Judging slavery through Judging slavery through historyhistory

Information from Peter KolchinInformation from Peter Kolchin

Summer 2011Summer 2011

HistoriographyHistoriography

The writing of history – How does The writing of history – How does history change?history change?

Who writes history?Who writes history? Why write history?Why write history? What is going on in society while we What is going on in society while we

write history? Why does that write history? Why does that matter?matter?

Slavery and historiographySlavery and historiography

Relationship between slaves and Relationship between slaves and masters has changed depending on masters has changed depending on when and who was telling the history.when and who was telling the history.

11stst half of 20 half of 20thth Century – U.B Phillips – Century – U.B Phillips – slaves as objectsslaves as objects ““American Negro Slavery” – 1914 – American Negro Slavery” – 1914 –

portrayed slaves as docile, ignorant, portrayed slaves as docile, ignorant, inferior, but kindly people managed by well-inferior, but kindly people managed by well-meaning whites.meaning whites.

What sources do YOU think historians used What sources do YOU think historians used to draw these conclusions?to draw these conclusions?

Stanley Elkins – 1950s and 60sStanley Elkins – 1950s and 60s

Elkins not a “racist” in the same way Elkins not a “racist” in the same way that Phillips was. . . .that Phillips was. . . .

Described slavery systems as Described slavery systems as dehumanizing. Turned victims into dehumanizing. Turned victims into docile creatures with NO AGENCYdocile creatures with NO AGENCY

Civil Rights Movement through 70s Civil Rights Movement through 70s and 80sand 80s

Where do you think the emphasis Where do you think the emphasis was on research? What kind of was on research? What kind of materials?materials?

Focus on agency and slave Focus on agency and slave community – rather than on community – rather than on treatment and management.treatment and management.

Balanced approach?Balanced approach?

The historian struggles to create a The historian struggles to create a balance – to recognize that slavery balance – to recognize that slavery was a system of oppression – but was a system of oppression – but also recognize that slaves had a life also recognize that slaves had a life of their own.of their own.

Some of the areas of controversy:Some of the areas of controversy: Size/shape of family – Size/shape of family – MarriageMarriage Stability of family lifeStability of family life

Quick ProcessingQuick Processing

Examine your texts at your Examine your texts at your table. .Which historian goes with table. .Which historian goes with what period? Why?what period? Why?

GLOBALIZATION?GLOBALIZATION?

How is the Middle Passage an How is the Middle Passage an example of globalization?example of globalization?

How did the Middle Passage “flatten” How did the Middle Passage “flatten” the world?the world?

Do you see anything in the world Do you see anything in the world today that could be analogous to the today that could be analogous to the Middle Passage? Middle Passage?

SLAVERY disposable peole.ppt

Document Based exerciseDocument Based exercise

““Peculiar” InstitutionPeculiar” Institution

American Slavery was not really American Slavery was not really strange or unique – Forced labor was strange or unique – Forced labor was the way of the world – was pervasive. the way of the world – was pervasive.

RussiaRussia AsiaAsia AfricaAfrica AmericasAmericas

Slavery in America – a comparisonSlavery in America – a comparison

Caribbean had a much larger Caribbean had a much larger percentage of population as slave percentage of population as slave population. . ¼ million slaves lived on population. . ¼ million slaves lived on 50+ slave plantations. 75% of all 50+ slave plantations. 75% of all slaves living with 50 or more slavesslaves living with 50 or more slaves

Russia – 80% of population slaveRussia – 80% of population slave Jamaica – 90% of the populationJamaica – 90% of the population US – not that largeUS – not that large

Interaction of slaves in U.SInteraction of slaves in U.S

American slaves tended to live in American slaves tended to live in smaller numbers on smaller numbers on farms/plantations.farms/plantations.

More interaction with mastersMore interaction with masters Narrative – p. 18Narrative – p. 18

Growth of Slave PopulationGrowth of Slave Population

1808-1860 – Tripled Slave 1808-1860 – Tripled Slave population. population.

In other countries, once slave trade In other countries, once slave trade abolished, slavery leveled off and abolished, slavery leveled off and declined.declined.

Brazil – 1850s importation finished. . Brazil – 1850s importation finished. . By 1880 slavery abolished.By 1880 slavery abolished.

U.S – What ends slavery for us?U.S – What ends slavery for us?

