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How Texas Discovered Columbus

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How Texas Discovered Columbus HOW TEXAS DISCOVERED COLUMBUS Michael Horton A Thesis Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of MASTER OF ARTS August 2017 Committee: Ruth Herndon, Advisor Amilcar Challu Kyle Ward © 2017 Michael Horton All Rights Reserved iii ABSTRACT Ruth Herndon, Advisor This project examines the Columbus legacy in U.S. history textbooks used in Texas from 1919 to 2017. This study argues that the traditional and glorified interpretation of the life of Columbus dominated his coverage in U.S. history textbooks adopted for use in junior high and high school classes in Texas during the twentieth century. The wave of scholarly criticisms of Columbus at the end of the twentieth century had only sporadic effects on textbooks published at the turn of the century. Inconsistent representations of the new debate over Columbus’ legacy in these textbooks show at best a delayed response and at worst a reluctance to change the traditional story of Columbus as an American hero. iv ACKNOWLEDGEMENTS The completion of this thesis has resulted from many long nights of research, writing, and revision and there are several wonderful people who have contributed both advice and never ending support to me over the past two years. All of these people deserve mention here, beginning with my thesis advisor, Dr. Ruth Herndon. Over the past four years, I have had the pleasure of working with Dr. Herndon in several ways, from taking her classes as an undergraduate, to serving as a teacher’s assistant for her classes in graduate school. During this time, I have been able to gain a wealth of experience both in the classroom and in my own abilities as an historian. The knowledge and advice from her has helped shape who I am as an historian and I am grateful for her constant support of this project. Dr. Amilcar Challu’s presence on my committee helped to broaden my knowledge on the Columbian Legacy, especially from a Latin American perspective. At several times throughout this process, he was able to point me to a useful resource or raise an important question to be addressed in my thesis. He was also able to help me a great deal with creating the many tables featured throughout the thesis, providing comments on the best way to organize and present my data. The third member on my committee, Dr. Kyle Ward, served as a source of inspiration for me in regards to engaging in the discussion of history textbooks. His book, History in the Making, was one of the first I read on the subject and I was very grateful that he was able to join the committee. His interest in my research was very encouraging and motivating. A vital contributor to my months of research was Professor Carol Singer. Her vast knowledge of the many historical databases and experience with using the right search terms in the right places helped me to locate excellent resources. I admire her ability to appear to pull a v great article or primary source out of thin air and whenever I was stuck trying to find something, she was always there to help. Working with her greatly improved my own researching abilities, helping me learn how to navigate databases containing thousands of sources. I would also like to pay thanks to my graduate cohort. I came into this program two years ago, feeling uncertain of what the following years would hold for me and forming a bond with others in the program with me helped me to soldier on through the toughest parts of graduate school. In particular, I would like to thank Lindsey Bauman and Allison Nelson, who’s own work has inspired me in many ways. Through the many challenges faced in this program, these two have always supported me and helped to provide great insight for my own work. It seems that whenever I was at a loss or could not figure out how to convey my thoughts, Lindsey and Allison were there to help. The long meetings on campus between us were invaluable to me and the experiences we had are something I will never forget. Finally, I would like to thank my family, without whom I would not be who I am today. Growing up I was very fortunate to travel to many different places, fostering my passion for history. Every family vacation both in and out of the United States allowed me to add to my historical knowledge and without the opportunities provided by my family, I may have not developed a passion for history. The encouragement of my parents to pursue these passions and achieve my dreams have allowed me to survive graduate school and eased my fears of what the future may hold. None of this would have been possible without their support, and for that, I am eternally grateful. vi TABLE OF CONTENTS Page INTRODUCTION. COLUMBUS, TEXTBOOKS, AND HISTORIANS……………..... ... 1 Central Problem ......................................................................................................... 1 Main Argument .......................................................................................................... 2 Why Texas? ............................................................................................................... 2 Significance ................................................................................................................ 5 The Scholarship on Textbooks ................................................................................... 7 Methodology .............................................................................................................. 16 Main Categories ......................................................................................................... 17 Sacred Knowledge ................................................................................................ 17 Profane Ideas ......................................................................................................... 17 Neutral Portrayals ................................................................................................. 18 Auxiliary Categories .................................................................................................. 18 Viking Expeditions as Part of Pre-Columbian History ......................................... 18 Cortés and Pizarro Portrayed Positively ............................................................... 18 Cortés and Pizarro Portrayed Negatively .............................................................. 19 CHAPTER I. 1892: CELEBRATING 400 YEARS OF THE “GREAT DISCOVERY” ..... 21 CHAPTER II. COLUMBUS GOES TO SCHOOL ............................................................... 29 Columbus Scholarship ............................................................................................... 30 Textbook Analysis ..................................................................................................... 34 Columbus Day and the Knights of Columbus ........................................................... 40 CHAPTER III. AN AMERICAN HERO .............................................................................. 47 vii Columbus Scholarship ............................................................................................... 47 Textbook Analysis ..................................................................................................... 52 CHAPTER IV. QUESTIONING THE COLUMBUS RELIGION ....................................... 61 American Indian Movement ...................................................................................... 62 Columbus & The Space Race .................................................................................... 66 Vinland Map & Newfoundland Settlement ............................................................... 67 Textbook Analysis ..................................................................................................... 69 CHAPTER V. THE GREAT WAR FOR COLUMBUS ....................................................... 77 Columbus Scholarship ............................................................................................... 78 500-Year Anniversary ................................................................................................ 80 Textbook Analysis ..................................................................................................... 83 CHAPTER VI. EXPLORERS VS. CONQUERORS ............................................................ 90 Coverage .................................................................................................................... 91 Greatest Achievement ................................................................................................ 92 Impact on Native Americans ..................................................................................... 95 CONCLUSION. A TIME FOR REFLECTION .................................................................... 98 BIBLIOGRAPHY .................................................................................................................. 104 Primary Sources: Textbooks ...................................................................................... 104 Primary Sources: Columbus in Public Sphere ........................................................... 107 Secondary Sources: Used as Primary Sources: Historical Scholarship on Columbus 109 Secondary Sources: Scholarship on Textbooks ......................................................... 110 APPENDIX A. TEXTBOOK ANALYSIS: 1919-1937 ....................................................... 112 APPENDIX B. TEXTBOOK ANALYSIS: 1939-1962 ......................................................
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