I imagine Salem must be like your town or city at this time: quiet and closed. As it is a compact and walkable city full of architectural treasures (still), the quiet more than compensates for the closure, but you are all too aware of the hardship that both are causing. It’s not a singular holiday that is allowing you to walk or bike freely with few cars in your path but rather a prolonged period of anxiety through stoppage for the freelancers and entrepreneurs among us, many in a city like Salem. I’m grateful for my security: there’s no stoppage for me, either of work or of income. I find that remote teaching takes more time than classes which actually meet in person: and while the latter invigorates you (or me) the former drains, so out in the streets of Salem I go to try to get some energy back. But again, I’m grateful for my security and have no complaints.
This week’s weather is so much better than that of last week, when the sun failed to appear for days. I am determined to: 1) put on real pants, with zippers; 2) observe proper meal times; 3) drink more tea; 4) turn off the computer for one full day; 5) avoid the daily presidential briefings; and 6) try to play board games with my husband (I am a terrible game-player but he loves them). This is not a very challenging list, obviously. In addition to all these tasks and working, I take my daily walks, noting new architectural details but also new orders of business around town: restaurants which are still open for take-out, or have transformed themselves into makeshift grocery stores which deliver, shops whose owners will meet you at the curb with your online purchases. The signs for canceled events are the other conspicuous markers of Corona time, like those for Salem Restaurant Weeks (March 15-26) and the annual Salem Film Fest (March 20-29) in the reflective windows of the Chamber of Commerce.
But there are other signs too: of support for health-care workers and grocery clerks, teddy bears and other animals for children’s scavenger hunts. And signs of Spring, of course.
So I have just finished converting my lecture courses into online formats: difficult to do midstream. A well-designed online course is a beautiful thing, but if a course is based on a more personal form of delivery and has to become virtual overnight there are going to be challenges. Fortunately, I teach history, and not a discipline that requires a lab or a studio: I can’t imagine what those professors are going through! And I also feel very fortunate to be able to depend on a variety of institutions—libraries and museums—which have made so much of their collections accessible AND provided road maps and guides to these same texts and images in the form of interpretive essays, questions for consideration, and extra-special digital features. I’ve had digital content in my courses for the last decade or so, but again, a course based on all-digital content is another thing entirely. I could not have accomplished such a thing—in such a short time— a decade or so ago; I can now, thanks to the diligent and creative efforts of these institutions, which take the “education” and “engagement” directives in their missions seriously. So here’s my top 10 list, with one qualifier and one comment: 1) I teach medieval and early modern European history and world history, so this is not going to be a US-centric list; and; 2) these institutions are focused on general education, not just formal education: they have made their collections accessible to those who have more casual or independent interests as well as those working within a curricular framework. (oh, and this list is in no particular order and is by no means exhaustive).
1. The Newberry Library, Chicago: For an American library, the Newberry has very rich European collections and it has created online exhibitions and curated primary source sets that I find invaluable for my courses: its librarians and fellows are very attuned to key curricular and historiographical trends. The Newberry is also a leader in American history and culture in general and local history in particular: it just won the top prize for “Oustanding Public History Project” at the National Council on Public History’s virtual conference for “Chicago 1919: Confronting the Race Riots”.DigitalNewberry offers about a million high-resolution texts and images: this is a small fraction of the library’s collection but still quite a lot to see.
Theodor de Bry’s famous 1594 engraving showing Amerindians pouring molten gold into the mouths of Spaniards driven by insatiable lust for the stuff.
2. The HeilbrunnTimeline ofArt History at the Metropolitan Museum of Art: is a timeline which pairs works of art from all eras and regions of the world with curatorial essays. You can search by region, by period, or by theme, and there are many thematic essays to explore: one leads to another and before you know it, hours have gone by. I teach with images, so this is the first place to I go to find perfect visuals for my presentations, but I also encourage my students to explore this resource themselves. And they do.
Jan Steen, The Dissolute Household, 1663-64.
3. Speaking of timelines, check out the British Museum’s History Connected: A Museum of the World, in which objects can be explored across time and place while visualizing connections, the essential links of world history, and listening to curators share their expertise and perspectives. This is the result of a partnership between the Museum and Google: Google Arts and Culture can provide a engaging platform for a cultural institution to broaden their reach in more ways than one, but there needs to be some intent in terms of design and curation. Some institutions just share images of their objects and leave it at that (I’m looking at you, Peabody EssexMuseum: 323 objects; 2 stories, but what BIG story is being told? And could we possibly have some more Salem objects?): this is parking, not driving engagement.
It’s all about connections at the British Museum (above) and the Rijksmuseum (below).
4. Another exemplary Google partner is the Rijksmuseum: which offers up 164,511 objects, 11 stories, and 8 museum views, taking us right into the building. We can “walk” around the galleries, focus on particular paintings, examine them in “street” or catalog views, organize them in chronological order, discover connections to other works. The collection is so comprehensive (though again, only a fraction of the museum’s 8 million objects), and the connections go on and on, in all sorts of directions.
