Showing posts with label Declaration of Independence. Show all posts
Showing posts with label Declaration of Independence. Show all posts

Monday, July 18, 2022

1858


__________ 

“Slavery is not a matter of little importance. It overshadows every other question in which we are interested.” 

Abraham Lincoln

__________



In 1858, drinking milk could kill you.
Photo found online.


“A house divided against itself cannot stand.”

June 16: In a speech in Springfield, Illinois, Abraham Lincoln offers stark warning. Passage of the Kansas-Nebraska Act had not ended the bitter debates over slavery. That act and others had made the situation worse.

 

    We are now far into the fifth year, since a policy was initiated, with the avowed object, and confident promise, of putting an end to slavery agitation.

 

    Under the operation of that policy, that agitation has not only, not ceased, but has constantly augmented.

 

    In my opinion, it will not cease, until a crisis shall have been reached, and passed.

 

    “A house divided against itself cannot stand.”

 

    I believe this government cannot endure, permanently half slave and half free.

 

    I do not expect the Union to be dissolved – I do not expect the house to fall – but I do expect it will cease to be divided.

 

    It will become all one thing or all the other.

 

    Either the opponents of slavery, will arrest the further spread of it, and place it where the public mind shall rest in the belief that it is in the course of ultimate extinction; or its advocates will push it forward, till it shall become alike lawful in all the States, old as well as new – North as well as South.




Carving of Stephen Douglas.


 

*

 

July 10: Lincoln gives a speech in Chicago, putting distance between himself and Stephen A. Douglas, between his party and the Democrats. His opponents believe the Declaration of Independence is meant only for men of Anglo-Saxon descent.

 

    Lincoln believed that the Declaration represented a set of principles that transcended time, space, and ethnicity. His expansive reading of the Declaration held that the Founding Fathers intended for the proposition that “all men are created equal” to apply to all men, including those of African descent. As Lincoln stated in his July 10 speech at Chicago, this assertion of equality was “the electric cord in that Declaration that links the hearts of patriotic and liberty-loving men together, that will link those patriotic hearts as long as the love of freedom exists in the minds of men throughout the world.” The Declaration had established a moral standard for the republic that should be color-blind, as Lincoln urged his audience in Chicago to “discard all this quibbling about this man and the other man – this race and that race and the other race being inferior, and therefore they must be placed in an inferior position – discarding our standard that we have left us. Let us discard all these things, and unite as one people throughout this land, until we shall once more stand up declaring all men are created equal.”


 

*

 

Illinois to Become an “African Colony.”


July 16: Douglas speaks at Bloomington, Illinois, taking his cue from Lincoln’s comments regarding the Declaration of Independence.

 

    Given Lincoln’s beliefs, Douglas claimed that the new senator’s first order of business would be to repeal the measure that prohibited African Americans from settling in Illinois. The state would thus be transformed into an “African colony,” and the “charming prairies” would “look black as night” during the middle of the day. Douglas speculated that once Lincoln had gathered “all his colored brethren around him,” he would proceed to remove all legal restrictions that had been placed upon them and it would only be a matter of time before they were voting, holding office, sitting on juries, and perhaps most troubling of all, “marry[ing] whom they please, provided they marry their equals.”

 

    He went on to assure his audience that the Founding Fathers had never meant to include “Chinese or Coolies, the Indians, the Japanese, or any other inferior races,” under the umbrella of the Declaration. 

    Instead, they “were speaking only of the white race, and never dreamed that their language would be construed to include the negro.”

 

* 

“Swallow every greasy nigger.”

Lincoln-Douglas Debates: As imperfect as Lincoln’s positions regarding race might sound to modern ears – he thought colonizing freed blacks in Africa might be a good idea – he was boxed in by Douglas’ attacks. 

    He tried to clarify accordingly. 

    Throughout the campaign Lincoln denied that he was in favor of elevating African Americans to a position of social and political equality. Instead, he drew a distinction between natural rights and civil rights. Though African Americans were entitled to natural rights, such as the rights to life and liberty enumerated in the Declaration, Lincoln reasoned that it did not necessarily follow that they should be allowed to vote, hold office, or intermarry with white persons. As he claimed on numerous occasions, “I protest, now and forever, against the counterfeit logic which presumes that because I do not want a negro woman for a slave, I do necessarily want her for a wife.”

