Demolition by Neglect

This past week I performed a little experiment. I threw the word “history” out to various people–friends, waitresses, store clerks, even a couple of surprised strangers–and asked them to tell me what immediately popped into their minds.

Various words were thrown back to me–events, dates, maps, wars, battles–and the list goes on.

None of the responses really surprised me, but there are other words to parallel with the word history. Words like preservation, remember, and trust come to mind and unfortunately, the words failure, greed, demolish, surrender, neglect, and ignore are on the flipside as I continue examining the winding path of history a cotton mill where I live has taken.

I shared the story over at Douglasville Patch last week where I have a weekly column regarding how Douglasville ended up with the cotton mill and how important the mill was to our economic health over most of the last century. You can see my column from last week here.

Now I want to share the rest of the story regarding how history can be neglected and forgotten by the very people we trust to preserve it. Sometimes in their attempts to improve the lives of citizens in the here and now they actually betray the trust handed to them by citizens who took their leave a long time ago. They also end up cheating future generations regarding our historical record.

History can also be used by folks who are just looking for easy outs in business in order to leverage property or satisfy some misguided need to collect historic properties, and then allow them to die a slow death of neglect for some strange reason I simply cannot fathom.

You can see the entire article here.

August History Carnival

The History Carnival is up over at Culture and Stuff.  

A blog carnival is a blog post with various links to other blogs that follow the same topic.  In this case the topic is history.   Think of it as the blogosphere’s version of Reader’s Digest with a different blog within the history community hosting each month.

It’s always a great read!!

I intend to enjoy it one little morsel at a time.  J

Enjoy!!!!

Another Academic Year Begins

So…in my neck of the woods many had the first day of school while other had their first day of pre-planning.  

What was it for you?

A fellow teacher and friend of mine posted this last night on Facebook, and I felt I needed to share it here.  You may have seen variations of this on the web or in one of those emails that tend to end up in your inbox that has been forwarded hither and yon.

My friend tells me she changed a few things here and there to match her own situation.

I say BRAVO!.....and may everyone involved in education from the board office to the bus drivers have a most wonderful year!!!

T'was the night before school starts

And all through the place,

Not a smile was seen

On any teacher’s face.

Our bags were all stuffed

With tea bags and glue,

And rulers and pencils

With erasers to chew.

Mournfully we

All crawled into bed to sleep tight,

But we know that the good life is way out of sight.

Then the hubby cames in whistling

And kissed me goodnight,

With a bright cheery voice

That didn't seem right.

The night dragged on slowly

I just couldn't sleep,

For fear that my students

Would all be real creeps.

Or maybe Principal Pollard

Would give me a shove,

Or even more evil things

Than I could think of.

When from in the next room

There arose such a clamber,

When my husband starts yelling,

"I'm free 'till next summer!"

This must be a plot

By conspiring foes,

Who just want a break

While they pamper their toes.

Oh, must I go through it?!

How can I go on?

I want to escape

Run off to Saigon!

Ten months is too long

To suffer through school

The class is so rough

And students so cruel.

"Come Donald! Come Conner!

Come Henry VanStation!

Come up to the board,

Do your multiplication!"

"And Julie, stop talking!

And Jimmy, wake up!

And Mary, right now,

Don't you make me say shut-up!

And so every year

About this same time,

I lie in bed sleepless

And just moan and whine.

Until morning comes,

And I hear my hubby say,

"Good luck with your school!

And have a nice day!"

The New South: Railroads and Mill Towns

Lanett and Opelika in Alabama….Amity in Arkansas…..Hogansville, Canton, and Douglasville in Georgia….Concord and Carrboro in North Carolina and Cherokee Falls, Piedmont and Whitmire in South Carolina…..All of these places including many other cities and towns across the South were all major mill towns birthed during the New South era.

The New South Era has as many definitions as other historical periods such as the Gilded Age or the Progressive Era, but for my purposes here I’m going with Edward L. Ayers.   In his book The Promise of the New South:  Life after Reconstruction he states the New South era began in the 1880s after the biracial and reformist experiment of Reconstruction had ended and the conservative white Democrats had taken power throughout the southern states.

A fellow Georgian, Henry W. Grady, is credited with the term “New South” which represents an ideology that emphasized a new reliance upon railroads and industrialization to modernize the South. 

Many Southerners jumped on Grady’s bandwagon and became New South boosters.  New South advocates espoused a renewal of the Southern economy, a bridge to reconcile differences with the North, racial harmony and a support of hard work.  

