American Realities with Bill Youngs
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      • Part I: Possessing the Falls >
        • Chapter One: James Glover: Purchasing the Falls
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        • Chapter Six: The Twilight of Old Spokane
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        • Chapter Ten: From Spokane to Paris >
          • Tom Foley's Turn
        • Chapter Eleven: Wooing the Foreign Exhibitors
        • Chapter Twelve: Wooing the Domestic Exhibitors
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      • Part IV: The Fair by the Falls >
        • Chapter Sixteen: Opening Day
        • Chapter Seventeen: A Mingling of Peoples
        • Chapter Eighteen: Days at the Fair
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        • Chapter Twenty: The Final Tally
      • Part V: An American Environment >
        • Chapter Twenty-One: Spokane Falls, An American Environment
      • The Fair and the Falls Map

Captured by Indians: Mary Rowlandson and the Problem of Memory

9/30/2013

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A colonial American Captivity Narrative from Metacom's War

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Title Page of the 1773 Edition of Mary Rowlandson's Captivity Narrative
(See note below on the authenticity problem posed by this image.)
On the tenth of February 1675, came the Indians with great numbers upon Lancaster: their first coming was about sunrising; hearing the noise of some guns, we looked out; several houses were burning, and the smoke ascending to heaven, and There were five persons taken in one house, the father, the mother and a sucking child, they knocked on the head; the other two they took and carried away alive. There were two others, who being out of their garrison upon some occasion were set upon; one was knocked on the head, the other escaped; another there was who running along was shot and wounded, and fell down; he begged of them his life, promising them money (as they told me) but they would not hearken to him but knocked him in head, and stripped him naked, and split open his bowels. Another, seeing many of the Indians about his barn, ventured and went out, but was quickly shot down. There were three others belonging to the same garrison who were killed; the Indians getting up upon the roof of the barn, had advantage to shoot down upon them over their fortification. Thus these murderous wretches went on, burning, and destroying before them.

So begins one of the most famous and engaging accounts written by any of the scores of European-Americans who  became captives in the Indian wars. Mary Rowlandson was the wife of the minister of the frontier town of Lancaster, Massachusetts, when the town was attacked in 1675 during Metacom's War -- known also as King Philip's War. Her description of what it was like to live through a surprise attack on a small town brings the reader as close to that event as any such account in American literature. Her images are unforgettable: For example:

• Sheltered behind a hill and a barn they shot upon her house "so that the bullets seemed to fly like hail. "

• The Indians next set fire to the house in which she and other towns folk were seeking refuge. "Now is that dreadful hour come, Rowlandson writes, "that I have often heard of." They must die by fire in the house or rush outside and die by gun or spear. 

Some in our house were fighting for their lives, others wallowing in their blood, the house on fire over our heads, and the bloody heathen ready to knock us on the head, if we stirred out. Now might we hear mothers and children crying out for themselves, and one another, "Lord, what shall we do?" Then I took my children (and one of my sisters', hers) to go forth and leave the house: but as soon as we came to the door and appeared, the Indians shot so thick that the bullets rattled against the house, as if one had taken an handful of stones and threw them, so that we were fain to give back.... But out we must go, the fire increasing, and coming along behind us, roaring, and the Indians gaping before us with their guns, spears, and hatchets to devour us.

"Out they must go," and out they did go. During the next few moments Rowlandson's brother-in-law was shot dead, her nephew suffered a borken leg and was "knockt" on the head, and her sister was struck by a bullet, "and fell down dead over the threshold." Mary herself suffered a flesh wound,  the bulled passed through her and "through the bowels and hand of the dear child in my arms."

Mary Rowlandson reports that in the past, when thinking of captivity, she had thought, "I should chose rather to be killed by them than taken alive." But the "glittering weapons so daunted my spirit," she writes, "that I chose to go along with those (as I may say, ravenous beasts." More than a dozen of her neighbors lay bleeding on the ground "like a company of Sheep torn by Wolves." Rather than lie among them, she chose to take her wounded child and follow obediently into captivity. During the next two weeks her Indian captors carried her by twenty "removes" from one campsite to another, as English soldiers mounted ineffective campaigns to conquer the Indians. Finally, after enduring fatigue, hunger, cold , the death of her injured "babe," she was ransomed and regained her freedom. 

A few years later she wrote a book about the event, in order, as she said, "that I may better declare what happened to me during that grievous Captivity." The book was an immediate best seller in colonial New England and remained one of the most popular books in early America. It tells in vivid detail about a series events in the New England wilderness, and it also provides abundant information about the customs of her Indian captors.

Of the many books I have taught in my university courses, Mary Rowlandson's Narrative is one of my favorite -- despite the fact, or perhaps because questions exist about the authenticity of the book. Scholar's (and students) ask, can we trust a description of the Indians that is filtered through the lens of Puritan prejudice? Could Rowlandson actually remember all the details that she supplies in the book? Did the ministers who likely assisted her in developing the narrative for publication -- did they coax her to write it in a way to serve  their religious and cultural sensibilities? We know that the image on the 1773 edition of the book (which was first published in 1682) falsely shows Mary with a gun. She can hardly be blamed , however, for that image, which was published long after her death. But were there other errors in her account for which she was consciously or unconsciously responsible?

Classroom Detective Work: The Mary Rowlandson "Lesson Plan"

One of my favorite moments in teaching Rowlandson's Narrative came in a class where several students in succession castigated her for her critical attitude toward the Indians. They argued that from the beginning she showed her prejudice by referring to the Indians as "wolves" and "beasts." After listening patiently, one student said, "You know, she had just lost her sister and many friends, she was injured, and she was carrying her wounded child. She was having a bad day."

Very true!

Of course, there is a larger question than whether or not Mary Rowlandson was justified in her hostility to the Indians -- an attitude which, by the way, she did moderate sometimes during her ordeal. But the real question is whether we can trust the information she presents about Indian behavior and practices while she was a captive. Did she, intentionally or not, twist the facts?

I was preparing to discuss Rowlandson in tomorrow's graduate class when Clio, the god of history,  provided one those strokes of good fortune that sometimes enrich the historian's craft, I was listening to a TED talk and happened unexpectedly on two excellent prompts for our discussion of Rowlandson's narrative.

1) The first is from a talk by Scott Fraser, who is billed on TED as "a forensic psychologist who thinks deeply about the fallability of human memory." He describes a case where five witnesses incorrectly identified a drive-by shooter, resulting in the man's wrongful incarceration for murder. In Fraser's talk, "Why eyewitnesses get it wrong,"  he describes how concrete conditions, such as poor lighting, and our own imperfect memories lead us to "get it wrong" when we try to remember the details of a traumatic episode. "The brain abhors a vacuum," he says. It "fills in information that was not there." Amplifying this point Scott argues, "All our memories are reconstructed memories. They are the product of what we originally experience and everything that's happened afterwards."
   -- Applying these observations to Mary Rowlandson's captivity, my students and I will be asking whether there is any evidence that in her "reconstructed memories" she did indeed fill in  information about her captivity "that was not there" during the real adventure.

2) The second TED talk, "The Fiction of Memory," dovetails nicely with the first. Presenter Elizabeth Loftus, a psychologist who studies memory, is interested, like Scott Fraser, in the "fallability of human memory." But she focuses not so much on the brain's own weakness as on the ways that others can influence someone's memory. As a result of "memory-manipulation" people can be made to remember things that did not happen or remember them "differently from the way they really were." Loftus like Fraser describes a criminal case where inaccurate memories, in this case "implanted memories" led to the conviction of an innocent man.
-- As we analyze Mary Rowlandson's account of her captivity, we will be considering the possibility that some of the narrative may bear the marks of descriptions or conclusions that may have been implanted by friends and advisors after her "redemption" from the Indians.

Tomorrow my students and I will be embarking on a journey to explore of events that happened 338 years ago and that continue to tease our memories even today.

I'll be reporting on our explorations in a few days.

In the mean time:

1) if you would like to read Mary Rowlandson's Narritive I suggest going to the Project Gutenberg eBook site to see the full text, except for the introduction.

2) To view Scott Fraser's TED talk, click on this title: "Why eyewitnesses get it wrong."

3) To see Elizabeth Loftus's TED talk, click on this title: "The Fiction of Memory."

4) To learn more about TED talks, in general, go to the home page here.

By the way there are now more than 1500 TED talks on line, and the TED stands for Technology, Entertainment, and Design. I just learned that myself.


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"Wishing I were There" -- Time Travel to Hampton Institute Graduation, 1875

9/28/2013

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Visiting an Extraordinary College Graduation with Words, Images, and Music

Over the years I have made mental notes of events in history that I would visit if I could travel in time. I would be an observer rather than a participant in these moments. I would know already about each episode from reading and research, but I would have much to learn by being there. The visit would be a journey of the emotions as well as the intellect. I have already been inspired by these events. I anticipate that I would be all the more engaged by traveling through time to their actuality.

Writing this evening I've chosen one of my favorite such moments, a graduation ceremony of June 10, 1875, at Hampton Institute, one of the first colleges founded after the Civil War to educate African-Americans. Lacking an actual time machine, I will attempt herewith to "visit" and recreate that episode through words, images, and song.

