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A blog by members of HIST 300, a Spring 2011 independent study course
 

Archive for the ‘Dowling’ Category

Checking in

Tuesday, April 19th, 2011

It’s evident that you all have been hard at work, but I just wanted to chime in with a few thoughts. I’ve left some comments on the Google Docs you shared with me, but also have some general comments and instructions to share with you. I don’t think we need to meet tomorrow, since your time would probably be better spent continuing to work on the project, but if you need to meet with me sometime this week to clarify my comments or get more feedback, let me know. We can also continue to exchange ideas on the Google Docs or on this blog.

So, here are my general thoughts after reading your Google Docs:

  1. I wonder if your viewers might potentially be confused by the fact that three of your sections cover distinct chronological periods, while one is more thematic. This structure, I think, has even led to some indecision among the four of you about where things should go, since his Irishness comes up at different periods. The other potential problem with this structure is that some periods get shortchanged–especially the most recent past–or get stamped only as “Irish” moments, even when there was more going on. The Civil Rights era period also seems briefer and less chronologically specific than Jaclyn’s and Jocelyn’s section, which means that the bulk of the twentieth century is left somewhat floating between Kat’s and Ryan’s. I wonder if you’ve considered the possibility of streamlining things by having each section be devoted to a time period, and then allowing yourself the leeway within each chronological section to talk about the different groups and memories and how they played out at that moment. That would also allow you to ensure that every part of the last 150 years is at least roughly accounted for in your exhibit, even though you obviously have clusters of information more at particular moments than others. What would be the dividing dates for the last two sections if you went this chronological route? Would this chronological-throughout method fit your mission better, or worse?
  2. I’m not sure the literal meaning of the word legacy works the way you’re using it in the titles of your sections. I also wonder if other terms that we’ve encountered in our historiographical reading this semester–like “memory” or the “production of …”–would provide you with more interpretive range than “legacy”?
  3. Finally, the part of your mission statement that isn’t very prominently reflected in these drafts is the line about showing “how power and context influence the production of history, based on our exposure to Michel Trouillot.” Do these sections and pages indicate where the power was at these various moments? Do they show how that power influenced the production of history? Could you incorporate, as Trouillot does, the ways that race and power intersect in the making of history?

I’m available for talking about any and all of this, and/or can respond to questions and discussion in the comments section.

I noticed that there are quite a few items from the HMRC that you would like to use, as well as some pictures that you are taking or acquiring on your own. To include these items in your exhibit, remember that I’ve posted instructions about uploading these items for inclusion in the “DD” database here. The one change is that you’ll need to upload the files to OWL-Space, instead of moving them into the Dropbox folder. When you log into the OWL-Space page for HIST 246, upload the files into “Uploaded Student Files.” (Ryan and Jaclyn, I have added you as participants to the HIST 246 course; you should receive an email to that effect and then be able to get to the course from within OWL-Space.

Wrap-up from our meeting

Wednesday, March 30th, 2011

Thanks for the productive meeting this morning! Here are links to the pages we looked at as a group:

Remember that your next tasks are to:

  • Create a Dropbox account on your computer and send me your username so I can share the folder of DD files with you.
  • Create a Writeboard or Google Doc where you can collaboratively work on your group contract, and either share the Google Doc with me by using my email address or send me the link to the Writeboard page.

If you decide that there are items you want to add to the Omeka archive, use this Google form to enter the metadata into our spreadsheet, and then move the file into the Dropbox folder. Give the file a distinctive root file name, but don’t give it a DD identifier yet. If you’ve gotten the image from the Houston Public Library archive, then retain their unique ID in the name of the file that you put in the Dropbox folder (for example, SC1268-f2-55), and be sure to indicate in one of the metadata fields that you got the image from HPL. The best way to do this is by putting “Houston Area Digital Archives” in the dc.sourcecollection field, along with the title of the folder in which you found it (e.g., “Dick Dowling Monument Association Records”), and also to put the URL to the HPL Dowling website in the dc.isReferencedby field.

I’m going to work on finding a listing of all the available page layouts in Omeka exhibits so that as you design, you’ll have those available. Let me know if you have any questions–putting the questions in the comment boxes on this blog might be the easiest way to let everyone in the group see the questions and the answers.

Follow-up on Brundage

Wednesday, March 2nd, 2011

It sounds like you all had a very stimulating discussion about the Brundage book last week. And if your individual posts are any indication, the book gave you lots to think about in relation to the Dowling project.

One thing worth underscoring, I think, is Brundage’s argument that before the late twentieth century, white Southerners’ depictions of their past were closely wedded with a worldview that held considered “Anglo-Saxons” as the exemplars of “civilization.” This was true not only for the white women who organized heritage groups after the Civil War (see pp. 30ff), but also for the white male professional historians who tried to displace the women’s cultural authority. Even they often believed that their more “scientific” approach to the past confirmed white supremacy. Oftentimes these ideas about Anglo-Saxonism were not literally inscribed on monuments and museums, but instead appeared in professional articles or behind-the-scenes speeches and correspondence. For us, this history raises a couple of questions: how much did these views about race influence the white keepers of Dowling’s memory in the late nineteenth and early twentieth century? Did Dowling’s status as an Irishman complicate white Southern arguments about Anglo-Saxon supremacy?