5. This semester I really need to get my students into the Vatican, as I’m teaching the Renaissance and the Reformation, and that particular place is a powerful connecting link between the two eras and movements: while a succession of Renaissance popes reveled in its creation and majesty, Martin Luther was repulsed by it. The Vatican Museums‘ website features 360-degree tours of many rooms and a more virtual experience with headsets, but just getting us into those spaces will be fine.
6. Anniversary Digital Exhibitions: Both private and university research libraries characteristically observe historical anniversaries by putting together digital exhibitions of images and texts. 2017 was the anniversary of Luther’s 95 Theses and the beginning of the Reformation, so there were many such exhibitions which are now archived: two of my favorites are Cambridge University Library’s Remembering theReformation and the University of Arizona’s Special Collections Library’s After500 Years: theProtestant Reformation. This year, digital exhibitions on the anniversary of Woman suffrage abound: see my previous round-up here.
7. DigitalBodleian: 914,832 images and counting at the digital portal of Oxford University’s Bodleian Library, through which you can do your own curation and share “collections” with students (or friends!). A very diverse and visual database, including some great ephemera, which I also love to teach with: I’ve got to cover both the “old imperialism” and the New in my European and World History courses, and I think some educational ephemera will illustrate the transition.
8. The BritishLibrary, of course, because it has everything. I like the smaller, more curated collections, the “Turning the Pages” feature for complete texts, and when I am teaching medieval history (not this semester), the digitized illuminated manuscripts collection is indispensable. This is my favorite image of Henry VIII: from another anniversary exhibition and his own personal psalter: in the bedroom!
9. HarvardDigitalCollections, of course, because they have everything: 6 million objects assembled from all of Harvard’s libraries, which you can search through with purpose or browse through an array of diverse topic collections. Because Salem is so source-challenged, I’ve come to rely on the Colonial North America collection quite a bit for this blog, but I use several of the other collections regularly for teaching. Then I just jump in from time to time: another rabbit hole: tread with caution!
10. IDEA: Isabella D’Este Archive at the University of North Carolina: I wanted to include one specialized site which demonstrates the full potential of what digital learning can encompass, and this is it. IDEA is an open-access digital “environment” dedicated to the life and letters of Isabella D’Este, the marchesa of Mantua (1490-1539). Isabella was by no means a “representative” Renaissance woman, but she left a blazing multi-disciplinary, interdisciplinary trail, which is explored here in creative ways, including a wonderful, truly virtual, replication of her personal studiolo. I love to go here/there, and I bet you will too.
The incomparable Isabella D’Este and a site worthy of her.
So now I am on my “spring break” with the reality of no return to my classrooms: everything is converted to digital/remote in this new corona community. This is ominous for me; I prefer to teach in person. I can rise to the occasion—I know how to access all the digital tools and resources—but I see them as appendices rather than the story. Nevertheless I will rise to the occasion. With no prospects of long-distance travel or local entertainment and the task before me, my spring break will therefore have to consist of a few road trips, and on Sunday I drove west for a couple of hours into north central Massachusetts in search of a a real destination and a few ghost towns. New Salem was founded in the mid-18th century by investors from Salem, who enticed farmers from “old” Salem to settle in the Swift River Valley. With settlement and incorporation the town was well-established as the most northern of a chain of towns in the valley, and the sole survivor after adjoining Dana, Prescott, Greenwich, and Enfield were all flooded to form the Quabbin Resevoir, the water source for Metropolitan Boston, from 1936-40. New Salem is the touchstone for all of these lost towns, and for old Salem as well: as I wandered through its oldest cemetery, I saw so many familiar names on the old stones: Southwick, Putnam, Pierce, Cook.
As you can see from the photographs, it was a beautiful day, which made my visit all the more poignant, as no one was about. New Salem seemed like a beautiful ghost town—the perfect place for social distancing! It was almost eerie, but of course I was distracted by the architecture—and there were cars in the driveways.
In North New Salem is the Swift River Valley Historical Society, a regional historical society devoted to preserving the memory of both the living and lost towns. It was closed, of course, but just outside was this amazing sign post (I don’t think that’s the right word???) with all the historical place names intact. I love this more than I can say. I love that it is preserved. I love the manicules. I love that the names of its maker and restorers are preserved. I have no idea why “Indianapolis” is on the sign!
This sign made me want to search for more signs, as ways and links to the past, so I drove down every single road with any of the above place names—those with the “lost” place names led to water, and that was that: the point was driven home.
An abandoned farmhouse on Old Dana Road, and the Quabbin Reservoir.
