Free Blacks in New England from the Revolutionary
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The Tarring and Feathering of Thomas Paul Smith: Common Schools, Revolutionary Memory, and the Crisis of Black Citizenship in Antebellum Boston
The Tarring and Feathering of Thomas Paul Smith: Common Schools, Revolutionary Memory, and the Crisis of Black Citizenship in Antebellum Boston hilary j. moss N 7 May 1851, Thomas Paul Smith, a twenty-four-year- O old black Bostonian, closed the door of his used clothing shop and set out for home. His journey took him from the city’s center to its westerly edge, where tightly packed tene- ments pressed against the banks of the Charles River. As Smith strolled along Second Street, “some half-dozen” men grabbed, bound, and gagged him before he could cry out. They “beat and bruised” him and covered his mouth with a “plaster made of tar and other substances.” Before night’s end, Smith would be bat- tered so severely that, according to one witness, his antagonists must have wanted to kill him. Smith apparently reached the same conclusion. As the hands of the clock neared midnight, he broke free of his captors and sprinted down Second Street shouting “murder!”1 The author appreciates the generous insights of Jacqueline Jones, Jane Kamensky, James Brewer Stewart, Benjamin Irvin, Jeffrey Ferguson, David Wills, Jack Dougherty, Elizabeth Bouvier, J. M. Opal, Lindsay Silver, Emily Straus, Mitch Kachun, Robert Gross, Shane White, her colleagues in the departments of History and Black Studies at Amherst College, and the anonymous reviewers and editors of the NEQ. She is also grateful to Amherst College, Brandeis University, the Spencer Foundation, and the Rose and Irving Crown Family for financial support. 1Commonwealth of Massachusetts vs. Julian McCrea, Benjamin F. Roberts, and William J. -
Black Citizenship, Black Sovereignty: the Haitian Emigration Movement and Black American Politics, 1804-1865
Black Citizenship, Black Sovereignty: The Haitian Emigration Movement and Black American Politics, 1804-1865 Alexander Campbell History Honors Thesis April 19, 2010 Advisor: Françoise Hamlin 2 Table of Contents Timeline 5 Introduction 7 Chapter I: Race, Nation, and Emigration in the Atlantic World 17 Chapter II: The Beginnings of Black Emigration to Haiti 35 Chapter III: Black Nationalism and Black Abolitionism in Antebellum America 55 Chapter IV: The Return to Emigration and the Prospect of Citizenship 75 Epilogue 97 Bibliography 103 3 4 Timeline 1791 Slave rebellion begins Haitian Revolution 1831 Nat Turner rebellion, Virginia 1804 Independent Republic of Haiti declared, Radical abolitionist paper The Liberator with Jean-Jacques Dessalines as President begins publication 1805 First Constitution of Haiti Written 1836 U.S. Congress passes “gag rule,” blocking petitions against slavery 1806 Dessalines Assassinated; Haiti divided into Kingdom of Haiti in the North, Republic of 1838 Haitian recognition brought to U.S. House Haiti in the South. of Representatives, fails 1808 United States Congress abolishes U.S. 1843 Jean-Pierre Boyer deposed in coup, political Atlantic slave trade chaos follows in Haiti 1811 Paul Cuffe makes first voyage to Africa 1846 Liberia, colony of American Colonization Society, granted independence 1816 American Colonization Society founded 1847 General Faustin Soulouque gains power in 1817 Paul Cuffe dies Haiti, provides stability 1818 Prince Saunders tours U.S. with his 1850 Fugitive Slave Act passes U.S. Congress published book about Haiti Jean-Pierre Boyer becomes President of 1854 Martin Delany holds National Emigration Republic of Haiti Convention Mutiny of the Holkar 1855 James T. -
Chapter I: the Supremacy of Equal Rights
DIVISION OF THE HUMANITIES AND SOCIAL SCIENCES CALIFORNIA INSTITUTE OF TECHNOLOGY PASADENA, CALIFORNIA 91125 CHAPTER I: THE SUPREMACY OF EQUAL RIGHTS J. Morgan Kousser SOCIAL SCIENCE WORKING PAPER 620 March 1987 ABSTRACT The black and white abolitionist agitation of the school integ ration issue in Massachusetts from 1840 to 1855 gave us the fi rst school integ ration case filed in Ame rica, the fi rst state sup reme cou rt decision re po rted on the issue, and the fi rst state-wide law banning ra cial disc rimination in admission to educational institutions. Wh o favo red and who opposed school integ ration, and what arguments did each side make? We re the types