Herman P. Levine: A Brooklyn School Teacher in the Mexican Revolution

Apparently, a prison term was not enough punishment, for Levine was also fired from his job. The state commissioner of education deprived Levine of his license to teach, and the school board at a meeting on 11 July 1917 dismissed him from his teaching position at Public School 160.6 The state and the school board made it impossible for Levine to practice his profession in his native state, and no doubt this became another factor in driving him into exile.7

While in jail, Levine was duly notified that he would still have to appear for his mandatory physical examination. Standing on his principles, he wrote from jail to The Call, rather sententiously, “I shall…not raise any technicality, but offer myself as a sacrifice, if need be, to the greedy, exploiting and devastating system of capitalism.”8 As Levine’s statement makes clear, he was a conscientious objector to the war because he was a socialist opposed to capitalist wars.

In Minneapolis, Minnesota on 21 September 1919 the board of education dismissed D.J. Amoss from his teaching job at Central high school because of his alleged membership in the Industrial Workers of the World.

7 “Minneapolis Teacher,” The Call, 22 September 1917, p. 9.
8 “Levine Refuses Physical Test,”, The Call, 9 August 1917.

He asserted, “My life will affirm what my mind and heart dictate. I have refused to do their bidding by refusing. Such actions were not uncommon at the time.to register. I will refuse to do their bidding in the future.”9 Levine’s statements published in The Call, thus also served, as he surely realized, as anti-draft and anti-war propaganda. His own intransigence might serve an inspiration to other young men to resist.

Levine also wrote a letter from jail to a friend who then passed it on to be published in The Call:

Having been registered against his will in prison, when Levine finished his prison sentence, he was still subject to the draft, and, if he refused, to imprisonment. Evidently preferring his freedom, he must have left for Mexico immediately upon release in June 1918. Levine reached
Mexico City shortly thereafter, and adopted two aliases and identities: Mischa Poltiolevsky, claiming to be a Russian immigrant, and Martin Paley, an American schoolteacher. Levine’s experience in jail and prison must have hardened his radical convictions, for when he left and fled to
Mexico, he continued his political activity, though now as a leftist labour organiser rather than as an anti-war activist.

Levine’s decision to go to Mexico was not unique. Americans didn’t go to Canada because it was part of the British Empire which was already at war. Mexico credate no barriers to American war resisters who wanted to enter the country, and what began as a trickle became a steady stream, and
soon, some would claim, a flood. The New York Times reported in June of 1920—a year and a half after the end of the war—that an estimated 10,000 draft evaders still remained in Mexico.11 Senator Albert Bacon Fall told the Associated Press that an estimated thirty thousand Americans had crossed into Mexico to evade the draft law.12 American politicians and the press called them “slackers,” a derogatory term that the war resisters adopted as a badge of honor.

Many American war resisters went to Mexico City, but Levine went to Tampico in the state of Tamaulipas, a city that was then a center of the relatively new oil industry dominated by British and American companies. He eventually found work as a clerk there set about re-organizing the local
chapter of the Industrial Workers of the World, also known as the Wobblies.

Tampico, the principal port for the Mexican oil industry, had developed rapidly beginning with the outbreak of the war in Europe in 1914. With the expansion of industry there was also a rapid growth in the number of oil workers, stevedores and seamen. These workers, often led by Spanish anarchists or sometimes American Wobblies, formed unions which grew rapidly in size, strength, and militancy.

11 ‘Ask Mexico to Send Draft Dodgers Back,” The New York Times, 7 June 1920, p. 9.
12 Linn A.E. Gale, “They Were Willing,” Gale’s Magazine, March 1920, p. 1. 3

Labor unionism in Tampico had begun during the first years of the twentieth century when workers had established a variety of unions, such as the Moralizing Union of Carpenters (Unión Moralizadora
de Carpinteros). By 1915, the major anarcho-syndicalist labor federation, the House of the World Worker, had reached Tampico, and began organizing both trades and industrial workers. The practice of striking to improve wages and working conditions became widespread and frequent among workers in Tampico.13

The Industrial Workers of the World already had a foothold in Tampico before Levine arrived. While it remains unclear if the IWW had any specific strategic plan for Tampico, in general the IWW organized unions of workers in a particular industry with the goal of affiliating them eventually into a national and then a worldwide industrial union, the One Big Union, as they sometimes called it.14

13 Gruber, Adelson, Steven Lief 1982, “Historia Social de Ios Obreros Industriales de Tampico, 1906 1919,” (Doctoral dissertation, 1982, Colegio de México), pp. 424–70.
14 Cole, Peter, David Stuthers, and Kenyon Zimmer 2017, Wobblies of the World: A Global History of the IWW.

In the United States, the IWWs strategy led it to organize oil workers, copper miners, lumberjacks in the spruce forests, and agricultural workers in the wheat fields: all strategic wartime industries (spruce wood was used to build airplanes). Following capital and heavy industry over the border to the south, Wobblies found themselves working in Mexican mines and oil fields, as well as on
Mexican docks and on ships of various nations. There they would employ the same strategy of industrial unionism and direct action.

One group of the Industrial Workers of the World arrived in Tampico in force in 1916 when the C.A. Canfield arrived in port. The crew of the Canfield belonged to the IWWs Marine Transport Workers (IWW MTW), and many were Spanish speaking. They recruited Mexican seamen to their union, which probably also gained a foothold among the stevedores. Pedro Coria, a Mexican IWW organizer from Arizona arrived in Tampico in January 1917 and organized Local #100 of IWW-MTW.15 Workers in Tampico had many grievances, (London: Pluto Press, 2017), pp. 124 but one of their major complaints was that they were paid in varying worthless currencies, so they demanded pay in gold or silver. In 1917 there was a series of strikes that began over this issue, culminating in a
great general strike in the Tampico area involving petroleum workers and stevedores from both the House of the World Worker and the IWW.16 The US Embassy sent a note to the Mexican Secretary of Foreign Affairs in October of 1917 on ‘The Tampico Situation’, which gives an impression of the
US government’s concerns. The note reads:

On 8 January 1919, Excelsior, a Mexico City newspaper, repeated a story that had apparently originated in New York that there were “secret soviets” in Tampico, organized by the IWW.18

15 Norman Caulfield, “Wobblies and Mexican Workers in Mining and Petroleum, 1905-1924,”
International Review of Social History, April 1995, Vol. 40, No. pp. 51-751995), p. 57.
15 Cole et all, Wobblies, pp. 124–39. 16 Cole et all, Wobblies, pp. 124–39.
17 US Embassy to Mexican Secretary of Foreign Relations, unsigned, ‘Memorandum: The
Tampico Situation’, 13 October 1917, Expediente 18-1-146, SRE.
18 Paco Ignacio Taibo II, Los Bolshevikis: Historia narrativa de los orígenes del communism en Mexico: 1919

By the time Levine arrived in Tampico in 1919 or 1920, the IWW was an established organization among industrial workers with a legendary militancy. Levine joined in the work of the IWW as editor of the group’s newspaper. In 1920, US intelligence agents reported that Mischa Poltiolevsky—they apparently believed this was Levine’s real name—”is working in Tampico under the name of M. Paley. He is a very active agent/”19 They were correct.

Levine had become one of the most dynamic leaders of the Tampico IWW organizing among stevedores and oil industry workers. The former socialist Levine had undergone a conversion experience: he had given up his membership in the Socialist Party and had joined the IWW. During the period between 1917 and 1919, he rethought his political ideals, rejecting his belief in socialism and espousing instead revolutionary syndicalism. In a letter to the Industrial Workers of the World headquarters in Chicago, he explained his personal situation and his political views:
I have never learned a trade, nor am I a manual worker, and this I regret, for I recognize that the workers on the job must prepare themselves to run industry, and the workers on the job must determine radical tactics during the struggle to attain their aim, because they alone are surrounded by that environment from which real radical measures surge. I am opposed to political action. An
industrial administration must be prepared for industrially. Political action wastes energy that could be used in the class struggle—on the job. I intend to learn a trade as soon as possible, so that my views may arise in the proper environment. Until then, I shall suggest nothing— but shall affirm that radicals on the job, in the factory, on the farm, in the mine—theirs is the final voice.

1925 (Mexico: Joaquin Mortiz, 1986), p. 32.
19 Memo of 26 May 1920 from the military attaché of the American Embassy to the Director
of Military Intelligence, G.S., Washington, D.C. on the subject of Bolshivist [sic] propaganda,
Record Group 165, Box 2290, USMID, USNA.

