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Maine State Library Maine State Documents Cumberland Books Cumberland, Maine 10-27-2017 Cumberland and the Slavery Issue Sally A. Merrill Follow this and additional works at: http://digitalmaine.com/cumberland_books Recommended Citation Merrill, Sally A., "Cumberland and the Slavery Issue" (2017). Cumberland Books. 62. http://digitalmaine.com/cumberland_books/62 This Text is brought to you for free and open access by the Cumberland, Maine at Maine State Documents. It has been accepted for inclusion in Cumberland Books by an authorized administrator of Maine State Documents. For more information, please contact [email protected]. Cumberland and the Slavery Issue (1830-1865): Facts, Legends, and Context Sally A. Merrill Cumberland and the Slavery Issue Table of Contents Acknowledgements iii Preface v Part One: What are the known facts about status of slavery in Maine? 1 How did slavery in Maine differ from slavery in the South? 4 Part Two: How did Cumberland residents learn about the slavery issue? 5 Newspapers 6 Speakers 7 William Lloyd Garrison 7 Samuel Fessenden 8 Reverend Austin Willey 9 Reverend Oren Burbank Cheney 10 Francis O. J. Smith 11 Frederick Douglass 13 Henry Bibb 14 Frances Ellen Watkins Harper 15 Eyewitness accounts 16 Political parties 19 Presidential politics and responses to slavery issues, 1828-1856 24 Mainers involved in slavery events with national ramifications 40 Atticus Case: a fugitive 41 Elijah Parish Lovejoy: abolitionist 41 Nathaniel Gordon: slaver 44 Clifton Harris: murderer? 47 Part Three: How did Cumberland residents respond to the slavery issue? 48 Position of church 48 Response to “Strangers” 53 Underground Railroad 56 Voting records 58 Congressional District Two 58 Chart One: District votes for Congressional representative, 1833-1871 62 Gubernatorial contests 64 Rise and fall of Governor Smith, 1829-1833 65 Emergence of Jacksonian Democrats, 1833-1837 66 Seesaw between Kent and Fairfield, 1837-1842 69 Decade of Democratic rule, 1841-1851 73 Parties Splinter and Realign, 1852-1860 78 Chart Two: Cumberland votes for Governor, 1833-1871 99 Summary of Voting trends in Cumberland 102 Ambivalence and voter vacillation in Cumberland 112 Part Four: Conclusions 114 Timeline 149 Bibliography 183 ii Cumberland and the Slavery Issue Acknowledgements This examination of Cumberland and the Slavery Issue 1830-1865 has been made possible through the generous support of a training grant from Goodwill Industries. Under the auspices of Prince Memorial Library and its director Thomas Bennett, the purpose of this grant is to provide sufficient training so that the recipient eventually can continue on his or her own. The project is designed to provide community service. This program is known as the Senior Community Service Employment Program, and in the State of Maine, it is operated by Goodwill Industries of Northern New England. Insofar as possible, I have used primary source material. Among this material, I have examined Cumberland Town Meeting Records, Volume I (1821-1851) and Volume II (1851- 1898). From these records, I have designed two charts depicting how Cumberland voters cast ballots for Congressional Representative from District Two and Governor (1833-1871). In addition, I have included direct quotations from newspapers of that period. It is important to remember that although Cumberland seemed to be a small, rural community somewhat isolated from the issues of the day, it was also the home of early families who played a decisive role in local and state politics. Even these early families were divided on the issue of slavery. As a student of history, I can never be certain I have captured events and motives as they actually were. Events thirty to forty years prior to Civil War are many generations removed from the present day. Recognizing my imperfect knowledge of prevailing conditions, I focus on key questions, relevant for the current generation. The Narrative is organized around three key questions. The Timeline provides a chronological of relevant events. ………………………………………………………………………………………………………………….. In preparing this material, I have reflected on the legacy of my two grandfathers, both born in Cumberland, and both connected with events of this period. My paternal grandfather, Wallace Lincoln Merrill (1865-1947), lived his entire life in Cumberland. By trade, he was a farmer and a “building contractor.” As such, he built many homes, barns, and sheds in the town and adjacent communities. A man of few words, he was steeped in the values of hard work, honesty, and fairness. As a child, I reveled in his hearty laughter. Disciplined and dedicated to the temperance movement, he led his life in harmony with the values of his namesake, Abraham Lincoln. iii Cumberland and the Slavery Issue My maternal grandfather, Harry Percy Sweetser (1873-1952) grew up in Cumberland, and later became a lawyer with offices on Exchange Street in Portland. He “read the law” with lawyers having links to abolitionists Samuel Fessenden and Francis O. J. Smith. His first born son, he named Douglass in honor of Frederick