This document discusses the abolitionist movement and the influential novel Uncle Tom's Cabin. It provides background on the gradual vs. immediate abolition debates and explains why voluntary abolition never occurred. Uncle Tom's Cabin is described as using sentimental techniques like the death of children to stir emotions and appeal to women readers. The novel had a huge impact, selling 10,000 copies in two weeks and doing more to spread knowledge of slavery than any other work.
Introduction for the Literature of Slaveryhpuengprof
The document provides an overview of the history of slavery and its role in the American Civil War. It discusses how slavery began as a global system connecting continents via the slave trade. While slavery was replaced by serfdom in Europe by the 4th century AD, it was revived and expanded significantly due to the Atlantic slave trade between Europe, Africa and the Americas. Tensions over the expansion of slavery into new territories and states led to the secession of Southern states and the outbreak of the Civil War. Ultimately, the war and Emancipation Proclamation ended legal slavery in the United States.
Slavery was a global system that connected five continents through the trade of African slaves to produce goods in the Americas. While many forms of servitude existed, the harshest was chattel slavery where slaves were the permanent, hereditary property of their owners. Slavery began in ancient societies but was largely replaced by serfdom in Europe by the 5th century AD. However, European powers later revived the slave trade, transporting over 10 million Africans to the Americas between the 15th-19th centuries, with around 430,000 going to what would become the US. Tensions over the expansion of slavery contributed to the American Civil War, which ultimately led to emancipation.
1) Slavery has existed in various forms throughout history, including the involuntary servitude of Africans beginning in 1619 in America, child sex trafficking in places like Haiti today, and widespread use of slaves in ancient Rome and Greece.
2) Modern slavery persists around the world, with over 20 million people currently being held as slaves, especially vulnerable groups like women and children.
3) While some slave systems treated slaves relatively well, most involved hard physical labor without possibility of freedom, and slaves were often subject to cruel conditions and abuse.
This document provides an overview of slavery in the Southern US in the mid-19th century. It discusses how the growth of cotton production led to a large demand for slave labor to pick cotton. By 1860, there were nearly 4 million slaves who primarily worked large cotton plantations across the South, making up a significant portion of the population and economic value in those states. The document also examines the roles slaves played, conditions they lived in, punishments they faced, and some who rebelled against the system of slavery.
Slavery has existed throughout much of recorded human history. The transatlantic slave trade began in the 16th century, bringing millions of Africans to the Americas to work on plantations. While conditions were brutal and inhumane, enslaved people maintained strong family and community bonds, cultural traditions, and religion. The abolition movement and Civil War ultimately led to the end of slavery in the United States in 1865 with the 13th amendment, though discrimination continued.
Slavery existed in the United States from 1619 until 1865, primarily in the Southern states. By 1860 there were nearly 4 million slaves out of a total US population of 12 million, most held by large plantation owners. Slaves endured cruel treatment and inhumane conditions, and an internal slave trade developed that forcibly relocated over 1 million slaves for economic reasons. Abolitionist movements led by figures like Douglass and Beecher Stowe grew in the Northern states, increasing sectional tensions, while the Dred Scott decision of 1857 upheld slavery. The system was finally abolished after the Union victory in the Civil War.
Introduction for the Literature of Slaveryhpuengprof
The document provides an overview of the history of slavery and its role in the American Civil War. It discusses how slavery began as a global system connecting continents via the slave trade. While slavery was replaced by serfdom in Europe by the 4th century AD, it was revived and expanded significantly due to the Atlantic slave trade between Europe, Africa and the Americas. Tensions over the expansion of slavery into new territories and states led to the secession of Southern states and the outbreak of the Civil War. Ultimately, the war and Emancipation Proclamation ended legal slavery in the United States.
Slavery was a global system that connected five continents through the trade of African slaves to produce goods in the Americas. While many forms of servitude existed, the harshest was chattel slavery where slaves were the permanent, hereditary property of their owners. Slavery began in ancient societies but was largely replaced by serfdom in Europe by the 5th century AD. However, European powers later revived the slave trade, transporting over 10 million Africans to the Americas between the 15th-19th centuries, with around 430,000 going to what would become the US. Tensions over the expansion of slavery contributed to the American Civil War, which ultimately led to emancipation.
1) Slavery has existed in various forms throughout history, including the involuntary servitude of Africans beginning in 1619 in America, child sex trafficking in places like Haiti today, and widespread use of slaves in ancient Rome and Greece.
2) Modern slavery persists around the world, with over 20 million people currently being held as slaves, especially vulnerable groups like women and children.
3) While some slave systems treated slaves relatively well, most involved hard physical labor without possibility of freedom, and slaves were often subject to cruel conditions and abuse.
This document provides an overview of slavery in the Southern US in the mid-19th century. It discusses how the growth of cotton production led to a large demand for slave labor to pick cotton. By 1860, there were nearly 4 million slaves who primarily worked large cotton plantations across the South, making up a significant portion of the population and economic value in those states. The document also examines the roles slaves played, conditions they lived in, punishments they faced, and some who rebelled against the system of slavery.
Slavery has existed throughout much of recorded human history. The transatlantic slave trade began in the 16th century, bringing millions of Africans to the Americas to work on plantations. While conditions were brutal and inhumane, enslaved people maintained strong family and community bonds, cultural traditions, and religion. The abolition movement and Civil War ultimately led to the end of slavery in the United States in 1865 with the 13th amendment, though discrimination continued.
Slavery existed in the United States from 1619 until 1865, primarily in the Southern states. By 1860 there were nearly 4 million slaves out of a total US population of 12 million, most held by large plantation owners. Slaves endured cruel treatment and inhumane conditions, and an internal slave trade developed that forcibly relocated over 1 million slaves for economic reasons. Abolitionist movements led by figures like Douglass and Beecher Stowe grew in the Northern states, increasing sectional tensions, while the Dred Scott decision of 1857 upheld slavery. The system was finally abolished after the Union victory in the Civil War.
Slavery has existed throughout history and affected people of all races. Between 1500 and 1865, 9-12 million Africans were brought to the western hemisphere as slaves, primarily to work on plantations. Slaves faced horrific conditions, with no rights, cruel treatment, and the threat of violence. They engaged in both passive and active forms of resistance such as feigning illness, sabotage, running away, and occasional revolts. The majority of white southerners did not own slaves, yet the civil war was still fought to preserve the institution of slavery and the social hierarchy it enforced.
The document summarizes aspects of slave culture and resistance in America. It describes how slave culture was shaped by elements of African culture but also developed into its own identity over time. Slaves engaged in various forms of resistance such as slow work, sabotage, and running away to fight against the slave system. Strong family and community bonds helped slaves cope with the harsh conditions of slavery. Education was forbidden for slaves but they found ways to learn through oral traditions like music, folk tales and storytelling. The document also outlines differences in slave experiences across regions as well as political and social developments that impacted slavery over the years.
