09/22/12

Having a Great Time!

“There Are But Two Parties Now…”

     I have been thoroughly enjoying attending the 34th annual Mid- America Conference on History. I think my paper was well received. I have heard several excellent papers and have met some great people with whom I expect to maintain contact. Some of the highlights (and a lowlight):

     In my session, Mark Neels presented a paper titled, And So My Political Life Has Closed: Edward Bates and the Republican Convention of 1860. Mark contends that Bates’ candidacy was de-railed in part because the German-Americans, mainly Carl Schurz and Gustavus Koerner, refused to support him due to his earlier involvement with the Know-Nothings.

     Joan Stack’s presentation on newspaper portrayals of  Nathaniel Lyon in the immediate aftermath of the Battle of Wilson’s Creek was fascinating. She has a Phd. in Art History and was able to show how drawings of Lyon and the battle were modeled on paintings of religious scenes which would have evoked  powerful reactions in mid-nineteenth century Americans. 

     Walter Ohlson presented a paper that was essentially a critical commentary on a book by Edward Ayers titled Let’s Talk About It: Making Sense of the American Civil War.  The book is a collection of essays designed to be used as a discussion guide. Ohlson found the chapter on Shiloh to be confusing and incomplete. I was not familiar with the book, but a couple of the professors in the room have used it and they also thought the chapter on Shiloh was less than satisfactory.

     There was one presenter I took exception with. Timothy Wescott’s presentation, Legislators of the Twelfth Star, covered the make-up of the legislators chosen by the deposed Jackson government in Neosho in 1861, who represented Missouri in the Confederate government during the war. Throughout his presentation he kept referring to this governmnent and to the legislators as ”our” representatives.  Also, at the beginning of his talk, he said the Hamilton Gamble provisional government was “federally imposed.” When I asked him to clarify that, his reponse was that Lyon had driven the elected Jackson government out of Jeff City and installed a pro-Union government. I told him that the provisional government was constituted by a convention of delegates elected by Missourians, that there were no representatives from Washington or from the Lincoln Administration, and the convention did not do its work at the point of federal bayonets. It was Missourians at the convention. His reponse: “We’ll have to disagree professionally.”

   George Rable’s featured talk last night covered religion in the Civil War. Dr. Rable is an excellent speaker. He talked about how pervasive the idea of “providence’ was on both sides. Americans North and South believed in Divine Providence; that is that God has a plan and that everything happens for a reason. Both sides believed God was on their side, however, and they attempted to explain every victory or defeat in terms of the will of God. Victory was usually proof of God’s favor, defeat was usually proof of God’s chastisement for sin. Exactly what that sin was tended to be a matter of perspective, however.

    I’ll soon be heading over to Wilson’s Creek National Battlefield to listen to another talk by Dr. Rable and then go on a tour of the battlefield led by friend and former professor, Dr. William G. Piston.

09/18/12

The Mid-America Conference on History

     Tomorrow I will be heading over to Springfield to attend the Mid-America Conference on History hosted by Missouri State University. I will be presenting a paper on Thursday at the 3:15 session. I have presented papers to various groups and given interpretive talks for many years, but this will be my first academic conference. Dr. Worth Robert Miller is the conference coordinator this year. Dr. Miller was on my graduate committee  when I was working on my M.A. at Missouri State. It’s been more than four years since I saw him last, and it was a real honor to receive an email from him a few months ago asking if I had a paper I’d like to present this year.

     The paper I will be presenting discusses the personal politics and political party affiliations of Ulysses S. Grant in the years preceding the Civil War. Parts of the paper come from posts on this blog, but the paper represents the research and thought I’ve put into this subject for several years now; particularly the last four years since I’ve been at Ulysses S. Grant NHS. 

     We are all products of the times and the environments in which we are born, grow to maturity, live, and work. Ulysses Grant was no different. Grant biographers have relished the contrast between Grant’s upbringing in Ohio, including his father’s Whig Party and anti-slavery politics, and that of Grant’s years at White Haven, his Democrat, slaveholding, father-in-law’s Missouri plantation, where Grant lived and worked from 1854-1859. My paper explores those two seemingly contradictory influences on  Grant.

     I’m also looking forward to hearing several other presentations, including one by Joan Stack of the State Historical Society of Missouri titled, “The Hat, the Horse, and the Hero: The Impact of Newspaper Illustrations Representing the Civil War Battle of Wilson’s Creek on the Legacy of General Nathaniel Lyon.” Also, the featured speaker on Friday night is Dr. George Rable of the University of Alabama. His talk is titled, “God as General: Was There a Religious History of the American Civil War?” I listened to one of Dr. Rable’s lectures online not long ago in which he said there was an anti-party spirit at the outbreak of the Civil War; regular citizens believed partisan party politicians had brought on the crisis. I note in my paper that Grant displayed that anti-party inclination, despite his quick support of the new Lincoln Administration.

     If you will be attending, or if you are in the area this week, I hope to see you!

05/23/12

Grant, the Jews, and the Separation of Church and State

      On June 20, Ulysses S. Grant National Historic Site will welcome guest speaker Jonathan D. Sarna, author of the recently published book, When General Grant Expelled the Jews. Grant scholars know that in December 1862, as the General in command of the Department of the Tennessee, Grant issued what is described as the “most notorious anti-Jewish order by a government official in American history.” The infamous General Orders No. 11 decreed:

     The Jews, as a class violating every regulation of trade established by the Treasury Department and also department orders, are hereby expelled from the department within twenty-four hours from the receipt of this order.