Levine concluded his letter, “I was a member of the Socialist party, Local Kings [County], N.Y., but sent in my resignation last May [1919].” In a hand-written postscript he added, “As soon as I become a worker on the job, I intend to join the IWW. But for the present as an office worker, I cannot do so.”20

Why did Levine leave the Socialist Party? Perhaps because so many prominent figures in the party had supported the war and even gone to work for the Wilson administration. Or maybe Levine had fallen under the influence of American or Mexican Wobblies who had convinced him of their
revolutionary syndicalist principles and strategy. Or perhaps his own experience as a slacker had simply driven him to the left, and, at the time, the far left was the IWW.

20 Letter (unsigned) by Levine to Whitehead, November (date scratched out), 1919, Record Group 165, Box 2290, USMID, USNA. 21 A number of copies of El Obrero Industrial can be found in Record Group 165, USMID, US

In any case, though he did not have an industrial job—or perhaps precisely because he did not have such a job—Levine, using the name M. Paley, became the editor of the Tampico IWW newspaper, El Obrero Industrial (The Industrial Worker). The newspaper was just one or two tabloid size sheets of paper folded into four or at most eight pages, written in Spanish it was aimed at the Tampico oil workers and stevedores. Its articles advocated direct action and industrial unionism and called for the use of the general strike to create a workers’ government.21 Levine’s newspaper and his
organizing activities became a serious concern to the US Military Intelligence Division (USMID). The USMID officer in Laredo, Texas wrote to his superiors in July 1920:


The [US] Government is receiving copies of “The Industrial Worker” [El Obrero Industrial] paper being printed in Tampico, which in its editorials is spreading the doctrine of Lenine and Trotzky. The paper says the strikers will not cease until they have accomplished their purpose. Reports also state that at their meetings the strikers have red flags and that the cry ‘Vive la Russia’ [sic] can be heard. The oil companies told the laborers that the pay will not be increased one cent, as they claim
they are paying the best salary in the country.22

National Archives. The newspaper reported on local activities in Tampico, but its main political ideas were identical to those of the IWW of the United States: direct action, industrial unionism the general strike.


At the time many IWWs were supporters of the Russian Revolution and the Soviet government, and some were attracted to the Bolsheviks, who were in the process of organizing the Communist International. As editor of El Obrero Industrial Levine, like other Wobblies, followed the Russian
Revolution with sympathy and offered it his support from afar. Later he would join in the foundation of the Mexican Communist Party (PCM).

The writer B. Traven, whose real name was Ret Marut and who was a German revolutionary refugee of the post-war conflicts in that country, lived in Tampico in the early 1920s. Traven spent some time
with members of the Industrial Workers of the World and left a picture of the American radicals in his novels Die Baumwollpflucker (The Cottonpicker) and Der Wobbly (The Wobbly). In his fictional account of a strike Traven gives us some idea of Levine’s Tampico:

in this country [they] do not suffer from a clumsy, bureaucratic apparatus. The union secretaries do not regard themselves as civil servants. They are all young and roaring revolutionaries. The trade unions here have only been founded during the last ten years, and they have started in the most modern direction. They absorbed the experience of the Russian Revolution, and they embody the
explosive power of a young radical force and the elasticity of an organization which is still searching
for its form and changes it tactics daily.
23

22 Report from Intelligence Officer, Laredo, Texas, to department Intelligence Officer, Fort
Sam Houston, Texas, 23 July 1920, Record Groups 165, in Box 2291, USMID, USNA.
23 Heidi Zogbaum, B. Traven: A Vision of Mexico (Wilmington, DE: SR Books,

Traven’s stories and novels caught the spirit of Tampico’s Wobblies and other radical unionists.
The employers took the matter of what they saw as the foreign-inspired labor unions in Tampico quite seriously.

R.D. Hutchinson, of the British ‘El Águila’ Oil Company told the Bulletin of the National
Chambers of Industry that the Tampico general strike of 1920 represented a “giant step toward the dictatorship of the proletariat,”

He went on: Mexican workers have unionized with the goal of imposing themselves on capital in Tampico and they have done it at the insistence of two different kinds of agitators: some foreigners, who, preaching Bolshevik ideas, have done a profound job, a deep job among the proletarians of the oil zones; and the others, Mexican politicians, who pursuing, if not identical goals, disrupt the peace by attacking the established interests at this crucial moment.24

As both Traven’s novel and this company manager’s remarks suggest, Levine, Coria and other slackers together with the Mexican workers had constructed a powerful, radical industrial union movement in Tampico that threatened the existing order.

Scholarly Resources Inc., 1992), p. 14, citing B. Traven, , Die Baumwollpflucker. (Hamburg. 1962),
p. 72. Wobbly movement.

The British government was also alarmed at the growth of the IWW in Tampico and other cities. The British Ambassador, H.A.C. Cummins reported to Lord Curzon at the Foreign Office in London in April of 1921, “The I.W.W. organization obtained some influence here during the war, an influence which has not lessened, and it is known that the confederated labor unions [CROM] are being directed by these dangerous extremists, and that they are laying plans with a view to establishing a Soviet administration in Mexico.”25 As Cummins’s communication indicates, in Tampico both
the IWW and the more moderate state sponsored CROM unions carried out militant campaigns against the employers.

While both foreign employers and foreign consuls sometimes exaggerated the threat from the IWW, their exaggerations were based on the very real, and quite formidable Wobbly Movement.
24 “Las Últimas Huelgas Según Seis Industriales Prominentes,” Boletín de la Confederación de Cámaras

There are always fights between people in business and politics and the 1910s and 20s were a period of particularly ferocious struggles everywhere. U.S. President Woodrow Wilson fought the Socialist Party and the IWW, severely weakening the former and virtually destroying the latter. The Republicans fought the Democrats and defeated them leading to the reactionary and corrupt President Warren G. Harding. In Russia, Joseph Stalin fought and defeated Leon Trotsky. In America Socialists fought Communists and the AFL fought the IWW. So it is not surprising that here was also a fight in the Mexican IWW.

In Mexico, it became a personal fight between slackers Herman Levine and Linn A.E. Gale over the question of who represented the real IWW in Mexico. Gale was a small-town journalist, a former low level, local politician from New York, facing criminal prosecution for his debts and also fearing he might be drafted fled to Mexico with his wife Magdalena, a secretary who worked to support him. He published Gale’s Magazine which combined socialism and spiritual and promoted himself as the leading American leftwing intellectual and activist in Mexico, mailing his magazine to influential American radicals.

Industriales, (August 1920) , pp. 10 25 Bourne n.d., p. 307.


While Levine worked in Tampico organizing petroleum workers into the IWW, Gale, with the political backing of Mexican President Venustiano Carranza’s Minister of the Interior, Manuel Aguirre Berlanga published article s supporting Carranza’s notoriously corrupt and avaricious government, claiming it was progressive or even potentially socialism. At the same time, Gale claimed to be the leader of the Mexican IWW, and though he didn’t do much organizing, he gave out
IWW membership cards and photographs of the American Socialist Party leader Eugene V. Debs.

The situation was complicated by the fact that Gale also claimed to be the head of the Communist Party of Mexico (PCdeM), made up of the same clique that formed his IWW, while Levine sympathized with the rival Mexican Communist Party (PCM) that had been established by American slacker Charles Francis Phillips, Indian Manabendra Nath Roy, and Russian Bolshevik (Communist) Mikhail Borodin. All of this was taking place at a brief moment when revolutionary syndicalists around the world were briefly attracted to the Communist movement, just as they were in Mexico.
We know Levine’s opinion of Gale and his IWW group from a long letter (eight single-spaced pages) in which Levine wrote to “Fellow Worker Whitehead,” that is, Thomas Whitehead, the secretary-treasurer of the IWW in the United States. Whether or not a copy ever reached Whitehead is unclear, because the letter was intercepted by USMID. Levine portrayed Gale as the
antithesis of a genuine labor organizer. The letter gives us a great deal of insight into
Levine’s political principles and his notion of the proper role as an American revolutionary and labor organizer in Mexico and it is worth reviewing in some detail.26

26 The following several citations come from this letter. Letter (unsigned) to Whitehead from Levine, date November (date scratched out) 1919. Box 2290, Record Group 165, US National Archives.

Levine wrote, ‘He [Gale] is a businessman seeking political preferment and social position’, while Gale’s Magazine is ‘not a radical nor socialist organ’. He went on:

27 Letter (unsigned) to Whitehead from Levine, date November (scratched out) 1919. Box 2290,
Record Group 165, US National Archives. The following several citations come from this letter.

Levine pointed out to Whitehead that it was Berlanga who had quashed the teachers’ strike of 1919.


