Piscataway Park and Tobacco Farming

Video Overview

In 1700s Maryland and Virginia, farmers lived and died by the quality of their tobacco. Teachers tour Maryland's Piscataway Park, learning about farmers' struggle against their environment to grow and cure the perfect crop.

Video Clip Name
Piscataway1.mov
Piscataway2.mov
Piscataway3.mov
Video Clip Title
Status Symbols
Neither Time Nor Taste
Mastering the Environment
Video Clip Duration
4:07
4:00
4:30
Transcript Text

Guide: This home is a wonderful example of what they call vernacular architecture, which means if you generally go outside of the southern Maryland area you’re not going to find any homes built like this. It was actually built around 1770 and it’s a great example of a kind of home that the lower middling sort would have lived in. One architectural historian said it is not the kind of house that you would find on a house and garden tour, nor are you going to find chatty hostesses with artfully-arranged flower vases. Spinning wool was the one thing that they would do, process all the wool and actually knit things from it, which is great. To go from, you know, A to Z. And just about everything that we have in here is all based on a lot of inventory analysis. Head of household dies, people come through, they take a true and just inventory of everything that they owned, assigned a value to it, and that was for the purpose of settling debt. They are not the end all and be all of what people owned. But when you go through '54 you start seeing trends and so it’s those trends that we followed when setting up this room. You’ll notice that they have a looking glass, but not enough people had basins or razors to justify putting them in the house. Glass had to be imported and glass things could be relatively expensive, so to just have a looking glass and nothing else to go with it is sort of a little status symbol. The only thing that separated the small landowner from the tenant farmer was the fact that small landowners actually owned their lands and more importantly they owned at least one or two slaves. All slaves of families of this wealth level, male or female, were field slaves and they would be right outside the field alongside the master of the farm or the plantation doing the work. From day one, we had to be able to address the idea of slavery because otherwise you just come here and you’d think that it was just your typical colonial family living off the land doing everything themselves. The family that we're based on had Kate Sharper and her young son, John. John was probably ten pounds sterling and with that low amount, that probably puts him around eight years old. Kate was probably 37 pounds sterling. She probably came with Mrs. Bolton as part of her dowry; basically made Mrs. Bolton marriable, that she came with a slave or one of these, a bed. Sometimes bedsteads in inventories that we read are worth more than what the family brought in in a year on tobacco. The pillows, the pillowcases, the bolster, the counterpane, all that factors into the value of the bed and all that is imported. Biggest misconception about colonial people is this whole idea of self-sufficiency. They grew their food and that’s it. But make no mistake, they had access to a foreign market and they loved it. There was one study that came out and the conclusion was basically that the last thing that they would put money into was the house itself. They would put money in things to put in the house. They would put money into maybe building a corn house or a milk house and the reason for that is you’re basically showing your mastery of the agricultural endeavor, advertising your success. The same thing with the brick chimney. Reason why a family like this would have a brick chimney was basically they were showing off to anybody that was going by. And if you can imagine that you spend most of your time out in the fields working and dealing mostly with your family, to have somebody come through from England or France or whatnot, man, you wanted to show off. You wanted to talk to them. You wanted to feed them and that’s what people commonly did. A traveler through Virginia in the 1750s wrote in his diary that one was much more likely to find lodging and victuals at houses where brick chimbles showed then elsewhere.

Guide: In the 18th century this would be step one. They would always want to add more to it. They would always want to turn the upstairs into a place to live for rooms and things like that.

Teacher 1: Just like we do.

Guide: Exactly! Does anybody have any questions? Yes?

Teacher 2: Like, do people write about oppressive heat—

Guide: Oh, yeah!

Teacher 2: 'Cause I feel like that’s the main topic on the news every time you turn it on.

Guide: They did all the time. And the great thing was that—

Teacher 2: How did they deal with that?

Guide: They would go on and on.

Teacher 2: Sort of like they do now.

Guide: They weren’t foolish about it. At midday they would come in from the fields for about three hours and then they would go back out when it wasn’t that hot. You know only mad dogs and Englishmen go out in the noonday sun.

