Texas’ 1836 Project

There are different stories, legends, and narratives in popular culture today in Texas, and parts of the U.S., about events that took place over twelve days and nights at Misión San Antonio de Valero February 23 to March 6, 1836, otherwise known as the Siege of the Alamo. One such pop-narrative is from a southeastern Anglo-American viewpoint, post-Civil War. Another is from a later Anglo-Texian viewpoint about the new Republic begun in 1845. And still another much less popular or well-known narrative from an indigenous Tejano viewpoint begun in circa 1821. There is a fourth narrative that is so obscure and completely overlooked today that for the purposes of this blog-post, time, and word-count I shouldn’t mention it. But that would disrespect and defeat the virtues of Agnotology, something I personally hold very dear in our modern fight against disinformation, destitute scholarship in town squares, and partisan politics. Therefore, I will indeed mention the unsung fourth narrative of earliest Texas history: the Indian Nations of Taysha, or Texas.

It’s worth mentioning that part of Texas’ state and national identity is wrapped in what we call the Six Flags of Texas. Technically speaking this is not the full story. It should actually be at least “Seven Flags of Texas,” perhaps one representing the Indian Nations of Taysha. But unfortunately when Anglo-Americans write their victorious histories, peoples they’ve labelled “uncivilized” are omitted and made footnotes, maybe. But oh well, I digress.

Quietly woven throughout the narratives of the Southeastern Anglo-American and Anglo-Texian viewpoints, but rarely mentioned publicly or taught in Texas school classrooms today was slavery’s role in Texas’ fight for independence from Mexico and eventual willing annexation by the expanding United States. The deluge of Anglos immigrating from the Deep South slave-states which Mexico was against and trying to stop were, in the minds of Mexico’s government and empresarios, illegal incursions and seizures. At the very least, they were controversial, agitating, and enflamed tensions present between several clashes of cultures throughout the once vast (proclaimed) Spanish Territory of Tejas. Anglo-American immigrants did not wish to pay any taxes or tariffs to the Mexican government, particularly to Antonio López de Santa Anna who seized power himself in an insurrection against former President Bustamante. Many prevalent Tejanos of Tejas such as the very well-known José Antonio Navarro opposed Santa Anna’s dictatorship and by default Mexico.

What might surprise many Texans today is that several of Tejas’ Tejano elite such as the Navarro family also owned slaves, and by default and by way of economic motivations, Navarro and key Tejanos of Texas’ Republic also opposed Mexico’s recent independence from Spain and from the practice of slavery. However, these historical facts found on a Texas 1860 Census Slave Schedule for Atascosa County (location of Navarro’s San Geronimo Ranch) show he owned six to nine slaves indicating clearly that Texas’ fight was at least in part to keep slavery legal in the new Republic. Navarro and other famous Texas Tejanos with him fought Mexico for independence along with slave-owning Anglo-Americans…

…to protect the practice of slavery in Texas, upon which cotton farming relied heavily. It was not uncommon for families of this group to own slaves in the colonial period. Although the number of families holding slaves was small, it was a vital connection between Tejano elites and American cotton growers immigrating to Texas.

Henry and Patsy Navarro” from Casa Navarro History at the Texas Historical Commission website, accessed 7/10/2021
Movie set of the 2004 film “The Alamo”

What is also commonly unknown about earliest Texas history is that those same Tejanos who fought, bled, and died for Texas’ independence from Mexico at the Alamo and other battle-fields eventually lost over the next decade their original land grants and rights as citizens of Texas. By 1860-61 they were “legally expunged” you might say when Texas officially joined the Confederate States of America and its fight to keep slavery alive.

Since the end of the American Civil War in 1865, the legendary fight at the Alamo twenty-nine years earlier was intentionally altered to emphasize the southern Anglo-American and Anglo-Texan narrative as a fight solely against Santa Anna, thus overshadowing all other narratives in the face of humiliated Confederate defeat. Confederate Texans wanted to save face then and were successful. Now today with the advent of reignited racial awareness and heated tensions, resident first-, second- and third-generation Texans (a few fourth-generation too) and politicians—many of whom trace their pedigrees to the Midwest and Deep South slave-states—want at any cost to protect and advance a more Anglo-narrative of Texas history. More precisely, Texas school curriculums are being further realigned to promote an anachronistic Republican narrative which is not comprehensive or contextual to verifiable TayshaTejano Texas history.

Over the past two-weeks of this month, Lt. Governor Dan Patrick, himself a first-generation Texan from Maryland, confirmed on his Twitter account that he personally called for the censorship and cancellation of a July 1st book promotion at the Bullock Texas State History Museum in Austin, TX. The name of the book and co-authors? Forget the Alamo: The Rise and Fall of an American Myth by Chris Tomlinson, Bryan Burrough, and Jason Stanford.

But this censoring tactic is part of a greater movement by GOP state officials like Gov. Gregg Abbott, Lt. Gov. Dan Patrick, Senator Ted Cruz, and other Republican officials regarding critical race theory and whether verifiable academic history has a place in Texas public school curriculums.