     Post commanders will see that all of this class of people be furnished passes and required to leave, and any one returning after such notification will be arrested and held in confinement until an opportunity occurs of sending them out as prisoners, unless furnished with permit from headquarters

     No passes will be given these people to visit headquarters for the purpose of making personal application for trade permits

     By order of Maj. Gen. U. S. Grant

     Sarna explains the circumstances that led to General Orders No. 11, including what might have motivated Grant to issue the order, without completely exonerating him. He does an excellent job of explaining the immediate affect this order had on innocent Jews living in the territory of Grant’s department. He introduces prominent Jews who immediately appealed to President Lincoln, who subsequently revoked the order.  The damage to Grant’s reputation, and the blot on his character could not so easily be revoked.  For his part, Grant himself quickly realized the mistake he had made, and spent the rest of his life doing his best to make up for it. As Sarna explains, Grant knew “that in expelling ‘Jews as a class’ he had failed to live up to his own high standard of what it meant to be an American” and this “was never far from his mind.”

     Here we are confronted once again with the question: What is an American? In this case the question more specifically is: Must you be a Christian (even more specifically, must you be a Protestant Christian) to truly be an American? Sarna relates that in the post-Civil War years many people concluded that the war had been punishment for “the absence of any adequate recognition of the soveriegnty of God…in our Constitution.” The National Reform Association was established in 1864, having as its objective to “declare the nation’s allegiance to Jesus Christ and its acceptance of the moral laws of the Christian religion, and so indicate that this is a Christian nation.” They proposed a rewrite of the Preamble of the Constitution which read:

     We, the people of the United States, humbly acknowledging Almighty God as the source of all authority and power in civil government, the Lord Jesus Christ as the Ruler among the nations, his revealed will as the supreme law of the land, in order to constitute a Christian government…

      A major supporter of this amendment was Missouri Senator B. Gratz Brown, despite the fact that he was the grand-nephew and namesake of Benjamin Gratz, a prominent Jewish merchant. According to Sarna, during the years of Grant’s Presidency there was a steady push to get this amendment passed, but it failed to ever make it out of congressional committee, thanks in large part to “effective behind-the-scenes lobbying” by prominent Jews. Instead, the Fourteenth and Fifteenth Amendments “greatly broadened the constitutional definition of  ‘we the people,’ just as Grant and his party had hoped.”

     Today, there is a continuing effort to declare the United States a Christian nation (see here). Is, or has, the United States ever been a Christian nation? To answer this question in the affirmative is to declare that thousands of people living in this country are not really Americans because they are not Christians. The consequence of this way of thinking is this: If they are not really Americans, are they entitled to the same rights and privileges? Are they equal? The Jewish Americans of Grant’s day recognized this and fought against it. They demanded that Thomas Jefferson’s “high wall of separation between church and state” be maintained. Ulysses Grant agreed. ”Leave the matter of religion to the family altar, the church, and the private school supported entirely by private donation,” he declared in 1875, and ”keep the church and state forever separate.”    

 

04/9/12

Landing a National Park Service Job: My Own Story (Part Two)

This is continued from yesterday’s post.

During my graduate program at MSU I tried to take as many 19th Century History courses as possible. In addition, I was particularly interested in Ulysses S. Grant, so when I could I did book reviews on Grant books and wrote term papers on Grant topics. For instance, for my American West class I wrote a paper on Grant’s Peace Policy, and for my Civil War and Reconstruction class I wrote about Grant’s relationship with Charles Sumner, Santo Domingo, and the election of 1872. I opted not to write a thesis, although my seminar paper on Wilson’s Creek in History and Memory ended up being thesis length anyway. I maintained a 4.0 G.P.A while working fulltime at the battlefield. I knew though, that my employment would end upon graduation, so I kept a close eye on USAJobs for possibilities.

I applied for a temporary one year GS-4 Park Guide position at Arlington House. I thought I was applying for a term position. Term positions include health benefits which I had not had for years. I didn’t realize that there is even such an animal as a temporary one year position. I thought the jobs were either 1039 seasonal, term (1-4 years), or permanent. I was wrong. Parks can hire  on a temporary basis, keep you as long as they want or let you go when they want, and not provide benefits. Ever since, I’ve wondered why a park would ever advertise a 1039 or a term position, but I’ve actually seen very few temporary positions announced. At any rate, I was offered the job at Arlington House.

I was to report a few months later, after I had completed my graduate program. In the meantime I continued to look for better opportunities. I applied for and was offered a GS-5 seasonal position at Appomattox. I wanted to go there, but it turned out the job was only going to last a couple of months. I just couldn’t afford to risk being out of work that soon. I then applied for and was offered a GS-5 seasonal position at Ft. Vancouver. For personal family reasons, because it was a GS-5, and because Grant had been stationed there, I really wanted to accept, but this one was only going to last through the summer; about four months. So I called the Site Manager at Arlington House to talk about my dilemma. Miraculously, he told me to go to Ft. Vancouver for the summer and he would still bring me on afterwards. He said the experience I would gain at Ft. Vancouver would benefit Arlington House when I got there.

I have no doubt that my 5 points veterans preference helped me get these offers, but I also believe I was well qualified. In fact, I have applied for several positions that I did not get. A couple of them still puzzle me. For example, at this same time two term GS-5 positions were announced at Lincoln Home. I applied thinking I should have a great chance at getting one. I didn’t. I know one of the guys who did. He was a young college grad who had been a seasonal with me in 2006 and had returned for the 2007 season. I was now close to getting my MA, had worked at Wilson’s Creek for almost a year, and I was a preference eligible veteran, which he was not. But he got one of those positions. He is a great guy, very capable, and again, the NPS was lucky to have him. I count him as a good friend. He worked two years on that term appointment, applied for a permanent position that he was well qualified for and didn’t get it. He’s now out of the Park Service, and it’s the NPS’s loss.

