INTRODUCTION the Fragility of Democracy

Total Page:16

File Type:pdf, Size:1020Kb

INTRODUCTION the Fragility of Democracy Facing History and Ourselves is an international educational and professional development organization whose mission is to engage students of diverse backgrounds in an examination of racism, prejudice, and antisemitism in order to promote the development of a more humane and informed citizenry. By studying the historical development of the Holocaust and other examples of genocide, students make the essential connection between history and the moral choices they confront in their own lives. For more information about Facing History and Ourselves, please visit our website at www.facinghistory.org. Copyright © 2015 by Facing History and Ourselves National Foundation, Inc. All rights reserved. Facing History and Ourselves® is a trademark registered in the US Patent & Trademark Office. The photograph used in the background of our front cover depicts the African American and Radical Republican members of the South Carolina legislature in the 1870s. South Carolina had the first state legislature with a black majority. This photo was created by opponents of Radical Reconstruction, and intended to scare the white population. See Lesson 8, “Interracial Democracy” for suggestions about how to use this image in the classroom. Photo credit: Library of Congress (1876). ISBN: 978-1-940457-10-9 Acknowledgments Primary writer: Daniel Sigward This publication was made possible by the support of the Richard and Susan Smith Family Foundation. Developing this guide was a collaborative effort that required the input and expertise of a variety of people. Many Facing History and Ourselves staff members made invaluable contributions. The guidance of Adam Strom was essential from start to finish. Jeremy Nesoff played a critical role through his partnership with Dan Sigward and, along with Denny Conklin and Jocelyn Stanton, helped to shape the curriculum by providing feedback on numerous drafts. Margot Stern Strom, Marc Skvirsky, and Marty Sleeper served as a thoughtful editorial team. Anika Bachhuber, Brooke Harvey, and Samantha Landry kept the writing and production process moving forward. Catherine O’Keefe and Ariel Perry attended to countless details and transformed the manuscript into this beautiful and polished publication. Erin Kernen carefully managed to secure all license contracts. Rob Tokanel, Alexia Prichard, Wilkie Cook, and Liz Kelleher creatively adapted and extended this resource as they developed the companion videos and website. We also benefited greatly from the experience and advice of the ninth-grade history teachers in the Boston Public Schools—under the leadership of Robert Chisholm and James Liou—who piloted two versions of this curriculum in successive years. Additional feedback from Facing History staff members and teachers who conducted pilots in Cleveland, Memphis, Denver, and San Francisco helped us fine-tune the curriculum before final publication. Finally, we are grateful to have received guidance and feedback from distinguished historians and experts in history education. We owe special thanks to Eric Foner, Chad Williams, Steven Cohen, Chandra Manning, and Heather Cox Richardson. AcknowledGments iii Table of Contents Acknowledgments ........................................................... iii Introduction: The Fragility of Democracy ....................................vii Teaching This Unit.......................................................... viii Addressing Dehumanizing Language from History ......................... xiv Section 1 • The Individual and Society . 1 LESSON 1 The Power of Names ............................................... 2 Introducing the Writing Prompts ............................................ 15 Section 2 • We and They . 19 LESSON 2 Differences That Matter .......................................... 20 LESSON 3 Defining Freedom ................................................ 35 CLOSE READING A: Letter from Jourdon Anderson: A Freedman Writes His Former Master . 49 Connecting to the Writing Prompt ........................................... 57 Section 3 • Healing and Justice After War . 59 LESSON 4 The Devastation of War ........................................... 60 CLOSE READING B: Speech by President Lincoln: Second Inaugural Address . 72 LESSON 5 Healing and Justice .............................................. 84 LESSON 6 The Union as It Was .............................................. 97 Connecting to the Writing Prompt .......................................... 110 Section 4 • Radical Reconstruction and Interracial Democracy . 111 LESSON 7 Radical Reconstruction and the Birth of Civil Rights ................ 112 LESSON 8 Interracial Democracy ........................................... 125 LESSON 9 Equality for All? ................................................ 140 CLOSE READING C: Speech by Susan B. Anthony: Is It a Crime for Women to Vote? . 154 Connecting to the Writing Prompt .......................................... 166 Section 5 • Backlash and the Fragility of Democracy . .167 LESSON 10 Backlash and the Ku Klux Klan .................................. 168 LESSON 11 Shifting Public Opinion ........................................ 185 LESSON 12 Reflections of Race in Nineteenth-Century Media ................. 197 Connecting to the Writing Prompt .......................................... 207 LESSON 13 Violence, Race, and “Redemption” ............................... 208 CLOSE READING D: Speech by Senator Charles Hays Reaffirming the Rights of African Americans . 243 LESSON 14 The Coming of Segregation ..................................... 255 Connecting to the Writing Prompt .......................................... 