Teacher 1: Can you talk about the doorways being so small?

Guide: Yes! It’s not because they were short. They’ve been here for over a hundred years, the diet has improved, they’ve acclimated to it. The doorways are small to keep heat in. We know within two years of being built that the walls and these exposed ceiling beams were covered in soot from the constant smoky haze that was in here during the winter time when they were burning 30 to 40 cords a winter to keep warm.

Colonial people generally didn’t bathe that often; they thought it was actually bad for you, it washed the essential oils off your body. They did laundry maybe once a week. You could have anywhere from two to 15 people living in here. That’s just the way it was. And so this idea of sitting around and doing cutesy little things, it’s like, no, they were actively involved in everything that went into farming this land and becoming a success.

The kitchen is often where the family’s slave would have slept in here with her young son John. But there’s absolutely no reason to believe that they also might not have allowed her to just simply sleep in the house with the rest of the family. That happened from time to time.

Sometimes if you’re a house museum you focus on the house, the things that are in the house, the stories that involve the house, but a lot of times one of the things that they forget about is the farm that the house actually existed on. And believe it or not, more and more house museums now are resurrecting the farms simply because, you know, you might as well bring the farm to life because it’s a much more complete picture.

Travelers even when they went to the homes of the very, very wealthy and looked at their gardens said that they were ugly. You know, that they paled in the comparison to what was going on in England. If you were spending the lion's share of your time out in the field cultivating tobacco, you do not have time for a fancy pretty garden. Mounds of earth with pumpkin, squash, and beans in it are sometimes all that the gardens consisted of. We've got a few more things 'cause we’re not that far down the totem pole.

Teacher 1: I know this is all colonial but the Piscataway that lived around here, they did, like, the Three Sisters?

Guide: They did.

Teacher 1: Do you have any Three Sisters?

Guide: We do very little Three Sisters simply because it’s never worked for us. Most everything that we grow in here are all heirlooms. Many 18th-century varieties of vegetables have gone the way of the dodo, they simply don’t exist, too many hybrids now, but they wrote so extensively about things and described them in such detail that the things that aren’t 18th century are things that most closely resemble them.

Most of the things on the borders are going to be your medicinals, such as that white flowered thing growing there is called Feverfew. Pretty much tells you everything about it. The red Wethersfields that are in there closely resemble another variety. Melons, these are called Anne Arundel melons just because they figure prominently in Peale family still lifes. Hector St. John de Crèvecœur, one of my favorite colonial names, said, and I quote, “We are very deficient in our gardens for we have neither time nor taste. Besides the labor is too dear."

Guide: These fences only were used on farms. And of course the reason why colonial planters and farmers had these fences was to keep animals out, not to pen them in. English travelers happened to say in their diaries, when they looked at the way the colonial people were 'farming' in general, was they just wrote about the deplorable way in which they treated their animals, doing nothing with them, just turning them loose. No management, no skill, no nothing.

But this is what life here demanded from them. And the number one reason for that was tobacco. In April, they would plant their corn. And then May was time for planting tobacco. Once the tobacco's in the ground, they don't do anything with the corn any more.

So if you come at a certain point of the year, you'll see tobacco growing in the field, corn growing in the field, but there'll be weeds up all around it and people will be like, oh my gosh, what is that? And it challenges the way that they think that a field should look, that everything should be, you know, clean and precise. But that wouldn't be an accurate representation of the way that they did it.

They weren't thrilled with it. They didn't think that this was the bee's knees, this way of farming. It's not—it doesn't take a lot of this, it takes a lot of this. The difference between curing, which they called an art, and farming it, is that curing was all up here.

You harvest something, the agricultural year is over. Harvest corn, done. Harvest wheat, done. But cut tobacco, it's followed on almost immediately by the process of curing it. And your reputation was joined with this, because everybody's going to know what price your tobacco got. Is it too wet? Is it too dry? If it's too wet, sometimes they thought that they might have to light fires in here. But if you light a fire in here, that's going to flavor it, which means you're going to get less of a price. What do I do, what do I do, what do I do. Will you be known as a miserable planter? Will you be known as a crop master? Because if you mess this up, all that work that you did, out in the field is going to be for naught.