I always tell my students that history is not necessarily linear: movements and ideas move forward and then fall back and “progress”, however you choose to define it, is always a result of struggle. The struggle for women’s suffrage is a case in point, played out on a national stage as well as a local one. I’ve had to piece together the history of the Salem Suffrage movement from a variety of sources, as the records for its main organization have disappeared, but I think I have it down now, and it was definitely characterized by fits and starts. The connection between the abolition and suffrage movements before the Civil War is very clear: while a petition calling for universal suffrage was submitted to the Massachusetts legislature in 1850 by a group of active Salem reformers, both women and men, abolition was the higher priority during the following decade and the suffrage initiative remained on hold during the Civil War and its aftermath. The debate over the 15th Amendment caused a schism in the national suffrage movement, with some leaders (Susan Anthony and Elizabeth Cady Stanton) opposing the enfranchisement of black men before women had achieved the vote and others (Julia Ward Howe, Lucy Stone) favoring a more incremental approach to suffrage with the enfranchisement of black men as a first step. This split resulted in the formation of two associations, the National Woman Suffrage Association (NWSA) of Anthony and Stanton, and the American Woman Suffrage Association (AWSA), led by Lucy Stone, as well as a cascade of regional, state, and local associations. Supporters of suffrage in Salem, both women and men, were firmly in the Stone camp, and we can follow their efforts through Stone’s weekly newspaper, the Woman’s Journal. Even though the 1870s started with division, there was also an air of optimism in the air: women in Wyoming and Utah won the vote in 1869 and 1870, so why couldn’t reformist Massachusetts be next?
Courtesy Peabody Essex Museum’s Phillips Library.
The Woman’s Journal reports that yearly conventions were held in Salem, generally at the Lyceum, along with regular meetings of the Salem Woman Suffrage Club, which included woman and men and were clearly as much social occasions as strategy sessions. The editors of the Journal seem to have favored an approach that was not only incremental but “pleasant”, as the account of the 1874 convention (below) illustrates: much praise for the food and flowers, and an observation that “other clubs may take a lesson from this of Salem, which draws members by pleasant means—clergymen, lawyers, judges, editors and not least in influence, women. What remains to do now is the steady and continuous circulation of tracts as a means of enlightenment, and with the light will come the end”. Yet there were several women in Salem who made it clear that tea parties and the dissemination of pamphlets was not enough, writing letters to the editor that expressed the general opinion that while the Salem club was popular, it wasn’t actually doing anything: such expressions seem to be coming from those women who were also involved in other causes like temperance, settlement, and the “moral education” of “fallen women”. As was the case before the Civil War, suffrage was interwoven with other calls for reform.
But maybe the “pleasant” approach was working. In 1879 the Massachusetts legislature passed a “school suffrage” bill, enabling Massachusetts women the right to vote in school committee elections. This definitely seems like a big step forward, but apparently it was an action that represented the traditional belief that education matters were within the realm of female expertise more than any desire to move towards universal suffrage on the part of Massachusetts legislators. Nevertheless, Salem women offered up four female candidates and really turned out at the polls in December of 1870, with the result that all four women were elected to the Salem School Board, the highest number in Massachusetts. The Boston Globe reported that there was “great activity at the polls” with “undertain” results on Election night (December 9), but on the next day the election of the four women was confirmed.
Boston Globe headline, December 9, 1879; Library of Congress.
And suddenly there was a brand new School Committee in Salem! The four women elected were Mrs. Mary G. Ward of Federal Street, a noted activist for suffrage and temperance in the city, Dr. Sarah E. Sherman, who I believe was Salem’s first female physician, Emma B. Lowd, very active in veterans’ affairs as an officer in the National Woman’s Relief Corps Committee, and Mrs. Lurana N. Almy, the wife (and partner, really) of James. F. Almy, the founder of Salem’s famed Almy’s, Bigelow and Washburn store. Unfortunately Mrs. Almy died before she could take up her seat on the committee, but the other three women served for several years, paving the way for more women members. The ground-breaking year of 1879 was capped off by the submission of a suffrage amendment petition to the U.S. Congress by the Salem Woman Suffrage Committee, signed by the men who could vote in one column and the women who could not in another.
Salem School Committee Annual Report, 1880; Official Souvenir Program of the 24th National Encampment, Boston, MA, 1890……also the Eighth Annual Convention of the Woman’s Relief Corps;“Petition from the Citizens of Massachusetts in Support of Women’s Suffrage,” HERB: Resources for Teachers, accessed February 21, 2020, https://herb.ashp.cuny.edu/items/show/1683.
But two (or three or four or five) steps forward were followed by several steps back. In typical contrary Massachusetts fashion, the multi-layered suffrage movement provoked a counter-movement in the form of the Massachusetts Association Opposed to the Further Extension of Suffrage to Women, established in 1895 and with a Salem branch headed by Miss Anna L. Warner and Miss Ellen B. Laight. Two Massachusetts suffrage referendums were soundly defeated—in 1895 and 1915—before the Commonwealth ratified the 19th Amendment on June 25, 1919.
