, in the words of Terre Haute suffragist Mabel Curry, they taught us: “We must be fearless.”

I’m Lindsey Beckley, and this is Talking Hoosier History.

Since 1851, Hoosiers from all backgrounds had been clearly, loudly, and bravely demanding the vote. That year, a small group of men and women held Indiana’s first Woman’s Rights Convention in Dublin, Wayne County. There, they passed resolutions that seem surprisingly modern – equal access to employment and education, equal pay for equal work, and the abolishment of laws which discriminated against women. Most importantly, they demanded “the same rights of citizenship with man,” or, simply put, they demanded suffrage.The following year they established the Indiana Woman’s Rights Association (IWRA).

Shrewd leaders emerged. In 1859, Dr. Mary Thomas became the first woman to address the Indiana General Assembly, pointing out the injustice that

Ellis reading Thomas: the law, with its ruthless hand, undertakes to ‘settle her business for her,’ when she had no voice in making that law.

Beckley: Just how frustrating that would be – working to change the laws denying your rights, but being stymied at every turn because you don’t have those very rights you’re working towards.

The Civil War gave Hoosier suffragists hope that they would finally gain their rights. They believed that their work nursing soldiers, running the farms, and raising funds for the war would force lawmakers to recognize their citizenship. They even put their suffrage work on hold to serve their country, proving their dedication to the nation. When the war ended and they were not rewarded with suffrage, they resumed the fight.

The first IWRA meeting after the Civil War, held in 1869, was also the first time historians have been able to document African American women’s participation in the state’s suffrage organizations. At the meeting one woman demanded assurance that Black voices would be included as well. The IWRA agreed. Black women would remain an essential part of the fight for suffrage, especially in Indianapolis. When Black men gained suffrage with the passage of the 15th Amendment in 1870 and women were still left without the vote, disappointed Hoosier women were determined to work more directly for change.

By the 1880s, they shifted their approach to directly lobbying their representatives. Historian Anita Morgan explained that by this point, women recognized that “the path to success for suffrage was persistence and continuous pressure.” But they couldn’t have known just how long it would take to travel that path.

In 1881, it looked like all of their work lobbying and delivering impassioned speeches before the Indiana General Assembly had paid off. A women’s suffrage bill passed both the House and the Senate. Only one, seemingly small technicality stood between Hoosier women and the ballot box. At that time, bills for constitutional amendments had to pass two legislative sessions, so it would have to be brought up for another vote in 1883. Again, Indiana women wrote letters, signed petitions, delivered speeches, and lobbied their representatives, and hundreds of suffragists, both Black and white, gathered at a mass meeting in Indianapolis to make their voices heard. Despite all of this, the suffrage bill wouldn’t even get a hearing in 1883.

In what Dr. Morgan called “a clear case of political chicanery,” suffrage opponents brushed off a dusty rule that stated pending legislation must be printed in full in the House and Senate Journals before it could be voted on in the following session. The suffrage bill somehow-mysteriously-wasn’t printed in 1881 and thus couldn’t be considered in 1883. To get so close to the vote only to be unjustly thwarted was a huge blow to the movement.

Nevertheless, they persisted. Over the following decades, Indiana’s suffragists used political and legal strategies to further their cause. Hoosier women solidified partnerships with national suffrage organizations and spoke before the U.S. Congress. In 1894, Indiana women attempted to vote without a suffrage law, knowing they would be denied, in order to sue for their rights through the court system. Helen Gougar of Lafayette took her case all the way to the Indiana Supreme Court. Despite her argument for the “Constitutional Right[s] of the Women of Indiana,” in which she declared that a “right withheld is a wrong inflicted,”  her appeal failed.

As the nineteenth century gave way to the twentieth, the women’s club movement helped make suffrage more mainstream. It became increasingly clear to the highly educated clubwomen who were interested in political reform that only the vote would allow them to completely achieve their goals.

However, despite being a more mainstream idea, by the turn of the 20th century, after more than fifty years of struggle, the Indiana suffrage movement itself had stagnated. It’s not surprising that after half a century of work, some women were beginning to feel apathetic by the slow pace of change. But that wasn’t the only reason for this stagnation – the movement was also divided along ideological lines and  by the strong personalities of its leaders, who clashed over goals and the methods for achieving them.

Some believed prohibition went hand in hand with suffrage in protecting women from abusive situations and loss of property. Others, including the large number of German immigrants whose cultural celebrations included beer, believed prohibition would drive many away from the cause. Some suffrage supporters thought women should first work for partial suffrage – or the right to vote in limited, local elections. Others believed full suffrage was their natural right and they would settle for nothing less. Some wanted to work for suffrage at the local and state level; others thought only an amendment to the U.S. constitution would guarantee the vote.

It’s really no surprise their views were diverse because so were suffragists. The heroes of Indiana’s suffrage movement were immigrants, African Americans, and union members. They were rich women, poor women, working women – Republicans, Democrats, Progressives, Prohibitionists, and Socialists. They were Quakers, Jews, Protestants, and Catholics. Indiana’s movement included everyone who believed that women who paid taxes, contributed to their communities, and aided in war efforts when called – women who had proved their worth as citizens time and again – deserved a say in who represented their interests.

After years of stagnation, and with a richly diverse pool of potential supporters, Indianapolis firebrands Grace Julian Clarke and Dr. Amelia Keller put a defibrillator on the weakly-beating heart of Indiana’s suffrage movement in 1911. After lobbyists failed to convince the legislature to pass partial or municipal suffrage bills, the two women recognized the need to overcome apathy and seriously mobilize, forming the Indiana Woman’s Franchise League (WFL). At the same time, Indiana’s Equal Suffrage Association (ESA) ramped up efforts to gain support for women’s enfranchisement. While the groups shared the same underlying goals,  the Equal Suffrage Association embraced different tactics and audiences. Unlike the WFL, it welcomed men. It also worked more closely with labor unions and African American women, especially early in its history. Within the reinvigorated movement emerged new leaders from both groups, who embraced savvy political and promotional tactics. Suffragists, long familiar with statehouse chambers, increasingly spread their message to public squares, street corners and even the skies.

Long maligned as being militant or overbearing, the suffragists decided to generate public interest with a variety of innovative approaches throughout 1912. Among these, there were a few stand outs. The spring brought a “Funfest,” which featured peanuts, a fortune teller, and a satirical “opray,” which had even anti-suffragists laughing against their will. More importantly, it provided an influx of much-needed funding. In June, suffragists led by Grace Julian Clarke, undertook an automobile tour of Hamilton County, distributing flyers and spreading information about suffrage with fantastic results. Perhaps most innovative of all, suffragists took to the skies in May and June, flying over events in hot air balloons showering spectators with “votes for women” buttons and circulars reading,

Ellis reading circular: Women of Indiana . . . come and show that you are no longer satisfied to be ignored and that you insist in having a voice in this government.

As these tactics helped the movement grow, Hoosier reformers recognized the need to be more representative as many of Indiana’s suffragists were white and financially well-off. The Equal Suffrage Association sought new partners in the historic fight for equal rights, with association president Dr. Hannah Graham speaking to working women around the city about how the vote could help the labor cause.  The diversity of the ESA was even more obvious at a meeting held in Indianapolis in the summer of 1912. There, members of over a dozen unions, representatives of Black organizations, members of various political parties, and Indianapolis Mayor Lew Shank converged to hear speeches and debate about suffrage. The argument made by African American civil rights leader Freeman Ransom, that without the ballot women were forced to pay taxes without representation, was one of the most applauded speeches of the day.

But the ESA wasn’t alone in diversifying their membership. The Woman’s Franchise League also made laboring classes a priority at its 1913 state convention. At the convention, there was the following reading of Luluabelle Kern’s “Factory Meetings and the Working Woman,” :

Ellis reading Kern: The answer is that the working woman must study the Constitution of the United States and see just where she stands. Working women are in the majority and we must get them interested in suffrage. We cannot gain the ballot without them.

Later that year, WFL member Harriet Noble spoke before attendees of the Central Labor Union’s meeting in Indianapolis. There, she implored working women to support the movement, saying that it was them who would benefit the most from the vote if it were secured.

Along with members of organized labor, suffrage groups also sought to work with those members of Indiana’s African American community who supported the cause.  With these relationships forged, Dr. Graham, along with Black leaders like Freeman Ransom, helped found Indianapolis’s African American branch of the ESA, No. 7, in 1912. None other than revered Black entrepreneur, Madame C.J. Walker, hosted the branch’s first meeting at her home, where public school teacher Carrie Barnes was elected president. Of the branch’s work, Barnes proclaimed

Ellis reading Barnes: We all feel that colored women have need for the ballot that white women have, and a great many needs that they have not.

Beckley: Black suffragists hosted debates at the Senate Avenue YMCA and local African American churches and worked with white ESA branches and trade unions to forward women’s right to vote. While historians are still working to discover more about Black suffragists and their role in the movement, it’s clear that their work led to greater citizenship for women. The unlikely collaboration of Indiana’s privileged white women, laboring classes, and African American community—one which was uncommon in other Midwestern states—would help lead to the ratification of women’s suffrage.

These coalitions were needed more than ever when in 1913 Governor Thomas Marshall proposed a new, increasingly restrictive state constitution that would further cement women’s disenfranchisement.

Suffragists needed to convince the General Assembly to create equal suffrage legislation before it was too late. Despite the shared goals of the ESA and the WFL, the two groups took opposing positions during a January discussion before a legislative committee weighing a partial suffrage bill. The debate at this commission meeting was simple: should suffragists support this limited suffrage bill in hopes it would lead to more rights in the future or should they hold out for full suffrage? The ESA supported the former solution, while the WFL insisted on the latter.

This division grew fierce. ESA leader Dr. Hannah Graham was an outspoken proponent of full suffrage, but put her ideological stance aside. She felt like Hoosier women couldn’t miss the opportunity that this bill afforded. According to the Indianapolis Star, ESA members voted to support the partial suffrage bill because “such franchise is as much as can be expected at this time.” Simply put, a little suffrage was better than none and may help in winning full suffrage down the road.

WFL leaders vehemently disagreed. Digne Miller noted first that the bill would only grant this partial suffrage to women in Indianapolis and Terre Haute – more a fractional suffrage bill than a partial one. Dr. Amelia Keller expressed her fear that the bill could actually hurt the larger movement. Before the legislative committee, Dr. Keller argued:

Ellis reading Keller: If that bill goes through it will be immediately sent into the courts on protest of being unconstitutional and then when the vote for full suffrage really comes we will receive our answer, ‘O that question is now in court. Wait until that is settled and we’ll see about it then.’

Beckley: Even members of the same organization voiced their disagreement during the meeting. Prominent WFL member Belle Tutewiler broke with her WFL colleagues to support the bill. Her argument in favor of partial suffrage was to use this limited franchise to pry open the door of full suffrage. Her point may have been overshadowed by her fiery language. She called the league’s opposition “childish” and stated:

Ellis readiness Tuttewiler: It is mere child’s play to say that if we can not get all, we will take nothing. I think it would be better to take school suffrage now and use that as an entering wedge for full suffrage later.

Beckley: As the debate continued, the women’s language grew more contentious. In the midst of the discussion, Elizabeth Stanley of Liberty threw open a suitcase “scattering yards and yards of cards bearing a petition for full suffrage” and “ridiculed the idea of using school suffrage as a wedge.”

The women exchanged more heated words before the ineffective meeting was adjourned and the partial suffrage bill abandoned.

