Selling a Slave

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Rebecca, Charley and Rosa, Slave Children from New Orleans, Library of Congress.
Question

I'm writing a story and I would like to know how someone in the South would have gone about selling a slave. What if you had only one to sell? Surely you couldn't hold a whole auction just for one. What would you do?

Answer

Most likely, the slave owner would let neighbors, friends, and extended family know that the slave was for sale and hope that a buyer could be found through this informal networking. They might also put up a notice in local stores, or take out an ad in the local newspapers. Or they might bring the slave to an informal local venue where people met together from time to time to buy and sell slaves. Another way to sell the slave would be to look for an itinerant slave dealer who was traveling through the area, buying a few slaves here and there and transporting them somewhere he thought he could find a market for them.

But what the owner could not do was sell their slave to someone in a neighboring slave state, unless that state had not yet prohibited the importation of slaves. As early as 1778, slave states, starting with Virginia and Maryland, made it illegal to import slaves from elsewhere. From that time on, residents of those states sold their “excess” slaves to newer slave states farther south, which still “needed” slaves.

An article entitled, “The Restriction of the Slave Trade in the South,” in the Washington, D.C.-based African-American newspaper, The National Era, of May 3, 1849, explained it this way:

The older slave States long since found it necessary to restrict the importation of slaves, with a view of keeping down the supply of slave-labor to the point of profitable employment. … The old slave States looked to the new as the market for their surplus slaves. When the new, under the pressure of an excess of slave labor, shall close their gates against the introduction of slaves, what then will be the condition of the South? Suppose the slave population pent up within its limits, all egress prohibited, what remedy, then, for the evils resulting from an excess of labor, preying upon capital, and over-production, reducing prices? The slave States would be compelled to choose depopulation or emancipation, the loss of the white population, or the freedom of their slaves. The maintenance of slavery would result in the exclusion of the poor whites, whites of the middling classes, and, finally, all but a few overgrown slaveholders, with their innumerable hordes of black dependents; and the ultimate result of this state of things can easily be foreseen.

This is the Future, which the pro-slavery men of the South would avert, by the policy of slavery extension. Slavery-restriction between the States must be accompanied by slavery-extension into the Territories - and when these Territories shall have been converted into States, prohibiting slavery, or, if tolerating slavery, prohibiting the slave trade, then, new territories must be sought to receive the refuse slave population, the inevitable excess of slave labor. In this way, generation after generation is to be cursed, and the whole continent southwardly, not now under our control, to be acquired by the force, fraud, or money of the General Government for the purpose of eternizing the most diabolical system of oppression God's earth has ever groaned under.

Well then, why didn't they just free the slave, which was sometimes done by deed or by will? There could be several obstacles.

The slave codes of nearly all the Southern states placed restraints on slave owners regarding their attempts at the “manumission” or freeing of their slaves.

The slave codes of nearly all the Southern states placed restraints on slave owners regarding their attempts at the “manumission” or freeing of their slaves. The justification for this restraint on an owner’s “property” was that the state had the right, as explained by lawyer Jacob Wheeler in 1837, “to protect society from even the benevolence of slave owners, in throwing upon the community a great number of stupid, ignorant, and vicious persons, to disturb its peace and endanger its permanency.” But it also had the effect of discouraging slave owners from simply turning out their slaves when they became a burden to them. Typically, an owner was not allowed to free a slave if the owner had an outstanding debt (to meet which, the slave could be sold and the proceeds applied to the debt).

It was also quite common for a state to require any slave owner who wished to free a slave to apply to the state legislature for permission to do so, and to give a reason for the application, such as the slave’s meritorious service, which is to say that it was actually the state that had the power to manumit slaves, not owners.

In addition, it was a typical part of the states’ slave codes that freed slaves had to leave the state, so that they would not “disturb its peace” by fostering discontent among the local slave population or by competing with local whites for work. If freed, the slave could actually be worse off in some respect, especially if he or she was older, ill, had very limited skills, or had no other place to go. If the owner had humane feelings and the slave had been part of their household, with relatives nearby, the owner might judge that they had a responsibility to care for him or her and not put the slave in the position of having to leave the state if freed.

If all attempts to sell a slave failed, someone might also have considered hiring him or her out for a set period of time, if that person could find someone, nearby or far away, who could give them employment. Frederick Douglass gave a good description of this sort of arrangement in his autobiography.

For more information

Steven Deyle, Carry Me Back: The Domestic Slave Trade in American Life. New York: Oxford University Press, 2005.