262 TABLE OF CONTENTS v Section 6 • Memory and Legacy . 263 LESSON 15 The Power of Myth and the Purpose of History ................... 264 CLOSE READING E: Excerpt from “The Propaganda of History” by W. E. B. Du Bois . 274 LESSON 16 The Unfinished Revolution ..................................... 286 Connecting to the Writing Prompt .......................................... 297 Appendix . 299 Fostering a Reflective Classroom ............................................ 300 Journals in a Facing History Classroom ...................................... 302 vi Table of Contents INTRODUCTION The Fragility of Democracy by Marty Sleeper, Associate Executive Director, Facing History and Ourselves In Facing History and Ourselves classrooms, students learn that democracy, among the most fragile of human enterprises, is always a work in progress and can only remain vital through the active, thoughtful, and responsible participation of its citizens. Its ideals of freedom, equality, and justice require constant vigilance and sustenance. Those moments in history when these ideals were assaulted and democracy was put at risk, if not destroyed, need close and rigorous examination in the school curriculum. This unit provides teachers and students with opportunities to look closely at one such moment in American history: the era of Reconstruction after the Civil War. The core Facing History resource, Facing History and Ourselves: Holocaust and Human Behavior, explores the failure of democracy in Germany in the 1920s and 1930s, when such institutions as law, education, and civil legislation collapsed in the face of deep-seated prejudice, hatred, and violence. While Facing History rejects simple comparisons in history, the parallels between the Weimar Republic in Germany and the Reconstruction era in America are striking in their illumination of the fragility of democracy as both a means of governance and a set of societal ideals. The question of how a society heals and rebuilds after extraordinary division and trauma, when the ideals and values of democracy may be most vulnerable, can be explored in histories addressed by other Facing History resources as well, such as the history of South Africa after apartheid, the struggles in Cambodia, Bosnia, or Rwanda after genocides, and the writing of the Universal Declaration of Human Rights after World War II. But this unit on Reconstruction in America reveals how memory and history are themselves vulnerable and can be used by leaders in later generations to unleash racial hatred, justify discrimination, and deny liberty and equality to racial or religious minorities. New scholarship and perspectives on the past must constantly be brought to bear on how we understand the present. Examining the era of Reconstruction is a prime example. Few would deny that this history has been poorly and insufficiently taught. Its dilemmas deserve the close and rigorous attention that this unit offers. Moreover, themes of identity, membership, individual and group choice, responsibility, and denial—all components of human behavior that Facing History uses as a conceptual framework and vocabulary to help students enter into the past—permeate the era of Reconstruction, and their elaboration in this unit will assist students in understanding Reconstruction’s legacy today. Exploring this history in all its complexity offers young people a critical opportunity to exercise their capacity for emotional growth and ethical judgment as they connect its lessons to the issues and the choices faced in their own world and the world of the future. INTRODUCTION vii Teaching This Unit This curriculum is designed to guide you and your students through a Facing History and Ourselves unit about the Reconstruction era of American history. In this unit, students will investigate the challenges of creating a just democracy in a time of deep division. The resources included
Recommended publications
  • Elias Hill and The
    RAC0010.1177/0306396815608357Race & ClassKelly 608357research-article2015 SAGE Los Angeles, London, New Delhi, Singapore, Washington DC Jubilee and the limits of African American freedom after Emancipation BRIAN KELLY Abstract: Scholarship generated in the post-civil rights US underpins a growing consensus that any honest confrontation with the American past requires an acknowledgment both of the nation’s foundations in racially-based slave labour and of the critical role that the enslaved played in ending that system. But scholars equally need to examine why the end of slavery did not deliver freedom, but instead – after a short-lived ‘jubilee’ during which freedpeople savoured their ‘brief moment in the sun’ – opened up a period of extreme repression and violence. This article traces the political trajectory of one prominent ex-slave and Republican party organiser, Elias Hill, to assess the constraints in which black grassroots activists operated. Though mainly concerned with the dashed hopes of African Americans, their experience of a steep reversal is in many ways the shared and profoundly significant legacy of ex-slaves across the former plantation societies of the Atlantic world. Brian Kelly, reader in US history at Queen’s University Belfast, has published widely on the prob- lem of racial antagonism and its impact on working-class politics in the US. His first book, Race, Class and Power in the Alabama Coalfields, 1908–1921 (Illinois, 2001), won the Isaac and Tamara Deutscher Memorial Prize. Former director of the After Slavery Project, he is co-editor with Bruce Baker of After Slavery: race, labor and citizenship in the Reconstruction South (Florida, 2013), and is completing an extended monograph on grassroots black political mobilisation in Reconstruction South Carolina.
