Rethinking the Underground Railroad

Total Page:16

File Type:pdf, Size:1020Kb

Rethinking the Underground Railroad 1 INTRODUCTION: RETHINKING THE UNDERGROUND RAILROAD he nineteenth century’s most celebrated black American first Ttasted freedom on September 4, 1838, when he arrived in New York City as a nineteen-year-old fugitive slave. Frederick Bailey had long hoped to escape from bondage. As a youth in Maryland he gazed out at the ships on Chesapeake Bay, seeing them as “free- dom’s swift-winged angels.” He secretly taught himself to read and write, understanding, he later wrote, that knowledge was “the path- way from slavery to freedom.” In 1836, he and four friends devised a plan to abscond by canoe onto the bay and somehow make their way north. But the plan was discovered, and before their departure the five were arrested, jailed, and returned to their owners.1 Two years later, while working as a caulker in a Baltimore ship- yard, Bailey again plotted his escape, this time with the assistance of Anna Murray, a free black woman he planned to marry. She provided the money for a rail ticket, and Bailey borrowed papers from a retired black sailor identifying him as a free man. Dressed in nautical attire, he boarded a train, hoping to reach New York City. Maryland law required black passengers on the Philadelphia, Wilmington, and Baltimore line (which opened only a year before Bailey’s escape) to apply for tickets before eight o’clock in the morn- gateway to freedom pass5.indd 1 10/31/14 9:13 AM 2 gateway to freedom ing on the day of travel so that their free papers could be examined and, if necessary, investigated. But the measure remained largely unenforced. Bailey used a printed timetable to arrive at the station at the moment of the train’s departure and purchased his ticket on board to avoid scrutiny. Despite the short distance—less than 200 miles—the trip proved arduous and complicated. Thirty-five miles north of Baltimore the passengers had to disembark to cross the Susquehanna River by ferry. At Wilmington, they boarded a steamboat for Philadelphia. There, Bailey later recalled, “I enquired of a colored man how I could get on to New York.” The man directed him to a depot where Bailey took a ferry to Camden, New Jersey, then the Camden and Amboy Railroad to South Amboy, then another ferry across the Hudson River to a dock at the foot of Chambers Street. Less than twenty-four hours after leaving Baltimore, he disembarked on free soil. “A new world burst upon my agitated vision,” he would later write.2 In spite of his exhilaration, Bailey was frightened and alone, and he had no real plan about what to do next. He encountered Jake, a fugitive slave he had known in Maryland, who warned him that although they were in a free state, slave catchers roamed the city’s streets. Shortly thereafter, a “warm-hearted and generous” black sailor directed him to the home of David Ruggles at 36 Lispenard Street, not far from the docks. Ruggles was secretary and prime mover of the New York Committee of Vigilance, founded three years earlier to combat an epidemic of kidnapping. Many years before Solomon Northup drew attention to this problem in his widely read memoir, Twelve Years a Slave, free blacks, frequently young children, were abducted on New York’s streets for sale into southern slavery.3 The committee also provided fugitives from the South with shelter, transportation, and if they were apprehended, legal representation. By 1838, Ruggles was the leader of a network gateway to freedom pass5.indd 2 10/31/14 9:13 AM introduction: rethinking the underground railroad 3 with connections to antislavery activists in Baltimore, Philadel- phia, New England, and upstate New York. He regularly scoured the wharfs, on the lookout for fugitive slaves. Ruggles took Bailey into his home and advised him to change his name to help avoid recapture. Frederick Bailey now became Frederick Johnson. Rug- gles then gave him his first introduction to antislavery activities and mailed a letter to Anna Murray, urging her to come to New York at once. A few days later the couple married in Ruggles’s parlor. The Reverend James W. C. Pennington performed the ceremony.4 Like Bailey, Pennington (born James Pembroke) was a fugi- tive slave. He had escaped in 1827, at the age of twenty-one, from Washington County, Maryland, just south of the Mason-Dixon Line, leaving behind his parents and ten brothers and sisters. Pem- broke’s journey to freedom proved far more harrowing than Bai- ley’s. He started out on foot, but with “no knowledge of distance or direction,” he ended up heading southeast, toward Baltimore, not north. He received advice from a number of people, white and black, about how to avoid slave catchers, but at one point a group of men seized him, hoping to claim the $200 reward