of arguments that they offe re d diffe rent in diffe re nt fo ru ms? We re they diffe rent from 20th centu ry arguments? Wh y did the movement triumph, and why did it take so long to do so? Wh at light does the st ruggle th row on views on ra ce re lations held by membe rs of the antebellum black and white communities, on the cha racte r of the abolitionist movement, and on the development of legal doct rines about ra cial equality? Pe rhaps mo re gene rally, how should histo ri ans go about assessing the weight of diffe rent re asons that policymake rs adduced fo r thei r actions, and how flawed is a legal histo ry that confines itself to st rictly legal mate ri als? How can social scientific theo ry and statistical techniques be profitably applied to politico-legal histo ry? Pa rt of a la rge r project on the histo ry of cou rt cases and state and local provisions on ra cial disc rimination in schools, this pape r int roduces many of the main themes, issues, and methods to be employed in the re st of the book. -
American Free Blacks and Emigration to Haiti
#33 American Free Blacks and Emigration to Haiti by Julie Winch University of Massachusetts, Boston Paper prepared for the XIth Caribbean Congress, sponsored by the Caribbean Institute and Study Center for Latin America (CISCLA) of Inter American University, the Department of Languages and Literature of the University of Puerto Rico, Río Piedras, and the International Association of Comparative Literature, held in Río Piedras March 3 and 5, in San Germán March 4, 1988 August 1988 El Centro de Investigaciones Sociales del Caribe y América Latina (CISCLA) de la Universidad Interamericana de Puerto Rico, Recinto de San Germán, fue fundado en 1961. Su objetivo fundamental es contribuir a la discusión y análisis de la problemática caribeña y latinoamericana a través de la realización de conferencias, seminarios, simposios e investigaciones de campo, con particular énfasis en problemas de desarrollo político y económico en el Caribe. La serie de Documentos de Trabajo tiene el propósito de difundir ponencias presentadas en actividades de CISCLA así como otros trabajos sobre temas prioritarios del Centro. Para mayor información sobre la serie y copias de los trabajos, de los cuales existe un número limitado para distribución gratuita, dirigir correspondencia a: Dr. Juan E. Hernández Cruz Director de CISCLA Universidad Interamericana de Puerto Rico Apartado 5100 San Germán, Puerto Rico 00683 The Caribbean Institute and Study Center for Latin America (CISCLA) of Inter American University of Puerto Rico, San Germán Campus, was founded in 1961. Its primary objective is to make a contribution to the discussion and analysis of Caribbean and Latin American issues. The Institute sponsors conferences, seminars, roundtable discussions and field research with a particular emphasis on issues of social, political and economic development in the Caribbean. -
Haitian Revolution
The Haitian Revolution The Haitian Revolution was a social and political upheaval in the French colony of Saint-Domingue (which shared the island of Hispaniola with the Spanish colony of Santo Domingo) during the period from 1791 to 1804. In 1791, slaves and gens de couleur libres (“free people of color”) rebelled against French rule, and in 1804 declared their country’s independence under the original Arawak name of Haiti. The Haitian Revolution was, along with the American Revolution, one of the most significant and dramatic challenges to European colonialism in the New World, and historians widely regard it as a milestone in the history of Africans in the Americas. The Haitian Revolution is, in fact, the only successful large-scale slave insurrection in history, and it is often seen as initiating the decline of the slave trade. Causes of the Haitian Revolution The colonial economy was export driven, dominated by agriculture and trade. Saint- Domingue, with its tropical climate, was developed as a coffee- and sugar-producing colony, and sustained many large and profitable plantations. By the second half of the 18th century, sugar and coffee were two of the world’s most traded commodities, and Saint-Domingue produced over 60 percent of the world’s coffee and 40 percent of the world’s sugar. This made Saint-Domingue France’s most profitable plantation colony. To meet the growing needs of this plantation system, Saint-Domingue’s colonists continuously expanded the number of slaves. Thus, the colonial economy fueled the social imbalance that led to the revolution. Colonial society, a racist society, was at fault, in part through its own rigidity. -
