An Illustrated History. by Frederick C. Luebke. (Lincoln: University of Nebraska Press, 1995

Total Page:16

File Type:pdf, Size:1020Kb

An Illustrated History. by Frederick C. Luebke. (Lincoln: University of Nebraska Press, 1995 Book Reviews 77 Kimbrough seems happiest when most specific, especially when he is playing the role of interpreter of and advocate for mountain people now frequently in diaspora in the industrial cities of Ohio, Indiana, and Michigan. His book might have been hewn more care- fully in places, but it is one of the best introductions to this peren- nially fascinating phenomenon. PETERW. WILLIAMSis Distinguished Professor of Religion and American Studies, Miami University, Oxford, Ohio. He is the author of Popular Religion in America (1980, 1989). Nebraska: An Illustrated History. By Frederick C. Luebke. (Lincoln: University of Nebraska Press, 1995. Pp. xxiv, 405. Illustrations, maps, bibliography, index. $35.00.) Most oversize picture histories stir little interest, ending their useful lives on dental office coffee tables and bookstore remainder tables. This book is a welcome exception to the norm, and for all the right reasons. It integrates well-chosen illustrations with intelligent text to tell an important story. Its author and editor has a command of the subject that reveals itself on every page. Both casual browsers and serious students of Nebraska history will appreciate it. The book is part of a “Great Plains Photography” series offered by the publisher. Its more than four hundred pages are sturdily bound and handsomely designed, and the layout refrains from crowding too many illustrations on a single page. High-quality paper ensures that the photographic reproductions have sharp lines and good contrasts. Frederick C. Luebke selected illustrations and wrote text for fifty-eight brief topical chapters grouped in five chronological sec- tions. Each section has a brief narrative introduction, and each chap- ter has a 500- to 800-word essay linking that topic’s illustrations. Chapter topics range from events (such as World War 111, to places (the siting of the state capital), to distinct groups (Native Ameri- cans), to social history (farm life), and to important personalities (George W. Norris). For example, a chapter on nineteenth-century housing illustrates an early log cabin, various styles of “soddies”(sod houses), the “harvesting” of sod for home construction, and a later plains frame house. The author taught history for many years at the University of Nebraska and is a recognized authority on the state, the Great Plains, and immigration history. For the book’s principal themes and ideas Luebke acknowledged drawing heavily upon his stimulating earlier essay in Heartland (19881, a collection of middle western state his- tories. His introduction and the various short essays emphasize the key role of water and land transportation routes in the state’s devel- opment, its ethnic variety, a special relationship between the people and their land, distinctive economic patterns, and an independent streak in its politics. 78 Indiana Magazine of History The three hundred illustrations include useful maps and some artwork, but photographs predominate. Luebke’s major source was the large photographic collection at the Nebraska State Historical Society, Lincoln, but he found some materials elsewhere as well. Dis- tinguishing this offering from a more conventional picture book was the author’s insistence on selecting illustrations based on their rel- evance to the themes and topics he selected rather than on a pho- tograph‘s intrinsic appeal or curiosity. Another good feature is the author’s preference for relatively lengthy captions that enable him fully to discuss the context as well as the subject matter of his illus- trations. This book reinforces the author’s reputation as a well-informed historian and painstaking craftsman. The quality of both its text and illustrations are a reflection of his career-long study of the subject. Students of Nebraska history will welcome it; Hoosiers can find much to enjoy and learn about a distant neighbor in mid-America. CULLOMDAVIS is director of The Lincoln Legal Papers and professor of history emer- itus, University of Illinois, Springfield. His publications include work on Illinois and the Middle West. Delia Webster and the Underground Railroad. By Randolph Paul Runyon. (Lexington: University Press of Kentucky, 1996. Pp. x, 259. Illustrations, map, notes, bibliography, index. $29.95.) The title of this book is misleading. On the surface it appears as though Randolph Paul Runyon’s study were a biography of Delia Webster, a white middle-class teacher from Vergennes, Vermont, who became infamous for her work on the Underground Railroad. The work is, however, less about Webster than about the local polit- ical culture surrounding the debates about antislavery and “slave stealing” in small southern towns. Webster serves as a vehicle for exploring the antislavery networks that operated in Kentucky and extend- ed northward and the fragile line that separated antislavery and proslavery forces in the South. As Runyon demonstrates in his dis- cussion of Webster’s relationship with her jailor, Newton Craig and his family, for example, such lines could easily blur. In this narrative Webster, for several reasons, remains a shad- owy figure. First, the author has expanded the purview of the study beyond a narrow chronology of Webster’s life, an approach that often results in extensive discussions of other people: escaped slaves such as Lewis and Harriet Hayden and William and Ellen Craft; more prominent antislavery activists such as Levi Coffin and Calvin Fair- bank; and the Craig family. It is always a difficult task for histori- ans to locate their biographical subjects within a larger social, political, and economic context without losing their focus. Unfortunately, in this book Webster disappears from Runyon’s narrative, partly because .