Booker T. Washington and the Hampton Experience

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Booker T. Washington at about the Time he Attended Hampton Institute
Source: Booker T. Washington National Monument

I learned about the events of that June day in 1875 through studying the career of Booker T. Washington, the most famous and influential African-American of his time -- and a Hampton graduate. He was there, took part in the ceremony, and later wrote an account of it. Washington's own journey to Hampton illuminates the importance to newly-freed slaves of the previously-unimaginable possibility of attending college.

For Booker T. Washington, the journey began in slavery. As a child he lived with his mother in a little log cabin with a dirt floor. "The wind blew freely through cracks in the walls and doorway," Washington recalled, "making it bitterly cold in the winter. At night the children lay on the dirt floor."  In his Autobiography, Up From Slavery, Washington described the excitement on the plantation during the days before emancipation. (Quotations here and below are from my essay, "Beyond Emancipation: Booker T. Washington and the Atlanta Compromise" in American Realities. The quotations within these excerpts are from Washington's Up From Slavery. )

Out of deference to their southern masters, and perhaps from fear of punishment, they did not openly express their northern sympathies. But their excitement grew with each year of the war. Washington remembered awakening one night in his bed of rags and seeing his mother kneeling over her three children praying for the success of Lincoln’s armies. The yearning for freedom pulsed through the slave quarters. Night after night blacks stayed up late to sing their plantation songs, which contained words about freedom. The slaves had once associated these words—for their master’s benefit—with the next world, but now the songs took on a new, bolder tone; the slaves “were not afraid to let it be known that the ‘freedoms’ in these songs meant freedom of the body in this world.”    

Finally one day, the slaves assembled at the plantation and heard a representative of the United States government read the Emancipation Proclamation, telling them they were free. Washington and his mother moved with her husband to Malden, West Virginia, a poverty-stricken region of salt furnaces and coal mines. Washington attended a crowded school where he learned to read and write. 

When he was sixteen, Booker T. Washington heard about a newly-established college for African Americans named the Hampton Institute, and he decided he would attend. Despite the opposition of his mother, who thought he was embarking on "a wild goose chase," he saved a little money, and with the help of neighbors who chipped in variously with a quarter or a nickel or a handkerchief, he boarded a stage coach and headed for Hampton. When the stage stopped for the night, and the white passengers found room at an inn, Washington had to sleep outside in the cold -- no room for blacks. When he reached Richmond, Virginia, about 80 miles from Hampton, he was so poor than he slept outside under a board sidewalk. He worked for a few days unloading ships and saved enough money to continue his journey to Hampton:

As the school appeared before him, he was struck with wonder. The academic building was an imposing three-story edifice. Undoubtedly he had seen larger buildings in Richmond, but none dedicated to the education of his people. “It seemed to me,” he later recalled, “to be the largest and most beautiful building I had ever seen.”

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Source: Harper's New Monthly Magazine, October 1873

Booker T. Washington was admitted on the spot and given a job as janitor to help pay his way. He was younger than most students, many of whom had grown to adulthood as slaves. Northern benefactors sent clothes for the students and paid the tuitions of the more needy.

His three years at the Hampton Institute were spent in rigorous physical and intellectual labor. The students arose at 5:00 a.m. and were inspected for dress and grooming forty-five minutes later. At 6:00 a.m. they had breakfast, then prayers and room inspection. Classes and study hall occupied most of the remainder of the day. The curriculum included reading, geography, history, algebra, government, natural science, and moral philosophy. Hampton was a trade school as well as an academy, and the students worked as waiters, farmers, janitors, carpenters, painters, printers, and shoemakers. 

There was much to like about Hampton and many men and women to admire on the faculty. Above all, there was the head of the school, Gen. Samuel Chapman Armstrong, of whom Washington said, “I never saw a man who so completely lost sight of himself.” Armstrong was a slender, soldierly man who had risen to command as a youth in his twenties during the Civil War. A northern idealist, he had resigned from the army after the war in order to devote his life to the education of the former slaves. As the school’s head he seemed to embody its emphasis on hard work, liberal intelligence, and moral rectitude. The students were so devoted to him that one winter when the men’s dormitory became overcrowded, almost everyone in one class volunteered to sleep outside in tents. Each morning during that cold season the general came by the tents to see how the men were doing, and out of loyalty to him they never admitted their acute discomfort in the canvas dwellings. Armstrong became like a father to Washington, helping the young man with his career and providing a role model for his work as an educator.

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 Gen. Samuel Chapman Armstrong, Founder of Hampton Institute, circa 1865
Source: Wikipedia Commons

Commencement Ceremonies at Hampton Institute, 1875 -- First Glance

The promise and achievement of the Hampton Institute was symbolized by the commencement exercises in June 1875, an impressive event attended by both black and white observers, including journalists from northern newspapers and magazines. Several students recited poetry, and a chorus sang “Farewell My Own True Love” and “Nobody Knows the Trouble I’ve Seen.” Seniors read their essays on “Beauty,” “Compulsory Education,” and “The Black Man as a Voter and Citizen.” Washington and another student debated “The Annexation of Cuba,” Washington taking the negative side and impressing several reporters with his forceful oratory and keen logic.

The most engaging performance of all was a lecture on slave music by a student, Joseph B. Towe. A reporter from the Springfield Daily Republican was spellbound by the presentation. “The writer,” he said, “himself brimful of song, a powerful soloist, with a voice of wonderful sweetness, took us back into the past of slavery, and even further back, into Africa itself, for the original sources of this strange music.” Towe described the work songs of his own plantation days “when the fields were full of music.” Slave soloists were especially important, leading the field hands in song. They drew a large price from plantation owners, “for it paid well in the increased amount of work when the air was alive with work songs.” Towe remembered one soloist, John Jones, who could speak an African language.

He recalled the cadences and variations of the work songs. “I will give you an instance,” he said, and a chorus of students began to sing. The music, born in Africa, nourished through generations of slavery, uttered now by a chorus of young emancipated black students, swelled through the auditorium. Towe continued his lecture, pausing again and again while the students illustrated his points with song. The audience was entranced, and even former secessionists congratulated the school for its fine program.

Booker T. Washington’s career at Hampton ended in a celebration of his people’s past achievements, current attainments, and future hopes.... 


I wrote those lines long ago, on a typewriter, before there were personal computers and an internet. Much has changed since those days, but technology has not yet brought us a serviceable time machine. And so I am left with "wishing I were there." And yet, and yet....

Modern technology does encourage journeys of the imagination that would have been more difficult several decades ago. For one, we have better access  to historical books are documents  and even music than in the past. And so, from my office I've been able to delve deeper into the story of the Hampton Commencement of 1875 and it's background.

The extraordinary outburst of song at Hampton on that June day drew upon a tradition of exhibiting slave music performed by freedmen that began more than a decade before at Port Royal, South Carolina, In 1861 Union forces occupied the area and began a process historian Willie Lee Rose called Rehearsal for Reconstruction. The agents of a northern mission sent south to  bring education to the freed slaves were impressed by the "rich vein of music" they discovered at Port Royal. In  Slave Songs of the United States (1867) -- the first book on the subject -- the authors reported, "When visitors from the North were on the islands, there was nothing that seemed better worth their while than to see a 'shout' or hear the 'people' sing their 'sperichils.'"  One of the authors wrote of the slave songs:

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Other opportunities to hear slave music abounded during the years ahead with the ending of the Civil War and slavery. Song collectors like Lucy McKim Garrison compiled lists of slave songs with the music. The words were easy enough to transcribe, but recording the music was more difficult. Garrison noted that "The odd turns made in the throat, and the curious rhythmic effect produced by single voices chiming in at different irregular intervals, seem almost as impossible to place on the score as the singing of birds or the tones of an Aeolian Harp." 

A Closer Look at Hampton in the 1870s

None the less, the slave music was popular throughout the country when Booker T. Washington arrived at Hampton Institute. At Fisk University, a new black institution opened in Nashville, Tennessee, in 1866 an teacher names George L. White was assigned to instruct the students in music and encouraged to let them sing "their own music." They performed concerts featuring slave music in Nashville and its environs. Well received, White took a group of singers on tour in 1871, and they became known as the "Fisk Jubilee Singers." Soon other schools, including Hampton Institute, toured music groups of their own.

In attempting to "visit" Hampton at that time, probably our best guide is Helen Wilhemina Ludlow, who wrote a lengthy article for Harper's Magazine in 1873 describing the campus. At that time many of the students had actually begun life as slaves. She writes:

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"The severe lessons of remembered slavery" -- Booker T. Washington came to Hampton with those memories, and so did many other students in those early classes at the school. Helen Ludlow reports that many of the students were helped by northern sponsors and were expected to write reports to their benefactors. In one of these letters, quoted by Ludlow, a student noted that his master did treat him and other slaves with some "leniency," even bringing the younger ones into his "sitting-room" on Sundays, where "we would spend the afternoon in trying to learn the alphabet, assisted at times by him." But this student also reported to his sponsor: "I have been whipped, half fed, and overworked until death would have been welcome." Walking across the Hampton campus, seeing the students at work in the classroom and in the nearby fields, one could have heard many such stories about slave times only a few years in the past.

Helen Ludlow was struck again and again, however, by the energy and idealism of the Hampton students. "How many white boys," she wrote, "could be found in this generation, I wonder, who would, in spite of lameness, walk sixteen miles daily in all weathers, and over a rough Virginia road, for their schooling? How many sisters could bear them company?... There are Hampton students who make these sacrifices, and greater ones, for the privilege of an education."

