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Municipal Reform in Atlantic City and Jersey City

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Municipal Reform in Atlantic City and Jersey City Municipal Reform in Atlantic City and Jersey City Central issues, problems or questions: How and why did progressive reformers attempt to combat political corruption and improve social services in New Jersey’s cities? Significance: This lesson explores how progressive reformers sought to abolish political corruption in Atlantic City and to improve the delivery of social services in Jersey City. New Jersey Core Curriculum Content Standards for Social Studies: 6.4 (United States and New Jersey History). High School: I-2 (Discuss the rise of the Progressive Movement). Objectives: After reading and analyzing primary source documents and listening to portions of a radio documentary or online lecture, students will be able to: • Analyze progressive reformers’ attempts to replace urban bosses by providing services to the urban poor, especially recent immigrants. • Assess the effectiveness of reforms designed to combat political corruption. Abstract: Middle school students will learn about Whittier House social settlement and the work of Catholic nuns and then decide which institution was best suited to assist Jersey City residents. After learning about political bosses in Atlantic City and Jersey City, high school students will write a short letter to the editor of the Newark Evening News in response to a cartoon depicting Governor Woodrow Wilson’s campaign against machine politics. Duration: Two 45-minute class periods. Sources Secondary Sources Barbara Petrick online lecture: “New Jersey Settlement Houses and Urban Reform,” July 2005; available in the “Municipal Reform” section of the New Jersey History Partnership Project website, http://nj-history.org. 1 Martin Paulsson online lecture: “The Social Anxieties of Progressive Reform,” July 2005; available in the “Municipal Reform” section of the New Jersey History Partnership Project website, http://nj-history.org. Martin Paulsson, The Social Anxieties of Progressive Reform: Atlantic City, 1854-1920, (New York, 1994). Ella Handen, “Social Service Stations: New Jersey Settlement Houses Founded in the Progressive Era,” New Jersey History 108 (1990): 1-29. Ella Handen, “In Liberty’s Shadow: Cornelia Bradford and Whittier House,” New Jersey History 100 (1982): 49-69. The Life and Times of Frank Hague, co-produced by New Jersey Network and the New Jersey Historical Commission, 2001. Primary Sources Cornelia Bradford’s Report on Whittier House Activities in 1907. http://nj-history.org/proRef/munRef/pdf/munRefDoc1.pdf “More Arrests Stir Atlantic City Talk,” New York Times, 30 July 1911. http://nj-history.org/proRef/munRef/pdf/munRefDoc2.pdf “Plenty for Both,” Newark Evening News, 10 October 1910. http://nj-history.org/proRef/munRef/pdf/munRefDoc3.pdf Materials: Teachers will need copies of primary source documents and worksheets along with access to a computer with speakers and, for the high school lesson, a LCD projector. Background: A pioneer in urban reform, Cornelia Foster Bradford was born in 1847 in New York and later moved with her family to the rapidly industrializing mining town of Chester, New Jersey. A direct descendant of Plymouth colony founder James Bradford, Cornelia grew up in a religious and reform-minded household. Cornelia enjoyed the benefits of a college education, but like other women of her class and education was without a vocation until she became involved in the settlement house movement. The idea of establishing social service centers in urban slums originated in Great Britain and spread to the United States. At Toynbee Hall and other British settlement houses, visitors like Cornelia Bradford saw how charity workers lived among and listened to the people they sought to serve. Bradford was one of the earliest residents of Jane Addams’ Hull House in Chicago, and in December 1893, she established New Jersey’s first social 2 settlement, Whittier House, in Jersey City’s poor and immigrant-packed First Ward. The year 1893 marked the beginning of a major economic depression that produced high rates of unemployment, hunger, and sickness in Jersey City and throughout the United States. As headworker of Whittier House, Bradford sought to address her neighbors’ needs as well as to inculcate “American” (read middle- class Protestant) habits and values among the largely Catholic and Jewish immigrants living in the First Ward. Whittier House residents provided their neighbors with liberal arts and vocational courses, legal advice, first aid, and recreational facilities. The Jersey City social workers in standard progressive fashion also studied and combated perceived social problems—such as child labor and poor housing conditions—by publicizing their findings and proposing increased government