Recommended publications
  • CRM Vol. 21, No. 4
    PUBLISHED BY THE VOLUME 21 NO. 4 1998 NATIONAL PARK SERVICE Contents ISSN 1068-4999 To promote and maintain high standards for preserving and managing cultural resources Slavery and Resistance Foreword 3 Robert Stanton DIRECTOR Robert Stanton Slavery and Resistance—Expanding Our Horizon 4 ASSOCIATE DIRECTOR Frank Faragasso and Doug Stover CULTURAL RESOURCE STEWARDSHIP AND PARTNERSHIPS Revisiting the Underground Railroad 7 Katherine H. Stevenson Gary Collison EDITOR Ronald M. Greenberg The UGRR and Local History 11 Carol Kammen GUEST EDITORS Frank Faragasso Confronting Slavery and Revealing the "Lost Cause" 14 Doug Stover James Oliver Horton ADVISORS Changing Interpretation at Gettysburg NMP 17 David Andrews Editor.NPS Eric Foner and John A. Latschar Joan Bacharach Museum Registrar, NPS The Remarkable Legacy of Selina Gray 20 Randall I. Biallas Karen Byrne Historical Architect, NPS Susan Buggey Director. Historical Services Branch Frederick Douglass in Toronto 23 Parks Canada Hilary Russell lohn A. Burns Architect, NPS Harry A. Butowsky Local Pasts in National Programs 28 Historian, NPS Muriel Crespi Pratt Cassity Executive Director, National Alliance of Preservation Commissions The Natchez Court Records Project 30 Muriel Crespi Ronald L. F. Davis Cultural Anthropologist, NPS Mark R. Edwards The Educational Value of Quindaro Townsite in the 21st Century 34 Director. Historic Preservation Division, State Historic Preservation Officer. Georgia Michael M. Swann Roger E. Kelly Archeologist, NPS NPS Study to Preserve and Interpret the UGRR 39 Antoinette I- Lee John C. Paige Historian. NPS ASSISTANT The UGRR on the Rio Grande 41 Denise M. Mayo Aaron Mahr Yanez CONSULTANTS NPS Aids Pathways to Freedom Group 45 Wm.
    [Show full text]
  • National Register of Historic Places Multiple Property Documentation Form
    NPSForm10-900-b OMB No. 1024-0018 (Revised March 1992) . ^ ;- j> United States Department of the Interior National Park Service National Register of Historic Places Multiple Property Documentation Form This form is used for documenting multiple property groups relating to one or several historic contexts. See instructions in How to Complete the Multiple Property Documentation Form (National Register Bulletin 16B). Complete each item by entering the requested information. For additional space, use continuation sheets (Form 10-900-a). Use a typewriter, word processor, or computer, to complete all items. _X_New Submission _ Amended Submission A. Name of Multiple Property Listing__________________________________ The Underground Railroad in Massachusetts 1783-1865______________________________ B. Associated Historic Contexts (Name each associated historic context, identifying theme, geographical area, and chronological period for each.) C. Form Prepared by_________________________________________ name/title Kathrvn Grover and Neil Larson. Preservation Consultants, with Betsy Friedberg and Michael Steinitz. MHC. Paul Weinbaum and Tara Morrison. NFS organization Massachusetts Historical Commission________ date July 2005 street & number 220 Morhssey Boulevard________ telephone 617-727-8470_____________ city or town Boston____ state MA______ zip code 02125___________________________ D. Certification As the designated authority under the National Historic Preservation Act of 1966, I hereby certify that this documentation form meets the National
    [Show full text]
  • Black Evangelicals and the Gospel of Freedom, 1790-1890
    University of Kentucky UKnowledge University of Kentucky Doctoral Dissertations Graduate School 2009 SPIRITED AWAY: BLACK EVANGELICALS AND THE GOSPEL OF FREEDOM, 1790-1890 Alicestyne Turley University of Kentucky, [email protected] Right click to open a feedback form in a new tab to let us know how this document benefits ou.y Recommended Citation Turley, Alicestyne, "SPIRITED AWAY: BLACK EVANGELICALS AND THE GOSPEL OF FREEDOM, 1790-1890" (2009). University of Kentucky Doctoral Dissertations. 