The second president of the university where I teach was Alpheus Crosby (1810-1874), although his title was Principal of what was then known as Salem Normal School, a pioneering institution in both the education of teachers and women. While “scholar-activism” is an integral part of professional life for many in higher education today, it was a somewhat different pursuit in the nineteenth century, and Crosby’s life exemplifies that of a scholar-activist in that time, while also representing the differences between his time and ours. Crosby was an eminent scholar of classical Greek who became a passionate advocate of public education: for women and freed slaves in particular, for everyone in principle. He managed to pursue these two callings simultaneously even though they did not always intersect—-to connect them, he also became an expert on educational instruction, publishing papers and delivering lecturing on “emulation” and grammatical “analysis” (which seems to refer to dissecting sentences—a practice I wish was still current) and serving as editor of The Massachusetts Teacher. These professional activities were just part of his life, which also included a decades-long devotion to the abolitionist and suffrage movements and major roles in Salem’s key cultural institutions: the Salem Lyceum, the Salem Athenaeum, and the Essex Institute. He was a very “public man” by vocation and predilection.
Alpheus Crosby and several (not all!) of his equally successful siblings, the sons of Dr. Asa Crosby of Sandwich, New Hampshire. The Normal School at Salem on Broad and Summer Streets during Crosby’s tenure, c. 1857-1865, Salem State University Archives; just a few of the Salem institutions to which Alpheus Crosby volunteered considerable time: the Salem Lyceum, the Salem Athenaeum (then at Plummer Hall) and the Essex Institute, Cousins collection of the Phillips Library of the Peabody Essex Museum via Digital Commonwealth; Professor Crosby’s bestselling series of Greek textbooks, 1860.
Because Crosby was so active, he was memorialized everywhere upon his death in 1874. I read a lot of obituaries and none were pro forma: all were very personal and absolutely reverent. Some personal details: his first wife, Abigail Cutler of Newburyport, was an invalid whom he took on a tour of Europe after their marriage, during which she died in 1837. He returned to his professorship at Dartmouth, where he had commenced teaching at age 23, but resigned and moved to Newburyport to care for his mother-in-law, who was also an invalid, upon the death of her husband. During this period—over a decade—he continued his Greek scholarship but also served as Newburyport’s Superintendent of Schools. Upon Mrs. Cutler’s death, he went south to Salem and began his post at the Normal School. in 1857. There followed an expanded curriculum, a larger library, and enthusiastic (by all accounts) teaching by the Principal, who was clearly much more than an administrator: many student testimonies speak to his “remarkable spirit of earnestness” and enthusiasm, and then there is this glowing account in the Salem Observer, from December of 1861.
In that same year, Crosby married Martha Kingman of Bridgewater, who was an instructor at the Normal School. As the Civil War progressed, he became increasingly focused on the emerging agenda of political, social and educational reform in the south, publishing several works on the topic, becoming the first chairman of the Salem Freedmen’s Aid Society, and taking on editorial duties for The Right Way, a new journal dedicated to advocating for progressive reconstruction. The urgency of this work prompted his resignation from the Normal School in 1866, citing “the critical condition of the country at the present time and the danger that the rights of colored people will not be duly regarded in the coming reconstruction.” That work—-and his classical scholarship—consumed him until his death in 1874. Several of the obituaries marking his death, including those in the New York Times and Boston Globe, make note of the two “colored girls” which Professor and Mrs. Crosby adopted, “an act which provoked much comment.” I have to admit I couldn’t find any comment and not much about these two girls, whom I suspect were fostered rather than adopted by the Crosbys. They are referred to (and provided for) in Crosby’s 1874 will as “Amy Lydia Dennis and Lucy B. Dennis, living with me.” I’d really like to know more about these two women.
Post-“retirement”: advocacy for radical reconstruction and “impartial” suffrage, 1865-66, Library of Congress; just one donation to the Normal School at Salem. 111 Federal Street in Salem, the residence of Professor and Mrs. Crosby, along with Amy Lydia and Lucy B. Dennis, during the 1860s.
Obviously there is a lot more to learn about Professsor Alpheus Crosby: his life, his work, his world. He is book-worthy! I was inspired to post about him now because of a rather odd confluence of factors. I was reading up on Xenophon for the book I’m working on, as he was a very popular author of husbandry and household tracts in the Tudor era despite being dead for centuries, and I encountered Professor Crosby’s name everywhere I clicked. And the materialist side of me is a constant real- “estalker” and his Federal Street house has recently been on the market. Once I had Alpheus Crosby on my mind, he was suddenly everywhere: just last Friday I was walking back to my office after finishing my last class and I saw one of my students in the hall, waiting to begin her classical Greek tutorial with our Department’s ancient historian, Erik Jensen, and I thought: Professor Crosby would be so pleased!