The document discusses the events leading up to the American Revolutionary War and Declaration of Independence. It describes how the French and Indian War led Britain to impose taxes on the colonies to repay war debts, angering colonists and sparking protests. Key events discussed include the Boston Massacre, Tea Party, and Intolerable Acts, leading the Second Continental Congress to draft the Declaration of Independence in 1776 declaring independence from Britain. The war then began between American and British forces.
The document summarizes the key events and issues that divided the United States over the issue of slavery in the 1800s leading up to the Civil War. It discusses how the invention of the cotton gin increased demand for slaves in the South. It also outlines several compromises and acts that further divided the North and South on the topics of expansion of slavery and the return of fugitive slaves. Key events discussed include the Missouri Compromise of 1820, Nat Turner's slave rebellion of 1831, the Compromise of 1850, the Kansas-Nebraska Act of 1854, and John Brown's raid on Harpers Ferry in 1859.
The document discusses slavery in the United States between 1800-1850. It notes that slavery was already present in the 1700s but increased dramatically in the late 18th century. The invention of the cotton gin in 1793 made cotton farming highly profitable and increased demand for slave labor. Over 1 million slaves were transported from older slave states to new states in the South to work on cotton plantations. This led to debates between abolitionists who opposed slavery and slave owners who argued slaves benefited from being cared for. The tensions ultimately led to the Civil War.
1. The document provides an overview of several key events and issues leading up to the American Civil War, including the growth of industry in the North, the Mexican-American War and acquisition of territory, the discovery of gold in California, the Dred Scott decision, the rise of the abolitionist movement, and increasing tensions over the issue of slavery.
2. Abraham Lincoln was elected President in 1860 on the Republican ticket, whose victory alarmed the southern states and led to the secession of seven states before Lincoln even took office and the start of the Civil War.
3. The document examines multiple perspectives on slavery and the factors that led the nation to the brink of war over the issue of states' rights and the future
Slavery - What You Have Never Been ToldPeter Hammond
This document provides a summary of the Islamic slave trade compared to the Transatlantic slave trade. It notes that the Islamic slave trade lasted 14 centuries and transported at least 28 million Africans compared to around 11 million in the Transatlantic trade. Conditions were far worse in the Islamic trade, with 80-90% mortality rates during transport compared to 10% in the Transatlantic trade. The sexual exploitation and castration of male slaves was also more common. In contrast to Christian abolitionists, there was no comparable opposition to slavery within the Muslim world.
Imperialism involves extending a country's power and influence through military or diplomatic means. Social Darwinism and the "White Man's Burden" ideology justified European imperialism and colonialism in Africa in the late 19th century by portraying white Europeans as superior to Africans. The Scramble for Africa from 1881 to 1914 saw European powers divide up the entire continent among themselves at the Berlin Conference due to Africa's valuable raw materials.
Slavery began in North America in the 1600s and involved the buying and selling of people who were then forced to work without pay and were not allowed to leave. There were different types of slaves including chattel slaves who could be traded and had no rights, forced labor slaves who worked under threat of punishment, and serfdom slaves who were tied to the land and required permission for activities. Debt bondage slavery also occurred where people were kept as slaves to pay off debts passed down through generations. Field slaves worked long hours in harsh conditions compared to house slaves who had better treatment and living standards.
The document discusses the history of slavery in several different cultures and time periods. It describes how slavery began and was used in the United States from the 1600s to 1800s, using slaves primarily from Africa. It also summarizes slavery practices in Aztec Mexico, Ancient Greece, amongst Arabs, and in the French West Indies, noting key differences and justifications for slavery in each culture and time period.
The document discusses Elizabeth Heyrick, a 19th century British abolitionist campaigner. She campaigned for the immediate abolition of slavery, criticizing those who advocated for a gradual approach. She published a pamphlet in 1824 called "Immediate not Gradual Abolition" and urged women's abolitionist societies to withdraw funding from the Anti-Slavery Society unless they supported immediate abolition. Heyrick's radical views and pamphlet helped spread the call for immediate abolition across Britain.
The document summarizes the horrific conditions and treatment that slaves experienced during the transatlantic slave trade. It describes how slaves were forced to walk long distances to coastal forts where they were held in dungeons for up to a year before being packed into ships. During the middle passage, slaves endured unhygienic conditions, disease, and physical abuse while slave codes legalized violence against slaves by plantation owners. The slave system became highly profitable in the southern colonies but imposed brutal punishments and restrictions on slaves.
The documentary examines the origins of slavery in North America through the stories of Atlantic Creoles in Dutch New Amsterdam (New York City) in the 1620s. It describes how the first enslaved Africans arrived with the Dutch West India Company and were given some rights unusual for slaves, such as wages. Over time, laws were passed legalizing slavery and establishing racial hierarchies between white indentured servants and black slaves. The stories of individuals like Emanuel Driggus and his descendants show how slavery disrupted families and African Americans struggled to maintain their freedom and dignity within the system.
Slavery was a brutal system that existed in America from 1619 to 1865. Millions of slaves were taken from Africa and forced to work on plantations in the Southern states. Slaves endured horrific conditions, with long work hours, physical punishment, separation of families, and little access to healthcare, education or religious freedom. Though some slaves found ways to resist the dehumanizing system through literacy, faith and escaping, slavery dominated the Southern economy and profoundly shaped American history until the Civil War and Emancipation.
The document provides background information on European imperialism in Africa in the late 19th century. It discusses political, cultural, and economic motivations for imperialism. Technological advances like machine guns and steam engines enabled European conquest. It describes the transition from direct to indirect rule over colonies. It outlines the "Scramble for Africa" in which European powers divided the continent in a short period. It provides context on Egypt coming under British influence and Belgium's King Leopold acquiring the Congo. The 1884-85 Berlin Conference formalized the rules of imperial competition over African territory, causing problems and understandably angering Africans.
Gabriel’s Rebellion Presentation by Cary McEnteeCary McEntee
Gabriel, a slave born in Virginia, planned a large slave rebellion to begin in Richmond in 1800. Gabriel recruited over 200 slaves from multiple plantations and counties promising freedom. However, heavy rains caused the rebellion to be postponed, and two slaves informed their masters of the plan. Governor Monroe was alerted and the militia arrested and interrogated the conspirators. Gabriel evaded capture for weeks but was eventually betrayed and hanged, along with 25 other slaves. The failed rebellion increased restrictions on slaves and free blacks in Virginia.