    [Show full text]
  • Horses: the Army’S Achilles’ Heel in the Civil War Plains Campaigns of 1864- 1865
    Horses: The Army’s Achilles’ Heel in the Civil War Plains Campaigns of 1864- 1865 (Article begins on page 2 below.) This article is copyrighted by History Nebraska (formerly the Nebraska State Historical Society). You may download it for your personal use. For permission to re-use materials, or for photo ordering information, see: https://history.nebraska.gov/publications/re-use-nshs-materials Learn more about Nebraska History (and search articles) here: https://history.nebraska.gov/publications/nebraska-history-magazine History Nebraska members receive four issues of Nebraska History annually: https://history.nebraska.gov/get-involved/membership Full Citation: James E Potter, “Horses: The Army’s Achilles’ Heel in the Civil War Plains Campaigns of 1864- 1865, Nebraska History 92 (2011): 158-169 Article Summary: Civil War armies relied heavily on horses. Armies in the field equipped with artillery, cavalry, and supply trains required one horse or mule, on average, for every two men. Horses fit for service became scarce by the war’s final years. Far from the major eastern battlefields, regiments such as the First Nebraska Volunteer Cavalry felt the brunt of the equine shortage. Cataloging Information: Names: Henry Sibley, Alfred Sully, Robert B Mitchell, Robert Livingston, Patrick Connor, Grenville Dodge, August Scherneckau, John Pope, Henry Halleck Place Names: Fort Kearny and Fort Cottonwood, Nebraska; Fort Leavenworth, Kansas; Julesburg, Colorado; Fort Laramie, Wyoming; St. Louis, Missouri Keywords: Grenville Dodge, John Pope, First Nebraska Volunteer Cavalry, supply lines, Confederacy, Union, Powder River Expedition Photographs / Images: Custer’s supply train, Black Hills Expedition, 1874; Pvt. Luther North, Second Nebraska Volunteer Cavalry, 1863; “Cavalry Charge of Sully’s Brigade at the Battle of White Stone Hill, September 3, 1863,” Harper’s Weekly, October 31, 1863; District of Nebraska commander Brig.
    [Show full text]
  • A War All Our Own: American Rangers and the Emergence of the American Martial Culture
    A War All Our Own: American Rangers and the Emergence of the American Martial Culture by James Sandy, M.A. A Dissertation In HISTORY Submitted to the Graduate Faculty of Texas Tech University in Partial Fulfillment of the Requirements for the Degree of DOCTORATE IN PHILOSOPHY Approved Dr. John R. Milam Chair of Committee Dr. Laura Calkins Dr. Barton Myers Dr. Aliza Wong Mark Sheridan, PhD. Dean of the Graduate School May, 2016 Copyright 2016, James Sandy Texas Tech University, James A. Sandy, May 2016 Acknowledgments This work would not have been possible without the constant encouragement and tutelage of my committee. They provided the inspiration for me to start this project, and guided me along the way as I slowly molded a very raw idea into the finished product here. Dr. Laura Calkins witnessed the birth of this project in my very first graduate class and has assisted me along every step of the way from raw idea to thesis to completed dissertation. Dr. Calkins has been and will continue to be invaluable mentor and friend throughout my career. Dr. Aliza Wong expanded my mind and horizons during a summer session course on Cultural Theory, which inspired a great deal of the theoretical framework of this work. As a co-chair of my committee, Dr. Barton Myers pushed both the project and myself further and harder than anyone else. The vast scope that this work encompasses proved to be my biggest challenge, but has come out as this works’ greatest strength and defining characteristic. I cannot thank Dr. Myers enough for pushing me out of my comfort zone, and for always providing the firmest yet most encouraging feedback.