79. https://uknowledge.uky.edu/gradschool_diss/79 This Dissertation is brought to you for free and open access by the Graduate School at UKnowledge. It has been accepted for inclusion in University of Kentucky Doctoral Dissertations by an authorized administrator of UKnowledge. For more information, please contact [email protected]. ABSTRACT OF DISSERTATION Alicestyne Turley The Graduate School University of Kentucky 2009 SPIRITED AWAY: BLACK EVANGELICALS AND THE GOSPEL OF FREEDOM, 1790-1890 _______________________________ ABSTRACT OF DISSERTATION _______________________________ A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the College of Arts and Sciences at the University of Kentucky By Alicestyne Turley Lexington, Kentucky Co-Director: Dr. Ron Eller, Professor of History Co-Director, Dr. Joanne Pope Melish, Professor of History Lexington, Kentucky 2009 Copyright © Alicestyne Turley 2009 ABSTRACT OF DISSERTATION SPIRITED AWAY: BLACK EVANGELICALS AND THE GOSPEL OF FREEDOM, 1790-1890 The true nineteenth-century story of the Underground Railroad begins in the South and is spread North by free blacks, escaping southern slaves, and displaced, white, anti-slavery Protestant evangelicals. This study examines the role of free blacks, escaping slaves, and white Protestant evangelicals influenced by tenants of Kentucky’s Second Great Awakening who were inspired, directly or indirectly, to aid in African American community building.
    [Show full text]
  • Proclamation by Andy Beshear Governor of the Commonwealth of Kentucky
    Proclamation Andy Beshear Governor of the Commonwealth of Kentucky WHEREAS, In Kentucky, many freedom seekers demonstrated resistance and determination to break the bonds of enslavement and courageously jeopardized their own personal safety for others, including heroes such as Henry Bibb, Josiah Henson, Addison White, Juliet Miles, Thornton and Lucie Blackburn, Elijah Marrs and Lewis and Harriet Hayden; among others; and WHEREAS, Thousands of refugees fled to Camp Nelson with their families and enlisted as Union soldiers to escape bondage and help end slavery in the United States permanently; and WHEREAS, Underground Railroad Conductors such as Delia Webster, John and Matilda Fee, John Rankin, John Parker, Calvin Anderson, Washington Spradling, Bird Parker, W. H. Gibson, Arnold Gragston, Elisha Winifred Green, Rev. Chapman Harris, William Harding, George Washington Carver, Harriet Beecher Stowe and others saved the lives of many families escaping slavery and strengthened the abolitionist movement; and WHEREAS, The Commonwealth of Kentucky seeks to recognize the inspiring efforts of Kentuckians and people from around the world who have committed to documenting and sharing the Underground Railroad story through the National Park Service's National Underground Railroad Network to Freedom and the United Nations Educational, Scientific and Cultural Organization's Sites of Memory Designation; and WHEREAS, The National Underground Railroad Network to Freedom acknowledges the significance of the Underground Railroad, and all those involved, for
    [Show full text]
  • Slavery's Messages of Hope
    Slavery’s Messages of Hope Submitted by Peggy Smyth Sweetwater Elementary School Sweetwater, Tennessee Unit: Slavery’s Messages of Hope Lesson Title: Underground Railroad Quilts Grade Level: 4th Essential Question related to Vital Theme: How important was it to be able to read a quilt? Lesson Time: Two class periods. Curriculum Standards: 4.1.08 Use active comprehension strategies to derive meaning while reading and to check for understanding after reading. 4.1.10 Develop skills to facilitate reading to learn in a variety of content areas. 4.1.12 Experience various literary and media genres. 4.6.spi.1. recognize how groups work cooperatively to accomplish goals and encourage change (i.e., American. Revolution, founding of Tennessee, the failure of the Articles of Confederation, colonies). 4.6.spi.2. determine how the issue of slavery caused political and economic tensions between government policy and people's beliefs (i.e., abolitionists, plantation owners, state's rights, central government, Loyalists). Technology used and how: Class will view website <http://home.columbus.rr.com/bradshaw/UNDERRR/quilt/underground_railroad_quilt.htm> Materials: Students choice: markers, crayons, construction paper, paper, fabric, etc. Activity description (s) and overview of instructional strategies: Students will view the website that shows different designs and meanings. The class will divide into groups and each group will make a quilt section with message Supporting Assignment/Homework: Students will complete their section at home. The pieces will be connected together the next class period. Assessment: The groups will present their quilts to the class and explain the meaning of their design. Slave’s Messages of Hope Submitted by Peggy Smyth Sweetwater Elementary School Sweetwater, Tennessee Personal freedom was always at the core when people were looking for reasons to settle in the New World.
