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The Boston Police Strike of 1919

At 5:45 p.m., on Tuesday, September 9, 1919, in Boston, Massachusetts, close to 80% of the city’s policemen, some 1142 men, walked off their jobs, and went on strike, demanding more money, less working hours, better working conditions, and recognition of their union.

Historians agree that Boston’s policemen were underpaid, overworked, with little benefits.

Veteran policemen received some $1400 per year (equal to $30,000 in 2025), but rookies received even less. While the cost of living had increased 79% between 1913 and 1919, their wages had stagnated, causing the men to receive less pay than most blue collar workers.

The policemen worked ten-hour shifts, at night or days, seven days per week, with only a single day off every fifteen days, with little or no vacation days.

One policemen said, “That was the way it was day after day, round after round. We had no freedom, no home life at all. We could not go to the beach, without the captain’s permission.”

City officials expected recent hires to pay for their own uniforms, side-arms, and equipment.

Reaction to the strike was swift.

On the streets, hooligans looted stores, threw rocks into windows, pushed over vendors’ carts.

The city’s police commissioner, Edwin Upton Curtis, refused to negotiate or to re-hire the strikers. Instead, he fired each of the 1142 men.

Curtis appealed to Massachusetts’s Governor, Calvin Coolidge, who dispatched onto the city’s streets some 5000 of the Commonwealth’s Guard. The men of the guard brought out their weapons to reduce the violence and civil unrest. Nine hooligans were shot, causing eight to die.

Curtis asked for volunteers to help the guardsmen police the city’s streets. Among the volunteers, were students from Harvard, who showed up to act as strike-breakers.

Due to the Red Scare, a rampant fear of a communist take-over, public sentiment drifted against the strikers. They were labeled, “Bolsheviks, deserters, and agents of Lenin.”

On September 12, Samuel Gompers, chief of the AFL, sensed that the mood of the city had turned against the policemen. He urged the strikers to return to work, but they could not.

On September 13, Curtis began to take applications, and over several weeks, he hired 1574 men, to replace the strikers. Curtis gave the new-hires better wages, more time off, and paid for their uniforms and equipment, the same benefits that the former policemen had requested.

Governor Calvin Coolidge was adamant. On September 14, he sent a telegram to Samuel Gompers and said, “There is no right to strike against the public safety anywhere, anytime.”

On September 24, Coolidge issued a “Proclamation on the Police Strike.”

His second sentence reads, “In the deliberate intention to intimidate and coerce the Government of this Commonwealth, a large body of policemen, urging all other to join them, deserted their posts of duty, letting in the enemy.”

In 1920, the Republican nominee for President, Warren G. Harding, of Ohio, selected Calvin Coolidge as his Vice-Presidential running mate. Harding and Coolidge won the election on November 2, and upon Harding’s passing on August 2, 1923, Coolidge became President.

The failure of the strike in Boston set back for decades labor advances among policemen. No police force dared to strike again until in July of 1974, and then in Baltimore for a few days.

In 2012, researchers at the Healey Library at the University of Massachusetts created a Project, built a website, identified each of the policemen, and found a stack of 3 x 5 index cards.

On each were typed the record of a certain policemen’s employment, but then at the bottom of each card, an official had rubber-stamped in red the words, “Abandoned His Duty, Sept.9, 1919.”

Choose a College

Hippocrates, the ancient Greek physician, 460 BC to 370 BC, said the following in relation to the study of medicine, “Life is short, art is long, opportunity fleeting, experiments treacherous, and judgment difficult.” Some have shortened it to, “Skillfulness takes time, but life is short.”

Derek Bok, Harvard University’s president, 1971 to 1991, said, “If you think education is expensive, try ignorance.” Bok’s quote is often mis-attributed to Benjamin Franklin.

Franklin did write, “The good education of youth has been esteemed by wise men in all ages, as the surest foundation of the happiness both of private families and of Commonwealths.”

In Franklin’s 1749 pamphlet, “Proposals Relating to the Education of Youth in Pennsylvania,” he insisted that his adopted colony needed a school similar to Boston’s Harvard and Haven, Connecticut’s Yale. In 1791, his school became known as the University of Pennsylvania.

