"Or This Whole Affair Is a Failure": a Special Treasury Agent's Observations of the Port Royal Experiment, Port Royal, South Carolina, April to May, 1862

Total Page:16

File Type:pdf, Size:1020Kb

Marshall University Marshall Digital Scholar Theses, Dissertations and Capstones 2016 "Or this whole affair is a failure": a special treasury agent's observations of the Port Royal Experiment, Port Royal, South Carolina, April to May, 1862 Michael Edward Scott Emett [email protected] Follow this and additional works at: https://mds.marshall.edu/etd Part of the American Studies Commons, and the United States History Commons Recommended Citation Emett, Michael Edward Scott, ""Or this whole affair is a failure": a special treasury agent's observations of the Port Royal Experiment, Port Royal, South Carolina, April to May, 1862" (2016). Theses, Dissertations and Capstones. 1028. https://mds.marshall.edu/etd/1028 This Thesis is brought to you for free and open access by Marshall Digital Scholar. It has been accepted for inclusion in Theses, Dissertations and Capstones by an authorized administrator of Marshall Digital Scholar. For more information, please contact [email protected], [email protected]. “OR THIS WHOLE AFFAIR IS A FAILURE”: A SPECIAL TREASURY AGENT’S OBSERVATIONS OF THE PORT ROYAL EXPERIMENT, PORT ROYAL, SOUTH CAROLINA, APRIL TO MAY, 1862 A thesis submitted to The Graduate College of Marshall University In partial fulfillment of the requirements for the degree of Master of Arts in History by Michael Edward Scott Emett Approved by Dr. Michael Woods, Committee Chairperson Dr. Robert Deal Dr. Tyler Parry Marshall University July 2016 APPROVAL OF THESIS We, the faculty supervising the work of Michael Edward Scott Emett, affirm that the thesis, "Or This Whole ffiir Is A Failure": A Special Treasury Agent's Observations of the Port Royal Experiment, Port Royal, South Carolins, April to May, 1865, meets dre high academic standards for original scholarship and creative work established by the Masters of History Program and the College of Liberal Arts. This work also conforms to the editorial standards of our discipline and the Graduate College of Marshall University. With our signatures, we approve the manuscrrpt for publication. m "(ffirrrisrory commit& @so* July, 8,2016 e/b{,1>4 Dr. Robert Deal, Deparfrrent of History Commi,ttee }vftflnbgr July 8,2016 7r4/ry Dr. Tyler Pa{,Dryarfinent of African American Studies (California SUS Udvetsity, Fullerton) Committee Momber Jtrly 8,2016 ii ACKNOWLEDGEMENTS First and foremost, I must thank my father for his influence and passing down the gene that causes one to fall in love with all things history. His work as a teacher and preserver of history, his favorite hobby of reenacting, and quite simply being my buddy in crime as we travel around the United States visiting battlefields and homes have all molded me and guided me this path I have taken. Most significantly, had he not seen the value of these papers left in a dusty old trunk, this thesis would never have happened. Next, I want thank the patient faculty members of Marshall University’s History Department. Coming into the department as a student of politics and as a Westerner, I was in need of a lot of help to be acclimated to the world of trained historians and humidity. Of the faculty, specific and profound thanks go to Dr. Michael Woods, my advisor. He has been most profound in guiding me with these unpublished papers of mine as to what kind of thesis can come from them, his patience as I emailed him repeatedly every day and early in the morning for help, and a listening ear ready as I vented in his office. Without him, I may have ended my stint at Marshall prematurely. The last and best acknowledgments go to my small family. My wife Stacy halted her Masters work so I could fulfill mine. She was my sounding board and shoulder to cry on when at home. She was a single mother while I was in class and at home hiding to get all my reading, research and writing down. She has been my cheerleader and my taskmaster for two years. She even gave up more time to work while being a mother so that we can have the funds to stay at Marshall. Without Stacy’s love and support, I would have been a starving, exhausted, and panic stricken man. As for my kids, Michael and Abigail: Thank you! You two have been ever so patient and understanding as I was glued to the computer or a book and could not play with you as often as I wanted to. You were caring enough to give me hugs and kisses when I was flustered. Whenever I felt down and out, you two would iii come my way and make me happy and confident. I did all this for you two and you have been worth the sacrifices! Thank you Stacy, Michael, and Abigail for your love, smiles, and support as Daddy sought to fulfill a dream of his. We did it! iv CONTENTS Abstract------------------------------------------------------------------------------------------------------viii Introduction----------------------------------------------------------------------------------------------------1 Historiography-------------------------------------------------------------------------------5 Comparison: The Red River Campaign and George S. Denison--------------------12 Comparison: New Orleans----------------------------------------------------------------16 Comparison: The Davis Bend Experiment---------------------------------------------19 Organization of Thesis and Conclusion-------------------------------------------------23 Chapter 1------------------------------------------------------------------------------------------------------25 The Battle of Port Royal Sound and the Origins of the Port Royal Experiment-----------25 