On Telegrams and Telephone Calls

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1960 Bell Telephone ad
Question

Why did JFK and George Wallace exchange telegrams regarding events in Alabama in 1963 when they could have communicated by telephone?

Answer

Telephone calls are immediate, transparent, personal, private, and leave no written record of what is communicated. And obviously, the caller and the one called have to be physically present on either end of the telephone line at the same time. Telegrams were different. And when the goals of two people were not necessarily the same, but in some respects antagonistic, the different characteristics of the telephone and the telegraph could be used to the advantage of one person or the other. Which is to say that, concerning the confrontation over racially integrating the University of Alabama, Governor Wallace did not necessarily wish to keep John and Bobby Kennedy completely informed about what he was doing and intended to do. In the aftermath of the bombing of the Sixteenth Street Baptist Church, however, his relationship with the Kennedy brothers changed.

Communication Tactics

There was personal contact between the Kennedy administration and Governor Wallace during 1963. At the end of April, Bobby Kennedy, then the U.S. Attorney General, sent Wallace a telegram asking to see him, and then subsequently flew to Birmingham for an hour-long meeting with him. President Kennedy and Governor Wallace also had face-to-face and telephone conversations in the run-up to their confrontation over integrating the Alabama schools. The president’s press secretary filed memoranda of these conversations in the White House files. In May, the President traveled to Muscle Shoals, AL, for a ceremony marking the 30th anniversary of the TVA, and flew from there to Huntsville in a helicopter with Wallace. During the flight they discussed segregation and the volatile situation in Birmingham.

Nevertheless, both sides used telegrams to ensure that the back-and-forth between them would take the formal shape of a printed record, an important consideration given the legal issues at stake in the unfolding events. But more than being tangible legal evidence, telegrams, unlike phone conversations, were suited to defining positions and responses to the public as well as to the telegrams’ recipients. Historian Dan Carter notes that Wallace released to the press the texts of “surly and ill-tempered” telegrams he sent the president during the drawn-out confrontation over integrating Alabama’s schools. Using telegrams, therefore, could be the result of a tactical decision as the sides drifted apart and as events drifted toward confrontation rather than cooperation.

a tactical decision as the sides drifted apart and as events drifted toward confrontation

Resorting to communication only by telegram could deliberately stall and frustrate your opponent because it filtered the communication into discrete, intermittent statements, questions, and answers. The telegram was not a good medium in which two people could privately mull things over, compromise, or negotiate.

As the confrontation at the University of Alabama came to a head, the Kennedys sent in federal marshals to help African American students safely register for classes. They knew the governor and his state troopers would somehow oppose them, but they did not know exactly what Wallace would do. For his part, Wallace “refused to tell the Federal Government any more about his plans or to answer phone calls from the Attorney General,” according to the transcript of a news program on file at the Kennedy Presidential Library. During this period, he even evaded federal marshals who were seeking to serve him with a subpoena to appear in court.

On June 8, RFK called Wallace to see if he could find out what the governor intended to do—Would he step aside when the students attempted to register or would the president be forced to summon troops, and if so, what would the governor do then? When the call reached Wallace’s office, the governor had his aides intercept it and say that he was “not available,” although in truth he evesdropped on another line, and stayed on the line silently while his aides brushed aside Kennedy’s questions about what he intended to do when the students appeared a few days later, on June 11, to register.

On that day, in fact, Wallace and a contingent of state troopers briefly blocked Deputy Attorney General Nicholas Katzenbach from escorting two black students into the university building where they were to be registered. The Kennedys, thought Wallace, “would be willing to strike a deal in which a governor could make a show of resistance while, in reality, bowing to the inevitable.” And indeed, without coordinating it with Wallace, that is what the Kennedy brothers did. They federalized the Alabama National Guard and confronted him again at the entrance to the building that afternoon and the governor, after making a public statement, yielded, whereupon the students were escorted into the building and were registered for classes.

Firing Off Telegrams to Politicians

Although the telegram is now no longer an option for communication (Western Union ended its telegram service in 2006 due to the internet-induced drop in demand), even private citizens used to telegraph their opinions to politicians and officials such as President Kennedy and Governor Wallace, rather than writing them letters, in order to register succinctly and formally the urgency they felt. Rev. Martin Luther King, Jr., for example, sent a telegram to Attorney General Kennedy in June, 1963, protesting “the beastly conduct of law enforcement officers at Danville [VA]” after police and firemen had attacked a prayer vigil outside the city hall with fire hoses and billy clubs. Other public leaders, business leaders, and civil rights activists also used telegrams to government officials to record their support or opposition or to register their outrage or agreement.