1. European nations scrambled for political and economic control over foreign nations in the late 19th century, sparking a new wave of imperialism in Africa and Asia.
2. At the Berlin Conference in 1884-1885, European powers established rules for colonizing African territories that required effective military occupation to claim land.
3. Cecil Rhodes was a British businessman and politician who expanded British control over southern Africa and profited greatly from its natural resources.
This document summarizes the social structure of the antebellum South. The South was dominated by wealthy white planters who owned large plantations and many slaves and relied on agriculture, especially cash crops. Below the planters were yeomen farmers who owned small farms but no slaves, and poor whites who struggled economically. Slaves had no rights and were not paid for their labor on plantations, while free African Americans faced discrimination and worked low-paying jobs.
The document summarizes key chapters and events from the autobiographical novel "Incidents in the Life of a Slave Girl" by Linda Brent. It describes Linda's family background and experiences of being sold to different owners. It also discusses her relationships, children born into slavery, attempts to escape, hiding from her owner, journey to freedom in the North, and later life seeking work and reuniting with family members. The overall ideas were to generate sympathy for the anti-slavery movement through Linda's personal story and struggles to keep her family together despite being enslaved.
Slavery has existed throughout history and affected people of all races. Between 1500 and 1865, 9-12 million Africans were brought to the western hemisphere as slaves, primarily to work on plantations. Slaves faced horrific conditions, with no rights, cruel treatment, and the threat of violence. They engaged in both passive and active forms of resistance such as feigning illness, sabotage, running away, and occasional revolts. The majority of white southerners did not own slaves, yet the civil war was still fought to preserve the institution of slavery and the social hierarchy it enforced.
The document summarizes aspects of slave culture and resistance in America. It describes how slave culture was shaped by elements of African culture but also developed into its own identity over time. Slaves engaged in various forms of resistance such as slow work, sabotage, and running away to fight against the slave system. Strong family and community bonds helped slaves cope with the harsh conditions of slavery. Education was forbidden for slaves but they found ways to learn through oral traditions like music, folk tales and storytelling. The document also outlines differences in slave experiences across regions as well as political and social developments that impacted slavery over the years.
The document discusses the events leading up to the American Revolutionary War and Declaration of Independence. It describes how the French and Indian War led Britain to impose taxes on the colonies to repay war debts, angering colonists and sparking protests. Key events discussed include the Boston Massacre, Tea Party, and Intolerable Acts, leading the Second Continental Congress to draft the Declaration of Independence in 1776 declaring independence from Britain. The war then began between American and British forces.
The document summarizes the key events and issues that divided the United States over the issue of slavery in the 1800s leading up to the Civil War. It discusses how the invention of the cotton gin increased demand for slaves in the South. It also outlines several compromises and acts that further divided the North and South on the topics of expansion of slavery and the return of fugitive slaves. Key events discussed include the Missouri Compromise of 1820, Nat Turner's slave rebellion of 1831, the Compromise of 1850, the Kansas-Nebraska Act of 1854, and John Brown's raid on Harpers Ferry in 1859.
The document discusses slavery in the United States between 1800-1850. It notes that slavery was already present in the 1700s but increased dramatically in the late 18th century. The invention of the cotton gin in 1793 made cotton farming highly profitable and increased demand for slave labor. Over 1 million slaves were transported from older slave states to new states in the South to work on cotton plantations. This led to debates between abolitionists who opposed slavery and slave owners who argued slaves benefited from being cared for. The tensions ultimately led to the Civil War.
1. The document provides an overview of several key events and issues leading up to the American Civil War, including the growth of industry in the North, the Mexican-American War and acquisition of territory, the discovery of gold in California, the Dred Scott decision, the rise of the abolitionist movement, and increasing tensions over the issue of slavery.
2. Abraham Lincoln was elected President in 1860 on the Republican ticket, whose victory alarmed the southern states and led to the secession of seven states before Lincoln even took office and the start of the Civil War.
3. The document examines multiple perspectives on slavery and the factors that led the nation to the brink of war over the issue of states' rights and the future
Slavery - What You Have Never Been ToldPeter Hammond
This document provides a summary of the Islamic slave trade compared to the Transatlantic slave trade. It notes that the Islamic slave trade lasted 14 centuries and transported at least 28 million Africans compared to around 11 million in the Transatlantic trade. Conditions were far worse in the Islamic trade, with 80-90% mortality rates during transport compared to 10% in the Transatlantic trade. The sexual exploitation and castration of male slaves was also more common. In contrast to Christian abolitionists, there was no comparable opposition to slavery within the Muslim world.
Imperialism involves extending a country's power and influence through military or diplomatic means. Social Darwinism and the "White Man's Burden" ideology justified European imperialism and colonialism in Africa in the late 19th century by portraying white Europeans as superior to Africans. The Scramble for Africa from 1881 to 1914 saw European powers divide up the entire continent among themselves at the Berlin Conference due to Africa's valuable raw materials.
Slavery began in North America in the 1600s and involved the buying and selling of people who were then forced to work without pay and were not allowed to leave. There were different types of slaves including chattel slaves who could be traded and had no rights, forced labor slaves who worked under threat of punishment, and serfdom slaves who were tied to the land and required permission for activities. Debt bondage slavery also occurred where people were kept as slaves to pay off debts passed down through generations. Field slaves worked long hours in harsh conditions compared to house slaves who had better treatment and living standards.
The document discusses the history of slavery in several different cultures and time periods. It describes how slavery began and was used in the United States from the 1600s to 1800s, using slaves primarily from Africa. It also summarizes slavery practices in Aztec Mexico, Ancient Greece, amongst Arabs, and in the French West Indies, noting key differences and justifications for slavery in each culture and time period.
The document discusses Elizabeth Heyrick, a 19th century British abolitionist campaigner. She campaigned for the immediate abolition of slavery, criticizing those who advocated for a gradual approach. She published a pamphlet in 1824 called "Immediate not Gradual Abolition" and urged women's abolitionist societies to withdraw funding from the Anti-Slavery Society unless they supported immediate abolition. Heyrick's radical views and pamphlet helped spread the call for immediate abolition across Britain.
The document summarizes the horrific conditions and treatment that slaves experienced during the transatlantic slave trade. It describes how slaves were forced to walk long distances to coastal forts where they were held in dungeons for up to a year before being packed into ships. During the middle passage, slaves endured unhygienic conditions, disease, and physical abuse while slave codes legalized violence against slaves by plantation owners. The slave system became highly profitable in the southern colonies but imposed brutal punishments and restrictions on slaves.
