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Events: (Note that this is not the preferable method of finding events because not all events have been assigned topics yet)
A convention of the League of Prizren, meeting in Diber, votes to demand autonomy within the Ottoman Empire. The League formed on June 10, 1878, along with defense committees responding to the Berlin Congress, which had divided the Albanian population among different countries. The demands include the creation of an administrative unit encompassing all Albanian areas, with a centrally located capital, local administrators and Albanian as the language of government, the use of local taxes for local needs, the creation of schools, and the creation of an elected legislature. These demands will later be approved by an assembly in the city of Gjirokastra on July 23, 1880. [Kola, 2003, pp. 9]
In accord with the Vienna pact, Germany takes Trepca for its mines, as well as the Lab, Vucitrn, and Dezevo (Novi Pazar) districts, creating a territory called the Kosovo Department. Security forces composed of, and led by, Albanians are formed—a gendarmerie of about 1,000 and about 1,000 irregulars, called the Vulnetara. Bulgaria annexes the Gnjilane, Kacanik, and Vitin districts. Italy takes much of Kosovo and the towns of Debar, Tetovo, Gostivar, and Struga, about 11,780 square kilometers and 820,000 people. In May this area is merged with Albania, occupied by Italy on April 7, 1939. Albanian forces are raised by the Italian army, Albanian is spoken in government and education for the first time, and the Albanian flag flies in Italian Kosovo. Albanians are able to freely travel through Albanian areas. Serbs and Montenegrins are imprisoned, deported for forced labor, or killed by occupation forces. Many are deported to Pristina and Mitrovica to labor in the mines of Trepca, or to Albania for construction. According to Serbs, Albanian attacks, generally against settlers, force about 10,000 Slavic families to leave Kosovo. Collaboration and resistance groups form throughout the occupied Balkans. [Vickers, 1998, pp. 121-122; Kola, 2003, pp. 22-23]
The 1946 Yugoslav constitution and the 1947 Serb constitution give Vojvodina more self-rule than Kosovo. Serbia, under articles 90 and 106, allows Vojvodina, but not Kosovo, to have separate courts, including a supreme court, with elected judges, and more control over what are called businesses with “provincial importance,” as well as cultural and educational institutions. Each has an assembly that elects its executive committee and can create laws, but the laws have to be ratified by the Serb legislature, while republics can make laws without needing higher approval. Each autonomous area has 20 representatives in the Yugoslav parliament, while the six Yugoslav republics each have 30. [Kola, 2003, pp. 65]
Albania is allowed to participate in the Paris Peace Conference, regarding the post-war settlements between the Allies and Italy, Bulgaria, Romania, Hungary, and Finland, but is not a full participant, instead being classed with Austria. The Albanian government argues that it was a full member of the Allied effort, fielding 70,000 Albanian Partisans, including 6,000 women, against around 100,000 Italians and 70,000 Germans. It says Italy and Germany suffered 53,639 casualties and prisoners and lost 100 armored vehicles, 1,334 artillery pieces, 1,934 trucks, and 2,855 machine guns destroyed or taken in Albania. Out of its population of one million, Albania says 28,000 were killed, 12,600 wounded, 10,000 were political prisoners, and 35,000 were made to do forced labor. Albania says 850 out of 2,500 of its communities were destroyed by the war.
Disputed by Greece - To oppose Albania’s demands, Greece argues that Albania is at war with it. Greece also claims Gjirokastra and Korca, south of the Shkumbin River, and there is some fighting along the border. By 11 votes to seven, with two abstentions, the conference votes to discuss Greece’s territorial claims. Italian King Victor Emmanuel III blames Albania for the invasion of Greece, and Greece points to a declaration of war by the Albanian occupation government after Daut Hoxha was found murdered at the border in summer 1940.
Hoxha's Address - Enver Hoxha addresses the conference. He points to hundreds of Albanians conscripted by Italy who deserted or joined the Greeks, who then treated them as POWs. Many were later sent to Crete and joined British forces who landed there. Others joined the Albanian Partisans or were captured by Italy, court-martialed for “high treason,” and imprisoned in the Shijak concentration camp. There are other cases of attacks on Italian forces by Albanian soldiers. Hoxha also mentions attacks on Albania by Greeks, such as the over 50 homes in Konispol burned by German soldiers guided by a captain under Greek collaborationist General Napoleon Zervas on September 8, 1943. His forces also joined German forces in their winter 1943-44 Albanian offensive. They invaded and burned again in June 1944. Hoxha refutes Greek claims that Albania is treading on the rights of the Greek minority, which Albania numbers at 35,000. There are 79 schools using Greek, one secondary school, autonomous Greek local government, and Greeks in the government and military. Between 1913 and 1923, Hoxha claims there were 60,000 Albanians in Greece, 35,000 of whom were classified as Turks and deported to Turkey in exchange for Turkish Greeks. In June 1944 and March 1945 Zervas’ forces attacked Greek Albanians, and at least 20,000 fled to Albania. Hoxha will later say that what Albania terms the “monarcho-fascist” Greek government commits 683 military provocations against Albania from its founding to October 15, 1948. Hoxha claims the Greek prime minister tells a Yugoslav official at the Peace Conference that he is open to dividing Albania with Yugoslavia, but Yugoslavia refuses. Hoxha tells the conference, “We solemnly declare that within our present borders there is not one square inch of foreign soil, and we will never permit anyone to encroach upon them, for to us they are sacred.” Italy is accused of harboring Albanian and Italian war criminals, including “fascists” who assassinated an Albanian sergeant at the Allied Mediterranean High Command in Bari in March. The Italian politicians are accused of threatening Albania during recent elections. In conclusion, Hoxha asks that the Peace Conference further limit Italy’s post-war military, claims Italy committed 3,544,232,626 gold francs worth of damage in Albania, and Albania wants to be classified as an “associated power.”
