Richmond History Center and Wickham House [VA]

Description

The Center seeks to engage, educate, and challenge a diverse audience by collecting, preserving, and interpreting Richmond's history. Located in the heart of historic downtown Richmond, the Center presents a comprehensive program of exhibitions, tours, special events, research opportunities, school programs, and other public programs in order to engage the broadest audience in an ongoing dialogue about the significance and relevance of the city's history. The Center also maintains the 1812 Wickham House, where guests can explore aspects of life in the early 19th century. In the public first-floor rooms, ornate decorations helped the Wickhams and their slaves present a picture of leisure and refinement. Exhibited on the second floor are artifacts from the descendants of the family that first inhabited the house.

The center offers tours, exhibits, and educational and recreational events and programs; the house offers exhibits and tours.

Louisa County Historical Society and Museum [VA]

Description

Since 1966, the Society has preserved historical records, collected writings and artifacts of life in Louisa County, and presented these collections to the public through exhibits, magazines and lectures. It operates The Sargeant Museum of Louisa County History at 214 Fredericksburg Avenue in Louisa, which has permanent exhibits featuring Native Peoples, Revolutionary War, Civil War, Transportation, Education and Government. Temporary exhibits delve more deeply into particular periods and themes of interest. In addition, the museum staff sponsor monthly programs for the public and offer genealogical assistance. Visit the Society’s website for hours, upcoming events, and online resources.

Programs are available for 4th and 5th grade history classes in The Westward Movement, Reconstruction, and Civil Rights. Others upon request. An online archive at provides primary source materials for teachers and students across all levels of study. Contact the museum director for more information.

Vinton Historical Society

Description

The society has been responsible for the operation of the Vinton Museum since the Town acquired the Upson home in 1988. Some of the responsibilities of the society include the preservation of items of historical relevance, maintaining the interior of the museum for the display of artifacts, and providing educational opportunities for the community.

The museum is home to thousands of items that relate to the history of Vinton and the surrounding communities within the Roanoke Valley. Some of the items date back to the late 19th and early 20th centuries, including Indian arrowheads, porcelain dolls, china, hand-made dough bowls, WWII memorabilia, a variety of period clothing, and a host of items from Vinton schools. We also have a vast collection of photographs taken in and around Vinton that capture the essence of the time period in which they were taken.

Civil War Peace Offers

field_image
Clement Vallandigham
Question

Someone told me that during the Civil War, one of the American presidents got elected, or someone was elected to a government position when agreeing to remove the Union Army/military from Confederate states or certain territories to get the votes. Is any of this true? Was anyone elected to public office by removing the military from Confederate regions before, during, or after the Civil War?

Answer

Here are three possibilities about what you were told, none of which match precisely what you have described.

Before Fort Sumter

One possibility relates to the actions of Lincoln just after he assumed the presidency in 1861. By late March and early April, several southern states had seceded, but a few closer to the North—Virginia, in particular—had not. Virginia had called a Constitutional Convention to decide its course, but those in favor of remaining in the Union were in control of the convention, and this apparently accorded with public sentiment in Virginia. Nevertheless, the convention did not adjourn, so the outcome was still undecided.

During those weeks, the political and military situation was extremely volatile. The Federal army's forces at Fort Sumter in Charleston Bay and at Fort Pickens outside Pensacola needed to be relieved or reinforced, especially in the face demands from South Carolina and Florida. These two states called for the evacuation of federal soldiers at the forts, an action that would have been widely seen as a de facto recognition of the legality of their secession.

In testimony after the war at a congressional hearing, John Minor Botts and John Baldwin, both pre-war Virginia politicians and delegates to the Virginia convention in Richmond, gave contradictory testimony about Lincoln’s actions. Botts claimed that Lincoln had asked to confer with Baldwin, and that during their talk, Lincoln asked Baldwin to relay to the convention a pledge that, if it would adjourn without voting for secession, he would evacuate the federal forces from Forts Sumter and Pickens. Botts met with Lincoln several days later, he testified, and Lincoln had told him about the offer. This had alarmed Botts, who heard nothing of the offer from Baldwin. Botts claimed that Baldwin, on his own initiative, said nothing about the offer because it could have prevented Virginia’s secession. Baldwin, however, strongly denied that Lincoln had made any offer during their conversation.

if it would adjourn without voting for secession, he would evacuate the federal forces from Forts Sumter and Pickens

Nevertheless, by the time Lincoln met with Botts, he had already dispatched orders to send forces by sea to relieve Forts Sumter and Pickens, an action that South Carolina and Florida resisted by force. After the bombardment of Fort Sumter from Charleston and its fall, sentiment in Virginia and at the convention shifted dramatically, and Virginia seceded.