The documentary examines the origins of slavery in North America through the stories of Atlantic Creoles in Dutch New Amsterdam (New York City) in the 1620s. It describes how the first enslaved Africans arrived with the Dutch West India Company and were given some rights unusual for slaves, such as wages. Over time, laws were passed legalizing slavery and establishing racial hierarchies between white indentured servants and black slaves. The stories of individuals like Emanuel Driggus and his descendants show how slavery disrupted families and African Americans struggled to maintain their freedom and dignity within the system.
Slavery was a brutal system that existed in America from 1619 to 1865. Millions of slaves were taken from Africa and forced to work on plantations in the Southern states. Slaves endured horrific conditions, with long work hours, physical punishment, separation of families, and little access to healthcare, education or religious freedom. Though some slaves found ways to resist the dehumanizing system through literacy, faith and escaping, slavery dominated the Southern economy and profoundly shaped American history until the Civil War and Emancipation.
The document provides background information on European imperialism in Africa in the late 19th century. It discusses political, cultural, and economic motivations for imperialism. Technological advances like machine guns and steam engines enabled European conquest. It describes the transition from direct to indirect rule over colonies. It outlines the "Scramble for Africa" in which European powers divided the continent in a short period. It provides context on Egypt coming under British influence and Belgium's King Leopold acquiring the Congo. The 1884-85 Berlin Conference formalized the rules of imperial competition over African territory, causing problems and understandably angering Africans.
Gabriel’s Rebellion Presentation by Cary McEnteeCary McEntee
Gabriel, a slave born in Virginia, planned a large slave rebellion to begin in Richmond in 1800. Gabriel recruited over 200 slaves from multiple plantations and counties promising freedom. However, heavy rains caused the rebellion to be postponed, and two slaves informed their masters of the plan. Governor Monroe was alerted and the militia arrested and interrogated the conspirators. Gabriel evaded capture for weeks but was eventually betrayed and hanged, along with 25 other slaves. The failed rebellion increased restrictions on slaves and free blacks in Virginia.
1. European nations scrambled for political and economic control over foreign nations in the late 19th century, sparking a new wave of imperialism in Africa and Asia.
2. At the Berlin Conference in 1884-1885, European powers established rules for colonizing African territories that required effective military occupation to claim land.
3. Cecil Rhodes was a British businessman and politician who expanded British control over southern Africa and profited greatly from its natural resources.
This document summarizes the social structure of the antebellum South. The South was dominated by wealthy white planters who owned large plantations and many slaves and relied on agriculture, especially cash crops. Below the planters were yeomen farmers who owned small farms but no slaves, and poor whites who struggled economically. Slaves had no rights and were not paid for their labor on plantations, while free African Americans faced discrimination and worked low-paying jobs.
The document summarizes key chapters and events from the autobiographical novel "Incidents in the Life of a Slave Girl" by Linda Brent. It describes Linda's family background and experiences of being sold to different owners. It also discusses her relationships, children born into slavery, attempts to escape, hiding from her owner, journey to freedom in the North, and later life seeking work and reuniting with family members. The overall ideas were to generate sympathy for the anti-slavery movement through Linda's personal story and struggles to keep her family together despite being enslaved.
Simon Taylor (1740-1813) was Jamaica's wealthiest slave owner and largest slave holder. He held many political positions over 18 years but never married. Slavery was abolished in 1833 after campaigns by abolitionists, compensating slave owners with £20 million. The West India Committee lobbied on behalf of West Indian economic interests from the 18th century, including supporting the sugar and rum trades and opposing abolition until it occurred.
This document summarizes the harsh conditions of slavery in the American South. Most slaves worked long days in the fields under an oppressive gang labor system, though some worked as domestic servants or skilled laborers. Slaves had no rights and lived in crowded cabins with minimal food and clothing. They faced physical punishment by overseers and restrictions in slave codes. While finding solace in religion and family, resistance was difficult though some worked slower or attempted escape. The largest slave revolt was led by Nat Turner in 1831 Virginia where over 60 whites were killed before Turner was executed along with 100 other slaves.
The document summarizes key points from Incidents in the Life of a Slave Girl by Harriet Jacobs. It discusses the pervasive corruption of slavery and the powerful and harsh treatment of slaves by masters, including severe punishments. It also addresses the breaking up of slave families, the lack of education provided to slaves which was used to control them, and the fears former slaves like Jacobs continued to live with even after gaining freedom.
Slavery began in the 15th century in the Caribbean and was an important part of the island economies by the late 17th century as they switched from tobacco to sugar production. Some of the earliest slave societies were in the Lesser Antilles islands like Barbados, Antigua, Martinique, and Guadeloupe. Slavery continued in the Caribbean until being abolished in the early 19th century.
The document describes three economic zones in the Atlantic system: settler colonies, plantations, and Spanish mainland and mixed farming. It focuses on plantations in the Caribbean, which grew cash crops like sugar using slave labor from Africa under brutal conditions. Around 15-20 million Africans were enslaved and transported across the deadly Atlantic, impacting power dynamics in Africa as coastal tribes gained status through the slave trade. New world crops also increased populations in Africa over the long term.
Immigration into the Caribbean in the post emancipation era.Jason4man
This document discusses various immigration schemes in the Caribbean post-emancipation. It describes the push and pull factors that led to immigration from places like Madeira to the Caribbean. The schemes aimed to address labor shortages faced by planters after emancipation. The document outlines the provisions of immigration contracts, including requirements for indentured immigrants to work for 3-5 years and conditions they faced like low wages. It provides details on the Madeiran immigration scheme, challenges they faced including discrimination, and their eventual economic success.
Slavery has existed in various forms across Africa from prehistoric times to the present. While some societies viewed slaves as property, others integrated slaves into slave owners' families over time. Some societies even allowed slaves to gain positions of power. Slavery within African societies generally involved slaves and slave owners who were ethnically distinct but shared the same race, with most being black Africans. The trans-Atlantic slave trade involved transporting African slaves in extremely cramped and inhumane conditions on ships to be exploited and abused by their new owners. Slavery continues in some forms today, with some black people still exploited within their own countries.
Los Arawak eran uno de los pueblos indígenas más grandes de Sudamérica. Originalmente se asentaron a lo largo de la costa atlántica desde el sur del delta del Orinoco hasta la desembocadura del Amazonas. Vivían de la caza, la pesca, la agricultura y la cerámica. Construían grandes casas comunales y rendían culto a los espíritus y a los muertos. Su sociedad estaba organizada de manera jerárquica con un cacique como líder hereditario.
The document summarizes key aspects of the Underground Railroad, which was a network that helped enslaved African Americans escape from southern states to freedom in the North and Canada between the 18th and 19th centuries. It describes how difficult and dangerous it was for slaves to escape, but that with the help of abolitionists, an estimated 100,000 slaves reached freedom this way before the end of the Civil War and abolition of slavery in 1865. Famous figures like Harriet Tubman played important roles in guiding slaves to freedom through the Underground Railroad.