I was glad that it sounds like “space” came up a lot in your discussions, as it also did particularly in the posts by Jaclyn and Ryan. I’d be interested in hearing more about Jocelyn’s comments about “eminent domain.” I think one of the things Brundage’s book should enable us to do is think some more about the location of Dowling’s statue at various moments in time. When our class first visited the statue, the reaction of most students was that the statue was in an out-of-the-way location. On the other hand, in some ways the statue sits on prime real estate (near Hermann Park and the Medical Center) that virtually ensures any attempt to move it or change it would not be a simple matter. I wonder if its location here is one reason why the Irish heritage group that sought to restore Dowling’s statue in the 1990s didn’t have a hard time convincing the city to devote resources to restore it, even hiring a high-priced appraisal and restoration firm to do so. Does that contrast with the ongoing and more arduous efforts of non-profit organizations to get Emancipation Park restored, I wonder?

Since you noted that Emancipation Park came up in Brundage’s book, it may even be worth thinking about how well the history of Emancipation Park fits into Brundage’s ideas about how “black memoryscapes”–because they were often places like parks instead of concrete things like statues–were more vulnerable to “redevelopment” than the monuments of white memory. There wasn’t a bulldozer that destroyed Emancipation Park the way Hayti was destroyed, but as Jaclyn noted in her report on the subject, the placement of US-59–a decision made by those who had political power in the city–contributed directly to the decline of the Third Ward and the park. Is it possible to imagine something similar happening to Hermann Park? Say, US-288 being directed so that it ran through Rice and Hermann? These are the sorts of questions that make me wonder whether how we should talk about the “space” that Dowling’s statue is in, and the resources that have been available to friends of that statue versus the ones available to friends of Emancipation Park. As you read through the HPL digital archive about Dowling, it’s striking, in a way, that there really isn’t much friction or question when the DD Irish Heritage Association approaches the city for help with restoration and rededication. But maybe the fact that there isn’t a “there” there is a story in and of itself, because it underlines how differential access to civic space by white and black Southerners can have long-lasting implications for the landscape of a city.

Finally, it sounds like you spent some time thinking about what Brundage’s book means for the way we represent Dowling in our exhibit. That’s exactly where I was hoping that the discussion would go! And I’m sure we’ll return to that question with next week’s reading. Jocelyn wonders whether a comprehensive Southern memory is even possible; Brundage seems to think probably not, since for him all representations of the past are acts of “intentional creation,” as Kat noted. For him, it’s encouraging enough that controversy about the past can now occur on more equal ground, that contests over the Southern past are ongoing, and that the lines being drawn in those contests aren’t always between black and white.

If it’s not possible for us to represent everything about the past in our exhibit, one question worth asking is one similar to the one Kat closes with. How will our exhibit be different from an exhibit created by the original statue creators. How will it be different from an exhibit created by the United Daughters of the Confederacy who helped maintain it thereafter? How will it be different from an exhibit put together by the group that renovated it in 1997 and portrayed Dowling solely as an Irish hero? What do we want to distinguish our exhibit and make it different from the representations of Dowling’s past that have come before?

Sorry that this follow-up post on Brundage is coming so late after your discussion. If you have follow-up thoughts, please feel free to post them here. Looking forward to seeing you next Wednesday, and in the meantime, have a great Spring Break!

Internship Opportunity

Thursday, February 17th, 2011

This is an announcement to let you all know that the Humanities Research Center will be sponsoring three undergraduate research interns to work on the Dowling Archive project–two this summer, and one this fall. If this is something that interests you, I’d encourage you to apply. Please be aware that these internships are unfortunately limited to three, so it’s possible that not everyone who applies will be accepted. See the information at the Humanities Research Center for more information, and please note that the deadline for applications is March 9.

Slavery in East Texas in 1863

Monday, January 31st, 2011

As a follow-up to our discussion last Wednesday about how the battle of Sabine Pass would have looked from the perspective of slaves in Texas, you may find it interesting to glance at this book: Three Months in the Southern States: April-June, 1863 (1864), by Arthur John Fremantle.

Fremantle was an Englishman who wanted to see firsthand the condition of the Confederacy, for which he felt some sympathy and admiration. He spent much of his time in Texas, where he met Sam Houston and some of the major characters in the Cotham book, like General Magruder. Cotham cites Fremantle as a source because of his useful descriptions of Sulakowski’s fortifications around Galveston, but it’s also interesting to notice that Fremantle has a lot to say about slavery in the area and reports frequently about the movements of slaves and slaveholders in East Texas on the eve of the battle of Sabine Pass.

The book is available online, so if you have a moment, check out page 66, where Fremantle describes reaching Houston, and read to around page 91. What is happening to slavery in the area in these months just before Banks launches his attempt to land Union troops at Sabine Pass? Can you infer anything about why Confederate Texans were especially concerned about that landing in the fall of 1863?