DOCSLIB.ORG

A Forgotten History: the Slave Trade and Slavery In

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
A Forgotten History: the Slave Trade and Slavery In A Forgotten History: The Slave Trade and Slavery in New England CHOICES Acknowledgments for the 21st Century Education Program A Forgotten History: The Slave Trade and Slavery in New England June 2005 was developed by the Choices for the 21st Century Education Program with the assistance of the research staff at the Watson Director Institute for International Studies, scholars at Brown University, Susan Graseck and other experts in the field. We wish to thank the following researchers for their invaluable input: Curriculum Developer Andy Blackadar James Campbell Associate Professor of Africana Studies and American Civilization Brown University Curriculum Writer Sarah Cleveland Fox Neta C. Crawford Associate Professor (Research) International Education Intern Watson Institute for International Studies, Brown University Rebecca Leaphart Christiana Morgan Grefe Director of Education and Public Programming Office Assistant Rhode Island Historical Society Dan Devine Steven Lubar Outreach Coordinator Professor of American Civilization, Brown University Bill Bordac Director, John Nicholas Brown Center for the Study of American Civilization Joanne Pope Melish Professional Development Coordinator Associate Professor of History, University of Kentucky Lucy Mueller Joseph Opala Program Coordinator for Capitol Forum Adjunct Professor of History, James Madison University Barbara Shema Seth Rockman Assistant Professor of History, Brown University Program Associate Madeline Otis Keith Stokes Director, Newport, Rhode Island Chamber of Commerce Staff Associate Anne Campau Prout John Wood Sweet Assistant Professor of History, University of North Carolina at Chapel Hill The Choices for the 21st Century Michael Vorenberg Education Program develops cur- Associate Professor of History, Brown University ricula on current and historical international issues and offers Special thanks to Tim Bickford and Barry Marshall of Moses workshops, institutes, and in- Brown School in Providence, Rhode Island for conceiving of this service programs for high school unit, contributing to its development, and writing the Day One teachers. Course materials place lesson plan. Thanks also to Merrill D’Arezzo, Viki Rasmunsen, special emphasis on the impor- Felicia Ricci, and Benjamin Zimmer for their research assistance. tance of educating students in their participatory role as citizens. We also wish to thank the Brown University Steering Committee The Choices for the 21st Century on Slavery and Justice. Education Program is a program of the Thomas J. Watson Jr. Institute A Forgotten History: The Slave Trade and Slavery in New England for International Studies is part of a continuing series on international public policy issues. at Brown University. New units are published each academic year and all units are Thomas J. Biersteker updated regularly. Director, Watson Institute for International Studies Visit us on the World Wide Web — www.choices.edu Contents Introduction: Slavery in the North 1 Part I: New England and the African Slave Trade 2 Bringing Slaves to the New World 2 The Browns and the Sally 7 Part II: Slavery and Abolitionism in New England 10 Enslaved Africans in New England 10 Quakers and Abolitionism 14 Slavery and the Revolution 16 Winter 1783: Rhode Island’s Moment of Decision 20 Options in Brief 21 Option 1: Continue Trading and Owning Slaves 22 Option 2: Emancipate Gradually 24 Option 3: Emancipate Immediately and Completely 27 Option 4: Send Africans Back to Africa 31 Epilogue: The Struggle of Freedom 33 The End of the Slave Trade 33 “Freedom” in the North 35 Supplementary Documents 40 Supplementary Resources 42 THE CHOICES FOR THE 21ST CENTURY EDUCATION PROGRAM is a program of the Watson Institute for Inter- national Studies at Brown University. CHOICES was established to help citizens think constructively about foreign policy issues, to improve participatory citizenship skills, and to encourage public judgement on policy issues. The Watson Institute for International Studies was established at Brown University in 1986 to serve as a forum for students, faculty, visiting schol- ars, and policy practitioners who are committed to analyzing contemporary global problems and developing initiatives to address them. © Copyright June 2005. First edition. Choices for the 21st Century Educa- tion Program. All rights reserved. ISBN 1-891306-86-3. WWW.CHOICES.EDU ■ WATSON INSTITUTE FOR INTERNATIONAL STUDIES, BROWN UNIVERSITY ■ CHOICES FOR THE 21ST CENTURY EDUCATION PROGRAM ■ A Forgotten History: ii The Slave Trade and Slavery in New England o t o r c e i u R P Image courtesy of V. Estabrook. Image courtesy of V. ■ CHOICES FOR THE 21ST CENTURY EDUCATION PROGRAM ■ WATSON INSTITUTE FOR INTERNATIONAL STUDIES, BROWN UNIVERSITY ■ WWW.CHOICES.EDU A Forgotten History: The Slave Trade and Slavery in New England 1 Introduction: Slavery in the North n the United States, slavery is often thought as the Triangular Trade. Ships carried sugar Iof as a Southern institution. Many people and molasses from the plantation colonies of today are unaware of the extent of slavery in the Caribbean to New England where colonists the eighteenth and nineteenth century North, distilled it into rum. Merchants then shipped particularly New England. Long thought of as this rum to Africa where it was exchanged for the birthplace of the anti-slavery movement, slaves, who were carried back to the Caribbean New England has a more complex history of to produce more sugar. slavery and slave trading than many realize. Some Africans were brought back to New In the four hundred years after Columbus England. Because paid employees were often first sailed to the New World, some twelve unavailable or too expensive to use profit- million Africans were brought to the Ameri- ably, many New Englanders chose to purchase cas as slaves. About 500,000 of these people enslaved Africans. Though the vast majority came to mainland North America, what is now of the slaves were carried to the sugar colonies the United States. The first Africans to arrive of the Caribbean and South America, by 1755, in the colonies came in 1619, when a Dutch more than thirteen thousand enslaved people ship sold twenty slaves to people living in the were working in New England. Virginian colony of Jamestown. But slavery The slave trade became especially impor- was not confined to the South. It existed in all tant to Rhode Islanders. By the middle of the thirteen American colonies and for a time in eighteenth century, upwards of twenty ships all thirteen of the first states. per year sailed for Africa from the tiny colony, The transatlantic slave trade was history’s most of them from the city of Newport. Two- first great global industry. Ships from Spain, thirds of Rhode Island’s fleet was engaged in Portugal, Britain, France, Holland, and Den- the slave trade. mark traveled to the African coast to load their holds with people. The risks of such trade What is this reading about? were many—storms, pirates, disease, and This reading will explore the effects of rebellions were common—but the profits were the slave trade and slavery in New England. It great. Much of the wealth of modern western focuses especially on Rhode Island because of nations flows, either directly or indirectly, that colony’s heavy involvement in the Atlan- from the trade in human cargo: slaves. tic slave trade. Part I addresses the economy of the trade. Part II addresses slavery in New What was the Triangular Trade? England—often forgotten or overlooked to- Colonial North American ships began to day—and the various individuals and groups participate in the slave trade as early as the that argued for its continuation or its abolition 1640s. Almost all of colonial America’s slave following the Revolution. The readings and ships originated in New England. Confronted activities will introduce you to prominent fam- with a landscape and climate unsuitable for ilies and individual slaves and their owners. large-scale commercial farming, New England- As a central activity you will reenact Rhode ers looked to the sea for their livelihood. Island’s debate of 1783-84 on whether to abol- As a result, in the eighteenth century, New ish slavery and the slave trade. An epilogue Englanders developed what came to be known will explain the outcome of the actual debate. WWW.CHOICES.EDU ■ WATSON INSTITUTE FOR INTERNATIONAL STUDIES, BROWN UNIVERSITY ■ CHOICES FOR THE 21ST CENTURY EDUCATION PROGRAM ■ A Forgotten History: 2 The Slave Trade and Slavery in New England Part I: New England and the African Slave Trade hen English colonists came to New Rhode Islanders traded with other colonies WEngland in the 1630s, they encountered along the eastern seaboard, exporting lumber, a landscape that had been inhabited for thou- livestock, wool, and foodstuffs. Trade with sands of years. They found that by growing England was also important, as was a growing Native American crops like corn they could trade with the European plantation colonies establish productive, if modest, family farms in the Caribbean. It was this connection