The document provides an overview of various types of figurative language including metaphors, similes, personification, puns, metonymy, synecdoche, hyperbole, understatement, oxymorons, and paradoxes. It explains each concept, provides examples from literature, and discusses how certain poems make use of extended metaphors or controlling metaphors.
The document discusses the Underground Railroad, which was a secret network that helped fugitive slaves escape from the southern United States to Canada between 1800-1865. It operated through various methods of transportation and routes, including water routes, walking trails, and railways, to help slaves evade capture by slave owners and reach the safety of Canada, where slavery had been abolished. Those who assisted the escaping slaves faced risks, as the Fugitive Slave Law required all Americans to return escaped slaves to their owners.
The document summarizes key aspects of the trans-Atlantic slave trade, including its three stages of transporting goods from Europe to Africa, shipping slaves to the Americas, and returning to Europe with goods produced by slave labor. It discusses how slaves were sold at auctions and often families were separated, with the strongest being selected. The brutal treatment of slaves is noted, such as branding them with hot irons. Abraham Lincoln is identified as freeing the slaves as the 16th US President. The economic motivations that drove the establishment of the slave trade are also outlined.
Harriet Tubman was born into slavery in 1820 and began working as a house slave at age 6 and later in fields. She married a free black man and worked day and night without seeing family. She was injured saving a field hand from an overseer. Wanting freedom, she escaped to Pennsylvania in 1849 and returned multiple times to rescue over 300 slaves, using strategies to avoid capture. Though illiterate, she outwitted bounty hunters and published her autobiography in 1868, continuing to advocate for others.
Field slaves worked from sunrise to sunset in the fields, with even longer hours during harvest season. Women worked the same hours while often caring for children. House slaves had more privileges but still long days of cleaning, cooking, and caring for the owner's family. Slaves lived in small shacks and wore basic linen clothes. Their food was meager and families were often separated through sale. Punishments for slaves ranged from whipping to confinement in smokehouses or barrels with nails.
The document summarizes the early civilizations that existed in North America, including the Mound Builders, Anasazi, Plains Indians, Pacific Northwest Indians, and Eastern Woodland Indians. The Mound Builders lived between 700 BC and 1250 AD along the Mississippi and Ohio Rivers, building thousands of earthen mounds for burial and religious ceremonies. The Anasazi lived in the Southwest between 100 AD and 1300 AD, constructing cliffside pueblos and underground kivas. Plains Indians followed buffalo herds on the Great Plains and lived in tipis. Pacific Northwest Indians hunted and fished in forests, carving totem poles, while Eastern Woodland Indians lived in wigwams and longhouses
This document outlines key aspects of the Atlantic slave trade between 1770 and 1807, including the impact of slavery on Africa and West Indian plantations, the organization and triangular nature of the trade, slave experiences, Britain's role in the Caribbean, and the abolitionist campaigns that ultimately led to the abolition of the slave trade. It discusses topics like slave factories, the Middle Passage, the influence of Britain in the Caribbean and on the British economy, living conditions for slaves on plantations, resistance and punishment of slaves, and the origins and methods of the abolitionist movement.
The document discusses the period of colonization in the Caribbean between the 17th-19th centuries. It describes how European powers like Britain, France, Spain, and the Netherlands colonized various Caribbean islands and established plantation economies dependent on African slave labor. Slavery resulted in the genocide and oppression of Africans, but slaves resisted through maroon communities, revolts, and maintaining aspects of their culture. The document also covers emancipation in the 1800s, the use of indentured servants from Asia, and how newly freed groups established independent communities and economic activities in the post-slavery period.
The document provides an overview of slave laws in the British, French, and Spanish Caribbean colonies. It discusses the establishment of slavery in the Caribbean during the colonial period to support the sugar industry. The British slave laws developed slowly over centuries, providing minimal protections for slaves. The Barbados Slave Code of 1661 served as a legal basis for slavery and protected masters' rights over slaves. The French Code Noir of 1685 defined slavery conditions and asserted French control. It required slave baptism but allowed corporal punishment. Spanish law initially used indigenous people for labor but then imported African slaves, and the Siete Partidas code described slavery as morally wrong.
Spring courses from HPU's College of Liberal Arts that make great electives although most also can meet requirements in one or more majors or minors and in gen ed.
The document discusses the definition and characteristics of ethnic literature. It defines ethnic literature as works that have protagonists or speakers who are conscious of belonging to a group sharing a common racial, national, religious, linguistic or cultural background. It notes some common themes in ethnic literature, such as experiences of prejudice, generational conflicts between immigrants and their American-born children, and the feeling of being caught between two worlds. The document outlines the works of ethnic literature that will be covered in a class, including novels, poems, plays and films representing Native American, Latino, African American and Asian American heritage.
The original metaphor for immigration to America was the melting pot, referring to different peoples blending together into a new American identity. However, the original metaphor was of a crucible, not a cooking pot. Later metaphors included the salad bowl, referring to different cultures retaining their distinct identities within America, and the mosaic, referring to various cultures coexisting and interacting to form a complex whole. By the late 20th century, the ethnic landscape in America was described as kaleidoscopic, with endless variety, change, and complex interrelationships between cultures.
This document provides guidance on choosing an argumentative topic for a 3000 word paper. It suggests picking a topic that is interesting and important, on which people disagree, and can be narrowly focused. Some example types of argumentative topics are taking a stand on a controversy, evaluating something, or proposing a solution. The document also provides sources for finding topic ideas, such as academic interests, news sites, and discussing topics with professors. Students are warned to avoid topics that are too technical or require too much specialized research.
Irony takes three common forms: verbal, situational, and dramatic. Verbal irony occurs when what is said differs from what is meant, through techniques like sarcasm, understatement, and satire. Situational irony involves events turning out differently than expected. Dramatic irony exists when the audience understands something unknown to the characters.
Two main types of sources for research are periodicals and non-periodical sources. Periodicals include local and national newspapers, magazines, and journals. These can be accessed in print or electronically. Non-periodical sources include books, government documents, websites, and other multimedia. The library catalog and databases provide access to most of these resources and careful evaluation is needed to determine source credibility and relevance for research.
This document provides guidance on choosing an argumentative topic for a 3000 word paper. It suggests picking a topic that is interesting and important, on which reasonable people could disagree. Examples of argumentative topics include taking a stand on a controversy, evaluating a policy or program, proposing a solution, or arguing a particular interpretation of something. The document also provides sources for finding topic ideas, such as current events, academic interests, and opinion sections of news websites. It warns against topics that are too technical or rely solely on personal experience.