When you cut the tobacco, you want to leave it outside for about four or five days to kill it. That's the term that they use. Then you would bring it into the barn, you would stake it, stack it, and store it. Once it was cured, they would prize it, or press it, in these hogsheads. And then the hogsheads would be taken to the town of Piscataway over here, and the inspector would break it open, he would pull out the tobacco, and anything that he deemed trash was burned right there on the dock.

England loved Virginia sweet-scented tobacco. They loved it. The soil and the climate around the James and York Rivers was so different that the tobacco took on this sweet-scented variety that England prized. After the French War, the French and Indian War, it was widely known that Colonel Washington, when he took up residence at Mount Vernon was very desirous to be a successful tobacco planter. That's what Virginians did. That is what your reputation is, that's how you define yourself, by the kind of tobacco planter you are.

He was an absolute failure at it. He was not a bad planter. Maryland's soils have always been known as stiff, which is a reference to the amount of clay in here. So the tobacco took on this much more robust flavor. Where is Mount Vernon? Right across the river. He shared our soils. He tried for 10 years before he finally quit. That shows you just how important it was to everyone's reputation that they be successful at it, and show good judgment in their ability to master and command their environment.

On a Journey Through Hallowed Ground Anonymous (not verified) Mon, 02/25/2013 - 12:11
Date Published
Image
Photo, Of the Student, For the Student, By the Student, Chris Preperato
Article Body

How do you engage your students in history? Do you introduce them to the lives of other children and students in the past? Explore local history with them? Bring digital media and tools into the classroom? The Journey Through Hallowed Ground Partnership's education program combines all three techniques to support students in better understanding the past.

In 2008, Congress recognized the Journey Through Hallowed Ground Heritage Area, a strip of land encompassing 15 counties and more than 10,000 registered historic sites in Virginia, Maryland, West Virginia, and Pennsylvania. Formed to raise awareness of the area and its resources, the Journey Through Hallowed Ground Partnership focuses on encouraging not just tourism, but education and historical engagement.

What major events anchor local history in your area? How did young people participate in those events?

"Of the Student, For the Student, and By the Student"—the name of the partnership's award-winning educational program sums up its philosophy. Starting with Harpers Ferry, moving on to Monticello, and then beginning a multi-year project set on the Heritage Area's Civil War national parks, Of the Student, For the Student, By the Student gives middle school students and teachers the knowledge and tools to engage with local historic sites.

At each historic site, teachers, staff, and volunteers introduce students to the site's rich history. Armed with new knowledge and enthusiasm, small groups of students create their own mini-documentary or historical fiction scripts and film "on location" at the historic site. Working together as writers, directors, and actors, students come away from the program with a sense of ownership and a deeper connection to the history of their communities.

Do you have access to a video camera or two? What major events anchor local history in your area? How did young people participate in those events? How were they affected by them? On a smaller scale, you and your students may be able to create historical mini-movies of your own. Check out The Journey Through Hallowed Ground's YouTube channel for more than 40 "vodcasts" created by Of the Student, For the Student, and By the Student participants, or learn more about the project from Teachinghistory.org's peek into student filming at Manassas National Battlefield Park. Does anything inspire you (or your students)?

For more information

Learn more about The Journey Through Hallowed Ground on its official website. Its Education section includes more on Of the Student, For the Student, By the Student and other programs, as well as more than 13 lesson plans.

Think your students are too young for film-making? Think again! Award-winning teacher Jennifer Orr describes how she uses video cameras with her 1st-grade students.

"Join or Die" Anonymous (not verified) Fri, 04/25/2008 - 09:49
field_image
woodcut, 1754, Benjamin Franklin, Join or Die, org. pub. in Pennsylvania Gazette
Question
Why aren't Delaware and Georgia included on the body of Ben Franklin's famous "Join or Die" snake? And why did the artist combine the four northeastern colonies as one?
Answer

The "Join, or Die" snake, a cartoon image printed in numerous newspapers as the conflict between England and France over the Ohio Valley was expanding into war—"the first global war fought on every continent," as Thomas Bender recently has written—first appeared in the May 9, 1754 edition of Benjamin Franklin’s Pennsylvania Gazette. The image displayed a snake cut up into eight pieces. The snake’s detached head was labeled "N.E." for “New England,” while the trailing seven sections were tagged with letters representing the colonies of New York, New Jersey, Pennsylvania, Maryland, Virginia, North Carolina, and South Carolina. The exhortation "JOIN, or DIE" appeared underneath the image.