 


    The attacks on Lincoln only increased after Frederick Douglass praised the candidate in an address. Racism in that era was never hidden, but rather accepted and expected. The State Register ran one article under the title, “Another Ally of Lincoln – The Nigger Chief Out for Him.”

 

    Really, much of what came out of Stephen Douglas’ mouth and out of newspapers that supported him during the debates is gag-worthy. The  Register warned that Lincoln and the Republicans were willing to “swallow every greasy nigger that comes along.” Lincoln had taken “a nigger to his bosom.” The Republicans had “a perfect right to employ darkey lecturers,” editors agreed, adding mockingly, that they  were “all right on the great question of wool.”

 

    Senator Douglas reminded the crowd at the second debate in Freeport that when he last spoke there, Frederick Douglass had been in the audience, sitting in a carriage with a white woman.

 

    He warned that Lincoln, if elected, would be “the champion of black men.”

 

    A member of the audience then shouted: “What have you got to say against it?” Douglas replied: “All I have to say on that subject is that those of you who believe that the nigger is your equal and ought to be on an equality with you socially, politically, and legally, have a right to entertain those opinions, and of course will vote for Mr. Lincoln.”

 


    To be honest, I couldn’t stand much more of the language and logic on display in that otherwise excellent article. 

    Let’s just say that for his time and place, Abraham Lincoln was far ahead of most Americans in regard to matters of race. (See: March 4, 1861.) 

    Lincoln once said that his “ancient faith” taught him “that ‘all men are created equal’ and that there can be no moral right in connection with one man’s making a slave of another.” 

    He also explained his thinking this way: “As I would not be a slave, so I would not be a master. This expresses my idea of democracy.” (Both quotes cited by John Meacham, Time, pp. 43-46, 10/31/22.)




 

*

 

History.com summarizes the views of Lincoln and Stephen Douglas, regarding race, like so:

 

    Douglas repeatedly attacked Lincoln’s supposed radical views on race, claiming his opponent would not only grant citizenship rights to freed slaves but allow Black men to marry white women (an idea that horrified many white Americans) and that his views would put the nation on an inevitable path to war. Lincoln responded that he had “no purpose to introduce political and social equality between the white and the Black races” and that “a physical difference between the two” would likely prevent them from ever living in “perfect equality.” Though he believed slavery was morally wrong, Lincoln made it clear that he shared the belief in white supremacy held by Douglas and nearly all white Americans at the time.

 

    But while Douglas held that the nation’s founding document had been written by white men, who intended it to apply only to white men, Lincoln argued that “there is no reason in the world why the negro is not entitled to all the natural rights enumerated in the Declaration of Independence.” Though he assured Southerners he did not plan to interfere with slavery where it already existed, he argued that the Founding Fathers – many of whom enslaved people – had regarded the institution of slavery as a moral evil that must eventually disappear.

 


    WorldAtlas points out that for Lincoln, the question of slavery was a moral one, and he looked to the Declaration for guidance.


 

*

 

ILLINOIS itself denied the right of people of color to testify in court against whites. The state taxed everyone for support of the public schools – but then refused to allow African American children to attend. Some of the worst state laws had been passed only five years before, but among other limitations,

 

    African Americans were also legally prevented from voting, holding office, serving in the militia, and intermarrying with whites. An 1845 statute required residents of color to file a certificate of freedom with the county court and post a bond for as much as $1,000 as a surety of good behavior. Persons who did not have a certificate of freedom were to be considered fugitives from slavery and treated as such. If the sheriff apprehended someone who did not possess the requisite papers, he was required to advertise the person in the newspaper and could hire him/her out for one year. If the alleged fugitive remained unclaimed at end of the year, he/she was issued a provisional certificate of freedom.

 


    Frederick Douglass, the great abolitionist, had been so appalled by the passage of several of the newer laws that he asked,

 

    What kind of people are the people of Illinois? Were they born and nursed of women as other people are? Or are they the offspring of wolves and tigers, and only taught to prey upon all flesh pleasing to their bloody taste? If they are members of the human family, by what spirit are they animated? Is it from heaven or is it from hell?