US, British Opposition - These requests are opposed by the UK and US. Albania afterward considers its share of the reparations to be too low. The UK and US will later oppose Albanian participation in the Moscow conference on peace with Germany, held in March-April 1947. An American delegate will say: “We are of the opinion that, first, Albania is not a neighbor of Germany, and second, it did not take part in the war against Germany. Only some individual Albanians, perhaps, took part in this war, but apart from this there were also Albanians who fought side by side with the Germans.” [PLA, 1971, pp. 258; Hoxha, 1974, pp. 539-542, 593-614; Hoxha, 1975, pp. 90-91, 99]
Entity Tags: Turkey, Greece, Germany, Enver Hoxha, Daut Hoxha, Albanian Partisans, Albania, Italy, Napoleon Zervas, Victor Emmanuel III, Union of Soviet Socialist Republics, Yugoslavia, United States of America, United Kingdom
Timeline Tags: Kosovar Albanian Struggle
One of the first schools to implement desegregation is Barnard Elementary in Washington, DC. This photo shows black and white children in the same classroom. [Source: Library of Congress]The landmark US Supreme Court case Oliver Brown v. Board of Education of Topeka, Kansas, rules that racial segregation in public schools violates the Fourteenth Amendment. The unanimous decision overturns the doctrine of “separate but equal” education codified in the 1896 Plessy v. Ferguson ruling (see 1896). The case was argued by the Legal Defense and Educational Fund, the legal arm of the National Association for the Advancement of Colored People (NAACP). The organizations filed the suit as a challenge to the “separate but equal” doctrine, and combined five separate cases under the one Brown v. Board of Education rubric. The Supreme Court heard arguments on the case three different times in three years. In a unanimous decision, the Court finds that the “separate but equal” doctrine violates the equal protection and due process clauses of the Fourteenth Amendment, and orders desegregation “with all deliberate speed.” Chief Justice Earl Warren wants to send a powerful signal to the nation in the ruling, and works to craft a unanimous decision with no dissents or even concurrences. He writes the Court’s opinion himself, but seeks the input of the other justices in two draft opinions that he tailors into his final opinion. One of the compromises he is forced to make is to put off the question of actually implementing desegregation until a later time, inadvertently allowing many states to keep segregationist practices in place for decades. Warren says the opinion should be “short, readable by the lay public, non-rhetorical, unemotional, and, above all, non-accusatory.” Justice William O. Douglas is delighted by Warren’s opinion, and in a note to Warren, writes: “I do not think I would change a single word in the memoranda you gave me this morning. The two draft opinions meet my idea exactly. You have done a beautiful job.” Justice Harold H. Burton writes a memo to Warren reading in part: “Today I believe has been a great day for America and the Court.… I cherish the privilege of sharing in this.… To you goes the credit for the character of the opinions which produced the all important unanimity. Congratulations.” In an internal memo, Justice Felix Frankfurter writes of the practice of segregation: “That it is such has been candidly acknowledged by numerous accounts & adjudications in those states where segregation is enforced. Only self conscious superiority or inability to slip into the other fellow’s skin can fail to appreciate that.” Frankfurter says the ruling makes for “a day of glory.” Some right-wing and segregationist organizations condemn the ruling; Warren is forwarded a letter from an official of the Sons of the American Revolution claiming the ruling is attributable to “the worldwide Communist conspiracy” and that the NAACP is financed by “a Communist front.” President Eisenhower will take strong action to reduce segregation in America, but refuses to endorse the Court’s ruling. In 1967, one of the NAACP’s lead attorneys in the case, Thurgood Marshall, will go on to serve on the Supreme Court. [Library of Congress, 1994; American Civil Liberties Union, 2012]
Pristina University students begin protesting over dormitory and dining hall conditions at the school. The protest grows and hundreds of protesters go off campus, where they are blocked by police. The police try to detain the alleged organizers, which brings out more people overnight, and begins to radicalize their demands. In coming weeks and months, the government and media will blame many groups and countries for the demonstrations, but in interviews years later with Albanian scholar and diplomat Paulin Kola, Kosovan nationalist Xhafer Shatri will say that he thinks the events were unplanned. On the morning of March 12, the crowd is dispersed with tear gas. More demonstrations will erupt in a week.
The Students of Kosovo - Because unemployment is high in Kosovo, many Kosovars turn to further education, making Kosovo’s ratio of students to population the greatest in Yugoslavia—274.7 out of 1,000, while Yugoslavia’s national ratio is 194.9. One in three Kosovars is a student of some kind, yet educational facilities for Albanians are underfunded. Pristina University has 36,000 full-time and 18,000 extension program students, two-thirds more than planned when the university was created, forcing some students to share beds. About 80 percent of the students are in programs such as Islamic art, Albanian history, or folklore, graduating more students than there are available jobs in these fields. Their professors are generally poorly qualified, more than half lack PhDs, and they generally produce little new research and are not well regarded by their colleagues elsewhere in Yugoslavia. The student body is generally disaffected. Many ignore Rilindja, an Albanian language newspaper in Pristina, which covers university news on Wednesdays, and prefer TV and radio from Albania rather than Yugoslavia’s Albanian stations.