Lester C. Olson points out that Franklin might have seen images of snakes divided into two segments that had been published in Paris in 1685, 1696, and 1724 with the similar caption "Se rejoinder ou mourir." The image in the Pennsylvania Gazette followed an article reporting the recent surrender of a British frontier fort to the French army and purported plans of the French, with their Indian allies, to establish a massive frontier presence with which to terrify British settlers and traders. The article ended with the surmise that the French were confident they would be able to "take an easy Possession of such Parts of the British Territory as they find most convenient for them" due to the "present disunited State of the British Colonies" and warned that the French success "must end in the Destruction of the British interest; Trade and Plantations in America."

Franklin was opposed in his efforts to unify the colonies by representatives of some of the colonial assemblies

A longtime advocate of intercolonial union in dealings with Indians, Franklin helped make such a union an important agenda item for the Albany Congress, convened shortly after the snake image was published, on earlier orders from the Board of Trade, the British advisory council on colonial policy, with the goal of establishing one treaty between all the colonies and the Six Nations of Iroquois. As a commissioner to the congress appointed by the governor of Pennsylvania, Franklin was opposed in his efforts to unify the colonies by representatives of some of the colonial assemblies intent on maintaining control over their own affairs.

Robert C. Newbold has speculated that Georgia was probably excluded from the snake image, "because, as a defenseless frontier area, it could contribute nothing to common security." Only three laws had been passed in Georgia since its founding as a colony in 1732, prompting a historian of the colony and state to conclude, "The hope that Georgia might become a self-reliant province of soldier-farmers had not succeeded, and even the early debtor-haven dream had not come to pass." Delaware, Newbold added, "shared the same governor, albeit a different legislature, as Pennsylvania; hence the Gazette probably considered it as included with Pennsylvania."

As with the snake image, the Albany Plan, drafted during the congress, did not include Georgia and Delaware in its proposed colonial union for mutual defense and security, specifying only Massachusetts Bay, New Hampshire, Connecticut, Rhode Island, New York, New Jersey, Pennsylvania, Maryland, Virginia, North Carolina, and South Carolina. The segmented snake image was revived in a number of newspapers during the 1765 Stamp Act conflict, again without reference to Georgia and Delaware. In 1774, when the segmented snake image, along with the "Join or Die" slogan, was employed as a masthead for newspapers in York, Massachusetts, and Pennsylvania, a pointed tail labeled "G" for Georgia had been added.

Bibliography

Thomas Bender, A Nation Among Nations: America’s Place in World History . New York: Hill and Wang, 2006.

Lester C. Olson, Emblems of American Community in the Revolutionary Era: A Study in Rhetorical Iconology Washington: Smithsonian Institution Press, 1991.

Albert Matthews, "The Snake Devices, 1754-1776, and the Constitutional Courant, 1765," Publications of The Colonial Society of Massachusetts, Volume XI: Transactions, 1906-1907.

Library of Congress. "Join or Die". Accessed February 25, 2011.

Who Earned a Medal for Cutting Costs by Starving Confederate Prisoners?

field_image
William Hoffman, Commissary General of Prisoners
Question

A well-read friend recently told me about a prison camp in Southern Maryland during the Revolutionary or Civil War. If it was the Civil War, it must be Point Lookout. My question is this: Who was the military leader (officer) who was supposedly awarded a medal or award for the amount of money he saved by keeping the prison in its deplorable condition (i.e. starving the prisoners)?

Answer

Your friend may have been thinking of William Hoffman (1807–1884), who was Colonel of the 3rd U.S. Regular Infantry, and, as Commissary General of Prisoners, reported directly to Secretary of War Edwin Stanton during the Civil War.

