Harriet Tubman Home [NY]

Description

The Harriet Tubman Home preserves the legacy of "the Moses of Her People" in the place where she lived and died in freedom. The site is located on 26 acres of land in Auburn, New York, and is owned and operated by the AME Zion Church. It includes four buildings, two of which were used by Harriet Tubman. Some articles of furniture, and a portrait that belonged to Harriet Tubman are now on display in the Home.

The site offers tours and occasional recreational and educational events.

Chattanooga African American Museum [TN]

Description

The Museum operates as a source of curricula, historical references, creative works, and media about the African-American experience. The Museum maintains a collection of multimedia presentations, rare artifacts, African art, original sculptures, paintings, musical recordings, and local Black newspapers. Visitors can explore the history of Africans in Chattanooga, a region where most Africans were bought to be personal servants or laborers, rather than field hands.

The museum offers exhibits, tours, and occasional recreational and educational events.

Washington County Historical Society, LeMoyne House, and LeMoyne Crematory [Pennsylvania]

Description

Located in the LeMoyne House in Washington, Pennsylvania, the WCHS provides many programs, activities, and services to individuals and groups in the tri-state area. The LeMoyne House is Pennsylvania's first National Historic Landmark of the Underground Railroad. Built in 1812 by John Julius LeMoyne, the house became part of the Underground Railroad under his son, Francis Julius LeMoyne. The society also oversees the LeMoyne Crematory, the first crematory in the United States.

The house offers tours, exhibits, and access to a research library; the crematory offers tours; and the society offers lectures, workshops, conferences, and other educational programs.

St Joseph Museum [MO]

Description

The St. Joseph Museums, Inc., is a non-profit organization encompassing local museums dedicated to the research, preservation, interpretation, exhibition, and teaching of St. Joseph and the Midland Empire’s history and cultures. It pursues this mission through collections analysis, ethnographic research, preservation of material culture, interpretive exhibitions, and educational programming. The St. Joseph Museums, Inc., is comprised of the Black Archives Museum, the Glore Psychiatric Museum, the Wyeth-Tootle Mansion, and the St. Joseph Museum.

Ron Gorr on Socratic Seminars with Primary Documents

Date Published
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Photo, Socrates, Sept. 7, 2008, Ben Crowe, Flickr
Article Body

One of my favorite ways to teach is by using Socratic seminars. If done well, an effective Socratic lesson can not only take me (the teacher) off the stage, but invest my students in their own learning by creating an environment of academic discourse, improvisational questioning and answering, critical analysis, and free-flowing exploration of content.

Of course, for all of these wonderful things to happen, class sizes must be manageable; instructors must design compelling questions that are specific enough to narrow focus, but also broad enough to elicit multiple answers; and, most importantly, students must bring a competent level of prior knowledge to the seminar so they can intelligently participate in the discussions. Over the years, I have found that prior knowledge is the biggest challenge in conducting an effective Socratic seminar. How do I get the kids to connect with the material before I ask them to discuss it?
Traditionally, I provide prior knowledge through brief lectures, homework assignments, and readings in the text. This year, I added primary sources to student preparation and I saw a dramatic difference in how my students connected with the material. Here is how I set up the lesson for two separate Socratic seminars; the first was on slavery and the second was on the 1920s.

Socratic Seminar #1: Slavery

I chose the slavery unit for my first Socratic seminar of the year because every student knows what slavery is and brings with them a basic understanding of the topic and its place in American history. My hope was that this prior knowledge would allow a certain degree of comfort and thus more participation by the students.

In order to make sure all of my students had a similar grasp of the topic, I asked the students to read the chapter on slavery in our text and identify the most significant points and ideas (I used a reading guide to do this). Secondly, I assigned each student a primary source from David Kennedy and Thomas Bailey’s collection of primary sources called The American Spirit. Each student was asked to read his or her document and connect it to the material from their textbook. Both of these assignments were due on the day of the Socratic seminar.

