Benjamin Lundy, Abolitionist
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A Plan for the Gradual Abolition of Slavery in the United States, Without Danger Or Loss to the Citizens of the South (Modified)
A Plan for the Gradual Abolition of Slavery in the United States, without Danger or Loss to the Citizens of the South (modified) Source: This pamphlet was published in Baltimore in 1825 by Benjamin Lundy, a Quaker abolitionist. In it, Lundy presented a plan for experimental farms worked by enslaved people who would be promised freedom after a certain number of years. It seems unnecessary, in proposing a plan for the general abolition of slavery from the United States, to observe upon the immensity of the evil, and the gloomy prospect of dangers it presents to the American people: disunion; bloodshed; and servile wars of extermination, horrible in their nature and consequences, and disgraceful in the eyes of the civilized world. Any plan of emancipation, to be effective, must consult at once the economic interests and prevailing opinions of the southern planters, and bend itself to the existing laws of the southern states. Therefore, emancipation should be connected with colonization, and it should demand no economic sacrifice from existing slave-holders, and create no loss of property for their children. Free labor and cooperative labor is superior to slave labor, and more profitable. If this can be shown, even in the places where slavery exists now, the example will gradually spread. To create an example, it is proposed: ● To purchase two sections of government land, within the good south western cotton-producing areas, either in Tennessee, Alabama, or Mississippi. ● To place on this land from fifty to one hundred negroes, and introduce a system of cooperative labor, promising them liberty after five years of service, along with liberty and education for their children. -
Texts Checklist, the Making of African American Identity
National Humanities Center Resource Toolbox The Making of African American Identity: Vol. I, 1500-1865 A collection of primary resources—historical documents, literary texts, and works of art—thematically organized with notes and discussion questions I. FREEDOM pages ____ 1 Senegal & Guinea 12 –Narrative of Ayuba Suleiman Diallo (Job ben Solomon) of Bondu, 1734, excerpts –Narrative of Abdul Rahman Ibrahima (“the Prince”), of Futa Jalon, 1828 ____ 2 Mali 4 –Narrative of Boyrereau Brinch (Jeffrey Brace) of Bow-woo, Niger River valley, 1810, excerpts ____ 3 Ghana 6 –Narrative of Broteer Furro (Venture Smith) of Dukandarra, 1798, excerpts ____ 4 Benin 11 –Narrative of Mahommah Gardo Baquaqua of Zoogoo, 1854, excerpts ____ 5 Nigeria 18 –Narrative of Olaudah Equiano of Essaka, Eboe, 1789, excerpts –Travel narrative of Robert Campbell to his “motherland,” 1859-1860, excerpts ____ 6 Capture 13 –Capture in west Africa: selections from the 18th-20th-century narratives of former slaves –Slave mutinies, early 1700s, account by slaveship captain William Snelgrave FREEDOM: Total Pages 64 II. ENSLAVEMENT pages ____ 1 An Enslaved Person’s Life 36 –Photographs of enslaved African Americans, 1847-1863 –Jacob Stroyer, narrative, 1885, excerpts –Narratives (WPA) of Jenny Proctor, W. L. Bost, and Mary Reynolds, 1936-1938 ____ 2 Sale 15 –New Orleans slave market, description in Solomon Northup narrative, 1853 –Slave auctions, descriptions in 19th-century narratives of former slaves, 1840s –On being sold: selections from the 20th-century WPA narratives of former slaves, 1936-1938 ____ 3 Plantation 29 –Green Hill plantation, Virginia: photographs, 1960s –McGee plantation, Mississippi: description, ca. 1844, in narrative of Louis Hughes, 1897 –Williams plantation, Louisiana: description, ca. -
Image Credits, the Making of African