Douglass, an abolitionist and statesman. His only daughter, he named for Clara Sturdivant Sweetser, his foster mother who served as a station- master for the Underground Railroad in Cumberland. To the memory of these two grandfathers, this manuscript is dedicated. iv Cumberland and the Slavery Issue Preface Why is the issue of slavery still so important? The Civil War (1861-1865) has ended. The system of slavery has been abolished by law. And yet, repercussions still reverberate today. What lingers is racial profiling. Today, it takes the form of prejudice not only against Blacks, but also against Muslims and Immigrants. We are reminded of George Santayana’s warning, “Those who cannot learn from history are doomed to repeat it.” Chiming in with a bleaker view, Eugene O’Neill observed, “there is no present, no future, only the past happening over and over again.” Prejudice is not an accident. It has causes and consequences. Often prejudice is accumulated generation after generation until we recognize it for what it is and discover how to break through its barriers. Often prejudice persists because we are unwilling to abandon ingrained views. Sometimes it persists because we are unaware our views reflect prejudice. Significantly, prejudice is something that can be eliminated. However, it will persist until we realize its roots and eradicate them. The aim of this narrative is to examine, insofar as can be determined, the slavery issue, how it influenced residents of Maine and especially how it influenced residents of Cumberland. To that end, three basic questions are considered. First, what are the known facts about the status of slavery in Maine? When, where, and who in Maine was involved? How well were slaves integrated into society, namely schools and churches? How did slavery in Maine differ from slavery in the South? Second, how did residents learn about slavery? Viewing the slavery issue through the perspective of newspaper editors, itinerant speakers, eyewitness accounts, political party leaders, and presidential politics, Cumberland residents garnered information from secondary sources. Occasionally, slavery events involving Maine residents would have national ramifications, and invariably these events would reach the attention of Cumberland residents. Third, how did residents respond to the issue of slavery? In word and deed, how did Cumberland residents respond to the slavery issue? The evolving position of the church and its pastors indicate shifting positions, as events unfolded and passions intensified. Early responses to “strangers” such as Native Americans were imbedded in family oral traditions, and easily were passed down from generation to generation. For several residents, the Underground Railroad offered an opportunity to help fugitive slaves. Finally, Cumberland’s voting records for Governor and Congressional Representative for District Two suggest trends in party identification, party disintegration, and realignment, each of which was influenced by the v Cumberland and the Slavery Issue slavery issue. To facilitate organization of the material, two charts are presented, one for Cumberland’s Congressional vote (1830-1865) and one for its gubernatorial vote. Events happen in sequence, amid a steady stream of changing circumstances subjected to cross-currents. To provide a context for this sequence of events, a Timeline is provided at the end of the narrative. By reviewing the chronological sequence, new connections, causal and non-causal, may be discovered. In conclusion, this is a story of two world views colliding: pro-slavery and anti-slavery. After identifying these views, what lessons are learned? Alas, lessons are repeated until they are learned. Patterns of prejudice persist until they are identified and eliminated. We may ignore the past or we may deny it, but no one can escape it. This is a study of a tempestuous period, in which we witness mob riots, hangings, and vitriolic arguments. Recognized or not, causes and consequences prevail. We revisit the past in order to release it. While it is painful to reflect on so much suffering, these reflections are helpful in explaining past discrimination, avoiding such misdeeds in the present, and moving forward toward the future. ……………………………………………………………. Just inside the gates of the Unitarian Church in Charleston, South Carolina, is a slab of salvaged bricks. Attached to the front is a metal bird looking backwards. The plaque explains that this bird is a West African symbol which means “learning from the past in order to move forward.” The inscription dedicates the slab of salvaged bricks to “the enslaved workers who made these bricks and helped build our church.” vi Cumberland and the Slavery Issue Cumberland and the Slavery Issue Why is it so important to understand the Slavery Issue? During the nineteenth century, no issue was more divisive. This is true for the nation at large. This is also true for the state of Maine and for residents of Cumberland. Different parts of the country and different parts of the community responded very differently.
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