Podcasts > American History Tellers > Buffalo Soldiers | Suffering in Silence | 4

Buffalo Soldiers | Suffering in Silence | 4

By Wondery

This episode of American History Tellers examines the struggles faced by pioneering black cadets in the aftermath of the Civil War as they pursued education at West Point. The summary recounts the challenges these students endured, including racism, physical attacks, sabotage, and lack of academic support from the academy's leadership.

Despite West Point's efforts to restore its reputation following the Civil War, the path to integration was arduous. The episode highlights the experiences of trailblazers like Henry O. Flipper, the first black graduate in 1877, and explores how black cadets overcame barriers to enroll in the military's ranks as Buffalo Soldiers or take on teaching roles. While representing progress, their stories underscore the academy's slow embrace of integration.

Buffalo Soldiers | Suffering in Silence | 4

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Buffalo Soldiers | Suffering in Silence | 4

1-Page Summary

West Point's Post-Civil War Challenges

Tarnished Reputation

After the Civil War, West Point faced criticism for alumni fighting for the Confederacy, earning labels like "henhouse of treason." The academy was seen as elitist, grooming aristocrats over accomplished veterans (Rory McGovern).

Racial Integration Movement

While other colleges began admitting black students post-Civil War, West Point's leadership remained ambivalent about integration, shaping arduous journeys for pioneers like Henry O. Flipper.

First Black Cadets Face Barriers

Tough Admission Process

When James Webster Smith and Michael Howard applied in 1870, failure rates on entrance exams spiked, though likely not targeting black candidates directly.

Educational Disadvantages

Only 3 of 27 black nominees from 1870-1889 graduated, reflecting disadvantages from limited early education.

Hostile Environment for Black Cadets

Racism, Attacks, Sabotage

Smith and others faced severe racism like attacks while sleeping, segregated housing, food denial through "silencing," and threats of violence.

Isolation, Lack of Support

Lindsay Graham notes the isolation black cadets endured - lacking community and academic support networks.

West Point's Mixed Response

Unsupportive Leaders Dismiss Claims

Leaders like Emory Upton dismissed Black cadet harassment claims after superficial investigations favoring white cadets.

Grant Intervention Marks Turning Point

Grant's overturning of Smith's dismissal forced shift from overt violence to passive resistance against black cadets.

Early Black Graduates and Careers

Pioneers: Flipper, Alexander, Young

Flipper was first to graduate in 1877; Alexander and Young followed. All faced discrimination, often delegated to "Buffalo Soldier" units or teaching roles.

Benjamin O. Davis, Integration Gap

Davis was next black graduate in 1936 after long gap, facing similar treatment as Flipper.

Slow Integration Progress

Black cadet enrollment increased slightly in 1950s, didn't reach double digits until 1960s.

1-Page Summary

Additional Materials

Clarifications

  • The term "henhouse of treason" was used to criticize West Point after the Civil War for producing alumni who fought for the Confederacy, implying disloyalty to the Union. It reflects the perception that the academy had a significant number of graduates who sided with the Confederacy during the war. This criticism highlighted the tarnished reputation of West Point in the post-Civil War era.
  • The phrase "grooming aristocrats over accomplished veterans" suggests that West Point was criticized for prioritizing the education and training of individuals from privileged or elite backgrounds rather than focusing on those with proven military skills and experience. This criticism implies that the academy may have been seen as favoring social status and connections over merit and competence in its selection and development of future military leaders.
  • Buffalo Soldier units were regiments in the United States Army made up of African American soldiers. They were formed after the Civil War and served on the American frontier. The nickname "Buffalo Soldiers" was given to them by Native American tribes they encountered during the American Indian Wars. These regiments faced discrimination and were often assigned to challenging duties.

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Buffalo Soldiers | Suffering in Silence | 4

Historical Context and Evolution of Education Integration at West Point Post-Civil War

The United States Military Academy at West Point underwent significant changes and faced numerous challenges after the Civil War, especially regarding its reputation and the integration of black students.