The first area of focus for New South boosters were the existing railroads that had been damaged or neglected during the Civil War.  They also wanted to extend new lines to criss-cross the South making important trade connections with cities and towns all across the country. 

Ayers states between 1865 and the 1870s there were nearly 8,000 miles of track in the South.   By 1880, the number of miles jumped to 20,000 and by the end of the decade the South boasted 40,000 miles of track carrying not only passengers but manufactured goods as well. 

Henry W. Grady and other New South boosters worked tirelessly to engage investors from the South as well as the North.   I’ve always felt it was important to make sure students understand the United States’ habit of rebuilding former enemy territory didn’t just begin after World War I or II – most of the money and resources used to revitalize the South following the Civil War came from northern investments.

Other than the railroads, New South boosters also focused on establishing cotton mills not only in the larger cities such as Atlanta or New Orleans but in smaller towns all across the South.

Cotton mills became a symbol of economic health, and every little town wanted one.  When outside investors were slow to respond townspeople would scrimp and save to get a mill going.   According to Ayers though, by 1870, the bulk of investment dollars came from northern and foreign investors.

 .

Ayers further states in 1880 there were 160 cotton mills in the South.  By 1890, there were 400.

In his book Creating the Modern South:  Millhands and Managers in Dalton, Georgia, Douglas Flamming advises the rise of southern railroad towns and the farmers’ shift to cash crop agriculture were mutually reinforcing trends that fostered a spirit of entrepreneurial boosterism among local businessmen and professionals.

Don Harrison Doyle author of Toward a New South Urbanization and Southern Culture Economic Elites in Four New South Cities agrees with Flamming stating most boosters worked in the most vigorous sections of the local economy such as trade and rail transportation and included doctors, lawyers, planters, and even clergymen.

This website states since New England already had a firmly established textile industry, southern businessmen benefitted from the most-up-to-date technologies and equipment from the start of their endeavors without wasting investments on outdated methods.   These technological advancements meant that workers unschooled in the craft tradition could be recruited to perform jobs such as making cloth.

New South advocates espoused a renewal of the Southern economy, a bridge to reconcile differences with the North, racial harmony and a support of hard work to achieve the goals. Unfortunately, racial harmony proved to be the most difficult goal to achieve, and I assert here that even today it has not been achieved in many circles, but the New South Era did see tremendous positive changes regarding the Southern economy.

Looking back on the political and social events leading up to the Civil War and Reconstruction I still wonder why it had to take a war and terrible devastation to help people to understand there had to be a better way to grow the Southern economy

New South ideology has been my focus over the last two weeks regarding a column I write for a local website.

You can view my previous two columns focusing on the growth of the railroad in my little town during the New South Era here and here

Other articles focusing on mill towns can be found here and here.

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Identifying Andrew Jackson's Property

Over the Fourth of July holiday I was fortunate enough to make a stop at Andrew Jackson’s home, Hermitage, in Nashville, Tennessee.

Unfortunately, President Jackson was out, but he had left behind all sorts of interesting things for me to look at.

I thought I’d post them for a quick little game.  Don’t worry though…the answers are right here.

Go on and take a look and then at the bottom of the post you will find my link to more pictures from Jackson’s lovely home.

Okay…what’s this?

It looks like carved ivory, doesn’t it?   It carried something both men and women used during Jackson’s time.     Yes, this little crab-shaped item has a little box in it that carried snuff.   You could slip it in your pocket.   I can just imagine the conversations it would start when Jackson brought it out during a meeting.

Okay….what about this????     Forgive my fat fingers and the not-too-focused image.   I never promised you that I was an expert at photography.



I had no idea what this was.  I just admired the lovely green color.   

It’s a cup plate.

Now don’t confuse this with a saucer….they are two totally different things. 

 

Cup plates were used in the 18^th and early 19^th centuries.   In those days tea was served in cups without handles.   You would pour your tea into your saucer (yes, you are reading this right) and drink FROM YOUR SAUCER!  

….and I just thought my  Papa Blanton was a country bumpkin when he did it years and years ago at our breakfast table. 

Anyway, while you were drinking from your saucer you had to rest your cup somewhere and that’s what the cup plate was for.   It was used to protect the table from the tea.

Last, but not least do you know what this is? 

Who said a pocket knife?    Nope….that’s not what it is, but good guess.

It’s a lancet.

