Month: April 2012

The History of Mother’s Day

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Maybe you’re planning to go out to brunch with your mom on Mother’s Day or buy her flowers. Whatever your plans are, you probably don’t know how Mother’s Day came into existence.

The first Mother’s Day celebrations occurred in ancient Egypt, Rome, and Greece. In those days, people didn’t honor their human mothers. Instead, they held festivals in honor of goddesses. For example, the Greeks used the occasion to celebrate Rhea, the mother of many other Greek gods.

In seventeenth century England, Mothering Sunday was celebrated each year on the fourth Sunday of Lent (the 40 days of fasting before Easter). Christians honored the church in which they were baptized, known as their Mother Church. Mothering Sunday soon began to honor human mothers, too. British servants and employees who worked far from home received time off to visit their moms and share a family meal.

American colonists didn’t adopt the tradition of Mother’s Day, possibly because they were busy trying to survive in their new homes. The idea of celebrating Mother’s Day in the U.S. began with Julia Ward Howe, who became famous during the Civil War as the author of “The Battle Hymn of the Republic.” Howe thought wars were a waste of young men’s lives, and she called on mothers to protest the killing of their children in wars. In her Mother’s Day Proclamation, Howe wrote, “we women of one country will be too tender to those of another country to allow our sons to be trained to injure theirs.”  In the 1870s, women’s groups in over a dozen American cities observed Howe’s holiday, but the idea didn’t really catch on until the following century.

In 1908, Anna M. Jarvis campaigned for an official Mother’s Day in memory of her own mother, an activist and social worker who hoped that the contributions of mothers would someday be recognized. Anna Jarvis was determined to make her mother’s wish come true. She petitioned the superintendent of the church her mother had attended and on May 10, 1908, the first official Mother’s Day celebration took place at a church service in Grafton, West Virginia. Jarvis gave carnations—her mother’s favorite flower—to each mother at the service. Later Jarvis and her supporters lobbied for the creation of an official Mother’s Day. In 1914 her dream came true when President Wilson declared the second Sunday in May as Mother’s Day.

Chicago History: Children at the 1893 Chicago World’s Fair

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In 1893, Chicago hosted the World’s Columbian Exposition, also known as the Chicago World’s Fair. The fair was a celebration of the anniversary of Columbus’ voyage to America and included entertainment for all visitors, including children. Though it didn’t open right away, by June 1893 the fair dedicated the Children’s Building. The women who organized it intended the building to be “for the little folks. It was theirs absolutely, and in it they might reign supreme, from the tiniest cradle on the first floor to the playground on the roof.”

The gymnasium, a favorite attraction for young visitors, took up the first floor of the building. Starting at ten o’clock each morning, children took turns swinging from parallel bars, rings, and trapezes. They climbed poles and jumped over vaulting horses. Both boys and girls enjoyed the gym so much that a long line formed outside the building as children waited for their chance to use the equipment. Since there were not many children’s playgrounds in the nineteenth century, the gym offered children a unique opportunity to play outside their homes.

The second floor of the building displayed children’s toys made in different countries. France, a leading toy manufacturer at the time, sent the most life-like toys, including “toy men who performed almost human feats of skill…and toy animals invested with the intelligence of trained domestic beasts.” Toy exhibits also came from other countries, including Russia, Germany, Sweden, and Japan. Children themselves contributed some of the most interesting toys. One young boy contributed a top he had invented and had a patent taken out for it in Washington.

Educational opportunities abounded for children of every age group in the Children’s Building. Girls and boys ages eleven to fifteen attended woodcarving and clay modeling workshops. Children of all ages attended lectures on foreign countries, their history and their customs. After the lectures, the instructors took the children to see the exhibits of the countries they studied. Young girls attended “kitchen gardens” where they learned to make up beds, sweep, and wash clothes.

The most popular part of the Children’s Building was the nursery, where parents could drop off their small children while they visited the other exhibits at the fair. The public could view the babies and toddlers through a windowed partition. One visitor described the nursery as having “the brightest rooms in the building…presided over by trained nurses…there are rows of cradles for very little people, rows of beds for those a little older, toys of all kinds, spring chairs hung from the ceiling, where babies can jump up and down and go, and in the center is a place they call the pond. It is an enclosure fenced off as a playground for the little people who can only creep.” So many spectators were enthralled with the sight of the little ones that some fairgoers believed that the building was for babies only. Parents could drop off a child with a nursemaid during the day and return for the child in the evening. Unfortunately, the building organizers underestimated the popularity of the nursery. As a result, nurses turned away hundreds of parents and their children on a daily basis because they didn’t have enough staff or space.

The Childhood of Queen Elizabeth II of England

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Even though she has been the Queen of England for decades, Queen Elizabeth II wasn’t supposed to inherit the throne. Her father George VI wasn’t born to be king either but his elder brother decided to marry a divorced woman. In those days, an English monarch couldn’t marry someone who was divorced without creating a scandal, so he decided to quit his duties as king and left the job to his brother. In 1952, the eldest daughter of George VI inherited the throne.

