"Join or Die"

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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.

Colonial Williamsburg

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Photo, Asynchronous Fashion Photography Interactive, Colonial Williamsburg.
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Intended to promote tourism to Colonial Williamsburg, this website is also rich in educational resources. Visitors may "Experience the Life" by selecting one of 12 categories, ranging from animals to food to the African-American Experience; and will find information and resources about each topic. For example, visitors can learn about colonial clothing for men, women, and children. There is a paper doll game where players must assemble the various layers of colonial clothing in the proper order. Selecting the link "See the Places" allows users to virtually visit 27 buildings, including the prison (Public Gaol), the Capitol, and eight colonial sites, including Market Square and Duke of Gloucester Street. "Meet the People" allows visitors to learn about prominent Williamsburg natives, such as the Randolph family, Thomas Jefferson, and Patrick Henry; or meet more diverse groups, like African Americans or colonial children.

The "Teacher Resource" section allows educators to virtually tour Colonial Williamsburg or learn about the science of mapping colonial America. It also provides 18 lesson plans for exploring such topics as the colonial reaction to the Stamp Act or the murder trial of Abigail Briggs. Listen to the audio review:.

Defining Dred Scott

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Engraving, Dred Scott, 1887, LOC
Question

Who was Dred Scott, and what was the significance of his case?

Answer

Dred Scott was one of the most famous slaves in American history. By filing for freedom in St. Louis Circuit Court on April 6, 1846, this husband and father of two girls set in motion a chain of events that helped bring about the coming of the Civil War and the destruction of slavery.

Scott was born about 1800 in Virginia, and grew up as the property of Peter Blow. The Blow family moved westward and eventually settled in St. Louis, MO, by 1830. A few years later, U.S. Army surgeon John Emerson purchased Scott and brought him to Illinois and then the Wisconsin Territory. At Fort Snelling (in what is now Minnesota), Dred Scott married Harriet Robinson, who was owned by another white man living in the fort. Dred and Harriet Scott then raised two girls, Eliza and Lizzie.

The Scotts had a strong legal claim, derived from the principle known as "once free, always free."

After returning to St. Louis. John Emerson died in 1843, and his widow Irene Emerson, with the help of her brother, John Sanford, began hiring out Dred and Harriet to other slaveholders. However, because the Scotts had been held as slaves in free states and territories–not just during transit or “sojourn,” but for extended periods of time—they were eligible to sue in Missouri courts for freedom. Many historians now believe that Harriet Scott discovered this information from her pastor and was behind their freedom suits in April 1846.

The Scotts brought suit against Mrs. Emerson in 1846, which was decided against them, but in a subsequent action in 1850 the court sided with the Scotts. The Scotts had a strong legal claim, derived from the principle known as “once free, always free” and protected within the federal system by the doctrine of comity, meaning that the states had to honor each other’s laws. The startling reversal by the Missouri Supreme Court in 1852 of an earlier legal victory by the Scotts signaled a dramatic breakdown in comity and the rising threat of disunion. Both pro- and anti-slavery forces quickly realized the national implications of the state verdict and re-filed arguments in federal courts as Dred Scott v. Sandford.

Dred Scott, however, was not alive to see either that political contest or the war that subsequently ended slavery.

The legal battle continued until March 6, 1857, when Chief Justice Roger Taney read a sweeping majority opinion from the Supreme Court that denied blacks federal citizenship rights, swept aside comity concerns, and invalidated the 1820 Missouri Compromise legislation, declaring that Congress had no power to prohibit slavery in the territories. The furious backlash against the decision by Northern Republicans essentially guaranteed that the election of 1860 would be one of the most significant in American history.

Dred Scott, however, was not alive to see either that political contest or the war that subsequently ended slavery. He had died in 1858, a free man and head of a free household. Taylor Blow, the son of Dred Scott’s first owner, had made the remarkable decision in May 1857 to purchase the entire Scott family and set them free. There are still descendants of the Scotts alive today.

For more information

Arenson, Adam. “Freeing Dred Scott.” Common-Place 8:3 (April 2008)

Ehrlich, Walter. They Have No Rights: Dred Scott’s Struggle for Freedom. Westport, CT: Greenwood Press, 1979.

Fehrenbacher, Don E. The Dred Scott Case: Its Significance in American Law and Politics. New York: Oxford University Press, 1978.