The depth of discussion improved and students were excited to incorporate their documents into the course of discussion because they had become personally tied to them.

On the day of the seminar, I started the class by having each person quickly introduce their primary source and tell the class how it applied to the content from this chapter. (We have 90-minute block periods, so we were able to fit all of this into one day. You may want to break it up if your classes are shorter.) Each student was allowed 30 seconds to a minute to present their material and upon starting the seminar, I asked each student to incorporate their source into the free-flowing discussion. In essence, this forced participation while also allowing each student the freedom to chime in whenever they felt comfortable.

I found that by using this method, the focus of the seminar became grounded in primary resources and not just the secondary material that the text provided. I found that the depth of discussion improved and students were excited to incorporate their documents into the course of discussion because they had become personally tied to them. More students actively participated, the discussions were rooted in facts and not conjecture, and for the most part, the students really seemed to enjoy the process.

One more note: The documents dealing with slavery elicited a powerful reaction from my students. Content areas like slavery, the Great Depression, and World War II can offer a treasure trove of primary sources that will engage students in this process. The sources related to these topics are often easy to connect to and allow students to invest personally in each document.

Socratic Seminar #2: The 1920s

For years, I found myself struggling to communicate to my students the depth and vibrancy of the post-World War I period. From the intolerance of the KKK, the Red Scare, and the Sacco-Vanzetti case to the cultural revolutions involving flappers, the Harlem Renaissance, and the Lost Generation writers, to the long-ranging ramifications of the automobile, the radio, and the advertising boom, I struggled to develop a focused timeline or lesson that connected these diverse topics in a coherent manner.

By using a Socratic seminar, I found that I didn't have to worry about connecting the topics—the kids did it for themselves! This might sound like a cop-out, and to some degree it was, but what I found was that by letting the students dictate the direction of the discussions after they completed a search for and chose a relevant primary source, it became more clear to all of us how many of these seemingly unrelated topics combined to tell a more complete story of the 1920s. Here's how I did it.

By letting the students dictate the direction of the discussions . . . it became more clear to all of us how many of these seemingly unrelated topics combined to tell a more complete story of the 1920s.

Prior to the seminar, I gave each student two assignments. The first was a chapter-wide review that touched on most of the items any teacher might want a student to get from this period. Second, I assigned each of the students one of the major topics from the period (examples of these included the Sacco Vanzetti Case, the Red Scare, flappers, Al Capone, Prohibition, the Scopes Monkey trial, the 19th Amendment, the Advertising Boom, and many more—see "For More Information" below for the complete list.) I asked them to research their topic more deeply and be prepared to share what they discovered. In addition, they were to find an applicable primary source directly connected to their assigned topic. This would also have to be presented. I recommended numerous research sites, but I always try to steer them to Teachinghistory.org.

When the students came to class on the day of the seminar, they presented their topics and primary sources in the same fashion as they did for the slavery seminar, and when they were done, we started the seminar.

After about 15–20 minutes of discussion (or when things stagnated), I asked all of the students to look at their topic cards. Each card had a number (1–10) on it that was associated with a theme or idea that I wanted the students to understand. I asked all of the students to find other students with the same number on their cards and sit together. (We all know how physical movement can positively affect a classroom environment. I found that doing it during a free-flowing Socratic seminar can help refocus the group and entice some of the quieter kids to start speaking up.)

Once in their groups, I asked each person to quickly remind each member of their topic and then, AS A GROUP, deduce the common theme that brought them together. They presented this finding to the class and proceeded with the seminar by focusing on some of the new themes discovered.

After about 15–20 minutes, I followed the same process, but this time, I combined multiple groups with common themes and then asked each to figure out what brought them all together. We presented the new findings and then spent the remainder of class wrapping up the seminar.

By combining primary sources and student critical thinking we were able to come to a much deeper and multi-tiered understanding of the 1920s. There was a stark difference between the superficial chronology that I had used in the past and this dynamic interaction that forced students to make connections and inferences about the diverse topics presented to them by the Roaring Twenties.