LANCET.     They were used to open the veins during a blood-letting.    See further explanation here.

You can find more of my pictures (one or two were made by Mr. EHT) over at American Presidents Blog here.

Great Britain's Write-Up Slip: The Declaration of Independence.

One of the important lessons I teach each year is the Declaration of Independence. Over the years I’d bring up our nation’s important documents in adult conversations when people would ask what grade I taught. Sometimes it was very obvious from what was said that the adults I was conversing with didn’t have a clue regarding the difference between documents like the Declaration of Independence and the Constitution. It’s was also very obvious those same adults had never actually read either document.

It’s very simple. The Declaration declares our independence from Great Britain while the U.S. Constitution serves as our plan of government – the rules regarding how our Federal government works.

It’s simple, right?

Try explaining it to nine and ten year olds when some of them still believe Pocahontas had little animal friends who talked and she frolicked in the forest breaking out into song when the notion hit her as Disney portrays.

Finally, I hit on an analogy students could grasp – the write-up slip. When they violated classroom and school rules I wrote them up. In order to properly fill the form out I have to identify each and every broken rule. 

I have to make a record of the poor choices in order to institute correction.

The Declaration of Independence served as a write-up slip for Great Britain.  

Since the Fourth of July is almost here I thought it appropriate to post the full text of the document we are celebrating here.   

Reading it from the perspective of a write-up slip might make it a little bit easier to grasp its full meaning.

The Declaration of Independence states:

When, in the course of human events, it becomes necessary for one people to dissolve the political bands which have connected them with another, and to assume among the powers of the earth, the separate and equal station to which the laws of nature and of nature's God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation.

We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable rights, that among these are life, liberty and the pursuit of happiness.

That to secure these rights, governments are instituted among men, deriving their just powers from the consent of the governed. That whenever any form of government becomes destructive to these ends, it is the right of the people to alter or to abolish it, and to institute new government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their safety and happiness. Prudence, indeed, will dictate that governments long established should not be changed for light and transient causes; and accordingly all experience hath shown that mankind are more disposed to suffer, while evils are sufferable, than to right themselves by abolishing the forms to which they are accustomed. But when a long train of abuses and usurpations, pursuing invariably the same object evinces a design to reduce them under absolute despotism, it is their right, it is their duty, to throw off such government, and to provide new guards for their future security. --Such has been the patient sufferance of these colonies; and such is now the necessity which constrains them to alter their former systems of government. The history of the present King of Great Britain is a history of repeated injuries and usurpations, all having in direct object the establishment of an absolute tyranny over these states. To prove this, let facts be submitted to a candid world.

He has refused his assent to laws, the most wholesome and necessary for the public good.

He has forbidden his governors to pass laws of immediate and pressing importance, unless suspended in their operation till his assent should be obtained; and when so suspended, he has utterly neglected to attend to them.

He has refused to pass other laws for the accommodation of large districts of people, unless those people would relinquish the right of representation in the legislature, a right inestimable to them and formidable to tyrants only.

He has called together legislative bodies at places unusual, uncomfortable, and distant from the depository of their public records, for the sole purpose of fatiguing them into compliance with his measures.

He has dissolved representative houses repeatedly, for opposing with manly firmness his invasions on the rights of the people.

He has refused for a long time, after such dissolutions, to cause others to be elected; whereby the legislative powers, incapable of annihilation, have returned to the people at large for their exercise; the state remaining in the meantime exposed to all the dangers of invasion from without, and convulsions within.

He has endeavored to prevent the population of these states; for that purpose obstructing the laws for naturalization of foreigners; refusing to pass others to encourage their migration hither, and raising the conditions of new appropriations of lands.

He has obstructed the administration of justice, by refusing his assent to laws for establishing judiciary powers.

He has made judges dependent on his will alone, for the tenure of their offices, and the amount and payment of their salaries.

He has erected a multitude of new offices, and sent hither swarms of officers to harass our people, and eat out their substance.

He has kept among us, in times of peace, standing armies without the consent of our legislature.

He has affected to render the military independent of and superior to civil power.

