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Home , Frederick Douglass, Harriet Tubman, Thomas Garrett, Underground Railroad

She often fought illness in her childhood, but as she grew older, the “sickly” young household girl AND THE END OF grew stronger and even became a fieldhand. On a secluded planta- NICKNAMED THE ‘ OF HER tion during her adolescence, Tub- PEOPLE’ FOR LEADING RUNAWAY SLAVES TO FREEDOM IN THE NORTH, man attempted to warn an HARRIET TUBMAN WAS THE MOST escaping slave that his master was FAMOUS MEMBER OF THE UNDER- nearby. She was caught between GROUND RAILROAD. SHE BECAME A the slave and his master when the CELEBRITY IN HER LIFETIME AND A two confronted each other. The HERO OF . master slung a lead weight at the The was escapee, but hit Tubman in the a secret system of anti-slavery ac- head. The force of the blow “broke tivists providing food, shelter, trans- her skull and drove a piece of her portation, and protection for bandana” into her head. The head runaway slaves on their dangerous injury would cause her to have journey north. Most historians headaches, fainting spells, and vi- credit Tubman with personally lead- sions for the rest of her life. ing more than 300 former slaves to In 1844, she married a free freedom on the Underground Rail- black man named John Tubman. road and rallying hundreds more to Around this time, she hired a defect from Confederate forces dur- lawyer to investigate her family’s ing the Civil War. slave contracts. The lawyer found her mother should have been freed The Making of a Fugitive at the age of 45, meaning that The year of her birth is un- some of her siblings should have known. Tubman believed it was been born free. 1825. Her death certificate gives 1815 as her date of birth, but her Escape North gravestone reads 1820. Regardless, The about her mother she was born in ’s Dorch- angered and saddened Tubman, so ester County to slave parents, Har- she decided to do what she had riet Green and Benjamin Ross. Commons Wikimedia thought about for years: flee to the They named their daughter Aram- Harriet Tubman led hundreds of slaves to North. In September 1849, she inta Ross. Later, when she escaped freedom on the Underground Railroad. made off. She was one of about 280 to the North, she took the name slaves who escaped Maryland from Harriet to honor her mother and scars on her neck and back for the June 1849 to June 1850. mask her own identity. rest of her life. Tubman became so closely linked She was one of nine children, As a young girl, Tubman to the Underground Railroad that many of whom she would later lead bounced between several house- many assume she founded it, but by north. Slave traders often purchased holds, serving various masters and the a system of clandestine young slaves in Dorchester County, mistresses. She fled one home after routes already existed. Women rarely and they routinely separated mem- getting caught stealing a lump of made the dangerous journey alone, bers of slave families. Traders took sugar. She hid in a pigpen for days, but Tubman, with her husband’s away two of Tubman’s siblings, and fighting the swine for scraps of blessing, set out by herself. it’s likely that the painful loss of her food until she grew so hungry that Throughout her life, Tubman sisters drove her later to work with she returned to face punishment at treated the details of her escape the Underground Railroad. the hands of her mistress. Later in as a secret. Freed slaves were in- At just 5 years old, Tubman was life, Tubman would sum up the in- tentionally secretive about how taken from her home to look after a dignities of her childhood by say- they escaped, so as not to reveal white infant. When the child cried, ing she was “a neglected weed, precious escape routes. Histori- Tubman was whipped, leaving ignorant of liberty.” ans suspect Tubman took the

