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	<title>Teach History</title>
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	<description>Using Multisensory Methods That Inspire</description>
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		<title>Colonel Shaw, Sergeant Carney and the 54th Massachusetts</title>
		<link>http://teachhistory.com/2010/02/28/colonel-shaw-sergeant-carney-and-the-54th-massachusetts/</link>
		<comments>http://teachhistory.com/2010/02/28/colonel-shaw-sergeant-carney-and-the-54th-massachusetts/#comments</comments>
		<pubDate>Sun, 28 Feb 2010 18:40:15 +0000</pubDate>
		<dc:creator>Ben Edwards</dc:creator>
				<category><![CDATA[Colonial Newspapers]]></category>
		<category><![CDATA[Primary Sources]]></category>
		<category><![CDATA[Video]]></category>
		<category><![CDATA[54th Massachusetts]]></category>
		<category><![CDATA[Abraham Lincoln]]></category>
		<category><![CDATA[Annie Haggerty]]></category>
		<category><![CDATA[Augustus Saint-Gaudens]]></category>
		<category><![CDATA[Black History Month]]></category>
		<category><![CDATA[Colonel Shaw]]></category>
		<category><![CDATA[Fort Wagner]]></category>
		<category><![CDATA[Francis Shaw]]></category>
		<category><![CDATA[Frederick Douglass]]></category>
		<category><![CDATA[General George Strong]]></category>
		<category><![CDATA[Glory]]></category>
		<category><![CDATA[John Andrew]]></category>
		<category><![CDATA[Lewis Douglass]]></category>
		<category><![CDATA[Robert Gould Shaw]]></category>
		<category><![CDATA[Sergeant Carney]]></category>
		<category><![CDATA[Shaw Memorial]]></category>
		<category><![CDATA[William Carney]]></category>

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		<description><![CDATA[On Boston Common, at the corner of Beacon and Park streets, stands what many consider to be the greatest public sculpture in the United States – The Shaw Memorial. The picture in this post is a shot I took of two of the twenty-three marching African American soldiers featured in the memorial. Click on the [...]]]></description>
			<content:encoded><![CDATA[<p><a href="http://www.youtube.com/watch?v=8t8K7Aisx8U"><img class="alignleft size-full wp-image-543" style="margin-right: 10px;" title="Shaw Memorial" src="http://teachhistory.com/wp-content/uploads/2010/02/ShawMemorial300.jpg" alt="" width="219" height="300" /></a>On Boston Common, at the corner of Beacon and Park streets, stands what many consider to be the greatest public sculpture in the United States – <a href="http://www.nps.gov/boaf/historyculture/shaw.htm">The Shaw Memorial</a>. The picture in this post is a shot I took of two of the twenty-three marching African American soldiers featured in the memorial. Click on the photo to view a video on the sculpture and learn more. The high-relief bronze memorial created by sculptor <a href="http://en.wikipedia.org/wiki/Augustus_Saint-Gaudens">Augustus Saint-Gaudens</a> honors Colonel Robert Gould Shaw and the African American soldiers of the 54th Massachusetts Regiment. It took Saint-Gaudens almost 14 years to complete his tribute and the unveiling occurred on Memorial Day in 1897. Thirty four years earlier in January 1863, the same month that President Lincoln signed the <a href="http://www.archives.gov/exhibits/featured_documents/emancipation_proclamation/">Emancipation Proclamation</a>, Massachusetts <a href="http://en.wikipedia.org/wiki/John_Albion_Andrew">Governor John A. Andrew</a> sought to create an all-black regiment as part of his quota of troops from the state of Massachusetts. This unit, known as the <a href="http://en.wikipedia.org/wiki/54th_Massachusetts_Volunteer_Infantry">54th Massachusetts Volunteer Infantry Regiment</a>, would become the first all-black military unit raised in the North during the Civil War. Governor Andrew elected to commission white officers with military experience and firm anti-slavery principles to lead the unit. He wrote a <a href="http://www.masshist.org/database/doc-viewer.php?item_id=1785&amp;mode=nav">letter to Francis Shaw</a>, an abolitionist with Boston ties, about his plans and outlined his reasons for offering the command of the 54th to his son Robert Gould Shaw. Governor Andrew enclosed a <a href="http://www.masshist.org/database/doc-viewer.php?item_id=1786">letter to Robert Gould Shaw</a> and asked his father to be sure he received it as quickly as possible. At this time, Robert was a Captain with the 2nd Massachusetts Infantry and in winter camp in Stafford Courthouse, Virginia. Robert Gould Shaw had enlisted when the war began in 1861 and taken part in several battles including Cedar Mountain and Antietam. Francis George Shaw chose to hand deliver Governor Andrew’s letter to his only son Robert and visited him in Virginia.</p>
<p>Robert Gould Shaw initially chose to decline Governor Andrew’s offer but after more consideration and a desire to please his mother, Sarah Blake (Sturgis) Shaw, he agreed to accept the command and serve as colonel of the 54th Regiment. A few days later, Robert announced his engagement to <a href="http://viewmorepics.myspace.com/index.cfm?fuseaction=viewImage&amp;friendID=178037036&amp;albumID=0&amp;imageID=2291024">Annie Haggerty</a>. The two had met just before the war when Susanna, one of Robert’s sisters, invited Annie to a small gathering of family/friends attending the opera. They had kept up a steady correspondence when Robert was away fighting for the Union. Robert returned to Boston on February 15 when effort began in earnest to both recruit and train men for the 54th. Robert did take a short break for his wedding and honeymoon. <a href="http://www.nga.gov/feature/shaw/s3103a.shtm">Colonel Robert Gould Shaw</a> and Anna Kneeland Haggerty were married on May 2, 1863 in <a href="http://www.ascensionnyc.org/history/">The Church of the Ascension</a> on Fifth Avenue and Tenth Street in New York City. They spent four relaxing days in the Berkshires of Massachusetts before Shaw learned that he’d have to return before the week was out as the Governor had ordered his regiment to leave for the south in less than three weeks. Departure day was eventually set for May 28, 1863. On that day, at 9 am, 1,007 black soldiers and 37 white officers of the 54th Massachusetts Regiment began a parade march through the streets of Boston in full dress uniform. Twenty-five-year-old Colonel Robert Gould Shaw rode at the head of the column. Large crowds turned out to see the regiment off. In the reviewing stands and peering from balconies along the parade route were such dignitaries as Governor John A. Andrew, <a href="http://en.wikipedia.org/wiki/William_Lloyd_Garrison">William Lloyd Garrison</a>, Wendell Phillips and <a href="http://en.wikipedia.org/wiki/Frederick_Douglass">Frederick Douglass</a> whose sons Charles and <a href="http://www.nga.gov/feature/shaw/s3102b.shtm">Lewis Douglass</a> were members of the 54th. Robert Gould Shaw’s family, including his mother, four sisters and his wife, stood on the second floor balcony of the Sturgis home located at <a href="http://teachhistory.com/wp-content/uploads/2010/02/44Beacon.jpg">44 Beacon Street</a>. When Colonel Shaw arrived at their location, he looked up and raised his sword to his lips. His seventeen-year-old sister Ellen, recalling how she felt about her brother Rob at that very moment, later wrote “his face was as the face of an angel and I felt perfectly sure he would never come back.”</p>
<p>After the parade, the men said goodbye to their families, boarded their transport ship and headed for South Carolina. On June 3, the transport arrived at the port of Hilton Head. A week later, the 54th took part in a raid that involved burning the town of Darien, Georgia – something that upset Colonel Shaw greatly. When Shaw learned in late June that his black troops would receive pay of only $10 per month instead of the $13 per month they had been promised (the same as white troops), he protested personally. The men vowed to accept no pay at all until the issue was resolved – and it eventually was, but not until nearly 18 months passed. Concerned that his men might not see any real action and have the chance to prove themselves, Colonel Shaw wrote to <a href="http://en.wikipedia.org/wiki/George_Crockett_Strong">General George Strong</a> on July 6 and asked that the 54th Massachusetts be placed under his command. This occurred a few days later and the regiment performed very honorably in its first major engagement at James Island, South Carolina on July 16. Shortly after the battle, the 54th began a two day excursion with only the hardtack they carried in their packs for food. Marching through mud flats and marsh, through thunderstorms and in the blazing sun, with the aid of two transports they made it to Morris Island on the afternoon of Saturday, July 18, 1863. Here, the heavily fortified Confederate <a href="http://en.wikipedia.org/wiki/Fort_Wagner">Fort Wagner</a> was located. The fort had been under Union bombardment for more than a day. Colonel Shaw met with General Strong and learned that there would be a frontal assault on Wagner that night. The General asked Shaw if the 54th would like to lead the attack. <a href="http://54th-mass.org/images/rgshaw-1-302x350.jpg">Colonel Robert Gould Shaw</a> replied “Yes”. Before joining his men, Colonel Shaw located Edward L. Pierce, a correspondent for the <em>New York Daily Tribune</em> and gave him some letters and personal items to pass on to Shaw’s family if he was killed.</p>
<p>The <a href="http://www.civilwar.org/battlefields/batterywagner/maps/batterywagnermap.html">assault on Fort Wagner</a> would begin at dusk. Six Hundred soldiers from the 54th Regiment gathered less than 1,000 yards from the fort and waited. The 54th would lead the first wave of the assault while white troops from Connecticut, New York and New Hampshire regiments would follow in a second wave. What none of the men could have known at that time is the Union bombardment of the fort had been ineffective and its garrison of 1,700 Confederate soldiers would still be fighting at full strength. Both General Strong and Colonel Shaw addressed the men. Shaw encouraged the 54th saying “I want you to prove yourselves… The eyes of thousands will look on what you do tonight.” At about 7:45 pm, Colonel Shaw stood at the front of his regiment and gave the command to advance at the quick-step. The men had their bayonets fixed and they knew the fort must be taken in hand-to-hand combat. With the Atlantic Ocean to the right and a creek on the left, the 54th moved along a narrow strip of beach and Shaw ordered the pace to double-quick while still some distance away. When they were about 100 yards out, the Confederate soldiers from Fort Wagner began firing with such ferocity that the 54th started to hesitate. But Colonel Shaw rallied the men and led a group of them through a ditch and to the top of the parapet. He was one of the first to climb the walls of the fort. Here, as he waved his sword and urged his men forward, Colonel Robert Gould Shaw was shot in the chest and fell into the fort. When the flag bearer for the regiment was killed, <a href="http://en.wikipedia.org/wiki/William_Harvey_Carney">Sergeant William Carney</a> of New Bedford, Massachusetts grasped the flag and soon planted it on top of the parapet and held it there as the troops scaled the walls. In this <a href="http://www.newbedford.k12.ma.us/elementary/whc.htm">detailed account</a>, Carney mentions that he was shot several times during his attempt to prevent the flag from being captured by the enemy. When he reached the Union lines, Carney staggered into a hospital and amidst the cheers of his fellow soldiers – both black and white – told them “Boys, I but did my duty; the dear old flag never touched the ground.” He then collapsed from his wounds.</p>
