Pirates of the Caribbean – Featuring my Sixth Great Grandfather

December 30, 2009 by · 1 Comment 

When I was growing up, a family vacation to California enabled me to experience what to this day remains my favorite amusement park ride – Disneyland’s Pirates of the Caribbean. I could have waited in line all day with my E ticket (anyone else remember those?) in hand just for the opportunity to go over those two waterfalls in a boat and be transported back to another time. My favorite part was always when we entered what felt like the open ocean and a battle raged between a pirate ship and a fort. The sights and sounds of Disney’s audio-animatronics characters and even the smells are fixed in my memory. When it was over, the first thing I wanted to do is get back in line and do it all over again! The original Pirates of the Caribbean ride was truly a multisensory adventure – well before high tech special effects and the days of Captain Jack Sparrow and the three (soon to be four) blockbuster Disney films. The one thing I could never have imagined back then is that there was a logical reason for me to be drawn to this ride – my first ancestor in America, a Boston sea captain named Benjamin Edwards had experienced it in real life in a fashion that was, unfortunately for he and his crew, anything but enjoyable. This I would discover quite by accident many years later, even after I had written the children’s book One April in Boston which tells the tale of my early Boston ancestors including my sixth great grandfather Captain Benjamin Edwards. One day, while working, I decided to type the name “Benjamin Edwards” and the word “Greyhound” (one of his vessels) into Yahoo search. Much to my amazement, the results included numerous links to information on a battle in the Caribbean between Captain Benjamin Edwards aboard the Greyhound and pirate George Lowther aboard the Happy Delivery on January 10, 1722.

I began to research this incident and found it mentioned in a newspaper called the Boston News-Letter on May 7, 1722 and in Captain Charles Johnson’s book A General History of Pyrates first published in 1724 and still available today. It also appears in the book Pirates of the New England Coast 1630-1730 by George Francis Dow and John Henry Edmonds published in 1923. It seems that the battle occurred off the coast of Honduras – Captain Edwards had a crew of 14 aboard a ship protected by 6 guns; while the pirate George Lowther had a crew of 90 aboard a ship protected by 16 guns. What became of Captain Benjamin Edwards? The wikipedia entry on pirate George Lowther (as of today’s date) tells us that Captain Edwards and his entire crew were “possibly killed”. To learn what really happened, read on.

Here are accounts of the battle from both of the books mentioned above, containing the original spelling and punctuation:

The following is taken from A General History of Pyrates by Captain Charles Johnson, 1724:

The 10th of January, the pyrates came into the Bay (Bay of Honduras) and fell upon a ship of 200 Tuns, called the Greyhound, Benjamin Edwards Commander, belonging to Boston. Lowther hoisted his pyratical Colours and fired a Gun for the Greyhound to bring to, which she refusing, the Happy Delivery (the name of the Pyrate, Lowther’s ship) edg’d down, and gave her a Broadside (the firing of all guns on one side of a ship at the same time), which was returned by Captain Edwards very bravely, and the Engagement held for an hour; but Captain Edwards, finding the Pyrate too strong for him, and fearing the Consequence of too obstinate a Resistance against those lawless Fellows, order’d his Ensign to be struck. The Pyrates’ Boat came aboard, and not only rifled the Ship, but whipp’d, beat, and cut the Men in a cruel Manner, turned them aboard their own Ship, and then set Fire to theirs. (i.e. the crew were brought aboard the Delivery and the Greyhound burnt)

The following is taken from The Pirates of the New England Coast 1630-1730 by George Francis Dow and John Henry Edmonds, 1923:

On the 10th of January 1722, the good ship “Greyhound” of Boston in the Massachusetts Bay, Benjamin Edwards, Commander, was homeward bound. She was loaded with logwood and only one day out from the coast of Honduras where the crew had been worked hard for several weeks loading the many boatloads of heavy, thorny-growthed, blood-red wood. Early in the morning the lookout had sighted a ship headed toward them and while not plantation built she attracted no particular attention until it was seen that her course was slightly changed to conform to that of the “Greyhound,” or rather, it would seem, to intersect the course on which the “Greyhound” was sailing. As the ship drew nearer, a long look through the perspective revealed a heavily-manned vessel of English build and Captain Edwards thought it best to order all hands on deck. Soon the stranger ran up a black flag with a skeleton on it and fired a gun for the “Greyhound” to bring to.