FREDERICK DOUGLASSFREDERICK DOUGLASS

Essential QuestionsEssential Questions 1. Was Douglass’ experience “typical” 1. Was Douglass’ experience “typical”

of slavery? of slavery? 2. What themes does Douglass share 2. What themes does Douglass share

with his readers connect across all with his readers connect across all types of slavery?types of slavery?

3. How can you read Douglass’ 3. How can you read Douglass’ narrative as both a story and as a narrative as both a story and as a skilled argument?skilled argument?

Who was Douglass?Who was Douglass?

Which one wasn’t he?Which one wasn’t he? AutobiographerAutobiographer educatoreducator SlaveSlave herohero AbolitionistAbolitionist caulkercaulker Self-educatedSelf-educated RepublicanRepublican lawyerlawyer AgitatorAgitator Diplomat to HaitiDiplomat to Haiti FugitiveFugitive OratorOrator International celebrityInternational celebrity Constitutional theoristConstitutional theorist Military leaderMilitary leader

Who was Douglass?Who was Douglass?

First owner was Aaron Anthony – First owner was Aaron Anthony – Southern version of self-made man; Southern version of self-made man; he was an orphaned son of an he was an orphaned son of an illiterate tenant farmer. Anthony had illiterate tenant farmer. Anthony had worked for Edward Lloyd V – but by worked for Edward Lloyd V – but by the time Douglass was born, he had the time Douglass was born, he had become part of the master class.become part of the master class.

Douglass says Lloyd had 1000 Douglass says Lloyd had 1000 slaves. . exaggerationslaves. . exaggeration

Parents?Parents?

His full name – Frederick Augustus His full name – Frederick Augustus Washington Bailey – What is Washington Bailey – What is interesting about his two middle interesting about his two middle names?names?

Mother -- Harriet Bailey – a literate Mother -- Harriet Bailey – a literate woman who worked as a field hand.woman who worked as a field hand.

Father – whispers it could have been Father – whispers it could have been Anthony himself.Anthony himself.

Privileged slave? Is there such a Privileged slave? Is there such a thing?thing?

First job: “Domestic” – Often patterns First job: “Domestic” – Often patterns to slavery – fit the life cycle.to slavery – fit the life cycle.

Children – sometimes “idyllic” stage – not Children – sometimes “idyllic” stage – not aware of slavery.aware of slavery.

8-9 years old – start to work in “Big house”8-9 years old – start to work in “Big house” Adult males – in field usually (on a plantation)Adult males – in field usually (on a plantation) Some Women and children – Big HouseSome Women and children – Big House Older slaves – lighter tasksOlder slaves – lighter tasks Slave life expectancy – If you lived beyond 5 Slave life expectancy – If you lived beyond 5

years, you could live to 50. . .In other places, years, you could live to 50. . .In other places, slaves reached an average age of 30.slaves reached an average age of 30.

Douglass’ early years – how do Douglass’ early years – how do they compare?they compare?

Douglass worked around the Big Douglass worked around the Big House and its gardens and tables. House and its gardens and tables. One of the most coveted positions in One of the most coveted positions in plantation hierarchy (Stauffer 30).plantation hierarchy (Stauffer 30).

Most children – slave children short Most children – slave children short for age – maybe not fed well. . for age – maybe not fed well. . Caught up in teen years but not as Caught up in teen years but not as much as white counterparts.much as white counterparts.

Douglass – rather tall – nearly 6 ft. Douglass – rather tall – nearly 6 ft.

After Big House. . Where did After Big House. . Where did Douglass go?Douglass go?

Aaron Anthony rather “kind” to Aaron Anthony rather “kind” to Douglass. . “patting me on the head, Douglass. . “patting me on the head, speaking to me in soft caressing tones, speaking to me in soft caressing tones, and calling me his ‘little Indian boy.”and calling me his ‘little Indian boy.”

After Anthony died, Frederick became After Anthony died, Frederick became property of his daughter Lucretia. She property of his daughter Lucretia. She died in 1827. . So owned by Lucretia’s died in 1827. . So owned by Lucretia’s husband, Thomas Auld. husband, Thomas Auld.

Were slaves sad when owners died? Were slaves sad when owners died? Why?Why?

