(H)our History Lesson: African American Contributions on the Home Front in Evansville, Indiana World War II Heritage City

Women Work on Locomotive for C & E. I.” Newspaper Caption: Miss Catherine Kirby and Miss Blanche Thompson wash out an ash pan on a railroad engine at the C. & E. I. roundhouse here. They are two of twelve Negro women now doing men’s work at the roundhouse.”

The Evansville Courier, September 3, 1943, p.3

About this Lesson

This lesson is part of a series teaching about the World War II home front, with Evansville, Indiana designated as an American World War II Heritage City. The lesson contains photographs and readings to contribute to learners’ understandings about the experiences and contributions of African Americans on the home front in Evansville. They worked at the railroads, Evansville Shipyard, Chrysler Ordnance plant, and more, contributing to the Allied defense efforts. The lesson also examines discrimination faced and the impacts of this on labor movements. Additional readings on a strike are in the extension.

Objectives:

1. Describe experiences and contributions of African Americans in Evansville on the home front.

2. Explain how the contributions of African Americans to the war effort helped to challenge racism and discrimination.

3. Compare local and historical perspectives on service to synthesize and connect to larger wartime perspectives and themes.

Materials for Students:

1. Photos (can be displayed digitally)

2. Readings 1, 2, 3 (and optional extension)

3. Recommended: Map of Evansville, Indiana

Getting Started: Essential Question

How did African Americans in Evansville help with the war efforts at home, and how did their work impact the ongoing fight for civil rights?

Read to Connect

Reading 1: African American women work on railroad engines

Teacher Tip: The readings reflect racially insensitive language used at the time; we do not use this language today. Address this with students in advance. 

Force of 12 at Roundhouse Here Does Variety of Jobs 

Negro Workers Receive Same Pay as Men for Six-Day Week 

By Marguerite Shepard, The Evansville Courier, September 3, 1943, p.3 

Women are even working on railroad engines now—jobs previously considered ‘too dirty’ for feminine hands.  

Twelve Negro women are employed at the Wansford shops, C. & E. I. roundhouse here. They wash out the ash pans under the firebox, water engines, unload coal, dry our engine sand, clean railway cars and cabs, take care of supplies and tools, as well as keep the roundhouse and ground by tracks clean. 

In short, they ‘do a little bit of everything,’ according to Forest Selvy, 3414 Carl Avenue, general foreman at the roundhouse. 

Women have been employed at the roundhouse here only since July 24, when the exodus of men to defense plants left the railround shop short of labor.  

However, two women are required to do the work of one man, Mr. Selvy said. They are paid the same as men, 57 cents an hour, for an eight-hour day, six days a week. . . .

It’s Dirty Work 

Although the work is very dirty - ‘You can’t stay around a roundhouse and stay clean,’ Mr. Selvy said—the women don’t seem to mind. 

Miss Blanche Thompson, 618 High street, left her job packing bullets at the Chrysler plant because the doctor told her she needed outside work. ‘Too many colds,’ she explained. 

‘I like this much better, anyway,’ she smiled. ‘The dirt doesn’t bother me.’ Before working at Chrysler’s, she did housework. Divorced, she has a six-year-old son, whom her mother looks after while she works. 

Miss Catherine Kirby, 609 High street, just ‘stayed at home’ in the two years between leaving her native town of Hopkinsville, Ky., where she was a cook, and taking over a man’s job at the roundhouse.  

When asked whether she preferred cleaning engines to cleaning houses, Miss Kirby replied, ‘The work here is all right, and the pay is much better.’ 

Clean Ash Pans 

From six to eight engines a day are gone over by the women. To water the engines with the 8,000 gallons they require, the women climb on top of the coal tender and use a long rod to pull over the water crane.  

Since the engines have run and average of 450 miles since they were last gone over, the ash pan under the fire box is full of cinders and clinkers. A Negro man in the cab knocks the fire out of the fire box; and the women, one on each side, hose out the pans with a steady stream of water. When the pans are cleaned, the girls operate an electrically-driven hoist which lifts a huge bucket out of the cinder pit up a steel incline and dumps the cinders into a coal car on an adjacent track. 