Introduction---------------------------------------------------------------------------------25 The Battle of Port Royal Sound----------------------------------------------------------26 Forming an Experiment-------------------------------------------------------------------33 The Experiment Begins-------------------------------------------------------------------43 Conclusion----------------------------------------------------------------------------------44 Chapter 2------------------------------------------------------------------------------------------------------45 The Life of Special Treasury Agent James Severance Before He Arrived at the South Carolina Sea Islands-----------------------------------------------------------------------------------------45 Introduction---------------------------------------------------------------------------------45 Biography of James Severance----------------------------------------------------------46 James Severance: Special Treasury Agent---------------------------------------------53 Conclusion----------------------------------------------------------------------------------59 Chapter 3------------------------------------------------------------------------------------------------------61 April 1862--------------------------------------------------------------------------------------------61 v Introduction---------------------------------------------------------------------------------61 Severance’s First Days--------------------------------------------------------------------61 From Frustration to Resistance to Mutiny?--------------------------------------------67 Trying to Repair Broken Promises------------------------------------------------------75 New Sites, Cotton, and Defense---------------------------------------------------------78 Conclusion----------------------------------------------------------------------------------81 Chapter 4------------------------------------------------------------------------------------------------------82 May 1862, Part One--------------------------------------------------------------------------------82 Introduction---------------------------------------------------------------------------------82 The Needs of the Experiment------------------------------------------------------------84 Enforcement of Cotton Production------------------------------------------------------86 Black Enlistment: The Early Days------------------------------------------------------92 Fear of Confederate Attack---------------------------------------------------------------95 Coming Changes for the Experiment---------------------------------------------------98 The Lost Hopes and Damnations Expressed by Special Treasury Agents-------103 More Trouble Brewing------------------------------------------------------------------109 Conclusion--------------------------------------------------------------------------------110 Chapter 5----------------------------------------------------------------------------------------------------112 May 1862, Part Two------------------------------------------------------------------------------112 Introduction-------------------------------------------------------------------------------112 Origins of Hunter’s Enlistment---------------------------------------------------------113 Hunter’s Enlistment as recorded by Published Sources-----------------------------116 Hunter’s Enlistment as recorded by James Severance------------------------------123 vi Severance’s Wishes for the Experiment and its Fate--------------------------------129 The Coming of General Rufus Saxton and Hopes for his Arrival-----------------132 Severance Enters Superintendent Work-----------------------------------------------135 The Planter Affair------------------------------------------------------------------------138 The End of May--------------------------------------------------------------------------140 Conclusion--------------------------------------------------------------------------------143 Conclusion--------------------------------------------------------------------------------------------------144
Recommended publications
  • Education of the Negro in the Military Department of the South, 1861-1965
    Education of the Negro in the military department of the South, 1861-1965 Item Type text; Thesis-Reproduction (electronic) Authors Mount, Helen Frances, 1914- Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 26/09/2021 05:28:32 Link to Item http://hdl.handle.net/10150/317883 EDUCATION OF THE NEGRO IN THE MILITARY DEPARTMENT OF THE SOUTH, 1861-1865 by Helen F . Mount A Thesis Submitted to the Faculty of the DEPARTMENT OF HISTORY In Partial Fulfillment of the Requirements For the Degree of MASTER OF ARTS In the Graduate College THE UNIVERSITY OF ARIZONA 19 6 5 STATEMENT BY AUTHOR This thesis has been submitted in partial fulfill­ ment of requirements for an advanced degree at The University of Arizona and is deposited in the University Library to be made available to borrowers under rules of the Library» Brief quotations from this thesis are allowable without special permission^ provided that accurate acknowl­ edgment of source is made o Requests for permission for extended quotation from or reproduction of this manuscript in whole or in part may be granted by the head of the major department or the Dean of the Graduate College when in his judgment the proposed use of the material is in the inter­ ests of scholarshipo In all other instances 9 however, permission must be obtained from the author <, SIGNED: APPROVAL BY THESIS DIRECTOR This thesis has been approved on the date shown below: Professor of History TABLE OF CONTENTS Page ABSTRACT .