If you are reading this and you don’t know about or understand veteran’s preference points in federal hiring, let me say this: when you submit an application you earn a score of up to 100 points depending on your qualifications and experience.  Veterans who have served during specific time periods when the country was engaged in a conflict get an additional 5 points and handicapped veterans get ten.  So a preference eligible veteran can get 105 or 110 points but the most a non-veteran, no matter how qualified, can get is 100. See here:

http://www.fedshirevets.gov/job/vetpref/index.aspx

Theoretically, a well qualified and experienced non-veteran could get a job over a minimally qualified veteran. I say “theoretically” because that doesn’t seem to be what is happening and I will try to explain why I believe that is the case later. While I’m on the subject, there is also a program called VRA, Veteran’s Recruitment Act, through which certain veterans, basically those who have actually been in war zones, can be hired without going through the competitive process. See here:

http://www.fedshirevets.gov/job/shav/index.aspx

I got my M.A. in history in May of 2008, and my wife and I hit the road to Ft. Vancouver, pulling our fifth-wheel trailer behind us. Just our luck, fuel prices skyrocketed that year. In Vancouver we found a decent RV Park not far from the park. I thoroughly enjoyed my summer working at Ft. Vancouver; in fact, I would love to go back there. The park does a number of special events each year, there is lots of living history, and it is a beautiful area. I definitely benefitted from my experience there. Unfortunately, my wife was never able to find a temporary job while we were out there, so our finances continued to suffer.

While at Ft. Vancouver, I continued to watch USAJobs. Lo and behold, a term GS-4 Park Guide position opened at U.S. Grant NHS in St. Louis. I applied. I still had the job at Arlington House, but the Grant job was an actual term position with health benefits and in a much lower cost of living area. Besides, truth be told, I was much more comfortable with the idea of interpreting Grant than Lee. I got the job. I had to call ArIington House to tell them I wasn’t coming after all that time. I felt rather bad about it, but…  In mid September 2008 we headed back to Missouri. I honestly believe that I was overqualified for the job. I was going from a GS-5 back to a GS-4, but it was term so that was a step in the right direction. Not long after I started there the Chief of Interp told me he had several equally qualified applicants and that the deciding factor was the last digit of my Social Security number. Somehow, I had the lucky number. Wow.

More tomorrow.

03/18/12

Should This Be The Future Of NPS Interpretation?

     Last summer I wrote a blog post, Interpreting America’s Natural and Cultural Resources, in which I related my understanding of what “interpretation” is. I have been in Public History for many years, including working for the National Park Service for a total of more than five years at four different historic sites. I have given countless guided tours; house tours, battlefield tours, city walking tours, and bus tours. I have presented living history programs as a Civil War soldier, an 18th century fur trader, woodworker, and baker; a 19th century railroad worker, and a 19th century politician. I’ve read a number of books and magazine articles on interpretation and I’ve completed on-line courses in interpretation. Let me say up front that I think interpretive skills are most certainly important.

     I’m writing this in response to a recent post by John Rudy over at Interpreting the Civil War. The blog is a joint effort of John Rudy and Jake Dinkelaker. They are a couple of very smart guys with an obvious passion for history and I often find their blog to be quite interesting. The particular post in question discusses how best to communicate with a modern audience. John shared a music video that addresses the history of women’s rights. It is an entertaining video, but is this style of “interpretation” something that should be adopted by the NPS?  You can watch the video here or at Interpreting the Civil War.

 (If the following text is red, click on the blog title, Yesterday…and Today, above to get it back to black. The text is getting caught in the video imbed somehow.)

    John had this to say in a comment:

A public historian’s job is not to provide History. History is, in the end, a product produced by the academy for the academy and nothing more. The public historian, instead provides interpretive opportunities based in historical settings and using the experiences of the people of the past. We offer people a glimpse into the past, an opportunity not to simply learn about the past but to viscerally understand and inhabit it. I take umbrage at your denigration [of] this product (and by extension any product) for, “only going for an emotional response.” Repeating facts and figures AT a crowd, dictating AT THEM endless litanies of quotes and statistics will NEVER help them understand anything in the sites and places we hold dear. Helping them feel the raw human emotion these places hold creates stewards, not simply helping them to know what happened in them. Interpretation based solely in intellectual connections is far less successful at forging meaningful visitor experiences than that which incorporates, highlights and places center stage universal emotional connections.

      This is where I have to disagree: A public historians’ job, any historians’ job for that matter, is to provide history. It’s great if I can help a visitor make BOTH an emotional and an intellectual connection to the site. But, if I have a choice, I’d prefer to help them make an intellectual connection; I’d rather they learn something. I’d rather they say, “Wow, I didn’t know that before!” I’d rather they leave believing that a historic site is a place to learn, not necessarily to be entertained, and that they become stewards because they think the site provides important lessons in history, not entertainment. I disagree with the assertion that “facts and figures… NEVER help them understand anything in the sites and places we hold dear.” It’s all in how those “facts and figures” are presented. Furthermore, using quotes, the actual words of those we are interpreting, helps establish our credibility; we are presenting actual history, not something we’ve just made up. I don’t know enough about the history of women’s rights to know if the video is accurate, but that isn’t really my point here. I could have learned a lot more in the time it took me to watch that video if it had been a straightforward history video instead of a dance video. I will say, however, that I tend not to trust information I get from dance videos, which leads me to this:

     I don’t believe we need to “dumb down” our presentations to properly interpret historic sites. I believe we have more of a responsibility to present accurate history than to entertain. I do not believe we fail to help visitors make emotional and/or intellectual connections to these sites by providing “facts and figures.” John compares this video with videos made for children, which I don’t think is an apt comparison. Do we assume our adult visitors have the learning capabilities of children? John says, “History is, in the end, a product produced by the academy for the academy and nothing more.” I say that’s balderdash. Public history should never be divorced from academic history; the two should be linked, entwined, joined at the hip. Would we say that interpretive programs at the Grand Canyon, Mammoth Caves, or Redwood National Forest shouldn’t be based on sound geology, biology, etc.?  