On the subject of those  "greater sacrifices" Helen Hudson furnished more details than appear in Booker T. Washington's account of the students who slept in tents for the sake of the school and their beloved leader,  Samuel Chapman Armstrong.

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Source: Harper's New Monthly Magazine, October 1873


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Source: Harper's New Monthly Magazine, October 1873
Here "wild strains" of music "came floating over the water."

One of the pleasures of attending Hampton Institute in the early years was the persistent music that filled the air: in church services, formal choir performances, and random "strains." Hudson writes:

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Revisiting the Hampton Commencement of 1875

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Hampton Institute Graduating Class of 1875 -- Booker T. Washington is in the front row, second from the left.
Source: Hampton University Archives

This was the Hampton Institute attended by Booker T. Washington  and scores of his classmates. In June, 1875, their graduation approached. From the North came reporters from New York, Hartford, and Springfield, as well as ministers and philanthropists. From other parts of Virginia came judges, a college president, and the Rev. Mr. Jones, the former chaplain of Robert E. Lee. These and other distinguishedvisitors were shown the college farm and shops and sat in on student examinations. The commencement exercises took place in the college chapel during the afternoon of  June 10, 1875. Officers and soldiers came from the local fort and farmers and shop keepers came from the surrounding countryside, so many that they over-crowded the 1500-seat hall where the commencement would take place. 

Visitors were impressed by the Hampton students. "The girls were dressed plainly and neatly," one wrote, with no attempt at display, and they, in common with the young men, conducted themselves with unassuming dignity." At classroom exercises where the students spoke on such topics as "Analysis of the Nature of Man" the Hampton students, only a few years from slavery, "did as well as could any college class of white students on such abstruse topics."

One of the reporters carefully reproduced the commencement program::

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Newspaper accounts describing the ceremonies were reproduced in a book with Booker T. Washington;'s papers.  In these reporters from the New York Times, the Hartford CurrentI, and the Springfield Daily Republican seemingly vied with each other in praising Hampton and its graduation.  "No other Commencement that I ever attended had one tenth of the moving interest of this, for a deep tone of reality vibrated through it all." He had seen many college commencements in New England, but he had "Never witnessed or listened to exercises so completely satisfactory from beginning to end."

Several reporters selected Booker T. Washington for special mention. He had taken the negative in a commencement debate on the annexation of Cuba. One writer noted that Washington made "a very terse, logical and lawyer-like argument." Others reported approvingly on student poetry recitations and original compositions on such topics as "Compulsory Education." But they saved their fullest praise for the student music at the commencement: "The music interspersed throughout the exercises had been the best of its kind and fairly electrified us again and again."

The most "electrifying" performance of all, was a talk by Joseph B. Towe, once a field hand, and now a graduating student. He delivered a talk on "Old Time Music," describing the music of slavery. He noted three kinds of music, "the spiritual, the work songs, and the comic." He argued that all slave music was "derived from native African airs." The planters often paid "a large price" for a good soloist, "for it paid well in the increased amount of work when the air was alive with the work songs."
It was a historical and illustrated analysis of the plantation music. The writer, himself brimful of song, a powerful soloist, with a voice of wonderful sweetness, took us back into the past of slavery, and even further back, into Africa itself, for the original sources of this strange music. It flowed straight from the invisible fountains of the heart, its joy or sorrow leaping forth into music. 
Not only did Joseph Towe illustrate his points with his own singing, but at various times in his lecture he would say, "Let me give you an instance," and in response the students in the audience would "strike up a lively plantation song." By all accounts, the audience was enchanted: "The effect was wonderfully lively and impressive." At one point the audience was so "enthralled" and clapped so long and hard that "the speaker could not go on" until Gen. Armstrong signaled Towe to repeat the song.

One reporter wrote that he listened "to the songs of these young men and maidens, all born in slavery, wherein there were tones which thrilled the very heartstrings, and... seemed to be vibrating with the incredible pain and longing of the years of bondage." The "sweet and moving" words of the songs "drew tears from every eye."

Seasoned reporters, familiar with many college graduations, claimed that this was the best they would likely ever see. "I do not hesitate to say there will be nothing better, nothing half so effective, at any of the coming commencements." Towe's  talk was said to be remarkable for "originality of conception, beauty of expression, earnestness, and power to sway the feelings." Another writer claimed, "there has been nothing to equal it at Yale or Harvard in a dozen years." The effect of Towe's lecture with its music was "simply indescribable." Several speakers after Towe commented that other schools might spend one thousand dollars for commencement music that could not match what they had heard for free at Hampton.

Former Yankees and former Confederates at the commencement exercises united in congratulating Hampton and its graduates. But probably none were unaware of the challenges that lay ahead for the young men and women who were leaving Hampton to teach school. One young man at the commencement had, like Booker T. Washington, taught school before coming to Hampton, taught and almost died in the effort. He had to flee to the woods one day, barely escaping a lynching party that murdered two of his assistants. He could not even talk about the episode during his first year at Hampton.

But the atmosphere at Hampton that June afternoon was predominately upbeat. As one reporter noted: "It was a cheering thought after these Commencement exercises that this band of modest, sensible, and intelligent men and women were going abroad through the South to be teachers and leaders of their race." 

Hearing the Music

These newspaper accounts and illustrations have brought me closer to fulfilling my "Wishing I were There" thoughts about Hampton's triumphant graduation ceremonies of 1875. But can I go even closer, and bring my readers with me? With this goal in mind, I've been seeking accessible music sources that might at least approximate the music of that moment. Here are a few offerings along that line....

One of the songs on the commencement program was "Nobody Knows the Trouble I've Seen." We can't recapture the actual music of 1875, but we can travel back about 80 years and hear Paul Robeson sing the same song that filled the church at Hampton that graduation day.

Paul Robeson sings "Nobody Knows the Trouble I've Seen":
Joseph Towe mentioned three kinds of music sung by the slaves. "Nobody Knows the Trouble I've Seen" is a spiritual, of course. That leaves "work songs" and "comic song." Both appear in the wonderful film "Music of Williamsburg," completed in 1950 and still one of the great "docudramas" on early American music. Early in my career as a history professor, I met Arthur Smith who produced "Music" and many other fine Williamsburg films. I was writing reviews of historical films in the early seventies, learned about Smith, and invited him to speak at Eastern Washington University. That was many years ago, but I particularly remember Smith's describing his sensitivity to detail in his films. If a candlestick appeared in a film episode purported to be in 1750, then that candlestick had better be from that era. He applied this same standard in the film, "Music of Williamsburg." (A DVD is available at Colonial Williamsburg.) The slave work songs were meticulously researched. Here is an example from the sound track of the film -- and a sample of the kind of music that many of the Hampton students would have sung as field hands on southern plantations:

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Field Workers Singing -- Clip from "Music of Williamsburg"

In filming "Music of Williamsburg" Arthur Clark was especially interested in finding somewhere in the South a group of African Americans who had kept alive the old music and dance of the Ante Bellum slave quarters -- the music that Joseph Towe called "comic music" in his commencement lecture. A long search turned up a group of musicians who filled the bill. This is a sound clip from their performance for the film:
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Slave Musicians -- Clip from "Music of Williamsburg"

These clips bring us closer to the remarkable Hampton commencement of 1875. As I was researching this blog post, another approach came to mind. If one can find echoes of the past in a twentieth century rendition of "Nobody Knows the Trouble I've Seen" and in a Williamsburg recreation of slave music, what other "echoes" might there be. Well, what about a modern day commencement at Hampton itself?! I found what I was looking for on Youtube. The film that follows shows a musical interlude at the 2011 commencement, 136 years after the ceremony in which Booker T. Washington and Joseph Towe graduated. It does not take much imagination to blur the image and see the music of 1875:


Afterword: Another Echo -- the Quaw's Quest Ceremony in Barbados, 2013

One of the delights in being an historian is in seeing the pieces of the puzzle of our past come together in ways both marvelous and unexpected. Earlier this year I attended an international conference on "Africans in the Americas: Making Lives in a New World, 1675–1825" sponsored by the Omohondro Institute of Early American History of Culture. The location was the Cave Hill Campus of the University of the West Indies.

I decided to go in part to hear the many speakers from throughout the Atlantic World. Additionally, I looked forward to studying slavery for a few days on an island were 90 percent of the residents were the descendants of African slaves. The conference was scheduled carefully in advance and was excellent; the lessons from Barbados itself were serendipitous and exceptional.

It turned out that during the time of our scholarly meeting, the University of Barbados was unveiling a monument consisting of the names of the 140 slaves who had lived at the time of their emancipation on the lands that would become the Cape Hill campus. Like the graduation ceremony at Hampton, the Camp Hill celebration included a wonderful range of speakers and musical events. My favorite was a group of school children who had been coached by Anthony "Gabby" Carter, the nation's most esteemed folk song artist, to sing a song he wrote for the occasion: "Crying for Me Ancestors." Alas, I did not have my video camera with me at that moment, but I did have my trusty iPhone and made this little film of Barbadian grade schoolers singing about their ancestors.

This song resonates with my memories of Hampton in 1875. I hope it is has that appeal for you as well....

I would like to thank Paul Victor, Frank Moulton, and Lacey Sipos for research help on this post.

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Would Henry David Thoreau have "Scored" an iPhone 5s?

9/22/2013

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...on the first day they were available near Walden Pond?