to the across the region. Still, the rolling terrain, the Caribbean that led to Rhode Island’s involve- rocky soil, and the cool climate generally pre- ment in the slave trade. vented New Englanders from developing the kind of large plantations that became so profit- able to planters in the Southern and Caribbean Bringing Slaves to colonies. the New World When Spanish, Dutch, Portuguese, French, and English colonizers arrived in the New Unfortunately for its inhabitants, this World, they faced significant labor shortages. colony is scarcely anything but a line “ To resolve their problem they captured and of sea-coast.” enslaved the local inhabitants. The first slaves —Rhode Island merchant John Brown in the Caribbean and South America of the sixteenth century were Native Americans. Why did some New Englanders turn to the sea? When the supply of Native Americans Regulations from Great Britain also caused proved inadequate due to high mortality from problems for colonists. Great Britain prac- war and disease, European colonists began to ticed a policy called mercantilism, a policy import enslaved Africans.
Load more

Recommended publications
  • Sample Slavery and Human Trafficking Statement
    KASAI UK LTD Gender Pay Report At Kasai we are committed to treating our people equally and ensuring that everyone – no matter what their background, race, ethnicity or gender – has an opportunity to develop. We are confident that our gender pay gap is not caused by men and woman being paid differently to do the same job but is driven instead by the structure of our workforce which is heavily male dominated. As of the snapshot date the table below shows our overall mean and median gender pay gap and bonus pay based on hourly rates of pay. Difference between men and woman Mean (Average) Median (Mid-Range) Hourly Pay Gap 18.1% 20.9% Bonus Pay Gap 0% 0% Quartiles We have divided our population into four equal – sized pay quartiles. The graphs below show the percentage of males and females in each of these quartiles Upper Quartiles 94% males 6% females -5.70% Upper middle quartiles 93% male 7% females -1.30% Lower middle quartiles 87% male 13% females 2.39% Lower Quartiles 76% male 24% females 3.73% Analysis shows that any pay gap does not arise from male and females doing the same job / or same level and being paid differently. Females and males performing the same role and position, have the same responsibility and parity within salary. What is next? We are confident that our male and female employees are paid equally for doing equivalent jobs across our business. We will continue to monitor gender pay throughout the year. Flexible working and supporting females through maternity is a key enabler in retaining and developing female’s talent in the future business.
    [Show full text]
  • Dorr Rebellion
    Rhode Island History Summer/Fall 2010 Volume 68, Number 2 Published by Contents The Rhode Island Historical Society 110 Benevolent Street Providence, Rhode Island 02906-3152 “The Rhode Island Question”: The Career of a Debate 47 Robert J. Manning, president William S. Simmons, first vice president Erik J. Chaput Barbara J. Thornton, second vice president Peter J. Miniati, treasurer Robert G. Flanders Jr., secretary Bernard P. Fishman, director No Landless Irish Need Apply: Rhode Island’s Role in the Framing and Fate Fellow of the Society of the Fifteenth Amendment 79 Glenn W. LaFantasie Patrick T. Conley Publications Committee Luther Spoehr, chair James Findlay Robert W. Hayman Index to Volume 68 91 Jane Lancaster J. Stanley Lemons Timothy More William McKenzie Woodward Staff Elizabeth C. Stevens, editor Hilliard Beller, copy editor Silvia Rees, publications assistant The Rhode Island Historical Society assumes no responsibility for the opinions of contributors. RHODE ISLAND HISTORY is published two times a year by the Rhode Island Historical Society at 110 Benevolent Street, Providence, Rhode Island 02906-3152. Postage is paid at Providence, Rhode Island. Society members receive each issue as a membership benefit. Institutional subscriptions to RHODE ISLAND HISTORY are $25.00 annually. Individual copies of current and back issues are available from the Society for $12.50 (price includes postage and handling). Manuscripts and other ©2010 by The Rhode Island Historical Society correspondence should be sent to Dr. Elizabeth C. Stevens, editor, at the RHODE ISLAND HISTORY (ISSN 0035-4619) Society or to [email protected]. Erik J. Chaput is a doctoral candidate in early American history at Syracuse Andrew Bourqe, Ashley Cataldo, and Elizabeth Pope, at the American University.