For the last month, it seems like whenever I engaged in any form of social media I found myself looking at a primitive painting of a burning church. This image, by the nineteenth-century British expat artist John Hilling (1822-1894), who worked in Massachusetts and Maine, was chosen to illustrate a Smithsonian Magazine piece on David Vermette’s book A Distinct Alien Race: the Untold Story of Franco-Americans. It appeared on my feeds again and again as I’m often researching Franco-American communities in New England: it’s a favorite topic of students in the research seminar I teach, as Salem had a large and influential community of resident French Canadians in the later nineteenth and twentieth centuries, just one labor force for the city’s then- bustling textile mills. This community still has representatives in Salem today, though it was profoundly impacted by the Great Salem Fire of June 1914 which struck right in the heart of its neighborhood. So obviously, research topics abound, and apart from those inquiries, there’s something about a church in flames, whether by accident or intent, that always captures one’s attention.
So here’s the image which has followed me online for last month or so: John Hilling’s Burning of the Old South Church, Bath, Maine, 1854 from the collection of the National Gallery of Art. There are several very interesting things about this painting: it is not signed by Hilling, but only referred to as his work in contemporary records–as well as his obituary; Hilling was documenting an event, so it is part of a sequential series which he created in several sets–indicating demand for such images; and even though this inflamed church looks like the perfect New England Congregational house of worship, it is being attacked for its recent alien occupation by a Catholic parish by a Nativist mob of Know-Nothings, in that contentious summer of 1854. Hilling created a before scene in which this mob appears to be looting the Church, and then an after in which it is in flames, and while browsing through the lots of an upcoming Doyle auction this weekend I found another stage of this scene by Hilling: a peaceful scene of the Church pristine.
Doyle Auctions; Gibbes Museum of Art; Jeffrey Tillou Antiques; Sotheby’s Auctions.
We know that besides Bath, Hilling lived in Charlestown, Massachusetts, so I can’t help but wonder if his Church scenes were inspired by another notorious expression of anti-Catholicism twenty years before: the burning of the Ursuline Convent on St. Benedict (now in Somerville; then in Charlestown) in 1834. The “memory” of this epic event seems to have had a fast hold on all who witnessed or even heard of it, and I bet Hilling was no exception, even though he was only a boy and likely not even in this country when it happened.
Harry Hazel, The nun of St. Ursula, or, The burning of the convent. A romance of Mount Benedict (1845).
Every day this summer, I have seen relatively large groups of tourists right next door at Hamilton Hall, and heard their tour guides telling them stories—the same old stories every day, which of course are new to these tourists, but not so to me. I think there is a proclivity for historical narratives in Salem, established in large part by the Witch Trials which are understood best through the prism of personal relationships. Local history is necessarily an exercise in “truffle-hunting” to use the analogy of the French historian Emmanuel Le Roy Ladurie, who famously divided all historians into camps of truffle-hunters, searching every little detail out in the archives, and parachutists, who summarized all those details into the big picture, exposing trends and patterns. But both truffle-hunters and parachutists aim to discover, not just tread over the same territory again and again. There’s a tendency to tread over familiar ground in Salem, but the Salem story looks different if it is viewed as only part of a much larger picture. In my academic work, I always try to balance the anecdotal and the general, but blogging definitely favors the former—so every once in a while I take a deep dive into some texts hoping to broaden my frame of reference: after all, I started this blog not only to indulge my curiosity about Salem’s history, but also to learn some American history, which I last “studied” as a teenager! This summer, I have been slowly working through a pile of recently-published books which offer wider, comparative perspectives on colonial history: most offer the perspective of an Anglo-Atlantic world, in which Salem played a role, but not always a large one. These parachuting perspectives are not from very high up (as the Atlantic World was hardly exclusively Anglo, after all), but just high enough so we can see some things that are not apparent on the ground.
Sean D. Moore’s Slavery and the Making of Early American Libraries is an astonishing book, forging connections between the histories of the slave trade and the book trade over a century, and drawing upon the records of the Salem Athenaeum. The impact of the slave trade is multi-dimensional, and here we see its cultural impact, from both transatlantic and local perspectives.
Atlantic history can be very tangible as these recent offerings in the robust field of Anglo-American material cultural demonstrate. I picked up Zara Anishanslin’s extraordinary Portrait of a Woman in Silk earlier this year when I wanted to find some context for the portraits of the silken-garbed Lynde ladies of Salem; the collection of essays in A Material World include two with a Salem focus: by Emily Murphy, Curator at the Salem Maritime National Historic Site, and Patricia Johnston, formerly my colleague at Salem State and now at Holy Cross. Even more expansive views of the material Atlantic world, in terms of topics, time, and places, are Building the British Atlantic World, an anthology edited by Daniel Maudlin and Bernard L. Herman, and Robert DuPlessis’s The Material Atlantic.
Well obviously Inn Civility is one of the best titles ever! I haven’t read this book yet, but anyone with only the slightest knowledge of the American Revolution (such as myself) knows that taverns played a key role, and I’ve always been fascinated with Salem’s many taverns, so I’m looking forward to delving in.
Another great title, but more importantly a much-needed transatlantic history of Puritanism (I see that David Hall has another Atlantic history of Puritanism coming out in the fall, but Winship was first). I’m going to use this book in my Reformation courses, and I wish everyone in Salem would read it, because the general view of Puritanism here is strictly simplistic and stereotypical. In our secular society, it’s not easy (or particularly pleasant) to get into the mind of a Puritan, but you’ve got to try if you want to understand seventeenth-century Salem society.
