On Being a Slave, Selections from 19Th-Century Slave Narratives
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Image Credits, the Making of African
THE MAKING OF AFRICAN AMERICAN IDENTITY: VOL. I, 1500-1865 PRIMARY SOURCE COLLECTION The Making of African American Identity: Vol. I, 1500-1865 IMAGE CREDITS Items listed in chronological order within each repository. ALABAMA DEPT. of ARCHIVES AND HISTORY. Montgomery, Alabama. WEBSITE Reproduced by permission. —Physical and Political Map of the Southern Division of the United States, map, Boston: William C. Woodbridge, 1843; adapted to Woodbridges Geography, 1845; map database B-315, filename: se1845q.sid. Digital image courtesy of Alabama Maps, University of Alabama. ALLPORT LIBRARY AND MUSEUM OF FINE ARTS. State Library of Tasmania. Hobart, Tasmania (Australia). WEBSITE Reproduced by permission of the Tasmanian Archive & Heritage Office. —Mary Morton Allport, Comet of March 1843, Seen from Aldridge Lodge, V. D. Land [Tasmania], lithograph, ca. 1843. AUTAS001136168184. AMERICAN TEXTILE HISTORY MUSEUM. Lowell, Massachusetts. WEBSITE Reproduced by permission. —Wooden snap reel, 19th-century, unknown maker, color photograph. 1970.14.6. ARCHIVES OF ONTARIO. Toronto, Ontario, Canada. WEBSITE In the public domain; reproduced courtesy of Archives of Ontario. —Letter from S. Wickham in Oswego, NY, to D. B. Stevenson in Canada, 12 October 1850. —Park House, Colchester, South, Ontario, Canada, refuge for fugitive slaves, photograph ca. 1950. Alvin D. McCurdy fonds, F2076-16-6. —Voice of the Fugitive, front page image, masthead, 12 March 1854. F 2076-16-935. —Unidentified black family, tintype, n.d., possibly 1850s; Alvin D. McCurdy fonds, F 2076-16-4-8. ASBURY THEOLOGICAL SEMINARY. Wilmore, Kentucky. Permission requests submitted. –“Slaves being sold at public auction,” illustration in Thomas Lewis Johnson, Twenty-Eight Years a Slave, or The Story of My Life in Three Continents, 1909, p. -
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. -
Essay for Harriet Tubman Underground Railroad National Monument
LaRoche HATU Essay Essay for Harriet Tubman Underground Railroad National Monument Submitted by Cheryl Janifer LaRoche, Ph. D. January 7, 2014 It was an honor to engage with the legacy of Harriet Tubman and to participate in the Scholar’s Roundtable in November of 2013. The discussions stimulated by the questions provided were both illuminating and thought-provoking. I was heartened to learn that more community leaders and interested—and not so interested—parties would be included in future vetting processes. As I indicated during our discussions, inclusion should cover a wide range of voices and opinions, sympathetic as well as challenging. Often, the challenging participants force new ideas and lay paths for new directions. “Ownership” of the legacy of Harriet Tubman is shifting away from the local community as they realize that her story is both a national and global treasure. Within that context, however, Tubman will always remain an important local icon and I believe it would benefit both the National Park Service and the Harriet Tubman Underground Railroad National Monument to be very mindful of Tubman’s local importance. Tubman’s legacy can be used to strengthen and empower the local community, particularly those whose families have been rooted on the Eastern Shore for generations. For this essay, I will elaborate on each of the four questions posed to the scholars or reiterate points I believe are important to the interpretation of Tubman’s significance. Many of the points I raise around literacy or religious freedom, for example, move beyond the literal story but were not part of the original questions 1 LaRoche HATU Essay posed for the Roundtable Scholars. -
Education on the Underground Railroad: a Case Study of Three Communities in New York State (1820-1870)
Syracuse University SURFACE Dissertations - ALL SURFACE 12-2013 Education on the Underground Railroad: A Case Study of Three Communities in New York State (1820-1870) Lenora April Harris Follow this and additional works at: https://surface.syr.edu/etd Part of the Education Commons, and the History Commons Recommended Citation Harris, Lenora April, "Education on the Underground Railroad: A Case Study of Three Communities in New York State (1820-1870)" (2013). Dissertations - ALL. 30. https://surface.syr.edu/etd/30 This Dissertation is brought to you for free and open access by the SURFACE at SURFACE. It has been accepted for inclusion in Dissertations - ALL by an authorized administrator of SURFACE. For more information, please contact [email protected]. ABSTRACT In the mid-nineteenth century a compulsory education system was emerging that allowed all children to attend public schools in northern states. This dissertation investigates school attendance rates among African American children in New York State from 1850–1870 by examining household patterns and