THE MAKING OF AFRICAN AMERICAN IDENTITY: VOL. I, 1500-1865 PRIMARY SOURCE COLLECTION The Making of African American Identity: Vol. I, 1500-1865 IMAGE CREDITS Items listed in chronological order within each repository. ALABAMA DEPT. of ARCHIVES AND HISTORY. Montgomery, Alabama. WEBSITE Reproduced by permission. —Physical and Political Map of the Southern Division of the United States, map, Boston: William C. Woodbridge, 1843; adapted to Woodbridges Geography, 1845; map database B-315, filename: se1845q.sid. Digital image courtesy of Alabama Maps, University of Alabama. ALLPORT LIBRARY AND MUSEUM OF FINE ARTS. State Library of Tasmania. Hobart, Tasmania (Australia). WEBSITE Reproduced by permission of the Tasmanian Archive & Heritage Office. —Mary Morton Allport, Comet of March 1843, Seen from Aldridge Lodge, V. D. Land [Tasmania], lithograph, ca. 1843. AUTAS001136168184. AMERICAN TEXTILE HISTORY MUSEUM. Lowell, Massachusetts. WEBSITE Reproduced by permission. —Wooden snap reel, 19th-century, unknown maker, color photograph. 1970.14.6. ARCHIVES OF ONTARIO. Toronto, Ontario, Canada. WEBSITE In the public domain; reproduced courtesy of Archives of Ontario. —Letter from S. Wickham in Oswego, NY, to D. B. Stevenson in Canada, 12 October 1850. —Park House, Colchester, South, Ontario, Canada, refuge for fugitive slaves, photograph ca. 1950. Alvin D. McCurdy fonds, F2076-16-6. —Voice of the Fugitive, front page image, masthead, 12 March 1854. F 2076-16-935. —Unidentified black family, tintype, n.d., possibly 1850s; Alvin D. McCurdy fonds, F 2076-16-4-8. ASBURY THEOLOGICAL SEMINARY. Wilmore, Kentucky. Permission requests submitted. –“Slaves being sold at public auction,” illustration in Thomas Lewis Johnson, Twenty-Eight Years a Slave, or The Story of My Life in Three Continents, 1909, p. -
A TIMELINE of AFRICAN AMERICAN HISTORY in BUFFALO, NY 1790-PRESENT Ince Our Inception, Buffalo Bike Tours Has Sought to Amplify Buffalo’S Lesser Known Histories
CELEBRATE BUFFALO BLACK HISTORY A TIMELINE OF AFRICAN AMERICAN HISTORY IN BUFFALO, NY 1790-PRESENT ince our inception, Buffalo Bike Tours has sought to amplify Buffalo’s lesser known histories. This February (2021), in light Sof Black History Month and our commitment to the Black Lives Matter movement, we present a series of 4 articles on our city’s black history of resistance and resilience. Want to learn more? Buffalo Bike Tours can provide private tours themed around black history. We are also developing tours for younger audiences. For school field trips on Buffalo black history by bike, bus, or foot, see our website or contact us for more information on hosting your class. BUFFALO BIKE TOURS BUFFALOBIKETOURS.COM [email protected] (716) 328-8432 2 1790-1900 EARLY HISTORY OF BUFFALO’S BLACK COMMUNITY rior to the war of 1812, Buffalo was a pioneer town with a population of just under 1,500. PBuffalo’s first black citizens lived alongside early settlers and largely resided in the Fourth Ward. Buffalo’s black population faced many adversities but experienced more freedom than many other parts of the country. New York State was one of the more liberal states and enacted policies, such as abolishing slavery in 1827. Still, life in Buffalo was far from perfect for black families in the 1800s. Due to its proximity to the Canadian border, Professor Wilbur H. Siebert’s underground railroad of WNY map Buffalo soon became a key part of the underground railroad: it was the last stop before reaching freedom. The city became known to conductors around the country as a network of “stations” were established. -
Views in Historical Newspapers
Readex Report Former Slaves and Free Blacks in Canada West: Using Early American Newspapers to Trace the Circulation of a Slave Narrative By Eleanor Bird PhD Student, University of Sheffield, UK Between 1830 and the eve of the American Civil War, approximately 40,000 former slaves and free blacks fled the United States for Canada, especially to Canada West (that is, modern-day Ontario).[i] Slavery in Canada West had been in decline since the late eighteenth century, and slavery in the British colonies was officially abolished by an act of British Parliament which took effect in 1834. The number of fugitives travelling into Canada peaked after the passage of the Fugitive Slave Law in 1850 since this law made it far easier for runaways in the Northern United States to be returned to their former masters. It is estimated that 15,000 to 20,000 African Americans entered Canada from 1850 to 1860.[ii] Until recently critics have ignored the Canadian-dimension of slave narratives, despite the fact that there are more than ten nineteenth-century book-length slave narratives with portions set in Canada West.[iii] Some of these narratives were printed and circulated in the United States, and others in Britain and Canada West. These texts include, for example, Benjamin Drew’s The Refugee or The Narratives of Fugitive Slaves in Canada (1856), Samuel Ringgold Ward's Autobiography of a Fugitive Negro: His Anti-Slavery Labours in the United States, Canada and England (1855), Josiah Henson’s The Life of Josiah Henson, Formerly a Slave, Now an Inhabitant of Canada, as narrated by himself (1849) and Richard Warren’s Narrative of the Life and Sufferings of Rev Richard Warren (A Fugitive Slave) (1856). -