He has combined with others to subject us to a jurisdiction foreign to our constitution, and unacknowledged by our laws; giving his assent to their acts of pretended legislation:

For quartering large bodies of armed troops among us:

For protecting them, by mock trial, from punishment for any murders which they should commit on the inhabitants of these states:

For cutting off our trade with all parts of the world:

For imposing taxes on us without our consent:

For depriving us in many cases, of the benefits of trial by jury:

For transporting us beyond seas to be tried for pretended offenses:

For abolishing the free system of English laws in a neighboring province, establishing therein an arbitrary government, and enlarging its boundaries so as to render it at once an example and fit instrument for introducing the same absolute rule in these colonies:

For taking away our charters, abolishing our most valuable laws, and altering fundamentally the forms of our governments:

For suspending our own legislatures, and declaring themselves invested with power to legislate for us in all cases whatsoever.

He has abdicated government here, by declaring us out of his protection and waging war against us.

He has plundered our seas, ravaged our coasts, burned our towns, and destroyed the lives of our people.

He is at this time transporting large armies of foreign mercenaries to complete the works of death, desolation and tyranny, already begun with circumstances of cruelty and perfidy scarcely paralleled in the most barbarous ages, and totally unworthy the head of a civilized nation.

He has constrained our fellow citizens taken captive on the high seas to bear arms against their country, to become the executioners of their friends and brethren, or to fall themselves by their hands.

He has excited domestic insurrections amongst us, and has endeavored to bring on the inhabitants of our frontiers, the merciless Indian savages, whose known rule of warfare, is undistinguished destruction of all ages, sexes and conditions.

In every stage of these oppressions we have petitioned for redress in the most humble terms: our repeated petitions have been answered only by repeated injury. A prince, whose character is thus marked by every act which may define a tyrant, is unfit to be the ruler of a free people.

Nor have we been wanting in attention to our British brethren. We have warned them from time to time of attempts by their legislature to extend an unwarrantable jurisdiction over us. We have reminded them of the circumstances of our emigration and settlement here. We have appealed to their native justice and magnanimity, and we have conjured them by the ties of our common kindred to disavow these usurpations, which, would inevitably interrupt our connections and correspondence. They too have been deaf to the voice of justice and of consanguinity. We must, therefore, acquiesce in the necessity, which denounces our separation, and hold them, as we hold the rest of mankind, enemies in war, in peace friends.

We, therefore, the representatives of the United States of America, in General Congress, assembled, appealing to the Supreme Judge of the world for the rectitude of our intentions, do, in the name, and by the authority of the good people of these colonies, solemnly publish and declare, that these united colonies are, and of right ought to be free and independent states; that they are absolved from all allegiance to the British Crown, and that all political connection between them and the state of Great Britain, is and ought to be totally dissolved; and that as free and independent states, they have full power to levy war, conclude peace, contract alliances, establish commerce, and to do all other acts and things which independent states may of right do. And for the support of this declaration, with a firm reliance on the protection of Divine Providence, we mutually pledge to each other our lives, our fortunes and our sacred honor.

Happy Fourth of July!!!!

Analyzing Tom Horn

Tom Horn. 

A simple name for a man yet it appears he lived a very complex life.  In fact, Tom Horn himself said of his life, “I have lived about fifteen ordinary lives.  I would like to have had somebody who saw my past and could picture it to the public.  It would be the most interesting reading in the country.”

Once guilty, now innocent, but still dead – the description the New York Times gave Tom Horn in 1993.

A man Steve McQueen chose to portray in a movie – though historians have several issues with the treatment’s accuracy.

Tom Horn is an excellent historical figure for students to analyze while learning a little about the American Southwest during the late 19^th Century.   The details surrounding his life, the historical events swirling around him, and the issue of right and wrong regarding those events in relation to Mr. Horn’s actions could lead to a classroom of very engaged students on various levels.

Upon running away from home at the age of 16 Horn headed for the American Southwest.  He became involved with the Apache Wars and was hired by the U.S. Cavalry as a civilian scout.   He was a member of the party who captured Geronimo.

He became a hired gunman and took part in the Pleasant Valley War between cattle ranchers and sheep men in.

He also took a position for a time as a deputy sheriff in Arizona and later in 1899 or 1890 was an employee of the Pinkerton Detective Agency.   However, he was a suspect in a couple of killings and Horn and the agency parted ways in 1894.  Horn hired himself out as a range deputy and detective for various wealthy ranchers in Wyoming and Colorado mainly during the Johnson County War where he became involved with a few other questionable murders.  Many sources regarding Horn’s life define Horn’s job as a range deputy essentially as a killer for hire.

During the Spanish American War he served as a soldier for a brief time before coming down with malaria and returned home.