his owner had advertised for his return. Pembroke managed to escape from his captors and eventually made his way to southern Pennsylvania, where a Quaker couple, William and Phoebe Wright, sheltered him for six months, paid him for work as a farm laborer, and taught him to read and write. Pennington moved on to New York City in 1828. He found a job in Brooklyn, attended classes in the evening, and became a teacher in a black school on Long Island. By the time he officiated at the Baileys’ wedding, Pennington had become pastor of a local Congregational church.5 Unlike Pennington, Frederick Bailey did not remain in New York. He considered himself “comparatively safe,” but Ruggles appreciated the precarious situation of fugitives in the city. Soon after their wedding he gave the couple five dollars (more than a gateway to freedom pass5.indd 3 10/31/14 9:13 AM 4 gateway to freedom week’s wages for a manual laborer at the time) and told them to head to New Bedford, Massachusetts, where another black abo- litionist would receive them. A major port city, New Bedford was the world’s whaling capital. Its shipyards and oceangoing vessels provided employment to many free blacks and escaped slaves. Indeed, because of its strong abolitionist movement and thriving black community long accustomed to sheltering runaways, the city was known as the “fugitive’s Gibraltar” (or, as a Virginia newspaper put it, “a den of negro thieves and fugitive protectors”). In the fall of 1838, having discovered that in New Bedford, Johnson families were “so numerous as to cause some confusion in distinguishing one from another,” Frederick Bailey changed his name one last time. Henceforth, he would be known as Frederick Douglass.6 I It is impossible to say how many slaves escaped to freedom in the decades before the Civil War. Contemporary sources are often of little help. For very different reasons, both abolitionists and slave- owners had a vested interest in exaggerating the numbers—the former to emphasize the black desire for freedom and their own efforts “like noble heroes . for suffering and oppressed human- ity,” the latter as evidence of a northern conspiracy to undermine the peculiar institution. Estimates—guesses, really—suggest some- where between 1,000 and 5,000 per year between 1830 and 1860. This was hardly enough to affect the growth of the slave population (which approached four million in 1860), but sufficient to become a cause of alarm in the slave states and of contention between North and South, not to mention significant monetary loss for affected slaveholders.7 There were enough escapes that the southern physician Sam- uel A. Cartwright claimed to have identified a malady previously gateway to freedom pass5.indd 4 10/31/14 9:13 AM introduction: rethinking the underground railroad 5 unknown to medical science: “drapetomania,” a “disease caus- ing Negroes to run away.” (Frederick Law Olmsted, the New York journalist and landscape architect who wrote popular accounts of his visits to the South in the 1850s, noted that white servants had long been known to abscond. Perhaps, he suggested sarcastically, blacks had caught this disease from them.) Each escape had its own character and faced its own dangers, but those of Douglass and Pennington were in some ways typical. Most fugitives, like them, were young men who escaped alone. Those with immediate fami- lies often sought to retrieve their wives and children after reach- ing the North. Some, like Douglass, planned for months; others, like Pennington, decided to run away because of an immediate grievance—in his case, his owner’s threat to whip his mother for insubordination.8 All fugitive slaves faced daunting odds and demonstrated remarkable courage. Slave patrols and armed private groups ded- icated to apprehending fugitives could be found throughout the South. Their numbers were augmented following Nat Turner’s rebellion in Southampton County, Virginia, in 1831, which resulted in the death of over fifty whites. The authorities regularly searched ships, railroad cars, and highways for fugitives. In the slave states, to aid a runaway slave carried severe legal penalties. Most slaves had little knowledge of geography or how to locate sympathetic per- sons outside their immediate neighborhoods, although many seem to have been aware that there were people, black and white, will- ing to help them. They often envisaged dangers even greater than those that actually existed. In the first of his three autobiographies, published in 1845, Douglass recalled that he imagined watchmen everywhere—“at every ferry a guard, on every bridge a sentinel, and in every wood a patrol of slave hunters.” He memorably explained his anxiety by asking the reader to imagine himself in “a land given up to be a hunting-ground for slaveholders .