Compared to letters, telegrams were bound to reach their intended recipients in a timely fashion. When events unfolded rapidly, they could communicate in time for their recipients to respond to those events. This was particularly important, for example, in the hours and days after the bombing of Birmingham’s Sixteenth Street Baptist Church in September, as city police, state troopers, National Guardsmen, federal marshals and FBI agents moved into the area.

After the bombing, the relationship between Governor Wallace and the Kennedys changed

From Atlanta, after news of the bombing had reached him, Dr. King sent a telegram to Governor Wallace, telling him, “The blood of our little children is on your hands,” and sent another telegram the next day, after Dr. King reached Birmingham, to President Kennedy, warning him of the “worst racial holocaust this nation has ever seen” unless the federal government intervened. After the bombing, the relationship between Governor Wallace and the Kennedys changed: Their interests in solving the crime and keeping the peace nearly coincided, so Wallace had no reason to avoid phone calls from them.

In many cases, telephone calls, were even speedier than telegrams, but for a variety of logistical reasons, they could not always be counted on to connect the two parties—partly because there were layers of people between politicians and officials whose job it was to insulate them from unimportant contacts, and partly because they were in nearly constant motion, from one place to another, and from one appointment to another. These two facts added to the difficulty in ensuring that a telephone communication would take place very quickly (especially if the intended recipient was deliberately avoiding contact). On the other hand, a telegram to the president, for example, would be received speedily, and, if deemed important by his staff, would be forwarded to his attention wherever he happened to be.

For more information

Robert Dallek, An Unfinished Life: John F. Kennedy, 1917-1963. Boston: Little, Brown, and Company, 2003.

Taylor Branch, Pillar of Fire: America in the King Years, 1963-65. New York: Simon and Schuster, 1999.

Diane McWhorter, Carry Me Home: Birmingham, Alabama—The Climactic Battle of the Civil Rights Revolution. New York: Simon and Schuster, 2001.

Nicholas Andrew Bryant, The Bystander: John F. Kennedy and the Struggle for Black Equality. New York: Basic Books, 2006.

Bibliography

Dan T. Carter, The Politics of Rage: George Wallace, the Origins of the New Conservatism, and the Transformation of American Politics. Baton Rouge: LSU Press, 2000.

“Crisis,” September 30, 1963. Papers of John F. Kennedy. Presidential Papers, White House Central Subject Files, Human Rights: 2: ST 1 (Alabama).

Stephan Lesher, George Wallace: American Populist. Reading, MA: Addison-Wesley, 1994.

The Montgomery Bus Boycott: They Changed the World

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Screenshot, Montgomery Bus Boycott: They Changed the World gallery page, 2013
Annotation

This website is a detailed look at the Montgomery Bus Boycott of 1955–1956 as covered in the Montgomery Advertiser. It includes more than 20 oral histories, more than 40 archival news stories, and more than 20 images of the event. A 3,000-word overview section provides details regarding the boycott, the people involved, why it occurred, and the outcome. A biography section includes more details regarding the individuals involved with the boycott. A memorial page for Rosa Parks, one of the most visible figures of the Montgomery Bus Boycott, includes photos, videos, and news articles from the Montgomery Advertiser regarding her death. "Voices of the Boycott" includes oral histories from the participants of the boycott.

The site also includes an archive of stories from the Montgomery Advertiser and the Associated Press regarding the boycott. This includes front page stories, as well as smaller news stories from within the newspaper. Finally a photo gallery contains booking photos, images of speeches, and photos of the events. None of the images in the gallery are graphic in nature.

Though the site is very user-friendly and all information easily accessible, it is somewhat limited in its focus on primary sources directly tied to the Montgomery Advertiser. Still, this website could potentially be useful for educators and students looking to supplement their studies on the U.S. Civil Rights Movement, especially due to the inclusion of the oral histories.

Selma to Montgomery National Historic Trail [AL]

Description

The Selma to Montgomery National Historic Trail commemorates the 1965 Voting Rights March in Alabama. On March 7, 1965, subsequently known as "Bloody Sunday," non-violent protesters for African American voting rights crossed the Edmond Pettus Bridge–only to be gassed, beaten, and halted by law enforcement officers. In response, nation-wide protesters flocked to the site for a five-day march, beginning March 21, 1965. This march received state and federal law enforcement protection. Dr. Martin Luther King, Jr. was among those who spoke at the rally which followed completion of the march. The Voting Rights Act was passed May 26, 1965.

The site offers an interpretive center with exhibits and a film at the midpoint of the trail; ranger-led programs; in-classroom outreach programs; and Junior Ranger activities. Reservations are required for all ranger-led programming. The website offers lesson plans.

Finishing the Dream: Learning from the Civil Rights Era

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Screenshot, Remembering the Godmother of Civil Rights. . . , Finishing the Dream
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This subsection of the NBC Learn website offers 132 streaming short videos related to the civil rights movement.