    [Show full text]
  • GENERAL SERVICES ADMINISTRATION National Archives and Records Service Franklin D
    / GENERAL SERVICES ADMINISTRATION National Archives and Records Service Franklin D. Roosevelt Library Hyde Park, New York INDEX TO FRANKLIN D. ROOSEVELT'S COLLECTION OF AUTOGRAPHS AND MISCELLANEOUS HISTORICAL MANUSCRIPTS \ / ADA11S, JOHN ALABANA (cont' d) Adams' letter to 400 Conmercial letter of 249 LGeorg~Hammond, N. F. Smith /jer J. British Junister to H. MannJ, Hobile, to the United States, Charles T. Pollard, introducing John }lontgomery,, regarding Quincy Adams, 1794. prices, market con- ditions, etc., written Adams' signature on 401 on printed sheet of patent issued to Merchants' and Planters' Nicholas J. Roosevelt Price-Current, 1850. and James Smallman for self-propelling steam Commercial letter 254 engine, 1798. from D~Ger and Abbot, }lobile, to Eben Chad- ADA}IS, JOHN QUINCY wick, Boston, regard- ing shipments of Whig Party subscrip- 168 cotton, 1851. tion for funds to de- fray cost of printing Bill of sale to John 271 political tracts fmr G. Motly, Tuskegee, the re-election of Alabama, for negro Adams, with list of slave, Jane, 1860. ~, Raleigh, North Carolina subscribers, 1828. ALElCANDER, WILLIA}! see: Stirling, Maj. Gen. Lord 44 Letter of John Adams 400 1778. to George Hammond, , British lunister to fuVIERICA the United States, in- troducing J. Q. Adams, Stanza apparently 380 1794. in handwriting of author, S. F. Smith. ALABA}!A lYndat eil Land grant in Alabama 212 J\}~CAN FORESTRY ASSOCIATION to James C. Watson from the United States Letter of N. H. Egle- 346 Government by virtue ston, Secretary, to of the United States Prof. L?JRothrock Treaty with the Creek regarding forestry Indians, signed by and the prevention Martin Van Buren, 1840.
    [Show full text]
  • Washington National Guard Pamphlet
    WASH ARNG PAM 870-1-5 WASH ANG PAM 210-1-5 WASHINGTON NATIONAL GUARD PAMPHLET THE OFFICIAL HISTORY OF THE WASHINGTON NATIONAL GUARD VOLUME 5 WASHINGTON NATIONAL GUARD IN WORLD WAR I HEADQUARTERS MILITARY DEPARTMENT STATE OF WASHINGTON OFFICE OF THE ADJUTANT GENERAL CAMP MURRAY, TACOMA 33, WASHINGTON THIS VOLUME IS A TRUE COPY THE ORIGINAL DOCUMENT ROSTERS HEREIN HAVE BEEN REVISED BUT ONLY TO PUT EACH UNIT, IF POSSIBLE, WHOLLY ON A SINGLE PAGE AND TO ALPHABETIZE THE PERSONNEL THEREIN DIGITIZED VERSION CREATED BY WASHINGTON NATIONAL GUARD STATE HISTORICAL SOCIETY VOLUME 5 WASHINGTON NATIONAL GUARD IN WORLD WAR I. CHAPTER PAGE I WASHINGTON NATIONAL GUARD IN THE POST ..................................... 1 PHILIPPINE INSURRECTION PERIOD II WASHINGTON NATIONAL GUARD MANEUVERS ................................. 21 WITH REGULAR ARMY 1904-12 III BEGINNING OF THE COAST ARTILLERY IN ........................................... 34 THE WASHINGTON NATIONAL GUARD IV THE NAVAL MILITIA OF THE WASHINGTON .......................................... 61 NATIONAL GUARD V WASHINGTON NATIONAL GUARD IN THE ............................................. 79 MEXICAN BORDER INCIDENT VI WASHINGTON NATIONAL GUARD IN THE ........................................... 104 PRE - WORLD WAR I PERIOD VII WASHINGTON NATIONAL GUARD IN WORLD WAR I .......................114 - i - - ii - CHAPTER I WASHINGTON NATIONAL GUARD IN THE POST PHILIPPINE INSURRECTION PERIOD It may be recalled from the previous chapter that with the discharge of members of the Washington National Guard to join the First Regiment of United States Volunteers and the federalizing of the Independent Washington Battalion, the State was left with no organized forces. Accordingly, Governor Rogers, on 22 July 1898, directed Adjutant General William J. Canton to re-establish a State force in Conformity with the Military Code of Washington.