The girls also clean out the pits in the roundhouse. They scatter wood shavings to soak up the oil on the concrete floors before going over them with a broom and mop. 

Have Own Quarters 

A building all their own has been put up for the women workers. In it they change from their street clothes to garments more suited to climbing over engines; and there they shower after a day’s work to take off the accumulation of grime and soot. Two cots are also available if they need a rest, as well as chairs, tables, and a refrigerator for lunches and cold drinks. 

The women have half an hour for lunch and 15 minutes off in the morning and afternoon each if they want it, ‘But if there’s a lot of work to be done, they don’t usually take the rest period,’ Foreman Selvy declared. 

‘Of course, they’re not used to it, but they do good work,’ Mr. Selvy said, adding that he wanted two more for a late shift.  

‘I can get them if we can solve the transportation problem out here,’ he said. 

Reading 2: Samuel McBride Oral History

Excerpt from “Samuel McBride Interview” (June 26, 1974) -- Oral History Collection – Rice Library Digital Collections by University of Southern Indiana. 

(I was at) what they called at that time Sunbeam Plant No. 2. Now, of course, they call it Whirlpool out on Morgan Avenue and Reed. So, I went out there. I was the first Negro in the plant. They had never hired one before. Well, I worked there a while at this place, and they began to hire more Negroes; they were sweepers. And I was a janitor there. . . 

So while I was there, I had a boss by the name of Smitty, and I told Smitty how I had gone to technical school here in the city, and I'd learned how to weld, electrical welding. And well, they had the class for a while out here at Lincoln High School. So I told my foreman; I asked him if he could use a welder. Well, they did use welders there in the plant, but he said they didn't need any.  

So, I told him, “Smitty, I'm going to go over to the shipyard. They 're wanting people after night over here at the shipyard, and I'm going to take a Navy test for welding. I thought I'd tell you, because if I pass I'm going to quit.” He said, "You can't quit.”  

I said, “What do you mean I can't quit?" He said, "Well, we won't release you." I laughed at him. I said, "I don't need the release. I'm going to quit. You can't hold me here and work me for cheap wages when I can go somewhere else and make more money.”  

And well, I went out and took the Navy test over here at the Missouri Iron Company at the shipyard, and I passed the Navy test. And the superintendent out there told me when to report to work. I went back and told my foreman there at Sunbeam and went out to the shipyard. I worked out at the shipyard 90 days  . . . At that time, I got notice from the draft board while I was there and took my examination. I told my foreman - I told my boss out at the shipyard and he said, “Don't worry about that draft card because I've got numerous people; and this is what we need. And I'll see you get a deferment.  

Well, he tried for 90 days, and finally one day he called. He said, "I don't know what the world's the matter."  

And I said, "What do you mean, sir?"  

He said, "Well, I just can't do anything. I can't get you a deferment. Nothing that I can do will get you a deferment." And I said, "Oh, okay. So it looks like I'm going to the Army." 

So I took my final exam out at the Armory. And the day that I took it was - the 24th of December, 1942. And after I'd taken it, the doctor patted me on the back and said I had to be ready to leave in the morning from the L&N station. I said, "You've got to be crazy, Doctor." He looked at me. He said, "What do you mean?" I said, "Tomorrow's Christmas, I'm not going in the Army on Christmas Day." He said, "Oh, that's right. Then be ready the 2oth." And the 26th of December 1942 I left Evansville for Fort Benjamin Harrison as a corporal in charge of a whole host of other men going to the Army.  

Reading 3: Chrysler Strike - Reading Choice

Background: There was a race-based strike at the Chrysler Ordnance plant in September 1943. White workers went on strike to protest integration of the plant.  

Teacher Tip: There are two readings within Reading 3. The readings are separated by about two years and offer different information and perspectives. This is to support learning about the complexities of the strike and race relations at the Chrysler Ordnance plant over time. It is recommended that teachers divide students into two groups, and one read A, and one group, B and answer the respective questions in Student Activities. Then students come together to corroborate what they have learned. 