West India waters had been plagued for many years by piratical gentry and the Boston captain had heard many terrifying tales of their barbarous cruelties to masters and seamen but he was a dogged type of man and so at once prepared to defend his ship. The pirate edged down a bit and shortly gave the “Greyhound” a broadside of eight guns which Captain Edwards bravely returned and for nearly an hour the give and take continued at long gunshot without much damage to either vessel. Finding the pirate was more heavily armed than the “Greyhound,” and her decks showing many men, Captain Edwards began to reckon the consequences of too stubborn a resistance, for it seemed likely that eventually he must surrender, barring, of course, lucky chance shot from his guns that might cut down a mast on the pirate ship. At last he ordered his ensign to be struck and hove to. Two boatloads of armed men soon came aboard and searched the ship for anything of value. The loot was not great for the New England logwood ships had little opportunity for trade or barter and the disappointment of the pirate crews was soon spit out on the men. Whenever one came within reach of the cutlass of a pirate he would receive a swinging slash across shoulders or arms, or perhaps, a blow on the head with the flat of the blade that would fell him half-senseless to the deck. By way of diversion two of the unoffending sailors were triced up at the foot of the mainmast and lashed until the blood ran from their backs. Captain Edwards and his men were then ordered into the boats and sent on board the pirate ship and the “Greyhound” was set on fire.

The rogue proved to be the “Happy Delivery,” commanded by Capt. George Lowther and manned by a strange assortment of English sailors and soldiers with a sprinkling of New England men. As soon as the men from the “Greyhound” reached her deck they were given a mug of rum and invited to join the crew. This was habitually done at that time by these outlaws and frequently a nimble sailor would be forced and compelled to serve with the pirates against his will. The first mate of the “Greyhound” was Charles Harris, born in London, England, then about twenty-four years old, and a man who understood navigation. He, with four others, Christopher Atwell, Henry Smith, Joseph Willis and David Lindsay, was forced and Captain Edwards and the rest of his crew, with other captured men, were put on board another logwood vessel and permitted to make the best of their way home.

My ancestor Captain Benjamin Edwards survived his run in with pirates in the Caribbean in 1722 – lucky for me, because if he hadn’t I would never have been born! I mention that when I tell this story to students at the conclusion of my Walking Tours of Historic Boston. Captain Edwards had three children prior to 1722 that all died in infancy. He later went on to father seven more including my fifth great grandfather Dolling Edwards a mastmaker in Boston who was born in 1737. Captain Edwards outlived two of his 3 wives and died in 1751. What became of pirate George Lowther? The answer to that is something straight out of a Disney movie. I’ll let you discover it as Captain Edwards might have himself, by reading this original article from a copy of the June 13, 1724 issue of the London newspaper called the Post Boy.

Today’s post wraps up by returning to my childhood experience at Disneyland. I haven’t had the opportunity to visit Disney in either California or Florida since discovering the information about Captain Edwards but I’m sure that when I do, my favorite ride will take on a whole new meaning! The original ride was modified in 2006 to add elements from the recent Pirates of the Caribbean movies.

To view the trailer from the first of those films, click on the pirate flag at the top of this post!

Below is a bit of Disney nostalgia: two videos on the creation of the original Pirates of the Caribbean ride at Disneyland that truly show the genius of Walt Disney.

Video link: Pirates of the Caribbean The Ride Part 1 (embedded above)

Video link: Pirates of the Caribbean The Ride Part 2

Filed under: Books, Colonial Newspapers, Primary Sources, Tours, Video
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Teachers: Are You Engaging AND Empowering Your Students?