Public clashes such as these weren’t great press, and the WFL and ESA knew it. The organizations, both experienced in publicity, realized they needed to present a united front before the General Assembly. After all, both groups supported a proposed amendment to the constitution that would remove the word “male” as criteria to vote.  The WFL and ESA would march to the Indiana statehouse on March 3, 1913, the same day 5,000 suffragists paraded through the nation’s capital. Five hundred Hoosier suffragists from across the state walked into the statehouse that Monday afternoon.  As historian Jill Weiss Simins points out, this was not a celebratory parade, nor was it a raucous demonstration.  It was a protest. The suffrage bills being considered by the General Assembly were unlikely to pass and the Senate had already rejected at least one of the pending propositions earlier in the day. The suffragists were there not because they thought any “immediate good” would come from the day’s session. Rather, hundreds of women marched into their capitol that day to make their collective power felt.

In fact, even in the unlikely event that one of the measures were to pass on that day, it had to be approved again at the next session in 1915, and then voted on in a statewide referendum in 1916 at the earliest. Hoosier suffragists had lost this battle before, celebrating the passage of suffrage bills at one session, just to be disappointed at the next. The women marching in the Indiana statehouse that day would have, if anything, been cautiously hopeful, rather than celebratory if the bill passed, because they knew passage of a bill didn’t always lead to a change in law. Their spirit would have been somber and determined.

The women were there to “work on the legislature,” to show them that suffrage was not a fringe movement, that a large number of Hoosier women demanded the vote. Decked in yellow “Votes for Women” lapel ribbons, the women walked through the statehouse, stopping to pin ribbons on a few willing lawmakers, like Governor Samuel Ralston. Most Indiana lawmakers didn’t take a ribbon, and pages mocked the women’s efforts.

Because their march was a protest, they chose to silently file first into the House and then to the Senate. Lawmakers would have to face legions of the state’s most upstanding Hoosiers before voting to continue to deny them their right as citizens. As predicted, the suffragists didn’t achieve their legislative aims, but they didaccomplish their goal in marching: they presented a united front. Even in the face of this success, suffragists were mocked as ignorant women with the Indianapolis News writing,

Clark reading from Newspaper: Although hundreds of suffragists were jammed in the senate when Senator Grube introduced to the state Constitution to allow women suffrage, no one of them seemed to realize what ‘was doing.’ No demonstrations of any sort took place.

Beckley: This claim that the women didn’t realize what was happening is preposterous. Many of these women had dedicated their life to the cause – does it seem likely that they would have been ignorant of any upcoming legislation that would lead to victory? Of course not. What’s more, the leaders of the WFL and ESA had been working with members of the General Assembly on the legislation in question. But this protest wasn’t about legislation. It was about perseverance. And they would need that perseverance. Hoosier suffragists had a long road ahead of them.

If anything, this legislative defeat galvanized the suffragists and weeks after the march, Dr. Keller stated:

Ellis reading Keller: Against this new spirit of women nothing can stand. The wave of their determination cannot be stayed by any legislature bidding it make no further progress. It will come on and on, sweeping all obstacles which attempt to bar its path.

Beckley: Once the women made their presence known in the statehouse, they were determined to make it felt constantly. In 1914, Grace Julian Clarke formed a lobbying group, the Legislative Council of Indiana Women. The council held lawmakers’ feet to the fire regarding women’s rights bills and represented 50,000 Hoosier women from various and diverse groups. Securing an office in the statehouse, suffragists worked alongside AP statehouse reporters.

Suffragists also worked to keep the issue in front of the public. Between Illinois Street and Monument Circle a bugle sounded in the spring of 1914, summoning 300 men and women. They listened, some on foot and others in cars, as Luella McWhirter read the Woman’s Declaration of Independence and the Anthony Amendment (what would become the 19th Amendment). Suffragists like Clarke used the power of the press to inform the public about women’s right to vote. Others continued to court the laboring classes, slipping pro-suffrage literature into the hands of reform-minded celebrants at Fountain Square’s May Day festivities.In 1915, Anna Dunn Noland secured the endorsement of 1,600 miners at a national convention in Indianapolis. Support for the cause seemed to be increasing daily.

In working for the right  vote, women in Indiana and across the nation found their civic and political voice as never before. Decades of winning and then losing the right to vote didn’t quell their determination. It gave them a chance to hone their organizational skills, articulate the many rationales for women’s enfranchisement, and learn how to weather criticism. In the reinvigorated movement of the early 20th century empowered Hoosier suffragists enrolled in public speaking courses and hosted citizenship classes in their homes. Surely, as the audacious women pressed forward, the fear that the ballot would always be just out of reach lingered. But on the horizon was an event that would change the course of history, and the fortunes of suffragists: World War I.

In the next episode, we’ll discuss how Hoosier women clenched the long-awaited vote, in part, by leveraging war relief work.

Once again, I’m Lindsey Beckley and this has been Talking Hoosier History. Talking Hoosier History is produced by the Indiana Historical Bureau, a division of the Indiana State Library. I’d like to thank Lt. Governor Suzanne Crouch and the director of the Propylaeum Liz Ellis for lending their voices to the show. This episode was written by Nicole Politika and Jill Weiss Simins. Sound engineering by Justin Clark and production by Jill Weiss Simins. We’ll be back in two weeks with another installment of Giving Voice. Until then, find us on Faceook and twitter as the Indiana Historical Bureau and remember to like, rate, and review Talking Hoosier History wherever you get your podcasts.

Thanks for listening.

Listen to part two here.

Show Notes for Indiana Women’s Suffrage: The New Day Comes Slowly

Music:

If you’re interested in the story of Indiana’s Suffrage Movement, we highly suggest reading Dr. Anita Morgan’s book, We Must Be Fearless.

Read more about the suffrage movement in Indiana with the Indiana History Blog.

Newspapers

Indianapolis News, June 10, 1913, 5.

Indianapolis News, May 2, 1913, 23.

Indianapolis Star, May 2, 1914, 5.

Blog Posts

Jill Weiss Simins, “A Silent Roar: Indiana Suffragists’ 1913 March to the Statehouse,” Indiana History Blog.

Jill Weiss Simins, ”Suffrage Up in the Air:” The Equal Suffrage Association’s 1912 Publicity Campaign,” Indiana History Blog.

Books

Anita Morgan, We Must Be Fearless”: The Woman Suffrage Movement in Indiana, IHS Press, Indianapolis, Indiana, 2020.

Elizabeth Cady Stanton, Susan Brownell Anthony, and Matilda Joslyn Gage, History of Woman Suffrage, Volume 6, Susan B. Anthony, 1922.

THH Episode 34: Giving Voice: Kera Lovell

Transcript of Giving Voice: Kera Lovell

Beckley: I’m Lindsey Beckley and this is Giving Voice. For this installment of Giving Voice, I’m joined by Kera Lovell, professor of American History at the University of Utah Asia Campus and the author of a forthcoming book about people’s parks. If you haven’t listened to our most recent episode discussing the Black Market Firebombing and the people’s park erected in its place, I recommend you go do so now, as it gives you the context needed to better understand our conversation.

And now, Giving Voice.

[Talking Hoosier History Theme Song]

Beckley: I am here today with Kera Lovell, who is at the University of Utah Asia Campus. She’s a professor of American History there, and she’s currently working on a book about people’s parks. Thank you so much for being here today, Kera.

Lovell: Absolutely, thank you for having me.

Beckley: So, when I was doing my primary research into the Black Market and the people’s park that kind of came out of the Black Market tragedy, I was trying to look into people’s parks a little bit more and came across your work and as soon as I saw it, I knew we needed to have you on the show, so I really appreciate you making the time here in this kind of crazy time of ours to come on the show and kind of chat a little bit.

Lovell: Absolutely, I would love to spend this crazy moment with you that we are having in the world. So absolutely, whatever questions you have.

Beckley: Well, I think that we should probably start at the beginning. Could you give us a little bit of a background lesson about the origins of people’s parks and where the movement kind of got its founding?

Lovell: Yes, absolutely. I think that’s a great question because they’re not the same thing. So, people’s parks, the reason that we know that phrase, and honestly, probably 99% of your listeners are confused about what that even means. People’s parks is a phrase – a “people’s park” is a phrase that we use in the 1960s and, I say “we” meaning “me,” so it’s a phrase that I use to describe a type of protest in the late ‘60s and ‘70s, honestly some examples came through the ‘80s, in which activists took over vacant lots and converted them into parks. And they called them people’s parks and that’s why I call them people’s parks.

So, the first famous one is in Berkeley in 1969; however, that’s actually not the first one. And so my research covers not only that there were people’s parks, because my research is much more interested in what they were saying through protest, about the visual,  the material, the performative culture, like how is the act of protest a form of communication, but also how can we embed these protests in their particular cities and contexts.

So, if you actually go to the first one that we know of, the first one that I know of is in San Francisco in 1968, and it’s actually this environmental action group called Ecological Action in 1968. They are planning a movement to protest a landlord that’s buying up housing, and so what they want to do is, in response, is protest it at city council meetings and whatnot. Well, one member of the group is actually killed in this really sad car accident, and so instead, in this act of mourning, in protest of this landlord that’s buying up land, they take over a vacant lot and they turn it into a park. And they do this, performatively, visually, materially – in which they plant trees, they make art, they have these performances in the park. And that’s the first one that we know of that’s not just a garden or a gathering spot, but it’s actually a performance protest piece. And it doesn’t last that long – it’s only a few weeks, but that one, which is super interesting, is at the same spot in which more than a year later is the most famous one, which is Berkeley’s People’s Park. Essentially, we had spectators at that one that was like, “Oh, wow, that’s interesting. I see what they’re doing.” And more than a year later, students at the University of California Berkeley do the same thing in which they’re protesting how landlords are buying up affordable housing from students, and so they’re going to take over this vacant lot and turn it into a park. The only difference is that with the first one, it’s very quiet, and so they just bulldoze over the spot. With the second one, they fence it up and bring in the National Guard, and it’s this terrible standoff in which the National Guard troops kill bystanders, and it’s just this horrible public relations campaign that makes it into national news that then sparks this national movement of students and other people that are taking over vacant lots and turning them into parks. So that’s what I study, not only that they did it and where they did it, but how they did it and what it meant to them in this moment of time.

Beckley: Wow, that’s really interesting. I had never dug deep enough, I guess, to find the actual roots of it. I thought that it started at Berkeley. I guess that was kind of where the national movement started, would you say that’s right?

Lovell: For sure, for sure. Absolutely. And I think that’s the difference. Because with the Berkeley’s People’s Park, and again I say Berkeley’s People’s Park, but there’s more than a dozen of them actually in Berkeley, because they’re so good at their campaign that even around the city, there’s many different people’s parks that are started at this time. But I would say that that park is so successful in its campaign, not necessarily successful in its long term campaign, we can actually see other spaces, and I’m happy to talk about them, in which they’re more successful in being culturally accepted or socially accepted, but Berkeley’s People’s Park that’s right next to the university is the most famous because it’s able to utilize the underground press in campaigning for the idea that it’s unjust, what has happened to them, and really capitalize on tens of thousands of readers in a couple of days’ time span and sort of catalyze them into a protest movement against this.

Beckley: So, when you talk about other parks being more successful in being socially accepted, I know that some parks, like Bloomington’s Peoples Park, was later legally sanctioned – do you see a correlation between a park being socially accepted, or, I guess, the movement behind a park being social accepted, and a later legal sanction?