Near his pamphlet’s beginning, Franklin writes, “It is therefore proposed that they learn those things that are likely to be most useful and most ornamental; But art is long and their time is short,” a reference back to Hippocrates.

Franklin then presented his thoughts upon an ideal curriculum.

He writes, “All should be taught to write a fair hand, and swift, as that is useful to all.” Here, Franklin encourages legible penmanship and quick sentences.

Next, he insists upon, “arithmetic, accounts, and some geometry and astronomy,” and follows that with, “The English language might be taught by grammar, in which some of the our best writers and their styles to be cultivated, being the clear and concise.”
Then, he emphasizes reading, that it “should also be taught,” and “pronouncing the words properly, not with an even tone, which under-does, nor a theatrical, which over-does.”

“To form the students’ style, they should be put on writing letters to each other, making abstracts of what they read, or writing the same things in their own words.”

In other words, Franklin recognized the importance of communication skills, through writing and speaking, plus reading classic writers, plus mastering mathematical skills.

Lee Iacocca, the 20th-century automobile industry expert, championed communication skills.

“You can have brilliant ideas, but if you can’t get them across, your brains won’t get you anywhere. When I was young, I was surrounded by brilliant people, and yet I surpassed them all, because of my ability to speak, read, write, and motivate others.”

Harold Bloom, Yale’s literary scholar, 1930 to 2019, said, and here, I paraphrase, “If you don’t learn to read deeply, you will end up where we are today. That is not a joke.”

Bloom encouraged the young to read the English dramatist Shakespeare, the Italian poet Dante, and the Spanish novelist Cervantes. He claimed that “people who read deeply become more human.”

If at college, you choose one of the humanities—English, literature, history, philosophy; or one of the sciences—biology or chemistry; or one of the pure mathematics—algebra, trigonometry, or calculus; and you want to live in a small town, then you will be expected to teach that subject at the local school or community college. That is the reality in the job market.

I say to anyone who has a hankering to know a subject, choose to attend college today.

A true story. A high school basketball coach and science teacher back in the early 1970’s, then in his thirties, quit teaching, and attended dental school. He practiced dentistry for decades.

Someone else remarked, “If I attend college now, after four years of school, I will be almost forty.” Someone replied, “How old will you be in four years if you do not go to college?”

“The principal end of education is to form us as wise and good creatures, useful to others and happy to ourselves.” “Art is long, but life is short.”

Delusions / Illusions

Sociology looks at how people behave in groups: family, work, politics, and religion. A quote: People in a crowd will do or say something that they would hesitate to do or say as an individual.

     In 2004, a writer named James Surowiecki published a book he entitled “The Wisdom of Crowds: Why the Many are Smarter Than the Few and How Collective Wisdom Shapes Business, Economies, Societies, and Nations.”

     In it, Surowiecki argues that “a diverse collection of deciding individuals is likely to make certain types of decisions and predictions better than single individuals or even experts. In some cases, groups are remarkably intelligent and often smarter than the smartest people in them.”

     Yet, Surowiecki admits that crowds do make mistakes, due to: “homogeneity, a lack of diversity; imitation, following others; and emotions, such as peer pressure, or the herd instinct.”

     His book’s title, “The Wisdom of Crowds,” is an allusion to Charles Mackay’s 1841 book, “Extraordinary Popular Delusions and the Madness of Crowds.”

     Which is it? Are crowds wise, or are they prone to seasons of madness?

     Mackay’s book is a 702-page tome, a doorstop. Yet, within its pages, he explores a series of mania’s that in past centuries engulfed entire groups of people.

     In his third chapter, “Tulipmania,” Mackay describes how the citizens of Holland drove up the price on “a rare species of tulips in the year 1636, so that regular markets for their sale were established on the Stock Exchange of Amsterdam, in Rotterdam, and other towns.”

     “At last, however, the more prudent began to see that this folly could not last forever. Rich people no longer bought the flowers to plant in their gardens.” Prices dropped as did the mania. 

     In addition to economic manias, Mackay describes social and religious hysterias: the pursuit of witches across central Europe; the Crusades to the Holy Land; alchemists, who tried to turn lead into gold; haunted houses; and the search for relics of famous people. 

