MY VISIT TO THE DIMENNA CHILDREN'S HISTORY MUSEUM!



On Friday August 17th I had the pleasure of traveling to New York City to visit the New York Historical Society and especially the new DIMENNA CHILDREN'S HISTORY MUSEUM!!

I had anticipated this visit since the museum's opening in November of 2011.  The Children's Museum is a museum FOR children on the history OF children and includes a multi-exhibited area where children can learn about the boys and girls who rode the Orphan Trains.  There were many hands on learning opportunities.  My favorite was a large map of the United States.  Children could choose a state, rotate the handle, and read a short story of an individual orphan train rider who traveled to that state.  There was also an exhibit board that displayed actual letters that orphan train riders wrote to The Children's Aid Society keeping them abreast of how things were going for that child in the West.  I have several of these very same letters that Oliver (my grandfather) and his brother Edward wrote in the early 1900's.  If you are in, or travel to the NYC area, be sure and stop by 170 Central Park West to see this unique museum!  BRING KIDS!!!


Also during my visit, I stopped by the museum's library and discovered that a contact to Lukas Weinstein at the Children's Aid Society, will afford me the opportunity to research the CAS records for additional information on my grandfather and his brother and perhaps even a picture!  No known picture of Edward Nordmark exists so perhaps there is one tucked away in his CAS file.  I will be trying to find out......


And finally, I stopped by the Gift Shop where I found my friend Rene Wendinger's Book on sale.  I spoke with the staff of the Gift Shop and was given a contact to see if my two books might be added to the shop's offering on this subject. 

The weather was perfect, Central Park was lovely, and the bus ride was uneventful....a GREAT DAY to say the least!  

ADOPTED...INDENTURED...What's the Difference?

Webster's dictionary defines INDENTURE as "A contract binding one person to work for another." The definition of ADOPTION is "To take into one's family through legal means and raise as one's own child."


When we talk about the Orphan Train Movement of 1854-1929, these two concepts can sometimes become intertwined or even misused. The NY Foundling Home primarily used the Indenture Form when placing their infants and young children with new families throughout the country. While not intending for the Indenture Form to "bind the baby to work for the family", it was indeed a legal document thus giving the Foundling Home the ability to remove a child from their new home should the placement be deemed unsuitable.


This "NOTICE OF ARRIVAL" as it was called, required the receiving husband and wife to sign a "RECEIPT OF CHILD" agreeing to raise them in the Catholic faith, send them to school, and give them all the advantages that would be given a biological child. They were also required to report back to the Sisters of Charity, when requested, with an update of the child's health and well being along with any change of address. They were not, however, legally adopting the child. Receiving parents were given a three year window to decide upon legal adoption however oftentimes this was not enforced.


When we go back and read the definitions again, it is easy to see how these two concepts - indenture and adoption - can be confused when referred to during this time period. The term "indenture" carried with it the negative connotations of slavery which came to an end with the 13th Amendment on Dec. 6, 1965. With the NY Foundling Home opening its doors on October 11, 1869 and sending their first Baby Train to the Midwest in 1876, this negativity was still fresh in people's minds and therefore was not a term that was desirable when speaking of their newly arrived baby. Consequently, the word adoption was sometimes used loosely to describe the new family member's arrival when in fact there was no such legal agreement in terms of "adoption" as we know it today. Today, with adoption, a child is legally a parent's natural child. The primary differences with Indenture is that the child was not able to inherit - a very important right as a family member - and the Foundling Home had the ability to remove the child if it so chose.


The Children's Aid Society, under the direction of Rev. Charles Loring Brace, used neither the Indenture nor Adoption process. Brace believed in both sides - the child and the family -having the option of ending the arrangement. This, he envisioned, would occur under the supervision of the CAS during its yearly visit. Receiving parents were, however, given a card outlining the expectations of caring for a child received from the train, and newspaper announcements spoke clearly of the expectations of caring for a child as a member of one's family....food, clothing, schooling, Sunday school, etc.... but there was no legal Indenture or Adoption form. This sometimes led to the unforeseen circumstance of a child being moved around at will by the receiving family and even the older child taking off on his/her own.