Lovell: I think that’s a great question. So, yes and no, and I think Bloomington’s a great example because, while it becomes legal, it doesn’t become socially accepted. So, in a lot of these different cases, what you find is that because the historical context changes from protest movements in the ‘60s and ‘70s to the demand for space by the late ‘80s and ‘90s, which, if I’m going to refer you to a historian, there’s a great cultural geographer by the name of Don Mitchell, and he writes a really interesting book about the right to space and about how by the late ‘80s and ‘90s, there’s a push for the homeless, because there is an increasingly white homeless population, and their demand for public space, and how a lot of these different spaces like Berkeley’s People’s Park become an issue over free speech and right to public space become an issue of homelessness and how we’re not actually addressing the needs of that. So, I say that all to mean that most of these spaces become socially, culturally tainted of, like, the people that occupy those spaces are no longer the people that are interested in free speech and politics, but are interested in homeless encampments. And I don’t necessarily have a problem with it – I’m not trying to put my speech one way or the other, I’m just saying that the context has changed from the ‘70s to the ‘80s to the ‘90s, in which we’re much more interested in are people poor, and do they have a right to that space, rather than are they students and more political and in the ‘70s, they were much more interested in are you political, should you be in public space, whereas not it’s are you homeless and should you be in public space.

But one positive example that I give, which is, I think, if we’re looking at ranking these parks, the best example of a people’s park I would argue, is Chicano Park in San Diego. And that begins as an illegal park, and that is because it is park – ok, so let me back it up. So, actually, it’s this group of Mexican Americans in San Diego in Barrio Logan, so what they are campaigning the city council for is a park, for years. And so what happens is that they’re campaigning for a park, campaigning for a park, and they never get it. And so what happens is the area where they had been told was going to be their park, actually one day, the state brings in bulldozers to build police headquarters there by the highway. And so they flip out, and they are, justly, very angry at this, and it actually coalesces with the first Earth Day, April 22, 1970, in which they take over the lot that they’re actually – the state has decided they’re going to convert into police headquarters and they’re like, “No, no, no, no, no, no. We’re going to make this into a park.” So they take over the bulldozers. They start planting their own things. They start having food. Like, they literally take it over and they start an encampment and they’re like, “We deserve a park for our community, because we’re being run out of town.” And so, what’s important is that, because it happens in 1970, about a year later, after Berkeley’s People’s Park, plus they’re interested in legalizing it in a way that they want it institutionalized. They want a park for their community. So they stick with it for the long haul in a way that I don’t know if other spots in other cities are interested in. So, I say that in meaning that what happens is that in San Diego, they get it legalized. They get it institutionalized as that takeover as a park. And what’s really cool is that, not only is it successful in the takeover, but that the people who created the park were much more interested in, “how do we evolve the park? And how do we push it? And how do we create it as part of, embedded in the community?” Which is more than a political symbol of a takeover of a space. Like, Chicano Park, which you can visit today, is involved in local parades. It’s involved in local festivities. It’s involved in local celebrations of Mexican American culture, in a way that it’s institutionalized in not only a protest over, “We want to claim space,” but it’s also an important part of the local culture of San Diego in a way that I don’t see in a lot of other people’s parks otherwise.

Beckley: Do you think that the People’s Park Movement – I know that you had mentioned, the park right before Berkeley’s park, sorry I’m blanking on the name, but that that one was the first that wasn’t just a garden. Now, I know today, or at least a few years ago, guerilla gardening was kind of a big thing. Do you see a influence from the People’s Park Movement in the guerilla gardener movement?

Lovell: That is an excellent question, and I am – the only reason, I am both excited and hesitant to answer, but only because I‘m excited in that you made a connection, but also hesitant in that I also don’t know the exact origin. For example, there are historians in African American history, for example, that have been able to pinpoint guerilla gardening way before Berkeley’s People’s Park.

Beckley: Wow.

Lovell:  Yea, and so there’s excellent research on, say, if you have poor people that move to a new neighborhood, they create gardens. If you look at immigrants who move to a new neighborhood, they create gardens. And those are inherently guerilla gardens in they’re not on property that they own. So, does Berkeley’s People’s Park make it more fashionable with young college students? I would say yes, because they have a greater handle on popular culture and especially the underground press to push it to become popular. And to be popular meaning that they are trying to make it a political statement. Is guerilla gardening a political statement before Berkeley’s People’s Park? I don’t know if it is. Again, there are historians that will argue that guerilla gardening, for example, during World War I or World War II is a political statement in arguing that it is very much important as a part of a resistance to an “other” identity beyond our country. However, I can’t be a good person to say that, but I’m so glad that you said that, and I think that if you think it’s because, since the late 1960s and ‘70s, Berkeley’s People’s Park has been associated with this leftist political identity of we should take over public space and make it into gardens. However, people have been doing that since there has been land to grow food on.

Beckley: So, I’ve just – my mind’s kind of working now, and I’m thinking of another, I don’t know if I would classify it as a movement, but something that’s happening in, I believe San Francisco, people are grafting fruit tree limbs onto decorative trees in the middle of medians and things like that in order to – ‘cuz those limbs will then produce fruit still – they’re doing that in the hopes of providing a free source of food for the homeless population – do you, especially it being in California, I just, I can’t get past that there might be a connection there but then it just might be that it seems like a good idea and I’m just making connections where there aren’t any.

Lovell: No, I think you’re right on track. I think that the only difference is that in my research, what I can see, is that when this movement starts, and I say movement meaning that there is a huge source of these parks that start in the late ‘60s and early ‘70s, they don’t use the word homeless. So, they use the word street people. They use the word, like, “It’s parks for the people.” And so, they’re interested in, like, “it’s free, because it’s for the people.” So it’s really not until we go to the late ‘70s, early ‘80s, in which we begin to use the word homeless that it begins, that people start to talk about, like, “we need a space for the homeless.” And it’s not because we don’t have people living on the streets beforehand, it’s just, it’s not necessarily part of their identity as, like, a social ill. And again, that’s even problematic to say because if you looked at Reagan, he would definitely say that street people in the late ‘60s and early ‘70s was a social problem and an identity, but they themselves wouldn’t see it. And so, to me, the answer to that question is best explored in the history of Berkeley’s People’s Park, because there’s actually so many archival sources on this one park, because you can go through and see its design over the years and how through the early ‘80s, in which they’re actually thinking about homelessness, and they’re actually thinking about access to people with disabilities, and we have new activist groups that are trying to redesign the park to make it more accessible and to make it more accessible not only for people in wheelchairs but for people that are homeless. And how, it’s never easy, like, they’re constantly struggling with, “how do we design it? And how will people accept it?” And I think it reveals more about how people are more increasingly trying to situate themselves within the context and be better, and yet they’re struggling with the issues that are going on within society.

Beckley: I’m wondering, what do you see as some of the direct legacies of the movement that are still seen in society today?

Lovell: Ohh, that is an excellent question. I think that, if we were fresh on the Occupy Wall Street movement, it would be really easy, because that was such an easy time to be able to say that people are interested in the relationship between space and power. And understanding the idea that if you take over a space in public and you claim it as your own illegally, it is a form of power, and how do people negotiate that? And so, I think that that parallel to what we see in the late ‘60s and ‘70s in which people are much more interested in the performative, symbolic act of, we’re not necessarily going to grow a field and it last for 20 years, but, like, we are going to take this over and see how people react and see how we can bring communities together. So I think that’s one thing that I think people find – it’s confusing for people nowadays that want to have their backyard and find it difficult, the idea that someone would go to a vacant lot and take it over as a symbol of protest – it’s very confusing, and I totally understand that. So I think that, if you take that away and we’re not just looking at symbolism and protest, one thing that I think would be very important is that Berkeley’s People’s Park is this really famous symbol at the very beginning of the environmental movement, so we have a lot of other environmental issues that are going on in America, and yet the human factor of Berkeley’s People’s Park, the fact that, if we’re just looking at symbolism at the end of the day, it’s a lot of people that are planting flowers in this vacant lot and they are shot for that. And for understanding of very different ways. But the fact that people are shot for gardening, it catalyzes this national – even international – movement in which people are interested in planting flowers and are interested in bettering the environment. And we actually see for many years after that in different environmental actions in which they refer to Berkeley’s People’s Park as this moment in which we can see people just trying to care for public space. And so, I think that’s very important that at the time, it was a catalyst for we should take care of the environment and care about it and care about the people that are tending to the environment. And I think that it’s only later because of public relations that we’ve kind of gotten confused on that issue, but at the time that was the number one thing that comes about was that we have environmental action campaigns in Berkeley, nationally, and in other cities that are really important.*

Beckley: I love speaking with you because every time you kind of bring up a new facet of the People’s Parks Movement, I kind of see it reflected in Bloomington’s Peoples Park as small scale as it was. I found a lot of newspaper clippings talking about people experiencing homelessness being there and then being kicked out of there and then camping on sidewalks and being allowed back there with increased police presence. And just everything you say kind of brings me back to Bloomington’s Peoples Park, which is something I love about history -just all of the little connections between such a big national and international movement and something that happened here in Bloomington, Indiana.

Lovell: It’s true! And I didn’t even mention racism, which is such a critical component of Bloomington’s Peoples Park, and which often doesn’t get talked about with the early people’s parks in the Bay Area, but it absolutely was like the first people’s park in San Francisco, which is about ecological, created by ecological action, but what they do is they’re very much interested in how can we create these parks and neighborhoods in which we can bring white people and Black people together? And even with Berkeley’s People’s Park, in which it becomes national news, they’re very much interested in how can we create a space in which we can get the Black Panthers involved? Or we can get anti-racist activists involved. And they’re very interested in how we can use these parks as coalitional issues, which I think is so beautiful about the Bloomington’s Peoples Park, in which it is, even though symbolic, a beautiful moment of coalition for people in that community.

Beckley: Well, I think that is a beautiful place for us to end today. Thank you so much for being on the show. I think that this is one of our best conversations to date, and I cannot wait for people to hear it.

Lovell: Yay! I’m so glad. Thank you so much, Lindsey.

Beckley: Thank you.

[Talking Hoosier History Theme Music]

Beckley: Once again, I want to thank Dr. Lovell for taking the time to talk with me for this episode. We’ll be back soon with another new episode, but in the meantime, follow the Indiana Historical Bureau on Facebook and Twitter for daily doses of Indiana History tidbits. Subscribe, rate, and review Talking Hoosier History wherever you get your podcasts.

Thanks for listening!

*Note: This Giving Voice episode was recorded in May 2020, before the widespread Civil Rights protests began in reaction to the killing of George Floyd and other instances of police brutality across the nation. During the recent protests, some interesting parallels with the People’s Parks Movement have emerged, the most striking of which is Seattle’s Capitol Hill Autonomous Zone. The Autonomous Zone, alternately called the Capitol Hill Occupied Protest (CHOP), is a section of Seattle’s Capitol Hill neighborhood which has been occupied by protesters and labeled as a “no-police zone.” It is meant to be a place to live out the ideals behind the Black Lives Matter movement, an experiment in decreased policing and communal living. The parallels between CHOP and the People’s Park Movement are very clear – a group of people have illegally taken over public spaces visually, materially, and performatively in order to demand action. As of June 23, 2020 the CHOP is still active, although Seattle Mayor Jenny Durkan has announced that the city will be working with Black community organizers to clear the encampment after three shootings occurred in the area.

Show Notes for Giving Voice: Kera Lovell

Learn more about Dr. Lovell and her work here.

Contact Dr. Lovell at keralovell@gmail.com.

Learn more about the history of people’s parks here.