In general, Levine was critical of Gale’s notion that the Mexican government was a radical government moving toward socialism. What had the peasants and workers gained? asked Levine. “The worker’s reward? The right to have the military forces used against him when he goes on strike, printing presses seized, union halls closed.” Levine gave the examples of the suppression of the Mexico City teachers strike in May and of the Tampico oil workers strike in November of 1919.
“What is the essence of the Mexican Government?” asked Levine rhetorically. “It is an incipient capitalist state.” Carranza, Levine argued, had ‘tried to establish industry on a firm capitalist basis’, inviting the Chambers of Commerce of Dallas, Chicago and other US cities to come to Mexico to help:

Carranza invited them to invest capital in Mexico, but denied them any special privilege. He wants
Mexico to develop on a capitalist basis, without intervention of foreign capitalist governments. “Mexico for the Mexican Capitalists, for the Mexican Government” is his slogan.

Most modern historians would agree with Levine’s assessment of the Carranza regime. Levine argued that Gale’s call for support of Mexico against foreign intervention missed the point that the Mexican government actually supported foreign economic investment and protected foreign investors.

Tampico oil is in the hands of foreign exploiters. But when workers go on strike, the union halls are
closed down, printing presses seized despite specific constitutional provisions to the contrary, right of assembly denied—by whom? Not by foreigners, but by the military officials of that very government which we are asked to defend. Levine lumped Gale together with
Gompers as foreigners meddling in Mexican workers’ affairs:

Mexican radical policy will be determined by Mexicans. The Mexican working class is fighting its
fight where it ought to be fought—on the job. It [the Mexican working class] is not revolutionary—but it becomes aroused over the right to organize—as is proved by the Orizaba [textile] strike now before the public eye. Mexican Labor is too conservative, its leaders and organizations being bound up with the American Federation of Labor. But there are radical elements, and it is to them that we must look for action.

Interestingly, while he and other American slackers participated in the Mexican labor movement, Levine clearly believed that Mexican workers should ultimately determine its policies. Levine concluded his critique by arguing that:

American radicals should fight against American Capitalism; Mexican Comrades should fight their
own exploiters. The class struggle— cannot—will not— be sidetracked.


The letter ended: “cooperation with [Gale] by the IWW is dangerous to the Wobbly movement.” Levine clearly believed that genuine labor organizers would work not with Mexico’s capitalist government, but with the “radical elements” among the industrial workers in the organization of the class struggle. Levine, as this letter makes clear, held Gale in utter contempt.28

28 Letter (unsigned) to Whitehead from Levine, date November (date scratched out) 1919. Box
2290, Record Group 165, US National Archives.

The battle between the American slackers for control of the Mexican Industrial Workers of the World was fought both in Mexico and in the pages of the IWW magazine and newspapers in the United
States. Both slacker groups in Mexico wanted the endorsement of the Chicago headquarters of the IWW, and each wrote long articles arguing its point of view and attacking the opposition. The imprimatur of the Chicago office of the IWW was just as important for the slacker unionists as the
endorsement of the Moscow headquarters of the Communist International was for the slacker Communists.

As usual, Linn Gale struck the first blow with an article titled ‘The War Against Gompersism in Mexico’ published in November 1919 in The One Big Union Monthly, the magazine of the IWW
executive committee in the United States. He recounted the first national congress of the Mexican Socialist Party and attacked M.N. Roy for voting to admit Gompers. He also attempted to discredit.

The Indian revolutionary M.N. Roy. Gale wrote that the ‘Hindu’ (M.N. Roy) is “said by some to be a
spy for the American government. As to the truth of this I do not know.” He claimed that during the congress Roy had been “working hand-in-hand with [Luis N.] Morones,” the corrupt leader of the CROM. Gale explained that “Roy voted in favor of seating Morones, casting the deciding vote!!!” Consequently, Gale explained, he and others had withdrawn from the Socialist Party and formed Communist Party of Mexico, a tiny group headed by Gale, which was “in favor of Industrial Unionism.”

The following several citations come from this letter.

The editor of The One Big Union Monthly observed that,

“Not knowing the condition in Mexico, we publish the above with some mental reservation, insofar as we believe that the I.W.W. men of Mexico may take a different view of cooperation with the new Communist party.”29 In the same issue there appeared an excerpt from Gale’s Communist Party of Mexico manifesto, obviously sent to the paper by Gale, endorsing the IWW, denouncing the AFL,
calling for the use of strikes, boycotts and sabotage, and looking forward to the eventual establishment of the “Dictatorship of the Proletariat.” The manifesto also called for a “Constant and intelligent co-operation between the Communist Party and the industrial unions of Mexico and the Communist Parties and industrial unions of other countries.”.30

29 Linn A.E. Gale, “The War Against Gompersism in Mexico’, The One
Big Union Monthly, November 1919, pp. 23–5.
30 “I.W.W. in Mexico,” The One Big Union Monthly, November 1919, p. 50.

The other slacker faction was not long in responding in the American Wobbly press. Irwin Granich [Mike Gold] wrote a long article, “Sowing Seeds of One Big Union in Mexico,” in which he described political, economic, and social conditions, and rebutted Gale’s attack. Granich gave his
own report on the first national congress of the Mexican Socialist Party, and his own interpretation of events. First, he argued that the Socialist Party congress really functioned as a kind of IWW convention. As he put it:

The Socialist party, dominated by I.W.W. elements, had called the congress because there was no union able to call it. It was called for the purpose of bringing to the workers the message of One Big Union and to help them create a national body based on industrial lines.

The Mexican Socialist Party congress, said Granich, succeeded in doing so despite the sabotage of Luis Morones and Linn Gale. He described Gale as “an American adventurer and labor provocateur
who has a shady past and has just organized a so-called Communist party of six or seven members for some sinister ends.” Gale “is really a nonentity, dangerous only because he is trying to bleed the movement for money, and because he is of the type that will ultimately sell out and turn spy—if he
has not already achieved this profitable end, as the Soviet Bureau in New York believes.
” Granich asserted that despite Morones and Gale, the congress had been a success and the delegates had launched two new magazines, El Soviet in Mexico City and El Obrero Industrial in Veracruz.31

31 Irwin Granich, Irwin [pseud. of Michael Gold], “Sowing the Seeds of One Big Union in Mexico,” The One Big Union Monthly January 1920 , pp. 36–7.

In the March 1920 issue of The One Big Union Monthly, the editor felt obliged to explain why he was continuing to print letters from the rival slacker factions in Mexico, and his explanation bears citation because it shows the American IWW’s interest in establishing continental industrial
unionism. “First,” wrote the editor,” it is just as important for us to be familiar with conditions down in Mexico as it is for us to know conditions in Canada. The question of direct cooperation between the One Big Union of Canada, of United States and of Mexico is bound to come up in the near
future, and for that reason it is necessary that we should be somewhat conversant with men and condition[s] in Mexico as well as in Canada.”


“Second,” wrote the OBU editor, “we want our members to know the state of affairs down in Mexico City when they get down there, so they do not act blindly.” Finally, said the editor, the IWW rejected
political parties, whether Socialist or Communist. “We enjoy to see the politicians destroy one another before an audience of wage workers,” because “it fills the workers with disgust for the political game and makes them turn to industrial organization.” So he let the debate in the pages of his magazine continue.32 The editor asked that future articles respond to a number of specific questions, namely a history and survey of the Mexican labor movement, a discussion of the experiments in the Yucatan, a discussion of the roles of Emiliano Zapata and Pancho Villa, and a
survey of Mexican industry with statistics.

32 John A. Jutt, “The Mexican Administration of the I.W.W,”

José Refugio Rodríguez, Secretary of Gale’s IWW organization, took up the offer and wrote an article on “The Working Class Movement in Mexico” which avoided the recriminations of the earlier articles and described general conditions of Mexican labor. Rodriguez’s article characterized the
various leaders and tendencies in the Mexican Revolution. He rejected support for Álvaro Obregón, who was “seeking the support of the American and Mexican financial interests,” and also repudiated
Carranza who was “at best only a Liberal.” Rodríguez also characterized Villa and Zapata. He wrote (wrongly and falsely) that the former “is no more and no less than a despicable murderer who once served in the American Army and there learned completely the science of killing his fellow human beings.” He expressed admiration for Zapata as an “honest man,” but noted that “the tales published in foreign periodicals about the wonders of ‘Zapataland’ make us laugh and also make us shed bitter tears”:

His “Zapataland” only existed over a few hectares of land in the days of its greatest success. It was very crude, undeveloped, unorganized, and could not therefore, last long. In the great land over which Lenin is the guiding figure and where Industrial democracy has come to remain forever, there is much of science, order, skill, wisdom and shrewdness, to match that of the capitalist empires without. But there was none of this in “Zapataland”—only honest intentions, high ideals, bad
organizations, big blunders and inevitable failure.33

Gale’s Magazine, February 1920, p. 44.