<p>Following the battle, the Confederate commander of Fort Wagner buried Colonel Shaw in a pit with some of his black soldiers in an attempt to dishonor him. When Shaw’s parents learned this, it had the opposite effect. They said there could be no holier place than where he lies surrounded by his brave soldiers and requested that no attempts be made to recover his body. Of the 600 members of The 54th Massachusetts that led the first wave of the assault on Fort Wagner, nearly half made their way into the fort. Two hundred seventy two were either killed, wounded or captured. The charge had certainly proven the courage of black troops under fire and the bravery of Colonel Robert Gould Shaw and his fellow officers. Of the assault, even a Confederate officer named Iredell Jones could not help but proclaim “The Negroes fought gallantly, and were headed by as brave a colonel as ever lived.” The story of Colonel Shaw and the 54th Massachusetts is told in the must-see 1989 movie <a href="http://en.wikipedia.org/wiki/Glory_(film)">Glory</a>. A clip from the movie appears below and beneath that you&#8217;ll find links to original press coverage of the attack on Fort Wagner.</p>
<p>On Memorial Day in 1897, during the ceremonies unveiling Saint-Gaudens magnificent memorial to Shaw and the 54th, sixty-five veterans of the 54th Massachusetts Volunteer Infantry Regiment marched at the head of the parade. Among those veterans, carrying the American flag, was Sergeant William Carney. Three years later in 1900 his heroic efforts under fire to save the flag would finally be recognized when, nearly 37 years after the assault on Fort Wagner, Carney became the first African American to earn the <a href="http://en.wikipedia.org/wiki/William_Harvey_Carney#Medal_of_Honor_citation">Congressional Medal of Honor</a>. That Memorial Day in 1897, Sergeant Carney and his fellow veterans marched along the same route they had taken when they left Boston on May 28, 1863. This time, however, they traveled in the opposite direction, symbolically meeting and <a href="http://www.mass54thcompany-a.com/photographs/54thmemorial.gif">honoring their fellow soldiers</a> and their leader Colonel Shaw – men who had not lived to see the lasting impact they had made.</p>
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<p>Video link: <a href="http://www.youtube.com/watch?v=Z2c_BvVBd-Q">Glory – Movie: 54th Mass. Reg&#8217;t Starts Assault on Fort Wagner</a> (embedded above)</p>
<p>Video link: <a href="http://www.youtube.com/watch?v=8t8K7Aisx8U">PBS Documentary – Augustus Saint-Gaudens – The Shaw Memorial</a></p>
<p><a href="http://www.mass54thcompany-a.com/index.html">The 54th Massachusetts Volunteer Regiment Today</a></p>
<p><strong>Original Press Coverage of the Attack on Fort Wagner</strong></p>
<p><em><strong>New York Daily Tribune</strong></em> August 3, 1863</p>
<p><a href="http://teachhistory.com/wp-content/uploads/2010/02/NYTrib1500.jpg">Masthead</a> <a href="http://teachhistory.com/?attachment_id=542">Part 1</a> <a href="http://teachhistory.com/?attachment_id=533">Part 2</a> <a href="http://teachhistory.com/?attachment_id=532">Part 3</a></p>
<p><em><strong>Harper&#8217;s Weekly</strong></em> August 15, 1863</p>
<p><a href="http://teachhistory.com/wp-content/uploads/2010/02/Harpers_Masthead1500.jpg">Masthead</a> <a href="http://teachhistory.com/?attachment_id=531">Part 1</a> <a href="http://teachhistory.com/?attachment_id=530">Part 2</a> <a href="http://teachhistory.com/?attachment_id=536">Part 3</a></p>
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		<title>Remembering Alex Haley and Roots</title>
		<link>http://teachhistory.com/2010/02/15/remembering-alex-haley-and-roots/</link>
		<comments>http://teachhistory.com/2010/02/15/remembering-alex-haley-and-roots/#comments</comments>
		<pubDate>Tue, 16 Feb 2010 02:36:45 +0000</pubDate>
		<dc:creator>Ben Edwards</dc:creator>
				<category><![CDATA[Audio]]></category>
		<category><![CDATA[Books]]></category>
		<category><![CDATA[Video]]></category>
		<category><![CDATA[Alex Haley]]></category>
		<category><![CDATA[Black History Month]]></category>
		<category><![CDATA[Roots]]></category>

		<guid isPermaLink="false">http://teachhistory.com/?p=503</guid>
		<description><![CDATA[Continuing with my series of posts for Black History Month featuring outstanding African Americans, today I’ll be remembering Alex Haley and his Pulitzer Prize-winning book Roots. Whenever he spoke about Roots while giving talks in various parts of the country, Alex Haley would recall how, as a young boy, he sat on the front porch of [...]]]></description>
			<content:encoded><![CDATA[<p><a href="http://www.rootsthebook.com/"><img class="alignleft size-medium wp-image-510" style="border: 0pt none; margin-right: 5px;" title="rootsbook" src="http://teachhistory.com/wp-content/uploads/2010/02/rootsbook-206x300.jpg"  /></a>Continuing with my series of posts for Black History Month featuring outstanding African Americans, today I’ll be remembering <a href="http://www.rootsthebook.com/author.html"><span style="text-decoration: underline;">Alex Haley</span></a> and his Pulitzer Prize-winning book <em>Roots</em>. Whenever he spoke about <em>Roots</em> while giving talks in various parts of the country, Alex Haley would recall how, as a young boy, he sat on the front porch of his childhood home in Henning, Tennessee and listened to his grandmother Cynthia and Great Aunt Liz, Great Aunt Till, Great Aunt Viney, and Cousin Georgia tell stories passed down in the family. These women would sit in their rocking chairs and speak about their earliest ancestor &#8211; someone who they always referred to as the &#8220;African”. They said his name was “Kintay” and also mentioned other African words he taught to his daughter Kizzy – words like “Ko” which meant “guitar” and “Kamby Bolongo” which stood for “river”. These stories fascinated and intrigued young Alex Haley but little could he imagine that many years later they would forever change his life. In 1939, at the age of 18, Alex Haley withdrew from college and enlisted in the Coast Guard. It was here that he developed his writing skills by crafting letters to those back home and also for his shipmates – essentially love letters that they could send to their girlfriends. After World War II, Haley remained in the Coast Guard and transferred into the field of journalism. In 1959, after 20 years of service, Alex Haley retired from the Coast Guard with the rank of Chief Petty Officer and the title of Chief Journalist. He then began to pursue a career in journalism by writing articles for magazines including <em>Reader’s Digest</em>, where Haley eventually became a senior editor. His first book, <em>The Autobiography of Malcolm X</em>, was published in 1965. After that project, an assignment for a magazine took him to Washington, D.C. where in his free time he visited the <a href="http://www.archives.gov/"><span style="text-decoration: underline;">National Archives</span></a>. Here he searched the census records of Alamance County, North Carolina and located the family of Tom Murray a blacksmith and his wife Irene. He recalled these names from the stories he heard as a boy. Tom and Irene were his great grandparents and they had been slaves. Wanting to learn more, he decided to pay a visit to the only surviving storyteller from those early days on the front porch of the family home in Henning – Cousin Georgia who was almost 80.</p>
<p>Alex Haley flew to Kansas City, Kansas for a reunion with Cousin Georgia. She relayed some of the same stories he had heard as a child including how the African named “Kintay” was a short distance from his village chopping wood to make a drum when he was surprised by slave catchers. She mentioned that he was taken from his homeland and put aboard a slave ship which landed in “Napolis”. Here he was sold and his name changed to Toby. The African, never accepted that name, and always took pride in his real family name “Kintay” and instilled in his daughter Kizzy a sense of who they really were. At the end of their conversation, <a href="http://www.kintehaley.org/rootshaleybio.html"><span style="text-decoration: underline;">Alex Haley</span></a> recalls Cousin Georgia saying “Boy, your sweet Grandma ‘an all the rest of ‘em, they settin’ up there and watchin’ you. Now you git on outa here and do what you got to do.” Those words inspired Alex Haley to begin his 12-year search for his ancestors – a search that involved extensive travel and countless hours of research in numerous libraries and archives. During that genealogical journey, Alex Haley discovered the name of his first ancestor in America and in 1976 the story of Kunta Kinte and his descendants came to life in a book called <a href="http://www.rootsthebook.com/"><em><span style="text-decoration: underline;">Roots</span></em></a>. Adapted into <a href="http://en.wikipedia.org/wiki/Roots_(TV_miniseries)"><span style="text-decoration: underline;">a television miniseries</span></a>, <em>Roots</em> was originally broadcast in one and two-hour segments over an eight-day period in January 1977 and was seen by 130 million viewers. The sequel <a href="http://teachhistory.com/wp-content/uploads/2010/02/roots_cover.jpg"><em><span style="text-decoration: underline;">Roots: the Next Generations</span></em></a>, also tremendously popular, aired in 1979. I was one of the millions of viewers who watched both programs and, as it did for countless others, Alex Haley’s work motivated me to learn more about my own family. Many years later I wrote a book that tells the tale of my Edwards ancestors – a children’s story called <a href="http://www.walkingboston.com/audio/artwork.shtml"><em><span style="text-decoration: underline;">One April in Boston</span></em></a>. A copy of it sits on the bookshelf in my office, side by side with a far larger book that will always mean a great deal to me – <a href="http://teachhistory.com/wp-content/uploads/2010/02/roots.jpg"><span style="text-decoration: underline;">a copy of <em>Roots</em> signed by Alex Haley</span></a>.</p>