    [Show full text]
  • “What Are Marines For?” the United States Marine Corps
    “WHAT ARE MARINES FOR?” THE UNITED STATES MARINE CORPS IN THE CIVIL WAR ERA A Dissertation by MICHAEL EDWARD KRIVDO Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY May 2011 Major Subject: History “What Are Marines For?” The United States Marine Corps in the Civil War Era Copyright 2011 Michael Edward Krivdo “WHAT ARE MARINES FOR?” THE UNITED STATES MARINE CORPS IN THE CIVIL WAR ERA A Dissertation by MICHAEL EDWARD KRIVDO Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Approved by: Chair of Committee, Joseph G. Dawson, III Committee Members, R. J. Q. Adams James C. Bradford Peter J. Hugill David Vaught Head of Department, Walter L. Buenger May 2011 Major Subject: History iii ABSTRACT “What Are Marines For?” The United States Marine Corps in the Civil War Era. (May 2011) Michael E. Krivdo, B.A., Texas A&M University; M.A., Texas A&M University Chair of Advisory Committee: Dr. Joseph G. Dawson, III This dissertation provides analysis on several areas of study related to the history of the United States Marine Corps in the Civil War Era. One element scrutinizes the efforts of Commandant Archibald Henderson to transform the Corps into a more nimble and professional organization. Henderson's initiatives are placed within the framework of the several fundamental changes that the U.S. Navy was undergoing as it worked to experiment with, acquire, and incorporate new naval technologies into its own operational concept.
    [Show full text]
  • The Rewards of Risk-Taking: Two Civil War Admirals* 
    The 2014 George C. Marshall Lecture in Military History The Rewards of Risk-Taking: Two Civil War Admirals* James M. McPherson Abstract The willingness to take risks made Rear Admiral David Glasgow Far- ragut, victor at New Orleans in 1862 and Mobile Bay in 1864, the Union’s leading naval commander in the Civil War. Farragut’s boldness contrasted strongly with the lack of decisiveness shown in the failure in April 1863 to seize the port of Charleston, South Carolina, by Rear Admiral Samuel Francis Du Pont, whose capture of Port Royal Sound in South Carolina in November of 1861 had made him the North’s first naval hero of the war. Du Pont’s indecisiveness at Charleston led to his removal from command and a blighted career, while the risk-taking Farragut went on to become, along with generals U.S. Grant and Wil- liam T. Sherman, one of the principal architects of Union victory. n September 1864 Captain Charles Steedman of the United States Navy praised Rear Admiral David Glasgow Farragut for his decisive victory over ConfederateI forts and warships in the Battle of Mobile Bay the previous month. “That little man,” wrote Steedman of the wiry Farragut who was actually just * This essay derives from the George C. Marshall Lecture on Military History, delivered on 4 January 2014 at the annual meeting of the American Historical Association, Washington, D.C. The Marshall Lecture is sponsored by the Society for Military History and the George C. Marshall Foundation. James M. McPherson earned a Ph.D. at Johns Hopkins University in 1963 and from 1962 to 2004 taught at Princeton University, where he is currently the George Henry Davis ’86 Profes- sor of American History Emeritus.