Post-Civil War, West Point's Reputation Tarnished by Alumni Joining the Confederacy

After the Civil War, West Point faced severe criticism because several of its alumni had fought for the Confederacy. Critics went as far as to label the academy a "henhouse of treason" and a "nursery of treason," reflecting a deep-seated sentiment against an institution seemingly at odds with the Union’s values. Furthermore, West Point was perceived as serving the wealthy elite, functioning not just as a military institution but also as a finishing school for aristocrats. This image was bolstered by the voices of Civil War veterans serving in Congress who were not West Point graduates. They felt aggrieved, believing that opportunities were denied to them because of the preference ascribed to West Point alumni over others with notable military accomplishments.

Growing Racial Integration in U.S. Higher Education Post-Civil War

During the 1870s, there was a burgeoning movement towards racial integration within the American higher education landscape. Pioneering institutions such as Oberlin College and Harvard University started admitting black students, signaling a shift toward a more inclusive approach to education across the nation.

W ...

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Historical Context and Evolution of Education Integration at West Point Post-Civil War

Additional Materials

Clarifications

  • West Point faced criticism post-Civil War due to some of its alumni fighting for the Confederacy, leading to questions about its loyalty. The academy was seen as elitist, catering to the wealthy, and not accessible to all deserving candidates. This period saw a broader societal shift towards racial integration in higher education, but West Point was slow to embrace this change, particularly regarding the admission of black students.
  • West Point alumni joining the Confederacy after the Civil War was significant because it tarnished the academy's reputation and led to criticism labeling it as a breeding ground for traitors. This association with the Confederacy created a perception of West Point as an institution at odds with the values of the Union. The alumni's involvement in the Confederacy highlighted the complex historical ties between the military academy and the divided loyalties during the Civil War era. This historical context underscored the challenges West Point faced in rebuilding its reputation and navigating post-war societal expectations.
  • The perception of West Point as a finishing school for the wealthy elite stems from the historical context where the academy was seen as catering not only to military training but also to the social refinement and networking of affluent families. This perception was reinforced by the backgrounds of many cadets who came from privileged backgrounds and went on to hold influential positions in society. The association with aristocratic families and the notion of grooming future leaders contributed to the image of West Point as a place for the elite to receive a prestigious education. This perception contrasted with the ideals of meritocracy and equal opportunity, leading to criticisms of favoritism and exclusivity within the institution.
  • After the Civil War, some Civil War veterans in Congress felt disadvantaged compared to West Point graduates in terms of opportunities and recognition for their military service. They believed that the preference given to West Point alumni hindered their own advancement and recognition for their military achievements. This sentiment arose from a perception that West Point alumni received preferential treatment in military and political spheres, potentially limiting opportunities for non-West Point veterans. The frustration among these veterans highlighted broader societal tensions regarding privilege and recognition in post-Civil War America.
  • West Point's leadership's ambivalence and hostility towards integrating black students stemmed from deep-rooted soc ...

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Challenges for First Black Cadets at West Point

The admission and education of the first Black cadets at West Point were fraught with challenges, from suspicions of exclusion tactics to enduring the academy's rigorous demands. Rory McGovern provides an overview of the historical context during the initial period of racial integration at the military academy.

Black Candidates Nominated To West Point Faced Additional Barriers

In the year 1870, James Webster Smith and Michael Howard became the first black cadets to be nominated successfully to West Point. These prospective cadets faced a particularly tough entrance process, which included a medical and academic exam notorious for its attrition rate, at times disqualifying half of the applicants.

Exam Difficulty Rose When First Black Candidates Applied, Sparking Exclusion Suspicions

During the examination period for Smith and Howard, the failure rate exceeded the norm of previous years. This spike in the attrition rate raised suspicions that the exams might have been intentionally made more difficult to exclude black candidates from admission. However, historical records suggest that this increased difficulty was a broader overcorrection within the examination system that impacted all candidates equally. Additionally, decisions to adjust the exam's difficulty level were apparently made before Smith and Howard were nominated, indicating that the changes were not directly targeting Black applicants.