    [Show full text]
  • Arkansas Military History Journal
    Arkansas Military History Journal A Publication of the ARKANSAS NATIONAL GUARD MUSEUM INC. Vol. 10 Winter 2016 No. 1 Arkansas in the Civil War: The Battle of Brownsville BOARD OF DIRECTORS Chairman Brigadier General Keith A. Klemmer Ex-Officio Vice Chairman Major General (Ret) Kendall Penn Ex-Officio Secretary Dr. Raymond D. Screws (Non-Voting) Ex-Officio Treasurer Colonel Damon N. Cluck Board Members Ex-Officio. Major James Holifield Ex-Officio. Captain Barry Owens Historian – Major Anthony Rushing At Large – Lieutenant Colonel Clement J. Papineau, Jr. At Large – Chief Master Sergeant Melvin E. McElyea Major Matthew Anderson (Non-Voting Consultant) Deanna Holdcraft (Non-Voting Consultant) Museum Staff Dr. Raymond D. Screws, Director/Journal Editor Erica McGraw, Museum Assistant, Journal Layout & Design Incorporated 27 June 1989 Arkansas Non-profit Corporation Cover Photograph: Lloyd England Hall, Camp Robinson, during WWII. This is the Arkansas National Guard Museum today. Message from the Chair Congratulations to the Arkansas Military History Journal staff and contributing writers! In reviewing articles for this inaugural issue, I am reminded of what Abraham Lincoln wrote in context of the American Civil War, "Human nature will not change. In any future great national trial, compared with the men of this [Civil War], we shall have as weak and as strong, as silly and as wise, as bad and as good. Let us therefore study the incidents in this as philosophy to learn wisdom from and none of them as wrongs to be avenged." Likewise, we have much to learn in our study of history since that Great War. It is my vision that this journal, as well as the Arkansas National Guard Museum programs, will spark interest in our history and further strengthen the bond between past, present, and future generations of Arkansas National Guard service members.
    [Show full text]
  • The Limit of Endurance Has Been Reached: the 7Th Us Cavalry
    THE LIMIT OF ENDURANCE HAS BEEN REACHED: THE 7TH U.S. CAVALRY REGIMENT, RACIAL TERROR AND RECONSTRUCTION, 1871-1876 A Dissertation by THOMAS GLENN NESTER Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY May 2010 Major Subject: History The Limit of Endurance Has Been Reached: The 7th U.S. Cavalry Regiment, Racial Terror and Reconstruction, 1871-1876 Copyright 2010 Thomas Glenn Nester THE LIMIT OF ENDURANCE HAS BEEN REACHED: THE 7TH U.S. CAVALRY REGIMENT, RACIAL TERROR AND RECONSTRUCTION, 1871-1876 A Dissertation by THOMAS GLENN NESTER Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Approved by: Chair of Committee, Joseph G. Dawson III Committee Members, Walter Kamphoefner Albert Broussard Henry C. Schmidt William Bedford Clark Head of Department, Walter Buenger May 2010 Major Subject: History iii ABSTRACT The Limit of Endurance Has Been Reached: The 7th U.S. Cavalry, Racial Terror, and Reconstruction, 1871-76. (May 2010) Thomas Glenn Nester, B.A., Susquehanna University; M.A., Temple University Chair of Advisory Committee: Dr. Joseph G. Dawson III The 7th Cavalry Regiment participated in Reconstruction during two of its most critical phases. Companies from the regiment were deployed to South Carolina, from 1871-73, to conduct the federal government’s campaign to eradicate the Ku Klux Klan and to Louisiana, from 1874-76, in an effort to protect the legally-elected state government against White League depredations.