6 U.S. HISTORY most common “liberty line” of the Underground Railroad, which cut inland through along the . Fugitives, or runaways, on the Choptank liberty line traveled by foot at night and rested during the day, generally doing about 10 miles a night on the roughly 90-mile journey to the state line. The trip usually took between 10 to 20 days. Since it was called a “railroad,” many of its elements were known by common railroad terms. People who gave shelter to fugitives were called “stationmasters,” and their homes were known as “stations” or “depots.” The volunteers who guided fugitives between stations were “conductors,” and the fugitives themselves were called “cargo.” The railroad was “under- ground” in the sense that it was clandestine. Its routes, safe houses, and the identity of participants were closely guarded secrets. Over University Department-Rutgers Michael Siegel, Geography of Courtesy time, the Underground Railroad de- When Harriet Tubman first escaped, she probably followed the route that passes near veloped an elaborate system of Dover and leads to . catchphrases, code words, secret knocks, lamps lit at night, and hymns to warn of slave catchers and to identify sympathizers. high. Tubman found herself feeling The Abductor The gateway for runaway slaves lonely and frustrated by the uncer- Within the growing climate of heading north was Philadelphia, tainty of freedom. fear and persecution, Tubman, most which had a strong Underground By the late 1840s, slave owners likely still in her teens, undertook Railroad network. The city attracted claimed they were losing $200,000 her legendary career as an “abduc- abolitionists and upwardly mobile annually to the Underground Rail- tor.” Abductors, true folk heroes of African . Here, free road. (This would be about $4.5 the Underground Railroad, ventured blacks formed their own busi- million in today’s money.) In 1850, into slave states and led fugitives nesses, schools, and churches. Tub- Congress passed the Fugitive Slave out. Prior to Tubman, most abduc- man got a job and was able to live Law, which opponents dubbed the tors were adventurous white men. freely. She also likely expanded her “Bloodhound Law.” The law gave Tubman was five feet tall, illiterate, network, meeting Underground federal authorities sweeping pow- and a fugitive, with little idea of ge- Railroad members and activists. ers to seize fugitives and return ography and subject to frequent But life in Philadelphia was not them to the South. Without legal fainting spells. easy. Philadelphia was the last stop protection, even free blacks were at Tubman’s first rescue mission for recaptured slaves being shipped risk. As former slaves were was prompted by news that her back south. Slave catchers raided plucked out of unlikely places like niece Keziah would be sold into black communities and were New and , anger grew slavery in the . Keziah’s prominent in Philadelphia. Fear of in the anti-slavery community. The husband, John Bowley, sent word to recapture among fugitives was issue of slavery increasingly di- Tubman in Philadelphia of the pend- constant, and racial tensions ran vided the nation. ing sale. In 1850, risking capture,

U.S. HISTORY 7 Tubman returned to the slave state Starting in 1852, Tubman made reputation as a mystic, or person in of Maryland. Bowley delivered one or two trips a year, shepherding direct contact with God. Keziah and her children to Tubman fugitives through the night. She fa- Tubman helped her own family in , where she hid them mously toted a pistol and was gain freedom. She was able to before using her contacts to move known to point it at fugitives who guide five of her siblings to St. the fugitives into Philadelphia. threatened to turn back and put the Catharines, outside present-day She went south a second time entire band at risk. “You’ll be free or Toronto, Canada. In 1857, her par- in the spring of 1851 to rescue one die,” she would say to them. ents were technically free, but faced of her brothers. Two of his fellow She often worked in winter penalties for sheltering slaves in slaves joined their expedition. In when the days were short, facing their Maryland home. Knowing her the fall of 1851, Tubman returned darkness and bad weather on the ex- parents were in danger but not to Dorchester County to persuade hausting and perilous journey into physically strong, Tubman fash- her husband to return north with Maryland and Virginia. The Under- ioned a primitive horse-carriage and her. The risk of being recognized ground Railroad’s path then took her carried them 80 miles to Garrett’s by a former master was enormous, back through stations in Wilming- safe house in Wilmington. Garrett and the result, heartbreaking. John ton, Philadelphia, , and on supplied them with train tickets to Tubman refused to flee