What is striking in Rodríguez’s essay is the nearly complete rejection of all of the Mexican revolutionary factions, including the plebeian movements of Zapata and Villa, and his absolute confidence in Lenin and the Russian model. Gale and his comrades, it seemed, having rejected the Mexican revolution entirely, intended to implant the models of the Chicago-based IWW and the
Moscow-centered Communist International.

Whatever appeared in the papers in Chicago, the fight to control the Mexican IWW would be settled in Mexico and Mexican workers would play a central role. Levine had found two allies in his struggle against Gale. Both Charles King and Pedro Coria had been active; in the Industrial Workers of the World in the United States, as well as in Mexico. A USMID report, probably written by José Allen, who was simultaneously head of the Mexican Communist Party and a US spy, described
Levine’s new supporters. The description of King was brief:

King claims to be an American Communist. He has been in Mexico approximately eighteen months. He is five feet eight inches tall; weight about one hundred and sixty pounds; dark hair; dark eyes; swarthy complexion. He is very sarcastic and cynical. He appears to be very well educated; he speaks Spanish and English equally well. Trade unknown.

33 José Refugio Rodríguez, “The Working Class Movement in Mexico,” The One Big Union Monthly, 1920 II, no. 6, 26-27.

The spy’s account of Coria went into more detail, painting a picture of a sophisticated political activist. “Corea [sic] is a Mexican of the railroad man type; age about forty; about five feet eight inches tall; weight about one hundred and eighty pounds; thick, black hair; black eyes; slightly florid complexion,”, wrote Allen.

34 ‘Who’s Who Material – Mexican Radical Elements’, 15 October 1920. RG 165, Box 2290.

Coria told his own story in an autobiography written in the 1960s. Raised in a military orphanage, Coria eventually became a foundry worker and after working in several Mexican cities travelled to the United States. While living in Chicago, Coria learned to speak English fluently and also became acquainted with the American labor movement. He apparently attended an early convention of the Industrial Workers of the World and became a Wobbly. As a Wobbly organizer in various parts of the
West, Coria had participated in numerous organizing campaigns, strikes, and protest demonstrations.

At various times he was beaten, jailed, and had his life was threatened. As a working-class pacifist in the United States, he opposed both the violence of the revolution in Mexico and United States involvement in World War I. When the Wilson administration suppressed the IWW, Coria fled to Tampico, no doubt because he knew there was an active IWW group there.35

35 Coria, Pedro, “Adventures of an Indian Mestizo,” Industrial Worker (Chicago), January, February,
March, April, and May, 1971. Thanks to Robert J. Halstead for calling this series to my attention and providing a photocopy.

As soon as he arrived in Tampico, Coria made contact with the IWW and joined other Wobblies in organizing Petroleum Workers Industrial Union 230 and Marine Transport Workers union 510. He quickly became one of the most prominent IWW leaders in Tampico and was sent by the local IWW as delegate to the important labor convention in Saltillo, Coahuila held on 1 May 1918, the meeting that produced the Regional Confederation of Mexican Workers (CROM). It must have
been not long after returning from Saltillo that Coria met Herman P. Levine.

Coria’s experience made him a highly valuable IWW organizer. His knowledge of English and Spanish, his familiarity with the labor union and political movements in both countries, and his
courage and dedication made him particularly useful in the attempt to organize the IWW in Mexico. So, it was natural that in Tampico, Coria became one of the closest allies of Levine.

Levine—now backed up by Coria and King—proposed at the 17 October 1920 IWW meetings in Mexico City, which involved both factions, that the IWW’s US rule excluding non-wage-workers be
enforced. The observation of that rule would have meant the expulsion from membership in the Mexican IWW of Gale, the newspaper publisher and his followers: Cervantes López, the printer; Hipólito Flores, the policeman, and other non-worker members of Gale’s committee. Gale responded
evasively that the IWW had to organize soldiers and sailors, and should not, for example, exclude a woman fired from her factory who became a fruit vendor.36

36 Gale 1920, p. 6; ‘Memorandum to the A.C. of S. for Military Intelligence’, 15 October 1920, in
Box 2290, Record Group 165, USMID, USNA, an account of these differences within the IWW, probably written by José Allen, says that Pedro Coria was disputing the leadership of the union with Gale and Charles King. This is probably the same struggle. See also Taibo II 1986, p. 101.

There was another important element in this debate, in addition to the question of a member’s social class. Levine and Coria also proposed to take the Mexican IWW into an alliance with the anarchists, anarcho syndicalists, and the other Mexican Communist Party (not the one run by Gale) in order to form a united front among all the labor radicals in Mexico. It was this issue that accounted for the presence at the Mexico City meeting of Jacinto Huitrón, a leader of the anarcho-syndicalist labor
movement, and Manuel D. Ramírez, a labor activist and the future head of the Mexican Communist Party. It was this group which would later establish the important though short-lived labor organization the Communist Federation of the Mexican Proletariat.37

37 ‘Memorandum to the A.C. of S. for Military Intelligence: Notes on Radical Activities’, 15
October 1920, USMID, Record Group 165, Box 2290, USMID, USNA.

The debate over the rules was postponed, but Gale refused to call another meeting, so the other faction, Levine, Coria and King, now joined by Gale’s former allies Rodríguez, Pacheco and Ortega, called their own meeting of the executive board, revised the rules to exclude non-workers, and elected their own executive committee. Gale was out. Levine had won.

The Gale-Levine faction fight ended in the pages of the IWWs magazine in the United States at the end of 1920. In December, an article apparently written by Herman Levine, announced the victory of
the “wage workers” over the “petit bourgeois” faction led by Linn Gale. “The wage workers faction, the most numerous and the strongest, with the general secretary treasurer and the majority of the G.E.B. [General Executive Board] with them, are continuing in charge of the organization, and hope for better progress now that they have rid themselves of the political and petit bourgeois element,”, stated the author. The IWW, now firmly in proletarian hands, the author reported, was organizing oil workers in Tampico, metal mine workers in Guanajuato, and industrial workers in Mexico City.38

38 Herman Levine, Herman ‘The Mexican I.W.W.’, The One Big Union Monthly, December 1920, p. 57.

After Levine, Coria, and King took charge of the IWW, it immediately entered into a united front with the other factions of the revolutionary labor movement. The anarcho-syndicalists, the IWW, the Mexican Communist Party, and some independent unions formed first the “Revolutionary Bloc,” in August 1920, which subsequently became the Communist Federation of the Mexican Proletariat (FCPM). The FCPM was meant to be an alternative to the CROM. It stood for revolutionary labor
unionism, the fight for workers’ control, the overthrow of capitalism, and, passing through a brief dictatorship of the proletariat, for Social Revolution. While most of its members were anarchists or anarcho-syndicalists, the FCPM sympathized with the Soviet Union. Later the FCPM would become the anarchist General Confederation of Workers or CGT.

In addition to Levine’s wing of the IWW, the Mexican Communist Party (PCM) (that is the party founded by Roy and Phillips) also joined the new federation. Within a few months the PCM Communists were involved in the leadership of a genuine working-class upheaval in Mexico City,
Veracruz, Orizaba and Tampico. Two of the PCM’s new young leaders, Manuel Díaz Ramírez and José C. Valadés were elected secretaries of the executive board of the FCPM.39 The Communist Federation and its activists such as Levine, Valadés and Díaz Ramírez were far more serious about
organizing than Gale had been. For example,

39 Taibo II 1986, Los Bolshevikis, p. 103.

Díaz Ramírez, who was himself from Veracruz, contacted Aurelio Medrano and other leaders of the Orizaba textile workers’ anarcho-communist group, the group with which Gale had been corresponding. Díaz not only wrote them and sent the Communist magazine Vida Nueva and the
Boletín Comunista, but he also went to Orizaba gave a public lecture on “Unionism and Communism.” He met privately with local activists and attempted to win the group over to the Communist Federation of the Mexican Proletariat, and to the Mexican Communist Party.40 Díaz urged the local anarcho-communists and CROM activists to join the Communist Federation and later its successor the General Confederation of Workers (CGT). The Orizaba group decided to stay in the CROM, though they remained in its left wing.41 Nevertheless, Díaz and the Communists demonstrated a new commitment to building the IWW and the Communist Party among workers.

40 García Díaz, Bernardo 1990, Textiles del Valle de Orizaba (1880–1925). (Xalapa, Veracruz: Universidad Veracruzana, Centro de Investigaciones Historicas, 199), pp. 240–1.
41 Ibid., pp. 270–1.