This document summarizes the historiography of slavery in the United States through three major studies from the 20th century. Ulrich Phillips argued in 1918 that slavery was generally benign, but his work was biased and selectively used evidence. Kenneth Stampp challenged Phillips' arguments in 1956, depicting slavery as harsher. Stanley Elkins revived the "Sambo" stereotype in 1959, arguing slavery psychologically damaged slaves. Later scholars rebutted and refined these theses, presenting a more complex and nuanced understanding of slavery and slave culture.
The document summarizes Frances Smith Foster's argument that slave narratives followed a five-point structure based on the Judeo-Christian myth of salvation. This structure included a fall from innocence into slavery, mortification and suffering under slavery, a conversion or decision to flee slavery, the struggle of escape, and finally freedom or salvation. Key slave narratives like those of Frederick Douglass and Harriet Jacobs can be analyzed using this structure. However, the document notes slave narratives may have inadvertently reinforced some racial stereotypes about the locations of slavery and the black family structure.
This sonnet by John Keats describes the sweet relief of looking at the open face of nature after being confined in the city. It finds greater happiness in resting with contentment in the grass to read a gentle tale of love while listening to the song of Philomel at evening. The passing day is mourned for gliding by as swiftly as an angel's silent tear falls through the clear ether.
Getting soldiers to follow dangerous orders requires manipulating their emotions and perceptions of reality. Commanding officers must persuade soldiers to reinterpret dangerous situations in a way that makes risky actions seem necessary rather than reckless. This involves tricking soldiers into believing the commander's version of events over their own initial assessment. Effective military leadership relies on this ability to reshape soldiers' sense of reality.
The document defines ethnic literature as imaginative writing where the protagonists or speakers are conscious of belonging to an ethnic group sharing a common racial, national, religious, linguistic or cultural heritage. It discusses how ethnic groups are classified and provides examples. Key characteristics of ethnic literature mentioned are themes of prejudice, generational conflicts, and feeling caught between two worlds. The document also addresses who typically writes ethnic literature and generic characteristics like hybridization of styles.
This document summarizes various sound techniques used in poetry, including alliteration, assonance, rhyme, and onomatopoeia. It discusses how the repetition of consonant and vowel sounds can contribute to meaning and create imagery. It also defines different types of rhymes like exact rhyme, near rhyme, internal rhyme, and end rhyme. Additionally, it covers other literary devices like metaphor, metonymy, and hyperbole that utilize sound effects in poetry.
The document discusses rhythm in poetry through meter and scansion. It describes common poetic feet like iambic, trochaic, anapestic, and dactylic. It also discusses common line types such as monometer, dimeter, trimeter, tetrameter, and pentameter. The document provides examples of scanning poems line by line to identify the meter and feet. It demonstrates how scanning an A.E. Housman poem identifies it as iambic tetrameter.
Reconstruction and the dismantling of reconstructionhpuengprof
This document summarizes Reconstruction after the U.S. Civil War, including the passage of Constitutional amendments granting citizenship and voting rights to African Americans, their participation in Southern politics, and the founding of institutions like HBCUs to educate Black Americans. However, the dismantling of Reconstruction in the 1870s, through the end of federal enforcement of civil rights protections and the rise of violent groups like the Ku Klux Klan, eroded these political and social gains for Black citizens.
This document discusses imagery in literature and poetry. It defines imagery as language that appeals to the senses and creates mental images for the reader. There are different types of imagery, including visual, aural, tactile, olfactory, and gustatory imagery that appeal to sight, hearing, touch, smell, and taste respectively. Effective imagery uses vivid language to paint sensory details that engage the reader's imagination. Imagery can combine different senses in a single image or be used together with other literary techniques like simile, hyperbole, and sound effects. The goal of imagery is to help readers visualize what the author has imagined.
- Uncle Tom's Cabin was an influential anti-slavery novel written by Harriet Beecher Stowe and published in 1852 that strongly criticized the institution of slavery in the United States.
- The novel became immensely popular, with over 300,000 copies sold in the United States in its first year and millions more in subsequent years, greatly increasing anti-slavery sentiment in the North.
- The novel prompted calls from the South for a response that defended slavery and accused Stowe of spreading lies, showing how controversial and impactful the book was.
Transcendentalism was a literary, intellectual and artistic movement that emerged from Unitarianism in New England during the 19th century. Unitarianism rejected traditional Christian doctrines like the Trinity and took a more rational, scientific approach to religion. This led some Unitarians to form the transcendentalist movement, which was influenced by German and English romanticism. Transcendentalists like Ralph Waldo Emerson believed in an interconnected spiritual essence called the "Oversoul" and that divine truths could be found in nature. The movement emphasized intuition, individualism, and nonconformity. Though small, transcendentalism had influence on American literature and philosophy.
The document discusses various techniques authors use to characterize their characters in stories. It describes how characters are characterized through their thoughts, words, actions, interactions with others, physical descriptions, settings, and names. Characters can be round (fully developed) or flat. The protagonist is usually the central character whose perspective is shown, while the antagonist opposes the protagonist.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
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A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
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Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
2. AbolitionismAbolitionism
Abolitionism is the movement to abolish theAbolitionism is the movement to abolish the
institution of slavery. Abolition= the abolishmentinstitution of slavery. Abolition= the abolishment
of slaveryof slavery
Gradual abolition—The idea that at some futureGradual abolition—The idea that at some future
date children of slaves would be freed soon afterdate children of slaves would be freed soon after
reaching adulthood—already no new slavesreaching adulthood—already no new slaves
could be brought in since 1808.could be brought in since 1808.
Immediate abolition—The idea that slavery wasImmediate abolition—The idea that slavery was
such a great moral injustice that it must be donesuch a great moral injustice that it must be done
away with at once.away with at once.
3. Voluntary abolition—the idea that by aVoluntary abolition—the idea that by a
combination of moral suasion andcombination of moral suasion and
economic changes the south wouldeconomic changes the south would
eventually yield to a gradual abolitioneventually yield to a gradual abolition
scheme.scheme.
Colonization—the idea that freed slavesColonization—the idea that freed slaves
should emigrate and form a colony inshould emigrate and form a colony in
Africa or South America or the CaribbeanAfrica or South America or the Caribbean
4. Early movements toward abolitionEarly movements toward abolition
By 1804 slavery had been abolished inBy 1804 slavery had been abolished in
Pennsylvania and all states north of it.Pennsylvania and all states north of it.
Slave trade from Africa abolished in 1808Slave trade from Africa abolished in 1808
following Great Britain’s action in 1807.following Great Britain’s action in 1807.