    [Show full text]
  • Piracy, Illicit Trade, and the Construction of Commercial
    Navigating the Atlantic World: Piracy, Illicit Trade, and the Construction of Commercial Networks, 1650-1791 Dissertation Presented in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the Graduate School of The Ohio State University by Jamie LeAnne Goodall, M.A. Graduate Program in History The Ohio State University 2016 Dissertation Committee: Margaret Newell, Advisor John Brooke David Staley Copyright by Jamie LeAnne Goodall 2016 Abstract This dissertation seeks to move pirates and their economic relationships from the social and legal margins of the Atlantic world to the center of it and integrate them into the broader history of early modern colonization and commerce. In doing so, I examine piracy and illicit activities such as smuggling and shipwrecking through a new lens. They act as a form of economic engagement that could not only be used by empires and colonies as tools of competitive international trade, but also as activities that served to fuel the developing Caribbean-Atlantic economy, in many ways allowing the plantation economy of several Caribbean-Atlantic islands to flourish. Ultimately, in places like Jamaica and Barbados, the success of the plantation economy would eventually displace the opportunistic market of piracy and related activities. Plantations rarely eradicated these economies of opportunity, though, as these islands still served as important commercial hubs: ports loaded, unloaded, and repaired ships, taverns attracted a variety of visitors, and shipwrecking became a regulated form of employment. In places like Tortuga and the Bahamas where agricultural production was not as successful, illicit activities managed to maintain a foothold much longer.
    [Show full text]
  • Andrew Johnson, the Freedmen's Bureau, and the Problem of Equal Rights, 1865-1866 Author(S): Donald G
    Southern Historical Association Andrew Johnson, the Freedmen's Bureau, and the Problem of Equal Rights, 1865-1866 Author(s): Donald G. Nieman Reviewed work(s): Source: The Journal of Southern History, Vol. 44, No. 3 (Aug., 1978), pp. 399-420 Published by: Southern Historical Association Stable URL: http://www.jstor.org/stable/2208049 . Accessed: 01/11/2012 12:11 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp . JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. Southern Historical Association is collaborating with JSTOR to digitize, preserve and extend access to The Journal of Southern History. http://www.jstor.org Andrew Johnson, the Freedmen's Bureau, and the Problem of Equal Rights, 1865-1866 By DONALD G. NIEMAN DURING THE SUMMER AND FALL OF 1865, AS THE NEWLY CREATED Freedmen's Bureau commenced its operations, one of the chief concerns of its officials was providing freedmen with legal pro- tection. Antebellum southern state law had discriminated harshly against free blacks, and in the Civil War's aftermath functionaries of the provisional governments created in the rebel states by Presi- dents Abraham Lincoln and Andrew Johnson stood ready to apply this law to the freedmen. State officials' willingness to enforce discriminatory law, however, was not the only reason they posed a threat to blacks.
    [Show full text]
  • This Month in Latin American History March 12, 1671 Henry Morgan
    This Month in Latin American History Depiction of the sack of Panama March 12, 1671 Henry Morgan returns to Port Royal following the sack of Panama As convoys of silver and other valuable cargo Between Spain and its New World colonies grew, Spain’s European rivals sought ways to profit from that trade. One of the most common tactics was to hire privateers- licensed pirates who sought to pick off ships or raid coastal communities along the main trade routes. In the 1660s, one of the most successful privateers was Henry Morgan of Wales, who had already staged several successful raids around the Caribbean before undertaking his most daring assault yet- an attack on Panama City. Even Before the construction of the Panama Canal in the early 20th century, the city was a crucial nexus of trade, But since it was on the Pacific side of the isthmus, the defenders were not prepared for Morgan’s force, which landed on the Caribbean side and marched across difficult terrain, taking the city almost completely By surprise. Despite the Spanish governor destroying most of the city’s treasury, Morgan’s crew remained for three weeks, and in the aftermath the Spanish reBuilt Panama city in a different, more defensible location. Upon his return to Port Royal, Jamaica, Morgan received a hero’s welcome, But not long afterward he was arrested, since he had technically broken a peace treaty between England and Spain. Though never punished, the Crown made it clear that Morgan was to retire- he was named deputy governor of Jamaica and awarded a large estate there, where he lived out his days in luxury.