    It is my personal belief that there is far too much emphasis put on “interpretation” in public history today which too often leads to an almost complete lack of emphasis on “knowledge of the resource.” I’ve had this discussion with several of my colleagues and each time I try to make the point that a person can have all the interpretive training in the world, but if that person doesn’t know anything about what they’re interpreting, that person can’t interpret! I’m all for helping visitors make “emotional connections” to the site, but interpretation should not be misinformation. We need to be sure we are providing accurate history, not just “touchy-feely” history. Visitors often know when they are talking to someone who knows their subject versus someone who does not. I’ve seen comments on blogs and on facebook that reflect this. One NPS historian sadly said that you can’t always walk into a park and expect that person in grey and green to know what they’re talking about. I’m going out on a limb here, but, again, I think that’s because there is often too much emphasis on “interpretation” and not enough emphasis on knowledge. In addition, it’s one thing to have a wonderful “interpretive” product, be it a talk, a video, or whatever, but when the visitor begins asking in-depth questions, what does the highly trained interpreter with little to no knowledge do?

     As in all things, there has to be a balance. Ultimately, it is important to have both interpretive skills and knowledge.  One person I know who has thirty plus years in the NPS, told me that in his experience it’s like a pendulum; for a while there is an emphasis on getting people into the parks with knowledge (academic history) until it’s decided that communication skills are lacking. Then there is an emphasis on interpretive skills until it is decided there is a lack of knowledge…and so it goes.

     I appreciate that John is thinking “outside the box.” I appreciate new ways of teaching, which is what I believe good interpretation actually is, and maybe this video could be effective in some situations; (the creator of the video provided a couple of ideas on how to use it as a teaching tool, see here), but I simply disagree with John’s idea of effective interpretation and the job of a public historian. So, what do you think? If you are a teacher, would this be something you might use in a classroom? If you are an interpreter can you see a use for this in a park?

 

 

12/27/11

You Be The Historian

 

 

 

 

 

 

 

 

      I read an interesting article at HNN about teaching history. I’ve been involved in public history for years, but I’ve never faced the challenge of teaching history in the classroom. Still, I think it is the responsibility of the public historian to educate as much as it is the responsibility of the classroom teacher. It is simply a different venue. I’ve had a love of history for as long as I can remember, so I admit that I find it difficult to understand how a “nationwide survey of attitudes toward history classes found that “boring” was the most common word associated with the subject.”  Nevertheless, the article asserts, “when students approach history as an inquiry-based enterprise, they come to grasp that history is not a single story, but a contested one, and they can, once they have mastered the skills, make their own meaning out of the evidence left to us by the past.  With this understanding, the study of history can actually provoke excitement.” Read the entire article here.

     I work at a historic site that is required to interpret the institution of slavery. It is, of course, a difficult and sensitive subject. James Oliver Horton wrote in Slavery and Public History: The Tough Stuff of American Memory, “Public historians giving presentations on the history and impact of slavery on America and Americans immediately confront a daunting problem: the vast majority of Americans react strongly to the topic, but few know much about it.”

     With all this in mind, I present this challenge.  The above drawings appeared in Harper’s Weekly in May of 1872 with the following text:

     NEGRO LIFE AT THE SOUTH

    Mr. Sheppard’s admirable sketches exhibit two characteristic phases of negro life in the Southern States. In one there is the slave, apparently the property of a kind-hearted wealthy planter whose mansion looms up in the distance. The day’s work is over, the wife is preparing supper, and the old man sits down to cheer himself and the children a few minutes with some lively scraping on the fiddle. None of them appear to take any thought of the future or any interest in anything but the music, with a thought, perhaps, on the coming supper.

     The other sketch shows the effect of emancipation on the negro. He becomes another character; he wants to learn; his children go to school; and when the day’s work is over they read the paper to him. In short, he has changed from a slave to a man.

     How would you interpret these images and this text? What would you want to know to help you?  Are they helpful or harmful in any attempt to understand slavery in America? What do they tell us today?

12/14/11

“Civil War to Civil Rights”

     The National Park Service adopted the theme “Civil War to Civil Rights” to guide interpretive programming during the Sesquicentennial in order to help show the continuing relevance of the epic conflict of 1861-1865 to today. (See herehere, and here.)The theme is useful to the extent that it highlights the struggle of African-Americans to claim their rightful place as citizens in American politics and society. It provides a connecting interpretive thread between the various Civil War sites that the NPS oversees, including battlefields, and the NPS sites that focus on the civil rights of African-Americans, such as Central High School in Little Rock, Arkansas, and Brown vs. Board of Education in Kansas.  