    [Show full text]
  • UNDERGROUND RAILOAD RESOURCES in the U.S. THEME STUDY Page 1 E. STATEMENT of HISTORIC CONTEXT: the UNDERGROUND RAILROAD in AMERI
    NPS Form 10-900 USDI/NPS NRHP Registration Form (Rev. 8-86) OMB No. 1024-0018 UNDERGROUND RAILOAD RESOURCES IN THE U.S. THEME STUDY Page 1 United States Department of the Interior, National Park Service National Register of Historic Places Registration Form E. STATEMENT OF HISTORIC CONTEXT: THE UNDERGROUND RAILROAD IN AMERICAN HISTORY The primary purpose of this context is to assist in the identification of places associated with the Underground Railroad that are eligible for National Historic Landmark designation and for listing in the National Register of Historic Places. In 1990, the United States Congress authorized the National Park Service to conduct a study of the resources available nationally for the interpretation of the Underground Railroad. A special resource study published in 1995 determined that there were sufficient resources available and suggested a variety of approaches for commemoration of the Underground Railroad. Operating under the 1990 legislation, the National Park Service has produced educational materials and technical support for researchers. An Underground Railroad Handbook was published in February 1997, followed by “Exploring a Common Past: Researching the Underground Railroad.” This study provides historic context for the development of nominations for the Underground Railroad theme. Identifying historic properties associated with the Underground Railroad is an extremely varied task. To help the researcher understand the various aspects of the Underground Railroad, this context is divided into sections that focus on a complex but related series of historical activities and geographic regions, referred to generally as the Underground Railroad. The term is capitalized to signal inclusiveness in that larger organizing concept.
    [Show full text]
  • Network to Freedom: the Underground Railroad Bulletin
    National Park Service Network to Freedom U.S. Department of the Interior National Underground Railroad Network to Freedom The Underground Railroad Nishnabotna Ferry House, Iowa, The Underground Railroad refers to the efforts of enslaved African Americans to resist overlaid with an 1836 letter from a enslavement and gain their freedom by escape and flight through the end of the Civil War. Mississippi slave owner listing the names Wherever slavery existed, there were efforts to escape. Early escapes led slaves to form maroon and shoe sizes of the enslaved people communities in rugged terrain away from settlements, and later to move across state and on his plantation. Image courtesy of international borders. Stephen Marc. While most individuals began and completed their journeys unassisted, active efforts to aid those escaping increased with each subsequent decade of legal slavery in the United States. Some may have decided spontaneously to assist a freedom seeker, but particularly following the Fugitive Slave Act of 1850, the Underground Railroad was deliberate and organized. Freedom seekers went in many directions—Canada, Mexico, Indian Territory, the West, Caribbean islands, and Europe. The Fugitive Slave Acts Until the end of the Civil War, enslavement fine. Clearly, the Underground Railroad was at was legal in the United States. In contrast to work decades before it was given its name. the Revolutionary War era rhetoric about freedom, the new United States constitution Increasing escapes sparked a tougher law, the protected the rights of individuals to own and Fugitive Slave Act of 1850, which compelled enslave other people. all citizens to participate in the capture and return of freedom seekers with penalties of The Fugitive Slave Law of 1793 enforced these fines and prison sentences.