In the hearing, Botts—who was a Unionist before and throughout the war—said that Lincoln’s offer elevated the president’s reputation as a statesman who was genuinely seeking peace and the preservation of the Union. The Radical Republicans who presided over the hearing, however, were troubled by the idea that Lincoln had made such an offer, because, from their point of view, it would suggest that he had been willing to “offer a bribe to Treason.”

Historian Nelson Lankford points out that Lincoln may have been pursuing more than one course during the first weeks of his presidency, before hostilities erupted. He was criticized in the press for indecision, but in fact he had been working to resolve conflicting advice within his cabinet. His secretary of state, William Seward, in particular, advocated resolving the issue through negotiation, rather than by force.

During the War

Another possibility relates to the presidential election of 1864, when the Democrats nominated General George B. McClellan. The party's platform called for an end to prosecuting the war and a truce with the Confederacy, which would have ended the war by allowing the secession of southern states. McClellan himself did not agree with this and advocated continuing the war. Because the war had not been going well for the North, the Democrats might have won the election, but Union victories close to election day bolstered the Republicans, and Lincoln was re-elected.

The Democrats' "peace plank" had declared the war a failure and promised to end hostilities. Its author was Clement Laird Vallandigham (a photo of him is at the top of the page), an Ohio politician who was arrested, tried, and convicted by a military tribunal the previous year for "disloyal" statements. Instead of serving time in jail, he was exiled south by Lincoln. From there he traveled to Canada and accepted the Ohio democratic nomination for governor in absentia. During his campaign, which he ran from a hotel room in Canada, he pledged, if elected, to withdraw Ohio from the Union unless Lincoln ceased hostilities with the Confederacy.

he pledged, if elected, to withdraw Ohio from the Union unless Lincoln ceased hostilities with the Confederacy

Vallandigham lost the election in a landslide, but continued to be influential in the Democratic Party. If McClellan had won the 1864 presidential election, many Democrats were determined that Vallandigham should serve as secretary of war.

At the End of the War

A third possibility relates to the closing days of the war. Radical Republicans in congress as well as Secretary of War Edwin Stanton became concerned that Lincoln would allow the confederate states back into the Union without punishing them or forcing them to outlaw slavery.

the legislature would be recognized as the de facto government of the state

Their fears seemed well-founded when they learned that Lincoln, during a trip to Richmond after its fall, early in April 1865, consulted with at least one Virginia politician and had informally encouraged him to help reconvene the Virginia legislature, declare the state's loyalty to the Union, and order Virginia's soldiers to lay down their arms. In return, said Lincoln, the legislature would be recognized as the de facto government of the state and it could begin to restore order. Republicans viewed Lincoln's offer as an attempt to usurp the power of Congress and as a "bribe of unconditional forgiveness." The point soon became moot, however, by Lee's surrender of his army at Appomatox. The Virginia Legislature did not reconvene.

Bibliography

John Minor Botts, The Great Rebellion: Its Secret History, Rise, Progress, and Disastrous Failure. New York: Harper & Brothers, 1866.

Nelson D. Lankford, Cry Havoc!: The Crooked Road to Civil War, 1861. New York: Penguin, 2007, pp. 63-71.

Joint Congressional Committee on Reconstruction, Subcommittee on Arkansas, Georgia, Mississippi, and Alabama, February 10 and 15, 1866, Chairman, Senator Jacob M. Howard, Report of the Joint Committee on Reconstruction, at the First Session Thirty-Ninth Congress. Washington: Government Printing Office, 1866, Part 2, pp. 102-109, 114-123.