Powerful Tools for Historical Understanding

In both of these lessons, the use of primary sources allowed me to enrich the content areas and connect students to actual events, people, and time periods. As historians, I think it is our responsibility to incorporate these powerful tools into the fantastic lessons that we are already doing. Hopefully, this article will inspire another day of greatness in your classroom. And if it does, please share it with me!

Ron Gorr
Air Academy High School
ronald.gorr at asd20.org

Bibliography

Bailey, Thomas and David Kennedy. The American Spirit Volume 1: To 1877. Florence, KY: Wadsworth, 2009.

For more information

California educator Shannon Carey describes how Socratic seminars (among other strategies) can engage English language learners. The article includes a PDF defining Socratic seminars.

Keep Your Top Eye Open

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Theodore Parker, Ballous Pictorial, November 6, 1858
Question

I have a copy of a poster from 1851 that warns the “Colored People of Boston” to stay away from constables and policemen as they are required to enforce the Fugitive Slave Law. The last sentence reads, “Keep A Sharp Look Out for Kidnappers and have TOP EYE open.” What is the reference to the “Top Eye”? What does “Top Eye” mean in this case?

Answer

The original of this handbill is in the Boston Public Library’s Rare Book collection. It is part of the papers, manuscripts, and diaries of abolitionist and controversial Unitarian clergyman Theodore Parker, who composed it and had it printed and distributed.

Boston Vigilance Committee

At the time he posted it around Boston, Parker was the head of the Boston Vigilance Committee, a group of white and black abolitionists, eventually numbering more than 200, who agitated in various legal and extra-legal ways to frustrate slaveholding. The committee set up a secret network of operators on the Underground Railroad, who transported escaped slaves through the area. The committee also looked for slave-catchers in Boston who had come north to search for fugitive slaves. Parker and his fellow committee members alerted the sympathetic white and black community in the area, and sometimes threatened the slave-catchers and scared them off, and even rushed the jail to free captured slaves.

The committee’s semi-secretive efforts increased in intensity after the 1850 passage of the Fugitive Slave Act (part of the Compromise of 1850), which specifically required Northern states to remit or return fugitive slaves to their Southern owners. The committee’s collective outrage peaked during the 1851 trial and return to Georgia of escaped slave Thomas Sims (the handbill is from this period), the capture and freeing of fugitive slave Shadrach Minkins in 1851, and the riots during the capture and return under Federal guard of fugitive slave Anthony Burns to Virginia in 1854.

Top Eye Open

Having or keeping your top eye open simply meant keeping a careful watch, no matter what else you were doing. It most often carried the idea that you had to keep a lookout for threatening intruders, enemies, or competitors.

The phrase appears to be an Americanism. I see written evidence for its use, among both uneducated and educated and among both whites and African Americans, as early as 1828 and as late as 1911. Those who used it probably felt it to be a bit unusual because it often appeared with quotation marks around it, as if they understood it as slang.

Today, we would say something like “keep your eyes peeled” or “keep one eye open” or “sleep with one eye open.” When you lie down to sleep, one eye is uppermost and is therefore your “top eye,” the one with the slightly better vantage point. “Top” probably also connoted “best,” so that your “top eye” was the one that could see farther and clearer.

Having or keeping your top eye open simply meant keeping a careful watch, no matter what else you were doing.

John S. Skinner, for example, in an 1828 issue of The American Farmer, counseled his readers, “So that as small sands form the mountain, and economy is said to be wealth, perhaps it would be as well to keep our top-eye open a little sharper towards those smaller items of family expenses.” The satirist John S. Robb, in a backwoods story he published in an 1845 issue of The Spirit of the Times, had one of his rustic characters say: “You, Mike, keep your eye skinned for Ingins, ‘cause ef we git deep in a yard here, without a top eye open, the cussed varmints ‘ll pop on us unawars, and be stickin’ some of thur quills in us—nothing’ like havin’ your eye open and insterments ready."