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Thoreau Contemplates an iPhone 5s near Walden Pond
Photo by Bill Youngs

Is technology the friend or the enemy of the humanities? Of course, there are all sorts of "it depends" for this question. Which technologies? Which humanities? Which goals? But for this post, I'll keep it simple.

This past Friday I arose at 5:00 in the morning -- for me an ungodly hour -- at my lodging by Walden Pond, ate a quick breakfast, and set out in my rental car for the nearby Natick Mall. This was the morning that the latest and greatest iPhone was about to go on sale and I was determined to have one. But Henry David Thoreau was very much on my mind as I waited... and waited and waited in line for an iPhone 5s, complete with, gulp, fingerprint reading capabilities. Was I forgetting Thoreau's great pronouncement on living well, "Simplify, Simplify," and his warning against misplaced ambitions, "The majority of men live lives of quiet desperation"? 

Well, no. Read on.

Back at Walden Pond, as the proud owner of a new iPhone, I began compiling a list of Thoreau's pronouncements that accorded well with my enthusiasm for new technologies. Herewith some gleanings from Walden: or Life in the Woods written more than 150 years ago:

Thoreau: "I say, beware of all enterprises that require new clothes." (Walden, Chapter 1)

-- Response: I wore old blue jeans for my journey to the Natick Mall to purchase my iPhone. Of the roughly 150 other persons in line none appeared to be wearing "new clothes."

Thoreau: Little is to be expected of that day, if it can be called a day, to which we are not awakened by our Genius, but by the mechanical nudgings of some servitor, are not awakened by our own newly acquired force and aspirations from within, accompanied by the undulations of celestial music, instead of factory bells, and a fragrance filling the air — to a higher life than we fell asleep from; and thus the darkness bear its fruit, and prove itself to be good, no less than the light." (Walden, Chapter 2)

-- .Response: Acquiring a new smartphone can certainly be occasioned by "aspirations from within." At least that's how it felt to me.

Thoreau: "Books are the treasured wealth of the world and the fit inheritance of generations and nations. Books, the oldest and the best, stand naturally and rightfully on the shelves of every cottage." (Walden, Chapter 3)

-- Response: And books "stand" too among the digital files on every smartphone -- including a file for Walden, of course. 

Thoreau: "I have, as it were, my own sun and moon and stars, and a little world all to myself." (Walden, Chapter 5)

-- Response: Surely he was thinking of the "little world" within an iPhone 5s! (See below.)

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Thoreau's "Hut" and His iPhone 5s
Photo by Bill Youngs
Click here and see more entries on the American Realities blog.
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               This current post is one of a growing number of historically-themed entries on americanrealities.com. To see a list of other posts, click on the link above.
               If you enjoyed this post on Thoreau, you may want to read this entry on swimmers at Walden Pond:
Swimmers at Walden Pond: Henry David Thoreau and his Successors


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Swimmers at Walden Pond: Henry David Thoreau and his Successors

9/19/2013

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I awakened before dawn this morning in Concord, Massachusetts -- and the pond beckoned. At this very moment swimmers would already be criss-crossing Walden, and in one cove perhaps the very spirit of Henry David Thoreau would be walking down from the site of his cabin to the cove where he would swim again. Time to get up and walk beside the pond.

Walden Pond is the most famous pond in the world, and rightly so. Thoreau's two-year stay here in 1845-1847 led him to write Walden; or Life in the Woods, one of the classics of American literature. And Walden today is every bit as lovely as it was more than a century-and-a-half ago, perhaps even more beautiful because back then wood-choppers were at work leveling the pond-side forests Thoreau so loved.

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Thoreau's Cabin from Title Page of Walden, 1854

Few places in America can rival Walden Pond for stimulation from a natural setting and the words associated with that setting. John Muir's Yosemite comes to mind as another such locale. But they are rare and special.

When I walked down the hill to Walden Pond this morning, the sun had just risen, a lovely orb shining through the mist over the hills at the far side of the water. Or so I thought. But as I gained a better view of the "sun," it occurred to me that it looked a lot like the moon. It was early, and my faculties were still adjusting to yesterday's flight from the West Coast, but it soon occurred to me that this "sun" was rising from the west, not the east. Ergo, my sunrise was actually a moonset. It also dawned on me, so to speak, that the moon was setting a lot faster than the sun had dropped the night before. More cogitation.... Oh, the moon, unlike the sun, moves around the earth, and so as our planet was rotating to the east, the moon was circling  around to the west. Ergo again, I did not have much time to get my camera shot. This is how the pond looked at moonset, with mist raising over the water. In the next few moments the moon would be gone.
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Dawn and Moonset Over Walden Pond -- Photos here and below by Bill Youngs

At the pond's edge I saw a half dozen men and women preparing to swim or already in the water.  In a moment we'll look at the patterns they made across the pond, but first let's explore what Thoreau himself said about swimming in Walden. 
Every morning was a cheerful invitation to make my life of equal simplicity, and I may say innocence, with Nature herself. I have been as sincere a worshipper of Aurora as the Greeks. I got up early and bathed in the pond; that was a religious exercise, and one of the best things which I did. They say that characters were engraven on the bathing tub of King Tching Thang to this effect: "Renew thyself completely each day; do it again, and again, and forever again." ,,, The morning, which is the most memorable season of the day, is the awakening hour. Then there is least somnolence in us; and for an hour, at least, some part of us awakes which slumbers all the rest of the day and night. Little is to be expected of that day, if it can be called a day, to which we are not awakened by our Genius, but by the mechanical nudgings of some servitor, are not awakened by our own newly acquired force and aspirations from within, accompanied by the undulations of celestial music, instead of factory bells, and a fragrance filling the air — to a higher life than we fell asleep from; and thus the darkness bear its fruit, and prove itself to be good, no less than the light.

On the morning of September 19, 2013, at the very end of the summer, most swimmers were wearing wet suits.
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Swimmers glided beneath the clouds of mist over the pond.
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With dawn they appeared to be swimming in a field of gold.
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On the shore an egret watched with interest.
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And at a corner of the lake known as "Thoreau's Cove" no one was swimming -- unless one of those wisps of mist was Henry David himself.
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The calendar said summer, but these leaves said Autumn is coming soon and winter with its pond ice -- swim while you can!
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In order to visit these scenes in motion and with sound go to the accompanying YouTube video at:
-- Walden Morning
As evidence of just how cold Walden can become in the winter here are two videos I posted on YouTube a another season:
-- Walden Winter Swimmer: Erec Sanders 
-- Snow Falling at Walden Pond

Click here and see more entries on the American Realities blog...
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               This current post is one of a growing number of historically-themed entries on americanrealities.com. To see a list of other posts, click on the link above.
               If you enjoyed this post on Walden Pond swimmers, then and now, you want to read this post on Herman Melville and the Seattle Waterfront:
                    -- "Ocean Reveries" in Herman Melville's Manhattan and Today's Seattle
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On the Road with History 498: "The History of the American National Parks"

9/12/2013

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One of the courses I teach at Eastern Washington University is a history of the American National Parks. I also teach a course called "The History of the American Wilderness." I expect to work up material from both of those courses for my American Realities blog -- as well as developing entirely new wilderness-related subjects. While working on, I have travelled by RV and motorcycle about 15,000 miles during the past two years. One of my on-line, on-the-road presentations for the course provides much of the material that follows in this blog post. The basic topic is a little photo essay on teaching a parks course while on the road.
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Photo by Larry Conboy

In preparing and teaching History 498: "The History of the National Parks" I have now traveled about 15,000 miles by RV and motorcycle taking pictures, making films, and interviewing men and women at the parks. My goal is to bring students in the class closer to the parks through "Fireside Talks" growing out of these travels. Whenever possible I will post material for the course in a natural setting. I thought you might like to have a little glance at my two companions on the trip: "Swoop," my Can-Am Spyder motorcycle, and "Spirit," my RV. In the first photo here I am posed in a national park.... No, I'd better tell the truth. I'm in a little park, or garden if you prefer, right beside Showalter Hall. Larry Conboy, Eastern Washington University photographer, took this picture. Larry coaxed me on this jaunty pose where I have one leg crossed over the other. It looks like I rule the world doesn't it?! But I must admit, during times when swoop and I were riding beside 1000-foot cliffs, on curvy roads, with no guard rail, that jaunty look was replaced by something more like a look of sheer terror! Of course, Swoop himself would never admit to being frightened. Just look at his eyes: don't they say, "I'm bad"!?

This picture below shows Swoop enjoying a moment of repose at Point Reyes National Seashore.
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Photo by Bill Youngs

I was camped near Yosemite one weekend, and I took several "scoots" on Swoop to film the sites. Here below is one of the most famous of all: Half Dome in Yosemite.

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Photo by Bill Youngs

On Sunday Swoop and I visited another Yosemite landmark, this one famed for the environmental battle that John Muir lost -- some say the defeat killed the great visionary of the national parks. Yes, that is Hetch Hetchy Dam.

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Photo by Bill Youngs

When I'm not riding Swoop, I'm driving Spirit, our "mother ship." It is not only my home on the road, but also my office on the road. As I write this I am in Spirit at my computer with a good wifi connection. I took the photo below at Olmsted Point as I drove through the park. You don't see my motorcycle Swoop, of course, because he is in the trailer -- or as we prefer to call it, "his stable."

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Photo by Bill Youngs

From Olmsted Point in Yosemite National Park I took this picture of the mountains looking down past Lake Tenaya.