 


    The Chicago Times endorsed Stephen A. Douglas in 1858, and found pride in knowing

 

that Illinois was “known all over the Union as a State where white people are absolute and supreme” and had enacted measures to insure “that the State shall for all time to come remain exclusively the home of the white race.” The Times fully endorsed Illinois’ policy of reserving “her broad prairies for her white citizens, her white farmers, laborers and mechanics.” By discouraging blacks from settling in the state, white residents would not be “crowded and inconvenienced by an inferior and deteriorated race.” All of this was in jeopardy, however, because Douglas’s Republican challenger was, in the opinion of the Times, an “advocate of negro equality and negro citizenship.” If Lincoln prevailed in the election, the Times warned that blacks would overrun the state, “crowd all our cities” and “stifl[e] free white labor.” A vote for the Republicans would therefore be an act of “self-destruction,” and Illinois would become known as “the negro State” of the Northwest.


 

* 

September 11: In another one of the Lincoln-Douglas debates, the future president poses a question: “What constitutes the bulwark of our liberty and independence?” 

    It wasn’t guns or ships, he argued. 

    Our defence is in the preservation of the spirit which prizes liberty as the heritage of all men, in all lands everywhere. Destroy this spirit and you have planted the seeds of despotism around your own doors … Accustomed to trample on the rights of those around you, you have lost the genius of your own independence, and become the fit subjects of the first cunning tyrant who rises among you.


    Statewide, the Republican Party outpolls the Democrats in the Illinois elections. But Douglas is appointed to the U.S. Senate because the legislature is dominated by the Democratic Party.



*

 

MORE PROOF that our ancestors were as violent as we can be:

 

    The Yale man’s habit of carrying a weapon contributes to a fatal clash. When a group of undergraduates passes the High Street firehouse, harsh words are exchanged with a firefighter and a student shoots him. The incident moves Yale to ban weapons – and to contribute $100 toward relocating the firehouse away from the campus. (See also 1806, 1841, 1854, 1919 and 1959.)

 

*

__________ 


“These philanthropists would be willing to see our nation exterminated, and our throats cut, because we are pursuing a system of mild domestic slavery.”

 

A.J. Pickett

__________ 

 

    A. J. Pickett was a planter in Alabama. In  1851 he wrote a book called History of Alabama: and Incidentally of Georgia and Mississippi, from the Earliest Period. The South’s steamy culture he wrote was “so destructive of the constitutions of the whites” the land “could [n]ever have been successfully brought into cultivation without African labor.” In his view, abolitionists were enemies of progress. “These philanthropists would be willing to see our nation exterminated, and our throats cut, because we are pursuing a system of mild domestic slavery,” he wrote.

 

    He died in October at age 48, two weeks after purchasing the Figh-Pickett mansion. His wife Sarah lived in the house for 36 years (story in Smithsonian; September 2020). Two women, Ana Banks, a descendant of Pickett, the other the descendant of a slave, began a search together in family records.

 

    Karen Orozco Gutierrez of Davenport, Iowa, is the great granddaughter of an enslaved man named Milton Howard. He told his children, and the story was passed down, that he and his family were born free in Muscatine, Iowa, but kidnapped by slavers and taken South. His first enslaver was a planter in Alabama named Pickett.

 

    Their search led to records that showed in 1853, Milton, 2, three adults, five teenagers and seven other children were transferred from Pickett’s ownership into a trust for the benefit of his wife. Technically, the slaves no longer belonged to anyone named Pickett but rather to a trust overseen by a judge. When Milton died in 1928, he was a celebrity of sorts in Davenport. A front page obituary paid tribute to him as a Union Army veteran who’d escaped an Alabama plantation and later worked at Rock Island Arsenal, in Illinois.

 

    The two women eventually located Pickett’s grave. Karen asked Ana if she would mind her saying a prayer. “Hail Mary, full of grace,” she began.

 

    It is said that Pickett left the Baptist church because he liked dancing too much, and became an Episcopalian.