The phrase was a warning to keep your guard up, but also simply to pay close attention to what was happening so that you could forestall a threat as it arose and even shrewdly turn the situation into a favorable opportunity for your own success or profit.

Theodore Parker’s Use of the Phrase

Theodore Parker certainly understood the phrase in this way. In a speech he gave to the annual meeting of the Massachusetts Anti-Slavery Society in 1853, he said, “I am glad that a ‘top eye’ is open to scrutinize the acts of public men—an eye that never slumbers nor sleeps—an eye that does not spare a friend when he falters more than a foe when he is false; I am glad of that.” And in a letter he wrote in 1854, Parker facetiously chided fellow abolitionist Samuel J. May for having tried to argue that the Bible was a pacifist tract, when there was plenty of evidence to the contrary: “But all this, O father! is a delusion of Satan, who will deceive the very elect if they do not keep a top-eye open and a bright look-out.”

The phrase also had currency among other abolitionists, who used it to describe slaves who carried on with their normal activities, but constantly watched for the moment when they could act by making their escape. The Provincial Freeman in its issue of April 21, 1855, for example, used the phrase:

The cook (a colored man) having his “top eye open,” kept quiet till the steamer had fairly reached New York, then quietly procured a carriage, and apprised the property [that is, a slave onboard] that it was at liberty to assume a more independent air; consequently, it was not unconscious of the value of time; and lo! to the utter amazement of the Mate, it was seen making quick paces in the direction of the carriage.

Abolitionist activist and writer William Still, in his 1872 history, The Underground Rail Road, described the rescue of a slave, Jane Johnson, and her children, using the phrase—“Jane had her ‘top eye open,’ and in that brief space had appealed to the sympathies of a person whom she ventured to trust, saying, ‘I and my children are slaves, and we want liberty!’”

The phrase “keep (or have) your top eye open” had this meaning all during the time it was current, through the first decade of the 20th century.

Another Later Meaning of the Phrase

For about 15 years, from about 1885 to 1900, long after Parker had written his handbill, the phrase briefly developed another meaning before it dropped out of currency altogether. Liberal reformers and spiritual progressives, especially from New England, used it to refer to cultivating a new and higher angle of vision on the world. To keep or have your top eye open meant to look a little deeper into the reasons of things or to look behind the surface of everyday things, to take your eyes off the ground and look into the air, up to heaven, to look there for subtle signs and omens, to be high-minded, to be spiritual rather than materialistic, to be focused on the true and lasting rather than the false, the sensual, and the transitory, on the intuitive rather than the calculating.

Parker’s use of the phrase in 1851 has nothing in it, even implicitly, that connects it to this later meaning. However, the distant origins of the image that this later meaning captures probably lay in Parker’s friend and fellow Transcendentalist Ralph Waldo Emerson’s essay, “Nature,” written in 1836, where he described an “exaltation” he experienced one day at twilight staring into snow puddles: "Standing on the bare ground—my head bathed by the blithe air and uplifted into infinite space—all mean egotism vanishes. I become a transparent eyeball; I am nothing; I see all; the currents of the Universal Being circulate through me; I am part or parcel of God."

"I become a transparent eyeball"

The “top eye” was the “skylight of the soul,” like the oculus at the top of the Pantheon in Rome. It saw, not the waves, but “Him who walks upon the waves,” in the words of ex-Quaker, Temperance worker and suffragist Hannah Whitall Smith. For her, opening one’s top eye was a mystical experience, a religious conversion, a reception of holiness and sanctification into one’s life. In 1883, Smith’s coworker and friend, Frances Elizabeth Willard, the President of the Woman’s Christian Temperance Union, described Mrs. Smith’s home and family:

There is no fear of the “next thing,” because it is the next and not the last. There is no looking back, after the puerile fashion of Lot’s wife, but, with earnest gaze forward and upward, this family group moves forward, blessing and blessed. “Keep your top eye open,” is the mother’s constant motto for her children.