Ralph Clayton, Cash for Blood: The Baltimore to New Orleans Domestic Slave Trade. Bowie, Md.: Heritage Books, 2002.

Winfield H. Collins, The Domestic Slave Trade of the Southern States. New York: Broadway Publishing Company, 1904.

Robert Edgar Conrad, ed., In the Hands of Strangers: Readings on Foreign and Domestic Slave Trading and the Crisis of the Union. University Park, Penn.: Pennsylvania State University Press, 2001.

Teachinghistory.org, Atlantic Slave Trade and Slave Life in the Americas: A Visual Record.

Thomas Thurston, Slave Receipts.

Civil Rights Sit-in

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Photo, Greensboro Woolworth's Seat Counter, Intl Civil Rights Ctr. and Museum
Question

When did the Jackson, Mississippi sit-in take place? Was it before or after Woolworth's ended its segregation?

Answer

The practice of segregated seating at Woolworth’s lunch counters gained national headlines after the Greensboro (NC) sit-ins of 1960. Woolworth’s declared it would continue to abide by its official policy of following “local custom” (i.e. segregated seating in the South). Even as they reported “progress” from time to time in the number of integrated stores in the Woolworth’s chain, they did not abandon the “local custom” policy.

On May 28, 1963, civil rights activists staged a sit-in at the Jackson, Mississippi Woolworth’s lunch counter to protest its segregated seating. There were, at first, two African American women and one African American man from nearby Tougaloo College who took a seat at the lunch counter. They were later joined five other Tougaloo students and professors, white and black. The protestors were attacked by a white mob that punched, spat, screamed obscenities, poured hot coffee, syrup, salt, pepper, and mustard over the protestors until the police, who had been standing idly by, moved in. The vivid pictures from the event turned a local protest into a mass movement against segregation in Jackson.

The sit-in galvanized Jackson’s black community and caught the attention of the Kennedy Administration. Two weeks later, one of the movement’s leaders, Medgar Evers of the Southern Christian Leadership Conference, and a World War II veteran, was murdered in Jackson by local Ku Klux Klan member Byron De La Beckwith, putting even greater pressure on local leaders and the Kennedy Justice Department to ease tensions. The Kennedy Administration helped broker an agreement between local African American leaders and the mayor’s office to promote a few black city workers and to hire a small number of black police officers to patrol their own neighborhoods. In return, the local leadership of the black community agreed to call off protests and demonstrations, much to the chagrin of younger African American activists.

Hoping to avoid further disturbances, the owner of the Jackson Woolworth’s closed the lunch counter shortly after the sit-in. Public accommodations in Jackson remained segregated until passage of the Civil Rights Act in July 1964. Woolworth officials at that time announced that the company would “now be able to serve all its customers in all its stores on a desegregated basis.”

For more information

Branch, Taylor. Pillar of Fire: America in the King Years, 1963-1965. New York: Simon and Schuster, 1998.

Moody, Anne. Coming of Age in Mississippi. New York: Bantam Dell, 2004.

International Civil Rights Center and Museum

Pitrone, Jean Maddern. F. W. Woolworth and the American Five and Dime: A Social History. Jefferson, NC: McFarland & Company, Inc., 2007.

Veterans of the Civil Rights Movement *for iconic images of the sit in scroll to the bottom half of the page*

Bibliography

Civil Rights in America: Racial Desegregation of Public Accommodations. The National Historic Landmarks, Cultural Resources, National Park Service, U.S. Department of the Interior, Washington, D.C. (accessed December 1, 2010).

Dittmer, John. Local People: The Struggle for Civil Rights in Mississippi. Champaign, IL: University of Illinois Press, 1994.

“Jackson Seizes 19 in Racial Protest.” New York Times, May 30, 1963.

“Woolworth Posts Sales Gain, Defends Exclusion of Negroes.” New York Times, May 19, 1960.

Wright, Gavin. “Southern Business and Public Accommodations: An Economic-Historical Paradox.” Paper presented at Business History Conference, Sacramento, California, April, 2008.

“3 In Sit-In Beaten At Jackson Store.” New York Times, May 29, 1963.

Unforgivable Blackness: The Rise and Fall of Jack Johnson

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Cigarette cards, Jack Johnson, New York Public Library Digital Gallery
Annotation

A companion to Ken Burns's film of the same name, Unforgivable Blackness provides an extensive look into issues surrounding race relations, sports, and definitions of freedom during the Progressive Era. In the documentary, Burns delves into the life of Jack Johnson, the first African American Heavy Weight Champion of the World. Johnson is explored as a man unapologetic for his strength, dominance, and defiance of society’s "rules."