    [Show full text]
  • From David Walker to President Obama: Tropes of the Founding Fathers in African American Discourses of Democracy, Or the Legacy of Ishmael
    Georgia State University ScholarWorks @ Georgia State University English Faculty Publications Department of English 2012 From David Walker to President Obama: Tropes of the Founding Fathers in African American Discourses of Democracy, or The Legacy of Ishmael Elizabeth J. West Georgia State University, [email protected] Follow this and additional works at: https://scholarworks.gsu.edu/english_facpub Part of the English Language and Literature Commons Recommended Citation West, Elizabeth J., "From David Walker to President Obama: Tropes of the Founding Fathers in African American Discourses of Democracy, or The Legacy of Ishmael" (2012). English Faculty Publications. 15. https://scholarworks.gsu.edu/english_facpub/15 This Article is brought to you for free and open access by the Department of English at ScholarWorks @ Georgia State University. It has been accepted for inclusion in English Faculty Publications by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. “From David Walker to President Obama: Tropes of the Founding Fathers in African American Discourses of Democracy, or The Legacy of Ishmael” Dr. Elizabeth J. West Dept. of English—Georgia State Univ. Nov. 2010 “Call me Ishmael,” Herman Melville’s elusive narrator instructs readers. The central voice in the lengthy saga called Moby Dick, he is a crewman aboard the Pequod. This Ishmael reveals little about himself, and he does not seem altogether at home. As the narrative unfolds, this enigmatic Ishmael seems increasingly out of sorts in the world aboard the Pequod. He finds himself at sea working with and dependent on fellow seamen, who are for the most part, strange and frightening and unreadable to him.
    [Show full text]
  • Descendants of Slavery Resolution
    A RESOLUTION CALLING UPON BROWN TO ATTEMPT TO IDENTIFY AND REPARATE THE DESCENDANTS OF SLAVES ENTANGLED WITH THE UNIVERSITY Author: Jason Carroll, UCS President Cosponsors: Jai’el Toussaint, Zanagee Artis, Samra Beyene, Ana Boyd, Renee White, Zane Ruzicka WHEREAS in 2003, Brown University President Ruth Simmons appointed a Steering Committee on Slavery and Justice charged to investigate and prepare a report about the University’s historical relationship to slavery and the transatlantic slave trade; WHEREAS, the final report by the Steering Committee on Slavery and Justice, presented to President Simmons in October of 2006, found that: I. University Hall, Brown University’s oldest building, according to construction records, was built by enslaved workers (13)1; II. the school’s first president, Rev. James Manning, arrived in Rhode Island accompanied by a personal slave (12); III. “many of the assets that underwrote the University’s creation and growth derived, directly and indirectly, from slavery and the slave trade” (13); IV. the Brown family of Providence, the University’s namesakes, were slave owners (14); V. in 1736, James Brown sent the first ever slave ship to sail from Providence, the Mary, to Africa, which carried a cargo of enslaved Africans to the West Indies before returning to Rhode Island with slaves for the Brown family’s own use (15); VI. the Brown family actively participated in the purchasing and selling of captives individually and in small lots, usually in the context of provisioning voyages (15); VII. in 1759, Obadiah Brown, Nicholas Brown, and John Brown, along with a handful of smaller investors, dispatched another ship to Africa which trafficked enslaved Africans before being captured by the French (15) 1 All numbered references are to the 2006 Slavery and Justice report by the Steering Committee on Slavery and Justice.