<p>Since receiving the Pulitzer Prize in 1977, <em>Roots</em> has been published in 37 languages! <a href="http://www.rootsthebook.com/audiovideo.html"><span style="text-decoration: underline;">Author Alex Haley</span></a> died in 1992 but his legacy is quite visible today, in two spots in particular – The Kunta Kinte-Alex Haley Memorial, located in Annapolis, Maryland and at his boyhood home in Henning, Tennessee. <a href="http://www.kintehaley.org/memorial.html"><span style="text-decoration: underline;">The Memorial</span></a> is located at the head of the Annapolis City Harbor and marks the location where Kunta Kinte arrived. It is the only memorial in the United States to commemorate the actual name and place of arrival of an enslaved African. The beautiful memorial includes a <a href="http://www.kintehaley.org/memorialelements.html#Rose"><span style="text-decoration: underline;">Compass Rose</span></a>, a <a href="http://www.kintehaley.org/memorialelements.html#group"><span style="text-decoration: underline;">Sculpture Group</span></a> of Alex Haley reading to three children of different ethnic backgrounds as well as a <a href="http://www.kintehaley.org/memorialelements.html#wall"><span style="text-decoration: underline;">Story Wall</span></a> with ten bronze plaques. These plaques “share messages designed to encourage reconciliation and healing from a legacy of slavery, ethnic hatred, and oppression. They include commentary and original art about translated epigraphs from Alex Haley&#8217;s messages in <em>Roots</em>. The messages are universal in significance.” A few of the messages on the Story Wall plaques appear below:</p>
<p style="text-align: center;"><em>When you clench your fist, no one can put anything in your hand, nor can your hand pick up anything.</em><br />
Omoro Kinte, <em>Roots</em></p>
<p style="text-align: center;">Knowledge of history can be the first step away from anger and bitterness. Truth leads to understanding. Understanding and forgiveness lead to reconciliation and healing.<br />
• FORGIVENESS •</p>
<p style="text-align: center;"><em>Your sweet grandma and all of them &#8211; they&#8217;re up there watching you.</em><br />
Cousin Georgia, <em>Roots</em></p>
<p style="text-align: center;">Knowing our family is knowing ourselves. Our values and traditions are forged through the struggle, heartache, pain, hopes and dreams of our ancestors.<br />
• FAMILY •</p>
<p style="text-align: center;"><em>The farthest-back person they ever talked about was a man they called the &#8220;African.&#8221;</em><br />
Alex Haley, <em>Roots</em></p>
<p style="text-align: center;">Alex Haley&#8217;s Pulitzer Prize-winning book Roots inspires all peoples to embrace their heritage. As we discover our personal history, we realize that all members of the human family share a universal bond.<br />
• HERITAGE •</p>
<p style="text-align: center;"><em>You must hear me now with more than your ears!</em><br />
Omoro Kinte, <em>Roots</em></p>
<p style="text-align: center;">This Story Wall is dedicated to those nameless Africans, brought to the New World against their will, who struggled against terrible odds to maintain family, culture, identity and above all, hope.<br />
• DEDICATION •</p>
<p>Alex Haley’s boyhood home in Henning, Tennessee is now a historical site and museum. It is located at 200 South Church Street and the hours are 10 am to 5 pm, Tuesday-Saturday; 1 pm to 5 pm, Sunday; and the museum is closed on Monday. For more information, call (731) 738-2240. West Tennessee Journal recently did an incredible segment on The Alex Haley Home and Museum and that video appears below.</p>
<p>Listen to excerpts from the album <em><a href="http://www.rootsthebook.com/audiofiles.html">Alex Haley Tells the Story of His Search for Roots</a></em></p>
<p>View Four Treasured <a href="http://www.rootsthebook.com/videos.html">Video Clips featuring Author Alex Haley</a></p>
<p><a href="http://www.rootsthebook.com/buy.html">Purchase <em>Roots</em> Today!</a></p>
<p>The Alex Haley Home and Museum (embedded below)</p>
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<p>Video link: <a href="http://www.youtube.com/watch?v=jFBLrLpnvGM">Alex Haley Home and Museum</a></p>
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		<title>Black History Month: A Tribute to Phillis Wheatley</title>
		<link>http://teachhistory.com/2010/02/09/black-history-month-a-tribute-to-phillis-wheatley/</link>
		<comments>http://teachhistory.com/2010/02/09/black-history-month-a-tribute-to-phillis-wheatley/#comments</comments>
		<pubDate>Tue, 09 Feb 2010 22:18:23 +0000</pubDate>
		<dc:creator>Ben Edwards</dc:creator>
				<category><![CDATA[Colonial Newspapers]]></category>
		<category><![CDATA[Primary Sources]]></category>
		<category><![CDATA[Black History Month]]></category>
		<category><![CDATA[On Imagination]]></category>
		<category><![CDATA[Phillis Wheatley]]></category>

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		<description><![CDATA[In honor of Black History Month this month, Newsweek magazine ran a web exclusive featuring an interview with Harvard University Professor Henry Louis Gates Jr., that I thought was excellent. In the interview, with regard to the month-long celebration, Professor Gates stated “I love Black History Month. But for me, every day is Black History [...]]]></description>
			<content:encoded><![CDATA[<p><a href="http://discoverblackheritage.com/phillis-wheatley/"><img class="alignleft size-medium wp-image-485" style="margin-right: 10px;" title="Phillis Wheatley Statue" src="http://teachhistory.com/wp-content/uploads/2010/02/PhillisWheatleyStatue-224x300.jpg" alt="" width="224" height="300" /></a>In honor of Black History Month this month, <em>Newsweek </em>magazine ran a <a href="http://www.newsweek.com/id/233244">web exclusive</a> featuring an interview with Harvard University Professor Henry Louis Gates Jr., that I thought was excellent. In the interview, with regard to the month-long celebration, Professor Gates stated “I love <a href="http://en.wikipedia.org/wiki/Black_History_Month">Black History Month</a>. But for me, every day is Black History Month, and I would like one day to see the need for Black History Month to disappear because the contributions of our ancestors have become a fundamental part of the American-history curriculum.” When <em>Newsweek </em>asked “What do you think of people who call for an end to Black History Month?”, Professor Gates replied “It depends on who is doing the asking. Their concerns are understandable if they feel Black History Month is ghettoizing. But these sorts of gestures are necessary to reclaim the past. Black History Month has been very effective in resurrecting the stories of our ancestors and in integrating those stories into our history. But we&#8217;re not even on the horizon of the time to end Black History Month. When as many Americans are as familiar with <a href="http://en.wikipedia.org/wiki/Harriet_Tubman">Harriet Tubman</a> as they are with Paul Revere, then we can talk about ending Black History Month.” I couldn’t agree with Professor Gates more – and that’s coming from someone with <a href="http://teachhistory.com/about/">a family connection</a> to<br />
Paul Revere!</p>
<p>The person I’d like to honor today for Black History Month is a little girl who at about the age of 7 was kidnapped from Africa by slave traders, along with about 80 other Africans, and put aboard the schooner Phillis. The ship landed at <a href="http://jrshelby.com/btp/#1769">Griffin’s Wharf</a> in Boston on July 11, 1761 and the girl was sold into slavery for a low price because of her frail condition. She was purchased by John Wheatley, a tailor and merchant, and his wife Susanna of Boston. Her original African name, unknown to historians today, was changed to “Phillis” when the Wheatley’s named her after the ship that had carried her to Boston. Phillis also took the last name of her new owners and lived with the Wheatley family in their home located on the corner of King Street and Mackerel Lane. From this location, Phillis Wheatley could clearly see the Town House (Old State House) which was just two blocks away. <a href="http://www.massmoments.org/index.cfm?mid=202">John and Susanna Wheatley</a> had two children, 18-year-old twins Mary and Nathaniel, and with Susanna’s approval Mary began to teach Phillis to read and write. When Phillis wasn’t working as a servant, she continued her studies and proved to be a fast learner. In addition to English, Mary also tutored Phillis in Latin and the scriptures. Sixteen months after her arrival in Boston, Phillis Wheatley could read and write the English language and read even the most difficult Bible passages so well that those who witnessed it stood in disbelief. People thought that simply because Phillis was an African slave she could not accomplish this. How wrong they were – and this was just the beginning of young Phillis Wheatley’s achievements.</p>
<p>Phillis showed an interest in writing poetry and produced her first poem at the age of eleven. As she was very religious, “many of her poems were about God or about the various ministers she heard on Sundays. She liked to write ‘elegies’ – poems that praised people who had died. This kind of poem was very popular during the Colonial era.” I learned this from an excellent new product for schools called “Phillis Wheatley – A Guide for Teachers” produced by the <a href="http://www.oldsouthmeetinghouse.org/default.aspx">Old South Meeting House</a> and available at their <a href="http://www.oldsouthmeetinghouse.org/osmh_123456789files/onlinestore.aspx">Museum Shop</a>. (Phillis attended church at Old South Meeting House and became a full member when she was 17.) Susanna Wheatley, impressed by Phillis’s poetry, made an effort to get her work published in book form in Boston and when she found no success in this endeavor, sought out and obtained a publisher in England. The printer was concerned that people would not believe that Phillis had actually written the poems unless there was something attesting to that fact. A group of eighteen prominent Boston leaders were chosen to quiz Phillis on her knowledge and she passed this challenging test with flying colors. The men signed a document that would appear at the front of Phillis Wheatley’s book stating that they believed she was qualified to write it.</p>