 

*

 

AS LATE as mid-century, 60 percent of deaths reported in New York City were children under age 5.

 

    One culprit was increasingly clear. In May 1858, a progressive journalist in New York named Frank Leslie published a 5,000-word exposé denouncing a brutal killer in the metropolis. Malevolent figures, Leslie wrote, were responsible for what he called “the wholesale slaughter of the innocents.” He went on, “For the midnight assassin, we have the rope and the gallows; for the robber the penitentiary; but for those who murder our children by the thousands we have neither reprobation nor punishment.” Leslie was railing not against mobsters or drug peddlers but rather a more surprising nemesis: milk.

 

    Drinking animal milk — a practice as old as animal domestication itself — has always presented health risks, from spoilage or by way of infections passed down from the animal. But the density of industrial cities like New York had made cow’s milk far deadlier than it was in earlier times. In an age without refrigeration, milk would spoil in summer months if it was brought in from far-flung pastures in New Jersey or upstate New York. Increased participation from women in the industrial labor force meant that more infants and young children were drinking cow’s milk, even though a significant portion of dairy cows suffered from bovine tuberculosis, and unprocessed milk from these cows could transmit the bacterium that causes the disease to human beings. Other potentially fatal illnesses were also linked to milk, including diphtheria, typhoid and scarlet fever.

 

    How did milk go from being a “liquid poison” — as Frank Leslie called it — to the icon of health and vitality that it became in the 20th century? The obvious answer begins in 1854, when a young Louis Pasteur took a job at the University of Lille in the northern corner of France, just west of the French-Belgian border. Sparked by conversations with winemakers and distillery managers in the region, Pasteur became interested in the question of why certain foods and liquids spoiled. Examining samples of a spoiled beetroot alcohol under a microscope, Pasteur was able to detect not only the yeast organisms responsible for fermentation but also a rod-shaped entity — a bacterium now called Acetobacter aceti — that converts ethanol into acetic acid, the ingredient that gives vinegar its sour taste. These initial observations convinced Pasteur that the mysterious changes of both fermentation and spoilage were not a result of spontaneous generation but rather were a byproduct of living microbes, and that insight, which would eventually help provide the foundation of the germ theory of disease, led Pasteur to experiment with different techniques for killing those microbes before they could cause any harm. By 1865, Pasteur, now a professor at the École Normal Supérieure in Paris, had hit upon the technique that would ultimately bear his name: By heating wine to around 130 degrees Fahrenheit and then quickly cooling it, he could kill many of the bacteria within, and in doing so prevent the wine from spoiling without substantially affecting its flavor. And it is that technique, applied to milk all around the world, that now saves countless people from dying of disease every single day. (See: 1892.)

 

* 

EARLY SETTLERS in California were dedicated to what one government agent, in 1858, called the “great cause of civilization, which, in the natural course of things, must exterminate Indians.” 500/27

Monday, July 4, 2016

Do You Know What the Declaration of Independence Means?

HAPPY BIRTHDAY, AMERICA. 

I don’t know about anyone else, but I am sitting here, mulling over the current state of American political discourse. I think we can all agree, it’s not necessarily on the same level we would have witnessed in 1776.

Then again: women can vote. African Americans are free. It’s not as bad as many people seem to believe.



*

Regardless, when I was still at work in a classroom, I was an ardent fan of the Declaration of Independence. I love the message the document sends, even if sometimes the messengers who spread it are flawed. 

What I wanted students to understand were the ideals at the core of the Declaration. These ideals still matter today.  

In my American history class, I expected students to be able to answer the six questions below, with answers to all six to be found in a short section of the document, only 84 words long. (See below.)

1. Government gets its power from ___.
2. If government does not work we have the right to ___.
3. Governments are set up to ___.
4. If government works as it should everyone will be treated ___.
5. Certain basic rights cannot be taken away from you by ___.
6. Government should leave you alone to enjoy ___.


IF it’s been a few years since you studied your history you may not recall that the Declaration is several pages long. Most of that length is filled with a list of grievances against Parliament and George III. 

If you’re a normal American (and admit it, you believe you are, no matter what anyone says at the family picnic) you have forgotten what those grievances were. Whereas you may still remember the lyrics to “Yellow Submarine” or be able to name the four starters on the defensive line of your favorite NFL team.