 

THH Episode 29: History Relevance 101

Transcript of History Relevance 101

Jump to Show Notes

Written by Lindsey Beckley, based on talks given by IHB staff members Dr. Michella Marino and Jill Weiss Simins

Produced by Jill Weiss Simins

Beckley: What do you expect out of a museum? A chronological recounting of a specific facet of history? Old stuff with little labels telling you what it is and where it’s from? Around the nation, museums, historical societies, and other cultural institutions are going beyond the expected to meet the varied needs of different communities. In Brooklyn, New York, the Weeksville Heritage Center hosts a Farmers Market, a program started after the community around the center was designated a food desert. Just outside of Washington D.C., on the morning after the 2016 presidential election, staff at President Lincoln’s Cottage decided to stay open late to act as a forum, sending out the following message on their social media platforms:

Voice Actor: We recognize that people are expressing a need to come together peacefully when we are a House Divided. As a National Monument, where Lincoln came to deal with epic division and chaos in our country, we are committed to providing a secular place of reflection and serving as your beacon of hope. Our lights are on for you. All of you.

Beckley: And right here in Indiana, when state legislators in the General Assembly enter their chambers, one of the first things they see are monitors displaying important stories from Indiana history – stories that show the influence of yesterday’s lawmakers and that may, in turn, offer lessons for today’s decisions. Produced through a partnership between IHB and the Indiana State Archives, this project, called Indiana History in Session, is an attempt to remind legislators of the legacy they’re creating each day.

These programs are nothing alike – they have different audiences, different run times, different methods, and different goals – but they all go beyond what is typically expected of historical institutions. They all address current issues using historical context. They show why history is relevant and the impact history has on our everyday lives. In this episode, we’ll be discussing the history relevance campaign, which is the movement behind some of the most innovative programming in the field today.

I’m Lindsey Beckley and this is Talking Hoosier History.

As you may have guessed, this episode is going to be a little bit different from our usual fare. Last Fall, IHB partnered with the National Council on Public History and Conner Prairie Interactive History Park to host a history relevance workshop. Public historians from organizations in Indiana and surrounding states gathered for a day of hard questions, discussions, and (we hope) ideas on how to infuse the practice of history relevance into their organizations. Today, we’re bringing those same discussions to our listeners – both those who are in the public history field and those who are just interested in history.

We hope that public historians use this episode as an introduction to the History Relevance movement – something to spark inspiration in our fellow educators. But these ideas aren’t just for those of us working in the field – they’re for everyone. We hope that through the course of this episode, you think about what you expect from your historical institutions – and what you should expect. We’re going to lay out our case for why history is just as important to the modern world as science, technology, engineering, and mathematics. That’s right. We’re taking on the almighty STEM right here and now.

But before we get to that, we should get ourselves acquainted with the origins of the History Relevance Campaign. Throughout this episode you’ll be hearing from leading figures in the movement, Tim Grove and Richard Josey, both history consultants who led the workshop last fall – some of the audio is of a bit lower quality than you might be used to, but the content is worth it. First, I’ll let Tim Grove give you a little run down of the history of history relevance:

Grove audio from workshop:  It all started here, actually, in Indianapolis at History Leadership Institute. I was in town and we started talking about it one night. And it was – I guess it was 2012 because the movie Lincoln was out and I was saying you know, lots of people are going to see the movie Lincoln but a lot of those people don’t visit historic sites, don’t go to museums. You know, what’s up with that? People do like history. They claim to like history. They’re interested in their own genealogy, their own past. Why are we not engaging them more?

I was working at the National Air and Space Museum at the time, which is a unique place because it focuses on history and science. It’s a history of technology museum but depending on who you ask, people would say its science. They do have hard core planetary science research going on – a division devoted to that – so they are science but they’re also history of technology. But at the time, the secretary of the Smithsonian was focused on STEM and he kept talking about STEM and he had just made this proclamation that we’re now going to focus on STEAM, and add the “a.” And that was just too much for me.

So I went on a rant with my colleagues in Indianapolis and I said, you know, why is history always left out? And that’s not a new question. In no way is it a new question. It’s not a new conversation. We’ve had this conversation before. But whatever we’re doing is not working. We need to do more.

If you think about history as a brand and STEM as a brand, which we started doing – this little group started talking about the branding aspect of it – STEM has a huge strong brand, right? And history doesn’t. So this group started talking about how can we raise the brand of history, the profile of history?

Beckley:  How do you go about changing the perception of something as broad as history? How do you “re-brand” a discipline that is thousands of years old? First, you need to understand what the current perception is.

Voice Actor: History is real simple. You know what history is? It’s what happened.

Beckley: That’s conservative political commentator Rush Limbaugh’s view of it. And that’s what a lot of people think – history is simply an accounting of names and dates and events. But it’s not. That’s just the past – a series of facts strung together – and that perception of history has been making high schoolers and college freshmen loathe the subject for a century. This is the brand we’re trying to change. But how did we get to this brand in the first place?

Well, that’s a question with a complicated answer. Let me just pull one thread out and examine it for our purposes here. Dutch Historian Pieter Geyl defined history as “an argument without an end.” Not facts in a book. Not labels in a museum. An argument. Historians are constantly revisiting previously “settled” topics, and bringing new perspectives and new evidence, with them. They revise history. Politicians and the media throw around “revisionism” like a dirty word. But that’s history. Learning and revising is the whole idea of history. If history didn’t change – if it were simply “what happened,” then there wouldn’t need to be more than one book written about any one topic. There wouldn’t be a 34 foot tower of books at the Ford Theater Education Center– each telling a slightly different version of “what happened” – all dedicated to the life and times of one man – President Abraham Lincoln.

You may be thinking, “But surely, not every one of the books in that tower tells the true story of Lincoln’s life, right?” And while I haven’t actually read more than 10 or 15 of the books in that tower, I can tell you that no, not every one of them is factually correct through and through. Not every interpretation is equal. And there is scholarly consensus on certain facts. For instance, historians generally agree that Abraham Lincoln was our 16th president. It’s when you’re fleshing out the story that interpretations can vary. But that’s why history, and a better understanding of what history actually is, is so important.

Every day, we, as historians, and you, as human beings living in the world, encounter claims – whether they be on the news, in a dusty filing cabinet, or on social media. And with each new claim we encounter, we have to choose whether or not we are going to trust the source it’s coming from and thus believe the claim being made. In order to do this, we need to engage in “historical thinking,” a type of critical thinking that can be learned through the “doing” of history.

Tim Grove, who we heard from earlier, lays out five key elements of historical thinking in his article, “Historical Thinking is an Unnatural Act,” from the Spring 2016 issue of History News.

Voice Actor: One: Multiple Perspectives

Beckley: Always keep in mind that there are several ways to look at a story – whose perspective are you seeing? Whose is missing?

Voice Actor: Two: Analysis of Primary Sources

Beckley: Think about what claims are being made in the source. What claims are left out? Given your prior knowledge of the topic and other sources, do these claims seem valid?

Voice Actor: Three: Sourcing

Beckley: What are the questions related to the source? Why was this document, photograph, video –  or whatever it may be –  produced? Why did it get saved? Who created it? What were their biases? These questions surrounding sources could be endless.

Voice Actor: Four: Context

Beckley: What else was happening around these events that could impact your understanding of the story? What led up to the events being told? Were there unseen influences? Context can completely change a story.

Voice Actor: Five: Claim/Evidence Connection

Beckley: Is the claim you’ve encountered based on evidence? Does the source provide that evidence? If not, why?

In short, historical thinking is turning a critical eye on sources being presented to you. We all come into each situation, whether that’s reading a historical document or deciding who to vote for in an election, with preconceived notions, opinions, and biases. It’s nearly impossible to be completely neutral, but when we employ historical thinking, it makes that a little more achievable. And it’s okay if we change our minds on a topic as we go along – that just means we’re learning and growing!

And when we use this kind of solid historical thinking as a method for understanding a current issue, interest, or problem – whether it’s examining your family’s roots or the roots of the healthcare debate – we make history relevant to today. We call this application HISTORY RELEVANCE. And this – the application of historical thinking outside of the field of history – is what makes history – real history – so important, even if it is hard to fit into the STEM acronym.

So, we’ve established, I hope, that history is useful. But are people interested?

According to Norman Burns, the President and CEO of Conner Prairie, who spoke at the History Relevance workshop, they are.

Burns’s audio from workshop:  Ninety-one percent of Americans think it’s important to learn about history to build a strong foundation for the future, and that curiosity in history is expanding in generations across the nation. And I found this very encouraging, especially with millennials. Fifty-five percent of millennials say they’re more curious about history today than they were even last year.

Beckley: So – history is useful. People are interested and growing more so every day. We just need to work on our branding and outreach to connect the two. And that’s where the history relevance campaign comes in.

Historical organizations, libraries, and museums across the country, like those discussed at the top of this episode, are participating in the campaign, which is attempting to communicate the value of history to the public. The goal is to use historical thinking skills to address contemporary issues and recognize how history has value in our daily lives. To this end, the campaign has identified several ways that history is valuable to us today. The values are split into three different categories. First, is the value of history to ourselves – to each and every one of us – at a personal level. Within this category are identity and critical thinking. Here’s what the value statement says on those topics:

Voice Actor: Identity – History is valuable to ourselves at a personal level. When we look into the stories of our families and our communities, we find stories of sacrifice and achievement of injustice and triumph that can shape our personal views and the values that guide us through our own lives.

Critical Thinking – History leads to personal development of life skills. It teaches us to evaluate evidence, consider multiple perspectives, develop contextual understanding, and it provides historical perspective. It teaches us to interpret and communicate complex ideas clearly and coherently.

Beckley: The next category is Communities – how is history of value to the community in which that history took place? Again, from the values statement:

Voice Actor: Vibrant Communities – a place becomes a community when it is wrapped in memory. When we tell and commemorate our histories we open up discussions with our neighbors and recognize our responsibilities to each other.

Economic Development – When communities build strong heritage institutions and a sense of historical character in neighborhoods they become desirable destinations. This attracts tourism, revenue, and business opportunities and builds the local economy.

Beckley: The final category, and perhaps the one most often overlooked or misunderstood: What is the value of history to our future? How do these two diametrically opposed ideas, “history” and “the future,” interact with each other? The values statement lists three distinct ways in which history is valuable to our future (and not one of them is that “history is a circle” or that it repeats itself).

Voice Actor: Engaged Citizens – Democracy thrives where people both actively express their opinions but also listen to others who may disagree. Building these discussions on a historical foundation can clarify misconceptions, reveal complexities in arguments, ground views in evidence, and provide ideas for solutions.

Leadership – History shows us examples of effective leaders and role models who we can learn from and who can inspire us to become today’s leaders. Looking to leaders of the past can help guide today’s leaders’ values and ideals.

Legacy – When we value history, we preserve history. And this preserved historical knowledge is crucial to preserving democracy. Through the documents, artifacts, images and stories that we save, we provide a foundation for future generations to understand what it means to be a part of the civic community.

Beckley: At the top of the episode, we mentioned a few examples of History Relevance in action. Now, let’s take some time to go over a few more inspiring examples of how the campaign is influencing work – both around the nation and right here in Indiana. As we go through these, keep in mind those values we just went over – Identity, Critical Thinking, Vibrant Communities, Economic Development, Engaged Citizens, Leadership, and Legacy. We’ll go back to this list to see which of these values are most obviously present in each one.

During the history relevance workshop, Richard Josey added a few additional aspects of relevance to think about when looking at an institution or project.

Josey’s audio from workshop:  I want you all to think about relevance in three different spheres, or in three different ways. The relevance of history to society, which lends itself to sort of that big picture – the macro, if you will. The relevance of an organization to its community – and when we think about the community, let’s define that not just in a geographic sense, you know, in geographic terms. But in all the different ways in which – how we think about your organization’s community. And also the relevance of an organization to the individuals it engages through its exhibitions. Through its mission. Through its programs and the like.