<p>The <a href="http://teachhistory.com/?attachment_id=486">May 1773 issue</a> of London’s <em>Gentleman’s Magazine</em> contained an article about Phillis Wheatley mentioning that proposals have just been published for printing, by subscription, some of her poems. This original article is part of my collection of early colonial newspapers. For a closer view of this primary source document: View <a href="http://teachhistory.com/?attachment_id=489">Phillis Wheatley Article Part I</a> and <a href="http://teachhistory.com/2010/02/09/black-history-month-a-tribute-to-phillis-wheatley/phillis23/">Phillis Wheatley Article Part 2</a>. The poor health Phillis experienced as a child followed her into adulthood. The Wheatley family sent her on a trip to London in May 1773 with their son Nathaniel to oversee the publication of her book and in hopes that the voyage might improve Phillis’s health. Newspapers in Massachusetts and many of the other colonies mentioned their trip. The May 17, 1773 issue of the <em>Pennsylvania Chronicle</em> noted “The Ship London, Capt. Calef, sails on Saturday for London, in whom goes passengers Mr. Nathaniel Wheatley, Merchant; also, Phillis, Servant to Mr. Wheatley, the extraordinary Negro Poetress, at the invitation of the Countess of Huntington.” Phillis was treated like a celebrity in London and she had the opportunity to meet the Earl of Dartmouth and Benjamin Franklin. Plans to meet other dignitaries were cancelled when news arrived that Susanna Wheatley was seriously ill and Nathaniel and Phillis quickly sailed for Boston. After her departure, Phillis Wheatley&#8217;s book <a href="http://www.pbs.org/wgbh/aia/part2/2h7.html"><em>Poems on Various Subjects, Religious and Moral</em></a> was printed in London.</p>
<p>When Phillis returned from her trip, John and Susanna Wheatley freed her and she continued to live with them. Susanna Wheatley died in March of 1774 and Phillis, wrote about their relationship noting how close they had become and that Mrs.Wheatley had treated her more like her own child than her servant. The vast majority of slaves were not nearly as fortunate. Earlier that year, no doubt thinking of them, Phillis spoke out against slavery in a <a href="http://www.pbs.org/wgbh/aia/part2/2h19t.html">letter to Reverend Samson Occum</a>. She penned “… in every human Breast God has implanted a Principle, which we call Love of Freedom; it is impatient of Oppression, and pants for Deliverance… the same principle lives in us.” In 1776, at the beginning of the American Revolution, Phillis wrote a poem about General George Washington who she greatly admired and sent <a href="http://www.ungardesign.com/websites/madison/main_pages/madison_archives/era/african/free/wheatley/poems/wash.htm">the poem and a letter</a> to General Washington at his headquarters in Cambridge. Washington recognized Phillis’s great talent and responded favorably to her poem and letter, even inviting her to visit him in Cambridge – a trip she is believed to have made.</p>
<p>In 1778, Phillis&#8217;s childhood tutor Mary Wheatley and her father John Wheatley died and Mary&#8217;s twin Nathaniel was living overseas in England. That same year Phillis married a free black Bostonian named John Peters. Work was tough to find for freed blacks and they lived in poor conditions. Phillis wrote a second book of poetry but was unable to find a publisher. She wished to dedicate the volume to Benjamin Franklin. Her last published poem called &#8220;<a href="http://digital.library.upenn.edu/women/wheatley/liberty/liberty.html">Liberty and Peace</a>&#8221; was produced in 1784. By that time two of her infant children had died and Phillis was sick and doing her best to care for a young baby. Phillis died on December 5, 1784 at about the age of 30 and her baby passed away a short time later. They are buried in an unmarked grave somewhere in Boston. Although we cannot pay tribute to Phillis Wheatley at a gravesite, there is another place where we can honor her memory. The next time you visit the famous Old South Meeting House, the place where <a href="http://www.pbs.org/wgbh/aia/part2/2p12.html">Phillis Wheatley</a> worshipped, instead of thinking of only Samuel Adams, the Sons of Liberty and the Boston Tea Party, take a seat, close your eyes and feel the presence of a truly remarkable African American woman. Listen closely and in your unbounded imagination you might even hear a verse or two from one of her masterful poems like my favorite &#8220;<a href="http://www.vcu.edu/engweb/webtexts/Wheatley/imagination.html">On Imagination</a>&#8220;.</p>
<p>Imagination! who can sing thy force?<br />
Or who describe the swiftness of thy course?<br />
Soaring through air to find the bright abode,<br />
Th&#8217; empyreal palace of the thund&#8217;ring God,<br />
We on thy pinions can surpass the wind,<br />
And leave the rolling universe behind:<br />
From star to star the mental optics rove,<br />
Measure the skies, and range the realms above.<br />
There in one view we grasp the mighty whole,<br />
Or with new worlds amaze th&#8217; unbounded soul.</p>
<p>The photograph of the Phillis Wheatley statue in this post is from the website <a href="http://discoverblackheritage.com/phillis-wheatley/">Discover Black Heritage</a>. The statue is part of the <a href="http://www.meredithbergmann.com/pages/boston1.html">Boston Women&#8217;s Memorial</a> featuring sculpture by <a href="http://www.meredithbergmann.com/pages/about.html">Meredith Bergmann</a>.</p>
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		<title>Young Ben Franklin and the Silence Dogood Letters</title>
		<link>http://teachhistory.com/2010/01/13/young-ben-franklin-and-the-silence-dogood-letters/</link>
		<comments>http://teachhistory.com/2010/01/13/young-ben-franklin-and-the-silence-dogood-letters/#comments</comments>
		<pubDate>Thu, 14 Jan 2010 01:16:05 +0000</pubDate>
		<dc:creator>Ben Edwards</dc:creator>
				<category><![CDATA[Books]]></category>
		<category><![CDATA[Colonial Newspapers]]></category>
		<category><![CDATA[Primary Sources]]></category>
		<category><![CDATA[Video]]></category>
		<category><![CDATA[Benjamin Franklin]]></category>
		<category><![CDATA[New-England Courant]]></category>
		<category><![CDATA[Silence Dogood]]></category>

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		<description><![CDATA[
I’ve always thought Benjamin Franklin was cool even back when I was in the sixth grade and chose to write a diary about his life for a school assignment. Thanks to my Mom for saving that little book (thirty-nine pages) and to my brother for rediscovering it recently. Brought back a lot of grade school [...]]]></description>
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<p>I’ve always thought Benjamin Franklin was cool even back when I was in the sixth grade and chose to <a href="http://teachhistory.com/wp-content/uploads/2010/01/BFranklinDiary.jpg">write a diary</a> about his life for a school assignment. Thanks to my Mom for saving that little book (thirty-nine pages) and to my brother for rediscovering it recently. Brought back a lot of grade school memories – how I loved history and hated math! I didn’t know it back then but young Ben Franklin didn’t do real well in math either – more on that soon. The 10th son of a tallow chandler (candle and soap maker) <a href="http://en.wikipedia.org/wiki/Benjamin_Franklin">Benjamin Franklin</a> was born on <a href="http://en.wikipedia.org/wiki/File:Benjamin_Franklin_Birthplace.jpg">Milk Street</a> in Boston, Massachusetts on January 17, 1706. His parents were <a href="http://en.wikipedia.org/wiki/Josiah_Franklin">Josiah Franklin</a> and <a href="http://www.benfranklin300.org/frankliniana/result.php?id=635&amp;sec=0">Abiah Folger</a>. Josiah thought Ben was well suited to be a member of the clergy so he sent his youngest son to <a href="http://www.bls.org/podium/default.aspx?t=113646">Boston Latin School</a>, a grammar school, at the age of eight. Here, Ben rose from the middle of his class to the head of that same class in less than a year. Josiah began to have second thoughts though about the ministry as a profession for his son, fearing he would not be able to afford a college education for Ben at Harvard, which would be his eventual destination on that path. Josiah Franklin decided to remove Ben from Boston Latin and send him to a writing school operated by George Brownell. Here he could learn the writing and arithmetic skills required to prepare him for work in a colonial trade. Benjamin Franklin wrote the following words decades later in <a href="http://www.ushistory.org/franklin/autobiography/">his autobiography</a> about Mr. Brownell and that school experience: “Under him I acquired fair writing pretty soon, but I failed in the arithmetic, and made no progress in it.” The great inventor Benjamin Franklin didn’t like math as a kid either! At least I was in good company.</p>
<p>At the age of ten, Ben began working for his father at the candle-making shop known as the <a href="http://www.benfranklin300.org/frankliniana/result.php?id=577&amp;sec=0">Sign of the Blue Ball</a> located at the southeast corner of Hanover and Union streets. Here he cut wicks for candles, filled the molds, attended the shop and went on errands. Again from his autobiography, Franklin states “I disliked the trade, and had a strong inclination for the sea, but my father declared against it.” Young Ben worked in his father’s shop for two years. Seeing that his son was still not happy as a tallow chandler and concerned that Ben might run off to sea, Josiah took him for a walk around Boston one day so he could see other craftsmen at work hoping that another trade might catch Ben’s interest. Ben loved to read books and Josiah knew this so eventually he decided that working as a printer, apprenticed to his brother James, might be the best trade for Ben. In 1718, at the age of twelve, Ben signed papers stating that he would be bound to <a href="http://en.wikipedia.org/wiki/James_Franklin_(printer)">James Franklin</a> as an apprentice until the age of twenty-one. Ben learned to set type, operate the press and sold printing in the streets of Boston. In August of 1721, James Franklin started printing a new weekly newspaper called the <em><a href="http://www.ushistory.org/franklin/courant/index.htm">New-England Courant</a></em> at his shop located off Queen Street in Dorset Alley. It was only the third newspaper in Boston at the time. By now Ben had become an excellent apprentice but he wanted to do more than set type, print the newspaper and deliver it to customers – he longed to write for it too. Feeling his brother would never let that happen, one day Ben came up with an idea and decided to act on it. He would write for the newspaper &#8211; but secretly.</p>