27 Black Nominees to West Point (1870-1889): 12 Admitted, 3 Graduated

Demanding, Attritive West Point Prog ...

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Challenges for First Black Cadets at West Point

Additional Materials

Clarifications

  • During the initial period of racial integration at West Point, the admission and education of the first Black cadets were marked by challenges stemming from suspicions of exclusion tactics and the rigorous demands of the academy. This era saw the nomination of the first Black cadets, who faced significant barriers in the entrance process, including tough medical and academic exams with high attrition rates. The historical context highlights the struggles faced by Black nominees due to limited educational opportunities, especially those who had previously experienced slavery, impacting their ability to succeed at West Point.
  • The attrition rate of the entrance process for black cadets at West Point referred to the percentage of candidates who did not successfully complete the required exams and were disqualified from admission. This rate was notably high during the period when the first black cadets were being considered for admission, leading to suspicions of intentional exclusion tactics. The rigorous nature of the exams, which were challenging for all candidates, posed a significant barrier to the successful entry of black cadets into the military academy.
  • During the examination period for the first Black candidates at West Point, suspicions arose that the exams were intentionally made more difficult to exclude Black applicants. However, historical records suggest that the increased difficulty was a general adjustment affecting all candidates, not specifically targeting Black nominees. The suspicions stemmed from the higher failure rate during that period, but evidence indicates that the changes were not discriminatory in nature. The adjustments to the exam difficulty were made before the nomination o ...

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Black Cadets Enduring Isolation, Harassment, and Abuse at West Point

The experience of Black cadets at West Point has been marked by isolation, harassment, and a hostile environment, which has undermined their success and well-being.

Black Cadets Faced Racism, Attacks, and Sabotage At the Academy

Segregated, Denied Communal Access, and Ostracized Through "Silencing"

James Webster Smith, the first black cadet admitted to West Point in 1870, along with others like Michael Howard, encountered severe racism, including active resistance, physical assaults, and acts of terror from white cadets. Smith and Howard were attacked in their sleep when invaders poured waste on them. There was even discussion among white cadets about blowing up Smith's tent with gunpowder. On another occasion, Smith was assaulted while fetching water and had to protect himself with a wooden ladle.

Black cadets were segregated in their living arrangements; Smith was initially placed in a room with Howard, but after Howard left following academic exams, Smith was left to room by himself until other black cadets joined him in later years. In the mess hall, white cadets refused to sit with black cadets, demanding changed seating assignments and engaging in sabotaging acts such as denying the black cadets food by passing all serving platters out of their reach.

The so-called "silencing" code meant that black cadets were not spoken to unless absolutely necessary for duty. This practice, which was a form of ostracization typically reserved as punishment for dishonorable offenses, was unfairly applied to all black cadets due to their race.

Hostile West Point Environment Isolates Black Cadets Lacking Support Networks

Black cadets were subjected to a ...

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Black Cadets Enduring Isolation, Harassment, and Abuse at West Point

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Actionables

  • You can foster inclusivity by initiating a 'buddy system' in your workplace or school to pair individuals from different backgrounds. This encourages direct interaction and mutual support, breaking down barriers of isolation. For example, each month, pair up with someone from a different department or cultural background to share experiences and collaborate on a small project or task.
  • Create a personal 'zero-tolerance' policy for discriminatory behavior in your social circles. If you witness acts of racism or harassment, address it immediately and support the affected individual. This could mean intervening in the moment, offering to report the incident, or simply providing a listening ear to someone who has experienced discrimination.
  • Volunteer your time with organizations that support marginalized communities, focusing on creatin ...

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West Point's Role In Addressing Racism and Supporting First Black Cadets

West Point's historical stance on racial integration has seen a mix of challenges and changes in leadership, impacting the experiences of the first Black cadets.

Some West Point Leaders, Including Superintendent Emory Upton, Supported Racial Integration but Failed to Protect Early Black Cadets

Rory McGovern recounts the experiences of Black cadets like James Webster Smith who, after facing harassment, reported incidents up the chain of command at West Point. Sadly, the officials concluded these claims were exaggerated, indicating a lack of support and inadequate address of racism. When Black cadets reported wrongdoings, Commandant Emory Upton conducted investigations that merely involved asking the accused cadets if the incident happened. These superficial inquiries led Upton to side with the white cadets, and the Black cadets who had raised their concerns were often penalized for what were deemed "false charges."