And finally, views that are somewhat removed—though elemental– and closer at hand: climate and comparative history. Environmental history has always been an underlying theme in my teaching, as the “Medieval Warm Period” and “Little Ice Age” are key factors in medieval and early modern European history: I haven’t read any American environmental history so thought I would start with Anya Zilberstein’s A Temperate Empire. And Mark Peterson’s City-State of Boston has been by my bedside ever since it came out for a very parochial reason: everyone knows that Boston’s rise is Salem’s fall.
Patriots Day 2019 was not a very enjoyable day. It was certainly not as dreadful as Patriots Day 2013, but still a frightful day. I woke up to thunder, looked out at the dreary rain, made the decision not to drive to Lexington so I could walk the Battle Road as is my custom, did some errands, and then turned on the radio to hear the Marathon results and instead heard “Notre Dame is burning”. And that was the story for the rest of the day: listening, watching (big mistake but I could not look away), and (towards the end of the day) drinking. I admire all historical architecture, but Gothic cathedrals are more than mere buildings: they symbolize the aspirations and abilities of an era and a civilization. Very early in my teaching career, I essentially turned my medieval survey into an “Age of Cathedrals” course, and I still teach through and around and with these monuments. At first reference that might sound like an approach that is simplistic and old-fashioned, but for me the cathedral has always been both a symbol and a conduit, connecting one to all the layers of medieval history, not just religious, but social, economic, political, cultural, and of course technological. Cathedrals can open up minds too: especially the minds of college students who are predisposed to think of the Middle Ages as merely “dark”, and “backward”. It’s impossible to look at a cathedral and not be impressed by its creators, or maintain a presentist perspective.
AP Photo by Thibault Camus
As the day wore on, I realized I was getting upset as much by the commentary and coverage as by the incessant fire. There was a lot of speculation, and little confirmation, and of course we could see the fire burning and burning and burning. So I turned everything off and went to bed. The next day, the fire had finally been stopped and Notre Dame was still standing: its roof and spire were gone but the bulk of its early Gothic expanse and vaulting, its bell towers, and even its trio of rose windows had been saved. I welcome the full report on the fire’s causes and damage because there is still a lot of contradictory information out there, but I learned a lot from a few select Twitter threads that found their way into my feed, mostly through architectural historians: about the protocol followed by the Parisian firefighters, put in place after the last time Notre Dame was ravaged during the French Revolution and sustained through two world wars, about the oak trees planted at Versailles after the last restoration of Notre Dame’s roof 160 years ago, and about the human chain created to rescue its treasures, with a fire-fighting chaplain serving as the essential link. The combination of a still-standing Notre Dame, human heroism, and the resolute statement of President Macron reassured me quite a bit (French cathedrals have been owned by the state since 1905), but more than anything I am hopeful because of history: cathedrals were built over generations, in fits and starts, many sustained fire damage as well as human assaults but survived and were rebuilt. There are several precedents for the restoration of Notre Dame, but I think the most inspirational examples must be Reims Cathedral, which sustained devastating damage during World War I, and the Cathedral of St. Peter and St. Paul in Nantes, which was bombed heavily during World War II and severely damaged by a fire in 1972.
The Cathedrals of Reims and Nantes in their present glorious condition. Photographs by Nicolas Janberg for Structurae.
The restoration of Reims, the most royal of French cathedrals, was an epic achievement. It sustained intense shelling by German forces outside of the city in September of 1914, setting fire to the wood scaffolding that was in place, and then the cathedral’s oak roof, which caved into the nave below. Reims lay in a state of semi-ruin for the rest of the war, and was bombed again in 1917 and 1918, thus attaining its status as a “martyred cathedral”. I inherited a book from my great aunt by the American illustrator George Wharton Edwards titled Vanished Halls & Cathedrals of France which was published at the height of the war. Reims is on the cover and inside, looking beautiful in his pre-war paintings, but the text reads like a eulogy: the catastrophe is so unbelievable that one cannot realize it…….Reims can never be restored to what it was before the bombardment. Let it rest thus….a sacred ruin—the scarred, pierced heart of France. He goes on a bit later: Let it remain….the living, standing record of an infamous crime. Consumed by fire, soaked in blood, Reims, which crowned and sheltered a hundred kings, has passed. Deleta est Carthago.
Edwards’ book and paintings; two 1914 postcards; Charles W. Wyllie, The Burning of Reims Cathedral after the Severe Bombardment of the Germans, 17-24 September 1914. From The Sphere, 7 December 1914.