On October 13, 1863, Brigadier General Gilman Marston (1811–1890), the Commander of the military district where the war prison at Point Lookout, Maryland, was located, wrote to Hoffman, asking for money to build barracks for the thousands of Confederate prisoners there, who had to sleep in a large stockade compound crowded into flimsy tents, summer and winter. Hoffman denied General Marston's request. Marston also asked to be supplied with better rations for the prisoners, but Hoffman also refused that request, saying that the prisoners were already "bountifully supplied with provisions" sent to them from their families and friends, which was clearly not true.

The Union officer then acting as the Provost-Marshall in charge of the camp, Captain Joab Nelson Patterson (1835–1923), was relatively well-regarded by the prisoners, despite the terrible conditions there. One of the prisoners wrote of Patterson that he was "as kind as he was allowed to be."

Brady proceeded to increase prisoner suffering and to appropriate for himself vast amounts of provisions meant for them.

General Marston was reassigned, as was Captain Patterson. Replacing Marston was Brigadier General James Barnes (1801–1869), who had performed extremely poorly at the Battle of Gettysburg. He was a kindly man, thought the prisoners, but he had almost no contact at all with them. His Provost-General at Point Lookout became Major Allen G. Brady, 20th Regiment, Veteran Reserve Corps (1822–1905), a cruel, brutal, and arrogant man who assumed his post at the prison in June 1864 and proceeded immediately to increase enormously the sufferings of the prisoners and to appropriate for himself vast amounts of provisions meant for them. He remained in command of Point Lookout until the end of the war. His tenure there was the worst time for the prisoners.

Brigadier General Barnes received a brevet promotion to Major General just before the end of the war. Major Brady was never promoted anywhere near as rapidly as he believed he merited, but months after the war ended, he was promoted to Brevet Colonel before he was discharged.

Hoffman allowed terrible conditions of privation and abuse to grow unchecked.

Colonel Hoffman appears to have handled the management of Point Lookout no differently than he did the other Union prisons, which is to say badly, allowing terrible conditions of privation and abuse to grow unchecked. Secretary Stanton certainly did nothing to intervene and may even have encouraged this as one way to punish the South for its rebellion. Stanton did not wish to exchange prisoners with the South because he believed the North could better afford to prosecute the war without the return of its men than the South could, and because he believed that negotiating with the South on this issue might provide some precedent that could be construed as a Union recognition of the Confederacy as a sovereign power.

Many prison camps on both sides during the war were miserable places where many tens of thousands of prisoners from either side died. Prisoners returning from Point Lookout, however, pointed out that whereas some of the privations of Union prisoners in Confederate camps might be attributed to the general deterioration of conditions in the South as the war progressed, the privations of Southern prisoners in Union camps had no such contributing cause, and, in fact, were fostered by a commonly-practiced policy of retribution.

At the end of the war, Colonel Hoffman, having stifled some camp commanders and aid groups who had wished to help Confederate prisoners during the war, was actually able to return to the U.S. Treasury almost $2 million that had been originally allocated to feed Confederate prisoners. He was brevetted Brigadier General on October 7, 1864, for "faithful services," and then brevetted Major General on March 13, 1865, for "faithful, meritorious and distinguished services as Commissary General of Prisoners during war."

Bibliography

Robert E. Denney, Civil War Prisons & Escapes: a day-by-day chronicle (New York: Sterling Publishing Company, 1993).

Library of Congress, Prints and Photographs Division, Washington, D.C. Gen. William Hoffman, Commissary General of Prisoners (at right) and staff on steps of office, F. St. at 20th NW, http://hdl.loc.gov/loc.pnp/cwpb.03953.

James Barnes and staff at Point Lookout Prison, 1863.

Glen Echo Park [MD] Anonymous (not verified) Tue, 01/08/2008 - 13:27
Description

Begun in 1891 as an idealistic attempt to create a National Chautauqua Assembly "to promote liberal and practical education," the park became instead the area's premier amusement park from 1898–1968. Today, the park has come full circle, offering year-round educational activities, while two amusement-era destinations (the Spanish Ballroom and Dentzel Carousel) remain major attractions.