educational access for African American school-age children in three communities: Sandy Ground, Syracuse, and Watertown. These communities were selected because of their involvement in the Underground Railroad. I employed a combination of educational and social history methods, qualitative and quantitative. An analysis of federal census reports, state superintendent reports, city directories, area maps, and property records for the years 1820–1870 yielded comparative data on households, African American and European American, in which African American school-age children resided. The nature of schooling and the manner in which the household and community advocated for school attendance during this period are also described and compared. -
Henry Wadsworth Longfellow At
on fellow ous L g ulletinH e Volume No. A Newsletter of the Friends of the Longfellow House and the National Park Service December pecial nniversary ssue House SelectedB As Part of Underground Railroad Network to Freedom S Henry WadsworthA LongfellowI he Longfellow National Historic Site apply for grants dedicated to Underground Turns 200 Thas been awarded status as a research Railroad preservation and research. ebruary , , marks the th facility with the Na- This new national Fanniversary of the birth of America’s tional Park Service’s Network also seeks first renowned poet, Henry Wadsworth Underground Railroad to foster communi- Longfellow. Throughout the coming year, Network to Freedom cation between re- Longfellow NHS, Harvard University, (NTF) program. This searchers and inter- Mount Auburn Cemetery, and the Maine program serves to coor- ested parties, and to Historical Society will collaborate on dinate preservation and help develop state- exhibits and events to observe the occa- education efforts na- wide organizations sion. (See related articles on page .) tionwide and link a for preserving and On February the Longfellow House multitude of historic sites, museums, and researching Underground Railroad sites. and Mount Auburn Cemetery will hold interpretive programs connected to various Robert Fudge, the Chief of Interpreta- their annual birthday celebration, for the facets of the Underground Railroad. tion and Education for the Northeast first time with the theme of Henry Long- This honor will allow the LNHS to dis- Region of the NPS, announced the selec- fellow’s connections to abolitionism. Both play the Network sign with its logo, receive tion of the Longfellow NHS for the Un- historic places will announce their new technical assistance, and participate in pro- derground Railroad Network to Freedom status as part of the NTF. -
African American Childhood and the Nineteenth-Century Literary Imagination (1850S-1900)
BREWINGTON, PAULETTE YVONNE, Ph.D. Wild, Willful, and Wicked: African American Childhood and the Nineteenth-Century Literary Imagination (1850s-1900). (2013) Directed by Dr. Karen A. Weyler. 249 pp. This dissertation examines nineteenth-century depictions of African American children in Harriet Beecher Stowe’s Uncle Tom’s Cabin (1852), Frank J. Webb’s The Garies and Their Friends (1857), and Harriet E. Wilson’s Our Nig (1859). It explores Stowe’s characters as wild, willful, and unruly minstrel-inspired comic figures further exaggerated with nineteenth-century stereotypes such as: shiftlessness, ignorance heathenism, and demonism. Both novels of Webb and Wilson serve as respondents to Stowe’s creations. Frank J. Webb presents industrious, educated children whose pranks are born out of self-possession. Wilson, on the other hand, illustrates that for the African American child in servitude in the free North, hardship and violence can rival that of the slave-holding South. WILD, WILLFUL, AND WICKED: AFRICAN AMERICAN CHILDHOOD AND THE NINETEENTH-CENTURY LITERARY IMAGINATION (1850S-1900) by Paulette Yvonne Brewington A Dissertation Submitted to the Faculty of The Graduate School at The University of North Carolina at Greensboro in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy Greensboro 2013 Approved by ____________________________ Committee Chair © 2013 Paulette Yvonne Brewington APPROVAL PAGE This dissertation has been approved by the following committee of the Faculty of The Graduate School at The University of North Carolina at Greensboro. Committee Chair ______________________________________ Committee Members ______________________________________ ______________________________________ ______________________________________ ___________________________ Date of Acceptance by Committee _________________________ Date of Final Oral Examination ii TABLE OF CONTENTS Page LIST OF FIGURES ............................................................................................................v CHAPTER I. -
University of Florida Thesis Or Dissertation Formatting