    [Show full text]
  • “Yours, in the Cause of the Slave” a Document Packet for Teachers and Students Cc
    “Yours, in the cause of the slave” A Document Packet for Teachers and Students cC Published by the Vermont Historical Society, 1997 with funding provided by the Vermont Council on the Humanities, under a grant from the National Endowment for the Humanities and by Green Mountain Power ON THE COVER: Plate from The Liberty Almanac, 1847 Collection of the Vermont Historical Society DESIGN : BRIAN P. GRA P HIC ARTS www.brianpgraphics.com Dear Teachers, Vermont was one of the most active states involved in the anti-slavery movement before the Civil War. It is known that many slaves escaped through Vermont to Canada, but it is only recently that historians have found the documentary evidence of who the fugitives were, how they escaped, what their routes were, or how they might have been hidden or sheltered. In 1995, the Vermont State Legislature authorized the Vermont Department of State Buildings and the Vermont Division for Historic Preservation to undertake a study on Vermont’s role in the underground railroad. The study was undertaken by Ray Zirblis, an historian from Calais, Vermont, and resulted in a published report “Friends of Freedom: The Vermont Underground Railroad Survey Report.” In 1996, the Vermont Historical Society received a grant from the Vermont Council on the Humanities to hold a series of public programs on Vermont and the underground railroad. In addition to these programs, this document packet for teachers has been produced with funding from the grant and Green Mountain Power. The goals of this project were two-fold: to provide teachers and their students with information on this important historical topic and to reproduce original documents from the Vermont Historical Society’s collections for educational purposes.
    [Show full text]
  • November / December 2016 Freemason.Org November December Vol No 2016 65 01
    NOVEMBER / DECEMBER 2016 FREEMASON.ORG NOVEMBER DECEMBER VOL NO 2016 65 01 3 2 EXECUTIVE MESSAGE Grand Master John R. Heisner explores how the ideal of freedom requires an ongoing search for deeper meaning in life and in Masonry. 3 CONSPIRATORS OR PATRIOTS? Connections between Freemasonry and the outbreak of the French Revolution might be quite different than contemporary historians have believed. THIS ISSUE’S COVER CALLS TO MIND THE THOUGHTFUL TO SERVE AND PROTECT CONTEMPLATION REQUIRED BY EACH MASON IN ORDER 6 Melvin S. Clark joined the military, and then Freemasonry, TO FULLY ABSORB THE LESSONS OF THE CRAFT AND TO CONSCIOUSLY FREE HIS MIND FROM SOCIAL, CULTURAL, for the same reason: to give back. SUBCONSCIOUS, AND OTHER INFLUENCES. SHOWN HERE IS THE RUNNER-UP COVER. REMINISCENT OF A KALEIDOSCOPE, IT REPRESENTS THE CHAOTIC BEAUTY OF INNER LIFE AND THE EMERGING SENSE OF CALM THAT CAN BE ATTAINED WHEN ONE’S MIND IS FREED. 12 FREEING THE MIND The desire for freedom calls to every man. Yet the ability to harness true freedom and fully commit oneself to leading an unfettered existence has remained a challenge 24 throughout the centuries. With today’s modern, media-influenced lifestyle, what does “freedom” mean for the modern man? And, how does Freemasonry fit in? 8 MASONIC EDUCATION: 21 FREEMASONRY SET FREE THE LIMITS OF FREEDOM Prince Hall Masonic lodges played a crucial role in the Anderson’s First Charge is an early testament to success of the Underground Railroad, creating a symbiotic religious freedom within Freemasonry – as well as the relationship between African-American Masons and the brotherhood’s requirements of its members.