Reading A: More Strike At Chrysler: Protest Against Negro worker spreads 

The Evansville Courier, September 26, 1943, p.1 

At 12:30 o’clock yesterday afternoon nearly 2,000 men and women in the Chrysler Ordnance plant were forced to stop war work because of a strike. In the salvage department, officials of the firm announced yesterday.  

“For the last three days, the 45 white workers in the salvage department have refused to work because the management transferred into that department 13 colored employees,” according to an official statement issued by the firm.  

“The strike of these 45 white salvage department workers today, (Saturday), was augmented by a sympathy strike of 200 other employees and the primer mix department, material handling department, and part of the loading department. 

“These last three sympathetic striking departments forced the closing down of the entire loading department consisting of nearly 1,800 additional men and women-- making the total nearly 2,000 forced out of work by the original three-day strike in the salvage department of 45 white workers who refused to do their assigned war work. 

 “This strike is contrary to the promise made by American war workers to the President of the United States not to strike. It is also a violation of the union's contract with the corporation. 

“If this strike is not terminated very quickly, it will affect the entire war production of the Chrysler Evansville ordinance plant involving more than 12,000 people.” 

Pat Ross, president of the United Auto Workers-CIO local, declined last night to issue a statement on the strike.  

He told a representative of the Sunday Courier and Press that the union had no information to give out on the strike. 

Reading B: Negro Writer Praises Chrysler: Letter to the Editor 

The Evansville Courier, August 5, 1945, p. 10, by Robert Anglin 

To the Editor of The Courier: 

Orchids to Chrysler! This I say because of the treatment of the Negro employees. Speaking with the authority of ten bitter years of experience of trying to secure employment in industry for the Negro, I repeat: Orchids to Chrysler! 

Preceding Pearl Harbor, Evansville, industry—not unlike industry in many other cities—systematically precluded the Negro. Perhaps this statement could be modified by saying he was precluded except where the job would keep him ‘in his place.’ We all know ‘his place’ was ‘our janitor’ or ‘our foundryman.’ 

During this pre-war period we, who attempted to ‘show cause’ why the Negro should be given an opportunity to work, were met with many disheartening and fallacious statements, such as ‘We can’t depend on the Negro.’ or ‘We are too near the South for white and black labor to work side by side.’ And ‘The Negro has no training.’ Also another excuse ‘We will give him a chance if he is a member of the Union.’ 

We all know well that each of the above quotations was mere subterfuge. Yet, no one statement is wholly unfounded. Let’s say ‘We can’t depend on the Negro,’ Why? Simply because most of them have had to work long hours for sub-standard wages and, therefore, became discouraged to the extent that perhaps he was somewhat irregular. And, too, lack of dependability is not a special characteristic of the Negro. Many workers do not have perfect attendance records. Since America became the arsenal of democracy, and since expediency caused the Negro to get his chance to earn equal wages, and to work fewer day-hours, check his attendance. Check his dependability. Compare his record with that of other workers and I am sure we can see the dependability myth exploded. 

As for the poor excuse of the ‘nearness to the South,’ industrialists as well as laborers, know that even in the Deep South whites and negroes work side by side. This bunk has been debunked at Chrysler.  

The charge ‘The Negro has no training’ could be accepted as partially true. But why? The only answer can be: he is not given the opportunity. The most shameful, undemocratic, discriminating policy practiced by the local authorities, is that which prevents the Negro from entering ‘our’ Mechanics Art School. Prior to the war, industry offered him no chance for training. The war has not affected Mechanics Art School, nor has most of Evansville’s industry had a change of heart. 

Chrysler, in collaboration with Local 705 C.I.O., has satisfactorily trained the Negro on the job. If the Negro is given a chance, he, too, will have training experience. Chrysler gave him his chance. . . . 