    [Show full text]
  • A Matter of Truth
    A MATTER OF TRUTH The Struggle for African Heritage & Indigenous People Equal Rights in Providence, Rhode Island (1620-2020) Cover images: African Mariner, oil on canvass. courtesy of Christian McBurney Collection. American Indian (Ninigret), portrait, oil on canvas by Charles Osgood, 1837-1838, courtesy of Massachusetts Historical Society Title page images: Thomas Howland by John Blanchard. 1895, courtesy of Rhode Island Historical Society Christiana Carteaux Bannister, painted by her husband, Edward Mitchell Bannister. From the Rhode Island School of Design collection. © 2021 Rhode Island Black Heritage Society & 1696 Heritage Group Designed by 1696 Heritage Group For information about Rhode Island Black Heritage Society, please write to: Rhode Island Black Heritage Society PO Box 4238, Middletown, RI 02842 RIBlackHeritage.org Printed in the United States of America. A MATTER OF TRUTH The Struggle For African Heritage & Indigenous People Equal Rights in Providence, Rhode Island (1620-2020) The examination and documentation of the role of the City of Providence and State of Rhode Island in supporting a “Separate and Unequal” existence for African heritage, Indigenous, and people of color. This work was developed with the Mayor’s African American Ambassador Group, which meets weekly and serves as a direct line of communication between the community and the Administration. What originally began with faith leaders as a means to ensure equitable access to COVID-19-related care and resources has since expanded, establishing subcommittees focused on recommending strategies to increase equity citywide. By the Rhode Island Black Heritage Society and 1696 Heritage Group Research and writing - Keith W. Stokes and Theresa Guzmán Stokes Editor - W.
    [Show full text]
  • The Attucks Theater September 4, 2020 | Source: Theater/ Words by Penny Neef
    Spotlight: The Attucks Theater September 4, 2020 | Source: http://spotlightnews.press/index.php/2020/09/04/spotlight-the-attucks- theater/ Words by Penny Neef. Images as credited. Feature image by Mike Penello. In the early 20th century, segregation was a fact of life for African Americans in the South. It became a matter of law in 1926. In 1919, a group of African Americans from Norfolk and Portsmouth met to develop a cultural/business center in Norfolk where the black community “could be treated with dignity and respect.” The “Twin Cities Amusement Corporation” envisioned something like a modern-day town center. The businessmen obtained funding from black owned financial institutions in Hampton Roads. Twin Cities designed and built a movie theater/ retail/ office complex at the corner of Church Street and Virginia Beach Boulevard in Norfolk. Photo courtesy of the family of Harvey Johnson The businessmen chose 25-year-old architect Harvey Johnson to design a 600-seat “state of the art” theater with balconies and an orchestra pit. The Attucks Theatre is the only surviving theater in the United States that was designed, financed and built by African Americans. The Attucks was named after Crispus Attucks, a stevedore of African and Native American descent. He was the first patriot killed in the Revolutionary War at the Boston Massacre of 1770. The theatre featured a stage curtain with a dramatic depiction of the death of Crispus Attucks. Photo by Scott Wertz. The Attucks was an immediate success. It was known as the “Apollo Theatre of the South.” Legendary performers Cab Calloway, Count Basie, Duke Ellington, Ella Fitzgerald, Sarah Vaughn, Nat King Cole, and B.B.