     Given the general public perception that the Civil War had something to do with ending race based slavery in America, I believe most people make the automatic mental jump from the Civil War to the Civil Rights movement of the 1950-60s when they hear the theme “Civil War to Civil Rights,” which is, I’m sure, what was intended. The jump from the Emancipation Proclamation and Appomattox to visions of Martin Luther King, Rosa Parks, and lunch counter sit-ins is understandable since so many of us were actually living during that latter time period. And, I’ve heard historians say that there was no meaningful civil rights legislation from the end of Ulysses S. Grant’s administration until Lyndon Johnson.

     Yet, civil rights is a term that should have meaning for all Americans, not just African-Americans. The struggle for civil rights has been the story of America since its founding. That is why we have a Bill of Rights in our Constitution. Even including those first ten amendments, the original Constitution did not guarantee rights to every individual residing within the country’s borders. It did not specifically cover every right we now consider essential. Furthermore, it was argued that the Constitution applied only to the federal government, not to the individual state governments. Therefore, the story of America is a story of struggle and growth in the realization of America’s founding declaration that people are entitled to life, liberty, and the pursuit of happiness and its democratic form of government. And that growth has come in fits and starts. There have been periods of expansive broadening of civil rights and periods of retrenchment. 

     The first question that must be asked is: what are civil rights? The following are six definitions from a recent Google search and a thought or two of my own regarding each:

1.   Rights derived from the social contract – the consent of society at large to the rules under which its members live.

        What happens when there is a majority who will not allow a minority to have certain rights?  

2.   Equal treatment of all people with respect to protection of the law and to the enjoyment of life, liberty, and property.

         This sounds a lot like our Declaration of Independence, but is the Declaration law? Remember, the federal government was formed by the Constitution, not the Declaration. Nevertheless, Abraham Lincoln once said he never had a political feeling that he did not derive from the Declaration. Of course, it was vehemently argued that the founding documents only applied to white men.  African-American slaves were considered property and slave-holders argued they had property rights regarding their slaves.

3.   The right of certain individuals not to be discriminated against in employment, public accommodations, housing, voting and education because of their protected class status.

      This seems like a very narrow definition. Why “certain individuals”? And why should there be “protected classes”? Shouldn’t everyone have the same rights?

4.   Those rights that are considered to be unquestionable; deserved by all people under all circumstances, especially without regard to race, creed, color, or gender.

     This is a very broad definition, which begs the questions, what rights are “considered to be unquestionable” and who is doing the “considering”? What happens when your rights interfere with my rights? And the phrase “under all circumstances” raises all kinds of scenarios that deserve further discussion.

5.   A broad range of rights, freedoms, and privileges granted by the U.S. Constitution.

      This might be a better definition if it said “protected” instead of “granted.” But, it still leaves unanswered what the difference is between “rights, freedoms, and privileges” and from whence exactly these rights, freedoms, and privileges come. The Declaration of Independence said “We hold these truths to be self-evident; that all men are created equal, that they are endowed by their creator with certain unalienable rights, and among these are life, liberty, and the pursuit of happiness.” But what exactly is the meaning of the terms “life, liberty, and the pursuit of happiness”?

6.   A civil right is an enforceable right or privilege, which if interfered with by another, gives rise to an action for injury. Examples of civil rights are freedom of speech, press, and assembly; the right to vote; freedom from involuntary servitude; and the right to equality in public spaces. Discrimination occurs when the civil rights of an individual are denied or interfered with because of their membership in a particular group or class. Statutes have been enacted to prevent discrimination based on a person’s race, sex, religion, age, previous condition of servitude, physical limitation, national origin, and in some cases sexual orientation.

      This last definition comes from Cornell University Law School. It’s a definition that millions of Americans of the past would not have recognized. It’s a definition that would be celebrated by many Americans today, but for others it rubs the wrong way. I find that much of my reading lately directly or indirectly relates to this subject. Although it has certainly been argued that the most important expansion of civil rights in America was the enactment of the Thirteenth and Fourteenth Amendments as a result of the Civil War, and that the Civil Rights Movement of the 1950-60s radically changed American society, the struggle for civil rights did not end in 1865 (or 1877) and suddenly re-start in the 1950s.

 

 

04/13/11

The Conspirator Opens Friday

     I’m looking forward to seeing The Conspirator, which you probably know opens Friday. I have no idea how historically accurate the film is, but I am impressed by the film’s website; particularly the list of recommended books.  One of those is Michael Kauffman’s American Brutus, which I read a few years ago. I’m no expert on the Lincoln assasination, but I thought Kauffman’s work was well researched and written. I notice that an Amazon reviewer criticizes Kauffman for letting Dr. Mudd off the hook too easily. I saw a panel discussion a while back that featured noted Lincoln assasination “experts,” including Kauffman and Edward Steers, author of Blood on the Moon, and it seemed to me that Kauffman had the best grasp of the various issues. You can view the c-span panel discussion here.

The film’s website also has educational resources for teachers. Check it out here.

03/23/11

NPS and Civil War Interpretation

  As a follow-up to yesterday’s post, here is another portion of my Master’s paper.

   The Civil War stands as the defining epic in American history.  Perhaps no one has expressed this more eloquently than Robert Penn Warren when in 1961, he wrote: “The Civil War is, for the American imagination, the greatest single event of our history…We became a nation, only with the Civil War…The Civil War is our only ‘felt’ history – history lived in the national imagination.”[1]  Despite the passage of nearly a half century, Warren’s observation remains true, though “imagination” may be the operative word.  Memory of the war is shaped by the hundreds of books on every conceivable topic related to the war (some far more scholarly than others), that are published every year.  Television programs, particularly on the History Channel, feature films such as Glory, Cold Mountain, and Gettysburg, the participation of thousands of re-enactors in recreating encampments and battles, and visitation to museums and battle sites, all contribute to popular memory of the war.  The National Park Service, as the official federal government caretaker and interpreter of America’s national historic sites and battlefields, also has a tremendous impact on the public’s understanding of Civil War history.   