Economic Conditions - Kosovo is the poorest part of Yugoslavia, and Albanians are generally poorer than Slavs—for example, in 1980 67,000 Kosovars were unemployed, over 10 percent of the population and the highest rate in Yugoslavia. Out of every 1,000 people newly employed in Kosovo in the early ‘80s, 258 are Montenegrin, 228 Serb, and 109 Albanian, though the majority of Kosovars are Albanians. By 1988, Serbs will be 23.6 percent of the population and have 36 percent of the jobs, and Montenegrins will be 2.5 percent of the population and have 9.3 percent of the jobs. Mahmut Bakalli, president of the Kosovo Provincial Committee of the League of Communists of Yugoslavia, is unable to change Kosovo’s economic relations with the rest of Yugoslavia, which pays very little for natural resources obtained from Kosovo. [Vickers, 1998, pp. 196-197, 199-200, 216; Kola, 2003, pp. 156-157]
Protesters, now including workers, farmers, police, soldiers, and members of the League of Communists of Yugoslavia, along with the students, continue to demonstrate, and in greater numbers, demanding the release of those arrested earlier and more. Some say that Kosovo should be a Yugoslav republic, instead of an autonomous province, or join Albania. Many Serbs agree with Tihomir Vlaskalic, president of the Central Committee of the Serbian LCY, who says, “We have taken it for granted that Kosovo has its own Republic in Yugoslavia—the Socialist Republic of Serbia.” On March 26, students in Pristina attack Serbs and Monenegrins, and rob and burn houses and businesses. Students in Podujeve, Vucitern, Gjakova, Gjilan, Ferizaj, and Mitrovice join in on April 1-2. Serbia calls in the Yugoslav police and army and fighting occurs during a state of emergency, prohibition on gathering, and a curfew on April 2, throughout Kosovo. Thirty thousand soldiers and tanks are deployed, which some Albanians see as an occupation. Kosovo LCY President Mahmut Bakalli urges the military and police not to guard the radio and TV studios, because it would inflame the public. The last large demonstration is the May 18 occupation of Pristina University dormitories, which is ended by police using tear gas on May 19. The university is closed and its University Council is disbanded. High school students are expelled for demonstrating. More than 1,000 LCY members will be expelled or unilaterally removed from membership, and 11 LCY basic organizations will be disbanded during the emergency measures. Two months later martial law will end, but major towns are patrolled by security forces and covert officers of the Yugoslav Ministry of the Interior afterward.
Casualties - From March 11 to April 2, nine Albanians and a Serb policeman are killed, according to the Yugoslav government. In 1989 a Yugoslav source will say the wounded include 75 Albanians (55 of whom were wounded by gunshots), three militia with serious injuries, and 127 with less serious wounds. Kosovar Albanian sources say as many as 1,000 are killed and even more hurt. Amnesty International will later say that the Serbian LCY Central Committee was told more than 300 were killed. In 1992 the Council for the Defense of Human Rights and Freedoms, located in Pristina, will find only 13 Albanians known to have been killed.
Government Countermeasures - Around 1,400 Albanians are given prison terms of up to 15 years, 3,000 given sentences of up to three months in prison, and 6,000 are otherwise punished. During the summer break, almost 300 students are given trials as brief as a few hours, and given up to 15-year prison terms. In June, the government says 506 people were summarily fined or jailed for up to 60 days under the Code for Petty Offenses. By August 31, another 245 people are given one to 15-year prison terms by the federal authorities and 60 people are convicted in September. The education minister of Croatia and other Croatian and Slovenian authorities will say Serbia should be less draconian. Many professors will be blacklisted in the Komunist magazine. The Kosovo Committee of the LCY calls for a 10 percent smaller student body at Pristina University and dispersal of some departments elsewhere in the province. When the fall semester begins in September, Albanian history, literature, language, culture, and art courses will be censored. Translated Serbian textbooks replace uniformly banned textbooks from Albania. The number of Albanian students, and their former quota of two-thirds of the student body, will be reduced annually.