FREE IN THOUGHT, FETTERED IN ACTION: ENSLAVED ADOLESCENT FEMALES IN THE SLAVE SOUTH By COURTNEY A. MOORE A DISSERTATION PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY UNIVERSITY OF FLORIDA 2010 1 © 2010 Courtney A. Moore 2 To my parents, Brenda W. Moore and George Moore, my first teachers, and my wonderful family in North Carolina and Florida, my amazing village 3 ACKNOWLEDGMENTS Throughout the course of this process I have received the support of countless individuals who have tirelessly given of themselves to make my dream a reality. Professionally, many teachers and professors have shaped my intellectual growth, equipping me with the skills and confidence needed to excel academically. I would like to thank the faculty and staff at Southwood Elementary, Central Davidson Middle and Central Davidson High Schools, especially Ms. Dorothy Talbert. Since elementary school Ms. Talbert encouraged me to conquer my fears and move toward the wonderful opportunities life held, even up to her untimely passing this year she was a constant source of encouragement and cheer. I am also indebted to the Department of History at North Carolina Central University, specifically Drs. Carlton Wilson, Lydia Lindsey and Freddie Parker. Observing these amazing scholars, I learned professionalism, witnessed student-centered teaching at its best, and had the embers of my love for history erupt into an unquenchable fire as I learned of black men and women who impacted the world. My sincerest gratitude to the History Department and African American Studies Program faculty and staff at the University of North Carolina at Greensboro. -
The Narrative of Lunsford Lane, Formerly of Raleigh, N.C
The narrative of Lunsford Lane, formerly of Raleigh, N.C., embracing an account of his early life, the redemption by purchase of himself and family from slavery, and his banishment from the place of his birth for the crime of wearing a colored skin. Published by himself. THE NARRATIVE OF LUNSFORD LANE, FORMERLY OF RALEIGH, N. C. EMBRACING AN ACCOUNT OF HIS EARLY LIFE, THE REDEMPTION, BY PURCHASE OF HIMSELF AND FAMILY FROM SLAVERY, AND HIS BANISHMENT FROM THE PLACE OF HIS BIRTH FOR THE CRIME OF WEARING A COLORED SKIN. PUBLISHED BY HIMSELF. THIRD EDITION. BOSTON: PRINTED FOR THE PUBLISHER: HEWES AND WATSON'S PRINT. No. 60 Congress St. 1845. THE NARRATIVE OF LUNSFORD LANE, RALEIGH, N. C. EMBRACING AN ACCOUNT OF HIS EARLY LIFE, THE REDEMPTION BY PURCHASE OF HIMSELF AND FAMILY FROM SLAVERY, AND HIS BANISHMENT FROM THE PLACE OF HIS BIRTH FOR THE CRIME OF WEARING A COLORED SKIN. PUBLISHED BY HIMSELF. THIRD EDITION. BOSTON: PRINTED FOR THE PUBLISHER: HEWES AND WATSON'S PRINT. No. 60....Congress St. 1845. NOTE TO THE THIRD EDITION. The rapidity with which the first and second editions of this work has been sold, renders it necessary to put another edition to press, without any enlargement or material alteration. The narrative of Lunsford Lane, formerly of Raleigh, N.C., embracing an account of his early life, the redemption by purchase of himself and family from slavery, and his banishment from the place of his birth for the crime of wearing a colored skin. Published by himself. http://www.loc.gov/resource/rbaapc.15410 Thanks to those friends who have aided me in the sale of the former editions,—to those editors who have so favorably noticed the work,—and to those who have so freely purchased. -
H301 Race and Slavery
301 Race and Slavery Fall 2004 We raise de wheat, Dey gib us de corn; We bake de bread, Dey gib us de crust Slave Song. Dr. Jeffrey R. Kerr-Ritchie Office: 224C :334-5205 Email: [email protected] Office hours: Monday, Wednesday, 12:00-2:00 Description: This course begins with the making of racial slavery in the 1600s and concludes with its unmaking as a result of the Great American Slave Rebellion in the 1860s. It is organized around several major topics and questions. How were free Africans transformed into an enslaved working class? What were some of the spatial and temporal differences between colonial and ante-bellum slave societies? When did black institutions first emerge and how did these change over time? What was the Great American Slave Rebellion? Define Black Reconstruction and is it over? Our objectives are threefold: to provide a survey of the first two centuries of African American history; to practice the rudiments of the historical craft through examining documents, evaluating secondary sources, and critical thinking; and, to relate the past to the present. Requirements: All students are expected to attend class and participate in discussions on a regular basis. Only two unexcused absences are allowed after which your grade will be penalized. # Bi-weekly 1 page lecture/reading questions (25% of your grade). # One 3-5 page take-home paper due September 16 (25% of your grade). # One 3-5 page paper due October 21 (25% of your grade). # Two 3-5 page take-home papers due December 9 (25% of your grade). -
Underground Railroad