Grant's Intervention to Overturn James Webster Smith's Dismissal Marked a Leadership Turning Point For West Point

This pattern shifted significantly when the Grant administration intervened, overturning the dismissal s ...

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West Point's Role In Addressing Racism and Supporting First Black Cadets

Additional Materials

Clarifications

  • Emory Upton was a Commandant at West Point who conducted investigations into incidents involving Black cadets. His inquiries were criticized for being superficial, often leading to Black cadets facing penalties for reporting racism. Upton's approach highlighted a lack of support for Black cadets and a failure to address racial issues effectively within the institution.
  • James Webster Smith and other early Black cadets at West Point faced challenges such as harassment and discrimination. Their reports of mistreatment were often dismissed or minimized by the leadership, leading to a lack of support and protection for these cadets. The investigations into their grievances were superficial, with biased outcomes that favored white cadets. Despite these obstacles, the intervention by the Grant administration marked a turning point by overturning unfair dismissals and signaling a shift towards better recognition and protection of Black cadets' rights.
  • Black cadets at West Point faced challenges such as harassment, lack of support from officials, and inadequate responses to reports of racism. Investigations into their complaints were often superficial, leading to dismissals and penalties for the Black cadets. The intervention by the Grant administration marked a turning point by overturning unfair dismissals and signaling a shift towards better protection and inclusion for Black cadets. This transition led to a change from overt violent resistance to more passive forms of discrimination like social isolation.
  • ...

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Buffalo Soldiers | Suffering in Silence | 4

West Point's Successful Black Graduates and Their Careers

Rory McGovern and historical data reveal the challenges and achievements of early Black graduates of West Point Military Academy.

Henry O. Flipper, John Hanks Alexander, and Charles Young Follow James Webster Smith As Black West Point Graduates

James Webster Smith, who endured significant challenges during his time at West Point, did not graduate but took a teaching position at what is now South Carolina State, indicative of the roles Black graduates were relegated to. McGovern acknowledges Smith's perseverance as having helped pave the way for future Black cadets.

Early Black Graduates Faced Discrimination, Often Segregated Into "Buffalo Soldier" Units or Teaching Roles

Henry Ossian Flipper made history as the first Black cadet to graduate from West Point in 1877, where he received unusual applause from General Sherman and the audience at his graduation, signaling recognition of his achievement despite facing discrimination. Despite his accomplishment, Flipper was later court-martialed and dismissed with a discharge that was equivalent to "other than honorable." His legacy is honored with an annual dinner and fresh cadets learn about his story. His service was re-evaluated in the 1970s, leading to an honorable discharge, reinterment with full military honors, and a posthumous pardon by the Clinton administration in 1999.

John Hanks Alexander, who graduated second in 1887, was assigned to a Buffalo Soldier Regiment and later to teach at Wilberforce University, where he died of an aortic rupture. Charles Young, the third Black graduate in 1889, served with Buffalo Soldier Regiments and became a colonel. However, his career was limited by being assigned to command Black troops and teaching at predominantly Black colleges. Efforts to block Young from becoming a general led to his medical retirement, though he protested the ...

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West Point's Successful Black Graduates and Their Careers

Additional Materials

Actionables

  • You can explore the history of your own profession or field to uncover and share stories of underrepresented pioneers. Start by researching early figures in your field who broke racial or gender barriers, write a brief summary of their contributions, and share these stories on your social media to raise awareness and inspire others.
  • Create a visual timeline of progress in an area you're passionate about, such as civil rights, women's rights, or technological advancements. Use free online tools like Canva or Google Drawings to design the timeline, adding key milestones and figures who have made a difference, and display it in your home or office as a daily reminder of the journey toward progress.
  • Engage with younger family members or friends about the importance of perseverance in the face of adversity by s ...

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