The Magpie Sings the Great Depression:
Selections from DeWitt Clinton High School's Literary Magazine, 1929-1942

Perspectives on Race Relations During the 1930's

Kevin Roberts Henry Brown Dane Antoine

Dance—Negro Struggle by Bert Schwartz (January 1936)

During the 1930's, race relations was one of many social problems analyzed by Dewitt Clinton High School student writers in the Magpie, Emanuel Demby and Irving Hellerman. From reviewing their works, we see mixed feelings towards this issue, that reflect their concern for the many problems present in America. This was especially true, since the Great Depression had modified the self-absorbed feelings that many people had during the early 20's. It forced many people to step down from a high pedestal of racial superiority and view the nation through a realistic lens. This enabled them to see "the more ugly aspects of American civilization" as descriptively said by Irving Hellerman in his article Red, White, and Black.

Hellerman reaches a new understanding and begins to comprehend "the continuous racial struggle still evident today." He spoke of apathetic feelings and stereotypical views among the races. Hellerman offers a solution to conquer the barriers between these races. He does so by saying that all three races "face a complex economic age and should join forces in the same way for mutual betterment." Hellerman describes how the three races can overcome the terrible racial conditions that existed among them in the 1930's.

He gives examples of how people of different races can overcome their racial barriers by assimilating into a predominately white America. His prime example of this is found in his interpretation of Booker T. Washington's life. Booker T. Washington was a man, "who was born a Virginia slave, educated himself in spite of all privations until he was freed." Washington then founded the Tuskegee Institute, which Hellerman felt embodied "the principle that the black race should forget their supposed inferiority and work so well in whatever positions the members attain, that they earn the utmost respect and confidence of their neighbors."

In addition the author goes on to discuss the life of Chief Buffalo Child Long Lance, in order to further support his solution to end the racial indifferences in America. "Born a member of the last tribes encountered by the white man, Long Lance lived a decent life in an Indian environment. Long Lance then went on to assimilate himself in American society by mastering the English language." He also rose to high prominence, winning medals in World War I, becoming a famous reporter and being made chief of his tribe. These two examples illustrated by the author, demonstrate how these two races can overcome their racial inequality by assimilating themselves into a predominantly white society. "Thus in brief review, we see that for racial happiness in America, it is necessary for each people to understand the others problems and then cooperatively pull hard toward a goal of success."

We disagree with Hellerman's idea of how racial harmony can be achieved in America. This is because Hellerman's ideas are too simplistic to solve the complex racial problems that exist in America, then and today. It is not possible for these races to overcome their inferiority when those who are in power are constantly oppressing them. For example, in his essay, Hellerman mentions that Long Lance turned down a presidential appointment to West Point. This action shows that even though Long Lance chose to assimilate into a white society he did not forget the oppression his people faced at the hands of the white man. Furthermore, Hellerman' s view on the white man's burden is also inaccurate. This is because in order to achieve racial harmony their must be equal cooperation between all the races.

School Yard, by Robert Blackburn (January 1938)

A second student Emanuel H. Demby, while taking a trip through the South, is exposed to the harsh economical and racial conditions present in Birmingham Alabama during the Great Depression. In his essay Southern Journey he reveals the ethnic barriers that were present in the southern states by pointing out a list of discriminations against blacks. "They are not permitted to ride in the same section or car as white people, they are forced to attend schools that are structurally and technically inferior in most cases to white schools." Also "they cannot attend the same movie houses or drink out of the same fountains, and they are frequently paid less for, in many cases much harder work." In our opinion, it appears Demby felt the segregation in the south was absurd and morally wrong.

This belief was demonstrated when he switched the Negro and the White drinking dippers while visiting Alabama Mercantile in Birmingham, unaware that his actions would provoke such a strong reaction. The salesman was kicking and screaming as Demby almost "doubled over with laughter". He saw humor in the man anger over the "dippers prank" because not only had a racial barrier been crossed by the switch but also because they had been used by customers in the store. "In less than an hour everyone who had been at the store earlier in the day knew about the great catastrophe."

In response, Demby had his first encounters the with the "southern tolerance of Yankee ideas". He is reproached for his actions by a white southerner who tells him "if we didn't like you, you'd be going out of town on a pole". This is a prime example of the racial barriers that existed in the south, as well as the consequences that one would face if those barriers were crossed.

Analyzing Demby's actions from a modem perspective, he would appear to be a student concerned with social issues to the point that he was willing to take action in order to make a change. It would seem strange for a student to have emotional involvement in issues that do not directly impart on his life especially at such a young age. Especially when a majority of his peers were likely to be caught up in various extra curricular and social activities. However, the events of the Great Depression made an impact on everyone in different ways. As a result, many students began to reflect on the social problems around them. They sought some way to solve a bigger problem.

From our interpretation of these two narratives, it appears that Demby was more concerned with the status of race relations in America during his time. This is evident when he states that "one of my hopes was a tolerant progressive South, to which I had looked forward to." In addition, he seemed to be more sensitive to the plights of non-whites in America. On the other hand, Hellerman's approach the problem of race relations was a simplistic solution to the problems of race relations in America.

The Great Depression influenced many Americans by forcing them to look at various aspects of American society. This led two young students, Irving Hellerman and Emanuel H. Demby, both from Dewitt Clinton High School, to analyze the status of race relations in America. Many young men and women, who lived through the trials of 1930's, eventually grew more aware of the social and political issues faced by all Americans during this time period. This generation, that lived through the Great Depression, would nurture the next generation of individuals who would in turn lead and participate in the Civil Rights movement of the 1960's.

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