Anti-slavery feeling existed among many of theAnti-slavery feeling existed among many of the
founding fathers (even though some were slavefounding fathers (even though some were slave
owners).owners).
Early 1800’s some trend toward making it easierEarly 1800’s some trend toward making it easier
to emancipate slaves in southern statesto emancipate slaves in southern states
Slavery was overthrown in 1803 in Haiti after aSlavery was overthrown in 1803 in Haiti after a
violent uprising that began in 1791.violent uprising that began in 1791.
5. Why voluntary abolition neverWhy voluntary abolition never
happenedhappened
Trend toward emancipation in southTrend toward emancipation in south
reversed as southern states worried aboutreversed as southern states worried about
loss of power and influence as new non-loss of power and influence as new non-
slave states entered the union.slave states entered the union.
Natural increase more than made up forNatural increase more than made up for
loss of new slaves from Africa. Also untilloss of new slaves from Africa. Also until
1840s this prohibition was often flouted by1840s this prohibition was often flouted by
taking slaves to the Caribbean first.taking slaves to the Caribbean first.
6. Why abolition never happenedWhy abolition never happened
voluntarily continuedvoluntarily continued
Slave owners felt more passionate aboutSlave owners felt more passionate about
holding on to their slaves than mostholding on to their slaves than most
Northerners felt about abolition.Northerners felt about abolition.
Effect of Nat Turner’s Rebellion in 1831Effect of Nat Turner’s Rebellion in 1831
Rise in pro-slavery propagandaRise in pro-slavery propaganda
– Slavery defended as positive good notSlavery defended as positive good not
necessary evilnecessary evil
– Southern churches began to support itSouthern churches began to support it
Abolitonists thought of as extremists.Abolitonists thought of as extremists.
7. Increasing tensionsIncreasing tensions
As the US expanded there was greatAs the US expanded there was great
debate over whether the new statesdebate over whether the new states
should be slave or free and concerns overshould be slave or free and concerns over
whether the balance of power between thewhether the balance of power between the
North and South would change.North and South would change.
8. Literature of AbolitionLiterature of Abolition
Key genresKey genres
– Novel Uncle Tom’s CabinNovel Uncle Tom’s Cabin
– Slave narrative --Slave narrative --NarrativeNarrative of Frederickof Frederick
Douglass.Douglass. Incidents in the Life of a Slave GirlIncidents in the Life of a Slave Girl
Other genresOther genres
– Poetry, drama, sermons, lectures, pamphletsPoetry, drama, sermons, lectures, pamphlets
and newspaper editorials.and newspaper editorials.
9. Key themesKey themes
Whippings and other abuseWhippings and other abuse
Corruption of slave ownerCorruption of slave owner
Separation of families—slave auctionsSeparation of families—slave auctions
Sexual abuse of female slavesSexual abuse of female slaves
Suffering of mulatto slaves/hypocrisy of master/fatherSuffering of mulatto slaves/hypocrisy of master/father
Slavery as against ChristianitySlavery as against Christianity
Entrepreneurial spirit of slaves/escaped slavesEntrepreneurial spirit of slaves/escaped slaves
Slavery as a contradiction of the ideals of declaration ofSlavery as a contradiction of the ideals of declaration of
IndependenceIndependence
Injustice of Fugitive slave lawInjustice of Fugitive slave law
10. Uncle Tom’s CabinUncle Tom’s Cabin
Written by Stowe after the passage of theWritten by Stowe after the passage of the
fugitive slave lawfugitive slave law
Was the most famous and most influentialWas the most famous and most influential
anti-slavery novel.anti-slavery novel.
Strongly criticized and banned in the southStrongly criticized and banned in the south
also prompted rival accountsalso prompted rival accounts
Increased anti-slavery feeling in the NorthIncreased anti-slavery feeling in the North
11. Sentimental FictionSentimental Fiction
The novel is an example of sentimentalThe novel is an example of sentimental
literature. It aims to give pleasure andliterature. It aims to give pleasure and
convey its message through evokingconvey its message through evoking
strong emotions. Strict realism is not astrong emotions. Strict realism is not a
concern compared to dramatic effect.concern compared to dramatic effect.
Novel was also aimed particularly atNovel was also aimed particularly at
women readers-appeals to their maternalwomen readers-appeals to their maternal
feelings and provides idealized scenes offeelings and provides idealized scenes of
women’s moral influence.women’s moral influence.
12. Death of childrenDeath of children
Common theme inCommon theme in
sentimental literaturesentimental literature
Ex. : Scene of Eva’sEx. : Scene of Eva’s
deathdeath
Used to stir emotionsUsed to stir emotions
in scene at Senatorin scene at Senator
Bird’s and to makeBird’s and to make
readers identify withreaders identify with
slave mothers whoslave mothers who
lose their children.lose their children.
13. Idealization of MotherhoodIdealization of Motherhood
““My Friend, if in becoming aMy Friend, if in becoming a
mother, you have reached themother, you have reached the
climax of your happiness, youclimax of your happiness, you
have also taken a higher placehave also taken a higher place
in the scale of being. A mostin the scale of being. A most
important part is allotted you,important part is allotted you,
in the economy of the greatin the economy of the great
human family.” Lydia Mariahuman family.” Lydia Maria
ChildChild
Because of the idealization ofBecause of the idealization of
motherhood at this time,motherhood at this time,
depicting slaves as mothersdepicting slaves as mothers
was a powerful way to appealwas a powerful way to appeal
to readers’ hearts.to readers’ hearts.
14. From National Era 1852From National Era 1852
““For thrilling delineation of character, andFor thrilling delineation of character, and
power of description, this work ispower of description, this work is
unrivalled. It has been denominated, andunrivalled. It has been denominated, and
with truth, THE STORY OF THE AGE!with truth, THE STORY OF THE AGE!
The fact that The fact that ten thousand copies haveten thousand copies have
been sold in two weeksbeen sold in two weeks is evidence is evidence
sufficient of its unbounded popularity.”sufficient of its unbounded popularity.”
16. From National Era 1852From National Era 1852
"We conceive, the, that in writing 'Uncle"We conceive, the, that in writing 'Uncle
Tom's Cabin' Mrs. Harriet Beecher StoweTom's Cabin' Mrs. Harriet Beecher Stowe
has done more to diffuse real knowledgehas done more to diffuse real knowledge
of the facts and workings of Americanof the facts and workings of American
Slavery, and to arouse the sluggish nationSlavery, and to arouse the sluggish nation
to shake off the curse, and abate theto shake off the curse, and abate the
wrong than has been accomplished by allwrong than has been accomplished by all
the orations, and anniversaries, andthe orations, and anniversaries, and
arguments, and documents, which the lastarguments, and documents, which the last
ten years have been the witness of.”ten years have been the witness of.”