Teacher's Guide to Rethinking UGRR Terminology
Rethinking Underground Railroad Terminology Teacher’s Guide The words we use to talk about a topic influence the way we think and feel about the subject. Language reflects the values of the culture that produces it. As values change, so does language. Significantly, the language used in guiding students’ cognitive development shapes their internal dialogue as they assimilate new information. Social psychologist Lev Semanovich Vygotsky argued these internal dialogues influence students’ independent cognitive efforts.1 Thus, an educator’s language shapes a student’s internal perspectives on the material being studied. Moreover, it conveys to the student an understanding of society’s values with respect to the subject matter. It is important for educators to consider who produced the traditional “Definitions belong to the Underground Railroad lexicon of “slave” and “owner” and to determine whether definers – not the defined.” the values reflected in that vocabulary should be reinforced today. - Toni Morrison, Beloved This Teacher’s Guide has been prepared to inform classroom discussions about the historical context and modern legacy of the Underground Railroad. 1 John H. Falk and Lynn D. Dierking, Learning from Museums: Visitor Experiences and the Making of Meaning (Walnut Creek, CA: AltaMira Press, 2000), 44. Dec. 2018 © 2018 Niagara Falls Underground Railroad Heritage Commission Inc. Rethinking Underground Railroad Terminology Teacher’s Guide Traditional Language Preferred Language Usage Example2 Significance & Best Practices Routinely qualifying nouns such as “businessman,” “doctor,” etc. with the adjective “African-American” assumes that “businessmen,” etc. are white. Under this usage, white is the standard, and all others are a deviation, necessitating usage of a racial adjective to refer to all businessmen of color. -
The Early Antislavery Agency System in Pennsylvania, 1833-1837
THE EARLY ANTISLAVERY AGENCY SYSTEM IN PENNSYLVANIA, 1833-1837 By JOHIN L. MYERS* I N THE years before 1830 a strikingly large number of the antislavery leaders of the United States, including Anthony Benezet, Benjamin Franklin, Benjamin Rush, James Wilson, George Bourne, John Woolman, and Benjamin Lundy, lived in or near Philadelphia. Pennsylvania's influential Quakers were the first religious sect to repudiate the practice of purchasing and sell- ing slaves, while the nation's first abolition society was organized in the state in 1775.1 The first national organization to espouse the cause of the Negro, the American Convention for Promoting the Abolition of Slavery and Improving the Condition of the African Race, was founded and thereafter convened every one to three years until 1832 in Philadelphia, sustained in large measure by Pennsylvanians. The legislature in 1780 abolished slavery on a gradual plan and with later laws attempted to safeguard the movement of the Negro to a free status. Since all this was true, why was Pennsylvania one of the last of the free states to estab- lish a militart antislavery auxiliary affiliated with the American Anti-Slavery Society, and why did it contribute so little to the organized antislavery movement of the early 1830's? The contributions of Pennsylvanians to the abolition crusade of the nineteenth century were initially modest. Historians still disagree whether the national leadership of the militant anti- slavery movement of the 1830's emanated from the Garrisonians in Boston, the New York merchants, or Westerners, but few Pennsylvanians occupied vital positions. This secondary role is further demonstrated by the existence in the state of only six of the 221 auxiliaries of the national society in May, 1835. -