      In a doctoral dissertation authored in 2003, John Spielvogel argued that the National Park Service’s overall philosophy is dominated by a preservationist orientation.  This preservationist orientation “emerged from their years of experience with preserving scenic landscapes.”[2]  Spielvogel wrote: “The role of the NPS as curator of the natural past was transformed into curator of the historical past in the early 1930’s.”  Yet, the Park Service is frequently still judged by how well it preserves landscapes rather than how it interprets history.  In the cases of both natural and historic sites, struggles erupt between preservation and pro-growth advocates, such as housing and commercial construction contractors, politicians wanting increased tax revenues, and businessmen wanting to exploit natural resources.  In these contests, the public frequently favors the National Park Service because of its preservation capabilities.  However, unlike natural parks where the issues often involve the environment, proponents of Civil War battlefield preservation argue battlefields should be preserved “because they provide a link to understanding the foundations of a new national consciousness.”[3] In addition, “‘[c]ultural values are passed, and lessons learned’ when walking through the battlefields.”  If this is true, it is reasonable to ask, what values and what lessons?  Battlefield preservation advocates also contend “‘many Americans have come to view the battlegrounds as ‘sacred ground,’ hallowed by the sacrifices of the soldiers who gave their lives in support of their ideals.’”[4]  The National Park Service is usually in complete agreement and is a willing partner in battlefield preservation campaigns. 

   Spielvogel contended the preservationist orientation of the Park Service has influenced its interpretive efforts, particularly at Civil War sites.  Battlefield preservation advocates and the National Park Service believe battlefield landscapes should be preserved as much as possible as they appeared at the time of the battle.  Spielvogel observed that just as the Park Service has attempted to ‘freeze’ the natural landscape of battlefields, it has also ‘frozen’ its historic interpretation of the Civil War battlefields under its care.  The ‘frozen’ historic interpretation, however, is not that of the heated conflict of the 1860’s, but of the reconciliation of the 1880’s and 1890’s.[5]

      In 2000 Congressman Jesse Jackson inserted into a Department of the Interior appropriations bill, language that directed superintendents of the National Park Service’s Civil War battlefields to expand the scope of their interpretation.  Jackson, the 91st African-American elected to Congress, had toured some of the eastern battlefields.  He came away believing that the National Park Service

does an outstanding job of documenting and describing the particular battle at any given site, but in the public displays and multimedia presentations, it does not always do a good job of documenting and describing the historical, social, economic, legal, cultural, and political forces that originally led to the war which eventually manifested themselves in particular battles.[6]

In particular, Jackson felt the issue of slavery as the root cause of the war needed to be addressed.  The legislation expressly directed the Secretary of the Interior “to encourage Civil War battle sites to recognize and include in all of their public displays and multimedia educational presentations the unique role that the institution of slavery played in causing the Civil War.”[7]  What Jackson sought to achieve was a federal government effort at battlefield sites, to revive and instill in Americans what Civil War memory scholar David Blight termed the “emancipationist vision” of the war.[8]

     The emancipationist vision holds that the victory of the North resulted in a “reinvention of the republic and the liberation of blacks to citizenship and Constitutional equality.”[9] In the emancipationist vision, African-Americans played central roles in securing their own freedom, primarily by enlisting and fighting in the Union Army.  Two competing visions, labeled by Blight as the “reconciliationist” and the “white supremacist” vision, combined in the half-century after the war to allow the warring sections to achieve a social, political, and economic reunion, largely on Southern terms.

     While white Americans celebrated a new era of nationalism amid technological and economic advance, the Old and New South were romanticized, and “devotion alone made everyone right, and no one truly wrong, in the remembered Civil War.”[10]  The role of African-Americans was forgotten, and as Blight wrote: “The memory of slavery, emancipation, and the Fourteenth and Fifteenth Amendments never fit well into [the] developing narrative,” particularly in the South where the defeated grappled to explain their loss through the creation of Lost Cause mythology.[11] 

     Advocates of the Lost Cause argued the military defeat of the Confederacy did not mean the cause for which the South fought was wrong.  Furthermore, they avowed, the cause was not protection of the institution of slavery, it was the principle of states’ rights versus federal tyranny.  Slavery, they argued, had been a benevolent institution in which white masters cared for their inferior wards while civilizing them and teaching them Christianity.  Following the collapse of Reconstruction in the South, Lost Cause advocacy groups, such as the United Daughters of the Confederacy and the Sons of Confederate Veterans, promoted these interpretations of the war.  The Daughters were particularly active in ensuring new generations of white schoolchildren were taught Lost Cause tenets and values.[12]

     In the North, Gilded Age white Americans became increasingly tired of fighting over the South’s “negro problem.”  The pressures of a fast industrializing society, and large numbers of immigrants pouring into Northern cities, led Northerners to long for a simpler life; the type of life described in the pages of Lost Cause fictional literature written by authors like Thomas Nelson Page.[13] White Americans of both sides found common cause in business ventures and their own sense of racial superiority.  White Yankee and Confederate soldiers came together through “bonds of fraternalism and mutual glory,” symbolized by Blue-Gray reunions.[14]  By the end of the nineteenth century, the reconciliationist vision had overwhelmed the emancipationist vision, producing a segregated south, where African-Americans were denied basic civil rights.  Yet the emancipationist vision lived on in African-American memory, and in what Blight calls “neo-abolitionist tradition,” to be discovered anew by late twentieth century scholars.[15]