    [Show full text]
  • Twenty-Sixth Annual Reunion of The
    TWENTY-SIXTH ANNUAL REUNION OF THE ASSOCIATION X GRADUATES OF THE UNITED STATES MILITARY ACADEMY, AT WEST POINT, NEW YORK. 7fune Ioth/, I895. SAGINAW, MICH. SEEMANN & PETERS, PRINTERS AND BINDERS. 1895. Annual Reunion, June Ioth, 1895. MINUTES OF THE BUSINESS MEETING. WEST POINT, N. Y., JUNE 10th, 1895. The Association milet in room 102 of the Academy Build- ing, at 3.00 o'clock, P. M., and was called to order by Colonel 0. H. Ernst, Corps of Engineers, of the Executive Committee. The roll was next called. ROLL OF MEMBERS. Those present are indicated by a ~. 1823. 1838. *GEORGE S. GREENE. JOHN T. METCALFE. WILLIAM AUSTINE. 1829. JOSEPH SMITH BRYCE. 1839. THOMAS A. DAVIES. ALEXANDER R. LAWTON. 1832. 1840. ERASMUS D. KEYES. STEWART VAN VLIET. GEORGE W. GETTY. 1833. HENRY WALLER. 1841. ZEALOUS B. TOWER. 1834. HORATIO G. WRIGHT. THOMAS A. MORRIS. SCHUYLER HAMILTON. 1835. 1842. JOSEPH H. EATON. GEORGE W. RAINS. THOMAS B. ARDEN. WILLIAM S. ROSECRANS. GUSTAVUS W. SMITH. JOHN S. MCCALMONT. 1837. EUGENE E. MCLEAN. JOSHUA H. BATES. JAMES LONGSTREET. ROBERT B. MCLANE. JAMES W. ABERT, 4 ANNUAL REUNION, JUNE o1th, 1895. 1843. FRANCIS H. BATES. WILLIAM B. FRANKLIN. ROBERT JOHNSTON. GEORGE DESHON. WILLIAM L. CABELL. JOSEPH J. REYNOLDS. CHRISTOPER C. AUGUR. 1851. GEORGE L. ANDREWS. 1844. ALEXANDER PIPER. CALEB HUSE. DANIEL M. FROST. ALEXANDER J. PERRY. ALFRED PLEASANTON. WILLIAM H. MORRIS. SIMON B. BUCKNER. ROBERT E. PATTERSON. 1845. WILLIAM D. WHIPPLE. EDWARD A. PALFREY. WILLIAM F. SMITH. *JOSEPH G. TILFORD. *THOM[AS J. WOOD. FITZ-JOHN PORTER. THOMAS G. PITCHER. 1852. THOMAS L. CASEY. 1846.
    [Show full text]
  • Downloadsandwiching in History: Dr. Morgan Smith House
    1 Sandwiching in History Dr. Morgan Smith House March 5, 2010 By: Rachel Silva Intro Hello, my name is Rachel Silva, and I work for the Arkansas Historic Preservation Program. Welcome to the March Sandwiching in History tour of the Dr. Morgan Smith House. I’d like to introduce and thank Alda and Buddy Ellis for allowing us to tour their beautiful home today. The Dr. Morgan Smith House was listed on the National Register of Historic Places in May 2009 as an excellent example of the Craftsman style of architecture in southwest Little Rock. Stagecoach Road Modern-day Stagecoach Road (also formerly known as 19th Street Pike and the Little Rock to Hot Springs Road) runs along the route of the Southwest Trail as it came through Little Rock. [The road gets its current name from the stagecoaches traveling the Southwest Trail.] The Southwest Trail was a network of overland routes in the 19th century stretching from the St. Louis area of Missouri to the Red River Valley in northeast Texas and northwest Louisiana. The Southwest Trail entered Arkansas in northeastern Randolph County and ran diagonally across the state, skirting the foothills of the Ozark Plateau and Ouachita Mountains and avoiding the swamps of eastern Arkansas, and came out at several crossings of the Red River in southwest Arkansas. The Southwest Trail was later known as the Military Road after Congress appropriated funds for its improvement in the 1830s. The Army resurveyed the route and cleared a better path at that time so it could be used as a mail route.