Edgar Thaddeus Welles, editor, Diary of Gideon Welles, Secretary of the Navy under Lincoln and Johnson, Volume 2. Boston: Houghton Mifflin Company, 1911, pp. 273-274, 279-282.

Image Sources:
"Good-by to Sumter—February 3, 1861," the wives and children of the soldiers quartered at Fort Sumter wave good-bye as they leave, evacuated aboard the steamer Marion bound for New York, Harper's Magazine, February 23, 1861.

Portrait of Clement Vallandigham, Prints and Photographs Division, Library of Congress.

Yo, Ho, Ho and a . . . Bushel of Oysters?

Quiz Webform ID
22411
date_published
Teaser

Shellfish pirates stole from the rich to feed themselves—and make a little money on the side.

quiz_instructions

With Talk Like a Pirate Day on September 19th, students may be rolling their "Arrs." Popular media focuses on pirates pillaging at sea, but pirates didn't limit themselves to the open ocean. Consider these questions on oyster pirates, who made their living thieving shellfish in America's bays.

Quiz Answer

1. Oyster pirates were at the height of their trade during what years?
a. The 1700s, the Golden Age of piracy
b. The 1800s, prior to the Civil War
c. Approximately 1930 to 1940
d. Approximately 1870 to 1920

Oysters became a high-demand source of protein and nutrition following the Civil War. With the rise of industry and of shipping by rail, canneries and corporate oyster farming operations sprang up on both coasts, eager to supply the working class, and anyone else who wanted the tasty shellfish, with oysters shipped live or canned. In San Francisco, a center of oyster piracy, the boom years of the oyster industry corresponded, unsurprisingly, with those of the oyster industry—both took off in 1870, as the state began allowing major oyster farming operations to purchase the rights to underwater bay "land" (traditionally common property), and petered off in the 1920s, as silt and pollution disrupted the bay's ecosystem.

2. Which famous author spent time as an oyster pirate?
a. Jack London
b. Mark Twain
c. Ernest Hemingway
d. Upton Sinclair

At 15, Jack London bought a boat, the Razzle Dazzle, and joined the oyster pirates of San Francisco Bay to escape work as a child laborer. London wrote about his experiences in his semi-fictional autobiography, John Barleycorn, and used them in his early work, The Cruise of the Dazzler, and in his Tales of the Fish Patrol. The latter tells the story of oyster pirates from law enforcement's perspective—after sailing as an oyster pirate, London switched sides himself, to hunt his former compatriots.

3. What was popular working-class opinion on the oyster pirates?
a. Oyster pirates should be hunted down and captured, as they gave a bad name to common fishermen
b. Oyster pirates meant very little to the working class in bay areas; a few people admired or condemned them, but most people ignored them
c. Oyster pirates were heroes, fighting back against corporate ownership of underwater property
d. Oyster pirates pulled attention from more important issues, such as urban crime rates and public health

The working class romanticized oyster pirates as Robin-Hood-like heroes, fighting back against the new big businesses' private control of what had once been common land. Traditionally, underwater "real estate" was commonly owned—anyone with a boat or oyster tongs could fish or dredge without fear of trespassing. Following the Civil War, states began leasing maritime "land" out to private owners; and the public protested, by engaging in oyster piracy, supporting oyster pirates, scavenging in tidal flats and along the boundaries of maritime property, and, occasionally, engaging in armed uprisings.

4. On April 3, 1883, the comic opera Driven from the Seas; or the Pirate Dredger's Doom played to an appreciative audience at the Norfolk Academy of Music in Virginia. What Chesapeake Bay event did the opera satirize?
a. A successful raid against Chesapeake oyster pirates by Virginia governor William Evelyn Cameron, in 1882
b. The sinking of two dredgers' ships in February 1883, when the dredgers ran against rocks while being chased by overzealous patrol boats
c. The misadventures of a group of drunk oyster pirates arrested for causing a public disturbance in Norfolk in March 1883
d. An unsuccessful raid against Chesapeake oyster pirates by Virginia governor William Evelyn Cameron, in February 1883

The opera satirized Governor William Evelyn Cameron's second raid against oyster pirates in the Chesapeake Bay, on February 27, 1883. Cameron had conducted a very successful raid the previous February, capturing seven boats and 46 dredgers, later pardoning most of them to appease public opinion—which saw the pirates as remorseful, hard-working family men. His second raid, in 1883, went poorly. Almost all of the ships he and his crews chased escaped into Maryland waters, including the Dancing Molly, a sloop manned only by its captain's wife and two daughters (the men had been ashore when the governor started pursuit). The public hailed the pirates as heroes and ridiculed the governor in the popular media—the Lynchberg Advance, for instance, ran a poem comically saluting the failed raid.