December 22, 2009 by · Leave a Comment 

21st-Century-SchoolsIn this month’s issue of Principal Leadership, a publication of the National Association of Secondary School Principals (NASSP), Chris Lehmann, Principal of the Science Leadership Academy in Philadelphia, Pennsylvania, authors an excellent article called Shifting Ground. In the piece, Mr. Lehmann notes that students today have fully embraced technology and now it is time for schools to empower them to use it for learning. Facebook, text messaging, YouTube, blogging, Twitter and the list goes on, are all far more popular with students than textbooks and lectures these days, but are teachers and administrators truly grasping the full impact of this technological shift? The article mentions that although many schools have integrated 21st century tools, in many there hasn’t been a change in the way students learn. Tools like interactive whiteboards are obviously much more engaging for students and certainly more functional for teachers than traditional chalkboards, and students will learn better as a result, but why stop there the article asks. Mr. Lehmann challenges schools to set the bar for themselves far higher, noting that they should strive for student empowerment. By this he means having students take the skills they learn in the classroom and “apply them to ends of their own creation”. With all the technological/social networking tools at their disposal, students can collaborate, conduct their own research and network effectively. With the information they have gathered, students can then create videos, podcasts, write blog entries, work together on a wiki and so much more. Author Chris Lehmann speaks to us in his role as a high school principal, but I view much of what he says as quite applicable for the middle school level as well.

In the article Mr. Lehmann gives examples of real-world learning projects his students have been involved in as well as how they have used Twitter to connect with the wider world and stay in touch with educators who have visited the school. He notes that social networking has “changed the landscape of society” and that educators must not only be aware of and embrace social networking tools but also teach students how they can utilize them for academic networking as well. The article concludes by recognizing the challenges that teachers, students and administrators face as schools race to keep up with the changes in society. The author notes that although these changes are difficult, they provide an opportunity for schools to rethink what they can truly be. “In the end,” he states “it is time to stop thinking of school as preparation for real life and instead show students that the time they spend in school can be a vital and enriching part of their very real and very important lives.” To learn more about the National Association of Secondary School Principals, and how you can receive copies of their publication Principal Leadership as a benefit of membership, visit their website: principals.org.

The insightful video below entitled “Learning to Change – Changing to Learn” features numerous educators who have reached the same conclusion about the future of 21st century education as the author featured in this blog post . The video was produced by the Consortium for School Networking (CoSN), the premier professional association for school district technology leaders. To learn more about this organization, as well as the benefits of membership, visit their website: cosn.org.

Video link: Learning to Change-Changing to Learn (embedded above)

Filed under: Technology In The Classroom, Video
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Resource for Teachers – Timothy Hughes Rare & Early Newspapers

December 18, 2009 by · 1 Comment 

ColonialNewspapersIf you teach history, social studies, are a home school parent or just simply a history buff, I’d like to introduce you to a wonderful resource for primary source materials – Timothy Hughes Rare & Early Newspapers. At Teach History, I will only recommend a source if I have personal experience working with them, which makes advocating Timothy Hughes Rare & Early Newspapers an easy decision as I’ve purchased a large part of my colonial newspaper collection from them over the past decade. My areas of interest are colonial history and the Revolutionary War, with a special focus on Boston newspaper titles and content on the Sons of Liberty and Paul Revere. As former owner of a commercial printing business, I also have a real appreciation for the colonial printing process – the hand set type and labor intensive press work – so it makes holding original issues produced by colonial printers like Benjamin Edes and Isaiah Thomas all the more special for me. Collecting rare and/or old newspapers is a fascinating hobby, perhaps little-known to many. Timothy Hughes Rare & Early Newspapers has been one of the most trusted names in the hobby for over 30 years. With an inventory of over 2 million issues – from those dating back over 300 years to the present day – whatever your area of interest Timothy Hughes Rare & Early Newspapers is sure to have newspapers that fit. At their website rarenewspapers.com you will find issues covering the 1600s and 1700s, the Revolutionary War, the Civil War, the Wild West, the 20th Century, Sports and so much more. As a teacher, picture how valuable it would be to give your students the opportunity to hold history in their hands and read the exact papers that people once cheered and cried over. They are not only affordable but the perfect tool for the educator wishing to integrate multisensory teaching methods that inspire.