17. From National Era 1852From National Era 1852
““It takes no extreme views. It does not seek toIt takes no extreme views. It does not seek to
seize upon the most horrible atrocities, andseize upon the most horrible atrocities, and
brand the whole system as worse than it is. It isbrand the whole system as worse than it is. It is
fair, and generous, and calm, and candid. Afair, and generous, and calm, and candid. A
slave-holder might read it without anger, but notslave-holder might read it without anger, but not
easily without a secret abhorrence of the systemeasily without a secret abhorrence of the system
which he himself upholds. It brings out, quietlywhich he himself upholds. It brings out, quietly
and collaterally, those incidental features ofand collaterally, those incidental features of
servitude which are usually little thought of, butservitude which are usually little thought of, but
which are the overflow of its cup ofwhich are the overflow of its cup of
abominations.”abominations.”
18. William Allen in 1852William Allen in 1852
” ”I have recently readI have recently read Uncle Tom.Uncle Tom. What aWhat a
book! It is, in its line, the wonder ofbook! It is, in its line, the wonder of
wonders. How its descriptions stir thewonders. How its descriptions stir the
blood, indeed almost make it leap out ofblood, indeed almost make it leap out of
the heart! What delineations of charactersthe heart! What delineations of characters
—St. Clare and Legree, extremes of—St. Clare and Legree, extremes of
slaveholders. ”slaveholders. ”
19. William Allen in 1852William Allen in 1852
““The story of the Quadroon girl, secondThe story of the Quadroon girl, second
book, thirty-fourth chapter, exceedsbook, thirty-fourth chapter, exceeds
anything that I have ever read, in all that isanything that I have ever read, in all that is
soul-searching and thrilling. Indeed, thesoul-searching and thrilling. Indeed, the
book is marvellous for its dramatic power,book is marvellous for its dramatic power,
and I do not wonder that cheap editionsand I do not wonder that cheap editions
are now being called for throughout theare now being called for throughout the
Northern States. “Northern States. “
20. London TimesLondon Times
““Mrs. HARRIET BEECHER STOWE is an abolitionist,Mrs. HARRIET BEECHER STOWE is an abolitionist,
and her book is a vehement and unrestrained argumentand her book is a vehement and unrestrained argument
in favor of her creed. She does not preach a sermon, forin favor of her creed. She does not preach a sermon, for
men are accustomed to nap and nod under the pulpit;men are accustomed to nap and nod under the pulpit;
she does not indite a philosophical discourse, forshe does not indite a philosophical discourse, for
philosophy is exacting, is solicitous for truth, and scornsphilosophy is exacting, is solicitous for truth, and scorns
exaggeration. Nor does the lady condescend to surveyexaggeration. Nor does the lady condescend to survey
her intricate subject in the capacity of a judge, for theher intricate subject in the capacity of a judge, for the
judicial seat is fixed high above human passion, and shejudicial seat is fixed high above human passion, and she
is in no temper to mount it. With the instinct of her sex,is in no temper to mount it. With the instinct of her sex,
the clever authoress takes the shortest road to herthe clever authoress takes the shortest road to her
purpose, and strikes at the convictions of her readers bypurpose, and strikes at the convictions of her readers by
assailing their hearts.”assailing their hearts.”
21. London TimesLondon Times
““Mrs. STOWE having made up her mind that slavery isMrs. STOWE having made up her mind that slavery is
an abomination in the sight of God and man, thinks ofan abomination in the sight of God and man, thinks of
nothing but the annihilation of the pernicious system.nothing but the annihilation of the pernicious system.
From the first page of her narrative to the last this idea isFrom the first page of her narrative to the last this idea is
paramount in her mind, and colors all her drawing. Thatparamount in her mind, and colors all her drawing. That
she will secure proselytes we take for granted; for it is inshe will secure proselytes we take for granted; for it is in
the nature of enthusiasm to inoculate with passionatethe nature of enthusiasm to inoculate with passionate
zeal the strong-hearted as well as the feeble-minded.zeal the strong-hearted as well as the feeble-minded.
That she will convince the world of the purity of her ownThat she will convince the world of the purity of her own
motives and of the hatefulness of the sin she denouncesmotives and of the hatefulness of the sin she denounces
is equally clear; but that she will help, in the slightestis equally clear; but that she will help, in the slightest
degree, towards the removal of the gigantic evil thatdegree, towards the removal of the gigantic evil that
afflicts her soul is a point upon which we may expressafflicts her soul is a point upon which we may express
the greatest doubt.”the greatest doubt.”
22. Call for a Southern ResponseCall for a Southern Response
““With the great moral force of literature overturn the unholy citadelWith the great moral force of literature overturn the unholy citadel
erected by the slander, fanaticism, and malignity of your enemies,erected by the slander, fanaticism, and malignity of your enemies,
from whose unconsecrated towers, arrows steeped in the poison offrom whose unconsecrated towers, arrows steeped in the poison of
falsehood and infamous libel, are shot at your institutions. Therefalsehood and infamous libel, are shot at your institutions. There
never was a field that promised a more deathless immortality to thenever was a field that promised a more deathless immortality to the
author than this, nor greater benefits to his country and race. Theauthor than this, nor greater benefits to his country and race. The
success of "Uncle Tom's Cabin," is an evidence of the manner insuccess of "Uncle Tom's Cabin," is an evidence of the manner in
which our enemies are employing literature for our overthrow. Is thatwhich our enemies are employing literature for our overthrow. Is that
effusion, in which a woman, instigated by the devil, sows the seed ofeffusion, in which a woman, instigated by the devil, sows the seed of
future strife between the two sections of her country, likely to be thefuture strife between the two sections of her country, likely to be the
last? No. The literary workshops of the north are even nowlast? No. The literary workshops of the north are even now
resounding with the noisy and fanatical labors of those who, withresounding with the noisy and fanatical labors of those who, with
Mrs. Stowe as their model, are forging calumnies, and hammeringMrs. Stowe as their model, are forging calumnies, and hammering
falsehood into the semblance of truth. “falsehood into the semblance of truth. “
T W White in the Southern Literary Messenger 1856T W White in the Southern Literary Messenger 1856
23. Anonymous epigramAnonymous epigram
When Latin I studied, my Ainsworth in hand,When Latin I studied, my Ainsworth in hand,
I answered my teacher that I answered my teacher that StoSto meant meant to standto stand,,
But if asked, I should now give another reply,But if asked, I should now give another reply,
For For StoweStowe means, beyond any cavil, means, beyond any cavil, to lieto lie..
Published in 1853Published in 1853