Recommended publications
  • All Aboard! Escaping Slavery on the Underground Railroad by Monica Will
    All Aboard! Escaping Slavery on the Underground Railroad by Monica Will Students will use critical thinking skills and applications to understand the strains of slavery and the risks associated with escape to freedom via the underground railroad through an in depth primary source analysis. The students will use two primary sources to analyze the escape of a fugitive slave. Students will then apply their knowledge gained to complete related extension activities. --- Overview------------------------------------------------------------------------------ Objectives: After completing the activity, students will be able to: • Perform a basic primary source analysis of a historic photograph • Interpret informational text using grade level reading strategies • List some of the risks associated with the underground railroad • Describe what slave owners did to aid in the return of their slaves • Apply reading and writing skills within the content area Understanding Slavery was something that once divided our country. All too often Goal: the slaves were treated in bad ways and dreamed of being free. Many of the people that lived as slaves would often risk their lives to gain freedom no matter what it took. The Underground Railroad helped many slaves escape to freedom. Investigative What challenges and risks did runaway slaves face as they traveled Question: along the Underground Railroad? How did the Underground Railroad help these fugitives escape? Time Required: Three class sessions Grade Level: 3 - 5 Topic: African American History, Maps Era:
    [Show full text]
  • The Rhetoric of Education in African American Autobiography and Fiction
    University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Masters Theses Graduate School 8-2006 Dismantling the Master’s Schoolhouse: The Rhetoric of Education in African American Autobiography and Fiction Miya G. Abbot University of Tennessee - Knoxville Follow this and additional works at: https://trace.tennessee.edu/utk_gradthes Part of the English Language and Literature Commons Recommended Citation Abbot, Miya G., "Dismantling the Master’s Schoolhouse: The Rhetoric of Education in African American Autobiography and Fiction. " Master's Thesis, University of Tennessee, 2006. https://trace.tennessee.edu/utk_gradthes/1487 This Thesis is brought to you for free and open access by the Graduate School at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Masters Theses by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. To the Graduate Council: I am submitting herewith a thesis written by Miya G. Abbot entitled "Dismantling the Master’s Schoolhouse: The Rhetoric of Education in African American Autobiography and Fiction." I have examined the final electronic copy of this thesis for form and content and recommend that it be accepted in partial fulfillment of the equirr ements for the degree of , with a major in English. Miriam Thaggert, Major Professor We have read this thesis and recommend its acceptance: Mary Jo Reiff, Janet Atwill Accepted for the Council: Carolyn R. Hodges Vice Provost and Dean of the Graduate School (Original signatures are on file with official studentecor r ds.) To the Graduate Council: I am submitting herewith a thesis written by Miya G.
    [Show full text]
  • In Memoriam Frederick Dougla
    Central Library of Rochester and Monroe County · Historic Monographs Collection Central Library of Rochester and Monroe County · Historic Monographs Collection CANNOT BE PHOTOCOPIED * Not For Circulation Central Library of Rochester and Monroe County · Historic Monographs Collection / III llllllllllll 3 9077 03100227 5 Central Library of Rochester and Monroe County · Historic Monographs Collection jFrebericfc Bouglass t Central Library of Rochester and Monroe County · Historic Monographs Collection fry ^tty <y /z^ {.CJ24. Central Library of Rochester and Monroe County · Historic Monographs Collection Hn flDemoriam Frederick Douglass ;?v r (f) ^m^JjZ^u To live that freedom, truth and life Might never know eclipse To die, with woman's work and words Aglow upon his lips, To face the foes of human kind Through years of wounds and scars, It is enough ; lead on to find Thy place amid the stars." Mary Lowe Dickinson. PHILADELPHIA: JOHN C YORSTON & CO., Publishers J897 Central Library of Rochester and Monroe County · Historic Monographs Collection Copyright. 1897 & CO. JOHN C. YORSTON Central Library of Rochester and Monroe County · Historic Monographs Collection 73 7^ In WLzmtxtrnm 3fr*r**i]Ch anglais; "I have seen dark hours in my life, and I have seen the darkness gradually disappearing, and the light gradually increasing. One by one, I have seen obstacles removed, errors corrected, prejudices softened, proscriptions relinquished, and my people advancing in all the elements I that make up the sum of general welfare. remember that God reigns in eternity, and that, whatever delays, dis appointments and discouragements may come, truth, justice, liberty and humanity will prevail." Extract from address of Mr.