In my class, we began with a few specifics. When asked, Gary could immediately raise a hand and name the main author of the document (Thomas Jefferson). Eric or Renee would know the date and year of the document (July 4, 1776). Then I liked to add a few relevant details. I pointed out, for example, that Jefferson was a slave owner, hypocrisy never running far below the surface of politics. 

And there was that issue of his long-running sexual relationship with Sally Hemings. (For more detail, go to: Thomas Jeffersons Slave Son, Madison Hemings, Tells His Story.)






Then I might jokingly say to my class: “If you don’t know anything about the Declaration of Independence you shouldn’t be allowed to shoot off fire crackers on the Fourth! You shouldn’t get a hot dog, either.” 

“You should have to eat stewed prunes.”

*

OTHERWISE, I WAS DEADLY SERIOUS about imparting critical knowledge. So students were required to memorize the section below, which still matters today, which will always matter in human affairs:
We hold these truths to be self-evident, that all men are created equal; that they are endowed by their Creator with certain unalienable rights; that among these are life, liberty and the pursuit of happiness; that to secure these rights, governments are instituted among men, deriving their just powers from the consent of the governed; that, whenever any form of government becomes destructive of these ends, it is the right of the people to alter or abolish it, and to institute a new government.

To help my seventh and eighth grade students grasp what the Declaration was (and is) about, and aid a bit with memorization, I provided a copy of the section in two forms, one seen above.

In the version below, the words in capitals tended to confuse my young charges. So we started by defining these terms. Vicki or Joey might immediately see that “self-evident” meant “obvious.”

Rob (a star student in my fourth bell who I eventually nicknamed Mr. Dictionary, out of respect for his impressive facility with words) might offer, “It means ‘something proves itself.’”

So, we’d move along. 

Few of my charges could ever define “endowed.” I used the same joke every year. (You could have heard it if you stepped into my room in 1977 and again if you visited in 2007.)

“‘Endowed,” I explained, “means ‘granted at birth, born with.’ Some of us are endowed with great intelligence. Some of us are endowed with fantastic looks.” I would always fluff my hair at that point. Usually students would groan or hiss.

I never minded if, at that point, someone called me a wrinkled fossil. It kept class awake. It kept kids involved.

We worked our way through the passage: unalienable = can’t be taken away; secure = protect; consent = permission; abolish = get rid of.

We hold these truths
to be SELF-EVIDENT,                                                 
that all men are created equal;
that they are ENDOWED                                                         
by their Creator
with certain UNALIENABLE RIGHTS;                                                          
that among these
are life, liberty and the pursuit of happiness;              
that, to SECURE these rights,                                      
governments are INSTITUTED                                   
among men,
DERIVING their just powers                                       
from the CONSENT of the GOVERNED;                             
that, whenever
any form of government
becomes destructive
of these ENDS,                                                              
it is the right of the people
to ALTER OR ABOLISH it,                                        
and to INSTITUTE                                                        
a new government.


AS FOR THOSE SIX QUESTIONS, shown again for convenience, the answers to some came quickly. Maddy and Mara and Sadie all raised a hand to answer the first. Mara was quicker, and when called upon, supplied the word “people.” Brad was prompt in supplying an answer for four. “Equally,” he said.

1. Government gets its power from ___.
2. If government does not work we have the right to ___.
3. Governments are set up to ___.
4. If government works as it should everyone will be treated ___.
5. Certain basic rights cannot be taken away from you by ___.
6. Government should leave you alone to enjoy ___.


The answer to #2 also came fairly quickly every year, in every class. “Change the government,” Steve said.

Then #6: “To enjoy life, liberty and the pursuit of happiness?” Candace offered with a tinge of doubt.

Correct.

Number three always proved difficult. Eventually someone realized that Jefferson was saying government existed to protect our rights. 

Yes. Yes, YES. That’s a critical point.

But the greatest confusion came when we tried to answer #5. I’m afraid some politicians couldn’t answer it today. “The government,” some student would always try first.

Incorrect.