Levine’s organizing in Tampico and his fight with Gale had strengthened the IWW in Mexico. He also helped to build the young and fragile Mexican Communist Party. The political winds, however, had shifted. While President Venustiano Carranza had welcomed the American slackers, the new president, Álvaro Obregon, wanted to be rid of them, ordering their arrest and expulsion.

Levine was captured and deported on 25 May 1921.42 He either revealed his citizenship or it was discovered, for the Washington Post carried the news of Levine’s detention to the public in a story
date-lined Laredo, Texas, 27 May 1921: Herman M. [sic] Levine, of New York City, who fled to Mexico in 1918 and is alleged to have engaged in radical activities there, was deported Wednesday from Monterrey, where he was arrested last week. He was immediately taken in charge by military authorities here and is being held at Fort McIntosh.43

42 Letter from Matthew C. Smith, Col., General Staff, Chief, Negative Branch to W.L. Hurley, Office of the Under-Secretary, Department of State, 28 May 1921; Memorandum for file dated 27 May 1921 regarding phone call from Mr. Hoover to USMID. Both in Box 2292, Record
Group 165, USMED, USNA.
43 “Mexico Deports Radicals; Herman M. Levine, of New York Returned to the United States,” Washington Post, 27 May 1921. Clipping in Box 2291, Record Group 165, USMID, USNA

.
44 Memorandum for file, undated by citing General Intelligence Bulletin No. 53 for 4 June
1921, Box 2292, Record Group 165, USMID,USNA.

The US government’s General Intelligence Bulletin No. 53 for 5 June 1921 reported that Levine’s “case will be presented to the Grand Jury for indictment as a slacker.”44

After this point, Levine disappears from the records, but what an experience Levine had had since the day four years before when he decided to resist the draft. The war and the draft forced him to give up his profession, and his country and led him to become a political exile in Mexico. While
Levine remained a radical, the war also caused him to abandon his political party, the Socialists, and led him to adopt the revolutionary syndicalist ideology of the Industrial Workers of the World.

As a Wobbly in Mexico, Levine edited the union’s newspaper in Tampico where he also became one of the union’s leading spirits. Of all the American slackers, Levine was perhaps the only one who really threw himself shoulder-to-shoulder into the organization of ordinary Mexican workers in an attempt to bring about a new industrial and economic order. For a brief period, Levine and his IWW ‘fellow workers’ had led thousands of Tampico’s oil port workers in a mass movement involving strikes that paralyzed shipping, challenged the employers, and troubled two states. Levine had cooperated with the founders of the Mexican Communist Party and Levine himself appears to have become a member. Like other radicals in Mexico at the time, Levine signed his letters “Salud y Revolución Social,” that is, “Health and Social Revolution,” and he added in English with that characteristic Wobbly American accent, “May it come damn quick.” Unfortunately for Levine, it did not come.

Whatever happened to Levine? We do not know, but a cross-reference in the card index of the US Military Intelligence Division files mentions a Herman Levine who was active in June 1932 in the
executive councils of various veterans’ organizations and was a bonus marcher, one of the largest American working-class protests of the era. Could that have been the Brooklyn school teacher Levine who led oil workers in Tampico during the years of the World War and the Mexican Revolution?
We cannot be sure that this is the same man, but it might well have been.

Children Bear the Cost of War in Ukraine, Sudan, and Gaza

https://www.dailykos.com/stories/2024/10/2/2274375/-Children-Bear-the-Cost-of-War-in-Ukraine-Sudan-and-Gaza?_=2024-10-02T18:27:44.000-07:00

Children Bear the Cost of War in Ukraine, Sudan, and Gaza Millions of children are suffering from severe physical, mental, and emotional, trauma, impacted by continuing wars in Ukraine, Sudan, and Gaza. They have lost family members, fled from their homes, and seen friends and siblings wounded or killed. The… www.dailykos.com

Millions of children are suffering from severe physical, mental, and emotional, trauma, impacted by continuing wars in Ukraine, Sudan, and Gaza.  They have lost family members, fled from their homes, and seen friends and siblings wounded or killed. The effects of mental and emotional trauma like PTSD, depression, and anxiety can last for decades and my never subside. According to UNICEF, more than half of Ukraine’s children were displaced in the first months alone following the Russian invasion in February 2022, about 500 were killed, and over 1,000 were injured by the Russian bombing of Ukrainian cities.

The latest civil war in Sudan, starting in April 2023, has placed 24 million children at risk of exposure to brutality and human rights violations. According to UNICEF, 3.7 million Sudanese children are acutely malnourished, including over 700,000 suffering from severe acute malnutrition. Schools and hospitals stopped functioning meaning children are denied an education and a vast majority of the population lacks basic health care. There are reports of children being killed, subjected to sexual violence as a weapon of war, and forced to serve as child soldiers.

UNICEF spokesperson James Elder, an Australian, describes Gaza as “the most dangerous place in the world to be a child and day after day, that brutal reality is reinforced.” UNICEF estimates that over 850,000 Palestinian children lost their homes and were forced to relocate, sometimes multiple times. Over 20,000 children have lost either one or both parents. More than 14,000 children have died in Israeli attacks, but the mortality figure may be higher because of deaths from starvation and disease.

Ulrike Julia Wendt, an emergency child protection coordinator with the International Rescue Committee and a member of the German Parliament, estimates that “There are about 1.2 million children who are in need of mental health and psychosocial support. This basically means nearly all Gaza’s children.” Based on her own visits to Gaza, she reports that Palestinian children are having nightmares and wetting their beds because of stress, noise, crowding, and constant change.

Another casualty of the war in Gaza is the education system. Following the Hamas assault on Israeli on October 7, 2023, Israel responded with a massive bombing campaign and a military invasion, forcing the closing of all schools. More than 800 schools were bombed or destroyed by the Israeli Airforce during the first five months of the war. Hundreds of thousands of Palestinian students have had no formal education for the past year or a safe place to spend the day. Many end up in the street sifting through ruble trying to find things to sell that will help support their families.

The 18-member UN Committee on the Rights of the Child (CRC) accuses Israel of severe breaches of the 1989 global treaty protecting children’s rights that Israel signed. It argues that Israel’s military actions in Gaza are having a catastrophic impact on children and are among the worst violations in recent history. Bragi Gudbrandsson of Iceland, vice chair of the committee, describes “the outrageous death of children” in Gaza as “almost historically unique.” Israel attended United Nations hearings in Geneva, Switzerland in September on its actions in Gaza where its representatives claimed Israel respected international humanitarian law and that the Children’s Rights treaty did not apply in Gaza or the occupied West Bank.

The Israeli public views very managed coverage of events in Gaza on television and reads similarly edited reports in its press so it is largely unaware of the depth of the trauma suffered by Palestinian children. Reports focus on military operations, the negotiating demands of the Netanyahu government, and concern with Israeli hostages held by Hamas.

Israeli psychologists report Israeli children are suffering childhood trauma following from the attack by Hamas on October 7, 2023, that resulted in over 1,200 deaths and hundreds of hostages. Despite disruptions caused by continuing air raid alerts and fear that the small country could be overrun, life for Jewish children in most of Israel has not been interrupted in the way it is in Ukraine, Sudan, and Gaza and Israeli mental health professionals, with support from the government and non-profit organizations, have been able to provide children with needed counseling and support.

Land of the Oneidas

The central part of New York State, the homeland of the Oneida Haudenosaunee people, helped shape American history. This book tells the story of the land and the people who made their homes there from its earliest habitation to the present day. It examines this region’s impact on the making of America, from its strategic importance in the Revolution and Early Republic to its symbolic significance now to a nation grappling with challenges rooted deep in its history. The book shows that in central New York—perhaps more than in any other region in the United States—the past has never remained neatly in the past. Land of the Oneidas is the first book in eighty years that tells the history of this region as it changed from century to century and into our own time.

We Have A Civics Education Crisis – And Deep Divisions on How to Solve It

According to the most recent analysis by the National Assessment of Educational Progress, only 13 percent of eighth graders are proficient in U.S. history — down from a peak of 18 percent in 2014. A mere 22 percent of those students are proficient in civics, the first decline since the test began in 1998.

Adults fare little better. Less than half of those surveyed could name the three branches of government (1 in 4 could not name any). Nor did they know that a 5-4 Supreme Court ruling becomes the law of the land.

Yet, even as Americans across the political spectrum believe that more civic awareness could help heal the country’s divides, only seven states require a full year of civics education.

The belief that an educated citizenry is the best protection for democracy is as old as the Republic. As George Washington asked in the founding era: “What species of knowledge” is more important than “the science of government?”