For more information

oyster_pirates_ctlm.jpg Oyster piracy highlights the class tensions that sprang up during post-Civil War industrialization. Big business and private ownership began to drive the economy, shaping the lives of the working class and changing long-established institutions and daily patterns. Young people such as Jack London turned to oyster piracy as an escape from the new factory work—and the working class chaffed against the loss of traditional maritime common lands to business owners.

For more on oyster piracy, consider Jack London's fiction on the subject. Full-text versions of The Cruise of the Dazzler, John Barleycorn, and Tales of the Fish Patrol are available at Project Gutenberg, which provides the full text of hundreds of out-of-copyright works.

The Smithsonian's online exhibit On the Water includes a section on the Chesapeake oyster industry, with a mention of oyster pirates.

The Oyster War: A Poem

The oyster war!
The oyster war!
The biggest sight you ever saw;
The Armada sailing up the Bay,
The oyster pirates for to slay.

With cannon, brandy, cards aboard,
They steam from out of Hampton Road,
The Govnor wearing all the while
A Face lit up with many a "smile."

But when the pirates hove in view
Quick to his post each sailor flew!
The squadron, with "Dutch courage" bold,
Sweeps like the wolf upon the fold.

They to the Rappahannock turn
To fight like Bruce at Bannockburn,
And give the oyster-dredgers fits,
Like Bonaparte at Austerlitz.

Sources
Image
Oyster, 1921
Oyster, 1921
Oyster, 1921
Oyster, 1921
Oyster, 1921
Oyster, 1921
thumbnail
"Gathering and dressing oysters under difficulties," 1879
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United States Lighthouse Society, Chesapeake Chapter [VA]

Description

The Chapter focuses on implementing the U.S. Lighthouse Society's goals in the Chesapeake Bay area, particularly with regard to the lighthouses and lightships of Virginia and Maryland: It seeks to preserve and restore existing lighthouses and protect, preserve, and disseminate lighthouse history.

The chapter offers educational programs (specifically, speakers available for school presentations).

Pilgrims at Plymouth

Description

This iCue Mini-Documentary describes the departure of a group of Puritan Separatists from England aboard the Mayflower to settle a colony in America. In Plymouth, MA, they signed the Mayflower Compact, promising that all decisions of the new colony would be made by the majority.

This feature is no longer available.

Maryland

Description

This iCue Mini-Documentary introduces Maryland's establishment when King Charles I granted the land to Lord Baltimore, a devout Catholic. His appointment angered the Protestant population already settled in Maryland.

This feature is no longer available.

Teacher Institute in Early American History

Description

Designed for middle/high school social studies teachers who teach United States history and government, this intensive week-long workshop will immerse participants in early American history "on location" in Williamsburg, the restored capital city of 18th-century Virginia, and nearby Jamestown and Yorktown. 25 teachers and a returning mentor teacher will be selected for each session. Participants will be involved in an interdisciplinary approach to teaching social studies with colonial American history as the focus. Teachers will have the opportunity to exchange ideas with noted historians, meet character interpreters, and take part in reenactments of 18th-century events. They will review various interactive teaching techniques with a mentor teacher and with each other. Instructional materials in a variety of media will be provided to participants to use in their classrooms. Together with Colonial Williamsburg staff, teachers will prepare new instructional materials for use in their own classrooms.

Contact name
McKee, Amanda
Contact email
Registration Deadline
Sponsoring Organization
Colonial Williamsburg
Phone number
757-565-8417
Target Audience
7-12
Start Date
Cost
$1900
Course Credit
Three graduate credit hours available from the University of San Diego
Duration
Eight days
End Date