Beckley: So, keeping both the values and those spheres in mind, let’s see what history relevance looks like in action. First, let’s start with the national stage. At our relevance workshop, Tim Grove and Richard Josey brought in some really strong examples of organizations doing this work. The first example is an advertisement from the Tenement Museum in New York City, which tells stories from the 1860s to the 1930s of immigrant families who lived in the building where the museum is located.

Audio from advertisement:  America is a great nation. It’s lived through these amazing advancements, right – the Civil War, the Great Depression. We remember the politicians, you know, we remember the people who are thrust into power and leave their legacy. But it’s people that live through those events. It’s people that die in those wars. It’s people that build the bridges. The stories we tell are about those people, and not that many places tell those stories.

What we do here at the Tenement Museum is we collect the stories of ordinary new Americans – people starting their lives here. And we see what they did to survive.

We’re going to go into that building – 97 Orchard. It was built at the same time as Lincoln was president.

It was important to me that the Tenement Museum become a storytelling museum. People remember stories much more than facts. If the facts are hung onto the tree of a story they become relevant – they become memorable.

Ruth’s genius was to identify an abandoned tenement – a condemned building – as a museum. In effect to put up a sign and say this is a place where we can tell America’s most important story.

The mission of the museum is to engage people in the power of the past to make them think about the present.

Beckley: The ad goes on to show docents leading groups of attentive adults and spellbound school children through the spaces once occupied by the people who built New York – the construction workers, the seamstresses, and the factory workers. Then, toward the end, there’s this:

Audio from advertisement:   I had this Chinese immigrant who came and after the tour I said does anybody have anything to say about what they saw? And this Chinese woman, she goes, “I never knew that this happened in New York in the past and that people lived this way and now I see my own life in a completely different light.

Beckley: What a powerful reminder of what history, when done right, can do. I think that’s every public historian’s dream, right? Change lives through the power of history. And that’s happening at the Tenement Museum. Now let’s relate it back to what we’ve covered today.

When thinking back to those spheres Josey covered – relevance to society, to community, and to the individual – in this case, the relevance of the Tenement Museum to each of those spheres comes from the same place. They tell the stories of people who are often forgotten by history. Now, I’m not an immigrant but I do connect with that – it’s very unlikely that my name will ever appear in the pages of a history book or on a panel in a museum, and the same is true for the vast majority of people in the world. And yet, we are the ones who build the world. We live and work and love here. Yes, the Tenement Museum is telling the story of immigrant families who lived in their building. But, in a way, they’re also telling my story, or at the very least, one I can connect to. And when people can connect to a story, they can empathize with the people in the story. Creating empathy is the first step to creating acceptance and if just a portion of the 200,000 annual visitors to the Tenement Museum are impacted in this way, well, that’s a fantastic example of history having a tangible effect on the present.

Now let’s turn to the values we went through earlier. Which of those seven values are most prominently featured here? First and foremost, is Identity. They’re redefining who we might see as our founders. Yes, Thomas Jefferson wrote the Declaration of Independence and the men at the Philadelphia Convention framed the Constitution. But it was the masses who lived out those sentiments, who fought to preserve them, endeavored to extend them to all, and who came to America seeking them. Thoughts like those can really affect your personal identity and shift your mindset if you let them.

Also very prominent in the Tenement Museum are the values of Creating Vibrant Communities and Economic Development. The founders of the museum took a boarded up, crumbling building that was more likely to be condemned than to become a tourist destination and turned it into one of the most innovative museums in the nation. And they did that through telling the history of the community surrounding it. They now lead neighborhood walking tours that tell the history of the broader community and offer English Language Workshops in which new immigrants, just like immigrants from all times, learn the language of the nation they’ve chosen to call home.

I could go on and on about the importance of the Tenement Museum and its use of History Relevance but I want to turn to another example.

We’ve talked about History Relevance on the national stage but this is Talking Hoosier History so – let’s talk about history relevance in Indiana. Actually, let’s talk about History Relevance right here, on this show. You might recognize that we often end our show with a section talking about how the topic of that episode is still affecting Hoosiers today – whether that’s tying redlining to gentrification or the story of a formerly enslaved family to the present state of the American judicial system. And we try to choose topics that are a little bit off of the beaten path, or at least take a new approach to familiar stories. That’s not an accident. We aren’t telling these stories just to tell them. We want to challenge our listeners’ understanding of our history and of what the lasting effects of that history are on their fellow Hoosiers. We hope that all of our listeners come away from each episode with a new perspective on our past and a better understanding of how that past effects our present and our future.

Now, I’m going to turn to another program here at IHB – the Indiana state historical marker program. The marker program is one of IHB’s central programs and my boss, Dr. Michella Marino, talked at our workshop about how we are working to keep this 80-year-old program relevant.

Before we go to that clip, let me give just a brief overview of the program. Putting up a historical marker is a collaborative effort between IHB and the community. A community member or organization applies for a marker. We evaluate the applications, approve those which qualify, conduct additional research on the topic, work with the applicant on the text that will be on the marker, and then once it’s installed, we come together to dedicate the marker, along with the community.

During her talk, Dr. Marino covered a few examples of IHB’s use of historical relevance in this program. I’m just going to pull one example out of her talk. In 2019, IHB installed a marker for the free black settlement, called the Sugar Creek Community, in Boone County in rural Indiana. And in 2020, we’ll dedicate another marker to the Weaver Settlement in Grant County, which was also a free black community settled in the mid-1800s.

Marino’s audio from workshop: But today I want to focus on how this marker in particular returns history to the landscape, and directly hits on History Relevance components of Identity, Community, Engaged Citizenship, and even Ecotourism.

So these markers in particular challenge a long held belief that there isn’t much Black history in Indiana until the Great Migration or we’re focused on Indiana Avenue in Indianapolis. And that later on in the 20th century, Black people are moving into white spaces. This is partly because of Article 13 in the 1851 Indiana Constitution that bans Black people from moving into the State of Indiana.

But through research, we know that there were vibrant African American communities across the State of Indiana very early on in the state’s development. So, Black settlements were founded in the 1830s, 1840s, 1850s, and even after Article 13 is put into place. So by including and marking these stories, Indiana history is no longer one of Black people moving into white spaces – they were Black spaces to begin with.

Beckley: Something important to note about these communities is that oftentimes, there are very few physical remnants of them left. The houses, churches, and businesses have been converted or torn down and the descendants of those settlers have moved away. But those descendants, along with the current residents of those towns, are invested in preserving that history, giving IHB the opportunity to return some of that story to the landscape in the form of a marker.

Marino’s audio from workshop: So, again, we’re highlighting Identity through the marker, we’re hoping to inform and create an engaged citizenship by bringing in multiple perspectives, we’re showing a misperception about Black migration to the state in this story. And also markers can spur Ecotourism. A lot of people stop to read these still. They drive around the countryside looking for them. And we’ve heard multiple times about people planning their vacations or trips around the markers themselves. Which – good for them. I like Florida but whatever – you know, people can do whatever.

Beckley: So, markers in general, and these markers in particular, can add to a community’s understanding of its identity, get citizens engaged with preserving their own history, and even bring tourist dollars into the town – whether the trip was planned around markers from the beginning or a family stopped to read a marker and decided to stay for lunch at the café across the street.

Here we have a medium that, on its face, seems a little antiquated– historical markers are far from the high tech interactive and immersive exhibits at some museums – but we’re still able to infuse the values of the History Relevance Campaign into them and tell a compelling and relevant story because IHB as a whole has dedicated ourselves to doing so. It’s not always easy, but it’s always worth it.

That’s one of the results of embracing the History Relevance Campaign. Historical institutions can change themselves and their values just by learning how to make history relevant to their audience. And when history is relevant to your audience, they are more likely to think deeply about what they have learned and more likely to return to your institution for more.

And the results of exposing our audiences to history relevance are even more profound. When visitors are presented with different perspectives and challenging ideas, they are presented with the opportunity to practice the fine art of critical thinking and to grow as people. And if enough institutions are committed to doing this, and enough visitors are exposed to this kind of mindset, we can change lives and, if we want to be ambitious, we can change the world.

Once again, I’m Lindsey Beckley and this has been Talking Hoosier History. Talking Hoosier History is a product of IHB, a division of the Indiana State Library. Talking Hoosier History is written by me, Lindsey Beckley, adapted from talks given by Dr. Michella Marino and Jill Weiss Simins. Production and sound engineering by Jill Weiss Simins. A special thanks to the National Council on Public History and Conner Prairie for partnering with us on the History Relevance workshop and to Tim Grove and Richard Josey for taking the time to walk us through the concepts behind history relevance. And, of course, thanks to Justin Clark for lending his voice to the show. You can find more resources about the History Relevance Campaign, the projects we mentioned in this episode, and other sources in our show notes which can be found at blog.history.in.gov. Find us on Facebook and Twitter at the Indiana Historical Bureau and remember to Subscribe, rate and review Talking Hoosier History wherever you get your podcasts.

Thanks for listening!

Show Notes for History Relevance 101

The majority of this episode was based on talks given by Jill Weiss Simins and Dr. Michella Marino, along with the History Relevance Workshop led by Richard Josey and Tim Grove.

Learn more about the History Relevance Campaign here.

See the Value of History statement here.

Learn more about the Weeksville Heritage Center farmers market here.

Learn more about the programming at the President Lincoln’s Cottage here.

THH Episode 28: Giving Voice: Chris Newell

Transcript of Giving Voice: Chris Newell

Jump to Show Notes

Beckley: I’m Lindsey Beckley and this is Giving Voice, from Talking Hoosier History.

Today on Giving Voice, I talk with Chris Newall, co-founder and Director of Education for the Akomawt Educational Initiative. In our last full episode, we covered roughly the first half of the life of Tenskwatawa, or The Prophet. Throughout the episode, we talked about danger of relying on sources produced in large by white colonizers to tell Native history, and how IHB and other history organizations are learning to broaden our ideas of what a source can be to include more Native voices in Native history.

To give you some more information on this topic and some context about why it’s so important, we knew we wanted to speak with someone who is working to bring these issues to light every day, and Chris Newall and the Akomawt Educational Initiative are doing just that.

And now, Giving Voice.

[Talking Hoosier History Theme Music]

Beckley: We’re here today with Chris Newell from the Akomawt Educational Initiative and I’m gonna let you go ahead and introduce yourself, Chris.

Newell: Hi, Lindsey, hi everybody! My name’s Chris Newell and I’m a cofounder – one of three cofounders – of the Akomawt Educational Initiative. We’re located in the southeast corner of Connecticut, based out of Ledyard, Connecticut but we have roots all over Indian Country. I am originally Passamaquoddy from [place name], which is known as the Indian Township Preservation in Maine and live in Mashantucket and work at the Pequot Museum and do a lot of work – a lot of the focus of what we do is working with the Indigenous histories, helping with places that want to teach them in a culturally competent fashion to do so and hopefully create some resources, change some thinking in the future and make sure that when we talk about Indigenous histories that we include the voice of Indigenous people. So that’s the focus of what we do at Akomawt.

And just a little background – Akomawt is a Passamaquoddy word. It comes from my language. It translates in English to the snowshoe path. It’s the symbol of our mission. Essentially, in the winter time, up in my territory, the snow shoe path was how you got out to where you needed to do work. When you needed to get back home, you found it again and traversed back on it. The more you used it, the easier it becomes to use and every season it renews. So that’s what we think about when we think about the educational initiative that we have brought forth here, is creating new learning paths for people to engage with Native content in a way that will be impactful as well as culturally competent, you know, trying to erase some of the old habits of Indigenous history in colonial spaces that have crept up and are still pervasive to this day.