with her as to the Canadian border. During this Canada, where they joined their he had taken another wife. time, Underground Railroad mem- children and grandchildren. Tub- Despite her grief, Tubman com- bers and anti-slavery admirers gave man spent time there gathering pletely committed herself to the task her the nickname “Moses.” funds for missions to the South. of freeing slaves. She returned to In 1859, Tubman got help from Maryland in December 1851, rally- General Tubman Senator William Seward, a high- ing a large band of fugitives. Reports As the numbers of fugitives she profile admirer of Tubman’s work. indicate there were as many as 11, rescued swelled, so did her fame. Seward, who later became Lin- among them relatives. Tubman led Tubman was a celebrity among the coln’s secretary of state, sold Tub- them north to Philadelphia, but the elite abolitionists of Boston and man a small piece of land in new border of freedom had been New York. Auburn, New York, for a home, pushed still further north by the Southern authorities fumed as and Tubman moved her parents Fugitive Slave Law. Tubman moved they failed at efforts to “end her and siblings there from Canada. into uncharted territory, guiding her reign.” In 1856, a $40,000 reward But just as it looked like she might group up through New York to Ni- was offered for her recapture in the settle down, firebrand abolitionist agara and into the new promised South. Once, she overheard men sought her out in land of Canada. reading a wanted poster that men- Canada. He called her “General It was far easier to lead small tioned her illiteracy. She cleverly Tubman.” She supported his mis- groups, or for slaves to flee on their pretended to read a book to avoid sion to wage war to end slavery. own. But Tubman became a master being recognized. She not only Brown’s plan involved raiding at organizing large groups. She sent eluded capture, but later in life she the U.S. arsenal, or weapons stor- word ahead through the Under- claimed that she never lost a single age, at ’s Ferry. He wanted ground Railroad network of up- slave on any of her missions. to arm slaves to fight their masters. coming missions, and she quickly Tubman began to raise money and assembled groups of fugitives. It was far easier to gather former slaves in Canada to , a stationmas- lead small groups, or help with the raid, but she fell sick ter in Wilmington, Delaware, shel- before she could participate herself. tered many of Tubman’s groups at for slaves to flee on Brown’s poorly planned mission a blacksmith shop. While many their own. But Tubman failed, and he was hanged at the stationmasters destroyed their gallows. Brown’s execution, how- records of fugitive slaves to avoid became a master at ever, made him a martyr for the prosecution, Garrett’s records re- organizing large groups. abolitionist cause. main. A Quaker who believed in Meanwhile, slave owners com- the equality of all people before She had become a devout plained of a “stampede” of slaves God, Garrett sheltered some 2,500 Christian in her childhood. Her to the North. Abolitionists feared fugitives, scores of whom had been strong faith and uncanny ability to Tubman would be executed, just under Tubman’s care. avoid capture also earned her a like Brown, if ever recaptured.

8 U.S. HISTORY Daring and Tenacity In 1860, was elected president. The slaveholding South viewed him as an abolition- ist, though he did not think of him- self that way. He opposed slavery, but his main goal was to stop the spread of slavery into new Ameri- can territories. Beginning with South Carolina on December 20, 1860, Southern states began to se- cede from the Union and in 1861 formed the rebellious Confederate States of America. In April, the Confederate Army’s attack on Fort Sumter in South Carolina began the Civil War. While Lincoln’s primary aim was to keep the country from split- ting apart, Tubman and other ac- tivists were convinced the war should put an end to slavery. “God won’t let Master Lincoln beat the South,” she was quoted while fundraising in , “till he does the right thing.” The right thing was to abolish slavery. Tubman used her detailed knowl- edge of routes through swamps, rivers, and wetlands to help Union troops in Maryland. Later, she sailed to South Carolina, extending her lib-