Everyone on the staff at Timothy Hughes Rare & Early Newspapers is a true pleasure to work with. Founder Tim Hughes tells the story of how it all started in the Rare Newspapers Blog. He collected things as a child – coins, old books, old bottles and even old radios. One day at a local flea market he spotted a Philadelphia newspaper from 1846 for just $3. Realizing that a coin from 1846 in nice condition would cost ten times that much, he became intrigued. After leafing through the great content of the paper, he was hooked – having not only found a new collectible but the seed for a new business venture. Today Tim is still active in the business, networking and purchasing inventory across the country. President and General Manager Guy Heilenman, a former teacher himself, views early newspapers as very valuable in a classroom setting noting that they provide a glimpse at authentic history – events exactly as they were perceived by people at that time. Guy spends a good portion of his day researching inventory to fill requests from clients, managing his great staff and focusing on marketing efforts for the business. Even when things are extremely busy, Guy’s strong focus on customer service ensures that he or a member of his staff replies to emails or returns phone calls promptly. For teachers, home school parents and history buffs, Timothy Hughes Rare & Early Newspapers gets my highest recommendation.

For new customers, save 10% on your first order by using the special Teach History discount, Code # RN12X9TH when ordering either by phone or online at rarenewspapers.com. This offer may be withdrawn at any time so don’t delay – visit the website or call Timothy Hughes Rare & Early Newspapers today at 570-326-1045.

To learn more about these original, authentic and fascinating primary sources, view the following videos on collecting 18th Century (and earlier), 19th Century, and 20th Century newspapers.

Video link: Timothy Hughes Rare & Early Newspapers – 18th Century (embedded above)

Video link: Timothy Hughes Rare & Early Newspapers – 19th Century

Video link: Timothy Hughes Rare & Early Newspapers – 20th Century

Filed under: Colonial Newspapers, Primary Sources, Video
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George Washington’s Inauguration – Eyewitness Accounts

December 9, 2009 by · Leave a Comment 

GWFedHallI’ve always been fascinated by eyewitness accounts of historic events. I believe they give students a unique perspective and help spark the imagination. During my years collecting original colonial newspapers, I’ve been able to locate and purchase just one issue with an eyewitness account of the first inauguration of George Washington at Federal Hall in New York City. More on that rare item and links to a photo further below. During a recent trip to lower Manhattan, I stood in the exact spot where Washington took the oath of office and photographed the statue of him that appears in this post. That trip made me want to learn more about the inaugural ceremony and track down additional press coverage and eyewitness accounts. Here is a bit of what I discovered… On the morning of Thursday, April 30, 1789 at 9 am, bells in all the churches throughout New York City rang out for half an hour, calling together their congregations to offer prayers for the President-elect. At noon, the troops of the city paraded to the residence where George Washington was staying. At half past noon, with these troops in the lead, the procession moved forward toward Federal Hall followed by carriages containing the committee’s of Congress, the heads of departments and the President-elect in the state coach. Behind that were additional coaches, the foreign ministers and a long line of citizens. About two hundred yards from Federal Hall, the dignitaries stepped from their carriages and passed through the troops who had drawn up on either side of the street, making their way into the Hall and Senate Chamber where George Washington was greeted by Vice President John Adams (already sworn in on April 21), the Senate and House of Representatives. When Vice President Adams stated that all was ready, Washington passed through the middle door of the Hall onto the balcony, followed by the other dignitaries. He looked out on a sea of citizens, estimated by some at 10,000, and bowed in their direction.