    [Show full text]
  • Introduction
    Introduction R. J. Ellis One of the most influential books ever written, Uncle Tom’s Cabin; or, Life Among the Lowly was also one of the most popular in the nineteenth century. Stowe wrote her novel in order to advance the anti-slavery cause in the ante-bellum USA, and rooted her attempt to do this in a ‘moral suasionist’ approach — one designed to persuade her US American compatriots by appealing to their God-given sense of morality. This led to some criticism from immediate abolitionists — who wished to see slavery abolished immediately rather than rely upon [per]suasion. Uncle Tom's Cabin was first published in 1852 as a serial in the abolitionist newspaper National Era . It was then printed in two volumes in Boston by John P. Jewett and Company later in 1852 (with illustrations by Hammatt Billings). The first printing of five thousand copies was exhausted in a few days. Title page, with illustration by Hammatt Billings, Uncle Tom’s Cabin Vol. 1, Boston, John P. Jewett and Co., 1852 During 1852 several reissues were printed from the plates of the first edition; each reprinting also appearing in two volumes, with the addition of the words ‘Tenth’ to ‘One Hundred and Twentieth Thousand’ on the title page, to distinguish between each successive re-issue. Later reprintings of the two-volume original carried even higher numbers. These reprints appeared in various bindings — some editions being quite lavishly bound. One-volume versions also appeared that same year — most of these being pirated editions. From the start the book attracted enormous attention.
    [Show full text]
  • Discovering the Underground Railroad Junior Ranger Activity Book
    Discovering the Underground Railroad Junior Ranger Activity Book This book to:___________________________________________belongs Parents and teachers are encouraged to talk to children about the Underground Railroad and the materials presented in this booklet. After carefully reading through the information, test your knowledge of the Underground Rail- road with the activities throughout the book. When you are done, ask yourself what you have learned about the people, places, and history of this unique yet difficult period of American history? Junior Rangers ages 5 to 6, check here and complete at least 3 activities. Junior Rangers ages 7 to 10, check here and complete at least 6 activities. Junior Rangers ages 10 and older, check here and complete 10 activities. To receive your Junior Ranger Badge, complete the activities and then send the booklet to our Omaha office at the address below. A ranger will go over your answers and then return your booklet along with an official Junior Ranger Badge for your efforts. Please include your name, age, and mailing address where you would like your Junior Ranger Badge to be sent. National Underground Railroad Network to Freedom Program National Park Service 601 Riverfront Drive Omaha, Nebraska 68102 For additional information on the Underground Railroad, please visit our website at http://www.nps.gov/ugrr This booklet was produced by the National Park Service Southeast Region, Atlanta, Georgia To Be Free Write about what “Freedom” means to you. Slavery and the Importance of the Underground Railroad “To be a slave. To be owned by another person, as a car, house, or table is owned.