    [Show full text]
  • Congressional Record. 359
    1875. CONGRESSIONAL RECORD. 359 PETITIONS, ETC. Also, resolutions of the Legislature of North Carolina, concerning the Freedman's Savings aml Trust Company, to the Committee on The following memorials, petitions, and other papers, were pre­ Freedmen's Affairs. sented at the Clerk's desk, under the rule, and referred as stat-ed: Also .resolutions of the Legislature of North Carolina concerning the By Mr. ARMSTRONG: The petition of sufferers from ravages by tax collected1 on spirits of turpentine after the late war, to the Com­ grasshoppers in Clay County, Dakota Territory, for relief, to the mittee on Ways and :Meallil. Committee on t.he Public Lands. Al.8o, tho petition of Aaron Buchanan, of Mitchell County, North Also, memorial of the Legislature of Dakota. Territory, for the es­ Carolin1J., for a pension, to the Committee on Invalid Pensions. tablishment of a mail-route from Sioux :Falls, Dakota, to Lake Ben­ By Mr. WARD, of New Jersey: The petition of the medical pro­ ton, Minnesota, to the Committee on the Post-Office and Post~Roads. fession of Newark, New Jersey, in behalf of the Medical Corps of the By Mr. BUNDY: The petition of the Scioto County Medical Society, Army, to the Committ-ee on Military Affairs. in behalf of tho Medical Corps of the Army, to the Committee on Mil­ By Mr. WILSON, of Iowa: The petition of the physicians of Iowa itary Aft'airs. in behalf of the Medical Corps of theArmy,to the Committeeon Mil­ By Mr. BUTLER, qf Massachusetts: The petition of J eremi~ Long, itary Affairs.
    [Show full text]
  • Congressional Record-Senate. May 4
    4396 CONGRESSIONAL RECORD-SENATE. MAY 4,_ sion to Russian Blair, Company B, Fifty-fourth Illinois Volun­ L. F. Frey, pastor, and Charles Schneider, W. Senne, and William teers-to the Committee on Invalid Pensions. Wizner, trustees, representing 218 members, against any change By Mr. MORGAN (by request): A bill (H. R. 6971) for the in the preamble to the Constitution of the United States-to the relief o! William H. Ballard-to the Committee on Military Af­ Committee· on the Judiciary. fairs. By Mr. MEIKLEJOHN: Petition of E.H. Phelps and others, By Mr. NEILL (by request): A bill (H. R. 6972) for the relief against the income tax on incomes of loan and building associa· of Henry McGill, Monroe County, -Ark., to the Committee on tions-to the Committee on Ways and Means. War Claims. Also, petition of H. E. DOt·dendorf and others, against the in­ By Mr. PAYNTER: A bill (H. R. 6973) to place the name of come tax on incomes of loan and buildin~ associations-to the Angus V. Wilson on the muster roll of the Forty-fifth Regiment Committee on Ways and Means. Mounted Infantry Kentucky Volunteers-to the Committee on By Mr. MORSE: Resolution by the Legislature of Massachu­ Militarv Affairs. setts, indorsing House bill 5294 to regulate the mode of removal By Mr. CURTIS of Kansas: A bill(H. R. 6974) to pension Mrs. of letter-carriers-to the Committee on the Post-Office and Post- John H. Clark-to the Committee on Invalid Pensions. Roads. - By Mr. HEARD (by request}: A bill (H.
    [Show full text]
  • Congressional Record-House 5109 House
    1940 _CONGRESSIONAL RECORD-HOUSE 5109 VIRGINIA The Journal of the proceedings of yesterday was read and Hattie C. Barrow to be postmaster at Dinwiddie, Va., in approved. place of H. C. Barrow. Incwnbent's commission expired MESSAGE FROM THE SENATE April 12, 1940. A message from the Senate, by Mr. Frazier, its legislative Ross V. Martindale to be postmaster at sweet Briar, va., in clerk, announced that the Senate had passed, with amend­ place of R. V. Martindale. Incwnbent's commission expired ments in which th'e concurrence of the House is requested, a January 20, 1940. bill of the House of the following title: WASHINGTON H. R. 6264. An act authorizing the construction, repair, and Emery L. Morsbach to be postmaster at Bucoda, Wash. preservation of certain public works on rivers and harbors, Office became Presidential July 1, 1939. and for other purposes. Aaron vV. Wilson to be postmaster at Clarkston, Wash., in The message also announced that the Senate insists upon place of A. W. Wilson. Incumbent's commission expires its amendments to the foregoing bill, requests a conference April 30, 1940. with the House on the disagreeing votes of the two Houses Robert Kinzel to be postmaster at Entiat, Wash., in place of thereon, and appoints Mr. BAILEY, Mr. SHEPPARD, and Mr. Mc­ Robert Kinzel. Incumbent's commission expires April 30, NARY to be the conferees on the part of the Senate. 1940. The message also announced that th'e Senate had ordered Selma Peterson to be postmaster at Marcus, Wash., in place that Mr. FRAZIER be appointed as an additional conferee on of Selma Peterson.
    [Show full text]