About the same time, Congregationalist lecturer, Joseph Cook, at one of his weekly prayer meetings at Boston’s Tremont Temple, told his audience:

British advanced thought believes in its frontal eye, but not in its coronal eye. This is a defect of the English mind and of the American. When you reach India, in your tour of the globe, you will find people who believe in their coronal eye; who see God in an intuitive way, as Emerson did. … The Scotch have an eye in the dome of their souls; but they have such an immense front window that they are chiefly occupied in gazing out of it. Rarely, except in periods of mighty religious fervor, do they look aloft through the dome. … In general, Scotchmen, Englishmen, and Americans believe in experience, observation, definition, induction, the scientific method, and nothing else. You notice thus one of the defects of Anglo-Saxon advanced thought, that it sees with its front eye, and not with its top eye.

For more information

The Boston Public Library Anti-Slavery Collection.

Archer Taylor, Bartlett Jere Whiting, A Dictionary of American Proverbs and Proverbial Phrases, 1820-1880. Cambridge, Mass.: Belknap Press, 1958.

Bibliography

John S. Robb (pseudo. Solitaire), “Fun with a ‘Bar,’ A Night Adventure on the Missouri,” in Streaks of Squatter Life, and Far-West Scenes, Philadelphia: Carey and Hart, 1846, p. 105. Published first in The Spirit of the Times (New York), Dec 20, 1845.

“Speech of Theodore Parker at the Annual Meeting of the Massachusetts A. S. Society, Friday Evening, Jan. 28, 1853,” The Liberator, Feb 25, 1853, p. 2.

Theodore Parker, correspondence to Samuel J. May, March 1854, in Octavius Brooks Frothingham, Theodore Parker: A Biography, Boston: R. Osgood, 1874, p. 289.

William Still, The Underground Rail Road. Philadelphia: Porter & Coates, 1872, p. 91.

Frances Elizabeth Willard, Woman and Temperance; or, the work and workers of the Woman’s Christian Temperance Union. Hartford: James Betts, 1883, p. 198.

Joseph Cook, “Advanced Thought in England and Scotland,” Christian Advocate, Jan 18, 1883, p. 37.

Trade Routes and Emerging Colonial Economies

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Newsprint, Sale of Africans from the Windward Coast, New York Public Library
Question

“What was the impact of trade routes on emerging colonies in the Americas?”

Answer

Good question and one that is often answered a bit too narrowly. The key issue is whether trade routes promoted resource extraction and/or economic development, and if the latter, what sort of development. Of course, the most famous route, with the greatest impact on New World colonies, was the Triangular Trade, which had some variants. In addition, though, there were several versions of a simpler two-way transatlantic trade, from the UK to the northern colonies, from France to Quebec, and from Spain/Portugal to Latin American places. Last, and less known, a transpacific trade took shape in the 17th century, connecting the Philippines with Mexico through the west coast port of Acapulco. So here we have at least half dozen routes to assess in terms of impacts.

These ventures, plus those made by Spanish and Portuguese slavers extracted over nine million Africans from their home terrains between the 16th and 19th centuries

The core of the triangular trade, ca. 1600-1800, was the exchange of slaves for materials and goods – African captives brought to eastern Atlantic ports, exchanged for gold or British manufactured products, then transshipped brutally to colonial depots – Charleston, New Orleans, the Caribbean islands, and in smaller numbers, New York, for example. There, captives were again sold, for cash or goods (sugar, tobacco, timber) which returned to a UK starting point (often Liverpool). Yet this sequence was not the only one, particularly in New England, where merchants sent rum and other North American goods to Africa, secured slaves for auction to sugar plantations in the Caribbean, and brought liquid sugar (molasses) to American shores for distillation into more rum. Though this sounds tidy, actually, rarely was either triangle completed by one ship in one voyage; each triangle stands more as a mythical model than a description of standard practice. Nonetheless these ventures, plus those made by Spanish and Portuguese slavers extracted over nine million Africans from their home terrains across the 16th through the 19th centuries. That’s quite an impact, creating slave economies from Virginia to Trinidad to Brazil. Another three-sided trade involved slavery indirectly, as when Yankees sent colonial goods to the sugar islands, shipped to Russia to exchange sugar for iron, which returned to New England.