This well-designed website has appeal for those teaching a variety of subject matter and content at the high school level. Background information is plentiful for those unfamiliar with early 20th-century boxing history, and sections are written at an appropriate Lexile level for high school use. Fight of the Century includes an interactive link filled with photographs, music, newspaper excerpts, political cartoons, and six audio clips (Flash Player required). Discussions of political cartoons and the depictions of African Americans during the early 1900s may be necessary before viewing Fight of the Century with students. Primary sources are plentiful throughout, including full text of the Mann Act, as well as Johnson’s FBI files.

Ghost in the House and Sparring provide information concerning four of Johnson’s contemporaries, including boxers Joe Louis and Sam Langford. Knockout also details Johnson's dalliances with a number of white women, which led to his conviction under the Mann Act. While important to the overall discussion of race relations, this section and coinciding discussions should only occur with more mature high school groups. An additional section, For Teachers, includes 10 lesson plans that may be used in a range of classroom settings—from math and civics, to history and sociology. Lesson plans are well thought out and descriptive, yet still leave room for open dialogue and connections with relatable current events. The website was last updated in 2005, which has resulted in a lost connection with three of the eight website links listed under the Resources section.

Overall, this website provides an in-depth and user-friendly overview for those interested in connecting issues of race relations and the Progressive Era into their classrooms.

The Malcolm X Project

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Photo, Introductory graphic, The Malcolm X Project
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This site is dedicated to the study of the life and legacy of Malcolm X. Only one of three "initiatives" is publicly available (Columbia faculty, staff, and students may also access the site's "multi-media study environment" section). "Oral histories," "outreach," and "Malcolm X biography project" are under construction. A chronology traces Malcolm's life from his birth in May 1925 to his assassination in February 1965, with short entries on major events. "Government Documents" offers FBI files on Malcolm X—4,000 pages of surveillance reports—covering the period 1954 to 1964. A brief summary accompanies each report and the files can be searched by keyword. The site's project journal, focusing on particular themes and issues, has seven articles on Malcolm X and eight weblog postings. Additionally, the site offers an e-seminar "Life after Death: Malcolm X and American Culture" by Columbia professor Dr. Manning Marble for a fee (available free to Columbia faculty, staff, and students). When this site is completed, it will be a good starting point for researching the ideas and life of Malcolm X.

The Blues, Black Vaudeville, and the Silver Screen, 1912-1930s

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Circular for the Plaza Theatre advertising. . . , c. 1929, The Blues. . . site
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In the early 20th century, Macon, Georgia's Douglass Theater was one of Georgia's primary entertainment venues for blacks outside of Atlanta. Over the course of its more than 60-year history, the theater featured famous vaudeville acts, singers such as Ma Rainey and Bessie Smith, boxing matches, as well as both silent and talking films. This website features 100 documents from the files of the theater's owner, Charles Henry Douglass, a prominent black businessman in Macon. Letters, financial statements, contracts, theater newsletters, and advertisements shed light not only on events and business transactions at the Douglass Theater, but on the wider business community supporting African American theaters in the South. A good place to begin is the "Introduction to the Douglass Theater in Macon," a detailed background essay with links to a variety of documents from the collection, including account book pages detailing one week's profits in 1923, and a series of letters exchanged between the theater's temporary manager in the late 1920s and his brother documenting the challenges of the theater business. The materials are transcribed and annotated, and browseable by author, date, type, subject, and title.

Slavery in Canada

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 Photo, William Henson escaped from slavery. . . , Daniel G. Hill, NYPL
Annotation

This website covers a topic that often goes overlooked—that slavery spread as far north as Canada.

Resources include portions of a slave autobiography; slave narratives; Underground Railroad stories and songs; articles from abolitionist newspapers; short timelines (1600-1699, 1700-1799, 1800-1899, and 1900-present); more than 60 biographies of slaves; 10 images, including maps, photographs, artworks, and newspaper scans; radio and documentary links; and a collection of web links relevant to the topic. The included glossary and chapter quizzes are not currently working.

However, the site could prove useful for locating primary sources which attest to the geographical breadth of slavery in North America.