<p>In late March of 1722, sixteen-year-old Ben disguised his handwriting and crafted a letter using the pen name <a href="http://www.benfranklin300.org/exhibition/_html/1_0/index.htm">Silence Dogood</a>, a middle-aged widow, and slid it under the print shop door. His brother James was so impressed with the content of the letter that he decided to publish it in that week’s issue of the <em>Courant</em>. On <a href="http://teachhistory.com/wp-content/uploads/2010/01/NECourant-3-26_4-2-1722BW.pdf">April 2, 1722</a>, the people of Boston first began to read the words of a woman who promised “once a Fortnight to present them with a short Epistle to add somewhat to their Entertainment”. Between April and October of 1722 Ben, as the charming and witty Silence Dogood, wrote <a href="http://www.ushistory.org/franklin/courant/silencedogood.htm">a total of 14 letters</a> to “the Author of the <em>New-England Courant</em>” on a variety of topics from love to manners to education. Picture what it must have been like for Ben, while working at the print shop, to overhear his brother James and others praising these letters! Imagine how Ben felt setting the type for something he wrote himself and printing it. In one of the letters <a href="http://www.masshist.org/online/silence_dogood/essay.php?entry_id=202">Silence Dogood</a> mentioned that as a widow, she would be open to suitors. Men actually wrote to the paper with offers of marriage! When Ben stopped writing his letters after six months, people missed them. At the end of the year James placed an ad in his paper asking if anyone could “give a true account of Mrs. Silence Dogood, whether dead or alive, married or unmarried”. After that, Ben told his brother that he had written the letters and, although people in town thought it was humorous, James was upset. Bad feelings between the two caused Ben to break his apprenticeship and sail to Philadelphia where he continued in the printing trade.</p>
<p>I began today’s post by mentioning my sixth grade school project and my admiration for Ben Franklin. There&#8217;s a bit more to the story. Many years after writing that diary of Franklin&#8217;s life, my <a href="http://admission.bryant.edu/admissions/about/character.asp?gclid=CI-T6uSjop8CFRh15QodZWM20w">college</a> roommate and I, both of us with degrees in marketing, did something that Franklin himself would have appreciated – we became apprentice printers. Both of us learned the trade from the ground up and operated our own printing shop for twenty years. Although I started on the press, much like Franklin himself I gravitated toward the writing and marketing end of the business. We had a great staff, some outstanding <a href="http://writemg.com/edwardsprinting/new/addition.html">equipment</a> and a well established base of national <a href="http://writemg.com/edwardsprinting/portfolio/customernews.html">clients</a> before electing to sell the business in 2004. Today, when I <a href="http://teachhistory.com/about/">work with students</a> in the classroom and on Boston field trips, they enjoy hearing about the printing connection. They are also fascinated to learn that one of my ancestors, 36-year-old <a href="http://teachhistory.com/2009/12/30/pirates-of-the-caribbean-–-featuring-my-sixth-great-grandfather/capt-ben-edwards-painting/">Captain Benjamin Edwards</a>, walked the streets of Boston in 1722 during the time the Silence Dogood letters were published in the <em>New-England Courant</em>. I wonder if he ever bumped into sixteen-year-old Benjamin Franklin? Most of the students are familiar with the Silence Dogood letters thanks to <a href="http://www.yourprops.com/view_item.php?movie_prop=21351">their inclusion</a> in the very popular movie National Treasure. In the film, clues hidden in the letters help lead Benjamin Franklin Gates closer to the most spectacular treasure in history. As a tribute to Mr. Franklin and Mrs. Dogood, the trailer for National Treasure appears below.</p>
<p><object classid="clsid:d27cdb6e-ae6d-11cf-96b8-444553540000" width="590" height="340" codebase="http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0"><param name="allowFullScreen" value="true" /><param name="allowscriptaccess" value="always" /><param name="src" value="http://www.youtube.com/v/by2yMNLmCDs&amp;hl=en_US&amp;fs=1&amp;" /><param name="allowfullscreen" value="true" /><embed type="application/x-shockwave-flash" width="590" height="340" src="http://www.youtube.com/v/by2yMNLmCDs&amp;hl=en_US&amp;fs=1&amp;" allowfullscreen="true" allowscriptaccess="always"></embed></object></p>
<p>Video link: <a href="http://www.youtube.com/watch?v=5l-6N8Y-Sgg">National Treasure Trailer</a> (embedded above)</p>
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		<title>Pirates of the Caribbean – Featuring my Sixth Great Grandfather</title>
		<link>http://teachhistory.com/2009/12/30/pirates-of-the-caribbean-%e2%80%93-featuring-my-sixth-great-grandfather/</link>
		<comments>http://teachhistory.com/2009/12/30/pirates-of-the-caribbean-%e2%80%93-featuring-my-sixth-great-grandfather/#comments</comments>
		<pubDate>Thu, 31 Dec 2009 02:24:28 +0000</pubDate>
		<dc:creator>Ben Edwards</dc:creator>
				<category><![CDATA[Books]]></category>
		<category><![CDATA[Colonial Newspapers]]></category>
		<category><![CDATA[Primary Sources]]></category>
		<category><![CDATA[Tours]]></category>
		<category><![CDATA[Video]]></category>
		<category><![CDATA[Captain Benjamin Edwards]]></category>
		<category><![CDATA[Pirates]]></category>

		<guid isPermaLink="false">http://teachhistory.com/?p=429</guid>
		<description><![CDATA[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 [...]]]></description>
			<content:encoded><![CDATA[<p><a href="http://www.youtube.com/watch?v=G7z74BvLWUg"><img class="alignleft size-medium wp-image-432" style="border: 0pt none; margin-right: 10px;" title="flag" src="http://teachhistory.com/wp-content/uploads/2009/12/flag-300x234.jpg" alt="" width="252" height="197" /></a>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 <a href="http://en.wikipedia.org/wiki/Pirates_of_the_Caribbean_(theme_park_ride)">Pirates of the Caribbean</a>. 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 <a href="http://en.wikipedia.org/wiki/Captain_Jack_Sparrow">Captain Jack Sparrow</a> 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 <em><a href="http://teachhistory.com/free-audio-download/">One April in Boston</a></em> 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 <a href="http://m.www.yahoo.com/">Yahoo search</a>. Much to my amazement, the results included numerous links to information on a battle in the Caribbean between <a href="http://teachhistory.com/?attachment_id=431">Captain Benjamin Edwards</a> aboard the <em>Greyhound </em>and <a href="http://teachhistory.com/?attachment_id=435">pirate George Lowther</a> aboard the <em>Happy Delivery</em> on January 10, 1722.</p>
<p>I began to research this incident and found it mentioned in a newspaper called the <em>Boston News-Letter</em> on <a href="http://teachhistory.com/wp-content/uploads/2009/12/Boston-Newsletter-5-7-22-80.pdf">May 7, 1722</a> and in Captain Charles Johnson’s book <a href="http://www.amazon.com/General-History-Robberies-Murders-Notorious/dp/1585745588/ref=sr_1_2?ie=UTF8&amp;s=books&amp;qid=1262149689&amp;sr=8-2"><em>A General History of Pyrates</em></a> first published in 1724 and still available today. It also appears in the book <a href="http://www.amazon.com/Pirates-New-England-Coast-1630-1730/dp/0486290646/ref=sr_1_1?ie=UTF8&amp;s=books&amp;qid=1262214814&amp;sr=1-1"><em>Pirates of the New England Coast 1630-1730</em></a> 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 <a href="http://en.wikipedia.org/wiki/George_Lowther_(pirate)">wikipedia entry</a> 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.</p>
<p>Here are accounts of the battle from both of the books mentioned above, containing the original spelling and punctuation:</p>
<p><strong>The following is taken from <em>A General History of Pyrates</em> by Captain Charles Johnson, 1724:</strong></p>
<p><em>The 10th of January, the pyrates came into the Bay </em>(Bay of Honduras)<em> 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&#8217;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&#8217;d his Ensign to be struck. The Pyrates&#8217; Boat came aboard, and not only rifled the Ship, but whipp&#8217;d, beat, and cut the Men in a cruel Manner, turned them aboard their own Ship, and then set Fire to theirs.</em> (i.e. the crew were brought aboard the Delivery and the Greyhound burnt)</p>
<p><strong>The following is taken from <em>The Pirates of the New England Coast 1630-1730</em> by George Francis Dow and John Henry Edmonds, 1923:</strong></p>
<p><em>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.</em></p>
<p><em>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.</em></p>
<p><em>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.</em></p>
<p>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 <a href="http://www.walkingboston.com/">Walking Tours of Historic Boston</a>. 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 <a href="http://teachhistory.com/dollingedwards.html">Dolling Edwards</a> 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 <a href="http://teachhistory.com/?attachment_id=441">this original article</a> from a copy of the <a href="http://teachhistory.com/wp-content/uploads/2009/12/PostBoyMasthead.jpg">June 13, 1724 issue</a> of the London newspaper called the <em>Post Boy</em>.</p>
<p>Today&#8217;s post wraps up by returning to my childhood experience at Disneyland. I haven&#8217;t had the opportunity to visit Disney in either California or Florida since discovering the information about Captain Edwards but I&#8217;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 <a href="http://en.wikipedia.org/wiki/Pirates_of_the_Caribbean_(film_series)">Pirates of the Caribbean movies</a>.</p>
<p>To view the trailer from the first of those films, <strong>click on the pirate flag at the top of this post!</strong></p>
<p>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.</p>