By most accounts, on this day Washington wore a suit of dark brown cloth of American manufacture, trimmed with metal buttons with eagles on them, white silk stockings and shoes with plain silver buckles. He also wore a steel-hilted dress sword. Since there were no supreme court justices, the oath prescribed by the Constitution was administered by New York’s highest ranking judge, Chancellor of the State of New York Robert Livingston. Repeating after Chancellor Livingston, Washington said “I George Washington do solemnly swear that I will faithfully execute the office of President of the United States, and will, to the best of my ability, preserve, protect, and defend the Constitution of the United States.” It is unclear whether he then added the words “So help me God”. The excellent blog Boston 1775 has some interesting insight into this. After repeating this oath, Washington kissed the Bible and Chancellor Livingston called out “Long Live George Washington, President of the United States”. For additional details -the best eyewitness account of Washington’s first inauguration I was able to locate is that of Eliza Susan Morton Quincy as told in her book Memoir of the Life of Eliza S. M. Quincy. Elizabeth Susan Morton was born on September 20, 1773 in New York. In 1797, she married Josiah Quincy III, a Congressman, who later became the second mayor of Boston and president of Harvard College. Boston’s Quincy Market is named after him. At the time of Washington’s inauguration, Eliza was 15-years-old.

Recalling the historic event in her memoir, Eliza S. M. Quincy writes:

On the 30th of April, when Washington took the oath of office as President of the United States, the ceremony took place in the balcony of the old Federal Hall, as it was afterwards named, which stood in the centre of four streets. I was on the roof of the first house in Broad Street, which belonged to Captain Prince, the father of one of my school companions; and so near to Washington that I could almost hear him speak. The windows and roofs of the houses were crowded; and in the streets the throng was so dense, that it seemed as if one might literally walk on the heads of the people. The balcony of the hall was in full view of this assembled multitude. In the centre of it was placed a table, with a rich covering of red velvet; and upon this, on a crimson velvet cushion, lay a large and elegant Bible. This was all the paraphernalia for the august scene. All eyes were fixed upon the balcony; where, at the appointed hour, Washington entered, accompanied by the Chancellor of the State of New York, who was to administer the oath; by John Adams, the Vice-President; Governor Clinton; and many other distinguished men.

By the great body of the people, he had probably never been seen, except as a military hero. The first in war was now to be the first in peace. His entrance on the balcony was announced by universal shouts of joy and welcome. His appearance was most solemn and dignified. Advancing to the front of the balcony, he laid his hand on his heart, bowed several times, and then retired to an arm-chair near the table. The populace appeared to understand that the scene had overcome him, and were at once hushed in profound silence. After a few moments, Washington arose, and came forward. Chancellor Livingston read the oath according to the form prescribed by the Constitution; and Washington repeated it, resting his hand upon the Bible. Mr. Otis, the Secretary of the Senate, then took the Bible to raise it to the lips of Washington; who stooped, and kissed the book. At this moment, a signal was given, by raising a flag upon the cupola of the Hall, for a general discharge of the artillery of the Battery. All the bells in the city rang out a peal of joy, and the assembled multitude sent forth a universal shout. The President again bowed to the people, and then retired from a scene such as the proudest monarch never enjoyed. Many entertainments were given, both public and private; and the city was illuminated in the evening.

The newspaper in my collection that I mentioned at the top of this post is the May 23, 1789 issue of the Massachusetts Centinel. The Boston newspaper contains this original article – an extract of a letter from New York – with an eyewitness account of the inauguration. The article which touches on the emotional impact of the event concludes with these words “… when the Chancellor pronounced, in a very feeling manner, “Long Live George Washington,” my sensibility was wound up to such a pitch, that I could do no more than wave my hat with the rest, without the power of joining in the repeated acclamations which rent the air.” Additional press coverage of the inauguration of George Washington can also be found in the July 16, 1789 issue of the London Chronicle. This original article in the Chronicle is quite special as it also mentions the President’s visit to St. Paul’s Chapel after his inaugural address.