In 1901 he began working for John C. Coble, a cattle baron.   On July 18, 1901 Horn was working near Iron Mountain when a sheepherder’s son, 14-year-old Willie Nickell, was murdered.   Horn was arrested, tried, and convicted.  He was hanged for the crime in 1903 using “The Julian Gallows”, which made the condemned man actually hang himself.   It is said that Horn made the rope that was used to hang him.

Following the Nickell murder and subsequent Horn trial the cattle barons in Wyoming had less influence legally and politically.

Two great sites to visit for more regarding Tom Horn can be found here and here.

The OTHER Greatest Generation

Our greatest generation, those men and women who got us through World War II, keeps getting smaller as time marches on.  In fact, it is estimated 1,000 to 1,200 men and women who lived through the Great Depression and volunteered to serve during the war are dying every day.  In just a few short years we will see the sad story on the news telling us how the very last World War II soldier has passed on.

 

 

This really hits home with me since I firmly believe that one of the most important stories regarding World War II to get across to students has to be the various stories of the people who participated in the war effort.   They volunteered, they participated, and they sacrificed.  In today’s society of entitlement and sensationalism I think it’s important for students to see a different view regarding citizenship.

Sonlight Pictures Blog explains the importance of teaching about the greatest generation much more eloquently than I can stating, “They understood that the world doesn’t revolve around them, but instead they were simply a piece of the puzzle within it and it was up to them to determine how important of a piece they would become.”

Unfortunately, there isn’t just a generation of men and women rapidly leaving us.   Another generation is almost gone.

I’m talking about the generation of heavy bombers with four engines developed in the 1930s for the United Army Air Corp.  

Yes, the Boeing B-17 Flying Fortress planes.

The B-17 could fly long range distances, was able to defend itself and could often withstand heavy damage in order to make its way home.  Of the 1.5 million metric tons of bombs dropped on Germany approximately 640,000 tons were dropped from B-17s.

During the early 30s several companies were vying for the bomber contract from the U.S. government.  In 1934, there was a “fly-off” held where the prototypes were rolled out.  Boeing’s model was quite impressive….so much so a reporter with the Seattle Times dubbed the plane a flying fortress due to the multiple machine-gun installations.   Boeing eventually trademarked the name, and it stuck.

Boeing got the contract nod, but in 1935, during a second test evaluation flight the crew forgot to engage the “gust lock”, a device that held the bomber’s moveable control surfaces in place while the aircraft was parked on the ground.  Once airborne the plane went into a steep climb, but stalled.  It then nosed over and crashed killing two crew members.  Boeing was disqualified from the contract.

However, by January, 1936 a legal loophole was found and Boeing was considered once again.  The B-17 Flying Fortress evolved as it underwent several design advances.

Discussing the use of B-17s in the war effort can bring up other interesting points for students to analyze.   There are several well documented missions and interesting pilots and crew members.  It’s important to remember Lt. Col. Nancy Love and Betty Gillies as they were the first women to fly a B-17 in 1943.   Another interesting dynamic to examine has to do with families divided by the war.  American born Captain Werner G. Goering flew B-17s.  Ironically, his uncle was commander of the German Luftwaffe, Herman Goering.  Hollywood and the world of sports had their presence in the B-17s as well.  Clark Gable had five missions under his belt as a waist gunner while Tom Landry claimed 30 missions.   Norman Lear, Gene Roddenberry, and one of my personal favorites, Jimmy Stewart all served on B-17s as well as several others.

The main image at the top of this post is a drawing created by Lt. Col. C. Ross Greening who created many such drawings while being held a prisoner at Stalag Luft 1 in Bath, Germany during 1944-45.  Greening had quite a distinguished career as a Doolittle Raider.  As a POW he distinguished himself with his art as this article suggests.

Since the war many of the B-17s have been maintained and exhibited at museums and various air shows across the nation.   However, like the men and women who flew them they are becoming worn and parts are becoming harder to locate.   Wikipedia advises there are a total of 51 surviving airframes worldwide with only 10 actively flying.

Courtesy of

SmithImages

Just the other day we lost another one…..the Liberty Belle, when it burned after making a crash landing per this Chicago Tribune article found here.  The Liberty Belle belonged to the Liberty Foundation.  More information regarding the plane can be found here.

You can see a video here of the Liberty Belle taking off from Peachtree-Dekalb Airport in Georgia and this video is from Rocky Mountain Municipal Airport.

The crash scene can be seen here.

Even Harry Got to Go to the Beach....