As a young girl, Elizabeth, nicknamed Lilibet, didn’t receive the formal education of most previous monarchs since she wasn’t expected to rule. Her parents wanted Elizabeth and her younger sister Margaret to enjoy childhood and they hired a governess that agreed to carry out their wishes. The governess later wrote that the girls’ parents “were not over concerned with the higher education of their daughters. They wanted most for them a really happy childhood, with lots of pleasant memories…and, later, happy marriages.” Elizabeth’s lessons started when she turned six years old. Her governess taught arithmetic, literature, writing, composition, and geography. In all, the lessons only lasted an hour and a half each day. Even when she became heir to the throne Elizabeth’s parents didn’t want her education to be too rigid, though courses on constitutional history and the monarchy were added.

Elizabeth preferred the outdoors to the schoolroom, especially once she learned to ride horses. She received her first pony at age three and was devoted to riding and caring for the animals. When someone asked her what she would like to do when she grew up, she said, “Live the life of a country lady, with lots of horses and dogs.” As queen she couldn’t always be in the country, but she did get her wish for plenty of horses and dogs.

Since she was a member of the royal family, taking her out to meet “normal” girls and boys was almost impossible without being recognized by the public. Eventually her mother invited some neighborhood girls over so that Elizabeth could have her own group of Girl Guides (known in the U.S. as the Girl Scouts).Though her parents had duties that would sometimes take them away from the children, they made family time a priority. The girls spent as much time as possible with their parents, who read them stories, ate dinner with them, and engaged in pillow fights. Although the relationship between the princesses and their parents does not seem unusual today, most royal children, including Elizabeth’s father, were not close to their parents. George VI’s father, George V, thought that his own children needed to fear him; however, Elizabeth brought out another side of her grandfather. She never learned to fear adults, so she simply announced when she wanted to play and her grandfather got down on the floor and let her lead him around by his beard.

Still, her role models and primary companions were adults. She especially admired her father’s courage and sense of duty when he became king. She knew he didn’t want the job and he struggled with public speaking, but he put his duty to his country first. His example taught her more about what it meant to be a good leader than any of her history books.

The Importance of Teaching the Holocaust

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Though by middle school I knew about the murder of Jewish people and others in the Holocaust during World War II, the topic was not emphasized in my history classes. As a teenager, I watched the movie Schindler’s List at a friend’s house. Seeing this movie was an emotional experience for me, particularly at the end when the main character regrets that he could not save more Jews.

After watching Schindler’s List, I came to the conclusion that the Germans were bad people. The movie’s characters are portrayed as either good or evil. If I had only watched the movie, I would have held on to these assumptions. When I finally took a course on the Holocaust in college, however, I realized that the film stereotyped the behavior of Germans and Jews during the Holocaust. For example, Nazis were not simply fanatical murderers. Many of them were well educated, loved their families, and enjoyed classical music. In fact, classical music helped some Nazis relax after the day’s brutalities. They were not terrible people but rather people who did terrible things. Also, not all Jews were helpless victims. Holocaust survivor Primo Levi said that the history of the concentration camps could not be divided into simple groups of victims and persecutors. He talked about a “gray zone” in which corrupt Jews in positions of authority abused fellow prisoners while some Nazis showed they were human by weeping as they killed people.

In addition to the gray boundaries between victims and persecutors, I learned that the German population as a whole was not made up of monsters. Instead, they were mainly worried about their own well being in wartime. Busy with their own concerns, average Germans reacted with indifference when Jews were excluded from certain professions and public places.

While the German indifference towards the Jews is inexcusable, the amount of knowledge that the German population had about the extermination of the Jews is still debatable. Although their indifference to milder forms of prejudice made it possible for others to contemplate extermination, the majority of Germans had little information about the death camps. As one historian suggested, “the very secrecy of the ‘Final Solution’ [the Nazis’ plan to kill the Jews] demonstrates more clearly than anything else the fact that the Nazi leadership felt it could not rely on popular backing for its extermination policy.”

In fact, if faced with enough problems of our own, Americans might act with indifference toward a persecuted group. This is one of the most important reasons that young adults should study the Holocaust. Although the Holocaust happened years ago, prejudice against others who are different can still lead to serious consequences. The underlying dislike of Jews in the minds of Europeans laid the foundation for a catastrophe, particularly when the Great Depression in the 1930s came and people could not find work. Many European countries were also beaten down after losing World War I.  The majority of Europeans blamed the Jews for their sufferings and looked for a leader who would tell them how great their country would be again.

Of course, some Americans might say that we are not prejudiced against Jews, did not elect Adolf Hitler, and our economy is not as bad as it was in the 1930s. Yet some of the same ingredients for another Holocaust exist in America today. Murders of homosexuals, the isolation of some African-Americans and others in ghettos, as well as racial hate groups are all present in American society. Like the majority of the German population during World War II, most people in America do not condone killing minorities, but some feel uncomfortable helping them or associating with them. If this prejudice spreads and other factors like an economic depression and a persuasive leader are added, the world could witness another Holocaust. Teaching the Holocaust is important because it shows students that we must learn from history so the same event cannot happen again.