oversight. Although Woodrow Wilson received the support of James Smith, New Jersey’s Democratic boss, in his 1910 gubernatorial campaign, Wilson promised to combat political bosses and organized graft if elected. Soon after he took office, Governor Wilson turned his attention to Atlantic City, long considered a hotbed of vice and political corruption. Under the leadership of “Boss” Louis Kuehnle in 1910, the city’s Republican machine committed all manner of electoral fraud to prevent Wilson’s election. Although Kuehnle evaded conviction on charges of electoral fraud, he was later fined and imprisoned for “conflict of interest” as chairman of the water commission. But the fight against Atlantic City’s Republican machine was not simply an attempt to purify government. Rather, reformers sought to enforce moral standards (such as Sunday closing laws), and Democrats attempted to break the Republican Party’s political hold on the city. One of Wilson’s major achievements as governor of New Jersey was the passage of the Walsh Act, a law designed to undermine political bosses by replacing the mayor-aldermen form of municipal government with a city commission. Atlantic City adopted the commission form of government, as did Jersey City. Despite reformers’ intentions, the city commission failed to eliminate political corruption. In fact, one of the most powerful political bosses in New Jersey history came to power as a commissioner. Frank Hague supported some of the causes dear to progressive reformers, including government regulation of transportation and public utilities and the abolition of prostitution. However, he used the commission form of government to build a strong political machine. Key Words: Reform Assimilation Prohibition Temperance Machine Politics Political Boss Graft 3 Saloon Vice Settlement House Key People: Woodrow Wilson Cornelia Foster Bradford Louis Kuehnle Frank Hague Middle School Procedures For homework the night before this lesson, students should read the section of their textbook on progressive reformers and urban poverty. The teacher should begin the lesson by asking students to describe how progressive reformers, especially settlement house workers, sought to solve the problems of the city. The teacher should write some key words on the chalkboard and ask students to define the terms: Progressivism, reform, saloon, temperance, tenement, settlement house. The teacher should then play the audio segment from the radio documentary The Life and Times of Frank Hague on the Horseshoe District in Jersey City’s Second Ward, available in the “Municipal Reform” section of the New Jersey History Partnership Project website, http://nj-history.org. After listening to the segment, the teacher should lead a discussion based on the following questions: • How did the Horseshoe District get its name? • What is a gerrymander? How was it used in Jersey City? • Who lived in the Horseshoe? • What was the motto of the Horseshoe? What attitude did this motto reflect? The teacher should then give a brief lecture on the life of Cornelia Bradford and the founding of Whittier House in Jersey City (based on Barbara Petrick’s online lecture, available in the “Municipal Reform” section of the New Jersey History Partnership Project website, http://nj-history.org). The teacher should explain that Jane Addams’ Hull House in Chicago was a model for Whittier House. Afterwards, the teacher should hand out Cornelia Bradford’s report on Whittier House activities in 1907. http://nj-history.org/proRef/munRef/pdf/munRefDoc1.pdf Students should read this document for homework and answer worksheet questions about it. http://nj-history.org/proRef/munRef/pdf/munRefMSWS.pdf On the following day, the teacher should lead a discussion of student responses to the worksheet questions and then play the segment on social services provided by Catholic nuns from Barbara Petrick’s online lecture, available in the 4 “Municipal Reform” section of the New Jersey History Partnership Project website, http://nj-history.org. For homework that night, the teacher should assign students to write a short essay on the question: Which institution was better suited to assist immigrants living in Jersey City, the Catholic Church or the settlement house? High School Procedures For homework the night before this lesson, students should read the section of their textbook on progressive reformers and machine politics. The teacher should begin the class by quizzing students on what they learned about political bosses and machine politics. Afterwards, the teacher should play an audio segment from The Life and Times of Frank Hague about the inner workings of “the organization,” available in the “Municipal Reform” section of the New Jersey History Partnership Project website, http://nj-history.org. After listening to the audio segment, the teacher
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