    [Show full text]
  • Religion of the South” and Slavery „ Selections from 19Th-Century Slave Narratives
    National Humanities Center Resource Toolbox The Making of African American Identity: Vol. I, 1500-1865 ON THE “RELIGION OF THE SOUTH” AND SLAVERY SELECTIONS FROM 19TH-CENTURY SLAVE NARRATIVES * In several hundred narratives, many published by abolitionist societies in the U.S. and England, formerly enslaved African Americans related their personal experiences of enslavement, escape, and freedom in the North. In straight talk they condemned the “peculiar institution” ⎯ its dominance in a nation that professed liberty and its unyielding defense by slaveholders who professed Christianity. “There is a great difference between Christianity and religion at the south,” writes Harriet Jacobs; Frederick Douglass calls it the “the widest, possible difference ⎯ so wide, that to receive the one as good, pure, and holy, is of necessity to reject the other as bad, corrupt, and wicked.”1 Presented here are four nineteenth-century African American perspectives on the “religion of the south.” Frederick Douglass “the religion of the south . is a mere covering for the most horrid crimes” I assert most unhesitatingly that the religion of the south ⎯ as I have observed it and proved it ⎯ is a mere covering for the most horrid crimes, the justifier of the most appalling barbarity, a sanctifier of the most hateful frauds, and a secure shelter under which the darkest, foulest, grossest, and most infernal abominations fester and flourish. Were I again to be reduced to the condition of a slave, next to that calamity, I should regard the fact of being the slave of a religious slaveholder the greatest that could befall me. For of all slaveholders with whom I have ever met, religious slaveholders are the worst.
    [Show full text]
  • Swedish Sea Captains Contents 77Th Year of Operations
    Swedish sea captains Contents 77th year of operations Sweden’s first official training: a mate’s certifi cate was key figures __________________________ 2 educational institution for seamen, required for admission to the sea the Mates’ School in Stockholm, was captain’s class, a pass as second engineer presentation ________________________ 3 established on 4 June 1658, following was needed for a fi rst engineer’s class a royal letter of command. For many and so on. The tuition lasted for seven years it was the only one, but later it to nine months. However, skippers and comments by the chairman was joined by the ‘lower navigational third engineers made do with three. and the managing director ___ 4 institutions’ in Visby and Karlshamn. The navigation schools became naval The next royal letter on the subject command schools, were converted to market review _____________________ 4 did not come until 7 April 1841, when university college level education in 1980 special navigation schools were set up and were whittled down to two loca- summary of income statements in Stockholm, Gothenburg, Gävle, tions, Kalmar and Gothenburg. Today and balance sheets _______________ 6 Malmö and Kalmar. Härnösand, Visby, an aspiring sea captain combines the Karlshamn, Västervik and Strömstad usual technology and seamanship with were added later. leadership. The tuition extends over administration report ___________7 In 1911 the Swedish Parliament four years of study, three in classrooms, reduced the number of schools to the on simulators and on exercise ships, income statement ________________ 8 original fi ve. Engineer training was and one practical year on commercial introduced into the navigation schools vessels.
    [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]
  • BLACK HISTORY – PERTH AMBOY PUBLIC SCHOOLS Black History in Kindergarten
    BLACK HISTORY – PERTH AMBOY PUBLIC SCHOOLS Black History in Kindergarten Read and Discuss and Act out: The Life's Contributions of: Ruby Bridges Bill Cosby Rosa Parks Booker T. Washington Dr. Martin Luther King Jr. Jackie Robinson Louie Armstrong Wilma Rudolph Harriet Tubman Duke Ellington Black History in 1st Grade African Americans Read, Discuss, and Write about: Elijah McCoy, Booker T. Washington George Washington Carver Mathew Alexander Henson Black History in 2nd Grade Select an African American Leader Students select a partner to work with; What would you like to learn about their life? When and where were they born? Biography What accomplishments did they achieve in their life? Write 4-5 paragraphs about this person’s life Black History 3rd & 4th Graders Select a leader from the list and complete a short Biography Black History pioneer Carter Godwin Woodson Boston Massacre figure Crispus Attucks Underground Railroad leader Harriet Tubman Orator Frederick Douglass Freed slave Denmark Vesey Antislavery activist Sojourner Truth 'Back to Africa' leader Marcus Garvey Nation of Islam leader Elijah Muhammad Legal figure Homer Plessy NAACP founder W. E. B. Du Bois Murdered civil rights activist Medgar Evers Civil rights leader Dr. Martin Luther King, Jr. Civil rights leader Coretta Scott King Bus-riding activist Rosa Parks Lynching victim Emmett Till Black History 3rd & 4th Graders 'Black Power' advocate Malcolm X Black Panthers founder Huey Newton Educator Booker T. Washington Soul On Ice author Eldridge Cleaver Educator Mary McLeod Bethune Supreme Court justice Thurgood Marshall Colonial scientist Benjamin Banneker Blood bank pioneer Charles Drew Peanut genius George Washington Carver Arctic explorer Matthew Henson Daring flier Bessie Coleman Astronaut Guion Bluford Astronaut Mae Jemison Computer scientist Philip Emeagwali Nobel Peace Prize winner Wangari Maathai Black History 3rd & 4th Graders Brain surgeon Ben Carson U.S.