Trade did not automatically translate into sustained development

Bilateral trade is simpler to grasp, and yet may depart from our current notions of exchange. The Kingdom of Spain extracted precious metals from Latin America, sending back goods for colonizers, especially through Veracruz, which became Mexico’s principal east coast harbor. By contrast, French trade with Quebec was a constant drain on the monarchy’s funds; often goods sent to sustain some 50,000 settlers cost more than double the value of furs gathered and sold. However, Virginia tobacco sold to Britain at times created high profits, but this single-crop economy proved vulnerable to commodity price fluctuations (Cotton’s southern surge came after the American Revolution.). Clearly trade did not automatically translate into sustained development, though port cities did prosper, not least because they became anchors for coastal shipping within and among colonies. At times, expanding trade could irritate the colonizing state, as when Mexican merchants created a long-distance 16th-18th century trans-Pacific route from Acapulco, trading an estimated 100 tons of silver annually for Chinese silks, cottons, spices, and pottery – resources the Crown thought should be sent to Madrid instead. Overall, my sense is that colonial trade routes deepened exploitation of people and nature appreciably more than they fostered investment and economic development.

For more information

Bailey, Anne. African Voices of the Atlantic Slave Trade. Boston: Beacon, 2006.

Bjork, Katherine. “The Link That Kept the Philippines Spanish: Mexican Merchant Interests and the Manila Trade, 1571-1815.” Journal of World History 9 (1998): 25-50.

Bravo, Karen. “Exploring the Analogy between Modern Trafficking in Humans and the Transatlantic Slave Trade.” Boston University Int’nl Law Journal 25 (2007), 207-95.

Evans, Chris and Goran Ryden. Baltic Iron in the Atlantic World Leiden: Brill, 2007.

Hart, Michael. A Trading Nation: Canadian Trade Policy from Colonialism to Globalization. Vancouver: University of British Columbia Press, 2002.

Jamestown-Yorktown Foundation, Jamestown Settlement, and Yorktown Victory Center[VA]

Ostrander, Gilman. “The Making of the Transatlantic Slave Trade Myth,” William and Mary Quarterly 30 (1973): 635-44.

Rawley, James and Stephen Behrendt. “The Coastal Trade of the British North American Colonies,” Journal of Economic History 34 (1972): 783-810.

Bibliography

Canny, Nicholas. “Writing Atlantic History; or, Reconfiguring the History of Colonial British America,” Journal of American History 86 (1999): 1093-1114.

Price, Jacob and Paul Clemens. “A Revolution of Scale in Overseas Trade: British Firms in the Chesapeake Trade, 1675-1775.” Journal of Economic History 47(1987): 1-43.

Rawley, James and Stephen Berendt. The Transatlantic Slave Trade: A History. Lincoln: University of Nebraska Press, 2005.

Spanish Colonial Trade Routes

Senatorial Division

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free and slave states map
Question

When Texas became a state, did slave states have a majority in the U.S. Senate until Wisconsin entered the Union as a free state? During the three years in between Texas and Wisconsin becoming states, was the South able to take advantage of their numbers in the Senate? Also, when California entered the Union as a free state, did it send pro- and anti-slavery senators to Washington?

Answer

After the War of 1812, the northern, free states' members in the House of Representatives exceeded those from slave states. The slave states reckoned then that Congress could try to outlaw slavery in the South. Their representatives in the House had tried to stave off attempts by that chamber to legislate the abolition of slavery by instituting a "gag rule" which, for years, had blocked abolitionist petitions from reaching the floor of the House, but which had been rescinded in 1844. The South therefore worked out a strategy to ensure that they would not be outnumbered in the Senate. If they maintained a balance in the Senate, they figured, attempts to force the end of slavery on the southern states could be blocked.