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Photo by Bill Youngs

Consider those images a "teaser" for blog entries to come. The film below is another teaser, done originally as an introduction to my on-line course on the National Parks during the fall of 2012. In the opening shot at Cape Disappointment State Park in Washington, the challenge was to film myself (using a tripod of course) without stumbling over those logs. It took about a half hour to set up the shot. Most of the film consists of movies and still shots I made in the parks during several months of travel. Lots of "grist" for future posts on the American wilderness....

Film Illustrating Themes in "The History of the American National Parks"


View more entries on the American Realities blog...
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               This current post is one of a growing number of historically-themed entries on americanrealities.com. To see a list of other posts, click here.
               If you enjoyed this post on 9/11 and Columbus, you may want to read these posts on environmental history:
                    -- New York's Central Park: A Wilderness?
                    -- Turnbull National Wildlife Refuge, Resplendent in Greens and Yellows


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Attacks on the United States: Remembering Osama bin Laden and Pancho Villa

9/10/2013

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Cartoon drawn by Sam Berryman the Washington Star – Wikipedia Commons
Uncle Sam is chasing Pancho Villa into Mexico and saying, “”I’ve had about enough of this.”

During the past 198 years since the Battle of New Orleans, the continental United States has suffered foreign invasions only twice. Most recently, of course, the nation endured attacks on New York City and Washington D.C., on September 11, 2001, in a terrorist attack master-minded by Osama bin Ladin. The previous attack on the United States was planned and executed in person by Pancho Villa, the Mexican revolutionary, who crossed the border and laid waste to Columbus, New Mexico, on June 9, 1916. The similarities and differences between the two episodes are fascinating and instructive – especially in the way that we remember each: Osama is the epitome of the arch-villain, while Pancho, wonder of wonders, has emerged as a kind of folk hero.

1. Comparing the attacks

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New York City, September 11, 2001

In each case the attack was a complete surprise. The Americans who gathered around their televisions on the morning of 9/11 were no more shocked by the news that day than Americans reading their newspapers decades before had been on June 9, 1916. In each case, the impossible had happened: the American homeland had been attacked by a foreign foe.  The loss of life was far greater during the attacks of 2001: almost 3000 died during 9/11 including the 19 perpetrators and those who were killed when a fourth hijacked plane crashed in Pennsylvania. In contrast, only eighteen Americans died when Villa attacked Columbus – eight soldiers at a small army post in town and ten civilians. About one hundred Villistas died in the attack. In neither case was the destruction tactically significant. Neither the loss of the World Trade Center and damage to the Pentagon, nor the destruction of four blocks of Columbus, New Mexico, impaired the fighting strength of the United States. In contrast, the Japanese attack on Pearl Harbor on December 7, 1941, was devastating to national security. But both Columbus and 9/11 led to righteous indignation and prompt retaliation.

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Columbus< New Mexico, shortly after Pancho Villa's attack of June 9, 19166

2. Comparing the perpetrators

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Osama bin Laden

In varying degrees there was confusion as to who actually orchestrated the Columbus and 9/11 attacks, unlike the Japanese bombing of Pearl Harbor by Japanese planes with Japanese insignia. In that case, there was no doubt as to the identity of the enemy. The stories of Columbus and 9/11 are murkier.

Pancho Villa was there in person at Columbus, leading 500 men into battle. But who was Pancho Villa? By reading about the events of the Mexican Revolution, which had been going on since 1910, Americans knew the names of some of the revolutionary leaders including Emiliano Zapata, Venustiano Carranza, and Pancho Villa. But control of the revolution was constantly shifting. At the time of the Columbus raid, Villa had lost several battles in the civil war that occurred within the revolution. But when the United States intervened, then-President Carranza supported Villa to the extend of asking the United States to withdraw. Mexico did not exactly attack the United States, but the government did not entirely repudiate the raid.

The responsibility for 9/11 was even murkier. We soon knew that Osama bin Laden was the mastermind – he announced it himself.  But who were the eighteen men who hijacked the planes that did the damage? Many Americans thought back in 2002 that Iraqis were to blame, and many still hold that mistaken belief. But we now know than none of the hijackers were Iraqis: fourteen were from Saudi Arabia, and the others from Lebanon, Egypt, and the United Arab Emirates. Neither attack on the United States was orchestrated by a foreign state.

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Photo by Bill Youngs
Statue of Pancho Villa at Grave Site in Chihuahua, Mexico

3. Comparing the Interventions

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“Auto Truck Suply [sic] Train About to Leave for Mexico” – Wikipedia Commons

Since neither of these attacks was carried out by a nation state, like the acts of aggression in Europe and Asia prior to World War II, it would be difficult after both Columbus and 9/11 to form a measured response. The United States mounted a “Punitive Expedition” into Mexico led by Gen. John J. “Black Jack” Pershing with orders to capture Villa and prevent further raids while acting “with scrupulous regard to the sovereignty of Mexico” – a contradiction in terms if ever there was one! The American soldiers drove deep into Mexico and fought pitched battles with Villiastas, but never encountered Pancho Villa himself. After nine months the Americans withdrew, in part because of the difficulty of hunting Villa on his own ground, and in part because of official Mexican opposition to American troops on Mexican soil. Additiionally, the army had “bigger fish to fry.” In 1917 the United States entered the First World War. General Pershing was soon leading from a palace headquarters in France instead of a canvas tent in Mexico. Pancho Villa survived for six more years until 1923 when he was killed by assassins in Chihuahua.

The response to 9/11 was even more politically charged since the attack was not launched from a foreign country and was not the work of the citizens of a particular country. While most of the terrorists were Saudis the United States did not blame Saudi Arabia for the attack or consider invading Saudi Arabia in retaliation. The country went to war first in Afghanistan because its Taliban government gave sanctuary to al Qaeda operatives including Osama bin Laden himself. The United States next invaded Iraq on the largely discredited argument that Iraq was a hotbed of al Qaeda activity and had large stockpiles of weapons of mass destruction.. The focus of retaliation came back to Osama bin Laden when on May 1, 2011, he was tracked down in Pakistan and killed by Navy seals.

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American Forces Prepare to Invade Iraq, 2003

4. Comparing Pancho Villa and Osama bin Laden in American Memory

The parallels between these two episodes are striking until we come to the historical aftermath of each. Pancho Villa has entered into the historical imagination of not only Mexicans, but also of many Americans as a kind of folk hero.  While travelling in Mexico several years ago, gathering information about Pershing and Villa, I found many citizens who regard him as one of Mexico’s great land reformers and as a friend of the people. His statues are ubiquitous. Here is one in Chihuahua:

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Hundreds of miles south on a peak overlooking Zacatecas I found this statue. Mexican tourists flocked around it as well. Several shouted “Pancho Viiiiilla” as they arrived in imitation of the pronunciation of his name in a popular movie. One of them kindly took this picture of me, holding up my tripod case in imitation of Villa’s uplifted arm and his gun:

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Here’s a close up of Villa’s face in this statue. Note his joyful look as he enters into battle:

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Photo by Bill Youngs

So Pancho Villa is a hero in Mexico, but what about in the United States? Think about it. His name is everywhere: in the names of restaurants, menu items, taquilla bottles. (I’ve even seen a “Pancho Villa Mexican Restaurant” in Helsinki, Finland!) Just now, Google brought me to a restaurant chain in southern California called: “Pancho Villa’s Mexican Grill and Entertainment.” The web site includes a link for “Pancho Villa’s Story.” Here we learn: “Pancho Villa is considered by many to be the most widely known Mexican throughout the world. He is seen as a Robin Hood and a hero of the revolution.” I read on through a multi-paragraph account of his career, generally well written. Then I came to this paragraph, also true:

“Villa financed his army by stealing cattle herds in northern Mexico and selling them north of the border, where he found plenty of American businessmen willing to sell him guns and bullets. Villa became a sort of folk hero in the U.S. Even Hollywood filmmakers and U.S. newspaper photographers flocked to Northern Mexico to record his battles–many of which were staged for the cameras.”

By now I was waiting eager to see how this little history would “spin” Villa’s attack on Columbus, New Mexico. But that was all. The next subheading reads “Mariachi Music.”

So even among admirers of Pancho Villa, some have difficulty explaining his little invasion of the United States. What would folks say about Villa in Columbus itself, we might wonder? Here is the greatest surprise of all. In Columbus there is a state park telling the story of the raid. One might expect it to be called, “Gen. Pershing State Park” or even “The Punitive Expedition State Park.” But no – and Pancho must be smiling his big smile about this – it is Pancho Villa State Park!

There is a lot more to be said about this, about the strange ways we do or do not celebrate past events, but I will leave those ruminations to future AmericanRealities blog posts. In the mean time, if you anticipate a Pancho Villa State Park in Manhattan during our lifetimes or in generations to come, I have a bridge I'll sell you!