    [Show full text]
  • 37Th Congress
    Thirty-Seventh Congress July 4, 1861-Mar. 3, 1863 First Administration of Abraham Lincoln Historical Background ............................................................................................................. 1 War or Peace? ............................................................................................................................. 2 Economic Trends and Conditions ....................................................................................... 4 1861 Events ................................................................................................................................. 5 1862 Events ................................................................................................................................. 6 Major Acts ..................................................................................................................................... 9 President Abraham Historical Background Lincoln By early June 1861, ten additional slave States had followed South Carolina into secession, and a convention of seceding States met in Montgomery, Alabama, to form a new government, the Confederate States of America. House Senate Although compromises continued to be proposed, neither the North nor the Majority Majority South really believed that they could agree to any further modification of Party: Party: their principles. President Abraham Lincoln insisted in his inaugural address Republican Republican (108 Seats) (31 seats) on March 4, 1861, that the Union was older than the Constitution,
    [Show full text]
  • Proclamation 9567—Establishment of the Reconstruction Era National Monument January 12, 2017
    Administration of Barack Obama, 2017 Proclamation 9567—Establishment of the Reconstruction Era National Monument January 12, 2017 By the President of the United States of America A Proclamation The Reconstruction Era, a period spanning the early Civil War years until the start of Jim Crow racial segregation in the 1890s, was a time of significant transformation in the United States, as the Nation grappled with the challenge of integrating millions of newly freed African Americans into its social, political, and economic life. It was in many ways the Nation's Second Founding, as Americans abolished slavery and struggled earnestly, if not always successfully, to build a nation of free and equal citizens. During Reconstruction, Congress passed the Thirteenth, Fourteenth, and Fifteenth constitutional amendments that abolished slavery, guaranteed due process and equal protection under the law, and gave all males the ability to vote by prohibiting voter discrimination based on race, color, or previous condition of servitude. Ultimately, the unmet promises of Reconstruction led to the modern civil rights movement a century later. The Reconstruction Era began when the first United States soldiers arrived in slaveholding territories, and enslaved people on plantations and farms and in cities escaped from their owners and sought refuge with Union forces or in free states. This happened in November 1861 in the Sea Islands or "Lowcountry" of southeastern South Carolina, and Beaufort County in particular. Just seven months after the start of the Civil War, Admiral Samuel F. DuPont led a successful attack on Port Royal Sound and brought a swath of this South Carolina coast under Union control.
    [Show full text]
  • The Failure of Reconstruction
    Topic: The Failure of Reconstruction 11 th Grade U.S. History Goals : Students will be able to answer the following question: “Is the failure of Reconstruction the inability to allow the African American economic independence?” They will investigate the primary source documents before forming their own opinion. Learning Objectives: • Students will be able to evaluate Lincoln’s interpretation of the Emancipation Provocation • Students will be able to analyze primary and secondary sources relating to the topic. • Students will be able to identify bias in evaluating primary and secondary sources. • Students will be able to work cooperatively in completing the task. • Students will be able to develop a position paper based on a specific historical perspective. Connections/Standards Addressed : NCSS : Through the use of both primary and secondary sources students will answer the essential question “Can a group achieve equality when that group is so dependent on the group that oppressed them? Standards addressed NCSS 1 A – G Culture NCSS 2 A – F Time, Continuity, and Change NCSS 3 A, D, E, G, H, I, K People, Places, and Environments NCSS 5 A, C, D, F, G, Individuals, Groups, and Institutions NCSS 6 E, F, I Power, Authority and Governance NCSS 7 A, D, H, J Production, Distribution, and Consumption NCSS 8 A, C, D, E Science, Technology and Society NCSS 9 B, C, D E, F, G Global Connections NCSS 10 A Civic Ideals & Practices Context : Can a group achieve equality when that group is so dependent on the group that oppressed them? The Bureau’s Failings Despite the bureau’s success in education, it was unable to alleviate many problems, especially in regard to land management.