erty lines into the Deep South as the Conmmons Wikimedia war raged. She spent much of her time caring for fugitives and guiding In the Civil War, Tubman worked tirelessly, leading a team of spies and even raiding . them back north. Tubman wanted to join the mil- itary. Through influential aboli- them into the U.S. Army. With the lead gunboat, Tubman took charge. tionist friends, Tubman met the Emancipation Proclamation in The raid on the plantations freed at abolitionist governor of Massachu- 1863, the first black troops of the least 750 slaves. Tubman was the setts, . In re- Army appeared ready for battle. only woman in the Civil War to sponse to a Union general’s request Tubman then joined, too. She be- plan and lead an armed assault. for volunteers, Andrew said that came the leader of a team of spies, The State Journal Tubman would be “a valuable per- sending valuable information to soon published an article about her son to operate within enemy lines commanders and recruiting restless titled “A Black She ‘Moses’ — Her in procuring information and slaves in the South to join Union Wonderful Daring and Tenacity.” scouts.” At first, however, Tubman forces. But the article did not use her worked as a cook and a nurse in On June 1, 1863, Tubman aided name. The Boston Commonwealth Union camps. She also taught a mission of black soldiers up the newspaper reprinted the article. slaves freed by the Army. Combahee River in South Carolina The editor let his readers know that Early on, Lincoln opposed arm- to take supplies and free slaves the “black heroine” of the story ing freed slaves, but Tubman en- from plantations controlled by was Harriet Tubman. thusiastically supported bringing rebels. Serving as navigator on the

U.S. HISTORY 9 Wikimedia Conmmons

Booker T. Washington gave the eu- logy at her funeral. During her lifetime, she had be- come widely known. In 1869, a bi- ography of her sold well. Though criticized for inaccuracies, the book spread her fame, and she was in- vited many places to speak about her experiences with the Under- ground Railroad and the war. Many biographies have been written since. Although for a period after her death, her story lapsed into ob- scurity, it has since risen into the stuff of legend. Tubman (far left) poses for a photograph with her family and neighbors in Auburn, N.Y. DISCUSSION AND WRITING 1. Why do you think it was called Continued Struggle Susan B. Anthony and others. As a the Underground Railroad? When the war ended in 1865, war hero, Tubman stood as an exam- 2. What was the Fugitive Slave Tubman returned to Auburn to live ple of equality between women and Law? What effects did it have with her parents and siblings. Al- men. She spoke at meetings on the Underground Railroad? though she struggled financially, throughout the Eastern states and 3. What made Harriet Tubman an Tubman opened her home to peo- also used her respected status to con- unlikely person to be a leader? ple in need. Her former husband, tinue speaking out for equality for What do you think motivated John Tubman, was gunned down . her? Explain. in 1867 by a white man in Mary- Former slave and influential 4. Tubman made many decisions land. She then married Nelson abolitionist ad- in her life. Which do you think Davis, a veteran of Civil War from mired her greatly and wrote about was the bravest? Which do you the U.S. Colored Troops, the black her. After lengthy bouts with ill- think was the most question- soldiers of the U.S. Army. ness, Tubman died in 1913. Promi- able? Explain your answers. Tubman, who had survived nent African American reformer slavery, illness, heartbreak, and even battle, experienced hardship in her later life. Even with the help ACTIVITY of powerful friends like William Se- ward, it took 30 years for Tubman The Traits of Leadership to receive payment for her wartime Harriet Tubman was a great leader. In this activity, students discuss services from the U.S. Army. She what makes a great leader and evaluate Tubman’s leadership qualities. also struggled to receive widow’s 1. Form small groups. benefits when Nelson Davis died. 2. Each group should: In 1896, Tubman bought the a. Discuss traits that leaders should have. land where she and Nelson had b. Choose the five most essential traits of a leader. lived to create a home for aging, c. Evaluate Harriet Tubman’s leadership based on these