Beckley: That’s great. And I know that we really admire your work. I know that one of the people here at the Historical Bureau saw you at the National Council on Public History and came back and we had a lot of really good conversations from that so, thank you for the work you’re doing and you continue to do and thank you for being here, of course.

Newell: Oh yea, absolutely love being here.

Beckley: I was wondering if you could talk a little bit about those old habits you had mentioned. What are some of the habits that you were seeing and still see that you want to address with your initiative?

Newell:  So, when it comes to museums, you know, essentially museums are places that were created by the colonization of America so when it comes to Indigenous histories told in museums, museums are essentially really colonial artifacts. Places of public history are oftentimes colonial artifacts and oftentimes tell the history of Indigenous people through that lens. American anthropology has a long history from the time it was founded of doing things like collecting human body parts, collecting material culture, and portraying a myth of saving the idea of the vanishing Indian, back in the early days of anthropology. Thoughts have changed over time but, you know, that’s kind of the basis of how these spaces were created in the first place and how a lot of these earlier books were created. And, so, there are some things that – some habits that were created back then. A lot of times, the use of generalized terminology – so Native, Native American, American Indian – to kind of put all Native peoples under one umbrella oftentimes appears and it’s not clear enough to a lot of people that there are literally, in existence right now in America, 573 separate, sovereign Native communities recognized by the government and over 1000 Native communities just in general in America – we’re not talking Canada and other places.

So there’s a really complex – there’s a serious complexity when it comes to Indigenous histories and when it comes to Indigenous contemporary issues and things of the sort. And unfortunately, museums generally still give the kind of general impression that we can put everything under the box of American Indian or Native American. If you visit a fine arts museum that has collections of fine art from around the world, literally all the Americans – the art of Americas – are usually places in one small room. So all of these 1000 different communities being represented in one small room. You know, it’s just – it give the general idea that we can put everything in one box and everything fits there when in fact there is no box that can contain the complexity of Native existence as well as our history and our arts and our cultural ways. So those old habits still exit today. We see changes happening when we see places like the MET have gotten rid of their Native American collection and have incorporated their Native American find art into their American wing. That was a big move there from a major museum of kind of rethinking how we present Native art as simply art, rather than cultural artifacts.

Also, the idea at a lot of public historical places, of presenting Native peoples as only existing in the past. That’s another old habit that is kind of pervasive today. I work at a major Native museum, and it’s not uncommon for a 4th grader to come into our museum, have a Native educator in front of them, and the first question they ask is, innocently, “When the Natives were alive …” and that’s how they begin their question. So there is literally a section – a significant portion of the population – that sees us as all dead and gone and vanished. And it’s largely due to the way public history is taught and the way it approaches Native Histories as if we are still having to be saved from being vanished, rather than incorporating the very vibrant ways that we have found ways to exist in the modern times and kept our culture alive and been very dynamic through history. And also, involved with all of American history.

That’s another thing with the story of America is that Native people are often so left out. And yet, the American Revolution was largely aided by Native peoples. All the way from that time – the industrial revolution was largely aided by work efforts in Native communities and things of that sort. And military times – you know, Native people have participated in the military in higher numbers per-capita than any other ethnicity in the United states and as a result, Native cultures were actually used in military structure and strategy to overcome things such as the code talkers from about 33 different tribes during World War II, which was a big part of the success of America in that war. So, in the story of America, Native people are, unfortunately, often let out as if we are a separate part of something else. And those are things that we at Akomawt are looking to address and looking to bring all together, so when we’re talking about the history of this land, we don’t just start at the time of colonization and think of it as only 400 or so years old. But rather, we think about people living on this land back 13,000 years at least, which includes Indigenous history as well and not erase that part of the history of this land here. Because Native people did exist here and thrive and subsist in a sustained fashion well – for millennia prior to any colonization. So, the idea that colonization saved Native people in some form is also something that we look to address as well. You know, so we really want to give Native perspective to a lot of these things. And that includes bringing Native voices and changing the framework by which Native history is taught inside of these colonial artifacts of public history such as museums to present them in a different framework that would expand the thinking outside of that box that we are constantly put inside of.

Beckley: That’s great. I know that we at the Historical Bureau have been  thinking a lot about that and trying to come to terms with what we’ve done in the past and how we can improve ourselves going forward. And I think one of the major, I wouldn’t say blocks, but one of our – something that intimidates us about going forward is that, as public historians, we’ve gone through school. We’ve gone through, you know, some of us up to PhD level and all of it is learning how to use primary sources and how to read primary sources. And when we think of primary sources, we primarily think of written materials, weather that be documents or newspapers – things like that. Obviously, a lot of Native history isn’t written down in the same way European history was. And if it is, it was probably written by a European person. What are some of the sources that you turn to, to look at Native history?

Newell: Ok, so, the sources that I look forward to are really those conversations that I have in Native communities talking to people that have history there through multiple multiple multiple generations. And oftentimes, there are a lot of stories – a lot of oral histories that you can delve into that can really teach you a lot, especially when it comes to Native perspectives. So things like the name of the land, prior to colonization. Prior to the renaming of it. How did Native people name different aspect of land or the land that they live on? What was the lens that they viewed land through? So language is an important tool – so important for the view into the Native perspective. Native languages are so different from the English language. And that’s one of the things that I’ve delved into the most. So that requires from people that are language speakers and people that have that frame of mind of thinking through and Indigenous lens though language. And those are oftentimes elders, but not always, so sometimes you’ve got to spend some time and you’ve got to search out who is the respected person and who has these stories. Have conversations and just kind of let things come out as naturally as they would.

So oral histories for me are a bit part of what drives me because a lot of what they tell is not written down and what writing it down would do is kind of photograph it and freeze it in time because the stories do change over time, but that’s also part of the history. Viewing how to stories do change over time as well. So there is a way to view oral history that you can gain knowledge from that can be factual. But there is a method for viewing oral history that really takes some experience. You really need to be able to talk to a lot of people that have these histories and kind of get a sense of what a broad swath of how they’re viewing things, rather than just talking to one single person, which is the same as looking at one single primary – a piece of paper – a primary source document. It’s really the perspective of one person. So it’s kind of a failure of a primary document is that it does give an accurate photograph of that person’s view at that time. But it’s only that person and we’re not getting the swath of information across a broad perspective of people. So that’s why for me oral histories are one of the ways that I go and also I pay attention to the particular language. And just to give you a window into how different that is – the English language, when it was introduced to this land when the English arrived – has the blueprint of England. The ideas of land improvement – and I’m gonna put quotes around that word improvement – in 17th century English knowledge meant cutting down trees, planning crops, raising cows, chickens, and pigs – which are very different from the 13,000 years of sustainable farming and hunting practices and fishing practices that Native people had done for millennia. And would actually destroy the environment, upset the natural balance of things. And we’re currently still living under that and so that’s not sustainable here. You know, we’re seeing America return to Indigenous ways of knowing. So the Indigenous language has words that – of viewing land as property, and even viewing people as property. In the Algonquin language, at least in my language, land is not considered something that we can possess as an object. In fact, when we pick up a handful of dirt, the way we translate what would be the English equivalent of dirt really translates to “the molecules of our ancestors,” which shows Indigenous knowledge of the cycle of life and the science of all of that. And under that framework, with that translation, we see land as literally life. So if you pick up a handful of what would be in English dirt and you let that to fall out of your hand, that’s literally in our viewpoint, the molecules of your ancestors falling to the earth or literally life falling out of your hand and back to the earth. Therefore, how can you own life – if your framework, you cannot. And the land sustains everybody, not just people, but all animals, all life, is sustained by the land. Therefore, in our viewpoint, it cannot be owned. A lot of Native languages have similar kinds of concepts in them in that land is oftentimes considered in some shape or form alive. Or a version of substance. So elders, oral history, and language especially. Very very important to pay attention to the language of the people that lived on that land for thousands of years and have an intimate knowledge of it and developed a language around the way the land required them to live – to really have a knowledge of that history there. So please be sure you include knowledge of language and language keepers when talking about Native history there because of the importance of the framework.

Beckley: That is incredibly interesting. I have, of course, heard through my traditional education all about “Native people didn’t believe in land ownership,” but I never heard anybody, I don’t think, explain why they didn’t believe that. It’s always kind of a given of “of course they didn’t believe that. We believed that and they were different so that’s why.” Thank you for explaining that. That’s incredibly interesting to me.

Newell: You’re welcome. You’re welcome. Absolutely.

 Beckley: I wanted to ask if you think that our current methods of historiography are adequate for doing Native history. They’re just so based in a Eurocentric worldview and they’re roots are in Europe. So I want to know if you think that we just need to rethink the very foundations of how we’re doing history or is there a way to make our methods fit in with doing Native history?

Newell: Yea, so we really do need some radical thinking amongst historiographers and the way that we retell histories. And sometimes, in historical tellings we really try to achieve objectivity, which has its own merit and is valuable in its own right. However, there is something to be said for the subjective history. So to tell a story from a Native perspective completely is going to have a completely different ring to it than the primary source document history that was likely written by early Americans or people of European ancestry. And so, that’s one of the ways that we can rethink the way that we do these things. And technology is really affording us ways to bring back or to rethink how we do things. Some of these old things – one of the things that would often happen is that a lot of these things that were kept in collections were actually kept in the collection and you had to have special access to get to a collection to get that knowledge. And guess what? Some of that knowledge that was recorded by Europeans and early Americans is actually really factually and very valuable to Native communities who, through colonization, have in some way shape or form maybe have been forced to lose that knowledge. And by keeping it from native communities, you’re actually putting a block in front of them from getting a sense of sovereignty for themselves. Which includes not just self-governance, but also sovereignty in the way they tell their history.

For them to be able to look at those documents and then for them to be able to frame that information through their lens now allows historiographers who are largely translating it from one point of view, to see an opposing point of view, and when it comes to objectivity – that’s how we’re going to get to a more objective route there is by hearing both sides, which sometimes are opposed to one another. Which is totally find because not all things in history are very clear cut and we should discuss and debate. But we should also make sure that we are including all perspectives while we’re doing so and be aware when we’re not. So those are all things to consider for going forward there. And also creating long term relationships with tribal communities. For these colonial spaces of public history telling, that is such an important thing as well because when you bring a Native perspective into your museum, you can – there are ways to re frame the work essentially, decolonizing your museum. I know we use that term a lot these days, “decolonizing,” that’s really a way of re framing things back to an Indigenous perspective. My preferred word, when it’s applicable in actually re-indiginizing. So, what we’re doing is we’re taking a colonial space telling a story from a colonial perspective, and we’re going to take that history and then re-indiginize it because prior to colonization, this is the way the history was told was through an Indigenous lens, just not in a museum. So we’re taking that history and we’re re-indiginizing it through that fashion.

Beckley:  So, for our last question, I think it might be a little bit redundant, but I keep on – I hear you talk about the importance of community engagement and including Native perspectives. Can you just elaborate on why it is so important to do these things and why it’s important for everybody who’s listening to be thinking about some of these questions?