Continuing Unrest - For years after spring 1981, government offices, monuments, and Serb graves will be vandalized and subversive literature circulated in Kosovo, western Macedonia, and parts of Montenegro. Slavs will begin to leave Kosovo out of intimidation rather than for economic reasons, and refer to threats, attacks, murder, arson, and vandalism. Many settle in Smederevo, Kragujevac, Nis, Kraljevo, Svetozarevo, and Belgrade. Belgrade residents insultingly call them Vrcani, and reportedly Slavs from Kosovo are considered tainted by association with Albanians. [Vickers, 1998, pp. 197 - 209, 212-213; Kola, 2003, pp. 157-158, 162]
A study prepared for the Congressional Joint Economic Committee acknowledges Cuba’s successes in education and health care. “[T]he Cuban revolution has managed social achievements, especially in education and health care, that are highly respected in the Third World…. [These include] establishment of a national health care program that is superior in the Third World and rivals that of numerous developed countries,” the report says. [US Congress, 3/22/1982, pp. 5; Feinsilver, 1993, pp. 81-5]
Yugoslavia’s National Assembly passes amendments allowing Serbia to change its constitution. The changes are based on an endorsement by Serbia’s Assembly of a working group report that found the 1974 Yugoslav Constitution was unconstitutional in allowing the socialist autonomous provinces of Kosovo and Vojvodina to block amendments to the Serb constitution and that the 1974 constitution was a violation of the Anti-Fascist Council of the National Liberation of Yugoslavia’s plan to form a Yugoslavia with six equal republics after World War II. Under the new constitution, Serbian laws have precedence over provincial laws; Serbia controls judicial appointments and firings; provincial economic and educational policies are coordinated with Serbia; and the provinces lose their diplomatic role, their military power, and much of their police power. The amendments to Serbia’s constitution violate the 1974 constitution, which will remain the law of the land until 1992. [Kola, 2003, pp. 178, 183]
Charles Nemfakos. [Source: US Navy]Charles Nemfakos, deputy under secretary of the Navy, says the United States would need to suffer an attack equivalent to the Japanese attack on Pearl Harbor, Hawaii, in 1941 that led America to enter World War II before it addressed the problems with its defense policy. [Campus Connection, 9/25/2002] Nemfakos is giving a briefing to a group of about 30 civilian employees of the Naval Surface Warfare Center (NSWC) in Crane, Indiana, who have come to Washington, DC, to interact with some of the Navy’s top officials and complete a program for a certificate in public management. [Greene County Daily World, 9/14/2001; IU Home Pages, 9/14/2001; Goldberg et al., 2007, pp. 47] Someone asks him what it would take for America’s defense policy to be clear and concise in the 21st century. Greg Smith, one of the NSWC employees at the briefing, will later recall that in response, “Nemfakos stated that he felt an event equivalent to Pearl Harbor, either terrorist or military, would be the only event that would awaken the United States from the complacency and security they have had since the end of the Vietnam [War] era.” [Campus Connection, 9/25/2002] Many people will compare the following day’s terrorist attacks to the attack on Pearl Harbor. “[A]s anyone glued to the television set knows,” the San Francisco Chronicle will report on September 14, “the words ‘Pearl Harbor’ are part of the running commentary accompanying the unending scenes of ruin and death that have invaded our homes and consciousness in the last few days.” [San Francisco Chronicle, 9/14/2001]
At the Booker Elementary School in Sarasota, Florida, where President Bush is staging a photo-op, White House security staff reportedly urge school officials to send the students home. As the Arlington Heights Daily Herald later points out, “the well-publicized event at the school assured Bush’s location that day was no secret,” and therefore “Bush’s presence made even the planned reading event a perceived target.” Yet Wilma Hamilton, the superintendent of schools for Sarasota County, who is at the school for Bush’s visit, refuses their advice. In spite of the danger, she later says she is glad she made this decision: “I couldn’t see sending the children home. There’d be no one there. All they would have to look at were those images on television.” Whether the school officials are advised to send the children home before or after the president leaves the place is unspecified. [Sammon, 2002, pp. 43; Daily Herald (Arlington Heights), 9/11/2006]
A Justice Department grants administrator sends an e-mail to Louisiana State University’s biomedical research and training center, telling it to “immediately cease and desist” from employing researcher and 2001 anthrax attacks suspect Steven Hatfill on department-funded programs. The next day Hatfill is placed on administrative leave. [CNN, 9/5/2002; Los Angeles Times, 6/29/2008] On September 4, he is fired. [Associated Press, 9/4/2002] A day after that, the person who hired him is fired as well. [Associated Press, 9/5/2002] The LSU center relies on funding from the Justice Department for 97 percent of its money. [Weekly Standard, 9/16/2002] The New York Times will later report that “several senior law enforcement officials expressed embarrassment over the e-mail incident, saying the domestic preparedness office acted improperly because Mr. Hatfill has never been charged with any wrongdoing and has not been [officially] identified as a suspect.” [New York Times, 9/5/2002] Attorney General John Ashcroft and five FBI officials will later testify that they knew of no other instance in which the government had forced an investigative target out of a non-governmental job. [Los Angeles Times, 6/29/2008]
Congress passes a law creating the Institute of Education Sciences, a subsidiary of the Department of Education. The new institute is designed to generate independent statistics about student performance. The law stipulates that the institute’s director may conduct and publish research “without the approval of the secretary [of education] or any other office of the department.” President Bush issues a signing statement indicating that contrary to the law, the director will be responsible to the secretary of education. Since the president has the power to control the actions of all executive branch officials, the statement asserts, “the director of the Institute of Education Sciences shall [be] subject to the supervision and direction of the secretary of education.” Bush’s signing statement directly contradicts the letter and the intent of Congress’s law. [Boston Globe, 4/30/2006; Savage, 2007, pp. 240]