View more entries on the American Realities blog...
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               This current post is one of a growing number of historically-themed entries on americanrealities.com. To see a list of other posts, click here.
               If you enjoyed this post on 9/11 and Columbus, you may want to read these posts on military history:
                    --  Indian Pow Wows in Spokane: Past and Present (2) - The Nez Perce War
                   --  “Come on, you sons of bitches, do you want to live forever?!” (Battle of Bois Belleau, World War I)
                    -- Memories of the Lafayette Escadrille at the American Cathedral in Paris
                    -- Hiroshima, 68 Years Later
                   -- Uncle William Wheeler at Gettysburg

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“Oh! The Joy!” --  Sublime Moments in American History

9/8/2013

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The Lewis and Clark Expedition and Washington’s Crossing(s) of the Delaware

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Lewis and Clark on the Lower Columbia
Painting by Charles Marion Russell, 1905, Wikimedia Commons

One of my favorite moments in American history is embodied in a simple phrase recorded by William Clark in 1805 shortly after he and the Corps of Discovery reached the Pacific: “Ocean in view! Oh! The joy!” In truth, they were then camped beside Gray’s Bay, estuary of the ocean, reaching up the Columbia River, not on the open Pacific. But the fundamental point remains. After two years of hard travel across inland America, the Lewis and Clark Expedition had reached salt water.

There were many reasons to rejoice at that moment. They were the first to cross the continent through American territory to the crest of the Rockies. They accomplished the task without hostilities with any Native American peoples. They lost only one man during the crossing.  They gathered valuable information about the flora , fauna, and geological features along the way. And then in a single moment their success was assured. Making the event even more wondrous, as if in confirmation of the kinship they had experienced on the crossing, the expedition members voted together on November 24, 1805, in deciding where to locate their winter camp. In this case the “they” was not only free white males, as was the customary electorate in the United States at that time, but it included the Indian woman Sacajawea and William Clark’s slave, York. In their moment of triumph, they set an example in democracy not known to the nation as a whole until more than a century later.

Reflecting on William Clark’s phrase, I have decided to compile a list of other “Oh! The Joy!” moments in American history, and herewith a preliminary list of qualifications: 

“Oh! The Joy” Moments in American History -- A Preliminary Definition

1) The “Oh! The Joy!” moment should be just that, a moment. America’s recovery from the Great Depression was a wonderful development, but it did not manifest itself in a single, joyful moment.

2) The moment can, none the less, be the result of months , even years, of planning as long as the fruition of that planning comes  in a single, epic event.

3) The moment should bring glad feelings. Other kinds of sudden developments may entail sorrow even tragedy, but they are certainly not “Oh! The Joy!” moments. One thinks, for example, of the events of September 11,  2001.

To explore this subject further, let’s look at another sublime moment in American history: George Washington’s crossing the Delaware.

Crossing the Delaware – Twice 

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Washington Crossing the Delaware
Emmanuel Leutze, 1851, Wikimedia Commons

In 1776 the United States declared Independence from Britain and almost lost the Revolutionary War to Britain. Early in the year George Washington took command of the continental army, forming outside of Boston. During his early weeks on the scene he successfully imposed military discipline on a poorly organized crowd of soldiers already assembled there, and he forced the British to withdraw from Boston. Afterwards he moved the army to New York City, where he suffered defeat after defeat. The British won victories at Long Island, Manhattan, and White Plains. He was forced to abandon New York and move most of his army across the Hudson River to New Jersey.

In retreat George Washington left behind in Manhattan several thousand American soldiers at Fort Washington, named of course for the general. He thought they could withstand any British assault. In a chapter on “The Continental Army in the Year of Independence” published in American Realities, I wrote this description:

Fort Washington, the last American stronghold on Manhattan, was on a high cliff over the Hudson, surrounded on all but the river side by the British. Washington believed that the position was indefensible but was persuaded by his subordinate, Nathanael Greene, that it could be held. On November 16 he watched in despair from the opposite shore as his fears were realized. The outer works of the fort were too extensive to be held by the 2,800 men left in Manhattan. They were easily overwhelmed, and the defenders retreated into the fort itself. But it was small and impossibly crowded, and at the day’s end the situation was hopeless, and the garrison surrendered. It was the worst defeat of Washington’s career. In addition to losing almost three thousand men, he lost guns, cannon, munitions, and supplies.

Additionally, the loss of Fort Washington was a uniquely personal loss for the general. The episode was not merely a news item he studied in a field report or a remote event on a battlefield he commanded. As the fort was overwhelmed, Washington was on the opposite side of the Hudson River, on the New Jersey Palisades, watching through a telescope. In painful detail he could see Americans overwhelmed, finally surrendering or falling to the sword. Following the losses of the previous months, this was simply too much. Washington turned away and began to weep, in the words of one historian, “with the tenderness of a child.” This was no weakness on the commander’s part; rather it indicates one of his strengths. Washington could care deeply, intimately, about his men, even while dealing with larger, impersonal questions of conducting the war.

Forced out of New York, the Continental Army retreated ignominiously across  New Jersey and over the Delaware River to temporary safety in Pennsylvania. In the mean time, the army had dwindled to a few thousand soldiers with Washington, and the remaining men were cold, hungry, and often sick. With no effort at cheap theatrics Washington confessed, at this time, that he considered retreating  across the Appalachian Mountains into the interior to escape the British. “I think the game is pretty near up,” he wrote. “I am wearied to death.” With the plight of the Continental Army in mind, Thomas Paine wrote at this time one of the most powerful phrases in American history:

“These are the times that try men’s souls.”     

            In desperation Washington conceived the bold plan of crossing the Delaware to attack a garrison at Trenton, manned by Hessians, British mercenaries. Again, from American Realities:
On the night of December 25 Washington began to prepare 2,400 men for the crossing of the Delaware. He had assembled a fleet of long, shallow-draft Durham boats, normally used as trading vessels… During the night the temperature dropped and the wind came howling down the valley. Snow fell on the small transports as they made the three-hundred-yard trip across the cold water between hard blocks of ice. But in the early morning of December 26 the army was across and marched over frozen roads to Trenton.

There they surprised the Hessian garrison, sleeping off a Christmas celebration. The enemy tried without success to organize themselves to fend off Washington’s attack, but they surrendered after forty-five minutes. It was a stunning victory. Washington captured a thousand enemy troops and their supplies at the cost of only twelve casualties.

Fearing a British counterattack, Washington took his men and their prisoners back across the Delaware. In a few days his soldiers would complete their one-year enlistments, but Washington persuaded most to stay another six weeks. On December 30 he recrossed the Delaware. This time the British were prepared. General Cornwallis was in the vicinity with six thousand troops. On the night of January 2 the British general camped his men near Washington’s position on Assumpink Creek. Expecting to attack Washington the next day, Cornwallis remarked, “At last we have run down the old fox and will bag him in the morning.”

But his prediction was wrong, for Washington once more eluded the British with a night march. Leaving a few men behind to tend the campfires, the Americans marched past Cornwallis deep into enemy-held territory. On the morning of January 3 they routed the British at Princeton, and Washington watched the retreat with childlike enthusiasm. Sitting astride his horse, he waved his sword and shouted, “It’s a fine fox chase, my boys.”

The victories at Trenton and Princeton gave an enormous boost to American morale. In Europe the New Jersey counterthrust was described by such eminent military experts as Frederick of Prussia as one of the great campaigns of the century. At home in New York, Lydia Minturn Post credited the American success to divine Providence; to “the judgment, skill, and intrepidity” of George Washington; and to the “deep-rooted indignation” of the Patriots who would “do and dare for liberty, or death.” Even an old English observer had to admit that Washington’s successes restored American confidence. “A few days ago,” he said, “they had given up their cause for lost. . . . Now they are all liberty mad again.”

Admittedly, I’ve bent my own rules a bit for an “Oh! The Joy!” moment in American history, because this was really two such moments, each following in quick succession the crossing of the Delaware.  But at the time they would have been experienced as a single event, and certainly the outcome was joyful!


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Eleanor Roosevelt, Lorena Hickok, a Buick Roadster, and a Trip to Quebec

9/5/2013

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Text, Images, a Map, and a Reading
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Soon after becoming First Lady Eleanor Roosevelt joined her friend Lorena Hickok on a vacation trip to Quebec in a sporty Buick Roadster.  Although she was ultimately one of the most beloved and influential women in American history, Eleanor was a reluctant First Lady. 

During the previous decade she had been active in Democratic party politics as well as helping run Todhunter School in New York City. She thrived on an active life, and she feared that her new role would be decorative rather than decisive. First Ladies, for example, had hitherto kept the press at a distance and certainly did not hold press conferences. Early in Franklin Roosevelt’s administration Eleanor turned that custom on its head by holding her own press conferences open only to women reporters. A few days after the inauguration she held one of these meetings - before Franklin's first conference. She greeted the newswomen by sharing with them a box of candies.

One of her most independent-minded acts during her first few months as First Lady was  to take a vacation by automobile with none of the fan fare of her position. Herewith an evocation in three forms of that extraordinary journey. (1) First there follows an excerpt from my book, Eleanor Roosevelt: A Personal and Public Life, describing the journey. (2) Next I’ve embedded a reading of this passage by Donata Peters, taken from her reading of the entire book for Books on Tape. (3) And finally I invite you to follow the journey on a Google map.

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National Archives: Lorena is on the right, Eleanor is second from the left.

1) The Journey as Text: Excerpt from Youngs, Eleanor Roosevelt: A Personal and Public Life, Chapter 8, "First Lady"

Eleanor made herself more accessible to the public than any previous First Lady. But at the same time she fought to preserve a private realm, where she could simply be herself. She refused to be accompanied on her travels by Secret Service agents and insisted on driving her own car without a police escort. The heads of the Secret Service fretted - kidnappers had recently killed Charles Lindbergh's child, and that winter an assassin in Miami had fatally wounded Chicago's Mayor Cermak as he stood beside Franklin. Nonetheless, Eleanor continued to value privacy above safety, and refused protection. Finally. a frustrated Secret Service agent placed a gun on Louis Howe's desk and told him to make the first Lady carry it. Eleanor took the gun, and with Earl Miller's help she learned to shoot it, but there her compliance ended: she carried it unloaded in her glove compartment.

