Prudence Crandall

TO ALL ON EQUAL
TERMS
Prudence Crandall
Presented by Deborah Adams

INTRODUCTION

 The presentation will contain demographics, famous and notable
contributions to society, historical timeframe, and leadership traits of
Prudence Crandall.

 In an attempt to provide the viewer with a virtual sense of her
life’s experiences; photos, books, DVD, theater, museum and other
references will be provided.

"Then Let It Sink, I Will Not Dismiss Her." 2

INTRODUCTION ( CONTINUED )

 How Miss Crandall achieved revolutionary status through her
actions during her era (1803-1890) is explored in this presentation.

 In conclusion the viewer will have concise details about the life of
Prudence Crandall and how she affected America’s women history
and influenced future laws.


LIFE OF PRUDENCE

 Prudence Crandall, educator and reformer born on September 3, 1803 in Hopkinton, RI

 Prudence’s family were Quakers and moved to Canterbury, CT in 1813

 She attended Friends’ Boarding School in Providence, RI

 Prudence taught in Plainfield, CT at a school for girls

 In 1831she returned to Canterbury, CT

 At the age of twenty-seven-years-old Prudence was invited to start

school for upscale resident’s daughters in Canterbury.


LIFE OF PRUDENCE
 Daughter of free African American farmer, Sarah Harris, was accepted into the
school to prepare for teaching other African Americans.

 When the townspeople objected Crandall met with abolitionists in Boston,
Providence and New York to establish a school for African American girls.

 In February 1833, White students were dismissed; by April 20, Black students
began studies.

 May 24, 1833, Connecticut Legislature passed a law prohibiting schooling of
out-of-state Black students. The “Black Law” as it was known was repealed 1838.


LIFE OF PRUDENCE
 July 1933, Crandall was arrested and stayed one night in jail under the newly enacted
law.

 Trial was held in August 1833, and Crandall was defended by lawyer hired with
money from prominent abolitionist, Arthur Tappan of New York. School Supporters

 The case centered on whether CT law was constitutional and if freed Blacks were
citizens.
 Result of the first trial was a divided jury, second trial the decision was against her.

 July 1834, CT Supreme Court reversed lower courts decision on insufficient
evidence not on the merits. (Conn. 339)


REVOLUTIONARY
 The Crandall case was essentially a fight for the  Prudence Crandall is considered an intellectual
privileges and immunities of African American citizens as abolitionist who is especially noteworthy for her
was shaped in the Comity Clause. In that instance the confrontation with male leaders and religious institutions.
privileges and immunities the state of Oregon gave to its Crandall was an early pioneer like Elizabeth
Heyrick, Elizabeth Chandler, and Maria Stewart during the
own citizens where denied to visiting blacks.
period of 1824-1834 who forged a tradition of defending
Moreover, the Comity Clause was contained in the Articles
the intelligence of the enslaved by providing education for
of Confederation (1781- 1789). Subsequently were the
Blacks and youth and making visionary statements about
Privileges and Immunities Bill (1866), which failed, but was
women, race, and class. Crandall’s belief in intellectual
related to the anti-slavery Comity Clause position and led to equality with men and the demand for social equality and
the 14th Amendment’s Privileges and Immunities revolution were ahead of her time and created a legacy on
clause, which settled that the privileges and immunities which other female abolitionists expanded.
owed to citizens of the U.S. under the Comity Clause were
Privileges and Immunities of citizens of the United States
and as such were enforceable by Congress. Journal of Feminist Studies in Religion 21.2 (2005)
Northwestern University Law Review


REVOLUTIONARY

 When women led by minister’s wife, warned the
school would be ruined if the black girl was not
sent away. Prudence retorted, “Then let is sink. I
will not dismiss her.”

 When white students threatened to leave, she
advertised in The Liberator, “for young Ladies and
little Misses of color.”


REVOLUTIONARY

 Fear of mixed marriages was a great anxiety of
whites to which Crandall responded: “Moses had a
black wife.”

 Fifteen African American students, some
daughters of slaves, came from Boston,
Philadelphia, New York and Connecticut.

Students of Prudence Crandall 1833 - 1834


LEADERSHIP

 Contributions  Historical Timeframe
• Crandall believed in • There was sectional
educating freed blacks. divide between the South
• Sarah Harris became a and North during Pre-
teacher as did other Civil War period (1815-
students. 1850).
• CT, after the war, voted to • Black students being
give black citizens the right
to vote. educated in a manner
appropriate for upper
• Crandall was successful in
teaching her neighbors. class whites enraged
people.


CONCLUSION
Prudence Crandall was an educator and reformer born in
Hopkinton, R.I. Miss Crandall was of Quaker descent
and daughter of Pardon and Esther Crandall. She
opened an academy on Canterbury Green in
Canterbury, CT located between the towns of Scotland
and Plainfield off 395 (CT Turnpike) in 1831. The
academy was to educate the daughters of wealthy local
families and was a success until a 20 year old black
woman, Sarah Harris was admitted. Sarah’s admittance
led parents to withdraw their daughters. Miss Crandall
then made contacts throughout New England’s free
black communities to attract black women students who
came from Boston, New York City and Philadelphia.

The refusal of Prudence Crandall to send black students
home was an important decision during an equally
important time in history. This decision made her a
heroine and gives her revolutionary status.


CONCLUSION
At the Prudence Crandall Museum DVD
and Book entitled: “To All On Equal
Terms” is for loan to schools.

CT State Legislature honors the courage and
moral strength of Crandall for taking a
stand against prejudice.

Although the school was closed within 17
months following vandalism, fire, refusal to
sell food, and medical boycotts. The school
and its history is still preserved through the
Museum, CT Historical Society, CT State
Library, and UConn’s Repertory Theater
who hosted a play in February 2006. The
play is called Prudence. (Still picture on left)


CONCLUSION
Prudence the play was created by UConn
professor, Carlton Molette and his wife
Barbara, Eastern CT State University
professor. The story/play Prudence is about
early 19th century school girls one side white
and the other side black both sides fighting
for an education. The play is said to be a
personal connection to Prudence. Prudence
Crandall married a Baptist preacher and left
the state. The CT Legislature voted her an
annual pension of $400 in 1886 and she
died in 1890.


REFERENCES
 The State Heroine Prudence Crandall. (2002, August 5). In State of Connecticut.
Retrieved January 21, 2012, from
http://www.ct.gov/ctportal/cwp/view.asp?a=885&q=246502

 Connecticut Commission on Culture and Tourism. Prudence Crandall Museum. In .
(Ed.). Retrieved January 11, 2012

 Prudence Crandall. (1936). In Dictionary of American Biography. Retrieved December
30, 2011

 (2006). CT; UCONN School of Fine Arts. Retrieved December 30, 2011

 Collins, G. (2003). America's Women 400 Years of Dolls, Drudges, Helpmates, and Heroines
(pp. 161-165). New York, NY: HarperCollins Publishers Inc.


REFERENCES
 "Editors Introduction." Journal of Feminist Studies in Religion 21.2 (2005): 1-4. ProQuest
Central. Web. 4 Feb. 2012.

 Hamburger, Philip. "Privileges or Immunities." Northwestern University Law Review
105.1 (2011): 61-147. ProQuest Central. Web. 4 Feb. 2012.

 Prudence Crandall Museum. (n.d.). Retrieved January 11, 2012, from
www.cultureandtourism.org

 Connecticut Historical Society. (n.d.). Retrieved January 11, 2012, from www.chs.org


Prudence Crandall

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