Indiana Magazine of History in the Development of Mid-Western
78 Indiana Magazine of History in the development of mid-western colleges will profit by reading this newest history of a strong Indiana College-the erstwhile Indiana Asbury University, now DePauw Univer- sity. WILLIAM0. LYNCH. Charles Osborn in the Anti-Slavery Movement. By Ruth An- na Ketring. The Ohio State Archaeological and Historical Society, Columbus. Pp. xi, 95. This monograph (Ohio Historical Collections, Volume VII) presents a study of a southerner, who was active in the Friends Church, who was born, reared, and educated in North Carolina, and who began his career as a Quaker min- ister in Tennessee. Charles Osborn spent most of his years when in the service of his church as a traveling minister. This was from 1809 to 1840. He was born in 1775 and died in 1850. In about 1816, he moved with his family from Ten- nessee to Jefferson County, Ohio, and, in 1819, to Wayne County, Indiana. Later (1827-1830), the family lived for three years in Clinton County, Ohio. Returning to Wayne County, Indiana, the next migration was to Cass County, Michigan, where the family remained till 1842. During the last years of his life, Osborn was engaged in farming and lived in Porter County, Indiana. In his early years, Osborn was not interested in anti- slavery activities, but as the years went by he became more and more hostile to the institution. While he moved slowly from one position to another, Miss Ketring states that “he was one of the few leaders who bridged the gap from the early and moderate anti-slavery movement in the South to the rabid campaigns of the northern abolitionists” (p. -
Austin Steward
Austin Steward Austin Steward was born in 1793 to slave parents Robert and Susan Steward in Prince William County, Virginia. He had one sister. The Stewards were purchased about 1800 by Captain William Helm. Austin was put to work in the plantation house as an errand boy. Austin Steward recalled Capt. Helm during this period as a kind, pleasant, and humorous man and not a harsh master. Nevertheless, the Stewards were enslaved. When Austin was about eight or nine years of age, Helm sold his Virginia plantation and moved his family, his household goods, and his thirty slaves to New York State, first to Sodus then, three years later, to Bath. Land agent Charles Williamson, also from Virginia, had invested heavily in the Genesee Country and encouraged Helm to settle in Bath. There Helm bought several farms and a gristmill that his slaves operated. Helm also hired out Austin and another slave to work for Henry Tower who ran a large grist mill and distillery in Lyons. Austin worked for Tower until about 1812 when he was hired out to another master. It was at about this time, when he was about twenty years old, that he began to plan his freedom. He purchased a spelling book and taught himself to read. He questioned his slave status because, in New York State, there were two laws in effect that would help him. One law dating from 1785 banned the sale of slaves brought into New York and the other, passed in 1799, provided for the gradual emancipation of slaves in New York. -
The End of Slavery in West Virginia
W&M ScholarWorks Undergraduate Honors Theses Theses, Dissertations, & Master Projects 5-2011 It Took a War: The End of Slavery in West Virginia Mark Guerci College of William and Mary Follow this and additional works at: https://scholarworks.wm.edu/honorstheses Part of the History Commons Recommended Citation Guerci, Mark, "It Took a War: The End of Slavery in West Virginia" (2011). Undergraduate Honors Theses. Paper 381. https://scholarworks.wm.edu/honorstheses/381 This Honors Thesis is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Undergraduate Honors Theses by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. 0 It Took a War: The End of Slavery in West Virginia A thesis submitted in partial fulfillment of the requirements for the degree of Bachelor of Arts in History from the College of William and Mary by Mark Guerci Accepted for (Honors, High Honors, Highest Honors) Scott Nelson, Director Melvin Ely Clyde Haulman Williamsburg, VA April 14, 2011 1 Table of Contents Introduction………………………………………………………………………………2 Chapter I: It Takes But a Very Few Slaves…………………………………………...13 Chapter II: A House Divided, Pressured, and Radicalized………………………..