five traits. poor African Americans. With only d. Discuss what other leadership traits Tubman possessed. a $20 per month pension, she e. Be prepared to report your conclusions and reasons for them could not afford upkeep of the to the class. property. She donated the land to 3. Call on groups to report their conclusions and hold a class the African Methodist Episcopal discussion on the traits of leadership. Zion Church. The Harriet Tubman Home officially opened in 1908. In the meantime, Tubman be- came active in the women’s suffrage, facebook.com/ConstitutionalRightsFoundation or voting rights, movement alongside 10 U.S. HISTORY Sources Standards Elizabeth I Elizabeth I Cavendish, R. “Elizabeth I’s ‘Golden’ Speech.” History Today. vol. 51 National High School World History Standard 27: Understands how European so- issue 11, 2001. · Doran, S. Queen Elizabeth I. NY: NYU Pr., 2003. · Dunn, ciety experienced political, economic, and cultural transformations in an age of J. Elizabeth and Mary: Cousins, Rivals, Queens. NY: Alfred A. Knopf, global intercommunication between 1450 and 1750. (2) Understands causes 2004. · Greenblatt, S. “Elizabeth I.” Encyclopaedia Britannica. 2013. · and the major political, social, and economic consequences of the reli- Haigh, C. Elizabeth I. 2nd ed. London: Longman, 1998. · Levin, C. The gious wars in Europe in the 16th and 17th centuries, and the legacy of Reign of Elizabeth I. NY: Palgrave, 2002. · Richards, J. Elizabeth I. Lon- these wars in modern Europe. don: Routledge, 2012. · Starkey, D. Elizabeth: The Struggle for the Throne. California History-Social Science Standard 7.9: Students analyze the historical devel- NY: Harper Collins, 2001. opments of the Reformation. (4) Identify and locate the European regions that re- Tubman mained Catholic and those that became Protestant and explain how the division affected the distribution of religions in the New World. Bordewich, F. Bound for Canaan: The Underground Railroad and the War Common Core Standard SL.11–12.4: Present information, findings, and supporting ev- for the Soul of America. NY: Amistad, 2005. · Clinton, C. Harriet Tub- idence, conveying a clear and distinct perspective, such that listeners can follow the man: The Road to Freedom. Boston: Little, Brown, 2004. · Edwards, O. line of reasoning, alternative or opposing perspectives are addressed, and the organ- “Harriet Tubman’s .”Smithsonian. 9/2010. · “Harriet Tub- ization, development, substance, and style are appropriate to purpose, audience, and man.” Africans in America. PBS. URL: www.pbs.org · “Harriet Tubman a range of formal and informal tasks. Biography.” Bio.com. A&E Networks Television. URL: www.biogra- Common Core Standard SL.11–12.1: Initiate and participate effectively in a range of col- phy.com · Lowry, B. Harriet Tubman: Imagining a Life. NY: Doubleday, laborative discussions . . . with diverse partners on grades 11–12 topics, texts, and is- 2007. · Still, W. The Underground Railroad. NY: Arno, 1968. · Tobin, J. sues, building on others’ ideas and expressing their own clearly and persuasively. et al. Hidden in Plain View: The Secret Story of and the Under- Tubman ground Railroad. NY: Doubleday, 1999. · Wellington, Darryl Lorenzo. National High School U.S. History Standard 12: Understands the sources and “The Most Famous Abductor on the Underground Railroad.” Christian character of cultural, religious, and social reform movements in the ante- Science Monitor. 1/20/2004. bellum period. (1) Understands elements of slavery in both the North and Fisher South during the antebellum period (e.g., ... how African American lead- Aboud, L. “Race-Based Affirmative Action in Higher Education: Has a ers fought for rights). Decade Made a Difference?” 4/1/2012. URL: http://ssrn.com/ab- California History-Social Science Standard 8.9: Students analyze the early and steady stract=2149696 · Brodin, M., “The Fraudulent Case Against Affirmative attempts to abolish slavery and to realize the ideals of the Declaration of Independ- Action: The Untold Story Behind Fisher v. University of Texas.” ence. (1) Describe the leaders of the movement (e.g., ... John Brown and the 7/29/2013. URL: http://ssrn.com/abstract=2309544 · Clowney, S. armed resistance, Harriet Tubman and the Underground Railroad ...). “Doing Affirmative Action.” Michigan Law Review First Impressions, Vol. Common Core Standard SL.11–12.1: Initiate and participate effectively in a range of 111, 2013. · Davis, Kimberly. “Following Fisher: Higher Ed Community collaborative discussions . . . with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. Assesses What’s Next for Affirmative Action in Wake of Supreme Court’s Decision to Send Fisher v. University of Texas at Austin Back to Lower Fisher Court.” Diverse Issues in Higher Education. 