    [Show full text]
  • Look at All of the Sea Captains That Lived on Pleasant Street! Hyannis
    Hyannis N Transportation Center 1 On July 8, 1854, The You are here! Cape Cod Railroad Company reached the town of Hyannis. It reached Provincetown in July 1873, and was known, by then, as the Old Colony Railroad. This postcard shows the original S railroad depot in Hyannis. 1 MAIN STREET 2 MAIN STREET SCHOOL STREET 3 The Cash Block 3 building was built by Captain 5 Built before 1770, Alexander Baxter, often known as by Captain Allen Hallet, this is the “ the Father of Hyannis”, for his 4 second oldest residence existing in Hyannis, commitment to developing the village still on it’s original foundation and location. in the early 19th century. 5 2 In 1874, PLEASANT STREET President Ulysses S. Grant arrived in Hyannis on the River Queen as part 6 School Street Along of the inauguration of the railroad this picturesque street you will see extension to Provincetown. With several Greek Revival Cottages origi- much fanfare, he spoke to crowds nally built from 1825-1924. If you have at this corner and at each stop on 8 a little extra time, saunter here. his way to Provincetown on the Old 7 Colony Railroad! OLD COLO NY ROAD NY COLO OLD 10 9 11 12 13 6 Built in 1852, 14 Captain Allen Crowell Homestead, 20 in 1666, this area of remains a fine original example of the Greek Revival land was granted to the first settler style of architecture. Captain Crowell (1821-1891) SOUTH STREET of Hyannis, Nicholas Davis, by the was well known for sailing all of the Seven Seas! 15 leader of the Mattakeese Indians, Yanno, Visit the Barn/Stable to see the PLEASANT STREET also called Iyannough.
    [Show full text]
  • In the Lands of the Romanovs: an Annotated Bibliography of First-Hand English-Language Accounts of the Russian Empire
    ANTHONY CROSS In the Lands of the Romanovs An Annotated Bibliography of First-hand English-language Accounts of The Russian Empire (1613-1917) OpenBook Publishers To access digital resources including: blog posts videos online appendices and to purchase copies of this book in: hardback paperback ebook editions Go to: https://www.openbookpublishers.com/product/268 Open Book Publishers is a non-profit independent initiative. We rely on sales and donations to continue publishing high-quality academic works. In the Lands of the Romanovs An Annotated Bibliography of First-hand English-language Accounts of the Russian Empire (1613-1917) Anthony Cross http://www.openbookpublishers.com © 2014 Anthony Cross The text of this book is licensed under a Creative Commons Attribution 4.0 International license (CC BY 4.0). This license allows you to share, copy, distribute and transmit the text; to adapt it and to make commercial use of it providing that attribution is made to the author (but not in any way that suggests that he endorses you or your use of the work). Attribution should include the following information: Cross, Anthony, In the Land of the Romanovs: An Annotated Bibliography of First-hand English-language Accounts of the Russian Empire (1613-1917), Cambridge, UK: Open Book Publishers, 2014. http://dx.doi.org/10.11647/ OBP.0042 Please see the list of illustrations for attribution relating to individual images. Every effort has been made to identify and contact copyright holders and any omissions or errors will be corrected if notification is made to the publisher. As for the rights of the images from Wikimedia Commons, please refer to the Wikimedia website (for each image, the link to the relevant page can be found in the list of illustrations).
    [Show full text]