Yet, U.S. history and civics curriculums have long been attacked from the political right as insufficiently patriotic and from the left as woefully incomplete and discriminatory. In short, Americans have never agreed about what should be taught when it comes to our nation’s history and government. And as this latest round of test scores suggests, that has real implications for schoolchildren.

How to teach American history and civics was not initially an issue of national debate or concern. At the nation’s founding, most Americans received little or no formal schooling, but learned instead from family, work and church.

That began to change with the adoption of universal, state-funded education. By the 1840s, education reformers like Horace Mann argued that publicly supported schools could help to create “disciplined, judicious, republican citizens” by “teaching the basic mechanics of government and imbuing students with loyalty to America and her democratic ideals.”

To protect public schools from “the tempest of political strife,” fears spurred in part by the arrivals of immigrants, Mann insisted civics be presented in a nonpartisan, nonsectarian manner — even as he and his allies, consciously or not, imbued their own values into this supposedly neutral curriculum. Civics was taught through study, memorization and recitation of patriotic speeches and foundational texts, such as the Declaration of Independence and U.S. Constitution. These exercises were paired with readings from the King James Bible “that exemplified the Protestant ethic.”

Unsurprisingly, controversies arose. Abolitionists complained that the nonpartisanship required the exclusion of anti-slavery principles. Roman Catholic leaders attacked non-sectarianism as a stealth imposition of Protestantism, prompting “school wars” that led to the creation of the Catholic parochial school system.

In the North, some native-born critics feared that the 9 million immigrants arriving in their port cities between 1880 and 1917 — predominantly non-English-speaking Catholics and Jews from Southern and Eastern Europe — lacked the instincts and training to qualify as citizens. “Americanizers” sought to prepare the children of these “new immigrants” for citizenship through instruction in English, basic civics and a history that celebrated the country’s political institutions, downplayed its shortcomings and implanted in them “the Anglo-Saxon conception of righteousness, law and order, and popular government.” Eager to become citizens, most immigrants did not object. But some resisted the effacing of their linguistic, cultural and religious heritage.

During World War I, former president Theodore Roosevelt demanded that schools discontinue instruction in the German language and declared that “there is no room in this country for hyphenated Americans.” In New York, state legislators banned textbooks containing material “disloyal to the United States.” In response, nascent cultural pluralists proposed that the metaphor for “transnational America” should not be a melting pot, but a “symphony orchestra,” where “each ethnic group is the natural instrument.”

After the nation took stock of the blood and treasure expended in war, isolationist sentiment took root alongside an anti-communist red scare, overriding pluralist sentiment in the 1920s. Congress implemented strict quotas in 1924 that dramatically reduced immigration, especially from the non-English-speaking world.

World War II accelerated a backlash against progressive educators like John Dewey who, during the Great Depression in the 1930s, advocated that students “critically examine” the nation’s institutions and economic inequality. Instead, with America at war again by the end of 1941, politicians demanded that teachers promote “an abiding love of American institutions.”

In the Cold War that followed, elected officials again used the nation’s schools as a space to pit the virtues of U.S. democracy against the evils of communism — this time to an even greater degree than before. Congress created the Zeal for American Democracy” program in 1947, which encouraged educators in public schools to exalt U.S. democracy, while glossing over McCarthy-era violations of free speech and freedom of association.

Throughout the century following the Civil War, teachers instructed White students in the South that the conflict was a struggle over states’ rights, fought by gallant Confederate soldiers. They learned that during the brief period of Reconstruction after the war, corrupt northern carpetbaggers and formerly enslaved men now eligible to vote drove basic civic and governmental institutions into the ground — and that race mixing was contrary to the law of man and God. As late as 1961, an Alabama textbook maintained that “slavery was the earliest form of social security in the United States.

But the civil rights and women’s and gay and lesbian rights movements, as well as opposition to the Vietnam War, called into question the dominant vision of U.S. civics and history that had long prevailed in American classrooms. Demands for immigrants to assimilate were recast by underrepresented racial and ethnic groups as “cultural imperialism,” as questions increasingly arose about the desirability of building a common civic culture. Advocates created a pluralist, multicultural curriculum that featured voices seldom before included in history and civics curriculums, such as Frederick Douglass’s oration, “What to the Slave is the Fourth of July?” and the proceedings of the 1848 Women’s Rights Convention.

A conservative movement soon grew in opposition, with activists warning that “secular humanism” was creeping into schools and usurping religious, traditional family-centered values taught at home. The fact that the Supreme Court had outlawed school-sponsored prayer in public schools in 1962 — seen as a potential antidote to this trend — only fueled their ire.

By the 1980s, opponents began decrying multicultural education and ethnic studies as “political correctness,” and in 1992, they successfully derailed an attempt to establish national history standards and adopt the voluntary guidelines developed by dozens of civic organizations and educators. Lynne Cheney, chair of the National Endowment of the Humanities from 1986-1992, derided these efforts as a politicized, “grim and gloomy portrayal” of American history, focused excessively on women, ethnic and racial groups. The standards were rejected by the U.S. Senate in a 99-1 vote.

At the beginning of this century, concerns about American economic competitiveness prompted a renewed focus on reading and math under President George W. Bush’s No Child Left Behind Act and then on STEM (science, technology, engineering and math) subjects under President Barack Obama’s Educate to Innovate campaign. Both came at the expense of civics, history and related subjects.

As political polarization in the United States escalated, President Donald Trump denounced the New York Times’ 1619 Project, which put enslavement and discrimination at the center of the history of the United States. Trump claimed that such efforts taught children “to hate their own country.” He established the Advisory 1776 Commission, which declared that U.S. history, when properly taught, reveals the United States to be “the most just and glorious country in all of human history.”

In 2021, in an attempt to bridge these divides, over 300 experts with diverse political views recommended new guidelines for civics education. Their Roadmap To Educating for American Democracy calls for treating disagreement “as a feature, not a bug of democracy,” and an account of U.S. history “that is honest about the wrongs of the past without falling into cynicism, and appreciative of the founding of the United States without tipping into adulation.” Supported by six former secretaries of education, Republicans and Democrats and over 120 civic organizations, it was attacked by conservatives, who distorted its purpose and content and gave it an “F+.”

The bipartisan Roadmap has gone nowhere, and many states are going their own way. This is unsurprising. Efforts to establish national history and civics guidelines have always been subjected to withering criticism — just as attempts to ignore contested aspects of our past to foster national unity have only produced partisan divisions.

Understanding this history may well be the most important civics lesson of all.

Street Smart: Chaos to Clarity

by Hank Bitten, NJCSS Executive Director

As a history educator I am more comfortable with writing book review about historical events and biographies than I am about the personal struggles and accomplishments of ordinary people. The story in From Chaos to Clarity might best be understood from the pen of a social studies teacher as one from continuity and change over time.

The private lives of our students are often hidden from the smiles in the classroom, demonstration of skills on a test, clothes, or the extracurricular activities they participate in. Many who are victims of what is called a ‘mental health crisis’ are savvy at disguising what is deep inside of them. Although someone in the school community is likely to be the first responder to a student in crisis, the role of the classroom teacher is critical. The realities of food insecurity, divorce, emphasis on perfection, feelings of guilt, contribute to stress, alienation, and frustration. Chaos to Clarity provides a perspective on the life of a child, high school teenager, college student, young professional and parent in upscale suburban communities. Let me begin a review of this insightful book with three points that changed my way of thinking about children and teenagers.

  1. Are educators contributing to the mental health crisis children are experiencing?  In my college psychology classes, we debated if nature or nurture had the greater influence on the development of children. I sided with the behaviorists and understood the implications of my classroom environment, emphasis on test scores, comments supporting perfection and excellence, and how I might be influencing the way students studied history and valued or feared homework. As a teacher, I was committed to changing behavior; especially how students understood government, immigration, civil rights, their carbon footprint, and much more.

As an educator I am committed personally and professionally to the wellbeing of my students. In fact, I took a pledge committing to in locos parentis when I received my license to teach. I operated in the absence of parents to protect my students from fights, two fires in schools, several medical emergencies, on their bus ride to school, and on overnight school trips within and outside the United States. 

After reflecting on the lessons in Chaos to Clarity, it was likely my body language, comments on tests, and hidden messages that could be perceived by students differently than my intention depending on their family and/or home environment. This message is clear and concise in the personal story of Marci Hopkins regarding divorce, alcoholism, anger, physical abuse, fear, anxiety, stress, and peer relationships. Teachers may not create stress for students but they are contributing to their stress with expectations of perfection, excellence, demanding assignments, preparation for college, and the inherent values of academic success as a desired and necessary path to a career. These are commendable values and are important to every child’s education. The messages in Chaos to Clarity provide insight into the importance of communicating them in a sensitive and encouraging voice that builds self-confidence rather than threatening it.