A second website for the park can be found here.

The park offers short films, tours, exhibits, classes, performances, educational programs, and recreational and educational events.

Clara Barton National Historic Site [MD] Anonymous (not verified) Tue, 01/08/2008 - 13:26
Description

Clara Barton National Historic Site commemorates the life of Clara Barton, founder of the American Red Cross. The home served as the headquarters and warehouse for the organization.

The site offers tours, performances, and educational and recreational events.

Chesapeake and Ohio Canal National Historical Park [MD]

Description

The 184.5–mile Chesapeake & Ohio Canal National Historical Park preserves the history of this canal, which shipped coal, lumber, grain, and other agricultural products along the Potomac River. The canal's story intertwines with those of western expansion, transportation, engineering, the Civil War, immigration, industry, and commerce. Rangers provide a mid–19th–century living history experience, and the park also offers an option of staying overnight in one of several historic lockhouses–each with interpretive media and furnishings which simulate the living conditions of the lock keeper's family during the 1830s, Civil War, the early 1900s, or the 1950s.

The park offers two replica canal boats, drawn by mule; docents in period dress; ranger–led hikes, walks, lift lock demonstrations, power point presentations, and mule programs; canal boat tours; Junior Ranger activities; and a period room overnight experience. The website offers lesson plans, photo galleries, and a coloring page.

Monocacy National Battlefield [MD] Anonymous (not verified) Tue, 01/08/2008 - 13:34
Description

The Monocacy National Battlefield commemorates a Civil War battle fought 9 July, 1864, between the troops of Confederate Lieutenant General Jubal Early and Union General Lew Wallace. The Battle of Monocacy, or "The Battle that Saved D.C.," prevented Early from completing his campaign to relieve pressure from General Robert E. Lee and to capture Washington, D.C. Although the Confederates won the battle, the time lost permitted the Union to send reinforcements to the capital. The battle aside, Native Americans have been present in the area since the earliest human occupation of North America, nearly 10,000 years ago; and European explorers and traders arrived in the region in the early 1700s.

The park offers a self-guided six mile auto tour, a number of self-guided interpretive walking trails, exhibits, an introductory audio-visual presentation, guided tours, in-classroom speakers, and traveling trunks.

Antietam National Battlefield [MD]

Description

The Antietam National Battlefield preserves the site of the September 17, 1862 Battle of Antietam. This battle effectively halted the Confederate Army's first invasion of the North, and prompted the issuance of a preliminary Emancipation Proclamation. It is best known for being the United States' single-largest military loss of life in one day. The Pry House Field Hospital Museum is located on the battlefield grounds. This museum presents Civil War medicine and the history of the house itself, which served as Union General George B. McClellan's temporary headquarters.

The battlefield offers a 26-minute introductory film, a one-hour documentary, exhibits, talks, guided walks, eight curriculum-based programs, a self-guided 8.5 mile auto tour, guided auto tours, Junior Ranger activities, hiking trails, and outdoor activities. Reservations are required for guided auto tours. The website offers a scavenger hunt for use on site, historic images, a video on the artillery used at the Battle of Antietam, teacher's guides, a primary resource packet, and worksheets.

Point Lookout State Park [MD] Anonymous (not verified) Tue, 01/08/2008 - 13:37
Description

Point Lookout State Park is a peninsula, initially explored by John Smith in 1612. The site suffered British raids during both the Revolutionary War and War of 1812. The use of the word "lookout" in the park's name originates in the peninsula's use as a watch station for British naval activity within the Chesapeake Bay. Still later, the site was used to contain Confederate prisoners of war between 1863 and 1865. Several of the prison guards were African Americans, previously enslaved in the South. Today, features in the park include a U.S. Navy lighthouse; Civil War-era earthworks from Fort Lincoln; reconstructed barracks, officer's quarters, and the partial prison pen; and graves, now open, which originally held Confederate dead.

The park offers exhibits, a nature center, outdoor activities, and self-guided tours of Fort Lincoln.