Married Women Traders of Nantucket, 1765-1865
AGENCY: MARRIED WOMEN TRADERS OF NANTUCKET, 1765-1865 MARY L. HEEN* ABSTRACT Before the enactment of separate property and contract rights for married women, generations of married women in seaport cities and towns conducted business as merchants, traders and shopkeepers. The ®rst part of this article shows how private law facilitated their business activities through traditional agency law, the use of powers of attorney, trade accounts and family business networks. These arrangements, largely hidden from public view in family papers, letters, and diaries, permitted married women to enter into contracts, to buy and sell property, and to appear in court. Private law, like equity, thus pro- vided a more ¯exible alternative to the common law of coverture under agree- ments made within the family itself. On the other hand, public law proved much more restrictive for wives who were not part of a viable or harmonious mar- riage. In post-revolutionary Massachusetts, for example, the feme sole trader statute and various judicially adopted exceptions to the legal disabilities of married women under the common law applied only to certain wives abandoned by their husbands. The second part of the article provides a case study of three generations of married women traders from Nantucket during the whaling era, the oil explora- tion business of its time. Their stories show how some married women, within the constraints of the law as it developed in Massachusetts without courts of eq- uity, attained a form of autonomy in business or commercial activity at the same time that they ful®lled their family responsibilities. Their stories also uncover tensions underlying the ®rst wave of women's rights reform efforts in the mid-nineteenth century, including the developing separation between work and home that continues to pose challenges for family law and for men and *. -
Antebellum Free Persons of Color in Postbellum Louisiana By
Antebellum Free Persons of Color in Postbellum Louisiana By: Loren Schweninger Schweninger, L. "Antebellum Free Persons of Color in Postbellum Louisiana," Louisiana History 30 (Fall 1989):345-64. Made available courtesy of Louisiana Historical Society: http://lahistory.org/site17.php ***Note: Figures may be missing from this format of the document It all seemed as if it were a dream, the arrival of the sheriff, the gathering of friends and neighbors, the high pitched voice of the auctioneer, the shouts and greedy excitement of the bidders. But for Josephine Decuir it was not a dream, but a harsh reality. Only a decade before she and her husband, Antoine Decuir, Jr., had been among the wealthiest free people of color in the South. They had owned more than a thousand acres of fertile land along a river in Pointe Coupée Parish, raised sugarcane, corn, and rice, and produced wool and molasses. Their total estate, including real property, machinery, livestock, and 112 slaves, had been worth in excess of $150,000.1 After Antoine had died during the last year of the Civil War, Josephine had taken over as mistress of this once great plantation. But now, at dusk on the second day of spring in 1871, she listened as the final bids were recorded for her plantation house, stables, cabins, machinery, sugar- house, and the remaining 840 acres of her plantation. In a single day the accumulations of a lifetime had disappeared before the auctioneer's gavel. When the final tally was made, she received only $25,752 for her land and other holdings, an amount which failed even to cover the estate's outstanding debts.2 The difficulties experienced by Josephine Decuir were by no means unique. -
T HOMAS Paul, a Black Minister