    [Show full text]
  • African American Heritage Trail
    Robinson family home 1 Rokeby Museum Described as “unrivaled” by the National Park Service, Rokeby Museum is a National Historic Landmark and preeminent Underground Railroad site. “Free and Safe: One of many farm buildings The Underground Railroad in Vermont,” introduces visitors to Simon and Jesse – two historically documented fugitives from slavery who were sheltered at Rokeby in the 1830’s. The exhibit traces their stories from slavery to freedom, introduces the abolitionist Robinson family who called Rokeby home for nearly 200 years, and explores the turbulent decades leading up to the Civil War. Once a thriving Merino sheep farm, Rokeby retains eight historic farm buildings filled with agricultural artifacts along with old wells, stone walls and fields. Acres of pastoral landscape invite a leisurely stroll or a hike up the trail. Picnic tables are available for dining outdoors. Rowland Thomas and Rachel Gilpin Robinson Vermont Folklife 3 Center Daisy Turner, born in June 1883 to ex-slaves Alexander and Sally Turner in Grafton, Vermont, embodied living history during her 104 years as a Vermonter. Her riveting style of storytelling, reminiscent of West African griots, wove the history of her family from slavery until her death in 1988 as Vermont’s oldest citizen. The Vermont Folklife Center recorded over 60 hours of interviews with Daisy. A selection of these audio recordings, plus photographs and video relating to Daisy and the Turner family, are part of an interactive listening exhibit for visitors to the Center. The full collection of Great Convention Turner materials in the Folklife Center Archive is available 2 Historic Marker to qualified researchers by appointment only.
    [Show full text]
  • 150Th Anniversary of the Emancipation Proclamation
    Emancipation Proclamation Commemorative Coloring Book President Abraham Lincoln issued the Emancipation Proclamation on January 1, 1863, announcing, "that all persons held as slaves. henceforward shall be free." This book belongs to I celebrated the 150th Anniversary of the Emancipation Proclamation at the National Archives, Washington, D.C. The Emancipation Proclamation The Emancipation Proclamation was an order issued by President Abraham Lincoln that began the process of freeing all the slaves in the United States. It was signed January 1, 1863. The order freed all slaves held by the Confederate States that were not in control of Union forces. The Eman- cipation Proclamation, followed by the 13th Amendment to the Constitution, would eventually free four million enslaved Americans. The order also allowed freed slaves to join the U.S. mili- tary. By the end of the Civil War in 1865, 200,000 African American troops, most of whom were former slaves, served in the Union armed forces. These added troops, as well as the political effect of the Emancipation Proclamation, helped the Union win the Civil War. As a milestone along the road to end slavery, with the post–Civil War struggles, and the modern legacy of civil rights, the Emancipation Proclamation has assumed a place among the great documents of human freedom. The Emancipation Proclamation Story and Legacy (MariaAbraham is writing) Lincoln, the 16th President of the United States, and his Cabinet members read over the Emancipation Proclamation, which proclaimed the freedom of slaves in the 10 states rebelling against the Union in the Civil War. Lincoln first presented the Emancipation Proclamation to his Cabinet on July 22, 1862, and issued the Preliminary Proclamation on September 22, 1862.
    [Show full text]
  • ED040908.Pdf
    DOCUMENT RESUME ED 040 908 32 SO 000 145 AUTHOR Zimmermann, Matilde J. TITLE Teacher's Guide for Afro-American History. INSTITUTION New York State Dept. of Social Services, Albany. SPONS AGENCY Office of Education (DHEW), Washington, D.C. PUB DATE Feb 69 NOTE 124p.; Prepared for the Bureau of Children's Institutions Services of the N.Y. State Department of Social Services EDRS PRICE EDRS Price MF-$0.75 HC-$6.30 DESCRIPTORS *African American Studies, African History, American History, *Annotated Bibliographies, Black Power, *Elementary Grades, Ethnic Stereotypes, History Instruction, Negro Education, Negroes, Negro History, Negro Institutions, Negro Literature, Negro Role, *Secondary Grades, *Teaching Guides ABSTRACT This manual is designed to help the non-specialist cope with the existing body of material on Afro-American studies and establish guidelines for evaluatingnew resources as they appear. No attempt is made to recommend teaching methods or activities, but the author urges supplementation of elementary and secondary social studies courses and materials, most of which overlookor distort the role of blacks in American history. The first part of the manual, Survey of Afro-American History, is divided into 16 historical periods paralleling similar divisions in American historycourses, e.g.: The African Past; Black Power During the Reconstruction Period; Depression and the New Deal; Black Nationalism. Each sectionsurveys its period with an emphasis on Afro-Americans, andnotes three to five related specialized works. The secondpart comprises a 40-page topical bibliography to aid teachers and librarians in addingto their Afro-American studies materials. Itcovers bibliographies, teacher guides, biographies, general histories and documentary collections, African history and culture, contemporary issues,black art, children's books, newspapers and periodicals, films and filmsetips, sound recordings, and organizations and publishers.(DJB) U.S.