A family receiving a child through the CAS of course had the option of legally adopting the child, once the formal adoption laws were put in place in their state. Kansas, by way of example, did not enact its first adoption laws until 1964 - ten years after the start of the Orphan Train Movement.

DAY #12 - The National Orphan Train Complex

WELCOME BACK! I took a true day of rest yesterday and didn't even blog. The hotel pool and spa were very relaxing - 20 laps and 20 minutes - then back to the room to get organized for the new week, visit with some friends on facebook, call home to check if everyone is surviving ("barely, but don't worry mom!") and watch a bit of TV after an early dinner.

Today I headed back to Concordia, 50 miles north of here, to tour the National Orphan Train Complex, take a video to show my Dad and Mom when I get home, buy some souvenirs, and sell another 20 books. I had a great discussion with the new curator, Muriel Anderson, about the future of the museum (she plans to re-do the entire interior) and we talked about a permanent display that would document Oliver and Edward's journey from the Children's Village Orphanage in Dobbs Ferry (Long Island, NY) to Bern, Kansas. The display would incorporate two excerpts of Oliver's oral history (wasn't my Dad brilliant to sit his father down and record his story?!) One side of the display case would include artifacts, documents and audio from Oliver's life in NYC and the orphanage. The other side would highlight his ride on the train and his years in Kansas. There would also be a brief bio of his life as an adult. So.....I have a new project when I get home. It will be up to me to decide what to include on each of the two audio clips and I'll need to go through our records to make sure Muriel has all the documentation that she needs, and if not, get it to her. I also need to get up to the NY Historical Society sometime in May so that I can review Oliver and Edward's records from the Children's Aid Society to see if there's any additional info there that the previous archivist left out when he sent me papers from Oliver's file records.

"A lot to do, a lot to do, a lot a lot a lot to do!" What's that from? Quiz question for the day-lol! Joany, I'm sure you'll know!

So......after my visit to the museum, I drove around town to see the sights then visited Concordia Elementary School for a 1:30 presentation and book signing to the fourth graders. The one hour drive back along Interstate 135 was very peaceful and relaxing. There is nothing to see but gently rolling hills etched with grazing cattle, a few windmills, and open sky that goes on forever. Some people would find that excruciatingly boring....but I love it! Good thing I'm here alone :)

Two schools tomorrow - one of which is in Lindsborg, a town settled by the Swedes. They're both south of Salina so it will be a pretty long day - see you then!

DAY #7 - Wow, A Week Already?!

Today was a marathon day - I started talking at 8 am and finished at 8 pm! Luckily my throat held out. I do think I may have figured out what I am having an allergic reaction to out here in Kansas - Cottonwood Trees. Big fluffy white polen is floating all around and since I don't have allergies at home (nor do I have cottonwood trees) I'm going to blame it on them. Other than that, and my complete disgust with Mapquest, the day was exceptional!

I began the day at Lakewood Middle School speaking to 6th graders followed by 4th graders at Huesner and Meadowlark Elementary Schools and finally, 5th graders at Coronado. From there I went straight to the Salina Public Library for a talk and book signing and finally - after a quick burger at McDonald's - my last talk and book signing at Kansas Wesleyan University where I spoke to education students not only about the orphan trains and my books, but also about independent publishing and integrating my books and this subject into school curriculum.

During my typical school presentation, after talking about both the orphan trains and the baby trains and the differences in how the two trains worked, I always point out that, "interestingly, many of the children who rode the baby trains through the Sisters of Charity at the NY Foundling home were actually adopted by the people who took them in, as opposed to the children who rode the orphan trains through the Children's Aid Society who were more likely not to be adopted." Then I ask students why they think that might be. In all the presentations I've given over the years....hundreds by now....no student has ever come up with the main reason for this difference. Today, at Coronado, a fifth grader named Eli was the first student to ever answer this question! Congratulations Eli, you're a very bright and thoughtful young man!