7/18/2013. · ___. “The Great National High School Civics Standard 18: Understands the role and importance Race Debate.” Diverse Issues in Higher Education. 4/26/2012. · FindLaw of law in the American constitutional system and issues regarding the judicial Supreme Court Decisions: Fisher v. University of Texas (2013), Gratz v. protection of individual rights. (2) Knows historical and contemporary prac- Bollinger (2003), Grutter v. Bollinger (2003), Regents of the University of tices that illustrate the central place of the rule of law. California v. Bakke (1978). URL: www.findlaw.com · “Fisher v. Univer- National High School U.S. History Standard 31: Understands economic, social, sity of Texas at Austin.” SCOTUSblog. URL: http://www.scotusblog.com and cultural developments in the contemporary United States. (5) Understands · “Fisher v. University of Texas at Austin.” A roundtable discussion. Van- major contemporary social issues and the groups involved.... derbilt Law Review. 7/2012. URL: www.vanderbiltlawreview.org · California History-Social Science Standard 11.11: Students analyze the major so- Garfield, L, “The Inevitable Irrelevance of Affirmative Action Jurispru- cial problems and domestic policy issues in contemporary American society. dence.” 9/10/2012. URL: http://ssrn.com/abstract=2144238 · Goodwin, California History-Social Science Standard 12.5: Students summarize landmark M. “The Death of Affirmative Action?” Wisconsin Law Review. U.S. Supreme Court interpretations of the Constitution and its amendments. (1) 6/24/2013. · Hu, Helen. “Debate over Affirmative Action in College Ad- Understand the changing interpretations of the Bill of Rights over time, includ- missions Continues.” Diverse Issues in Higher Education. 10/25/2012. · ing interpretations of ... the due process and equal-protection-of-the-law clauses “In Narrow Ruling, Supreme Court Vacates Decision That Upheld of the Fourteenth Amendment. (4) Explain the controversies that have resulted Race-Conscious Admissions.” Chronicle of Higher Education. 6/24/2013. over changing interpretations of civil rights, including those in ... Regents of the URL: http://chronicle.com · Kahlenberg, R. “The New Affirmative Ac- University of California v. Bakke ...). tion: Race-Neutral Policies and Programs for Achieving Racial Diversity.” Common Core Standard WHST.11–12.9: Draw evidence from informational texts University Business. 8/2013. · Kende, M. “Is Bakke Now a ‘Super-Prece- to support analysis, reflection, and research. dent’ and Does It Matter? The U.S. Supreme Court’s Updated Constitu- Common Core Standard SL.11–12.4: Present information, findings, and supporting tional Approach to Affirmative Action in Fisher.” 10/10/2013. URL: evidence, conveying a clear and distinct perspective, such that listeners can fol- http://ssrn.com/abstract=2338679 · Kidder, W. “Misshaping the River: low the line of reasoning, alternative or opposing perspectives are addressed, Proposition 209 and Lessons for the Fisher Case.” 39 J of College and and the organization, development, substance, and style are appropriate to pur- pose, audience, and a range of formal and informal tasks. University Law 53. 2013. · “Regents of U.C. v. Bakke (1978): Is Affirma- tive Action Constitutional?” Landmarks: Historic Supreme Court Deci- Standards reprinted with permission: National Standards © 2000 McREL, Mid-con- sions. Constitutional Rights Foundation. 2007. · Thompson, J. et al. tinent Research for Education and Learning, 2550 S. Parker Road, Ste. 500, Aurora, CO 80014, (303)337.0990. “Divisive Diversity at the University of Texas: An Opportunity for the Supreme Court to Overturn its Flawed Decision in Grutter.” 4/5/2011. California Standards copyrighted by the California Dept. of Education, P.O. Box URL: http://ssrn.com/abstract=1803475 271, Sacramento, CA 95812.

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