On June 16th, 2021 the Texas Legislature passed Senate Bill 797 requiring Texas schools to display the term “In God We Trust” across campus buildings if such signage is donated to them. House Bill 2497 was passed by the Texas Legislature in May 2021 giving a biased GOP committee the authority to promote our “official” state history—to residents receiving their driver’s license—from the aforementioned Anglo-narratives. House Bill 3979 is awaiting Gov. Abbott’s signature and it dictates how Texas teachers can talk to their students about current events and America’s as well as Texas’ history of racism and slavery. These legislative bills are just three of a number of other bills in a state-wide Republican campaign to teach reteach and promote a more narrow, patriotic version of our national and Anglo-Texan histories. Here in Texas it is called The 1836 Project and it plays off of and counters the acclaimed or controversial 1619 Project, but with a modern, intentional Texas GOP twist. From Gov. Gregg Abbott this past May:

“To keep Texas the best state in the United States of America, we must never forget why Texas became so exceptional in the first place.”

Personally I would argue that these recent campaigns to modify or omit established historical scholarship that is indeed verifiable, in Texas and other states, began as early as 2010, if not sooner. Though governmental officials like Lt. Gov. Dan Patrick are and have been censoring or obstructing democratic freedoms and liberties in Texas on public property, they have gone much further than book promoting events.

For those of you born prior to the year 2000, remember in your classrooms the concept of “Compare and Contrast“? Critical-thinking and analysis skills are paramount for students to learn and acquire for the overkill of today’s “Disinformation Age.” Beginning at least in 2010 and 2012 political campaigns within the Texas GOP began muddling up this vital concept and skill getting taught in our public school curriculums. From The Poynter Institute’s PolitiFact website:

Gail Collins [of the New York Times] says Texas GOP platform calls for schools to stop teaching “critical thinking.”

Sue Owen, PolitiFact.com, August 11, 2012 — accessed 7/11/2021

Nevertheless, the Texas GOP did muddled-up and confuse the issue. Deputy Executive Director of the Republican Campaign, Chris Elam, stated the platform subcommittee unintentionally and unknowingly implied opposition of teaching critical-thinking in schools. He and his party were correct about that as can be read here:

“We oppose the teaching of Higher Order Thinking Skills (HOTS) (values clarification), critical thinking skills and similar programs that are simply a relabeling of Outcome-Based Education (OBE) (mastery learning) which focus on behavior modification and have the purpose of challenging the student’s fixed beliefs and undermining parental authority.”

As Gail Collins wrote, the Texas GOP platform does state that the party opposes “critical thinking.” But Collins also leaves out some important context. The platform makes it clear that its opposition is centered on one type of education model: outcome-based education.

Whatever one wishes to call it and play complicated games with words and phrases, this past May and June 2021 in our Texas Congress, the confusion and muddling has been scaled up again. It seems it has taken on yet another form when it all begins to censor and omit significant facts that compose an exhaustive contextual historical picture. This new type of political manipulations upon verifiable, established academic scholarship—whether in classrooms or in the town square—has become a dangerous epidemic in 21st-century America. Allowing this epidemic to continue will only setup further future digressions into sociopolitical turmoil that is ill-equipped to correct, adapt, and progress itself into a truly healthy, thriving Constitutional democracy. I’m unsure how you my readers might feel, but this destitution of Agnotology being replaced by (hyper?) Patriotism over historical, contextual facts disturbs me greatly.


Live Well — Love Much — Laugh Often — Learn Always

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Permissions beyond the scope of this license may be available at https://professortaboo.com/contact-me/.

Earth: She Gives, She Takes

Just like as in a nest of boxes round,
Degrees of sizes in each box are found:
So, in this world, may many others be
Thinner and less, and less still by degree:
Although they are not subject to our sense,
A world may be no bigger than two-pence.
Nature is curious, and such works may shape,
Which our dull senses easily escape:
For creatures, small as atoms, may there be,
If every one a creature’s figure bear.
If atoms four, a world can make, then see
What several worlds might in an ear-ring be:
For, millions of those atoms may be in
The head of one small, little, single pin.
And if thus small, then ladies may well wear
A world of worlds, as pendents in each ear.

—— Margaret Cavendish,Of Many Worlds in This World

This slideshow requires JavaScript.

Music: “Ocean” by Azam Ali & Loga Ramin Torkian from the album, Lamentation of Swans:  A Journey Towards Silence

————

Live Well — Love Much — Laugh Often — Learn Always

Creative Commons License
Blog content with this logo by Professor Taboo is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Permissions beyond the scope of this license may be available at https://professortaboo.com/contact-me/.

Chiefs, Indians, Slavery & Tocqueville

Leonard R. Rogers was the subject of a 1954 article called “Boss Of Million Dollar Firm At Age Of 21 Is No Pipe Dream.” Rogers, whose company was responsible for 75 per cent of America’s business in tobacco pouches, was radically revamping the mega-corporation. When Rogers took over the company founded 50 years earlier by his grandfather he quickly realized that some of the long time company executives knew nothing about anything that was happening outside their department (bubble). Thus, he made the decision to re-organize the company by rolling heads and dissolving positions, i.e. Too many chiefs and not enough indians.