I love the beach.  The sand, the sparkling water, the sound and smell of the pounding surf, walking the beach with my head down hoping….hoping…. hoping for the perfect shell find. 

The beach at morning……the beach at night…….seafood…..even the sunburn…..I love it all.

I miss the beach, and the beach misses me.  Seriously....

I hope we can reunite soon, until then I soothed my longing for the beach by doing a little research regarding Harry Truman’s White House at the beach.

Yes!   Even Harry was able to have some beach time!

Read my post over at American Presidents here!

Is It Flag Day Already?!?

We drove through a little town close to our house Sunday, and they had our nation’s flag everywhere - on buildings, houses and up and down the main street every few feet. Dear Son wondered aloud what was going on, and we immediately decided that it must be early decorations for the Fourth of July. It seemed a little early, but we had been to a family reunion all day and my mind was on other things.

I had forgotten. There IS an important holiday for our nation in June every year.

Flag Day…..

….and sadly, Flag Day is often rushed through or forgotten entirely.

We remember Flag Day to commemorate the day the Second Continental Congress adopted the U.S. Flag in 1777. It is also the date they adopted the Continental Army.

Perhaps the reason the date is often glossed over is the fact it’s not an official American holiday – government offices and banks don’t close. You still get your mail. President Woodrow Wilson declared June 14th Flag Day, but it has never been an official United States’ holiday and observances are at the President’s discretion.

It doesn’t matter to my family. Our flags are flying today at our house on the front and back porch.

Are yours?

Here are a few past postings here at History Is Elementary regarding the flag…..

13 Things Concerning the Display of the Flag

The Star Spangled Banner – Why It Should Be Our Anthem

The Red Skelton Pledge

Take a few minutes and think about that rectangle of cloth and what it means to you….

History Hodgepodge...A Little This and That

Did you know…..32 years today CNN made its debut with a lead story regarding the attempted assassination of civil rights leader Vernon Jordan.

New to my blogroll here at History Is Elementary is the blog Text Message, the blog of the textural archives services division of the National Archives. The most recent posting deals with the education program during World War II getting people to save their kitchen fat known as the Fat Salvage Campaign.

I wish my hometown of Atlanta would have its own free mobile app like Cleveland. The app, known as Cleveland Historical is free and developed by the Center for Public History and Digital Humanities at Cleveland State University. The app lets you explore the people, places, and monuments that shaped the city’s history per their website's “about” page.

Here’s another did you know…..a cold snap in Greenland in the 12th century may help explain why Viking settlers vanished from the islands, scientist said earlier this week in a Reuters report.

Five hundred eyes were on the President-elect as he lifted the top of the dish and gazed at the boast of Georgia……Find out what the boast of Georgia was in my most recent postings at American Presidents and Georgia on My Mind

and finally……This link will take you to my column Every Now and Then at Douglasville Patch where my very real and non-cartoon self writes every week about local history where I live. This week I write about the poor farm.  Scroll down to the bottom of the page to see links to past columns.

You didn’t really think I was a cartoon, did you?

Memorial Day and My 800th Post....

I find it appropriate that this post is my 800th posting for History Is Elementary.

Memorial Day is one of my favorite holidays, so it makes sense I’m writing about it again for post number 800. I knew the milestone post was coming up. I had thought about what I would write. I had even asked friends on Facebook what I should write about, and they came up with several interesting ideas. Then I realized Memorial Day was rapidly approaching…..and I couldn’t go without saying something.

What does Memorial Day mean to you? Cookouts, picnics, trips to the beach, perhaps a sale at the mall, time off from work, a cold beer or two, the Indianapolis 500, a slab of ribs on the grill……

Don’t get me wrong. I don’t have a problem with any of those things, but I wouldn’t be the ElementaryHistoryTeacher that I am if I didn’t point out what the original intent behind Memorial Day is.

Yes! These sweet young ladies, two of which I have the pleasure of knowing, have the right idea. Hannah and Claire are the daughters of a couple who are great friends of mine.  Paula and Scott felt it was important to teach their daughters the true meaning and intent of Memorial Day. Their family along with several other people decorated the graves at Marietta National Cemetery where there will be a ceremony today at noon.


I applaud them heartily!

Yes, Memorial Day is the official day to recognize men and women who have died while serving our country in the military.

Originally, Memorial Day morphed from a day that became popular soon after the end of the Civil War that was known as Decoration Day. Not only was it a day of remembrance, but it also served as a day for reconciliation as the North and South tried to heal.