Conservative pundit and author David Horowitz publishes an op-ed in his Front Page Magazine calling all Democrats “racists,” and claiming that the Democratic Party is “the party of special interest bigots and racial dividers” for its alleged support of “racist school policies.” Horowitz writes, “The Democratic Party has shown that it will go to the wall to preserve the racist laws which enforce these preferences, and to defend the racist school systems that destroy the lives of millions of children every year.” At some point, Horowitz will delete the op-ed from the Front Page Magazine Web site, but it will be quoted in a December 2004 article by progressive media watchdog organization Media Matters. [Media Matters, 12/1/2004]
Conservative radio host Rush Limbaugh tells his listeners that “multicultural curricula” implemented in US public schools teach students that America would have been better off had white Europeans never come to American shores. Limbaugh says: “Multicultural curricula, multicultural training [is] understanding that you’re no better than anybody else and understanding the Indians got screwed, that it’s really their country. Understanding that white Europeans brought to this country syphilis and other disease, environmentalism, sexism, racism, and homophobia. If it weren’t for all of that, this really would be a great country if white Europeans had just stayed where they were.” [Media Matters, 5/11/2005] Lynne Cheney, the wife of Vice President Dick Cheney, has called multicultural education an “important requirement” for American children. [White House, 10/5/2001]
Kevin Barrett. [Source: Public domain]State lawmakers call for the dismissal of a University of Wisconsin-Madison instructor after he voices his opinion that the US government was behind the 9/11 attacks. Part-time lecturer Kevin Barrett appeared on a local radio show and claimed the alleged hijackers were “a bunch of losers who couldn’t even fly planes,” and that evidence indicated the WTC was destroyed by controlled demolition. Subsequently, State Representative Stephen Nass (R-Whitewater) issues a statement saying Barrett “needs to be fired” for using his position at the university to advance the idea “that September 11 was a creation of the government.” [Milwaukee Journal Sentinel, 6/29/2006; Wisconsin State Journal, 6/30/2006] Republican gubernatorial candidate Mark Green also demands that Barrett be fired, and Governor Jim Doyle (a Democrat) questions whether Barrett is competent to teach. [Associated Press, 7/6/2006; Associated Press, 7/10/2006] Yet Barrett says that, for the Introduction to Islam course he is scheduled to teach, 14 of the 16 weeks will have nothing to do with politics. Only one week will cover different viewpoints on 9/11, including the theory that it was an “American operation.” Following a 10-day review, UW-Madison announces it will keep Barrett on and let him teach the controversial theory about 9/11. [WKOW, 7/10/2006; Milwaukee Journal Sentinel, 7/10/2006] Sixty-one of the state legislature’s 133 members sign a letter to the university, urging it to fire Barrett. Stephen Nass states: “The leadership of the UW System operates at its own peril if it continues to ignore views of the taxpayers.” [Associated Press, 7/20/2006; Los Angeles Times, 7/25/2006] Barrett tells the Associated Press he is pleased about the attention the controversy has brought to his cause. He says, “If these idiots had just kept their mouths shut, nobody would have ever heard of me. I’ve been trying to get publicity for years.” [Associated Press, 7/6/2006]
Fox News host Glenn Beck compares the National Education Association to Nazis. Beck, discussing a recent conference call by NEA officials in which artists reportedly discussed how “to help lay a new foundation for growth, focusing on core areas of the recovery agenda,” says that “advocating through art is known as propaganda. Hmm. You should look up the name Goebbels.” Beck is referring to Joseph Goebbels, the minister of propaganda during the Nazi regime. [Media Matters, 11/3/2009]
Republican presidential contender Rick Santorum (R-PA) blasts the Obama administration in what reporters term an attempt to establish himself as the Republican Party’s most conservative candidate. Speaking at the annual Strafford County Lincoln-Reagan dinner, Santorum claims that Democrats such as Barack Obama have “addicted” the nation’s poor on government “entitlements” instead of allowing them to work for a living, saying: “Close your eyes, like you’re listening to a drug dealer outside a school yard. They see entitlements as a way to make you dependent, weaker, less of a person than you are, drugging you into submission to a government who promises a high to take care of you.” Santorum also lashes out at the nation’s public schools, saying: “Just call them what they are. Public schools? That’s a nice way of putting it. These are government-run schools.” Santorum objects to Democratic attempts to increase funding for the nation’s Head Start program, calling it ineffective and a tool of Democrats to establish control over young people. He says: “They fund it more. Why? Because it brings more children into their domain. It brings more children out of the household.… Their agenda is to socialize your children with the thinking they want in those children’s minds.” Santorum home-schools his seven children; however, between 2001 and 2004, he enrolled them in Pennsylvania’s Cyber Charter School, a publicly-funded school, while he and his family lived in Virginia, and failed to pay over $100,000 in tuition fees and charges that the state and the local district were forced to absorb. Santorum now says he supports a government-funded voucher program that would allow parents to send their children to a school of their choice, or to have the government pay them to teach their children at home. “I would support anything that gets the money in who should be in control—or who should be the object—of the education system in this country,” he tells the assemblage. “And that is not the children but the parents. Because parents have the obligation to raise and educate their children.” [Politico, 3/11/2011; Mother Jones, 1/4/2012; CBS News, 2/15/2012]
Newt Gingrich during a recent debate among Republican presidential candidates. [Source: Associated Press]Former House Speaker Newt Gingrich (R-GA), a Republican candidate for the 2012 presidential nomination, says that schools should save educational expenses by firing all custodians except for one “master janitor” and have the children do the rest of the maintenance work for their schools. Gingrich recommends this particularly for schools in poorer areas.