<p><object classid="clsid:d27cdb6e-ae6d-11cf-96b8-444553540000" width="590" height="466" codebase="http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0"><param name="allowFullScreen" value="true" /><param name="allowscriptaccess" value="always" /><param name="src" value="http://www.youtube.com/v/NIRlsafGkiM&amp;hl=en_US&amp;fs=1&amp;rel=0&amp;hd=1" /><param name="allowfullscreen" value="true" /><embed type="application/x-shockwave-flash" width="590" height="466" src="http://www.youtube.com/v/NIRlsafGkiM&amp;hl=en_US&amp;fs=1&amp;rel=0&amp;hd=1" allowscriptaccess="always" allowfullscreen="true"></embed></object></p>
<p>Video link: <a href="http://www.youtube.com/watch?v=NIRlsafGkiM&amp;feature=PlayList&amp;p=EDDBFC3B8C661CFB&amp;playnext=1&amp;playnext_from=PL&amp;index=45">Pirates of the Caribbean The Ride Part 1</a> (embedded above)</p>
<p>Video link: <a href="http://www.youtube.com/watch?v=rjUIYvKQ4Lo&amp;feature=PlayList&amp;p=EDDBFC3B8C661CFB&amp;playnext=1&amp;playnext_from=PL&amp;index=46">Pirates of the Caribbean The Ride Part 2</a></p>
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		<title>Teachers: Are You Engaging AND Empowering Your Students?</title>
		<link>http://teachhistory.com/2009/12/22/teachers-are-you-engaging-and-empowering-your-students/</link>
		<comments>http://teachhistory.com/2009/12/22/teachers-are-you-engaging-and-empowering-your-students/#comments</comments>
		<pubDate>Wed, 23 Dec 2009 03:06:53 +0000</pubDate>
		<dc:creator>Ben Edwards</dc:creator>
				<category><![CDATA[Technology In The Classroom]]></category>
		<category><![CDATA[Video]]></category>
		<category><![CDATA[Principal Leadership]]></category>

		<guid isPermaLink="false">http://teachhistory.com/?p=420</guid>
		<description><![CDATA[In this month&#8217;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 [...]]]></description>
			<content:encoded><![CDATA[<p><img class="alignleft size-full wp-image-421" style="border: 0pt none; margin-right: 10px;" title="21st-Century-Schools" src="http://teachhistory.com/wp-content/uploads/2009/12/21st-Century-Schools.jpg" alt="21st-Century-Schools" width="220" height="189" />In this month&#8217;s issue of Principal Leadership, a publication of the National Association of Secondary School Principals (<a href="http://principals.org">NASSP</a>), Chris Lehmann, Principal of the <a href="http://www.scienceleadership.org">Science Leadership Academy</a> in Philadelphia, Pennsylvania, authors an <a href="http://www.principals.org/s_nassp/sec.asp?CID=1903&amp;DID=61078">excellent article</a> 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. <a href="http://www.facebook.com/">Facebook</a>, text messaging, <a href="http://www.youtube.com/">YouTube</a>, blogging, <a href="http://twitter.com/">Twitter</a> 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.</p>
<p>In the article (<a href="http://www.principals.org/s_nassp/bin.asp?CID=1882&amp;DID=61067&amp;DOC=FILE.PDF">PDF version here</a>) 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 <a href="http://www.principals.org/s_nassp/sec.asp?CID=1146&amp;DID=54952">membership</a>, visit their website: <a href="http://www.principals.org">principals.org</a>.</p>
<p>The insightful video below entitled “Learning to Change – Changing to Learn&#8221; 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 <a href="http://www.cosn.org/Membership/tabid/4190/Default.aspx">membership</a>, visit their website: <a href="http://www.cosn.org">cosn.org</a>.</p>
<p><object width="590" height="433"><param name="movie" value="http://www.youtube.com/v/tahTKdEUAPk&#038;hl=en_US&#038;fs=1&#038;"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="http://www.youtube.com/v/tahTKdEUAPk&#038;hl=en_US&#038;fs=1&#038;" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="590" height="433"></embed></object></p>
<p>Video link: <a href="http://www.youtube.com/watch?v=tahTKdEUAPk">Learning to Change-Changing to Learn</a> (embedded above)</p>
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		<title>Resource for Teachers – Timothy Hughes Rare &amp; Early Newspapers</title>
		<link>http://teachhistory.com/2009/12/18/resource-for-teachers-%e2%80%93-timothy-hughes-rare-early-newspapers/</link>
		<comments>http://teachhistory.com/2009/12/18/resource-for-teachers-%e2%80%93-timothy-hughes-rare-early-newspapers/#comments</comments>
		<pubDate>Fri, 18 Dec 2009 05:38:34 +0000</pubDate>
		<dc:creator>Ben Edwards</dc:creator>
				<category><![CDATA[Colonial Newspapers]]></category>
		<category><![CDATA[Primary Sources]]></category>
		<category><![CDATA[Video]]></category>
		<category><![CDATA[Guy Heilenman]]></category>
		<category><![CDATA[Timothy Hughes]]></category>
		<category><![CDATA[Timothy Hughes Rare Newspapers]]></category>

		<guid isPermaLink="false">http://teachhistory.com/?p=405</guid>
		<description><![CDATA[If 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 &#38; Early Newspapers. At Teach History, I will only recommend a source if I have personal experience working with them, which [...]]]></description>
			<content:encoded><![CDATA[<p><a href="http://teachhistory.com/wp-content/uploads/2009/12/ColonialNewspapers.jpg"><img class="alignleft size-medium wp-image-410" style="margin-right: 10px;" title="ColonialNewspapers" src="http://teachhistory.com/wp-content/uploads/2009/12/ColonialNewspapers-226x300.jpg" alt="ColonialNewspapers" width="226" height="300" /></a>If 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 &amp; 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 &amp; 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 <a href="http://teachhistory.com/?attachment_id=162">Revolutionary War</a>, with a special focus on Boston newspaper titles and content on the Sons of Liberty and <a href="http://teachhistory.com/2009/11/11/successful-field-trips-a-multisensory-approach/reveread/">Paul Revere</a>. 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 <a href="http://en.wikipedia.org/wiki/Benjamin_Edes">Benjamin Edes</a> and <a href="http://en.wikipedia.org/wiki/Isaiah_Thomas">Isaiah Thomas</a> all the more special for me. Collecting rare and/or old newspapers is a fascinating hobby, perhaps little-known to many. Timothy Hughes Rare &amp; 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 &amp; Early Newspapers is sure to have newspapers that fit. At their website <a href="http://rarenewspapers.com/">rarenewspapers.com</a> 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.</p>
<p>Everyone on the staff at Timothy Hughes Rare &amp; Early Newspapers is a true pleasure to work with. Founder <a href="http://blog.rarenewspapers.com/?p=152">Tim Hughes</a> tells the story of how it all started in the <a href="http://blog.rarenewspapers.com/">Rare Newspapers Blog</a>. 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 <a href="http://blog.rarenewspapers.com/?p=1150">Guy Heilenman</a>, 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 &amp; Early Newspapers gets my highest recommendation.</p>
<p>For new customers, save 10% on your first order by using the special <strong>Teach History discount</strong>, Code # RN12X9TH when ordering either by phone or online at <a href="http://rarenewspapers.com/">rarenewspapers.com</a>. This offer may be withdrawn at any time so don’t delay – visit the website or call Timothy Hughes Rare &amp; Early Newspapers today at 570-326-1045.</p>
<p>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.</p>
<p><object classid="clsid:d27cdb6e-ae6d-11cf-96b8-444553540000" width="590" height="433" codebase="http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0"><param name="allowFullScreen" value="true" /><param name="allowscriptaccess" value="always" /><param name="src" value="http://www.youtube.com/v/UzjntxsG-MM&amp;hl=en_US&amp;fs=1&amp;" /><param name="allowfullscreen" value="true" /><embed type="application/x-shockwave-flash" width="590" height="433" src="http://www.youtube.com/v/UzjntxsG-MM&amp;hl=en_US&amp;fs=1&amp;" allowscriptaccess="always" allowfullscreen="true"></embed></object></p>
<p>Video link: <a href="http://www.youtube.com/watch?v=UzjntxsG-MM">Timothy Hughes Rare &amp; Early Newspapers – 18th Century</a> (embedded above)</p>
<p>Video link: <a href="http://www.youtube.com/watch?v=4Fa-8ONjnt4">Timothy Hughes Rare &amp; Early Newspapers – 19th Century</a></p>
<p>Video link: <a href="http://www.youtube.com/watch?v=xGwFUV7X0gY">Timothy Hughes Rare &amp; Early Newspapers – 20th Century</a></p>
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		<title>Primary Source Audio Podcast: The Boston Tea Party</title>
		<link>http://teachhistory.com/2009/12/16/primary-source-audio-podcast-the-boston-tea-party/</link>
		<comments>http://teachhistory.com/2009/12/16/primary-source-audio-podcast-the-boston-tea-party/#comments</comments>
		<pubDate>Thu, 17 Dec 2009 01:34:10 +0000</pubDate>
		<dc:creator>Ben Edwards</dc:creator>
				<category><![CDATA[Audio]]></category>
		<category><![CDATA[Colonial Newspapers]]></category>
		<category><![CDATA[Primary Sources]]></category>
		<category><![CDATA[Boston Tea Party]]></category>

		<guid isPermaLink="false">http://teachhistory.com/?p=379</guid>
		<description><![CDATA[The Boston Tea Party took place on this very day, December 16, two hundred and thirty six years ago. Today I’ll be wrapping up my series on the tea tax and the Tea Party by providing grade school teachers with a few valuable tools: a sampling of local press coverage in the days following the [...]]]></description>
			<content:encoded><![CDATA[<p><img class="alignleft size-full wp-image-403" style="border: 0pt none; margin-right: 10px;" title="cPrimary-Source-Podcasts220c" src="http://teachhistory.com/wp-content/uploads/2009/12/cPrimary-Source-Podcasts220c.jpg" alt="cPrimary-Source-Podcasts220c" width="220" height="189" />The <a href="http://en.wikipedia.org/wiki/Boston_Tea_Party">Boston Tea Party</a> took place on this very day, December 16, two hundred and thirty six years ago. Today I’ll be wrapping up my series on the tea tax and the Tea Party by providing grade school teachers with a few valuable tools: a sampling of local press coverage in the days following the “destruction of the tea”; and an opportunity for your students to “listen to” the news as it was presented in the London papers. This chance to “listen to” the news is possible through the first in a series of primary source audio podcasts – something that will be a regular feature of this blog in the year ahead. This initial audio podcast (see link below) is a reading of an article that appeared in London’s <em>Gentleman’s Magazine</em> in January 1774 with coverage of the events that took place in Boston on December 16, 1773. When your students listen to this, have them imagine how the people in London would have reacted to the news of the destruction of the East India Company tea. How do they think <a href="http://en.wikipedia.org/wiki/George_III_of_the_United_Kingdom">King George III</a> might have reacted personally! With regard to local press coverage – most of the newspapers in Boston were printed weekly, either on Mondays or Thursdays, and since the Tea Party occurred on a Thursday evening, the papers printed on a Monday would be first to carry the news. These were the <em>Boston Gazette</em>, printed by <a href="http://www.masshist.org/objects/2009august.php">Benjamin Edes</a> and <a href="http://boston1775.blogspot.com/2009/01/john-gill-luckless-printer.html">John Gill</a>; and the <em>Boston Evening Post</em>, printed by Thomas and John Fleet. Both featured extensive coverage. A copy of the <em>Boston Gazette</em> was apparently taken by sailing ship to London, as one of the articles in it is exactly the same as the piece that appeared in the January 1774 issue of London’s <em>Gentleman’s Magazine</em> – the audio podcast you can listen to.</p>