The Paul Family By J. MARCUS MITCHELL* HOMAS Paul, a black minister, Thomas Paul professed his belief in and a small band of twenty per- Christ and was baptized by the Rev. S. T sons gathered in Master Vinal’s F. Locke. The New Hampshire Histori- schoolhouse in Boston on August 8, cal Society statesthat he was ordained in 1805 for the purpose of organizing the West Nottingham by the Rev. Thomas first black church in the city. Baldwin of Boston in 1804. Rev. This decision to move from the main Thomas Paul married Catherine Water- body of the church was not an easy one house of Cambridge, Massachusetts on for this group to make, but they were December 5, 1805. The same Rev. driven from God’s House by the unchris- Baldwin was listed as the minister that tian way they were being treated by their performed the ceremony. white brothers and sisters,separated into The Pa& moved to Boston and be- “Negro Pews” or in the gallery hidden came members of the First Baptist from the minister’s view. The black Church. Rev. Paul was reported to be an members were not being given an equal eloquent speaker and was invited to role in church activities. The removal of preach in many New England churches. Absalom Jones and Richard Allen from An account from the New Hampshire prayer in a church in Philadelphia had Historical Society states that he preached reached the ears of the black community at Ware in 1802. Another historical on Beacon Hill’s North Slope. -
Brittany Hall Location & Time
21:512:233 AFRICAN AMERICAN HISTORY I SPRING 2015 Instructor: Brittany Hall Location & Time: Bradley Hall, Room 410, T/Th 2:30-3:50pm Office Hours: Email: [email protected] COURSE DESCRIPTION: This course will introduce major themes and events in early African American History from its origins in fifteenth century West Africa to the post-Civil War Reconstruction era. Students will learn how people of African descent in the United States negotiated oppressive economic and social systems in order to make meaning of their lives and construct an identity amidst the growing nation we now know as the United States of America. Key points of discussion include Africa in the Atlantic World, the Atlantic Slave Trade, US Slavery, Slave Culture and Resistance, Free People of Color, Abolition, the Civil War, and Reconstruction. We will be paying close attention to how geography, color, gender, class, and politics may have affected the lived experiences of people of color in America. We will also discuss how African American labor, culture, and intellectual work has helped to shape the country we live in today. Learning Outcomes: Students will practice crafting an argument and articulating their ideas in an academic setting. Through class discussions, workshops, and presentations, students will collaborate with their peers to practice public speaking skills. Through coursework and written assignments, students will also practice analyzing and interpreting primary and secondary sources in order to identify the text’s main elements - thesis, supporting arguments, evidence, assumptions, and rhetorical strategy in addition to its strengths, weaknesses, counterpoints, and bias. Students will encounter various forms of historical evidence, both textual and visual, as well as the historical interpretations that make use of this evidence. -
Truth Systematised" : the Changing Debate Over Slavery and Abolition, 1761-1916 Robert P
University of Connecticut OpenCommons@UConn Torrington Articles Torrington 2011 “Truth Systematised" : the changing debate over slavery and abolition, 1761-1916 Robert P. Forbes University of Connecticut - Torrington, [email protected] Follow this and additional works at: https://opencommons.uconn.edu/torr_articles Part of the American Studies Commons, and the United States History Commons Recommended Citation Forbes, Robert P., "“Truth Systematised" : the changing debate over slavery and abolition, 1761-1916" (2011). Torrington Articles. 1. https://opencommons.uconn.edu/torr_articles/1 ―TRUTH SYSTEMATISED‖: THE CHANGING DEBATE OVER SLAVERY AND ABOLITION, 1761-1916 Robert P. Forbes Yale University “The study of historiography serves to remind us to accept our predecessors only after due criticism. We must ask, „Why was that problem investigated? Why was that method chosen?‟ before we decide if the results are correct or incorrect, stimulating or barren. Similarly, the study of historiography reminds us (as historians) that we are part of the subject we profess, just as our predecessors have always been.” --F.G. Levy, ―Foreward‖ to The Theory and Practice of History by Leopold von Ranke It is obvious to every unprejudiced observer—and even to many prejudiced ones1—that the legacy of racial slavery persists on many levels. A growing movement in the United States and elsewhere is calling for reparations to compensate the descendants of slaves for the economic and other damages inflicted upon them by slavery. A wide range of studies has linked the continuing disparity in levels of health, economic well- being, and educational attainments between Americans of African ancestry and other Americans to factors originating in slavery, though whether the factor of enslavement is causative of the problem or secondary—i.e. -