If Chrysler can do these things for the Negro, why can’t other War Plants do the same? I am aware of the fact that one or two other industries have—in a much lesser degree—permitted the Negro to do production work. But, I am also cognizant of the fact that it is only at Chrysler that the Negro has served as janitor, millwright, production man, and as supervisor. 

. . .I fully admit that Chrysler is run by an organization, and a fine one too. However, I feel that the fair treatment the Negro has received at that plant is not the results of an assimilation of angelic members who go to make up the organization. There are no wings sprouting from their shoulders. Yet, there is definitely an absence of discriminatory practices. . .  As I commend the Chrysler organization for its treatment of the Negro, I am not at all unmindful of the magnificent part that has been, and is being, played by Local 705 of the U.A.W. and its efficient staff of officers and members. 

Unpacking and assembly of metal containers at the Evansville Ordnance Plant at the Chrysler plant in Evansville, Indiana March 8, 1944.

Credit: University of Southern Indiana, David L. Rice Library.

Quotation to consider:

“Today the people of all races and all colors are fighting together in a war to preserve democratic rights and to emancipate the world from Fascist slavery. But today, right here in America, there are still those who don’t believe in democracy, they don’t believe in freedom, they don’t want to win this war. These people are doing Hitler’s work here by playing upon undemocratic race prejudices; by inciting race riots; by provoking strikes in war production plants, as happened in our local Chrysler plant this past week; by spreading dirty lies and rumors about Negroes, or Jews; by starting trouble and provoking fights between people of different color. They must be stopped!

Hitler looks hopefully to other war centers . . . yes, cities like Evansville . . . where the people might fall into the trap of race hatreds . . . where a minor street car dispute might flare into a riot . . . where a dirty look or remark in the shop might also flare into a riot.”

• "Union Hits at Race Prejudice,” The Evansville Press, September 30, 1943, p.6

Teacher Tip

Consider connecting this quotation to information from the lesson on African American Contributions on the Home Front in Pittsburgh, Pennsylvania. 

Screening machine at the Evansville Ordnance Plant at the Chrysler plant in Evansville, Indiana, 1945.

Credit: University of Southern Indiana, David L. Rice Library

Student Activities

Questions for Reading 1

1. Where did Miss Thompson and Miss Kirby work prior to the roundhouse?
2. What factors might have influenced women like Miss Thompson and Miss Kirby to transition into traditionally male-dominated work roles?
3. Consider Mr. Selvy's description of the women's work, such as their pay, the requirements, and their rest periods. What were some of the benefits and challenges women faced in working at the round house?

Questions for Reading 2

1. What was significant about Samuel McBride’s job at the plant?
2. What skills did McBride learn at technical school?
3. How did McBride's determination to find a better job show his belief in fair pay and career advancement despite discrimination?
4. What caused McBride to leave his work at the Evansville shipyard?

Questions for Reading 3:

Reading A and Quotation to Consider

1. In the “Quotation to Consider,” how does the speaker connect home front prejudices and racial division to harming war efforts?
2. How did the discrimination against the 13 African American employees in the salvage department lead to a larger strike involving nearly 2,000 workers?
3. Why do you think the strike was seen as a violation of the promise made by American war workers to the President of the United States not to strike?
4. How might the strikes impact the war production of the Chrysler Evansville ordinance plant and the overall war effort during World War II?

Reading B and Quotation to Consider

1. In the “Quotation to Consider,” how does the speaker connect home front prejudices and racial division to harming war efforts?
2. What barriers in the workplace and society were African Americans facing? Use examples from Anglin.
3. How did Anglin challenge the excuses given by employers for not hiring African Americans before the war?
4. Why did Anglin commend Chrysler for its fair treatment of African American employees? What was Chrysler doing differently than some other wartime workplaces?

Lesson Closing

Using details from across the readings and lesson, share examples that answer this question.

How did African Americans in Evansville help with the war efforts at home, and how did their work impact the ongoing fight for civil rights?

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This lesson was written by Sarah Nestor Lane, an educator and consultant with the Cultural Resources Office of Interpretation and Education, funded by the National Council on Public History's cooperative agreement with the National Park Service.

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