To maintain this balance as new territories were admitted into the Union, slave states and free states were admitted, roughly speaking, in pairs: Mississippi and Indiana, Alabama and Illinois, Missouri and Maine, Arkansas and Michigan, and Florida and Iowa. In some cases, the admission of a state was slowed or sped up in order to pair it with another. This practice was the outcome of a strategy that the South considered essentially defensive. The South's primary aim in this was not so much to spread slavery as it was to protect slavery where it already existed. To do that, it had to protect its strength in the Senate, and for that to happen as northern territories were brought into the Union, the South had to find southern territories to balance them. Eventually, this even led some in the South to look for possible ways to annex Cuba and Nicaragua and bring them into the Union as slave states.

Texas and Wisconsin were considered to be a pair. Partly due to objections of northern abolitionists who feared that the admission of Texas by itself would tilt the Senate balance in favor of the South, the Lone Star State's entrance into the Union was delayed until December 29, 1845, and only happened then because of the successful Democratic campaign of 1844 that succeeded in electing James Polk to the White House on a platform that combined a call for admitting Texas into the Union with an expansionist stance on the question of setting the northern territorial claims of Oregon as far as possible. The northern vote was split in that election, between Whig candidate Henry Clay, Liberty Party candidate James Birney, and James Polk (partly because of his party's position on Oregon), giving the election to Polk.

There was a strong effort to bring Wisconsin into the Union in 1846, along with Iowa, but Wisconsin was not admitted until May 29, 1848. Did that make the Senate balanced in the South's favor between the time of the admission of Texas and the admission of Wisconsin? Not really. For one thing, the balance in fact was volatile.

For example, although Iowa had been admitted to the Union as a free state on December 28, 1846, political turmoil in its state legislature, almost evenly divided on party lines, and spiced by accusations of bribery, resulted in the state's inability at first to elect U.S. Senators to send to Congress. In addition, party politics factored into votes, with northern Democrats, for example, sometimes voting with their southern colleagues. Nevertheless, a rough parity existed in the Senate, although the South recognized it as tenuous.

South Carolina Senator John C. Calhoun's speech in the Senate on February 19, 1847, described the situation in which the South perceived itself at the time:

Sir, already we are in a minority—I use the word 'we' for brevity sake—already we are in a minority in the other House, in the electoral college, and, I may say, in every department of this government, except at present, in the Senate of the United States—there, for the present, we have an equality. Of the twenty-eight States, fourteen are non-slaveholding and fourteen are slaveholding, counting Delaware, which is doubtful, as one of the non-slaveholding States. But this equality of strength exists only in the Senate. … We, Mr. President, have at present, only one position in the government, by which we may make any resistance to this aggressive policy which has been declared against the South; or any other, that the non-slaveholding States may choose to take. And this equality in this body is of the most transient character. Already, Iowa is a State; but, owing to some domestic calamity, is not yet represented in this body. When she appears here, there will be an addition of two Senators to the Representatives here, of the non-slaveholding States. Already, Wisconsin has passed the initiatory stage, and will be here at next session. This will add two more, making a clear majority of four in this body on the side of the non-slaveholding States, who will thus be enable to sway every branch of this government at their will and pleasure. But, sir, if this aggressive policy be followed—if the determination of the non-slaveholding States is to be adhered to hereafter, and we are to be entirely excluded from the territories which we already possess, or may possess—if this is to be the fixed policy of the government, I ask what will be our situation hereafter?

Calhoun was reacting here to the introduction of the "Wilmot Proviso," an attempt by northern anti-slavery congressmen to ban slavery in all territories that would enter U.S. possession in the future. Far from seeing itself at this point as capable of taking advantage of its senatorial strength, the South—as is clear from Calhoun's speech—saw itself as barely able to hold its defenses against an aggressive North intent on outlawing slavery everywhere. In his speech, Calhoun calculated that if all the territories were thenceforth brought into the Union as free states, the slave states would be outnumbered in the Senate by two to one.