There are an increasing number of students who experience food insecurity, lack of sleep, parents who put their own needs before those of their children, and angry or disappointing comments about schoolwork and grades. The walk or ride to school may be lonely, impacted by bullying, and/or a time of personal reflection about unrealistic aspirations. The ride or walk home is likely more stressful because the experiences of five or more academic classrooms emphasizing content standards and cognitive thinking, only one activity-based period without instruction, and lunch may also contribute to a negative emotional health of children. The daily routine, placement levels for reading and math, assessments that are well-intentioned but poorly designed each have a way of sending negative messages to the brain, with a permanent impact. Unfortunately, even for the most academically successful students, unlocking the door to an empty home after more than seven hours in school is one of disappointment and an opportunity for supporting addictive behaviors with time spent before a digital monitor providing dopamine to the brain with the viewing of photos, videos, or playing games. Although none of this is intentional, it is consistent and inherent in our home, culture, and educational environment.

Chaos to Clarity provides a perspective on addiction that changed my perspective. The signs of how we escape from the harmful consequences of academic disappointment, losses in athletic and academic competitions, escape from angry and loud parents, binge streaming for entertainment, seeking emotional happiness from the people we influence through social media, or desire for sexual intimacy contribute negatively to a child’s mental health. Instead, parents, educators, and friends need to bring awareness to the dangers of an indulgence that is pursued to fill the emptiness of acceptance and self-confidence.

The personal story of Marci Hopkins continues into college, her first jobs, marriage, relocation, and family. Her story is a roller coaster of starts and stops, curves and wrong turns, and crises and resilience. Although the message in Chaos to Clarity emphasizes her personal journey through spiritual and emotional development, the point of this review is to learn from her experiences as a child and teenager that contributed to her addiction and personal crisis. The mental health crisis in our society is real and serious. It contributes to loss of employment, divorce, and fractured relationships. The people in crisis are our students, nephews and nieces, and neighbors. While our sociological environment encourages us to be a bystander, our dedication to in loco parentis requires us to be observant, mindful of how our voice and behaviors might be harmful, and to report symptoms to administrators, counselors, and mental health professionals in our schools as soon as is possible.

Are we able to teach children how to be “street smart” in a time of helicopter parents, artificial intelligence, and complacency in society? When one is ‘street smart’ they understand people, the behaviors of people, the ability to know who they can trust, how to overcome challenges and disappointments, and seizing opportunities. It is an intelligence that develops from perspective, diversity, and experiences. Although the first lessons of being ‘street smart’ should begin in the home, they are most likely first learned in kindergarten as children are placed in a community of classmates from diverse cultures, homes, incomes, abilities, and multi-sensory experiences. Being ‘street smart’ is also understanding and learning how to survive in an environment that is constantly changing, filled with violence, war, disease, and destructive behaviors, and a civilization facing the existential threat of a changing climate, collapse of institutions, and unprecedented poverty.

New York Local History: Yonkers Sculpture Garden

New York Local History: Yonkers Sculpture Garden

For Juneteenth 2022, the City of Yonkers debuted a permanent art exhibit honoring the legacy of the nation’s first freed slaves. The Enslaved Africans’ Rain Garden includes five life-size bronze sculptures created by artist Vinnie Bagwell depicting formerly enslaved Africans. The sculpture garden is located along the Yonkers Hudson River esplanade. According to Bagwell, “Public art sends a message about the values and priorities of a community. In the spirit of transformative justice for acts against the humanity of black people, I am grateful for those who supported this collective effort. The strongest aspect of the Enslaved Africans’ Rain Garden coming to fruition is that it begins to address the righting of so many wrongs by giving voice to the previously unheard via accessible art in a public place while connecting the goals of artistic and cultural opportunities to improving educational opportunities and economic development.”

In Yonkers, Philipse Manor Hall was the seat of the Philipsburg Manor, a colonial estate that covered more than 52,000 acres of Westchester land. The Philipse family was involved in the trans-Atlantic slave trade and probably as many as two-dozen enslaved African slaves worked and lived at the manor. The enslaved Africans were freed in 1799, one of the first large emancipations in the United States. New York State finally ended slavery in 1827.

The Freedom to Teach by the National Council for the Social Studies

This statement is from March 2022 and can be found at https://www.socialstudies.org/current-events-response/freedom-teach

Poster-Congress of Industrial Organizations, 1950s

School districts, the most active battlefield in the American culture wars today, are facing an unprecedented number of calls to remove books from schools and libraries, false claims about “obscenity” invading classrooms, the elimination of teaching about evolution and climate change, challenges to the need for making sense of and critiquing our world in the mathematics classrooms, and legislation redlining teaching about racism in American history. These actions are putting excessive and undue pressure on teachers, who are caught in the crossfire of larger political conflict, motivated by cultural shifts and stoked for political gain.

Teachers are being maligned as “harming” children and are subjected to constant scrutiny (and even direct surveillance) by many parents, school administrators, and activist groups. Some are afraid to offer their students award-winning books that may violate vaguely stated laws about teaching the history of racism or that may be misleadingly labeled as pornographic. As a result, teachers’ very ability to do their job is under threat.

In their zeal, activists of the current culture wars unfortunately treat teachers as if they are enemies. The truth is that teachers are uniquely important leaders who, in educating current and new generations of students, bear responsibility for this country’s future. They are trained professionals with one of the hardest and most demanding jobs, a job that requires deep commitment, but brings little financial reward.  

Teachers need our support; they need our trust; they need to have the freedom to exercise their professional judgment. And that freedom includes the freedom to decide what materials best suit their students in meeting the demands of the curriculum, the freedom to discuss disturbing parts of American history if and when they judge students are ready for it, and the freedom to determine how to help young people navigate the psychological and social challenges of growing up. In short, teachers need the freedom to prepare students to become future members of a democratic society who can engage in making responsible and informed contributions and decisions about our world.

The stakes are too high. We cannot let good teachers leave the field because they no longer have the freedom to do their job. We cannot let the education of our children and young adults become collateral damage in partisan political machination.

My Story: Annis Boudinot Stockton, November 1776

My Story: Annis Boudinot Stockton

Princeton, New Jersey, November, 1776

Annis Boudinot Stockton

How can it be that four short months ago, we were here at my home in Princeton, New Jersey, celebrating the Declaration of Independence? I am so proud of my husband, Richard Stockton, for representing New Jersey and signing his name alongside Benjamin Franklin, John Adams, Thomas Jefferson, and other great Americans in declaring our independence from Great Britain.

My name is Annis Boudinot Stockton, and I am a patriot, a poet, and a mother of six children. The warmth in the air that day in July when we celebrated our independence has turned to a bitter cold this November as news spread that the British have taken New York City, and George Washington is retreating through New Jersey. I frequently correspond with George Washington, and I am sure that our Continental Army is in the very strongest of hands.

However, rumors abound that Washington has been pushed through Newark and New Brunswick and that he is on his way to Trenton, where he will cross the Delaware River to get to Pennsylvania. While I am hopeful he will reach the safety of Pennsylvania, I know that his retreat will bring the might of the British army and the bloodthirsty Hessians right here to Princeton. My beloved home, “Morven,” is a well-known gathering place for the intellectual elites of Princeton, and my husband signed the Declaration of Independence.

We are told that the British are only a couple of days away. My home and my children are in grave danger. I have written to my husband, but he is all the way in Baltimore, meeting with the Continental Congress. It is not our material wealth that I am worried about the British destroying. It is the intellectual wealth contained in the state papers and the collections of writings from the American Whig Society that are here at Morven.

What should Annis Boudinot Stockton do as the British close in on Princeton?

Be sure to provide reasoning for your response.

A. Remain in Princeton and defend her home and her children, even if it means putting her children in grave danger.

B. Stay in Princeton, but deny any involvement with the Revolutionary cause and implore the British for lenient treatment of her husband, Richard.

C. Immediately flee the area with her family for safety, leaving behind all her belongings, the state papers, and the papers of the American Whig Society.

D. Remain in Princeton for a few more hours to bury some of her belongings, the state papers, and the papers of the American Whig Society, but then flee the area as quickly as possible.

Annis Boudinot Stockton was a well-known poet in Revolutionary America and a prolific letter writer.

After making your decision above, complete one of the following tasks:

1. Write a poem about the retreat of the Continental Army through New Jersey and the difficult decision that was made for her family.