The recent HBO miniseries John Adams included a great scene showing Washington’s inauguration. The video below, from the New York Historical Society, discusses the chair that Washington used during that inauguration.  I’ve also included 2 additional video links: the first shows a portion of the railing from Federal Hall and the second is a clip of a fascinating episode in The History Channel’s Save our History series called The Search for George Washington. You can purchase the DVD here. The full DVD reveals the process used to determine precisely what George Washington looked like at the ages of 19, 45 and 57 (the age he was during his inauguration in 1789).

Video link: Washington’s Inaugural Chair (embedded above)

Video link: Federal Hall Railing (1789 Inauguration)

Video link: History Channel – The Search for George Washington

Filed under: Colonial Newspapers, Primary Sources, Video
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Idea Starter: Sign the Declaration of Independence

November 12, 2009 by · Leave a Comment 

Declaration

© iStockphoto.com/MB Photo

Teachers are always looking for great idea starters that can help them formulate better and more interesting lesson plans. Today’s idea starter uses modern technology to do the impossible – it enables your students to sign the Declaration of Independence. Before they actually sign and print their own personal copy of the document, it is important that students understand more about its history and the risks the original 56 signers took when they affixed their own signatures. All of this is possible thanks to the Charters of Freedom Exhibit online at the National Archives website. Here you can download high resolution versions of the Declaration of Independence, The Constitution and The Bill of Rights and get a better understanding of these all important American documents. There is a wonderful link called The Declaration of Independence: A History that contains information on where the document has traveled over the course of its lifetime, how it was copied and how it is preserved today. Also, be sure to visit the Declaration Timeline. You can learn more about the signers of the Declaration at the Signers Gallery and while you’re there, don’t miss the Signers Fact Sheet (PDF). There is also an excellent Declaration Facts link and not surprisingly, with the popularity of the movie National Treasure, the first question asked and answered there is “Is anything written on the back of the Declaration of Independence?” The answer to that question is Yes – more on that below.

In order for your students to sign the Declaration, have them click on the “sign the Declaration of Independence” link above. They will need to choose a printer type (color or black and white), and after a brief on screen introduction students can select the quill pen they prefer (each produces a different style of writing). Then have each student type their name into the box provided and click the Submit button. Now the most important part of all – up on the screen comes the following message: “Are you sure you want to sign the Declaration of Independence? If you had been a member of the Second Continental Congress in 1776, you were a rebel and considered a traitor by the King. You knew that a reward had been posted for the capture of certain prominent rebel leaders and the largest British armada ever assembled was just outside New York harbor. Affixing your name to the document meant that you pledged your life, your fortune, and your sacred honor to the cause of freedom.” In order for your students to get a better feel for the pressure the members of the Second Continental Congress were feeling, view the video below called John Adams – Declaration of Independence from the HBO miniseries John Adams.

If your students elect to sign, each will view their own signature along with all the other signers on the Declaration of Independence. When they print the document, the following will appear along the bottom: “This image comes from William J. Stone’s 1823 copper plate engraving produced by direct impression from the original Declaration itself.” To learn more about the Stone engraving of the Declaration and see an original copy from 1823 view the video below called The Declaration of Independence – July 4, 1776. The video features author, public speaker, and historic document and manuscript collector Stan Klos and items from his Rebels with a Vision exhibit. In this excellent video you will learn how the Stone engraving was produced and how long it took William J. Stone to engrave the copper plate. Your students will be stunned by the answer. Before I wrap up this post, let’s return to the back of the Declaration of Independence. The National Archives website tells us what is on the back – the words “Original Declaration of Independence dated 4th July 1776”. I still cling to the hope that there is an invisible treasure map though – how about you? With that hope in mind, a link to the National Treasure trailer is listed below.

Video link: John Adams – Declaration of Independence (embedded above)

Video link: The Declaration of Independence – July 4, 1776

Video link: National Treasure Trailer

Filed under: Primary Sources, Technology In The Classroom, Video
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