Newell: Absolutely, So, in native communities, there is a lot of knowledge that gets passed down through the generations, and these types of things – that type of knowledge being passed down – doesn’t get a degree passed with it. There’s not a piece of paper that goes with that knowledge and these people become respected knowledge keepers in their communities. And when we approach these communities and we find these knowledge keepers and we’re going to bring them into these academic or public history spaces – the common thing is, if we were to bring in another academic, we would pay them for their service of research or knowledge in helping that institution to accumulate – we should also think of Native knowledge keepers who don’t have a master’s degree of a PhD to be on the same level of knowledge as somebody with a masters or PhD. It’s just that they have that level of knowledge on their own community and therefore, we should compensate them appropriately when we do involve their knowledge. Too often, one of the old habits of old anthropologists was to go into a Native community, extract knowledge, not give any compensation to the people they extracted the knowledge from, and then leave the community, write books, and develop careers based on what they have extracted from that community. And that really needs to change. There really needs to be some collaboration. Some equity. If we go back to the presentation that we did for NCPH, there really needs to be some equity in the collaboration and these colonial spaces really need to recognize Native knowledge keepers on the same level as the PhD’s that they have in their institutions and make sure that we treat their knowledge equally as well as compensate them properly because in this modern day world, unfortunately we cannot live necessarily off the lands we used to, and therefore, the use of money to get food and things – that’s what we all live under these days. Therefore, we should consider these traditional people with that compensation or, possibly maybe doing something for the community if they would choose not to have money because some of these people don’t want money. So when that happens, there should be some sort of give and take going with the community as well to acknowledge what is that, to make sure we’re lifting it up and putting it on the same level as those that would write about it that come from outside the communities.

Beckley: Thank you. I think, Chris, I think we’re running up against our time limit here but I wanted to give you an opportunity to say anything that you wanted to say that I’ve left out – address any concerns that you have, or just promote yourself or your institute.

Newell: So, yes, once again we are the Akomawt Educational Initiative. You can find our website at www.akomawt.org. That’s the Passamaquoddy spelling. I know that the “k” sounds like a “g,” so that Akomawt, but it is a “k” in there. So, you can find out more information about what we’re doing and what we’re up to. We’re also on social media at Akomawt, on twitter at Akomawt as well as on Facebook, and those are the places that you can really see an up-to-date of what we’re up to in real time. And we have some other things that are coming up in the near future so follow our social media and keep an eye on our efforts – one of the things that we’re looking to do in the very near future is provide a database for Native American mascots for people who want to have conversations about that and to see the data about those schools and which ones have changed and all of the information. And in the future, possibly, a Native sourced website on treaties. So, once again, a very subjective history – we’re going to let tribes tell their own view of how treaties were historically signed with the U.S. government or with British government history. So, get a different side of the story as well. So that’s things you can look forward to from Akomawt. We look forward to this work – this is really something we’re all impassioned about, endawnis, Jason and I feel very strongly about this work and thank you so much for having us here to bring our voice to your podcast.

Once again, I want to thank Chris for taking the time to talk with us for this segment. If you’re interested in learning more about this topic, or Native history in general, we will include a link to a great reading list compiled by Akomawt in our show notes, which you can find by going to blog.history.in.gov and clicking on Talking Hoosier History at the top.

We’ll be back next month with another episode of Talking Hoosier History. In the meantime, follow IHB on Facebook and twitter for daily doses of Indiana History tidbits. Subscribe, rate and review Talking Hoosier History wherever you get your podcasts.

Thanks for listening!

Show Notes for Giving Voice: Chris Newell:

Learn more about the Akomawt Educational Initiative at their website: akomawt.org.

If you’re interested in learning more about this topic, or Native history in general, Akomawt has put together a phenomenal resource list, including websites, books and more. Find it here.

In the episode, Chris mentioned a database for Native American mascots that Akomawt was working on. In the intervening time since we spoke, that database has gone live and is a greats resource to learn about the history surrounding Native American Mascots, the conversations going on about the topic and ways to approach conversations on the topic. You can see that here.

THH Episode 27: Tenskwatawa: The Making of a Prophet

Transcripts of Tenskwatawa: The Making of a Prophet

Jump to Show Notes

Written by Lindsey Beckley

Produced by Jill Weiss Simins

[Flute Music]

Beckley: The bright day darkened as the summer sun disappeared from the sky on June 16, 1806 in present day western Ohio. The people looked up – some in fear or astonishment, but others as though they were expecting it – and they were. For what they were witnessing had been prophesied by their leader.

This is the story of the meteoric rise from obscurity of a vibrant political and religious leader, a story often overshadowed by that of his brother, Tecumseh. This is the story of Tenskwatawa, otherwise known as The Prophet.

In this, the first of a 2 part series, we tell how Tenskwatawa rose from anonymity in Western Ohio to become a prophet for many Indigenous peoples and the leading figure in a Native “revitalization” movement. In the next installment, we’ll explore how Tenskwatawa relocated his followers to the banks of the Tippecanoe River and worked to protect his movement by whatever means necessary, whether that meant forging alliances or employing violence.

I’m Lindsey Beckley and this is Talking Hoosier History.

Before we get to the main story, there are a few things we need to put out there. This might take a while but it’s all really important for us to say – hang in there, we’ll get to the good stuff soon.

First, let’s talk about nomenclature. The most common ways to refer to the Native People of the United States–American Indian and Native American– are both problematic. Both come from outside the community that they try to describe, and both are trying to describe hundreds of different groups with just one phrase, a generalization that Native People themselves would never make. Ideally, to be accurate and respectful, we would always use the term a group uses to describe themselves, such as Shawnee or Miami, but in this case, multiple groups of people came together and intentionally set aside tribal affiliations.

In this episode, I’ll be using Native People or Indigenous People. As Native education specialist Chris Newall of the Passamaquoddy Tribe explained, neither of these terms link Native people to the nation which perpetrated a genocide against them. And one more note on nomenclature, Tenskwatawa’s name at birth was Lalawethika, meaning the Rattle or Noise-maker. He didn’t take the name Tenskwatawa, meaning “Open Door” or “The Prophet” until later in life, as part of his transformation into a religious and political leader. Today, to avoid confusion, I’ll be sticking to Tenskwatawa and the Prophet throughout.

We have been wanting to tell this story for a long time – the Indiana Historical Bureau has wanted to include more Native history in our work for years but, time and again, we’ve struggled with finding accurate language and utilizing Native sources, as well as forging sustained and mutually beneficial relationships with local native communities. We’ve produced problematic native history in the past – especially the mid-20th century – and we want to try our best to avoid making those same mistakes going forward.

But we do want to tell native history – in fact, we must tell native history, because native history is absolutely essential to understanding Indiana history, and to avoid telling it, no matter why, is a disservice to all Hoosiers. We strive to be ethical, respectful, and just in our representations while also understanding that, as non-natives, ours is inherently the perspective of the colonizers. All of this is to say – we know we won’t get it perfectly right, but we feel it’s imperative to try, and we sincerely hope that you’ll learn from this amazingly complex story nonetheless. Because this is a story that teaches us much about the complications and tensions between religion, politics, democracy, and land ownership – and similar tensions can be found throughout history all around the world.  So let’s get to it.

[Flute Music]

Beckley: The story of Tenskwatawa’s rise to power starts before he was born. Just months before his 1775 birth, his father Puckshinwa, a member of the Shawnee tribe, died in the Battle of Point Pleasant. Puckshinwa died fighting for a cause that would eventually become central to his son’s life – the retention of Native land and culture. In 1768, seven years before Tenskwatawa’s birth, the colony of Virginia was looking to expand, and had their eyes on present day Kentucky. The people living on that land – members of the Delaware, Wyandot, Mingo and Shawnee tribes – had no desire to cede their land to the American colonists.

In a continuation of what by this time had become an established pattern, the government of Virginia approached a group willing to make a deal. Thinking of Native Peoples as one cohesive group with shared ambitions is a massive oversimplification. Various tribes had different goals, and even villages and clans within the same tribe could have competing objectives. British, American, and Native factions often used one another against each other.  In this case, it was the Iroquois that the colonial government turned to. While the Iroquois did not live on the land, they claimed ancient conquest rights over it, ostensibly providing a loophole that the colonists would exploit. The Virginia government used this loophole to circumvent the land rights of the Native People living there, allowing them to “buy” Kentucky from the Iroquois for a pittance.

The resulting conflict between American Settlers and the Shawnee and Mingo people living on the land lasted for years. Tenskwatawa’s father was one of many killed in the battles, and the Shawnee of Kentucky were displaced to modern-day Ohio, which is where Tenskwatawa would be born and raised.

The disastrous effects of white encroachment on Tenskwatawa’s family continued even after the death of his father. When Tenskwatawa was a child, his mother, Methoataske, migrated west, leaving both Tenskwatawa, Tecumseh, and their siblings behind. While it’s unclear exactly why she left or why she didn’t take her children with her, it’s highly likely that she was fleeing the continued pressure being put on the Native groups in modern day Ohio by white encroachment.

Tenskwatawa would have heard the stories of his father’s sacrifice in his youth, felt the residual effects of his mother’s migration all of which were the result of incursions of Europeans into Native lands. In 1794, he watched his people fight for their land once again, this time against the American Republic rather than the British Colonies.

The conclusion of the American Revolution led directly to further European conflict with native groups when Britain ceded the Northwest Territory to the United States in the Treaty of Paris. That land had been occupied by a variety of Indigenous groups for millennia.

The Native Peoples had no representation at the proceedings, had not signed the treaty, and did not recognize the authority of Britain to sign over large swaths of their land to the Americans. When the US government began dividing and selling the land to white settlers, many of the Native factions in the area, including parts of the Wyandot, Shawnee, Lenape, Miami, and Wea tribes, formed a confederacy and fought for their homes in the Northwest Indian War. Ultimately, their confederacy was unsuccessful. Under great economic strain and military threat, they signed the Treaty of Greenville on August 3, 1795, ceding much of present day Ohio to the Americans in exchange for just $20,000 worth of goods, or $400,000 in today’s currency.

This “Western Confederacy” of Natives was an attempt to preserve the land of the Wyandot, Shawnee, Lenape, Miami, Wea, and other Native Tribes for the people who already lived there. Following the collapse of the confederacy, a period of accommodationist policy prevailed. Under intense economic pressure, some leaders like Shawnee Chief Black Hoof, agreed to accept US government oversight, adopt European Agricultural methods, and make other concessions. People like Black Hoof saw these policies as an alternative to total cultural genocide. Of course, all of this is a very simplified version of a rich and complicated story. There could be a whole podcast dedicated to the westward expansion of the United States, and the Native resistance of various forms to that expansion, but I just wanted to make sure I laid some general ground work for what comes next.

All of this – Puckshinwa’s death at the Battle of Point Pleasant, Methoataske’s westward migration, the Shawnee involvement in the Western Confederacy, and the accommodationist policies that prevailed afterwards – all of it set the stage for Tenskwatawa’s rise to become one of the most powerful leaders of his time.

In the decades following the end of the Northwest Indian War, there was little to indicate what was to come from Tenskwatawa. By his own account, he drifted, at one point married and had children but couldn’t support them so he drifted some more. He drank too much, was an alcoholic, and became overly cynical. Then, in the fall of 1804, it happened – the prophecy.

The main account of the prophesy comes from an 1808 boon by Richard McNamar called The Kentucky Revival. Academic history’s reliance on written sources means that Native voices are often left out of Native stories. This is problematic.

Yet, in many cases these narratives written by white men are the only print sources we have recounting Native history and so, we can either use what sources we have access to, while acknowledging their limitations, or further the injustice by not telling the story at all. Many times, the sources on Native history that can be found in archives were created by men who actively promoted the destruction of the Native peoples through warfare, or the death of their culture through religious conversion and assimilation. This makes it incredibly important to understand the sources and the biases with which they were written.