<p>The <em>Boston Evening Post</em> issue for Monday, December 20 contains more coverage than the <em>Gazette</em>, including all the details of the meeting at <a href="http://oldsouthmeetinghouse.org">Old South Meeting House</a> (see PDF files below). The Boston Gazette issue for December 20 did not contain this, with the printers noting the reason – “The particular account of the proceedings of the people at their meeting on Tuesday and Thursday last, are omitted this week for want of room.” The Thursday, December 23 issue of the <em>Massachusetts Spy</em>, printed by <a href="http://en.wikipedia.org/wiki/Isaiah_Thomas">Isaiah Thomas</a>, did contain all the details of the meeting at Old South but nothing about the destruction of the tea. Of all the accounts I have been able to research, perhaps my favorite appeared in the December 23, 1773 issue of the <em>Massachusetts Gazette</em> and <em>Boston Weekly Newsletter</em>. All the other papers mentioned above were produced by patriot printers but this one was printed by Richard Draper, a Loyalist. The fact that he sided with the King does not affect the coverage. I like it because it includes details not found in other press accounts. The complete article appears below:</p>
<p><em>Just before the dissolution of the meeting, a number of brave and resolute men, dressed in the Indian manner, approached near the door of the Assembly, gave the war whoop, which rang through the house and was answered by some in the galleries, but silence being commanded, and a peaceable deportment was again enjoined til the dissolution. The Indians, as they were then called, repaired to the wharf where the ships lay that had the tea on board, and were followed by hundreds of people to see the event of the transactions of those who made so grotesque an appearance.</em></p>
<p><em>They, the Indians, immediately repaired on board Captain Hall’s ship, where they hoisted out the chests of tea, and when upon deck stove the chests and emptied the tea overboard; having cleared this ship they proceeded to Captain Bruce’s and then to Captain Coffin’s brig. They applied themselves so dexterously to the destruction of this commodity that in the space of three hours they broke up 342 chests, which was the whole number in those vessels, and discharged the contents into the dock. When the tide rose it floated the broken chests and the tea isomuch that the surface of the water was filled therewith a considerable way from the south part of the town to Dorchester Neck, and lodged on the shores. There was the greatest care taken to prevent the tea from being purloined by the populace. One or two, being detected in endeavoring to pocket a small quantity, were stripped of their acquisitions and very roughly handled.</em></p>
<p><em>It is worthy of remark that although a considerable quantity of goods were still remaining on board the vessels, no injury was sustained. Such attention to private property was observed that a small padlock belonging to the captain of one of the ships being broke, another was procured and sent to him. The town was very quiet during the whole evening and night following. Those persons who were from the country returned with a merry heart; and the next day joy appeared in almost every countenance, some on occasion of the destruction of the tea, others on the account of the quietness with which it was effected. One of the Monday’s papers says that the masters and owners are well pleased that their ships are thus cleared. </em></p>
<p>Press Coverage from the December 20, 1773 issue from the <em>Boston Evening Post</em> appears below:</p>
<ul>
<li><a href="http://teachhistory.com/wp-content/uploads/2009/12/BostonEvePost-THPg1-12-20-73.pdf"><em>Boston Evening Post</em> Page 1</a> (PDF)</li>
<li><a href="http://teachhistory.com/wp-content/uploads/2009/12/BostonEvePost-THPg2-12-20-73.pdf"><em>Boston Evening Post</em> Page 2</a> (PDF)</li>
<li><a href="http://teachhistory.com/wp-content/uploads/2009/12/BostonEvePost-THPg3-12-20-73.pdf"><em>Boston Evening Post</em> Page 3</a> (PDF)</li>
</ul>
<p><a href="../?attachment_id=391">The original article</a> from London&#8217;s <em>Gentleman&#8217;s Magazine</em> &#8211; January 1774</p>
<p>Audio Podcast of the article in London&#8217;s <em>Gentleman&#8217;s Magazine</em> from January 1774</p>
<p>LISTEN NOW:<br />
</p>
<p><a href="http://teachhistory.com/audio/121609.mp3">CLICK HERE TO DOWNLOAD AUDIO</a></p>
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		<title>Covering the Annual Boston Tea Party Reenactment on Twitter</title>
		<link>http://teachhistory.com/2009/12/15/covering-the-annual-boston-tea-party-reenactment-on-twitter/</link>
		<comments>http://teachhistory.com/2009/12/15/covering-the-annual-boston-tea-party-reenactment-on-twitter/#comments</comments>
		<pubDate>Wed, 16 Dec 2009 00:56:02 +0000</pubDate>
		<dc:creator>Ben Edwards</dc:creator>
				<category><![CDATA[Colonial Newspapers]]></category>
		<category><![CDATA[Primary Sources]]></category>
		<category><![CDATA[Technology In The Classroom]]></category>
		<category><![CDATA[Tours]]></category>
		<category><![CDATA[Benjamin Edes]]></category>
		<category><![CDATA[Boston Tea Party]]></category>
		<category><![CDATA[Isaiah Thomas]]></category>
		<category><![CDATA[Old South Meeting House]]></category>
		<category><![CDATA[reenactment]]></category>

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		<description><![CDATA[Last Sunday I attended the annual reenactment of the Boston Tea Party at Old South Meeting House celebrating the 236th Anniversary of the event. I decided to cover it using some of the latest technology available to any 21st century correspondent these days – with mobile device in hand (in my case an iPhone) I [...]]]></description>
			<content:encoded><![CDATA[<p><a href="http://teachhistory.com/wp-content/uploads/2009/12/OldSouth.jpg"><img class="alignleft size-medium wp-image-374" style="margin-right: 10px;" title="OldSouth" src="http://teachhistory.com/wp-content/uploads/2009/12/OldSouth-300x226.jpg" alt="OldSouth" width="300" height="226" /></a>Last Sunday I attended the annual reenactment of the Boston Tea Party at <a href="http://oldsouthmeetinghouse.org">Old South Meeting House</a> celebrating the 236th Anniversary of the event. I decided to cover it using some of the latest technology available to any 21st century correspondent these days – with mobile device in hand (in my case an iPhone) I would be sending tweets on <a href="http://twitter.com/">Twitter</a> using <a href="http://tweetdeck.com/">TweetDeck</a> as the events unfolded. My Twitter handle <a href="http://twitter.com/bostonhistory">@bostonhistory</a> seemed appropriate for the assignment. I couldn’t help but wonder what it would be like to step back in time and discuss these modern communication tools with patriot printers like <a href="http://en.wikipedia.org/wiki/Benjamin_Edes">Benjamin Edes</a> and <a href="http://en.wikipedia.org/wiki/Isaiah_Thomas">Isaiah Thomas</a>. I’m sure they would both think I had taken leave of my senses and ask me to follow them back to their respective print shops – the <a href="http://teachhistory.com/wp-content/uploads/2009/12/bosgazmastfinal.jpg"><em>Boston Gazette</em></a> and the <a href="http://teachhistory.com/wp-content/uploads/2009/12/massspymastfinal.jpg"><em>Massachusetts Spy</em></a> – so I might help set type by hand so everyone could learn the news “as quickly as possible” about the events that took place in Boston on December 16, 1773. Well, I digress…back to the present day. It was a rainy night in Boston on Sunday but that didn’t prevent a large crowd from gathering at Old South. This “meeting of the people of Boston and the neighboring towns” was <a href="http://teachhistory.com/wp-content/uploads/2009/12/OldSouth.jpg">completely Sold Out</a> with over 600 in attendance including some 70 reenactors. (At the original meeting over 5,000 people, 1/3 of Boston’s population, gathered both inside Old South and in the area surrounding the building.) The performance by Old South’s <em>Tea Party Players</em> was outstanding. <a href="http://teachhistory.com/wp-content/uploads/2009/12/Reenactor.jpg">The reenactors</a>, dressed in correct period attire, were mixed in with audience members throughout the meeting house and each and every one had a particular role to play.</p>
<p>The reenactment of the meeting was called to order by Mr. Samuel Savage, a gentleman of the Town of Weston, who was chosen as moderator. The first of the three tea ships, the <em>Dartmouth</em>, had been in Boston since late November and its cargo still remained on board. A tax had to be paid the moment the tea was landed and if the duty was not paid within 20 days of the ship’s arrival, it would be seized by British customs officials. For weeks, the colonists held mass meetings and tried to prevent the tea from being unloaded, even stationing guards around the ships. They sought a peaceful resolution – have the tea ships return to England with their cargo. Up to this point, all their requests had been denied. The meeting’s moderator asked Mr. Francis Rotch, owner of the <em>Dartmouth</em>, to seek a pass from <a href="http://www.nps.gov/bost/historyculture/hutchinson.htm">Governor Hutchinson</a> so his ship might return to England with its cargo. Mr. Rotch left for Governor Hutchinson’s country home in Milton and as the crowd awaited his return and the governor’s reply, a debate ensued and I began my work as a Twitter correspondent.</p>