Attacks Unions, Child Labor Laws - Child labor laws prohibit such actions; Gingrich blames these laws, and the unions to which many maintenance workers and custodians belong, for causing “unnecessary” expenditures and for what he says is blocking poorer children from bootstrapping their way to economic success. “This is something that no liberal wants to deal with,” he tells an audience at the John F. Kennedy School of Government at Harvard. “Core policies of protecting unionization and bureaucratization against children in the poorest neighborhoods, crippling them by putting them in schools that fail has done more to create income inequality in the United States than any other single policy,” he continues. “It is tragic what we do in the poorest neighborhoods, entrapping children in, first of all, child laws, which are truly stupid. You say to somebody, you shouldn’t go to work before you’re what, 14, 16 years of age, fine. You’re totally poor. You’re in a school that is failing with a teacher that is failing. I’ve tried for years to have a very simple model. Most of these schools ought to get rid of the unionized janitors, have one master janitor, and pay local students to take care of the school. The kids would actually do work, they would have cash, they would have pride in the schools, they’d begin the process of rising.… You go out and talk to people, as I do, you go out and talk to people who are really successful in one generation. They all started their first job between nine and 14 years of age. They all were either selling newspapers, going door to door, they were doing something, they were washing cars. They all learned how to make money at a very early age. What do we say to poor kids in poor neighborhoods? Don’t do it. Remember all that stuff about don’t get a hamburger flipping job? The worst possible advice you could give to poor children. Get any job that teaches you to show up on Monday. Get any job that teaches you to stay all day even if you are in a fight with your girlfriend. The whole process of making work worthwhile is central.”
Proposal Called 'Absurd,' 'Insane' - Gingrich, who in 1994 proposed placing children whose families were on welfare into state-run orphanages, is quickly targeted for criticism by experts and observers. Randi Weingarten, the president of the American Federation of Teachers (AFT), calls Gingrich’s proposal “absurd,” and says: “Who in their right mind would lay off janitors and replace them with disadvantaged children—who should be in school, and not cleaning schools? And who would start backtracking on laws designed to halt the exploitation of children?” Gingrich says he has a number of “extraordinarily radical proposals to fundamentally change the culture of poverty in America and give people a chance to rise very rapidly.” [Politico, 11/18/2011; New York Times, 11/19/2011] Jordan Weissman, an associate editor of The Atlantic, calls Gingrich’s proposal “insane.” He writes: “This suggestion is, on its face, insane. It sounds like a bad Stephen Colbert joke [referring to a popular political satirist]. But if you stop and consider its merits for a minute or two… well no, it’s still quite insane. And if you spend an evening researching the nitty gritty of what public school custodians actually do for a living, it turns out to be downright cruel.” He says the proposal is “a jarring illustration of Gingrich’s casual disdain for American workers.” Weissmann refers to a job description for a New York City public school custodial engineer: that job requires the worker to use hazardous chemicals such as hydrochloric acid; repair heating and air conditioning systems; do electrical and plumbing repair; and other potentially dangerous tasks. Weissman asks, “What parent wants a nine-year-old, or even a 13-year-old, toying with the HVAC in her school?” Custodial jobs are among the most physically taxing of all jobs, causing workers to suffer an unusually high number of on-the-job injuries and causing long-term physical debilitation. Weissman concludes: “It would be easy to chalk Gingrich’s comments up simply to his well-known animus towards unions. But I don’t think that quite explains it. Rational people can argue about how much someone should be paid to clean.… But that decision starts from the respectful assumption that maintaining a school is something worthwhile for an adult to spend their lives on. That’s not the case in Gingrich’s worldview. Forget that an adult might need that job to put food on the table for their own children. Forget that he’s suggesting we flood an ailing job market with part time, minimum-wage-earning students. This isn’t about labor economics. It’s about respect, and the fact that the leading Republican presidential candidate doesn’t have a spit’s worth of it for manual labor. In his eyes, a janitor’s job just doesn’t mean much. It’s so easy, a child could do it.” [Atlantic Monthly`, 11/21/2011]
Former Custodian: Gingrich 'Doesn't Even Know Why' He is Wrong - A diarist for the liberal blog Daily Kos describes himself as a former “custodian for a very large child care center.” He writes: “I was the guy mopping up vast amounts of wet, sticky rice from the floor, sanitizing the tables, chairs and high-chairs, and washing the dishes. I sanitized doorknobs. I filed down jagged parts of metal that somehow, every once in a while, stuck out from steel door jam[b]s and bathroom stalls. I hauled out dozens of bags of dirty diapers Every Single Day… and yes, I cleaned up an unholy amount of poop from a dozen itty bitty toilets. [T]hese are many of the things Newt Gingrich believes should be jobs for poor children in our public school systems. Cleaning up vomit. Cleaning feces off of toilet seats. Handling cleaning solvents that can eat right through latex gloves. Washing dishes with an industrial dish washer that heats the water over 180 degrees, enough to scald young skin.… Plunging toilets plugged with diarrhea and toilet paper, then sanitizing the toilet seat for the Non Poor students. Newt Gingrich wants our children cleaning blood, mucous, feces, urine, dried snot, vomit loaded with God-Knows-What pathogens from floors and walls and door knobs with chemicles [sic] that can eat the skin right off your arm or cause permanent blindness if it splashed into the eyes or loss of smell if some Janitor Kid jammed his finger up his nose… which kids never do, right? Never. Because an eight-year-old is going to observe strict safety regulations, right?” The diarist concludes: “[Gingrich] should be embarrassed for suggesting we make poor children clean our schools. There is SO much wrong with that statement and the most irritating thing is, he doesn’t even know WHY.” [Daily Kos, 11/21/2011]