Edwards would not get his wish. Reims would be restored after the war (with a good deal of American money) and it served as the site of the signing of the peace treaty which ended the second World War in Europe in May of 1945. Only a year before, and more than 300 miles to the east, the city and cathedral of Nantes sustained significant damage from Allied bombing in June of 1944, but the more serious threat to the latter was the fire that broke out in January of 1972 related to ongoing restoration on the roof. Indeed, the post-war restoration was barely completed by that time according to most accounts, but the “resuscitation” following the fire was shorter, and detailed in a wonderful short video you can view here. President Macron’s five-year plan is perhaps ambitious, but not impossible: it’s been done before.
Nantes Cathedral in flames on the night of January 28, 1972, Museum of firefighters Loire-Atlantique. Hervio Fund; Charles Nègre, Angel of Resurrection at Notre Dame, 1853, Getty Museum.
This past weekend was happening; the streets of Salem were full of tourists and the historical events in which I was somewhat involved came off very well: the Salem Resistance Ball at Hamilton Hall and the “Salt Cod for Silver” symposium at the Salem Maritime National Historic Site. Clever costumes and a joyful spirit imbued the former, while a packed house turned out for the latter—for fish, and a deep dive into this often-overlooked Atlantic trade which brought a lot of wealth to Salem and the North Shore. The Resistance Ball is kind of important to me for several reasons, so I’m very grateful to everyone who made it a success. It benefited Hamilton Hall, a beautiful historic hall with a slight endowment that has to work for a living: the more support the Hall gets from its fundraising activities the more it can support the community (as for example, by providing its ballroom to Salem High School for the Junior Prom free of charge on Friday night) and the fewer weddings it has to host. I live right next to the Hall and I was president of its Board of Trustees for six years. But more than all of that, this particular event represents a relatively unique attempt to showcase the comprehensive and the progressive forces in Salem’s history, rather than one singular dark event that serves (and provides) the basis for constant exploitation. This is a city in which the commercial symbol of that exploitation is situated in its chief city square, so an event that celebrates resistance to: British rule in particular, imperialism in general, segregation, slavery, gender and racial discrimination, inequality, let alone Star Wars, is very welcome. Hester Prynne was in attendance as well as a lightsaber-wielding Rey. There is always some power force which provokes resistance, so how universal is this theme?
Tried to get more juxtapositions of historical and modern dress but what can I say? I was enjoying the party! Above is my beautiful friend and a very talented seamstress, Louise Brown, in her own creation of course. Below is our committee (with a few conspicuous absences) with chair Michael Selbst in the middle, to the right of me! And then we have some swag…..thanks to all our sponsors too!
Saturday night to Sunday afternoon: from festivities to fish! Salem is so fortunate to have a National Park in its midst: the Salem Maritime National Historic Site is always the perfect host, the perfect partner, the sole steward of our maritime history with the retreat of the PEM. The symposium went off beautifully and I was particularly interested to see some maps I had never seen before in the presentation by Karen Alexander of the University of New Hampshire (including a 1774 map from the British Museum which shows a very-populated and strategic Salem). It’s always interesting to hear about how port cities actually work, and I thought that Xabier Lamikiz of the University of the Basque Country explained the inner (and outer) workings of Bilbao really well. It was kind of odd to be staring at a screen with sources from the Phillips Library while the Salem storage facility for the same was being dismantled just next door, but I doubt very many people in the crowd were aware of that dissonance.
Scenes from the Salt Cod for Silver Symposium, and the demolition of the Stacks next door.
I’m wrapping up February, a month in which educators have focused on African-American history since at least 1970, with a summary of some of the research in which I’ve been engaged and some links to some other initiatives and events in the Salem area. I really learned a lot this month, about Salem’s African-American history, and about Salem’s history: essentially I learned that they are one and the same. I got drawn into the experiences of African-Americans in Salem in the eighteenth century by my efforts to learn digital mapping through a project on enslavement, while the Remonds of Hamilton Hall have always been my point-of-entry for the world of nineteenth-century free blacks in Salem. I’ve been supervising an internship for Hamilton Hall in which the intern has been digging deep into the activities of the extended Remond family, and I have benefitted from directing (and following!) her path. My map is in the very preliminary stages primarily because I haven’t really mastered the process yet, but also because I have yet to establish the full scale of enslavement in colonial Salem. Every discovery leads me down a path in which I struggle to establish context: the Honorable justices William Browne, Benjamin Lynde Sr., and Benjamin Lynde Jr., the Loyalist Captain Poynton of the “Pineapple House”: all slave owners.
Advertisements from the BostonEvening–Post; 1731 portrait of Benjamin Lynde Sr. by John Smibert; Diary entry and will excerpt from The Diaries of Benjamin Lynde and of Benjamin Lynde, Jr.(1880). I’m using the “Otis Map” or the “Map of Salem about 1780,” based on the Researches of Sidney Perley and the (contemporary) accounts of Col. Benjamin Pickman & Benjamin J.F. Browne with Additional Information Assembled by James Duncan Phillips and Henry Noyes Otis and drawn by Henry Noyes as my old-school working map and adding Xs as I uncover information from newspaper ads, censuses, and diaries–but there are still a lot of family papers to go through.