      In his 2002 publication, Who Owns History: Rethinking the Past in a Changing World, historian Eric Foner described the ways in which the study of history has been expanded and re-written in recent decades.  The emergence of previously politically impotent groups such as women and African-Americans, led to an increase in studies of the contribution to American history of these groups and others.  Foner noted the effect of these expanded studies has resulted in a diversification of public history.  He cited sites dedicated to women’s history, black heritage, gay and lesbian history, civil rights in the south, and the Trail of Tears National Historic Trail.  This “revisionist” history has not been without its opponents.  In response to this new emphasis on social and cultural history, Foner wrote: “Practitioners of more traditional fields such as diplomatic, political, and business history have complained repeatedly of feeling marginalized.”[16] While professional historians feel marginalized, Foner observed, the public at large often views the reinterpretation of history with “suspicion, and ‘revisionist’ is invoked as a term of abuse.”[17]      

     Regarding slavery and the Civil War, popular memory and generations of Lost Cause teachings in the South do not disappear easily.  Therefore, any attempt to interpret Civil War battlefields in the context of the emancipationist vision, as Congressman Jackson’s legislation requires, risks offending many of the very people whose tax dollars support America’s national parks and historic sites.  Gettysburg National Military Park Superintendent John Latschar experienced this as a result of a speech he gave explaining new interpretation efforts that aimed at including the issue of slavery at that long revered battlefield.  The Secretary of the Interior was flooded with demands for Latschar’s firing.  One letter he received is representative: 

I see the political climate as becoming very dangerous for anything Southern and white. I have never condoned discrimination, I have never denied slavery was A cause of the war. But, slavery was NOT the ONLY cause. And I’ll be damned if I will sit idly by and let revisionist historians tell me MY ancestors, who owned not one slave…fought to keep them in bondage.[18]

     In addition, there are those who contend that “battlefields were established only to commemorate and interpret individual battles, not to interpret the Civil War.”[19]  This argument has a basis in fact.  Yet, this concept, “commemorating the battle and honoring the men who fought there,” clearly falls within the reconciliationist vision, and as Latschar discovered, interpretation through the reconciliationist vision of the war tends to convey a decided southern sympathy.[20]  For example, Gettysburg is more commonly remembered as the site of “Pickett’s Charge,” rather than “Hancock’s Defense.”[21]

     The mission statement of the National Park Service reads: “Interpretive services are core to the mission of the National Park Service and the quality of services offered has a direct impact on…the public’s understanding of the history fabric of America.”[22] It is important for National Park Service personnel to know the interpretive history of their own park, so they know why it was included in the National Park system in the first place.  Knowing the park’s interpretive history, and understanding how Civil War memory has been shaped over time, should aid in understanding current visitor perceptions.  Also, battles need to be placed in their proper historical context.  Civil War battles were in no sense isolated incidents. 


     [1] Robert Penn Warren. The Legacy of the Civil War: Meditations on the Centennial (New York: Random House, 1961), 3-4.

     [2] John Christian Spielvogel, “Interpreting Sacred Ground: The Rhetoric of National Park Service Civil War Historical Battlefields and Parks,” (PhD diss., Pennsylvania State University, 2003), 22.

     [3] Ibid, 27. A portion of this quote was from Joan M. Zenson, Battling for Manassas National Battlefield Park: The Fifty Year Preservation Struggle at Manassas National Battlefield Park (University Park, Pennsylvania: The Pennsylvania State University Press, 1998), xxi.

     [4]  Ibid, 27.

     [5]  Ibid, 27.

     [6] Jesse L. Jackson, Jr., “A More Perfect Union,” in Rally on the High Ground: The National Park Service Symposium on the Civil War, ed. Robert K. Sutton (USA: Eastern National, 2001), 3-4.

     [7] Bruce Babbitt, “Foreward,”  in Rally on the High Ground: The National Park Service Symposium on the Civil War, ed. Robert K. Sutton (USA: Eastern National, 2001), v.

     [8] David W. Blight. Race and Reunion: The Civil War in American Memory (Cambridge: Harvard University Press, 2001), 2.                

       [9] Ibid, 2.

     [10] Ibid, 4.

     [11]  Ibid, 4.

     [12] Karen L. Cox, Dixie’s Daughters: The United Daughters of the Confederacy and the Preservation of Confederate Culture (Gainesville: University Press of Florida, 2003).

     [13] Nina Silber, The Romance of Reunion: Northerners and the South, 1865-1900 (Chapel Hill and London: The University of North Carolina Press, 1993).

     [14] Blight, Race and Reunion, 3.

     [15] Ibid,  2.

    [16] Eric Foner. Who Owns History? Rethinking the Past in a Changing World (New York: Hill and Wang, 2002), xi.

     [17] Ibid, xvi.

     [18] John Latschar, “Coming to Terms with the Civil War at Gettysburg National Military Park,” CRM: The Journal of Heritage Stewardship, Vol. 4, No. 2 (Summer 2007), 15.

     [19] Ibid, 14.

     [20] Ibid, 12-14.

     [21] Ibid, 12.

     [22] National Park Service Interpretive Services Statement. On file at Wilson’s Creek National Battlefield.