The war dead was remembered by decorating their graves with flowers. On the very first Decoration Day, General James Garfield, future President of the United States, made a speech at Arlington National Cemetery where 5,000 people had gathered to decorate more than 20,000 Union and Confederate graves.

As there are with most things there are a few cities and/or groups who vie for the credit regarding who began the custom of decorating the graves of soldiers…..in the end it only matters that it’s done, right?

Over the years Decoration Day began to include soldiers from other wars and officially the day become Memorial Day when President Lyndon B. Johnson declared the last Monday in May as an official holiday in 1966.

Here are a few more pictures depicting Decoration Day events.

And of course looking back on other Memorial Day postings here at History Is Elementary…..This post is from 2009 and discusses heroes and this post is from 2008 when I was fortunate enough to spend Memorial Day at Arlington National Cemetery.


Whatever you do today......take a few minutes to remember those brave men and women who answered the call gave their lives in the cause of freedom.

Signs of the Times

I found out this morning in a roundabout way the high school I graduated from will be hiring an art teacher for grades 4, 5, and 6 for the fall. The teacher will be employed full-time and will teach darkroom photography and printmaking to elementary classes.

Yes, you read that right.


Students in upper elementary grades will be learning darkroom photography and printmaking.


First of all, I don’t have to tell you the economic climate of the United States over the last couple of years hasn’t exactly been agreeable to many in the teaching profession. Education has experienced delays with contracts, budge cutbacks, and programs have been pared down or cut out all together. Teachers have been required to take furlough days and in many instances positions have been deleted totally.


Art and music have been hit especially hard in public school systems. Unfortunately, they always seem to be the first programs to go when there are money issues.


I doubt there are very few public schools today teaching darkroom photography and printmaking to any class let alone a class of young children, and of course, one of the main reasons Woodward Academy can afford this “extra” for students is Woodward is one of the top private schools in the Atlanta area.


Still….


What a terrific opportunity to teach what may be a dying art. Bob Smith, a local photographer in my neck of the woods states, “This is interesting …I guess it’s great to expose them to the way [photography] used to be done, but in ten years, they may have to buy the chemicals themselves to do the developing. I wonder what types of film will still be sold in ten years. You have to go to professional photography shops……just to buy old 120 film that went in every camera since World War II…and they have to wait on the manufacturer to produce the next allotment.”


Think about the implications for teaching history by having a darkroom photography and printmaking class. Even our youngest students are familiar with digital cameras. Many are very savvy with the Internet, camera phones and Photoshop. They know modern photography, but by teaching older methods students can learn about the methods of Mathew Brady whose Civil War images still get history students involved directly in the war.


Students can view this image….a street scene by Nicephore Niepce, one of the earliest photographic images from 1826. The method used for this print is called Heliogrgraphy, which means ‘sun writing’. The process took eight hours of exposure time…..notice the light is on BOTH sides of the street.

This image is an iconic one showing the damage from the San Francisco Earthquake in April, 1906 by Arnold Genthe. 

Young students can relate to this image since the age of these young boys is close to their own.  The title of the photo is “Breaker Boys”.   Lewis Hine used his photograph to change life for children all across the United States in 1910.   Breaker boys were employed in coal mines to separate the coal from slate.   Hine travelled the country taking images of child laborers.   Soonafter, a law was passed outlawing child labor.

The next image is the most famous of the four I’m featuring here.   Who hasn’t seen this haunting image of Florence Owens Thompson taken by Dorethea Lange in Oklahoma during the Great Depression in 1936?  It's called "Migrant Mother."

Photography is a powerful way to study history. Images of the past are signs of the particular times we are viewing. We can see how things looked, how people dressed, and how they wished to portray their present for future generations to see.



Historical images are great hooks to draw students in, and what better way to draw them in further than by teaching photography methods that seem to have gone by the wayside in many circles.


In today’s digital world anyone can snap an image and manipulate any way they wish and in doing so they can call themselves a photographer. Mr. Smith states, “I have a pro version of Photoshop CS4 now, and I can take a DSLR color photo and make and make it look like an old fine art black and white print from 60s. I can burn and dodge the photo just like Ansel Adams except it is digital and not like taking your hands to block out the light when the print is being exposed to the negative like Adams did.”


I have to agree.


Where is the knowledge….the craft, and does it suffer at the hands of technology?


Signs of the time, indeed.