During the summer of 1933 Eleanor tested the bounds of her liberty, as if to determine just how much of her private life she could preserve in her new position. First she purchased a car: not a staid black Lincoln or Cadillac as might befit the First Lady of the land, but a light blue Buick roadster, a sporty convertible with a rumble seat. The car was a whim, to lose herself in the formal persona of President's wife. As if to proclaim her freedom from convention, Eleanor indulged in other whims. She had always wanted to watch the sunrise from Vermont's Mount Mansfield and drive around the Gaspe Peninsula and spend a night in a tourist home. Why not do these things and more? The children had their own summer plans, the White House social season was over, Eleanor was only forty-nine, and life was still an adventure. In this frame of mind she invited Hick to join her in the roadster for three weeks traveling as "ordinary tourists" through New York, New England, and Eastern Canada. The Secret Service was aghast, fearing that the First Lady would be abducted.

That idea amused Eleanor as she and Hick sped north in the convertible with the wind whistling in their ears. Eleanor was nearly six feet tall and Hick weighed nearly 200 pounds. "Where would they hide us?" Eleanor demanded. "They certainly couldn't cram us into the trunk of a car!" As the sun dipped toward the Adirondacks and dusk fell over the forested countryside, they passed a little house with a sign welcoming tourists. "Let's go back and try it," Eleanor said, "I've always wanted to stay in one of those places." The owners - a young couple with a small-baby - were startled to see Mrs. Roosevelt walk through their door. But Eleanor behaved like an ordinary tourist, and the hostess, regaining her composure, showed the guests to an ordinary room, small but spotless. The hot-water system was not fully installed, she explained, and so there was water for only one bath.

     As the sun dipped toward the Adirondacks and dusk fell over the forested countryside, they passed a little house with a sign welcoming tourists. "Let's go back and try it," Eleanor said, "I've always wanted to stay in one of those places."

Alone, Eleanor and Hick argued over who would use the tub. "You're the First Lady, so you get the first bath," said Hick. Eleanor playfully thrust out her long fingers at her friend as if to tickle her into submission. Hick, ticklish but persistent, finally won, and Eleanor bathed. But with her spartan upbringing, she managed to take her bath cold, and Hick found to her surprise that the tap water was still warm. That night before they went to sleep Eleanor read to Hick from one of her favorite books, Stephen Vincent Benet's John Brown's Body.

The next morning they visited John Brown's farm and his grave near Lake Placid. With three weeks to themselves they traveled slowly toward Canada, criss-crossing the Green Mountains of Vermont and the White Mountains of New Hampshire. One evening they found themselves in a small town at the foot of Mount Mansfield. It was pitch black, and the village policeman advised them not to attempt the treacherous mountain road in the dark. But Eleanor was determined to see the sunrise from the top. The roadster whined up the trail in low gear, its headlights falling on trees and then into open space as the car rounded hairpin turns on the way to the Green Mountain Inn and a short night's rest.

A few hours later Eleanor and Hick watched the early morning sunlight that broke over the Atlantic and struck the mountains of northern New England. Atop Mount Mansfield they saw the light catch the mountain peaks and drop slowly into the valleys of the silent wilderness; far to the north they could see Mount Royal in Canada, and to the west Lake Champlain caught the pure light of dawn. To the south, out of sight beyond the horizon, the sun brightened the White House and the Washington Monument, five hundred miles away in space, further still in thought.

The women drove on into Canada, staying at the majestic Chateau Frontenac in the old stone city of Quebec. For the next few days they drove along the south bank of the St. Lawrence on one of the loveliest roads in all of North America. She and Hick ate meals cooked over woodburning stoves, lay under the sun on a warm beach, and swam in the St. Lawrence. America seemed far away, and their anonymity complete. They stopped at a little church by the water, and the village priest invited them to lunch in his rectory. Hearing Eleanor's name he asked her: "Are you any relation to Theodore Roosevelt? I was a great admirer of his."

"Yes," said Eleanor, smiling, "I am his niece."

Eleanor and Hick spent their last night in Canada at a tourist camp in a trim log cabin with a huge stone fireplace. The next day they crossed the border into Maine. For the past few days, Eleanor had delighted in her freedom. She had not been the First Lady of America; she had been an ordinary person - herself. But that must soon end. With the convertible top still down, looking disheveled with white sunburn cream smeared over their faces, they drove into the town of Presque Isle, where to their "horror" a parade awaited them. They were "wind-blown, dusty, and dirty" and Eleanor felt anything but gracious. But she was trapped and fell dutifully into line with the procession that moved slowly down the main street between rows of flag-waving children. A portable traffic standard loomed ahead and a flustered Eleanor clipped it. "Damn," she said. 

     Eleanor had delighted in her freedom. She had not been the First Lady of America; she had been an ordinary person - herself. But that must soon end. With the convertible top still down, looking disheveled with white sunburn cream smeared over their faces, they drove into the town of Presque Isle, where to their "horror" a parade awaited them.

This was the only time Hick ever heard her friend swear. Eleanor may have been surprised at her own profanity, but she managed to drive on through the town. When she realized that a dozen or so cars were still following them, she told Hick, "We've got to get out of this some way." The First Lady then sped around several comers and lost her escort on a country road in the potato fields of Aroostook County. Here they saw a farmhouse with a sign welcoming tourists.

After registering they settled their nerves with a walk and then sat on a porch swing. Soon the farmer appeared and sat on the steps. Eleanor began talking knowledgeably about potato prices and local agricultural conditions. The farmer's wife came out and sat in a rocking chair; as darkness settled over the farm land, the four of them went on talking. Hick sensed the farmer's wowing admiration for Eleanor. At about eleven o'clock they went into the kitchen for a snack of doughnuts and milk. In their room Hick asked Eleanor how she had managed to know so much about farming in Maine. Eleanor explained that she had read a local newspaper; she also gained information from the farmer as she went along: "something I learned to do when I was very young," she said, "to cover my ignorance." She might also have mentioned Franklin's coaching. He had taught her to be a good observer while he was Governor of New York, and he would need her reports even more now that he was President.

After a short visit to Campobello, Eleanor and Hick drove back to Washington. On the night of their return Franklin began a tradition he would observe throughout his Presidency: he dined informally with Eleanor so that she could tell him what she had learned. Hick told him about Eleanor's altercation with the traffic standard, and Franklin's "great, booming laugh" filled the room. Franklin asked about the country they had seen. What was the hunting and fishing like in Quebec, he wondered. How did the people live: what were their houses like, what did they eat, did the Catholic Church control education? And what about Maine: how were the farmers getting along, what had she learned about the Indians? Eleanor answered these questions and others. It was soon apparent to Hick that although Eleanor had relaxed on their vacation, she was constantly registering information for herself and for Franklin, even making mental notes about the state of laundry hanging on clothes lines - any detail that would help them both understand more fully the condition of the nation they served.

In such ways Eleanor brought together her private and her public life, even while touring in a Buick convertible. The vacation had been an escape from Washington, a part of Eleanor's personal life; at the same time it served her public role and her relationship with Franklin. The personal distance between Eleanor and Franklin remained great. He could relax more easily with Missy and Anna than with his wife. In the White House there were rooms enough for the President and First Lady each to have their own suites. When guests came for dinner, they often had cocktails with Franklin or with Eleanor in their separate White House apartments, before coming together for dinner.

2) A reading from the audiobook version of Eleanor Roosevelt -- Click below to hear Donata Peters read this passage:

3) "A Friendly Journey: Eleanor Roosevelt and Lorena Hickok Tour the Northeast" 
          interactive map by Lee Nilsson with text from Eleanor Roosevelt: A Personal and Public Life
(Click the link beneath the map for a larger map with more functionality.)


View A Friendly Journey: Eleanor Roosevelt and Lorena Hickok Tour the Northeast in a larger map


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                    --  Eleanor Roosevelt Tours the South Pacific During World War II




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“Ocean Reveries” in Herman Melville’s Manhattan and Today’s Seattle

9/3/2013

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A Photo Essay on the Resonance of Past and Present
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All Photos by Bill Youngs

One of my favorite sections of Moby Dick occurs long before Harman Melville introduces us to Queequeg or Capt. Ahab or Moby Dick himself. In fact, the passage occupies the second, third, and fourth paragraphs of the book and introduces us to the real protagonist, the sea itself. Melville describes a scene in Manhattan that he must have seen hundreds of times, and which I saw reeanacted, so to speak, in Seattle yesterday evening. In chapter one, “Loomings,” Melville writes:
 
There now is your insular city of the Manhattoes, belted round by wharves as Indian isles by coral reefs- commerce surrounds it with her surf. Right and left, the streets take you waterward. Its extreme downtown is the battery, where that noble mole is washed by waves, and cooled by breezes, which a few hours previous were out of sight of land. Look at the crowds of water-gazers there.