Thomas Auld “lent” Douglass out to Thomas Auld “lent” Douglass out to his brother – Hugh Auld and Hugh’s his brother – Hugh Auld and Hugh’s wife, Sophia in Baltimore. Douglass wife, Sophia in Baltimore. Douglass spent 7 years with the Aulds in spent 7 years with the Aulds in Baltimore.Baltimore.

Thomas and Hugh fought. . And Thomas and Hugh fought. . And Thomas wanted his slave back. . .Thomas wanted his slave back. . .

Thomas Auld “A thin-lipped, white-Thomas Auld “A thin-lipped, white-haired forty-year-old whose ‘leading haired forty-year-old whose ‘leading characteristics,’ according to Frederick, characteristics,’ according to Frederick, were ‘intense selfishness’ and were ‘intense selfishness’ and sanctimoniousness. Each morning Auld sanctimoniousness. Each morning Auld prayed that God would bless his home prayed that God would bless his home with bounty and basket; and then he with bounty and basket; and then he starved Frederick while food rotted in starved Frederick while food rotted in the meat house” (Stauffer 31).the meat house” (Stauffer 31).

Why was Douglass so insolent? Why was Douglass so insolent?

City slave?City slave? Reading?Reading? Taste of freedom?Taste of freedom?

Introducing Edward Covey: The Introducing Edward Covey: The slave breakerslave breaker

Legendary as “nigger breaker” Legendary as “nigger breaker” (Stauffer 32)(Stauffer 32)

““cunning of the serpent” and the cunning of the serpent” and the craftiness of the fox.craftiness of the fox.

Auld received over $100 in annual Auld received over $100 in annual rent – close to $75,000 in today’s rent – close to $75,000 in today’s money.money.

Life under CoveyLife under Covey

Fairly brutalFairly brutal Douglass withdraws into himselfDouglass withdraws into himself ““Mr. Covey succeeded in breaking me. I Mr. Covey succeeded in breaking me. I

was broken I body, soul and spirit” (33)was broken I body, soul and spirit” (33) Became a “drinker” – tradition for masters Became a “drinker” – tradition for masters

to give their field hands whiskey on to give their field hands whiskey on Saturday night and during Christmas week Saturday night and during Christmas week of vacation. of vacation.

Solace in drink and walking near Solace in drink and walking near Chesapeake and watching ships. . Chesapeake and watching ships. .

Gave up drink later – became a teetotaler Gave up drink later – became a teetotaler

Life under Covey continuedLife under Covey continued Went to Auld and warned him that Covey was Went to Auld and warned him that Covey was

trying to hurt Douglass. . .Auld said . . Nonsensetrying to hurt Douglass. . .Auld said . . Nonsense -- story of root/etc – leave that to Frankie-- story of root/etc – leave that to Frankie

Now lent to William Freeland. “Give a slave a bad Now lent to William Freeland. “Give a slave a bad master, and he aspires to a good master; give master, and he aspires to a good master; give him a good master, and he wishes to become his him a good master, and he wishes to become his own master. Such is human nature (41). – tried own master. Such is human nature (41). – tried to run away – got caught. . Put in jail.. Thomas to run away – got caught. . Put in jail.. Thomas Auld threatens to sell him to Alabama (Douglass Auld threatens to sell him to Alabama (Douglass worth about 75,000 in today’s money. . . .) but worth about 75,000 in today’s money. . . .) but actually gives him back to his brother in actually gives him back to his brother in Baltimore. . .Baltimore. . .

Back to Auld’s in BaltimoreBack to Auld’s in Baltimore

Apprentice caulkerApprentice caulker Hired out as skilled labor – brought Hired out as skilled labor – brought

wages back to Hugh Auldwages back to Hugh Auld 1838 (18 year old)1838 (18 year old) Douglass took the B&O railroad to Douglass took the B&O railroad to

freedom --freedom --

http://memory.loc.gov/ammem/snhthttp://memory.loc.gov/ammem/snhtml/snvoices07.htmlml/snvoices07.html (religion) (religion)

http://memory.loc.gov/ammem/snhthttp://memory.loc.gov/ammem/snhtml/snvoices01.htmlml/snvoices01.html (education) (education)

http://memory.loc.gov/ammem/snhthttp://memory.loc.gov/ammem/snhtml/snvoices02.htmlml/snvoices02.html (trading) (trading)