Konig, David Thomas, Paul Finkelman, and Christopher Alan Bracey, eds. The Dred Scott Case: Historical and Contemporary Perspectives on Race and Law. Athens: Ohio University Press, 2010.

Pinsker, Matthew. “Dred and Harriet Scott: A Family Story of Slavery and Freedom.” Video presentation. Gilder Lehrman Institute for American History.

Washington University in St. Louis. “The Revised Dred Scott Case Collection.”

VanderVelde, Lea. Mrs. Dred Scott: A Life on Slavery’s Frontier. New York: Oxford University Press, 2009.

Joe Hill

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Photo, Joe Hill, Utah History to Go
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Joe Hill was created as a companion to PBS channel KUED's documentary on the c. 1900 labor movement figure of the same name. Born in Sweden, Joe Hill's life is largely an enigma. Over time, he became involved in the Industrial Workers of the World, and was known as a writer of labor movement songs. Eventually, Hill was tried for murder, resulting in an outcry from sources as varied as the Swedish ambassador to the American Federation of Labor.

This website provides a brief biography of Joe Hill (also known as Joel Hagglund), introductions to major protestors against his sentence, an overview of the impact of his songwriting, audio recordings and lyrics of several of Hill's songs, lengthy sections of the formal appeal against Hill's sentence, and an interview with a lawyer and professor concerning the case and its legal and social context. Low-resolution images of Joe Hill, his cartoons, labor propaganda, and correspondence related to his trial and sentence are located throughout the site. In some cases, transcriptions are available of historical documents.

Joe Hill also contains information on various labor professions in the early 20th century. You can read about mining, immigration, the Scofield Mine Disaster, and more. Included are five interviews with professors and authors who contributed to the documentary film.

A final section on labor today offers readers an opportunity to submit their own labor stories, as well as a list of publications related to the life and death of Joe Hill.

Site navigation is not as intuitive as it could be. The best way to peruse the "Story" section, for example, may be to use the timeline, rather than to move through the pages in the order the "next" arrows would have you do. Using the timeline, however, will link you to sections in both the "Story" and "Legal Battle" section of the site. Expect to use your browser's back button frequently.

Laboring to Bring Forth Child Labor Statistics

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boy laborer in cranberry bog 1938
Question

How many children under 16 were employed in 1940?

Answer

The short answer is this: If you mean full-time work (with certain exceptions) ―none were employed, at least legally.

This was the result of the signing into law in 1938 (two years before) of the Fair Labor Standards Act. Wake Forest University Economics Professor Robert Whaples puts it succinctly: "the Fair Labor Standards Act of 1938 prohibited the full-time employment of those 16 and under (with a few exemptions) and enacted a national minimum wage which made employing most children uneconomical." Whaples describes the various reasons, apart from the enactment of federal, state, and local laws, why the numbers of children working in industry and on the farm had already declined dramatically over the first few decades of the 20th century before the passage of the Act.

The provision of the Fair Labor Standards Act (FLSA) that dealt with child labor stated: "No employer shall employ any oppressive child labor in commerce or in the production of goods for commerce or in any enterprise engaged in commerce or in the production of goods for commerce."

The FLSA, as further defined by statute, prohibited children under 16 from any kind of employment in certain hazardous kinds of work. The Secretary of Labor has periodically revised such categories of hazardous work. For agricultural work, for example, those under 16 should not be employed in operating a tractor of over 20 horsepower, or a hay baler, a forklift, a power post-hold digger, or a chain saw. Nor should they work in a yard or stall in which there is a bull, boar, or stud horse, a sow with suckling pigs, or a cow with newborn calf.

The FLSA also prohibits those under 18 from certain kinds of occupations altogether. These include occupations that require working with explosives or radioactive materials, operating most power-driven woodworking, baking, or meat processing machines, as well as most jobs in mining, meatpacking, logging, and brick-making.

Some Did Work

The FLSA exempts certain kinds of work, including employment of children by their parents, and church work. Boys and girls also worked (as they do today) at jobs not covered by FLSA regulations, such as office or clerical work, retail sales positions, food preparation, caring for younger children, and so on.

Given these exemptions, what was the actual number working in 1940?