Circumambulate the city of a dreamy Sabbath afternoon. Go from Corlears Hook to Coenties Slip, and from thence, by Whitehall, northward. What do you see?- Posted like silent sentinels all around the town, stand thousands upon thousands of mortal men fixed in ocean reveries. Some leaning against the spiles; some seated upon the pier-heads; some looking over the bulwarks of ships from China; some high aloft in the rigging, as if striving to get a still better seaward peep. But these are all landsmen; of week days pent up in lath and plaster- tied to counters, nailed to benches, clinched to desks. How then is this? Are the green fields gone? What do they here?

But look! here come more crowds, pacing straight for the water, and seemingly bound for a dive. Strange! Nothing will content them but the extremest limit of the land; loitering under the shady lee of yonder warehouses will not suffice. No. They must get just as nigh the water as they possibly can without falling And there they stand- miles of them- leagues. Inlanders all, they come from lanes and alleys, streets avenues- north, east, south, and west. Yet here they all unite.

What I saw in Seattle yesterday evening echoed what Melville saw in New York City more than a century-and-a-half ago, to wit:

1. “Belted round by wharves as Indian isles by coral reefs- commerce surrounds it with her surf…”

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2. “Look at the crowds of water-gazers there.”

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3. "Posted like silent sentinels all around the town, stand thousands upon thousands of mortal men fixed in ocean reveries."

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4. “…some high aloft in the rigging, as if striving to get a still better seaward peep.”

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Click below for a reading of the final paragraph:
All right, I had to cheat a bit on those last three photos. That’s not the rigging on a tall ship, and those folk, barely seen in the cars, were hoisted aloft by mechanics, not by muscle. But the principle is the same, and that is the point. Walking the Seattle waterfront at dusk on Labor Day, 2013, I sensed a kinship with those men and women described by Melville in old Manhattan. We are animated by the same impulse, a love for the sea, both as symbol and as reality of something grand, luminous, and numinous in our natural world.

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Indian Pow Wows in Spokane: Past and Present (3) – Indians at Expo ‘74

9/2/2013

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Photo by BY
A few days ago Spokane hosted the “Northwest Indian Encampment. Market and Pow Wow." The event was a reminder of other moments  in the early history of Spokane. In previous posts I described the way that whites and Indians took turns dancing at celebrations such as Independence Day during the 1870s and the frightening native American drumming at Spokane during the Nez Perce War (1877). In both of these stories I excerpted sections from my book, The Fair and the Falls: Spokane’s Expo ’74. Another segment of the book resonates with the recent encampment: an interview with Native American dancer, Spokane Indian David Brown Eagle, done for the book about twenty years ago. (Expo ’74, by the way, was the first world’s fair in which Indians were in charge of planning their own fair exhibit.)

THE DANCER

(from The Fair and the Falls, Chapter Seventeen, “A Mingling of Peoples”)

David Brown Eagle, whose mother was a Spokane, was one of the participants at Native American's Earth. He grew up on the Blackfoot and Colville reservations, and he remembered childhood trips to Spokane. "We'd come here to shop, say, for Christmas, and down by the water, where Expo was, I remember we'd park under the train trestle. We'd walk through the Skid Road area. It was really, really ugly."

As he grew up, one of the important influences in his life was his grandmother, who was in tum raised among Indians who remembered when the white men first settled Spokane. "There's going to be a time," she told her grandson, "they're going to come, and they're going to take your horse, they're going to take your land, and they're going to take your home. But Grandson, whatever you want to give from here (indicating her heart), they can't take that away. You can only give it up." Raised among people who had indeed lost horses, homes, and land to the whites-land that included the Spokane Falls-Brown Eagle's grandmother could speak these words with authority. (135)

"There's going to be a time," she told her grandson, "they're going to come, and they're going to take your horse, they're going to take your land, and they're going to take your home. But Grandson, whatever you want to give from here (indicating her heart), they can't take that away. You can only give it up."

In an interview at his Gonzaga University office, Brown Eagle explained what native dances meant to him. When he was six years old, his father began taking him to powwows. "One day he asked me if I wanted to dance. I said sure, and I figured, well, I don't have anything to wear, so I probably won't have to dance. So that evening he came into my grandmother's teepee, and he had all these bits and pieces of different outfits that the relatives offered him so I could dance. And it was really a touching experience for me. There was my father; he was talking about the dance; he was talking about the importance of it, and the different relatives had loaned him the bells and gave him this and gave him that, and pretty soon I had this outfit. Okay, I went out and danced for the first time."

When he was in high school, Brown Eagle and several friends liked to attend powwows. Accompanied by drums, they would dance "until the sun was coming up." Dancing was a spiritual experience. Each object in the regalia had meaning. As Brown Eagle put on bits and pieces of his costume, each would bring back memories. "It's kind of like a story time within your own head." Whenever he began to dance he was prepared, just as a good runner is ready for a race.

You don't sit around all week and then run on a weekend. You train for it. I don't sit around all week and dance on Friday. No, what I do, I train during the week, not for the dance but for my body so when I go to a powwow, and I dance, it's like, wow, man, it feels good! 

The whole process is to offer prayers through the songs, through the dance and to recharge, reenergize and get rid of a lot of excess baggage or garbage we may pick up during the year. Early morning of that last night before the sunlight, it's an exciting time because everybody knows the sacrifice, if you will, is complete. The songs were sung, the dances were danced, the words were spoken, the prayers were offered. It's really a beautiful, strong spiritual experience. 

The whole process is to offer prayers through the songs, through the dance and to recharge, reenergize and get rid of a lot of excess baggage or garbage we may pick up during the year. Early morning of that last night before the sunlight, it's an exciting time because everybody knows the sacrifice, if you will, is complete. The songs were sung, the dances were danced, the words were spoken, the prayers were offered. It's really a beautiful, strong spiritual experience.

As an example of the spiritual content of the dance, he described the Sneak Up, a dance that probably originated in Oklahoma. Accompanied by a drum beat, sometimes fast and sometimes slow, the dancers would imitate warriors. In the middle of their circle would be a prone warrior whom they would try to rescue.

"Then they lift this man up. They retrieve the wounded warrior from the battlefield; then, when they pick him up, that's when everybody goes crazy. I mean, in a good sense, because they see what they've done. The first time we did it, this friend of mine from the Nez Perce reservation-he was wounded in Vietnam, and he was a prisoner of war-he relived that situation where he was wounded and relived that experience of being a prisoner of war, but also he relived the belief that as a Nez Perce warrior his strength as an individual within his tribe and as a veteran and as a warrior veteran was very significant."

This dance was meaningful to Brown Eagle and other participants because they too were veterans, and their sense of brotherhood added to the meaning of the ceremony. "In other words, you get energized, you call upon your spirits, you call upon your brothers who are dancing with you, you call on the significance of a song and how it lifts you up. How would you say in the white man's terms a pep rally! But probably more so because there was more of a spiritual base in it. So it was a good feeling, and it still is, to connect, and I believe a lot of dancers still have that. They have that excitement of going out there to dance. I mean, it's really a rush."

In presenting native culture for the general public through a series of dances, there was always the danger that persons seeing the performance would think they had learned all there was to know about the dance. He compared the situation to someone following a Catholic priest for a couple of days, and then putting on a robe and claiming he was ready to conduct a service. Brown Eagle could anticipate a point when his descendants, if not properly taught, would look at an Indian dance and say, "What's the big deal?" So, he added, "we need to understand the big deal within ourselves first and foremost. And if we lose sight of the big deal, then everybody else including our great-grandchildren and our grandchildren, they'll say, 'Well, there's no big deal about being Indian.''' 

Brown Eagle, and many other Indians at Expo '74, were encouraged by the fact that Native American's Earth was their festival. They were calling attention to their presence in the modem world. In that way, it reflected the spirit of the American Indian Movement. "All of a sudden the status quo was changing. 'Hey, I ain't sitting in the back of the bus any more. Hey wait now, either stop the bus or put me in front or let me drive.'''

Brown Eagle, and many other Indians at Expo '74, were encouraged by the fact that Native American's Earth was their festival. They were calling attention to their presence in the modem world. In that way, it reflected the spirit of the American Indian Movement.

"All of a sudden the status quo was changing. 'Hey, I ain't sitting in the back of the bus any more. Hey wait now, either stop the bus or put me in front or let me drive.''' It was an important lesson. "How many people here in Spokane," he said, "don't even realize there's a Spokane Tribe, don't even realize there's a Spokane Indian Reservation within a forty-minute drive from here, don't even realize there are even Spokane Indians other than the baseball team?" Native American's Earth provided a vehicle for educating fair visitors to Indian cultures. No longer was the Indian "out of sight, out of mind." The Indian participation at Expo was a way of saying, "Hey, we're alive and well."

For the most part, the Native American presence at Expo '74 was as hospitable as any other aspect of the fair. David Brown Eagle recalled the Spokanes performing the Round Dance and the Owl Dance, "social dances" where the audience was invited to take part. He described his own method for encouraging participation. "If you're out there in the audience gawking and then somebody says, 'Come on up and join us,' you know, one of two things will happen. One, you'll get afraid and become less of a gawker. And then you get the ones that are excited and want to be part of it and experience it, and they're the risk takers; they're going to jump up and take part. And those that are willing to take part are going to experience part of that hospitality and that good feeling. And so when they leave, they're gonna think 'Wow, Spokane Indians are nice people.'"

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       Some years ago, while writing a biography of Eleanor Roosevelt I jotted this note in my journal: "I want to tell the stories of American History as though I were among friends, sitting beside a fire." In this web site and blog I aim to tell some of those stories in words, images, films -- and with other media marvels.

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