Patrick-Rael-Cv.Pdf
Patrick Rael Department of History (207) 725-3775 Bowdoin College [email protected] Brunswick, Maine 04011-8499 http://www.bowdoin.edu/faculty/p/prael/index.shtml Appointments Department of History, Bowdoin College, Brunswick, Maine Full Professor (July 2014) Department Chair (July 2008 - June 2011) Associate Professor with tenure (July 2001 - June 2014) Tenure-track Assistant Professor (July 1995 - June 2001) Selected courses taught The History of African Americans to 1865 The History of African Americans from 1865 to the present The Civil War Era Reconstruction The Civil War in Film Comparative Slavery and Emancipation The United States in the Nineteenth Century War and Society, 1415-present Research seminar in Nineteenth-Century American History Research seminar in African-American History Diversity in America Education Ph.D. American History, University of California, Berkeley, December 1995 M.A. History, University of California, Berkeley, December 1990 B.A. History, University of Maryland, College Park, August 1988 Fellowships, Awards, and Honors Center for Learning and Teaching Faculty Fellow, Bowdoin College, Brunswick, Maine, 2018 Mellon Digital Humanities Teaching Fellowship, Bowdoin College, Brunswick, Maine, 2017 Sabbatic Leave Fellowship, Bowdoin College, Brunswick, Maine, July 1, 2016 - June 30, 2017 Sabbatic Leave Fellowship, Bowdoin College, Brunswick, Maine, July 1, 2011 - June 30, 2012 National Endowment for the Humanities Summer Institute, "Slaves, Soldiers, Rebels: Black Resistance in the Tropical Atlantic, 1760-1888," Johns Hopkins University, Baltimore, Maryland, June 27 - July 29, 2011 Organization of American Historians Distinguished Lecturer, 2010-present Slavery, Abolition, and Resistance Postdoctoral Associate Fellowship, Gilder Lerhman Center, 2005 Faculty Leave Supplement, Bowdoin College, 2005 - 2006 Fellowship for Younger Scholars, Center for the Study of American Religion, Princeton University, 1998 - 1999 American Historical Association and Library of Congress, J. -
Black Creoles in New Orleans (1700-1971): the Life of the Educated, Talented, and Civilized Black Creoles
Bard College Bard Digital Commons Senior Projects Spring 2016 Bard Undergraduate Senior Projects Spring 2016 Black Creoles in New Orleans (1700-1971): the life of the educated, talented, and civilized black Creoles Troy Lenard Simon Bard College, [email protected] Follow this and additional works at: https://digitalcommons.bard.edu/senproj_s2016 Part of the Teacher Education and Professional Development Commons This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License. Recommended Citation Simon, Troy Lenard, "Black Creoles in New Orleans (1700-1971): the life of the educated, talented, and civilized black Creoles" (2016). Senior Projects Spring 2016. 108. https://digitalcommons.bard.edu/senproj_s2016/108 This Open Access work is protected by copyright and/or related rights. It has been provided to you by Bard College's Stevenson Library with permission from the rights-holder(s). You are free to use this work in any way that is permitted by the copyright and related rights. For other uses you need to obtain permission from the rights- holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/or on the work itself. For more information, please contact [email protected]. Simon 1 Black Creoles in New Orleans (1700-1971): the life of the educated, talented, and civilized black Creoles “There is no State in the Union, hardly any spot of like size on the globe where the man of color has lived so intensely, made so much progress, been of such historical importance [as in Louisiana] and yet about whom so comparatively little is known.” —Alice Dunbar-Nelson 1916 Senior Project submitted to: The Division of Language and Literature Of Bard College By Troy Simon Annandale-on-Hudson, New York May 2016 Simon 2 Simon 3 Dedication For my family, for my friends, for me, And for the Free People of Color about whom so comparatively little is known.