The Wilmot Proviso was defeated in the Senate—that was as close as one could say that the South was able to "take advantage of" its strength there—but the battle over it served to turn opposing political forces further into sectional differences, North versus South, free state versus slave state. By doing this, it also helped to redefine the politics of the time away from party affiliation and loyalty to sectional affiliation. Both the Whigs and the Democrats underwent fragmentation and inner realignments during this period.

When California was admitted on September 9, 1850, its formal admission came only five days after the passage of the bills that formed the Compromise of 1850. As part of the Compromise, California came in as a single free state, rather than divided into two parts, one free and one slave, but Utah and New Mexico territories were organized to allow popular votes in the territories to decide later whether slavery would be permitted. In point of fact, the admission of California did not immediately change the balance of anti- vs. pro-slavery votes in the Senate because California, although a free state, sent one anti-slavery senator and one pro-slavery senator to Washington.

Bibliography

William J. Cooper, Jr. The South and the Politics of Slavery 1828-1856. Baton Rouge: Louisiana State University Press, 1978.

Jonathan Halperin Earle. Jacksonian Antislavery and the Politics of Free Soil, 1824-1854. Chapel Hill: University of North Carolina Press, 2004.

Eric Foner. Free Soil, Free Labor, Free Men: The Ideology of the Republican Party Before the Civil War. New York: Oxford University Press, 1995.

William W. Freehling. The Road to Disunion: Secessionists at Bay 1776-1854. 2 vols. New York: Oxford University Press, 1990-2007.

Michael F. Holt. The Political Crisis of the 1850s. New York: Norton, 1983.

Allan Nevins. Ordeal of the Union: Fruits of Manifest Destiny 1847-1852. 4 vols. New York: Collier Books, 1992.

Leonard L. Richards. The Slave Power: The Free North and Southern Domination 1780-1860. Baton Rouge: Louisiana State University Press, 2000.

Joel H. Silby. Storm over Texas: The Annexation Controversy and the Road to the Civil War. New York: Oxford University Press, 2005.

Images:
Map of the United States, showing the free and slave-holding states, 1857. Slave Heritage Resource Center.

"United States Senate, A.D. 1850," drawn by P. F. Rothermel, 1855. Prints and Photographs Division, Library of Congress.

With or Without Slavery?

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map of Lecompton, 1858
Question

If the Lecompton Constitution version that would have allowed no further importation of slaves had won, would children born to the slaves already in Kansas still be considered slaves as well as their children into the future?

Answer

In the fall of 1857, the Kansas Territory's proslavery legislature met in the town of Lecompton and worked out a constitution, which it proposed to put up for a vote. The vote, however, was only between "the constitution with slavery" or "the constitution without slavery."

The proposed constitution was written in such a way that a vote "for the constitution without slavery" still allowed the residents of Kansas to keep the slaves they owned, while preventing new slaves from entering the territory.

Anti-slavery voters boycotted the referendum and consequently the "constitution with slavery" passed by a large margin. Kansas voters, however, eventually elected a new legislature and defeated the Lecompton Constitution. In 1859, they ratified the Wyandotte Constitution that outlawed slavery.

Article 7, Section 1, of the Lecompton Constitution stated that "… the right of the owner of a slave to such slave and its increase is the same and as inviolable as the right of the owner of any property whatever." The slave's "increase" meant the children of the slave, so they would still have been considered slaves, as would those slaves' children into the future.

For more information

Manuscript of the Lecompton Constitution

Thomas Goodrich. War to the Knife: Bleeding Kansas, 1854-1861. Mechanicsburg, PA: Stackpole Books, 1998.

Bibliography

Images:
"Forcing Slavery Down the Throat of a Free Soiler," 1856 political cartoon, Prints and Photographs Division, Library of Congress.

Detail of a map of Douglas County, Kansas Territory, 1858, showing the town of Lecompton.

Detail of an engraving of the town of Lecompton, 1859, Kansas State Historical Society.

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