    [Show full text]
  • RIVERFRONT CIRCULATING MATERIALS (Can Be Checked Out)
    SLAVERY BIBLIOGRAPHY TOPICS ABOLITION AMERICAN REVOLUTION & SLAVERY AUDIO-VISUAL BIOGRAPHIES CANADIAN SLAVERY CIVIL WAR & LINCOLN FREE AFRICAN AMERICANS GENERAL HISTORY HOME LIFE LATIN AMERICAN & CARIBBEAN SLAVERY LAW & SLAVERY LITERATURE/POETRY NORTHERN SLAVERY PSYCHOLOGICAL ASPECTS OF SLAVERY/POST-SLAVERY RELIGION RESISTANCE SLAVE NARRATIVES SLAVE SHIPS SLAVE TRADE SOUTHERN SLAVERY UNDERGROUND RAILROAD WOMEN ABOLITION Abolition and Antislavery: A historical encyclopedia of the American mosaic Hinks, Peter. Greenwood Pub Group, c2015. 447 p. R 326.8 A (YRI) Abolition! : the struggle to abolish slavery in the British Colonies Reddie, Richard S. Oxford : Lion, c2007. 254 p. 326.09 R (YRI) The abolitionist movement : ending slavery McNeese, Tim. New York : Chelsea House, c2008. 142 p. 973.71 M (YRI) 1 The abolitionist legacy: from Reconstruction to the NAACP McPherson, James M. Princeton, NJ: Princeton University Press, c1975. 438 p. 322.44 M (YRI) All on fire : William Lloyd Garrison and the abolition of slavery Mayer, Henry, 1941- New York : St. Martin's Press, c1998. 707 p. B GARRISON (YWI) Amazing Grace: William Wilberforce and the heroic campaign to end slavery Metaxas, Eric New York, NY : Harper, c2007. 281p. B WILBERFORCE (YRI, YWI) American to the backbone : the life of James W.C. Pennington, the fugitive slave who became one of the first black abolitionists Webber, Christopher. New York : Pegasus Books, c2011. 493 p. B PENNINGTON (YRI) The Amistad slave revolt and American abolition. Zeinert, Karen. North Haven, CT : Linnet Books, c1997. 101p. 326.09 Z (YRI, YWI) Angelina Grimke : voice of abolition. Todras, Ellen H., 1947- North Haven, Conn. : Linnet Books, c1999. 178p. YA B GRIMKE (YWI) The antislavery movement Rogers, James T.
    [Show full text]
  • The Emancipation Proclamation Was Greeted with Great Enthusiasm by Northern Free Blacks in 1863 Whose Enthusiasm Was Heightened
    “NEW JERSEY REACTIONS TO THE EMANCIPATION PROCLAMATION” By Larry A. Greene, Ph.D. The Emancipation Proclamation was greeted with great enthusiasm by northern free blacks in 1863 whose enthusiasm was heightened by the Union’s final acquiesce to their demand for inclusion in the Union army’s two-year-old fight against the Confederacy. Black volunteers would no longer be turned away by recruiters and would play a significant role in their own liberation. By the end of the Civil War, ten percent of the Union Army was black. Freedom was not simply bestowed upon African-Americans, but rather is one of the great historic examples of a people participating in their own liberation from those southern blacks who earlier sought freedom via the Underground Railroad in the ante-bellum years preceding the Civil War to the more than 180,000 blacks soldiers and sailors, many former slaves as well as northern free blacks, fighting not just to preserve the United States of America, but bravely engaging the Confederacy upon the battlefield even when that very Confederate government threatened to summarily execute any black prisoners of war wearing Union uniforms and white officers commanding such companies or regiments. From Fort Wagner in South Carolina to the Battle of the Crater in Virginia, black Civil War troops engaged in a war of self-liberation. The Emancipation Proclamation, while unanimously applauded today in public school textbooks and celebrated as one of Lincoln’s greatest accomplishments was not received with unanimous approval but with severe criticism by a significant part of the northern electorate.