 “The president?” “Jefferson?”  “Congress?” others would suggest. You always had some poor devil who stuck up a hand and repeated: “The government?” 

No, no, no. And still no.

Finally, Jodi or James would realize what Jefferson was saying and respond, “Anyone. He means our basic rights can’t be taken away by anyone.” 

I would sometimes reach in my desk and pull out a candy bar from a large stash I kept and toss it to the teen who had answered. “Very good,” I’d say. “Jefferson was saying that God granted us our rights at birth and those rights cannot be taken away, not by anyone, not by government, not by other citizens.”


I don’t know: I think these ideas matter, on this day, July 4, and on every other day of our lives.


*

If I was still teaching today, I might use some of the following examples to illustrate how Jefferson’s words still resonate.

You could start by comparing Jefferson’s ideals with those of Adolf Hitler, who referred to groups he found inferior as “suitable beasts” to serve the Aryan race. You could focus on the Nazi leaders fundamentally different approach. In the interests of race purity, he once insisted, “A powerful national government can undertake and accept responsibility for great limitations on the freedom of the individual.”

Forget: “all men are created equal.” Hitler argued that Jews were “incurable tumors” and must be destroyed.

The case of Loving v. Virginia (allowing inter-racial marriage) always seemed to interest students. I read recently that 20% of U.S. weddings today involve mixed race couples. The case of the baker, who didn’t want to bake a cake for a gay marriage, might get every student talking. Did the baker’s pursuit of life, liberty and happiness interfere or outweigh the same pursuit by the gay couple? You could look at the recent Supreme Court decision in that case, and get student involved in discussing the 5-4 decision, Masterpiece Cakeshop v. Colorado Civil Rights Commission.

I liked to throw in the story of what happened to Japanese-Americans in 1942 and ask how it could have happened at all. How was it possible that 110,000 people, including 77,000 citizens of this country could be sent to prison camps? Clearly racism and dehumanization played a powerful role. If it was up to me, I’d introduce the matter of Muslim-Americans today and the anger they often face.

I’d bring up the Supreme Court decision, Obergfell v. Hodges, that established the right of gays to marry.

I’d let my students wrestle with such examples and to the largest extent possible keep my opinions to myself.

I’d let students do as much thinking as possible, let them decide exactly what the Declaration of Independence means, even today.  

If it's good enough for Abraham Lincoln,
it's good enough for me, and for all Americans.


 *

YOU KNOW, IF YOU’VE TAUGHT for more than a week, that not all students are going to sit down and memorize 84 words of anything. Still, I expected it to be done, and always put those six key questions on my American Revolution test, on the semester final, and on the final exam every year.

I always gave students a week to commit the piece to memory. On the day of the quiz I asked them to take out a sheet of paper and write the section above for a test worth 75 points. Some preferred to come back to my desk and quietly recite, which I was happy to allow.

I was a fanatic when it came to learning, I think you might say. I was happy every year that a large majority of students earned A’s or B’s on the first try. I gave those who had C’s or D’s an option to try again later. 

I wanted everyone to succeed.

Every year, fifteen or twenty students (out of 150 or 175) would complain: “I can’t learn this. It’s too long!”

Too bad, I replied, sympathetically.

I required all who failed to come in and try again during lunch. Let’s say I had twenty in a typical year who had to try again. Two or three wouldn’t show up. Another might have a hidden, pre-written copy in a book and try to slip it out. Three or four would fail again. Typically, most earned A’s and B’s with a smattering of C’s. I always gave kids the higher grade. I didn’t average them out.

As I said, I wanted everyone to succeedI told the three or four who failed again to return once more the next day. 

Then I steamed down the hall to the lunchroom to chase down the two or three who hadn’t shown up. These lucky youths were awarded detention after school and another chance to study and improve grades. 

By that time, I had often missed my entire lunch. 

I would buy four fresh-baked chocolate chip cookies from the lunch ladies and wolf them down as I headed back to my room, wiping the crumbs from my lips as I began the next class after lunch.

I loved teaching, by the way.


UPDATE (July 4, 2023): I might be a little afraid to teach this lesson today. The political climate seems charged. My sympathies to young teachers, everywhere.