    [Show full text]
  • Underground Railroad
    THE UNDERGROUND RAILROAD As Larry Gara has pointed out, pitifully few slaves managed to escape via the Underground Railroad. Most who did manage to escape were unattached black young men who could slip away without leaving behind a family to be abused by the slavemaster, and most who did manager to escape were slaves situated in the border region, rather than in the Deep South (although a few slaves did manage to escape from Southern ports, using seaman contacts and/or stowaway techniques rather than relying on this overland Underground Railroad). In addition to the fact that only a very small percentage of those enslaved ever managed to make an escape, we must bear in mind that there was a small but very significant reverse flow as well. There was in existence not only an Underground Railroad, but also what might be termed a reverse underground railroad. It was a profitable business, to kidnap unprotected free blacks from the north and, by threats and by abuse, deliver them south, to be sold to slavemasters there quite indifferent to the rights of blacks, such as any putative right a free person might have not to be kidnapped and abused and sold. HDT WHAT? INDEX UNDERGROUND RAILROAD UNDERGROUND RAILROAD Thus such sentimental depictions as the above, done in the warm eye of retrospect as of 1893 by Charles T. Webber, are utterly inaccurate — not because such assistance from northern whites failed not occur, but in a rather more pernicious sense. The sentiment that families typically escaped as a single unit, the sentiment that the very young and the very old participated, flies in the face of the historical record that first, very very few ever managed such an escape, and that, second, those who did manage an escape tended to be unattached young males from border states.
    [Show full text]
  • Gerrit Smith
    GO TO LIST OF PEOPLE INVOLVED IN HARPERS FERRY VARIOUS PERSONAGES INVOLVED IN THE FOMENTING OF RACE WAR (RATHER THAN CIVIL WAR) IN THE UNITED STATES OF AMERICA HDT WHAT? INDEX RACE WAR, NOT CIVIL WAR GERRIT SMITH It is clear that Henry Thoreau was not trusted with any of the secrets of the conspiracy we have come to know as the Secret “Six,” to the extent that his future editor and biographer Franklin Benjamin Sanborn confided to him nothing whatever about the ongoing meetings which he was having with the Reverend Thomas Wentworth “Charles P. Carter” Higginson, the Reverend Theodore Parker, Gerrit Smith, Dr. Samuel Gridley Howe, and George Luther Stearns. For Thoreau commented in his JOURNAL in regard to Captain John Brown, “it would seem that he had not confidence enough in me, or in anybody else that I know [my emphasis], to communicate his plans to us.” –And, Thoreau could not have believed this and could not have made such an entry in his journal had any member of the Secret Six been providing him with any clues whatever that there was something going on behind the scenes, within their own private realm of scheming! Had it been the case, that Thoreau had become aware that there was in existence another, parallel, universe of scheming, rather than writing “or in anybody else that I know,” he would most assuredly have written something more on the order of HDT WHAT? INDEX RACE WAR, NOT CIVIL WAR (perhaps) “it would seem that they had not confidence enough in me, to provide me any insight into their plans.” Treason being punished as what it is, why would the downtown Boston lawyer Richard Henry Dana, Jr.
    [Show full text]
  • Laura Haviland and Other Upstanders Greasy, Slick, and Fat
    Nurturing Civic Engagement in Young People Through a Study of Harriet Tubman’s Friends Kellie Egan ҉ Drew Holley ҉ Vanessa Loveless ҉ Brenna Price Mentor: Jeffery D. Nokes, PhD ҉ Department of History Research Objectives Lesson Objectives Graphic Organizer 1. Students will explain how enslaved individuals resisted Problem: Our task was to design a history lesson on the Underground bondage by running away and how upstanders helped them. - Students will first organize the source information by writing Railroad for middle school students. Along with building their knowledge 2. Students will use primary source evidence to construct down who wrote the document, when it was written, etc. on the Underground Railroad our lesson objectives included the desire to interpretations of historical characters. - Students will rank how much they trust each document on a- encourage students to be upstanders in their communities. 3. Students will commit to be upstanders when they observe scale of 1-10 - Students will organize their thoughts on how each Research: Our research involved finding primary source evidence that mistreatment or infringement of others’ rights. Underground Railroad conductor acted as an upstander and will students could use to construct interpretations of these upstanders’ lives. identify characteristics of an upstander We found evidence that represented multiple perspectives so students - Students will apply these principles to their own lives through would have to engage in historical thinking by considering the source of Historical Thinking Questions reflective questions the evidence and corroborating across documents. Along with gathering These lesson materials are designed to help students answer the resources we had to revise the primary source documents so that 8th following questions: graders could read and comprehend them, provide a graphic organizer, and 1.
    [Show full text]