RIDING THE ORPHAN TRAIN

In September of 1854, the first ORPHAN TRAIN departed New York City for the state of Michigan with 46 boys ranging in age from 7 to 15. In the following 75 years, over 250,000 children would be transported from east coast cities to communities in every one of the 48 contiguous states. Most, however, were concentrated in the Midwest. While many of the children were indeed orphans, there were just as many half orphans, as well as children who were abandoned by living parents who could not care for them. Taken from orphanages as well as off the streets of the cities, these children would travel together either in boxcars or in passenger cars with their passage donated by the railroad companies or purchased at a reduced rate by the sending agency. The above picture is a Boys Cottage at the Children's Village - an orphanage in Dobbs Ferry on Long Island where my grandfather Oliver Nordmark spent one year before being chosen to ride the train to Bern, Kansas.

With some variability, the orphan trains worked basically like this: Notices would be sent to newspapers in farm communities along the train's route announcing the date and time that a "company of orphan children, under the auspices of The Children's Aid Society" would be arriving in town. Farmers and merchants were encouraged to come and see the children, hear the address to be given by the Escort explaining where the children were from and that they were in search of homes, and then hopefully leave with a new child in tow. Once the train arrived in town, the children were taken to whatever large gathering place was available in town. Often times this was an Opera House where vaudeville performances were frequently staged. If not an Opera House, perhaps a town hall or large church. The children would be lined up on chairs on the stage of the Opera House and then the townspeople would come in, hear the address, then walk along the line of children, inspecting them, and perhaps choosing one to take home. People taking children were expected to treat them as their own children, properly clothe and feed them, send them to school and sunday school, and have them help out on the farm and around the house.

Once placed in a new home, the plan was for a representative of the placing agency to go and check on each child at least once a year to make sure that everything was okay and that both the child and the family were happy with the placement. In truth, this did not always happen. Imagine a train full of 30 children stopping in one small town and those children chosen by farmers who had come in to town that day. Farmers may have traveled as much as 30-40 miles to be there for the train's arrival. With children disbursed at a 40 mile radius around the town, it was not always possible for the agent to get to every child. So, what might happen is that the agent might ask about a particular child while in town and get a good report from a teacher or merchant who knew the family. Or, as has been reported by riders themselves, the agent would always come when the child was at school and the foster parent would vouch for the placement when in fact, the child was terribly unhappy or even abused. The system was not without flaws, that's for sure.

Any child not chosen during the stop would board the train and travel to the next town on the route to try again. If any children remained when the train reached the end of the line, they would travel back to NYC to try again another day on another route. The more the railroad system was built up, the further west, south and north the children traveled.

CHECK BACK SOON to see how the Sisters of Charity operated their "BABY TRAINS"!

REVEREND CHARLES LORING BRACE

A well-to-do Connecticut minister, Rev. Charles Loring Brace was born in Hartford in 1826. After completing his education, he felt a calling toward missionary work as opposed to church ministry. Brace did not believe in “survival of the fittest” but felt instead, that there was much society could do to improve the lives of the very poorest classes. After working in NYC’s Blackwell’s Island Prison, he was convinced that the adult poor were a hopeless cause and from that time forward, devoted his efforts to saving the children of poverty in the city.

Brace established the Children’s Aid Society in 1853. His first efforts included lodging houses for the thousands of newsboys who lived on the streets, as well as industrial schools, a farm school and even a summer home on Long Island. But his most ambitious endeavor, and the one for which he will forever be known, was “placing out."

Rev. Brace strongly believed that the best place for a child to grow up was in the home of a Christian farmer. With an idealized view of what life was like in the West, and the realization that the growing number of homeless children in the city would one day translate into a serious crime problem, Brace began his “placing out” program in 1854 with a group of boys traveling to Michigan. The effort was a success and began what would be a seventy-five year movement on the part of the Children’s Aid Society to save more than 100,000 urban children living in poverty.

Upon his death in 1890, Brace’s sons, Robert and Charles took over their father’s work through the Children’s Aid Society until their retirements in 1931 and 1927 respectively. The brothers established many new in-city programs to help the poor, including the foster home programs, but they continued to support their father’s work of relocation.

The Children’s Aid Society is still in operation today and still helping children both in urban and rural settings. They were instrumental in helping my father and his siblings during the Great Depression….but I’m getting ahead of myself!

Check back next week for the story of Sister Irene Fitzgibbon of the Sisters of Charity followed by an examination of just exactly HOW the placing out process worked……