Catalan human-towers

Human towers in the traditional Catalan Festival

Too many chiefs and not enough Indians” was also the phrase my father liked to use. When we were down in Brazoria County, Texas, working my paternal grandparents cattle and land during one or two of the 3-4 holidays of the year, every one of my cousins, myself, and all my uncles and one aunt of the family had/wanted to accomplish all the needed and necessary work and never-ending repairs as efficiently as possible given the usually short few days everyone had while there. With so many cousins running around wanting to play or do our own “work tasks,” that was when he’d often use the phrase on us. I have to note here, however, that with his family the chief-indian concept reflected more the later 1996 concept “It Takes A Village” by Hillary Clinton. His family had rotating or periodic leadership and supporting roles. Everyone had to do and know all positions and their functions. Dad said it many times during my school and select-league soccer games he’d attend when we’d play bad or lose.

In the exceptional 2008 animated film WALL-E, Earth has become a trashed garbage planet due to unfettered free-enterprise which led to human hyper-consumption of everything corporate manufacturers and retailers convinced and sold the poorly educated masses they HAD to have to be “truly happy.” The upper-echelon executives left Axiom starliner people_1Earth on giant starliners and charged lower-echelon humans the same type of prices they charged for all their earthly GNP goods. As a result of the never-ending, rising land-fills from impulsive, Keeping Up with The Jones consumers they ironically created, Earth was no longer inhabitable. The starliner Axiom returns to Earth to retrieve another garbage compactor EVE that is not functioning. WALL-E becomes a stow-away onboard the Axiom and when he finally sees his predecessors/creators, humans. Every single one of them are grossly obese, immobile, and totally dependent on automation to do everything for them — the consequence of widespread chief-dome and no one wanting to rotate into the support roles, the blue-collar roles, the farmer roles, the plumber and garbage roles, or janitor roles. The ‘indians‘ roles.

All the chieftain-humans on the starliners had become slaves to convenience, leisure and having anyone or everything robotic perform all the daily, humdrum labor they themselves were too lazy to do. It was below them and their pay-grade.

Slavery. Oh the irony. In 1835 Alexis de Tocqueville, a French historian and political scientist, wrote a book about the young United States of America while examining a spreading trend of democracy and equality in Europe as well as North America. The book was Democracy in America and Tocqueville was intrigued by America’s system of governing and its nurturing of individualism. He thought the U.S. was a leading example of liberty, equality, a stable economy, and governing in action. He noted too how popular its churches were to social life. Yet, with all those “good marks,” he couldn’t help but notice how a freedom-loving nation despicably treated Native American Indians and African slaves. With all the theoretical perks of democracy, capitalism, and individualism, Tocqueville warned that too much equality would or could lead to intellectual dilution and a mediocrity of majority rule. Regarding independent, provocative thought, theory, and debate he wrote:

The majority has enclosed thought within a formidable fence. A writer is free inside that area, but woe to the man who goes beyond it, not that he stands in fear of an inquisition, but he must face all kinds of unpleasantness in every day persecution. A career in politics is closed to him for he has offended the only power that holds the keys.

alexis de tocquevilleOn the other hand, the pendulum can swing too far the other way to plutarchy and oligarchy if there is an insufficient, low-quality public education system and lack of economic opportunities/mobility to hedge against such tyrannies. If or when that occurs, some “individualized” Americans independently wealthy and above a struggling majority — what is currently the case in America today — often have the delayed pragmatic realization that looking after the welfare of others is not only good for the soul, but actually is equally good for their business and wealth. Those individualized elite who never realize this profound truth, eventually watch their empire and ivory towers crumble. Just ask the Roman Empire’s aristocracy, ask the 18th century opulent French monarchs such as Louis XVI and Marie Antoinette, or ask those executive heads of Leonard R. Rogers’ mega-tobacco corporation, or let’s ask a modern, Nobel Prize winning economist Joseph Stiglitz:

The top 1 percent have the best houses, the best educations, the best doctors, and the best lifestyles, but there is one thing that money doesn’t seem to have bought: an understanding that their fate is bound up with how the other 99 percent live. Throughout history, this has been something that the top 1 percent eventually do learn. Often, however, they learn it too late.

Tocqueville had a lot to say about the bright and dark sides of “democracy” in 1835. I think he still has a lot to say about it today, along with WALL-E, Leonard Rogers, and my Dad. Everyone deserves the right to be well-educated, helped and prepared by a team/village for their rotation as a chief and as an indian. When you stand-in and walk in someone else’s shoes, that is when understanding begins. That is when appreciation begins. That is when compassion and empathy begins. That is when true empowerment with humility begins.

(paragraph break)

Live Well — Love Much — Laugh Often — Learn Always

Creative Commons License
This work by Professor Taboo is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Permissions beyond the scope of this license may be available at www.professortaboo.com/contact-me/.