Videos include commentaries following major events (closely or years in retrospect), original testimonies, and video of events such as the signing of the Voting Rights Act of 1965. Topics include Emmett Till, bus boycotts, Brown v. Board of Education, the Freedom Riders, Little Rock, African American attendance at the University of Mississippi, Medgar Evers, the March on Washington, the Birmingham Church Bombing, Malcolm X, 1964 voter registration volunteer disappearances, and King's assassination.

The last section, Finishing the Dream, contains footage from four town hall events, which brought together activists, educators, religious leaders, and high school and college students for discussion of issues related to the civil rights movement.

The 132 videos are divided into subsections by year, beginning with 1954 and continuing through 1968. All videos include a transcript. Select the clip, and the word "transcript" will appear to the right of the video. Click it to bring up a scrollable transcript alongside the film.

You may also be interested in exploring further on the NBC Learn website. However, the majority of the content is subscription-based. You can sign up for a 30-day free trial, though, in order to test the waters.

Teaching About Dr. Martin Luther King

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martin luther king
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Martin Luther King, Jr. is the only American with a unique, individual holiday—not even American presidents are so remembered anymore. It's observed on the third Monday in January—January 18 this year—and the path to creating this holiday was uphill. Corretta Scott King (1927-2006) considered the day as one of interracial and intercultural cooperation and sharing. "Whether you are African-American, Hispanic or Native American, whether you are Caucasian or Asian-American, you are part of the great dream Martin Luther King, Jr. had for America," she wrote.

The Martin Luther King holiday is a day of service, not relaxation.

Since 1994, it's also been a Day of Service, "a day ON, not a day off," when people are encouraged to come together with volunteer projects to move us closer to achieving the dream Dr. King had for the nation. Dr. King once said that what we all have to decide is whether we "will walk in the light of creative altruism or the darkness of destructive selfishness. Life's most persistent and nagging question is 'what are you doing for others?'"

Communities throughout the country offer opportunities for volunteers—use the searchbox at Serve.gov to find programs near you—or consider planning ahead with your students to develop a school-based day of service for 2011.

It's a good time to ask whether we've progressed toward achieving Martin Luther King's dream.

Few commemorations of the Civil Rights leader will occur without citing King's moving and powerful I Have a Dream speech at the Lincoln Memorial in Washington, DC, August 28, 1963. Few will fail to ask whether we have moved closer to achieving his dream that America is living out the "true meaning of its creed: 'We hold these truths to be self-evident, that all men are created equal.'"

It was a question Martin Luther King later asked in the sermon, "Unfulfilled Dreams," delivered at Ebeneezer Baptist Church on March 3, 1968 less than a month before his assassination. "I guess one of the great agonies of life is that we are constantly trying to finish that which is unfinishable," he stated and he talked about Mahatma Gandhi, Woodrow Wilson, and various Biblical figures who died before seeing the fruition of their lifework.

Provocative questions about the meaning of Martin Luther King's life yield surprising answers.

The creators of Teach Martin Luther King, Jr. of the Western Michigan University MLK Celebration Committee believe that students K-12 are able to tackle this question and offer teaching ideas and resources grouped for elementary, middle and high school students. Materials encourage educators to move beyond textbook biographies to "...the years following 1963...years of tremendous growth and deepened insight. King was uncompromising in his stand against racism in the United States."

The site provokes discussion through introducing (and dispelling) four myths about Dr. King, including, "Martin Luther King, Jr. should be thought of as a great African American leader." "Compared to Malcolm X, Martin Luther King, Jr. was an "Uncle Tom;" rather than using "any means necessary" he believed in a passive non-violence." "Now that we are in the twenty-first century we have achieved the goals King fought for?" The phrasing of the myths is intended to jar; the commentary does not, but emphasizes the scope of Dr. King's work, placing his life in a global context of meaning and achievement.

Audiovisual resources posted on the site (and linked through YouTube) include "I Have a Dream," other speeches, and videos of historical commentary.

For materials that help relate Dr. King's work to the present day, explore a 2008 speech by then-presidential candidate Barack Obama at Ebeneezer Baptist Church. The half-hour video recaps the civil rights movement, Dr. King's life and impact, and present-day concerns.

And for comprehensive access to primary sources, white papers, and teaching materials, Martin Luther King, Jr. Research and Education Institute at Stanford University hosts the King Papers Project. As you might expect, a plethora of materials on King, his life, his speeches, and his work are accessible under this umbrella. Classroom Resources include document-based lesson plans, biographical essays, and an online encyclopedia of the civil rights movement.