Donald Trump and Newt Gingrich. The two have combined to offer 10 poor children a chance to become Trump’s ‘apprentices.’ [Source: MSNBC / Raw Story]Republican presidential candidate Newt Gingrich (R-GA) modifies his previously stated stance that union janitors at public schools should be fired and poor schoolchildren should be put to maintenance and custodial tasks in their places (see November 18, 2011 and After). Gingrich now says that he recognizes some custodial jobs are dangerous, and says that poor students should be limited to jobs such as cleaning bathrooms. During a campaign rally, he asks, “What if they became assistant janitors and their jobs were to mop the floor and clean the bathroom?” Gingrich goes on to say that making poor kids work as janitors is similar to a successful program, Earning by Learning, that pays children to read books. He also says that poor children “have no habit of work” and no knowledge of how to make an income “unless it’s illegal.” He says: “Really poor children in really poor neighborhoods have no habits of working and have nobody around them who works, so they literally have no habit of showing up on Monday. They have no habit of staying all day. They have no habit of ‘I do this and you give me cash’ unless it’s illegal.” Gingrich then goes on to attack child labor laws and the “liberals” who support them, saying: “This is something that no liberal wants to deal with. Core policies of protecting unionization and bureaucratization against children in the poorest neighborhoods, crippling them by putting them in schools that fail has done more to create income inequality in the United States than any other single policy. It is tragic what we do in the poorest neighborhoods, entrapping children in, first of all, child laws, which are truly stupid.… If we are all endowed by our creator with the right to pursue happiness, that has to apply to the poorest neighborhoods in the poorest counties, and I am prepared to find something that works, that breaks us out of the cycles we have now to find a way for poor children to work and earn honest money.” Alex Seitz-Wald of the progressive news Web site Think Progress responds, “Of course, reading books is not hard labor and is directly relevant to education—cleaning bathrooms is not.” [Think Progress, 12/1/2011; The Hill, 12/1/2011; ABC News, 12/1/2011] The next day, Fox News anchor Megyn Kelly opines, “He seemed to try to clarify that… and say what he’s talking about is maybe having kids be assistants to those union members.” Jeremy Holden of the progressive media watchdog site Media Matters says of Gingrich’s entire proposal: “Here’s a thought. What if we focused on fixing the economy and schools, and the students’ ‘job’ was to go to school?” [Media Matters, 12/2/2011] Fox News correspondent Geraldo Rivera later writes that it is obvious Gingrich knows little to nothing about the daily lives of poor people: “If he knew about the culture of poverty… Gingrich never would have proposed suspending child labor laws and putting ghetto public school students to work as junior janitors in fifth or sixth Grade. Like his earlier calls to bring back orphanages and to deny support to unmarried woman who have children while on welfare, this Gingrich proposal is crass and creepy.” Rivera notes that many poor families have breadwinners who work long hours in menial, physically demanding jobs, so poor children have many, many working role models in their lives. “[T]hese children know about work,” Rivera observes. [Fox News, 12/8/2011] Gingrich later says that he will address the issue of poor children and work by taking part in a “program” by billionaire Donald Trump, the host of NBC’s The Apprentice, where Trump will hire 10 poor children as “apprentices.” Gingrich will elaborate, “I’ve asked [Trump] to take one of the poorer schools in New York and basically offer at least 10 apprenticeships to kids from that school to get them into the world of work, and to get them into an opportunity to earn money, and get them into the habit of showing up and realizing that effort gets rewarded, and that American is all about the work ethic.” [Raw Story, 12/5/2011]
Members of Tennessee tea party organizations present Tennessee state legislators with a list of action demands, including rejecting the federal health reform process and, in their words, “educating students the truth about America.” According to the tea partiers’ demands: “Neglect and outright ill will have distorted the teaching of the history and character of the United States. We seek to compel the teaching of students in Tennessee the truth regarding the history of our nation and the nature of its government.” The “truth,” they say, includes teaching that “the Constitution created a Republic, not a Democracy,” and the removal of any mentions of slavery from history textbooks that might reflect poorly on the nation’s founders. Their demands read, “No portrayal of minority experience in the history which actually occurred shall obscure the experience or contributions of the Founding Fathers, or the majority of citizens, including those who reached positions of leadership.” According to group spokesman Hal Rounds, a Fayette County attorney, the group wants to address “an awful lot of made-up criticism about, for instance, the founders intruding on the Indians or having slaves or being hypocrites in one way or another. The thing we need to focus on about the founders is that, given the social structure of their time, they were revolutionaries who brought liberty into a world where it hadn’t existed, to everybody—not all equally instantly—and it was their progress that we need to look at.” [Commercial Appeal (Memphis), 1/13/2012] Columnist Stephen D. Foster will write in response: “The tea party wants to whitewash American history as if the Founding Fathers were perfect in everything they ever did, which simply isn’t true. The Founding Fathers were great men but they had flaws. They owned slaves, they allowed slavery to be legal, and yes, they did that despite hypocritically writing that all men are created equal. They also took part in the removal of Native Americans from their homelands, an action that resulted in the deaths of thousands. This information is well documented and acknowledged by professional historians and should not be censored. Students have the right to learn the entire truth about our history and not just the parts that conservatives want them to learn. Hiding knowledge is tantamount to lying and that’s what the tea party wants our teachers to do.” Foster will note that similar changes have already been made for textbooks serving Texas students. [Stephen D. Foster, 1/22/2012]