<p>Audience members were given the opportunity to participate in the debate. In the program for the evening, everyone received a slip of paper, color-coded for either a patriot or a loyalist, and containing words that people attending the original meeting and supporting that particular side of the debate might have spoken. People of all ages stepped up to microphones placed throughout the hall as Mr. Samuel Savage moderated the debate. Here are a few of the 24 tweets I sent during the event: “Doctor Joseph Warren speaks out against the tea tax.”; “Loyalists speak out – 3 pence a pound is a paltry sum to pay.”; “William Health says patriots are traitors to the crown.”; “Patriot – the tea tax is an insult to the citizens of Boston.”; “Loyalist – we must pay for the French and Indian War debt.”; “Patriot – I will continue to wear only homespun clothes and drink Liberty tea, huzzah!”; “Loyalist – we might be speaking French if not for the King. Fi!”; “Patriot – we should have the right to tax ourselves and keep it in the colonies.” A motion was made from the chair that the tea not be landed and a short time later, Mr. Francis Rotch returned with Governor Hutchinson’s answer. The Governor would not grant a pass for the <em>Dartmouth</em>, the tea must be landed and the tax paid. At that very moment, patriot leader Samuel Adams stood up and said “This meeting can do nothing more to save the country.” It was a secret signal for the <a href="http://en.wikipedia.org/wiki/Sons_of_Liberty">Sons of Liberty</a> to act.</p>
<p>The lights dimmed in Old South Meeting House and the “destruction of the tea” was played out in fine theatrical fashion. Men thinly disguised as “Mohawks” or “Indians” resembled their period counterparts who at the actual event were covered with blankets or ragged clothing with their faces smeared with lampblack or soot. The reenactors depicted how the tea was dumped into the sea, while a narrator filled the audience in on all the details including an interesting tale of an individual who tried to pocket some of the loose tea and how he was dealt with by the patriots. On the evening of December 16, 1773, in less than four hours, a party of patriots dumped 342 chest of East India Company tea into Boston Harbor in a protest against British taxation that <a href="http://en.wikipedia.org/wiki/John_Adams">John Adams</a> called “so bold, so daring, so firm, intrepid and inflexible, and it must have so important Consequences, and so lasting, that I can’t but consider it an Epocha in History.” As the lights came back up in the Old South Meeting House and the audience expressed its appreciation for a wonderful production, I thought of one individual likely in attendance at the original meeting 236 years ago – my ancestor <a href="http://walkingboston.com/audio/page6and7.pdf">Alexander Edwards</a> a member of the Sons of Liberty. Old South’s <em>Tea Party Players</em> truly helped me picture what his experience might have been like.</p>
<p>The 236th Anniversary Boston Tea Party Annual Reenactment was sponsored by <a href="http://www.greentea.com/boston.aspx">Salada Tea</a> – offering some exciting new flavors of green tea – and <a href="http://www.libertyhotel.com/">The Liberty Hotel</a> located in the Beacon Hill section of Boston. Teachers: Visit the <a href="http://oldsouthmeetinghouse.org">Old South Meeting House</a> website to learn more about the Boston Tea Party and their <a href="http://oldsouthmeetinghouse.org/osmh_123456789files/schoolprograms.aspx">great school programs</a> including the very popular Tea is Brewing.</p>
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		<title>Primary Source Focus: Protesting the Tax on Tea</title>
		<link>http://teachhistory.com/2009/12/12/primary-source-focus-protesting-the-tax-on-tea/</link>
		<comments>http://teachhistory.com/2009/12/12/primary-source-focus-protesting-the-tax-on-tea/#comments</comments>
		<pubDate>Sat, 12 Dec 2009 09:09:37 +0000</pubDate>
		<dc:creator>Ben Edwards</dc:creator>
				<category><![CDATA[Colonial Newspapers]]></category>
		<category><![CDATA[Primary Sources]]></category>
		<category><![CDATA[Boston Tea Party]]></category>
		<category><![CDATA[Faneuil Hall]]></category>
		<category><![CDATA[Massachusetts Spy]]></category>
		<category><![CDATA[Old South Meeting House]]></category>

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		<description><![CDATA[With the anniversary of the Boston Tea Party coming up on December 16 and the annual reenactment at Old South Meeting House scheduled for this Sunday, today I&#8217;ll be reviewing the events leading up to “the destruction of the tea” (as it was called back then), with a special focus on the first town meeting [...]]]></description>
			<content:encoded><![CDATA[<p><a href="http://teachhistory.com/wp-content/uploads/2009/12/FaneuilHallEngraving.jpg"><img class="alignleft size-medium wp-image-362" style="margin-right: 10px;" title="FaneuilHallEngraving" src="http://teachhistory.com/wp-content/uploads/2009/12/FaneuilHallEngraving-300x187.jpg" alt="FaneuilHallEngraving" width="300" height="187" /></a>With the anniversary of the Boston Tea Party coming up on December 16 and the annual <a href="http://oldsouthmeetinghouse.org">reenactment at Old South Meeting House</a> scheduled for this Sunday, today I&#8217;ll be reviewing the events leading up to “the destruction of the tea” (as it was called back then), with a special focus on the first town meeting that Bostonians held to protest the tea tax. This initial meeting took place at Faneuil Hall on Friday, November 5, 1773. The image of <a href="http://teachhistory.com/wp-content/uploads/2009/12/FaneuilHallEngraving.jpg">Faneuil Hall</a> in this post shows the building as it appeared at that time – half the size it is today. Some background: On March 5, 1770 Parliament repealed all elements of the hated <a href="http://en.wikipedia.org/wiki/Townshend_Acts">Townshend Acts</a>, except for the three pence per pound tax on tea imported into the colonies. When Parliament passed the <a href="http://en.wikipedia.org/wiki/Tea_Act">Tea Act</a> on May 10, 1773, it gave the East India Company the right to bypass any middlemen and sell their tea directly to the colonies. The company was in financial trouble and had a large inventory of tea, so this strategy enabled them to sell it at a reduced price (which they felt would be very agreeable to the colonists) and still make a profit. However, the lower priced tea included the three pence per pound tax and the colonists felt that purchasing the tea would signify their willingness to be taxed without their consent. As a result, everyone was up in arms when shipments of East India Company tea made their way to Boston; New York; Philadelphia; and Charlestown, South Carolina in the fall of 1773. Tea agents were given authority to sell the tea but colonists knew they must make every effort to get these men to resign their commissions and also take steps to ensure that the tea not be landed. Under pressure, agents in New York and Philadelphia gave up their commissions quickly but Boston was a different story as some of the agents there were relatives of <a href="http://www.nps.gov/bost/historyculture/hutchinson.htm">Governor Hutchinson</a> and more difficult to sway.</p>
<p>Press coverage of the first tea meeting at Faneuil Hall appeared in the November 11, 1773 issue of the <a href="http://teachhistory.com/wp-content/uploads/2009/12/massspymastfinal.jpg"><em>Massachusetts Spy</em></a>. Links to that coverage appear at the end of this post. In addition to the coverage of the meeting, the paper contained an interesting <a href="http://teachhistory.com/?attachment_id=367">extract of a letter</a> from a gentleman in Philadelphia to his friend in Boston. Here is a portion of that letter:</p>
<p><em>The adventure of the East India Company is the most obnoxious measure that could have been proposed. I have not met one individual who does not resent the very idea. You may expect that the next account will give you abundant evidence of a universally determined resolution to oppose the scheme. We hope the commissioners appointed for the sales will gratify the public by giving up the commission. But should they not do so, it will only be the means of a little trouble, for the present temper is to compel them not to receive the tea, and to prevent its being landed. We hear this is the spirit of Maryland and New York. There are many fears respecting Boston. Some give out, and assert that you have imported tea without any reserve and paid the duties: You may depend not an ounce has paid duties in this port. – But whatever may have been done, it is to be hoped the town of Boston will appear on the present occasion with their usual spirit.</em></p>
<p><a href="http://en.wikipedia.org/wiki/John_Hancock">John Hancock</a> moderated the meeting on November 5 and the town developed several resolutions including: “that the duty imposed by Parliament upon tea landed in America, is a tax on the Americans, or levying contributions on them without their consent”; “that the resolution lately come into by the <a href="http://en.wikipedia.org/wiki/East_India_Company">East India Company</a> to send out their tea to America, subject to the payment of duties on its being landed here, is an open attempt to enforce the ministerial plan, and a violent attack upon the liberties of America”; “that it is the duty of every American to oppose this attempt”; and “that whoever shall, directly or indirectly, countenance this attempt, or in any wise aid or abet in unloading, receiving or vending the tea sent, or to be sent out by the East India Company, while it remain subject to the payment of a duty here, is an enemy to America.” Finally, they agreed that a committee be chosen to wait on those gentlemen appointed by the East India Company to receive and sell the tea and request that they immediately resign their appointment. The remainder of the meeting, as well as the one on the following day, was focused on the actions of this committee and a second and the responses from the tea agents – which in short order was unanimously voted to be “not satisfactory” to the town.</p>
<p>Original press coverage of the Faneuil Hall tea meetings on November 5 and 6 from the November 11, 1773 issue of the <em>Massachusetts Spy</em> appears below.</p>
<ul>
<li> <a href="http://teachhistory.com/?attachment_id=366">Tea Meeting Article Part 1</a></li>
<li><a href="http://teachhistory.com/?attachment_id=365">Tea Meeting Article Part 2</a></li>
<li><a href="http://teachhistory.com/?attachment_id=364">Tea Meeting Article Part 3</a></li>
</ul>
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