In this case, we’re using McNamar’s Kentucky Revival for a few reasons. Written from the first-hand experience of a man of the Shaker faith, this book seems to lack many of the paternalistic, derisive overtones evident in many contemporary documents. This is because the author, as an envoy of the Shakers, was not in the Prophet’s settlement as a missionary bent on conversion, but rather as a delegate who suspected that the Spirit of God was at work there. In other words, he was there to learn about the religious awakening surrounding Tenskwatawa, rather than to try to teach the Native inhabitants about his own religion. For these reasons, we’re drawing on McNamar’s description of Tenskwatawa’s vision. It says that Tenskwatawa…

Voice actor reading from McNamar: “fell into a vision, in which he appeared to be travelling along a road, and came to where it forked – the right hand way he was informed led to happiness and the left to misery. This fork in the road, he was told, represented that stage of life in which people were convinced of sin; and those who took the right hand way quit everything that was wicked and became good. But the left hand road was for such as would go on and be bad, after they were shown the right way…On the left hand way he saw three houses – from the first and second were pathways that led across into the right hand road, but no way leading from the third: this, said he, is eternity. He saw vast crowds going swift along the left hand road, and great multitudes in each of the houses, under different degrees of judgment and misery…He was afterwards…taken along the right hand way, which was all interspersed with flowers of delicious smell and showed a house at the end of it where was everything beautiful, sweet, and pleasant, and still went on learning more and more; but in his first vision he saw nothing but the state of the wicked; from which, the Great Spirit told him to go and warn his people of their danger, and call upon them to put away their sins, and be good. “

Beckley: And with that mandate from the Great Spirit, Tenskwatawa awoke and began immediately preaching and spreading the message that he had received. He turned from all of the sins of his past and became a new man, more than a man – a prophet. And if this drunk, meandering man could reform his ways, he believed, surely all others could follow. And many did. Yet, there were those who balked at the prophecy, and Tenskwatawa at times dealt harshly with dissenters, even going so far as to execute them. The Great Spirit sent yet another vision, again recorded in McNamar’s Kentucky Revival:

Voice actor reading from McNamar: ”Whereupon the Great Spirit told him to separate from these wicked chiefs and their people, and showed him particularly where to come, towards the big fort where the peace was concluded with the Americans: and there make provision to receive and instruct all from the different tribes that were willing to be good.”

Beckley: “The big fort where the peace was concluded with the Americans” could only refer to one place. And so the Prophet and his followers removed themselves from the potentially corrupting influence of dissenting voices to the Fort Greenville area, constructed a town, and began calling other Native Peoples to Greenville to hear the Prophet’s message. But what was that message?

Our best source on what exactly Tenskwatawa was preaching while in Greenville is the transcript of a speech given in 1807 by Le Maigouis, a messenger of the prophet. In the speech, Le Maigouis speaks with the words of Tenskwatawa. After warning his people to limit their contact with Americans Tenskwatawa said:

Voice actor reading from Le Maigouis: “They are not your Fathers…but your Brethren… My Children, The Whites I placed on the other side of the Great Lake, that they might be a separate people – To them I…have given Cattle, Sheep, Swine and poultry for themselves only. You are not to keep any of these Animals, nor to eat their meat – To you I have given the Dear, the Bear, and all wild animals…and the Corn that grows in the fields, for your own use – and you are not to give your Meat or your Corn to the Whites to eat.

My Children, You must not get drunk. It is a great sin…you must not drink one drop of Whiskey. It is the drink of the evil spirit…

My Children, You must kill no more Animals than are necessary to feed and clothe you…”

Beckley: That’s a sampling of the various instructions meant to keep his followers free from the influence of white culture, and today when we learn about the Prophet’s teachings in school, this portion of his message is always present. Historian James Madison’s textbook Hoosiers and the American Story says, “[Tenskwatawa] convinced many Shawnee, Miami, and Delaware to turn from the bad habits of the white man and return to Indian tradition.” And that’s absolutely true. But The Prophet also advocated a departure from some Native traditions as well.

One example of this is his denouncement of the mishaami, or medicine bags:

Voice actor reading from Le Maigouis: “Your wise men have had medicine in their bags – they must throw away their medicine bags and when the medicine is in blossom collect it fresh and pure.”

Beckley: These medicine bags were bundles of herbs that played a part in the religion of the Shawnee, Sac, Fox, Kickapoo, and other tribes. It was believed that they were able to heal the wounded, and they had been a traditional remedy for generations. Yet, Tenskwatawa deemed them of the evil spirit and required his followers to burn them. He also banned specific traditional dances, saying:

Voice actor reading from Le Maigouis: “You are no more to dance the Wabano, nor the Piogan or pipe dance – I did not put you on the earth to dance those dances, but you are to dance naked with your bodies painted and with the Poigamangum in your hands.”

Beckley: What became the main objectives of Tenskwatawa’s movement was also laid out in the message:

Voice actor reading from Le Maigouis: “You are however never to go to War against each other, But to cultivate peace between your different Tribes that they may become one great people.”

Beckley: “That they may become one great people…” What Tenskwatawa was advocating for here was more than a confederacy such as had been seen in the past. He was calling for the total abandonment of tribal affiliations – no longer would there be Shawnee, Potawatomi, Miami, Kickapoo, or Iroquois. Rather, all Native People would become one Pan-Indian nation with Tenskwatawa as their sole leader – both spiritually and politically. Le Maigouis, who carried Tenskwatawa’s message of unity, also carried a warning for those who refused to comply:

Voice actor reading from Le Maigouis: “Those Villages which do not listen to this talk . . . will be cut off from the face of the Earth.”

Beckley: To Tenskwatawa, his political goal of preventing further land loss was inextricably tied to his spiritual goal of uniting all Native People as one. One could not be done without the other. And for his spiritual goal to be achieved, his followers had to have faith in him as their prophet. As the movement spread and Tenskwatawa gained political strength, U.S. territorial leadership began questioning his spiritual powers in an attempt to weaken his influence. In a letter to the followers of Tenskwatawa, Territorial Governor William Henry Harrison wrote,

Voice actor reading from Harrison:  “Who is this pretended prophet who dares to speak in the name of the Great Creator. Demand of him some proofs at least of his being the messenger of the Deity. If God has really employed him he has doubtless authorized him to perform some miracles, that he may be known and received as a prophet. Ask of him to cause the sun to stand still – the moon to alter its course – the rivers to cease to flow – or the dead to rise from their graves. If he does these things, you may then believe that he has been sent from God.”

Beckley: Almost as if in direct response to this taunt, Tenskwatawa sent envoys  to many surrounding Native villages carrying his message, calling followers and skeptics alike to join him at Greenville for a demonstration of the power possessed by the Prophet – For on June 16, 1806, Tenskwatawa would put out the sun.

And this is where we’ll end part 1 of the story of Tenskwatawa. In part 2, we’ll see the teachings of The Prophet begin to spread and demand the attention of U.S. government officials in the area soon after he and his followers relocate to the banks of the Tippecanoe River in present day Indiana. We’ll also examine his relationship with Indiana Territorial Governor William Henry Harrison, including the battle of Tippecanoe, and the War of 1812 in order to better understand how Tenskwatawa’s uniquely successful movement began to come apart.

Join us in two weeks for a very special segment of Giving Voice. I’ll be talking with Chris Newall, the Director of Education at the Akomawt Education Initiative. Akomawt is an initiative dedicated to changing the ways in which we teach and learn about Native History, and we were so happy to have the chance to chat.

Once again, I’m Lindsey Beckley and this has been Talking Hoosier History. Talking Hoosier History is a product of the Indiana Historical Bureau, a division of the Indiana State Library. Talking Hoosier History is written by me, Lindsey Beckley. Production and sound engineering by Jill Weiss Simins. Thanks to Justin Clark for lending his voice to the show, and to Dr. Michella Marino for all of her wonderful help with the script.

The music for today’s episode was written and performed by award-winning flute player Darren Thompson from the Lac du Flambeau Ojibwe Indian Reservation in Northern Wisconsin. You can learn more about Darren’s work to promote American Indian cultural awareness as well as listen and buy his music on his website darrenthompson.net. We’ll put that link in the show notes.

The book The Gods of Prophetstown by Adam Jortner was my main secondary source for this episode. If you would like to see all of my sources, visit blog.history.in.gov and click “Talking Hoosier History” at the top to see a full transcript and show notes. If you enjoy Talking Hoosier History and would like to help spread the word, rate and review us on Apple Podcasts or wherever you get your podcasts.

Thanks for listening!

Show Notes for Tenskwatawa: The Making of a Prophet

Music

All music in this episode was produced by award-winning flute player Darren Thompson from the Lac du Flambeau Ojibwe Indian Reservation in Northern Wisconsin. You can learn more about Darren’s work to promote American Indian cultural awareness as well as listen and buy his music on his website darrenthompson.net.

The tracks heard in this episode are:

“The Creation Song”

“Eagle Whistle Song”

“Night Traveler”

Books

Calloway, Colin, First Peoples: A Documentary Survey of American Indian History, Boston: Bedford/St. Martin’s, 2016.

Calloway, Collin, The Shawnees and the War for America, New York: Penguin Books, 2007.

Cayton, Andrew, Frontier Indiana, Bloomington: IU Press, 1998.

Dubar-Ortiz, Roxanne, An Indigenous Peoples’ History of the United States, Boston: Beacon Press, 2014.

Edmunds, David, Tecumseh and the Quest for Indian Leadership, New York: Pearson Longman, 2008.

Edmunds, David, The Shawnee Prophet, Lincoln: University of Nebraska Press, 1983.

Gugin, Linda and St. Clair. James, Indiana’s 200: The People Who Shaped the Hoosier State, Indianapolis: Indiana Historical Society, pgs 346-348.

Harrison, William Henry, Messages and Letter of William Henry Harrison, 1773-1841, Indianapolis: Indiana Historical Commission, 1922.

Jortner, Adam, The Gods of Prophetstown: The Battle of Tippecanoe and the Holy War for the American Frontier, New York: Oxford University Press, 2011.

Kinietz, Vernon, and Voegelin, Ermine, Shawnese Traditions C.C. Trowbridge’s Account, Ann Arbor: University of Michigan Press, 1939.

Madison, James, and Sandweiss, Lee Ann, Hoosiers and the American Sotry, Indianapolis: Indiana Historical Society Press, 2014

McNemar, Richard, The Kentucky revival, or, A short history of the late extraordinary outpouring of the spirit of God in the western states of America: agreeably to Scripture promises and prophecies concerning the latter day: with a brief account of the entrance and progress of what the world call Shakerism among the subjects of the late revival in Ohio and Kentucky : presented to the true Zion-traveler as a memorial of the wilderness journey, New York: Reprinted by Edward O. Jenkins, 1846.

Michigan Historical Commission, Michigan Historical Collections, Vol 40, Ann Arbor: University of Michigan Library, 2006, pages 127-133.

Sugden, John, Tecumseh: A Life, New York: Henry Holt and Company, 1997.

Warren, Stephen, The Shawnees and Their Neighbors, 1795-1870, Illinois: University of Illinois, 2005.

Web Sites

Candey, Robert, and Young, Alex. “Total Solar Eclipse of 1806 June 16,” NASA Eclipse Web Site. https://eclipse.gsfc.nasa.gov/SEsearch/SEsearchmap.php?Ecl=18060616 (accessed July 23, 2018).

Academic Journals

Cave, Alfred. “The Shawnee Prophet, Tecumseh, and Tippecanoe: A Case Study of Historical Myth-Making.” Journal of the Early Republic, Vol 22. No. 4 (Winter, 2002). Accessed: https://www.jstor.org/stable/3124761?read-now=1&loggedin=true&seq=1#page_scan_tab_contents