Shadrack McGill. [Source: Huntsville Times]State Senator Shadrack McGill (R-AL) tells listeners at a prayer breakfast in Fort Payne, Alabama, that state legislators such as himself deserve pay raises, but raising schoolteachers’ pay would lead to less-qualified teachers in the classrooms and violate a “Biblical principle.” Alabama legislators were given a 62 percent raise in 2007, and McGill says the raise discourages corruption among lawmakers. The previous low salaries “played into the corruption, guys, big time,” he says. “You had your higher-ranking legislators that were connected with the lobbyists making up in the millions of dollars. They weren’t worried about that $30,000 paid salary they were getting.” By paying lawmakers more up front, he says, they are less susceptible to taking bribes: “He needs to make enough that he can say no, in regards to temptation.” However, if teachers were given pay raises, then people who are not “called” to teach would begin joining the profession, he says. “Teachers need to make the money that they need to make. There needs to be a balance there. If you double what you’re paying education, you know what’s going to happen? I’ve heard the comment many times, ‘Well, the quality of education’s going to go up.’ That’s never proven to happen, guys. It’s a Biblical principle. If you double a teacher’s pay scale, you’ll attract people who aren’t called to teach. To go in and raise someone’s child for eight hours a day, or many people’s children for eight hours a day, requires a calling. It better be a calling in your life. I know I wouldn’t want to do it, OK? And these teachers that are called to teach, regardless of the pay scale, they would teach. It’s just in them to do. It’s the ability that God give ‘em. And there are also some teachers, it wouldn’t matter how much you would pay them, they would still perform to the same capacity. If you don’t keep that in balance, you’re going to attract people who are not called, who don’t need to be teaching our children. So, everything has a balance.” In 2010, McGill introduced a bill in the Alabama Senate that would tie legislators’ pay to teachers’ pay, requiring the state to give raises to legislators if it gave teachers raises. He claimed, falsely, that Alabama teachers’ salaries were the fourth highest in the nation. Some Alabama Republicans are backing a bill that would give a 2.5 percent raise to teachers with less than nine years’ experience. Representative Craig Ford (D-Gadsden) says the small raise unfairly excludes veteran teachers, and the entire controversy surrounding teachers’ and legislators’ raises is “one of the most absurd things… the Republican supermajority ha[s] ever tried to pull.” [DeKalb County Times-Journal, 1/31/2012; Huffington Post, 2/1/2012] Currently, part-time legislators in Alabama such as McGill make more than full-time teachers with master’s degrees and 15 years of experience. [Think Progress, 2/1/2012] After the national media picks up on McGill’s comments, WAAY-TV airs an interview with McGill taped earlier in the week where he told a reporter he did not believe in the separation of church and state (see 1782-1786). According to a WAAY report, both the television station’s commentators and editorial writers and commentators around the nation “raked [McGill] over the coals” for his comments. McGill tells a WAAY reporter: “Some things got taken out of context. I’m not hearing any negative feedback out of those who were there.” The audience at the prayer breakfast was very supportive of his stance, he says. “The point that I was trying to make in the speech is simply that.… Things ought to be in balance. I believe God made everything to be in balance. He weighed the Earth and the valley and the mountains and the hills on a scale to keep them in balance because he knew he was going to be spinning it real fast, so that’s the [g]ist of it.… Legislators pay ought to be in balance. They don’t need to make too much, they don’t need to make too little, both lead to corruption. Likewise, I think with teachers salaries, things need to be balanced on their education, based on the performance, class size, etc. Work load.… But by no means was I insinuating that a teacher should make less.” McGill says he hopes that after the economy turns around, Alabama teachers can get raises. McGill says he is learning that legislators such as himself are constantly being pursued by those who want to “turn” an innocent statement “into a dagger and stab you with it.” He says that he cannot understand how those who gave him “negative feedback” on his comments can call themselves Christians. [WAAY-TV, 2/2/2012]
Speaking at an Idaho campaign rally, Republican presidential candidate Rick Santorum (R-PA) implies he is opposed to government-funded public schools. “We didn’t have government-run schools for a long time in this country, for the majority of the time in this country,” he tells his listeners. “We had private education. We had local education. Parents actually controlled the education of their children. What a great idea that is.” He refuses to answer questions as to whether he wants to end public funding for public schools, but as CBS News reports, his antagonism for public schools is clear in his remarks. In March, he told an audience: “Just call them what they are. Public schools? That’s a nice way of putting it. These are government-run schools.” Santorum home-schools his seven children; however, between 2001 and 2004, he enrolled them in Pennsylvania’s Cyber Charter School, a publicly-funded school, while he and his family lived in Virginia, and failed to pay over $100,000 in tuition fees and charges that the state and the local district were forced to absorb. [Mother Jones, 1/4/2012; CBS News, 2/15/2012] In 2011, Santorum said that public schools were a means that Democrats used to “socialize” children away from their parents and towards their way of thinking (see January 7, 2011).
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