    [Show full text]
  • Sherman's March and Georgia's Refugee Slaves Ben Parten Clemson University, [email protected]
    Clemson University TigerPrints All Theses Theses 5-2017 "Somewhere Toward Freedom:" Sherman's March and Georgia's Refugee Slaves Ben Parten Clemson University, [email protected] Follow this and additional works at: https://tigerprints.clemson.edu/all_theses Recommended Citation Parten, Ben, ""Somewhere Toward Freedom:" Sherman's March and Georgia's Refugee Slaves" (2017). All Theses. 2665. https://tigerprints.clemson.edu/all_theses/2665 This Thesis is brought to you for free and open access by the Theses at TigerPrints. It has been accepted for inclusion in All Theses by an authorized administrator of TigerPrints. For more information, please contact [email protected]. “SOMEWHERE TOWARD FREEDOM:” SHERMAN’S MARCH AND GEORGIA’S REFUGEE SLAVES A Thesis Presented to the Graduate School of Clemson University In Partial Fulfillment of the Requirements for the Degree Masters of Arts History by Ben Parten May 2017 Accepted by: Dr. Vernon Burton, Committee Chair Dr. Lee Wilson Dr. Rod Andrew ABSTRACT When General William T. Sherman’s army marched through Georgia during the American Civil War, it did not travel alone. As many as 17,000 refugee slaves followed his army to the coast; as many, if not more, fled to the army but decided to stay on their plantations rather than march on. This study seeks to understand Sherman’s march from their point of view. It argues that through their refugee experiences, Georgia’s refugee slaves transformed the march into one for their own freedom and citizenship. Such a transformation would not be easy. Not only did the refugees have to brave the physical challenges of life on the march, they had to also exist within a war waged by white men.
    [Show full text]
  • By the History Workshop Table of Contents
    THINK LIKE A HISTORIAN BY THE HISTORY WORKSHOP TABLE OF CONTENTS INTRODUCTION: ............................................................................................................................................3 SUGGESTED GRADE LEVEL: .........................................................................................................................3 OBJECTIVES: .................................................................................................................................................3 MATERIALS: ..................................................................................................................................................3 BACKGROUND INFORMATION: ......................................................................................................................4 UNDERSTANDING MITCHELVILLE ...................................................................................................4 DOING HISTORICAL RESEARCH: .....................................................................................................15 LESSON ACTIVITIES: .....................................................................................................................................17 TEACHER GUIDANCE QUESTIONS: ..................................................................................................19 STANDARDS: ...................................................................................................................................19 RESOURCES: ....................................................................................................................................20
    [Show full text]
  • Unravelling Devon Involvement in Slave-Ownership Lucy
    Unravelling Devon involvement in Slave-Ownership Lucy MacKeith ‘The early history of the United States of America owes more to Devon than to any other English county.’ Charles Owen (ed.), The Devon-American Story (1980) My task this afternoon is to unravel Devon’s involvement in slave-ownership. I have found the task overwhelming because of constantly finding new information – there are leads to follow down little branches of family trees, there are Devon’s country houses, a wealth of documents, and – of course – the internet. So this is a VERY brief introduction to unravelling Devon’s involvement with slave- ownership – much has been left out. Let’s start with Elias Ball. His story is in Slaves in the Family, written by descendant Edward Ball and published in 1998. Elias Ball by Jeremiah Theus (1716-1774). ‘Elias Ball, ...was born in 1676 in a tiny hamlet in western England called Stokeinteignhead. He inherited a plantation in Carolina at the end of the seventeenth century ...His life shows how one family entered the slave business in the birth hours of America. It is a tale composed equally of chance, choice and blood.’ The book has many Devon links – an enslaved woman called Jenny Buller reminds us of Redvers Buller’s family, a hill in one of the Ball plantations called ‘Hallidon Hill’ reminds us of Haldon Hill just outside Exeter; two family members return to England, one after the American War of Independence. This was Colonel Wambaw Elias Ball who had been involved in trading in enslaved Africans in Carolina. He was paid £12,700 sterling from the British Treasury and a lifetime pension in compensation for the slaves he had lost in the war of independence.
    [Show full text]