    [Show full text]
  • Underground Railroad Byway Delaware
    Harriet Tubman Underground Railroad Byway Delaware Chapter 3.0 Intrinsic Resource Assessment The following Intrinsic Resource Assessment chapter outlines the intrinsic resources found along the corridor. The National Scenic Byway Program defines an intrinsic resource as the cultural, historical, archeological, recreational, natural or scenic qualities or values along a roadway that are necessary for designation as a Scenic Byway. Intrinsic resources are features considered significant, exceptional and distinctive by a community and are recognized and expressed by that community in its comprehensive plan to be of local, regional, statewide or national significance and worthy of preservation and management (60 FR 26759). Nationally significant resources are those that tend to draw travelers or visitors from regions throughout the United States. National Scenic Byway CMP Point #2 An assessment of the intrinsic qualities and their context (the areas surrounding the intrinsic resources). The Harriet Tubman Underground Railroad Byway offers travelers a significant amount of Historical and Cultural resources; therefore, this CMP is focused mainly on these resource categories. The additional resource categories are not ignored in this CMP; they are however, not at the same level of significance or concentration along the corridor as the Historical and Cultural resources. The resources represented in the following chapter provide direct relationships to the corridor story and are therefore presented in this chapter. A map of the entire corridor with all of the intrinsic resources displayed can be found on Figure 6. Figures 7 through 10 provide detailed maps of the four (4) corridors segments, with the intrinsic resources highlighted. This Intrinsic Resource Assessment is organized in a manner that presents the Primary (or most significant resources) first, followed by the Secondary resources.
    [Show full text]
  • Valuing Immigrant Memories As Common Heritage
    Valuing Immigrant Memories as Common Heritage The Leif Erikson Monument in Boston TORGRIM SNEVE GUTTORMSEN This article examines the history of the monument to the Viking and transatlantic seafarer Leif Erikson (ca. AD 970–1020) that was erected in 1887 on Common- wealth Avenue in Boston, Massachusetts. It analyzes how a Scandinavian-American immigrant culture has influenced America through continued celebration and commemoration of Leif Erikson and considers Leif Erikson monuments as a heritage value for the public good and as a societal resource. Discussing the link between discovery myths, narratives about refugees at sea and immigrant memo- ries, the article suggests how the Leif Erikson monument can be made relevant to present-day society. Keywords: immigrant memories; historical monuments; Leif Erikson; national and urban heritage; Boston INTRODUCTION At the unveiling ceremony of the Leif Erikson monument in Boston on October 29, 1887, the Governor of Massachusetts, Oliver Ames, is reported to have opened his address with the following words: “We are gathered here to do honor to the memory of a man of whom indeed but little is known, but whose fame is that of having being one of those pioneers in the world’s history, whose deeds have been the source of the most important results.”1 Governor Ames was paying tribute to Leif Erikson (ca. AD 970–1020) from Iceland, who, according to the Norse Sagas, was a Viking Age transatlantic seafarer and explorer.2 At the turn History & Memory, Vol. 30, No. 2 (Fall/Winter 2018) 79 DOI: 10.2979/histmemo.30.2.04 79 This content downloaded from 158.36.76.2 on Tue, 28 Aug 2018 11:30:49 UTC All use subject to https://about.jstor.org/terms Torgrim Sneve Guttormsen of the nineteenth century, the story about Leif Erikson’s being the first European to land in America achieved popularity in the United States.
    [Show full text]