A Day On, Not a Day Off

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Happy Martin Luther King Jr. Day! Since 1994 and the signing into law of the King Holiday and Service Act, the holiday is a "day on, not a day off," a national day of service. According to the King Center, King's widow, Coretta Scott King, described the holiday this way:

Every King Holiday has been a national "teach-in" on the values of nonviolence, including unconditional love, tolerance, forgiveness and reconciliation, which are so desperately needed to unify America. It is a day of intensive education and training in Martin's philosophy and methods of nonviolent social change and conflict-reconciliation. The Holiday provides a unique opportunity to teach young people to fight evil, not people, to get in the habit of asking themselves, "what is the most loving way I can resolve this conflict?"

Maybe you've given your students background on the holiday and prepared them to get involved in the local community today. But Martin Luther King Jr. Day shouldn't be the only day your students are ready to serve—and King isn't the only topic that can connect service and history education.

More Than One Day of Service

President Barack Obama's United We Serve initiative calls on citizens to come together to improve their communities. The government Martin Luther King Jr. Day of Service website reflects that call, and provides resources you can draw on throughout the year.

Helping to preserve history can be service, too!

Use this site to familiarize yourself (and your students, depending on their grade level and readiness to organize projects) with service opportunities in your area. Search by city, state, or zip code; register your own project; or read up on planning a project with the site's detailed Action Guides.

Now consider your curriculum and your local community. Don't limit yourself to Martin Luther King Jr. and the Civil Rights Movement, or to the third Monday of January. Think about the Great Depression, the New Deal, the Progressive Era, the women's rights movement, the victory gardens and scrap drives of the World War II homefront, the Berlin Airlift. What sorts of projects might you guide students in initiating (or at least considering) for any of these topics or time periods that would also help them learn—and feel connected to—historical content?

Serving to Preserve

Helping to preserve history can be service, too! Listen to teacher James Percoco speak on teaching with memorials and monuments and think about your local history. Are there places that need young volunteers? Locations that students could research and then prepare their own interpretive materials?

Use Martin Luther King Jr. Day as a reminder not just to memorialize history, but to empower students to connect with, interpret, and preserve it in the service of the present!

Resources on Martin Luther King, Jr.

Sounds good, you say, but maybe you need resources for teaching about Martin Luther King Jr. and the Civil Rights Movement, before you head off onto wider projects. Last year, we recommended a variety of online resources in our Jan. 13 blog entry. Here are those recommendations again—and a few new ones! Remember to search our Website Reviews and try our Lesson Plan Gateway for even more links to great materials.

Martin Luther King Jr. Papers Project

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Featuring texts by and about Martin Luther King Jr., this regularly updated website currently contains more than 1,400 speeches, sermons, and other writings, mostly taken from five volumes covering the period from 1929 to 1968. (These are listed in the Published Documents section under Papers.)

In addition, sixteen chapters of materials published in 1998 as The Autobiography of Martin Luther King Jr. are available. The website presents important sermons and speeches from later periods, including "Letter from a Birmingham Jail," the March on Washington address, the Nobel Peace Prize acceptance speech, and “Beyond Vietnam.” Additional materials include an interactive chronology of King's life, two biographical essay, over twenty audio files of recorded speeches and sermons, and twelve articles on King. More than thirty photographs complete the website.

The King Papers Project is valuable for studying King's views and discourse on civil rights, race relations, nonviolence, education, peace, and other political, religious, and philosophical topics.

National Civil Rights Museum [TN]

Description

The National Civil Rights Museum is located in the Lorraine Motel, the site of the assassination of Dr. Martin Luther King, Jr. The museum is focused both on preserving the site of King's assassination as well as chronicling the history of the Civil Rights Movement as a whole.

The museum offers field trip programs, guided tours, exhibits, and special events. The website offers visitor information, an events calendar, and resources for teachers including curriculum guides, primary sources, and worksheets.

The Civil Rights Movement

Description

"This seminar explores how an economically and politically powerless racial minority wrested dramatic change from a determined and entrenched white majority in the American South. It will examine the changing nature of protest from the 1940s to the 1950s; the roles of Martin Luther King, Jr., local movements, and women; and the relative importance of violence and non-violence. Participants will discuss how they can use the experiences of schoolchildren, teachers, and students in the crises of the 1950s and 1960s to bring home the realities of the civil rights movement in the classroom. Topics include the Little Rock 9 and their teachers in 1957, students and sit-ins, and the use of schoolchildren in the 1963 Birmingham demonstrations."

Registration Deadline
Sponsoring Organization
Gilder Lehrman Institute of American History
Phone number
1 646-366-9666
Target Audience
Secondary
Start Date
Cost
None ($400 stipend)
Course Credit
"Participants who complete the seminar in a satisfactory manner will receive a certificate. Teachers may use this certificate to receive in-service credit, subject to the policy of their district. No university credit is offered for the course."
Duration
One week
End Date