Teaching with Laurel Grove School

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laurel grove school
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Laurel Grove is a one-room school house in Northern Virginia. In the 1990s, a community team successfully blocked a developer's bulldozer, formed the Laurel Grove School Association, and restored the one room schoolhouse. An interdisciplinary team of community members, curriculum experts, teachers, historians, and museum curators recovered the history of the school from oral histories and local archives, refurbished the classroom, and crafted a history curriculum to teach slavery, the Civil War, Reconstruction, and life under Jim Crow. Today the school is a museum along the African-American heritage trail.

Six lesson plans (scaffolded for K-12) focus on understanding racial issues in Virginia from 1800 through the 1930s, on working with primary sources, and with an emphasis on critical thinking skills. Essays fill in the historical background including Slavery and Free Negroes, 1800-1860, A Look at Virginians During Reconstruction, The Impact of the Jim Crow Era on Education, and A Child's Life in a Segregated Society. Lesson plans are geared to standards and exemplify exploration of local resources to teach American history.

The Laurel Grove website is a work-in-progress, building on the open-source Omeka web-publishing platform especially for scholars, museums, libraries, archives, and history enthusiasts developed through George Mason University's Center for History and New Media.

Slavery and the Making of America

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Image, Graphic from Religion, Slavery and the Making of America
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This extensive companion to the PBS documentary of the same name provides interpretive and primary material on the history of African-Americans during slavery and Reconstruction, including essays, personal narratives, original documents, historical readings, and lesson plans. The "Time and Place" chronology of slavery and Reconstruction places the main events of U.S. history relating to African Americans between 1619 and 1881 in their historical context. "Slave Memories" allows visitors to hear the voices of African Americans recorded by the Works Progress Administration (WPA) on their experiences in slavery and Reconstruction. "Resources" includes 17 print resources, 23 books for children, and 30 websites related to slavery. "Slave Experience" allows users to explore slave life through the themes of legal rights and government; family; men, women, and gender; living conditions; education, arts, and culture; religion; responses to enslavement; and freedom and emancipation. Each features essays, historical overviews, original documents, and personal narratives.

A K-12 learning section features historical readings of narratives, slave stories and letters, student plays, links to 19 sites with primary sources, and six lesson plans for middle and high school. This website is a valuable resource for teachers as well as an excellent introduction and overview for those with an interest in the history of slavery and slave life in America.

Seattle Black Panther Party History and Memory Project

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Photo, Seattle Black Panther Party History and Memory Project
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In 1968, the Black Panther Party for Self Defense established a chapter in Seattle, one of the first outside of California. This website, devoted to portraying the history and collecting the memories of that chapter, is "the most extensive online collection of materials" for any Black Panther Party chapter. It includes 13 oral histories and brief biographies of key Black Panther Party members, 53 photographs documenting Black Panther events in the late 1960s, more than 100 news stories covering Party activities from 1968 to 1981 (four years after the Party was dissolved), testimony and exhibits from the 1970 Congressional Hearings investigating the Party, and all five issues of the Seattle Black Panther Party "Bulletin." A "Slide Show" highlighting some of these materials is a good place to begin for those unfamiliar with Black Panther Party history.

This website is part of the larger Seattle Civil Rights and Labor History Project, which provides extensive materials that can serve as historical context, such as a guide to civil rights groups from the 1910s to the 1970s, 14 2,000-word essays on the ethnic press in Seattle, 13 other "Special Sections" on topics such as segregation in Seattle, and 37 in-depth essays on historical topics such as the Ku Klux Klan in the 1920s. In addition, a "For Teachers" section provides eight lesson plans using the website's material for middle and high school students.

Paul Laurence Dunbar Digital Collection

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ook cover, Candle-Lightin' Time, Paul Laurence Dunbar, Women Working, 1800-1930
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Paul Laurence Dunbar, born in 1872 in Dayton, OH, to a former slave and a veteran of the 55th Massachusetts Volunteers, was a poet and novelist known for his innovative use of dialect and colorful language, and is widely-recognized as the first African American poet to gain widespread international attention. This website makes available more than 200 of his poems, transcribed, listed alphabetically by title, and keyword searchable.

It also presents a fully browseable collection of more than 10 of his books, ranging in date from Oak and Ivy (1893) through Joggin' Erlong (1906,) and also including Lyrics of Lowly Life (1896), which includes the famous "Ode to Ethiopia," for which he gained national recognition. The website also contains the sheet music and transcribed libretto for three songs for which Dunbar wrote the words.

These works are accompanied by a selection of 11 photographs of Dunbar, his friends, and family, as well as 20 images of the covers of his books.