Gertrude Folks Zimand, General Secretary of the National Child Labor Committee, in "The Changing Picture of Child Labor," published in 1944 in the Journal of the American Academy of Political and Social Science (pages 83-91), reported that the 1940 census showed, among 14- to 15-year-olds, a total of 4,347,665 attending school, and a total of 209,347 gainfully employed (no number was reported for children ages 7-14 who were not in school but were gainfully employed, but the number of these children attending school was 15,034,695; the numbers for 16- to 17-year-olds were 3,361,206 in school and 662,967 gainfully employed). The term "Gainfully employed" included full- and part-time work, either in industry or agriculture. There was some overlap in these numbers because some children were in school but were also working, at least part-time. But according to Zimand, 64 percent of the 14- to 15-year-olds and 83 percent of the 16- to 17-year-olds who were working were out of school and were therefore presumably working full time.

For more information

Robert Whaples. "Child Labor in the United States." EH.Net Encyclopedia, edited by Robert Whaples. October 7, 2005.

The text of the Fair Labor Standards Act of 1938, as amended.

The National Child Labor Committee website.
Child Labor Statistics at the United States Department of Labor.

Donald M. Fisk. "American Labor in the 20th Century" at the Bureau of Labor Statistics.

"Child Labor Laws and Enforcement," chapter 2 of the Report on the Youth Labor Force (revised 2000) at the Bureau of Labor Statistics. This includes a brief history of child labor in the U.S. and the legislative restrictions governing it, as well as a discussion comparing aspects of youth employment in the U.S., such as temporary or part-time teen employment, with youth employment elsewhere in the world.

The Child Labor Public Education Project's website on Child Labor in U.S. History provides links to a variety of documents on child labor.

Bibliography

Children watching a Labor Day Parade, Silverton Colorado, September 1940. Prints and Photographs Division, Library of Congress.

Detail of photo of boy laborer in cranberry bog, Burlington County, New Jersey, 1938. Prints and Photographs Division, Library of Congress.

History Detectives: 7.6

Description

From the PBS Video website:

"Could this be a piece of Amelia Earhart's lost airplane? Why did an obscure court case about an unknown Native American matter to a US President? Was this unusual home made from a boxcar?"

In each episode of PBS' History Detectives series, a team of professionals examines "mystery" artifacts, attempting to track down the stories behind each object. For more History Detectives episodes, search "History Detectives" in History in Multimedia.

Isleton Tong

Description

In this four-minute episode of PBS's "History Detectives," Charlotte Brooks, speaks about the relationship between Chinese immigrants and the white populations with which they came into contact in the U.S. Topics covered include the transition from violence to non-violent discrimination, the simultaneous romanticization and distrust of the Chinese, the lack of Chinese legal standing, and the way in which the arrival of Japanese and Filipino immigrants altered the social standing of the Chinese.

Teachers should be aware that the term tong is never defined within the talk. It essentially refers to Chinese organized crime groups within early Chinatowns. The violence and disparity of the anecdotes called to attention in this discussion render it better suited to middle or high school students, rather than an elementary audience.

Brooks holds a BA in Chinese history, as well as a MA and PhD in American history. She currently teaches at Baruch College, and primary academic interests include Asian American history, politics, and community in California.

Nazi Technology

Description

Gwen Wright of PBS's History Detectives introduces Operation Paperclip, which, at the end of World War II, brought Nazi scientists to work for the U.S. Many of the CIA documents related to this project remain classified, despite demands for their release.

Jacksonport State Park [AR]

Description

In the 1800s, steamboats made Jacksonport a thriving river port. During the Civil War, the town was occupied by both Confederate and Union forces because of its crucial locale. Jacksonport became county seat in 1854, and construction of a stately, two-story brick courthouse began in 1869. The town began to decline in the 1880s when bypassed by the railroad. The county seat was moved in 1891 to nearby Newport, and Jacksonport's stores, wharves, and saloons soon vanished. Today the park's museums, the 1872 courthouse, the nearby Mary Woods No. 2 sternwheel paddleboat, and interpretive programs share the story of this historic river port.

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

Powhatan Historic State Park [AR]

Description

In the late 1800s, this busy river port on the Black River was the shipping point for a large territory. In 1888, a Victorian courthouse was built here. Restored in 1970 to the architect's original plans, the courthouse today serves as a regional archive that contains some of the oldest records in Arkansas. Visitors can tour the Powhatan Courthouse, 1873 Powhatan Jail, 1840s Ficklin-Imboden House, 1888 Telephone Exchange Building, and 1880s Powhatan Male and Female Academy, a unique two-room schoolhouse, all gracing their original foundations.

The site offers tours, exhibits, and workshops.