…35 Chapter III: The Natural Consequences of a State of War…………………………..56 Conclusion……………………………………………………………………………….72 Bibliography……………………………………………………………………………..74 Maps…………………………………..………………………………………………….79 2 Introduction For many of Waitman Willey‘s constituents, the urgency was palpable. As frustration in the first year of the Civil War turned Northern opinion toward more drastic war measures, Virginians west of the Allegheny Mountains saw an opportunity to free themselves from a government in Richmond dominated by eastern slaveholders. -
The Development of an Anti-Slavery Society
Southeastern University FireScholars Selected Honors Theses 4-2015 Quakers and Slavery: The evelopmeD nt of an Anti- Slavery Society Ryan P. Murray Southeastern University - Lakeland Follow this and additional works at: http://firescholars.seu.edu/honors Part of the Christian Denominations and Sects Commons, Christianity Commons, and the History of Christianity Commons Recommended Citation Murray, Ryan P., "Quakers and Slavery: The eD velopment of an Anti-Slavery Society" (2015). Selected Honors Theses. Paper 11. This Thesis is brought to you for free and open access by FireScholars. It has been accepted for inclusion in Selected Honors Theses by an authorized administrator of FireScholars. For more information, please contact [email protected]. Quakers and Slavery: The Development of an Anti-Slavery Society Ryan P. Murray Southeastern University Honors Program Undergraduate Thesis April 1, 2015 Murray Contents Introduction………………………………………………………………………………………..3 Review of Literature……………………………………………………………………………....4 Chapter One: The Pro-Slavery Era and the Later Development of Anti-Slavery Sentiments…...13 Chapter Two: The Spread of Anti-Slavery Sentiments, John Woolman………………………....21 Chapter Three: The Spread of Anti-Slavery Sentiments, Anthony Benezet……………….…….37 Chapter Four: The Anti-Slavery Era……………………………………………………….…….51 Conclusion…………………………………………………………………………………….....61 Bibliography……………………………………………………………………………………..63 2 Murray Introduction In the late 1640s and early 1650s, in the midst of the English Civil War, a British shoemaker brought together some fellow dissenters to create the Religious Society of Friends. This sect of Christianity formed itself on the basis that any person could know and communicate with God because of an “Inner Light” that dwelt within all people. In 1668, a young aristocrat named William Penn joined the Society which had become known collectively as the Quakers. -
Supplement for the Docent- Facilitated Immersion Experience
Flight to Freedom: Rochester’s Underground Railroad Supplement for the Docent- Dear Educator: We are excited that you have Facilitated Immersion Experience chosen our docent-led immersion experience and are looking Goals: students will: forward to your visit. In addition to the information in • Understand the Underground Railroad, Rochester’s role, and some of the Educator Guide, there are the major people involved. some special things you should know about the docent-facilitated • Discover what it means to make choices and to take risks to improve tour. their lives (as the freedom-seekers did) or the lives of others around A docent will be calling you about them (as abolitionists, stationmasters, and conductors did). one week before your visit. • Experience empathy for those who participated in the Underground We encourage you to view the Railroad as a process – both the freedom seekers and the helpers. exhibit prior to your visit. Museum admission is always FREE to teachers – just bring your school I.D. About the Tour: Immersion Experience: During the tour, students take on the roles of people that participated in the Underground Railroad. The map indicates the four thematic areas through which they will journey: • Slavery • Footsteps to Freedom • Doors to Rochester • Freedom We will ask you to divide your class into a certain number of groups depending on the number of students. Each group will cycle through all of the thematic areas but may begin in a different stage of the journey. Depending on start time and the number of docents involved, slight differences between tours may occur.