Resource Booklet 1 Underground Railroad To the Teacher… This booklet was created by Teaching with To access items in this booklet visit Primary Sources at Eastern Illinois University www.eiu.edu/~eiutps for links to the bibliography (www.eiu.edu/~eiutps) as a companion to the page of each at the Library of Congress website. EIU TPS website. The booklet features You may also locate them on the WWW by information and images of digitized primary entering the URL provided in the citation page at sources from the Library of Congress American the end of the booklet. This will take you to a Memory Collection that you may wish to use in descriptive page for the item which also your classroom. These images were selected for identifies the host collection - CHECK OUT THE their relevance and as a means to intrigue REST OF THE COLLECTION!! We hope you students and encourage inquiry. American find this booklet helpful. Memory (www.memory.loc.gov/ammem) is a multimedia web site of digitized historical documents, photographs, sound recordings, moving pictures, books, pamphlets, maps, and other resources from the Library of Congress’s Please feel free to print and share with vast holdings. colleagues and contact us with questions, comments or ideas! Why Teach with Primary Sources? For years historians and educators have understood the value of primary sources in K-12 education. 1. Primary sources expose students to multiple perspectives on great issues of the past and present. History, after all, deals with matters furiously debated by participants. Interpretations of the past are furiously debated among historians, policy makers, politicians, and ordinary citizens. -
Abolitionist Performance at the London Crystal Palace, 1851
Lisa Volpe Embodying the Octoroon: Abolitionist Performance at the London Crystal Palace, 1851 Nineteenth-Century Art Worldwide 15, no. 2 (Summer 2016) Citation: Lisa Volpe, “Embodying the Octoroon: Abolitionist Performance at the London Crystal Palace, 1851,” Nineteenth-Century Art Worldwide 15, no. 2 (Summer 2016), http://www. 19thc-artworldwide.org/summer16/volpe-on-abolitionist-performance-at-the-london-crystal- palace-1851. Published by: Association of Historians of Nineteenth-Century Art. Notes: This PDF is provided for reference purposes only and may not contain all the functionality or features of the original, online publication. Volpe: Embodying the Octoroon: Abolitionist Performance at the London Crystal Palace, 1851 Nineteenth-Century Art Worldwide 15, no. 2 (Summer 2016) Embodying the Octoroon: Abolitionist Performance at the London Crystal Palace, 1851 by Lisa Volpe On July 18, 1851, the American abolitionist newspaper the Liberator published a letter by William Farmer detailing a demonstration that took place in the American section of the Great Exhibition of the Works of Industry of All Nations, the first international exhibition: My Dear Sir, An interesting anti-slavery demonstration took place at the Great Exhibition on Saturday last. The same idea appears to have arisen simultaneously in the minds of [several] abolitionists—the propriety of exhibiting . some specimens not merely of hams, locks, revolvers and firearms, but of the more peculiar staple produce of America —Slavery.[1] As Farmer suggested, the American section in the Crystal Palace displayed a variety of American products but contained no reference to the three million slaves in the United States who helped to produce them. -
Life in Slavery
Published on NCpedia (https://www.ncpedia.org) Home > ANCHOR > Antebellum (1836–1860) > Life in Slavery Life in Slavery [1] Share it now! It’s almost impossible for us today to imagine how difficult life was for a slave in the antebellum South. Work was long and hard, food and shelter were minimal, the threat of brutal punishment always loomed, and families could be broken up at a master’s whim. Yet, heroically, enslaved people made lives for themselves — families, religion, a culture, even art. In this chapter, we’ll read — and, in one case, actually hear — the words of former slaves themselves. Some sources in this chapter are books written by slaves who escaped to the North, to tell antebellum northerners what slavery was really like. Others are interviews conducted by a federal government program in the 1930s. These interviews can be difficult to read, but they are one of very few ways we can learn about the experiences of enslaved people directly. Before beginning, please read this guide to reading slave narratives [2]. Section Contents The Life of a Slave [4] Interview with Charlie Barbour [5] James Curry's Childhood in Slavery [6] Interview with Fountain Hughes [7] Incidents in the Life of a Slave Girl [8] Lunsford Lane Buys His Freedom [9] James Curry Escapes from Slavery [10] Jonkonnu in North Carolina [11] Managing a Plantation: Slaves [12] User Tags: antebellum [13] Chapter Cover [14] history [15] North Carolina [16] North Carolina History [17] slavery [18] Students [19] Teachers [20] Creative Commons BY-NC-SA [21] From: LEARN