It’s so odd to think of Benjamin Lynde Sr. (1666-1749) and Benjamin Lynde Jr. (1700-1781), Salem natives, residents, and chief justices of the Massachusetts Superior Court of Judicature, conducting their legal responsibilities while simultaneously managing their private estates, which included the purchase of new slaves, and the recovery of those who had run away. The elder Lynde mentions purchasing sheep and a young boy named Scipio in the same breath. Benjamin Lynde Jr. presided over the trial of the British soldiers indicted for the Boston Massacre of 1770, and freed one of his slaves in his will six years later. And then everything changes: just one of many remarkable things I’ve learned about Charles Lenox Remond (1810-1873), also a Salem native and son of a free black emigre, is his intense advocacy for the erection of a memorial to Crispus Attucks, the African-American martyr of the Boston Massacre. He would not see that statue erected in his lifetime, but he would be the first African-American to testify before the Massachusetts legislature in 1842: on the timely topic of the the desegregation of the relatively-new railways. Just this past week, an excerpt of the new book Separate: the Story of Plessy v. Ferguson, and America’s Journey From Slavery to Segregation by Steve Luxenberg was published in the WashingtonPostMagazine as ” The Jim Crow Car”: who knew that that phrase had northern origins? Mr. Luxenberg tweeted me a quote from his book referencing Remond’s testimony on February 10, 1842 when the chamber was filled with curious spectators as “Word had gotten out: a man of color would be testifying.”
Before this month, I had a healthy respect for Charles and his equally famous sister Sarah Parker Remond, both very public abolitionist advocates and speakers, but I was a bit more interested in their parents, John and Nancy, a very entrepreneurial couple who kept the home fires burning while supporting their efforts back in Salem. I remain impressed with the entire Remond family, but I got to know Charles a bit more and I really think he was a man ahead of his time. He was not just advocating for abolition, he was going for complete equality: of race and gender. I read in his letters to his fellow abolitionist Ellen Sands in the Phillips Library in Rowley very carefully, and his earnest identification of his enemies as “his majesty Mr. Slavery and her majesty Mistress Prejudice” rings true in all his advocacy work: for desegregation of travel and education, for women’s suffrage, for the end of the Massachusetts anti-miscegenation laws, for the end of slavery and equal opportunities for African-Americans. All of the Remonds petitioned their local and state authorities on a range of social justice issues in the 1840s and 1850s, calling for the the abolition of capital punishment, the desegregation of the Boston schools (having been successful in Salem), and the refutation of the Fugitive Slave Act.
Just one petition with Remond signatures from Harvard University’s Anti-Slavery Petitions of Massachusetts Dataverse.
Because of the presence of the Remonds (and perhaps other African-American families whom I haven’t learned about yet), Salem served as a refuge of sorts for free blacks from eastern cities in search of educational opportunity, particularly young women: two very prominent educators, Charlotte Forten (1837-1914) and Maritcha Remond Lyons (1848-1929), left Philadelphia and New York for Salem in the 1850s and 1860s, and Forten graduated from Salem Normal School (now Salem State University) and became the first African-American teacher in the Salem public schools in 1856. Salem was definitely formative in Forten’s intellectual and personal development, and Salem State is justly proud of its graduate: a permanent exhibition space was opened up on campus last year, and a special tribute to her pioneering roles will be held next week.
Charlotte Forten and Maritcha Remond Lyons, who was named after her mother’s best friend, Maritcha Remond. You can register for Race, Gender and Education: a Dialogue Linking Past andPresent, a complimentary event, here.
The city of Salem is fortunate that institutions such as Salem State, the Salem Maritime National Historic Site, and Hamilton Hall are engaging in the interpretation of African-American history, but I think this topic—along with many others—deserves the coordination and amplification that a historical society/museum/center could bring to its presentation. A few tweets from the city’s tourism organization about the existence of an audio guide to African-American sites in Salem does not suffice. Despite the residency and advocacy of the Remonds, of Charlotte Forten, of Robert Morris and Jacob Stroyer, and the fact that the Salem Ship Desire deliveredthefirstdocumentedcargoofenslavedAfricanstoMassachusettsin1638, Salem has only two sites on the map of the comprehensive African-American Trail project at Tufts University: Stroyer’s grave and Remond Park. While it’s lovely that Salem has paid tribute to the Remond family with a seaside park, this gesture should not suffice either–especially when the information conveyed in its signage is wrong: a large population of nineteenth-century African-Americans did not live on Bridge Street Neck, remote from the center of the city. And their presence and stories—like those of their predecessors and successors—should not be confined to the margins of Salem’s history.
Part of the African–AmericanTrailProjectat Tufts including an evening last fall in which projections of the University’s first African-American students were photographed: here is Claude Randolph Taylor from 1924. Photograph by Erik Jacobs, Digital Collections and Archives, Tufts University. I’m sure that the Remond Park sign will be corrected soon, but why was this sweeping and incorrect assertion included in the first place?