2. Write a letter to her husband, Richard Stockton, informing him of the decision made.

Below is a map detailing Washington’s retreat through New Jersey.

Use this map to answer the following two questions:

1. Do you think General Washington believed the Continental Army was safe once they crossed the Delaware River? Explain your answer.

2. After abandoning Princeton during the retreat through New Jersey, the Stockton family sought refuge in Monmouth County. Do you believe Monmouth County was safer than their hometown of Princeton? Why or Why not?

Social Studies for a Better World: An Anti-Oppressive Approach for Elementary Educators

Social Studies for a Better World: An Anti-Oppressive Approach for Elementary Educators

by Noreen Naseem Rodriguez and Kathy Swalwell

“In the wake of 2020, we need today’s young learners to be prepared to develop solutions to a host of entrenched and complex issues, including systemic racism, massive environmental problems, deep political divisions, and future pandemics that will severely test the effectiveness and equity of our health policies. What better place to start that preparation than with a social studies curriculum that enables elementary students to envision and build a better world? In this engaging guide two experienced social studies educators unpack the oppressions that so often characterize the elementary curriculum—normalization, idealization, heroification, and dramatization—and show how common pitfalls can be replaced with creative solutions. Whether you’re a classroom teacher, methods student, or curriculum coordinator, this is a book that can transform your understanding of the social studies disciplines and their power to disrupt the narratives that maintain current inequities.” Noreen Naseem Rodríguez is an Assistant Professor of Teacher Learning, Research, and Practice at the University of Colorado, Boulder. Katy Swalwellis Lead Equity Specialist for the Equity Literacy Institute and founder of Past Present Future Media & Consulting.

Cemeteries of Delaware County, New York: A Driving Tour

Cemeteries of Delaware County, New York: A Driving Tour

The Historical Society of Middletown, New York

New Kingston Valley Cemetery

New Kingston Valley Cemetery: Thompson Hollow Rd, ½ Mile North of Kingston

Park along the main road (though it is a busy stretch!) or drive through the iron gate to follow a loop road that exits through this same gate. The monument to Myron Faulkner, storekeeper, postmaster, news correspondent and unofficial “mayor” for many years, is straight ahead and to the left. At least two folks buried here met death by water: Revillow Haynes (on the left, near the stone wall) who in 1910 was strapped in a stream under an overturned wagonload of hay, and James Sanford (center rear), who was just seven years old when he drowned in the Mill Brook in 1867.As the road circles back around to the gate, note the stone to Lincoln Long, State Assemblyman and school superintendent; and, to your left in the front corner, Charles Halleck, who traveled the country as an opera singer and taught music at the general store here.

Sanford Cemetery: Delaware Co. Route 3 (New Kingston Rd) 1 Mile from NYS Route 28

Park in the grassy area take a leisurely stroll through this lovely cemetery where some of the earliest settlers in Middletown are buried. These include the Smiths, Sanfords and Waterburys who founded the Old Stone School in Dunraven. The central cemetery section contains some very old graves relocated from areas inundated by the Pepacton Reservoir. A few were carved by an itinerant stone carver nicknamed the “Coffin Man” for the coffins he would etch in the bottom of the headstones. Look for George Sands’ monument to see an example of his work. To the right of this section, meander towards the back under the trees to find the resting place of Thankful Van Benschoten, who started the commercial cauliflower growing industry in the Catskills in the 1890s.Facing the cemetery from the parking area, in the far left corner is the grave of Karl Amor, an Estonian war refugee who gained fame in the folk art world for his distinctive grapevine and reed baskets.

Halcottsville Cemetery: Back River Road, ½ Mile North of Halcottsville Off NYS Route 30

Watch for the cemetery sign on the left, and proceed through the open iron gate up the one-lane access road. Don’t be surprised if you startle a deer or a flock of wild turkeys when you break into the clearing at this secluded hilltop burial ground. Enter through the impressive stone wall and note the granite-and-iron enclosed plot of Isaac and Maria Weld Hewitt. Like John D. Hubbell, buried in the Kelly Corners Cemetery, Isaac led a congregation of the Old School (Primitive) Baptist Church which was once dominant in the area. Nearby is a marble monument to J. Foster Roberts, whose father established a homestead in Bragg Hollow in 1815.Look for monuments to David, Norman and George Kelly who in 1899 built the Round Barn just south of the hamlet. In the far left front corner of the cemetery is the grave of Virgil Meade, whose family ran the Round Barn farm for many years after the Kellys.

Margaretville Cemetery: Cemetery Rd, Just Off Main St. Margaretville

Park in the lot directly in front of the receiving vault. The driveway loop into this part of the cemetery is open from May 1 to Nov. 1. Foot entry at other times of the year is via the ramp in front of the vault. Note the old section to your right. Look upslope to see ALLABEN in white marble; Dr. Orson Allaben helped develop the village in the mid-1800s.Continue around the loop—in the center are the monuments of later entrepreneurs: Clarke Sanford (Catskill Mountain News), Sheldon Birdsall (Margaretville Telephone Company) and Lafayette Bussy (Bussy’s Store). Exit to the parking lot if driving, or, just before the exit, walk up the drive to your right that sweeps uphill and across the terraced hillside and into the oldest part of the cemetery. Look to the left of the driveway for the distinctive concrete bench where Pakatakan Art Colony artists J. Francis and Adah Murphy are buried. To the left of the driveway’s exit onto Cemetery Road is a section devoted to reinterments from Arena and other communities that were claimed for New York City’s Pepacton Reservoir in the 1950s.

Kelly Corners Cemetery: NYS Route 30, 3 Miles North of Margaretville (a/k/a Eureka Cemetery)

Park in front of the fence and enter on foot through either of two unlocked gates. The prominent monument near the right front memorializes John D. Hubbell, an elder in the Old School Baptist Church who established the cemetery, and members of the family whose homestead is nearby. Two rows behind the Hubbells, look for the monument to Jason Morse, who, with three brothers, marched off to the Civil War. The pink marble stone near the top of the central knoll, belongs to Grant and Lina Kelly who kept a popular boarding house near here for decades. The climb is steep but the view of the East Branch and mountains to the east from the top of this hill was a striking scene in the 2000 film “You can Count on Me” starring Mathew Broderick, Mark Ruffalo and Laura Linney.

Bedell Cemetery: Little Redkill Road, 4 Miles from Main Street, Fleischmanns

Park along the road and enter through the gate with the arched sign overhead. You will be struck by the number of Kellys in this cemetery! Blishs, too. Seven monuments on a concrete wall one row from the rear of the cemetery memorialize Civil War veteran Silas Blish and family members. An especially poignant double stone remembers two of Chancy and Catharine Hicks’ daughters who died in 1861 and 1863, both at the age of two. Find them to the right of the entrance, about five rows from the road, in the middle of the old section. By far the longest inscription belongs to Bryan Burgin (1908-86), legendary state game warden (second row from the front, midway between the first and second gates). Find an unusual hand chiseled memorial set in 2002 in the shape of a large wrench in the top right corner of the cemetery.

Clovesville, B’nai Israel & Irish Cemeteries: Old NYS Route 28, 2 Miles West of Fleischmanns

Three distinct cemeteries can be accessed by turning onto dead-end Grocholl Road. Park in pull offs, or drive into the main Clovesville Cemetery entrance and park to the side (the nearby church parking lot is not cemetery property). Look up the bank to the right of the driveway to see a large stone for John and Delia Blish. John Blish sold land to the Fleischmanns distilling family who established a summer compound near the village that was later named for them. Note two unusual stones to the left of the roadway—a “white bronze” (zinc) monument to John and Rachel Munson beneath a square of four pine trees, and, in an enclosure on the knoll beyond, a concrete tree stump and bible inscribed to James and Mary Ostrum Richard. Closer to the church, look for the headstone of Samuel Todd, Revolutionary War veteran. Follow the driveway to the rear of the cemetery to find the entrance to B’nai Israel, the Jewish cemetery established in the 1920s.It is closed to visitors on Shabbat (Saturday). On other days, walk through the center gate and to the rise towards the rear of the cemetery. There you will find a large monument—Edelstein/Berg—the resting place of Gertrude Berg, aka “Molly Goldberg” of radio and TV fame, her parents and husband. Gertrude Berg got her start in show biz at her family’s Fleischmanns boarding house. Across Old Rte. 29 from the Clovesville Cemetery is a small burial ground where several Irish immigrants and their descendants are buried. Due to the poor condition and uneven terrain, it’s advisable to view it from the roadside. Many Irish came to the area in the mid-19th century to work in tanneries and mills. One who is buried here, Michael McCormack, who served in the Civil War along with two of his sons.