     Then, Mackay reveals a true counterfeit, a mountebank, an illusionist named Franz Mesmer, a German who arrived in Paris in 1778. “It is impossible,” said M. Dupotet, “to conceive the sensations which Mesmer’s experiments created in Paris.”

     These experiments, or healing sessions, called animal magnetism, produced group hysteria.

     “The cheeks of the ladies began to glow, their imaginations became inflamed; and off they went, one after the other in convulsive fits. Some sobbed and tore their hair, others laughed till the tears ran from their eyes. Mesmer would then wave a wand, and they would calm down.” 

     The English word “mesmerize,”  is derived from Franz Anton Mesmer’s trickery, and means “to put someone into a trance or a hypnotic state.”

     Delusion is defined as “a fixed, false belief that a person holds, despite clear proof or logical evidence that it is wrong.” An illusion though is a trick, like an optical illusion, or a magic trick.

     A favorite essay of mine is entitled “Illusions,” by Ralph Waldo Emerson. At its end, he says,   

     “Every god is there sitting in his sphere. The young mortal enters the hall of the firmament; there is he alone with them alone.

     “On the instant, fall snowstorms of illusions. He fancies himself in a vast crowd which sways this way and that, and whose movement and doings he must obey; the mad crowd drives hither and thither, now furiously commanding this thing to be done, now that. 

     “What is he that he should resist their will, and think or act for himself?

     “And when for an instant, the air clears and the cloud lifts a little, there are the gods still sitting around him on their thrones—they alone with him alone.”

     Within any given age, a mania, a madness, or a popular delusion can and will emerge. It is extraordinary, and it is then that crowds fail to display much, if any, wisdom.

Immigrants

 Music. Two Neil’s. The first is Neil Sadaka. 

     In 1974, Sadaka recorded a haunting song entitled “The Immigrant.” “Harbors opened their arms to the young searching foreigner, come to the light of the beacon of liberty. Was it anything like that when you arrived? A legend that spoke of a mystical magical land called America.

     “It was a time when strangers were welcome here. Music would play. They tell me the days were sweet and clear. It was a sweeter tune, and there was so much room that people could come from everywhere. . . . To find they’ve closed the door, they don’t want him anymore.”

     Sadaka dedicated the song to John Lennon, who was fighting deportation back to England.

     The second Neil is Neil Diamond. In 1980, for his movie “The Jazz Singer,” Diamond recorded the song “America.” 

     “Far, we’ve been traveling far, without a home, but not without a star. Free. Only want to be free. We huddle close, hang on to a dream. On the boats and on the planes, they’re coming to America, never looking back again. They’re coming to America today!”

     At certain concerts, Neil would introduce his song by projecting a picture of his grandmother, Molly Rapaport, then a Jewish girl, and explain.

     “It was almost a hundred years ago. A little girl, twelve years old and alone, was put on a train in Kiev, then in Russia, and made the journey 1200 miles to Rotterdam in Holland. She then boarded a ship to make the great voyage to freedom in a place called America.

     “That little girl was my grandmother. She and her daughter, Rose, inspired me to achieve everything that I have achieved in my life. Her courage will never be forgotten.”

     Literature. In 1894, writing in Yiddish, Sholem Aleichem published a series of eight stories under the title, “Tevye the Dairyman.” The fictional Tevye tells stories about his seven trouble-prone daughters, his wife Golde, his poor life in Tsarist Russia, and his duty to his Jewish faith.

     In a final story, entitled, “Lekh-Lekho,” (Get Thee Out), a Tsarist decree expels the family. 

     Theater. The musical, “Fiddler on the Roof,” is an adaptation of “Tevye the Dairyman,” In the final scene, Tevye, Golde, and the two youngest daughters leave for America.

     History. In 1901, a family of Germans by the last name of Ament, or Amen, then living in Franken Cuter, or Frank, in Russia near the Volga River, prepared to migrate to America. 

     In Russia, “They lived in villages protected by a high fence, fearing Russian intrusion or the wolf packs that ran wild on the Russian steppes. The wolves were hungry in the winter’s snow.”

     Conrad was the dad, Catherine the mother. Six of their nine children tagged along. The seventh child was David Amen, then 14 years old. The family settled in Culbertson, Nebraska, near McCook. They gravitated to farming, the work they knew best. They searched for land

     In 1904 or 1905, two sisters, in their teens, also from Frank, Russia, migrated to America, fed up with a brutal step-mother’s abuse. Their names: Anna Mary and Anna Margaret Lebsack.