03/22/11

The Confederate Flag and NPS Interpretation

     In recent days there have been some blogposts and conversations going on regarding visitation of African-Americans to NPS Civil War sites, particularly battlefields. See here, here, here, and here. I have worked at four parks since 2006, three of which are directly related to the Civil War (Lincoln Home NHS, Wilson’s Creek National Battlefield, and Ulysses S. Grant NHS), and the fourth (Ft. Vancouver NHS) often offers Civil War interpretive programs. I don’t know what the racial percentage of visitation is at these sites; to my knowledge there is no official record-keeping on this. In my experience, Lincoln Home had the most African-American visitors, many of whom were busloads of schoolchildren coming from the big city. (This is anecdotal on my part. If anyone at LIHO has better info, please comment.) At U.S. Grant NHS, here in St. Louis, we do get some African-American visitation. At these sites, slavery as a cause of the war is regularly interpreted. At Grant NHS, there is concerted effort to interpret the lives of the enslaved people who lived there prior to the war. I think it is entirely reasonable to present slavery as the primary cause of the war at these sites since that is what both Lincoln and Grant professed.

     In regards to Wilson’s Creek NB, though, I would like to present a small portion of my Master’s seminar paper The Battle of Wilson’s Creek in History and Memory. In particular, I thought about this when I read John Rudy’s post about the teacher who hesitated to bring her black students to Gettysburg because of all the Confederate flags flying around town. In my experience, Wilson’s Creek, like other Civil War battlefields,  gets few African-American visitors. It should be noted that, unlike Petersburg, Virginia, there is only a very small minority of African-Americans living in the Springfield, Missouri area. (2000 census of Springfield, 91.69% white, 3.27% African-American) Note also, that during the Civil War, Springfield was a strongly pro-Union town. Please keep in mind that this was written in 2007-08:

     Throughout the nineteenth century and into the twentieth, veterans and their contemporaries offered differing interpretations of the Battle of Wilson’s Creek and the meaning of the Civil War. Initially the Radicals in Missouri, who advocated equality for African-Americans, were supported by the Grand Army of the Republic and other Union military associations, however the popularity of these organizations declined as the Democrats returned to power in the 1870s. In Race and Reunion, David Blight contended: “The national reunion required a cessation of talk about causation and consequence, and therefore about race. The lifeblood of reunion was the mutuality of soldier’s sacrifice in a land where the rhetoric and reality of emancipation and racial equality occupied only the margins of history.” The veterans may not have agreed on the causes of the war, or on the significance of the Battle of Wilson’s Creek, but they did leave a legacy of reconciliation reflected in their mutual admiration and celebration of white martial valor. This legacy was manifested in the preservation of the fields on which, in their youth, they had fought and bled.

     After the war, veterans of both North and South participated in “Blue-Gray” reunions that proliferated across the country. Historians such as Blight have interpreted these reunions as evidence that the sectional reunion was based on the reconciliationist vision. The gathering of veterans on the anniversary of specific battles grew into major commercial events. The first Blue-Gray reunion held at Springfield and at the site of the Battle of Wilson’s Creek occurred in 1878, and by 1883 was an event attended by thousands. Reunions, as one orator told the 1911 assemblage, were opportunities to “review the past, enjoy the present, and contemplate the future.” One Springfield newspaper declared the 1883 reunion “The Greatest Event in the History of the Great Southwest,” describing it in glowing reconciliationist terms:

    “A magnificent success is the verdict from all quarters regarding the Great Reunion, which closes this evening. By Tuesday evening the Queen City had donned her gayest and most festive costume, and all was pronounced ready for the grand occasion, which began on the following morning. Business houses and numerous private residences were appropriately decorated with flags of all sizes, portraits, mottoes of welcome, bunting, etc., among which was profusely blended the blue and the gray colors, emblematic of the fraternity and good feeling existing among all the surviving participants of the memorable battle of Wilson’s Creek of 22 years ago, as well as all others of their countrymen.”

     A souvenir booklet published for the 1887 reunion contained the words to “A Wilson’s Creek Reunion Recitation.” The celebration of mutual valor is clearly seen in the following verse:

“Oh let bitterness reign with the cowards that ran away,

For brave men can always be fair;

And the heart that was true to the Gray or the Blue

Was found ready to do and dare.

Each fought for what he deemed was right,

Each heart was brave and true.”

     When Wilson’s Creek National Battlefield was established in 1961, this reconciliationist emphasis was continued by the National Park Service. For example, the 1987 Statement for Interpretation showed how strongly entrenched the reconciliationist vision became at Wilson’s Creek. One of three stated objectives of the interpretive program was the following:

     “To commemorate the sacrifices of the soldiers on both sides of the conflict who struggled here, and to honor the 535 men who lost their lives and the 1,818 who were wounded in a way that does justice to both sides.”

     Today’s visitors to Wilson’s Creek National Battlefield come from all over the country, both North and South. It is not unusual for them to acknowledge ancestors who fought at Wilson’s Creek. At the Visitor Center they are greeted by a gift shop which prominently displays and sells Confederate flags; reproduction Confederate money; and clothing, cups, and other merchandise imprinted with Confederate symbols, as well as items memorializing the Union side of the war. Much like Springfield donning her “gayest and most festive costume…profusely blend[ing] the blue and gray colors” during the 1883 Wilson’s Creek reunion, the gift shop presents the reconciliationist interpretation and fails to acknowledge the continuing racial symbolism of Confederate iconography.

     I’ll have more in a later post, but, the posts I linked to and this portion of my seminar paper should raise questions about NPS interpretation and the Confederate battleflag. What should NPS policy be regarding the display and sale of Confederate flags, particularly the battleflag?