      They too came to Nebraska. The older sister married David Strasheim, and settled in Lincoln, but Anna Margaret traveled west to McCook, and there, in 1907, she married David Amen. David and Anna Amen were my maternal great-grandparents. 

     In the fall of 1911, in Frank, Russia, the brother of the two Lebsack sisters, a farmer named Jacob, plus his wife Katherine, and their four children migrated to America. They settled in Hastings, Nebraska. In 1917, they too moved north of Proctor, Colorado.

     There, the two families, the Amen’s and the Lebsack’s, farmed corn and hay. 

     Like other Volga Germans from Russia, the families became German Congregationalists.

     Katherine Lebsack told her kids, “Be glad we are in America, or we might not be living.”

The Odyssey

The award-winning director Christopher Nolan will release his latest film, “The Odyssey,” this Friday, July 17. Already critics are praising the film, and expect it to win Nolan additional Academy Awards. “Oppenheimer,” won Nolan seven Oscars at the 2024 Academy Awards.

Matt Damon plays the title role of Odysseus, Anne Hathaway his wife Penelope, Tom Holland their son Telemachus. Charlize Theron plays the role of Calypso, and Samantha Morton is Circe.

About 700 B.C., at the very beginning of Western Civilization’s literary output, an author named Homer collected the Greek’s oft-repeated oral stories about the war against Troy and wrote them down in two books: first “The Iliad” and then “The Odyssey.”

Scholars speculate that Homer may have written the latter perhaps thirty years after the first.

In both epics, Homer relied upon a poetic style called dactylic hexameter. That refers to six feet per line, and each foot includes an initial stressed syllable followed by two unstressed syllables, for a total of eighteen syllables per line of a standard ancient Greek text.

A note: certain English words are dactylic: poetry, difficult, mockingbird, and alphabet.

Homer composed 15,693 lines for “The Iliad,” 12,110 lines for “The Odyssey.” Each book he divided into twenty-four books, that corresponded to twenty-four papyrus scrolls.

In 2018, a British scholar, Emily Wilson, published an English translation of “The Odyssey,” but she used a different poetic style, that of iambic pentameter, only ten syllables per line and each line she divided into five pairs, one unstressed syllable followed by one stressed syllable.

Here is a line of an English translation from “The Odyssey,” written in dactylic hexameter.

“But when he had bathed all, and anointed himself with olive oil.” (VI, 227)

Here is Emily Wilson’s translation of the same passage written in iambic pentameter:

“But when he was all clean and richly oiled.”

Note that Wilson’s translation is shorter, less wordy.

“The Iliad” is a story of war, of the Greeks who sailed across the Aegean Sea to Troy, a city on the western coast of Asia Minor, to besiege that city for ten hard years.

“It covers a few crucial weeks during the tenth and final year of that war. It does not include the inciting cause of the war, the abduction of Helen, nor does it include the Greeks’ means of defeating Troy, by a gift of a wooden horse that contained Greek warriors hidden within.”

“The Odyssey” is a story of a single man, Odysseus, who fought in that Trojan War, but then was forced to struggle for an additional ten years to return to his kingdom in Ithaca, in Greece, and reunite with his wife, Penelope, and his son, Telemachus.

Odysseus’s adversaries included: Poseidon, the god of the sea, who places a curse upon Odysseus. There is a Cyclops, a giant one-eyed monster, whom Odysseus blinds. There is Calypso, a sea nymph who falls in love with Odysseus and holds him captive for seven years.

There is a Greek sorceress, Circe, who transforms Odysseus’s crew into pigs, and there is Charybdis, a ship-destroying whirlpool.

Yet, Odysseus survives all the obstacles that the gods pitch at him and presses toward home.

What does Homer teach us in his two books? That it is hard to vanquish an enemy in a war in a foreign country, and that is as hard to find a path to return home to wife and son.

Emily Wilson begins Book 1, Line 1: “Tell me about a complicated man. Muse, tell me how he wandered and was lost when he had wrecked the holy town of Troy, and where he went, and who he met, the pain he suffered in the storms at sea, and how he worked to save his life.”