Freedom Center Archives: Preserving Solomon Northup’s Story

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Freedom Center Voices

Freedom Center Archives: Preserving Solomon Northup's Story

NURFC recently aquired a first edition of Solomon Northup's story of captivity, Twelve Years a Slave , now on display just outside of the Everyday Freedom Heroes gallery.  We love that we're able to share this artifact with visitors of the Freedom Center, especially in light of the recent focus on Northup's story with the adaptation of the novel into an Academy Award-winning film.

Unfortunately, one of the realities of dealing with artifacts as old and fragile as an 1853 work on paper is that it cannot stay on display for a very long period of time. Very soon, we will need to remove the item from display and "rest" the item, so that it will continue to be an artifact to be enjoyed in the future. NURFC follows industry recommendations on caring for artifacts in both the permanent collection and those loaned to us by individuals and other institutions. Those standards require material printed on paper to be kept in as low light and humidity as possible to extend display time. NURFC's copy of Northup's story, exhibited as it is in a very high-traffic location, must therefore be on display a shorter period of time, to compensate for the lighting level and lack of humidity control in the exhibit case. After a period of rest, spent in temperature-, humidity-, and light-controlled storage, the book will be returned to exhibit in a lower-light location in our From Slavery to Freedom gallery, where it will be able to stay on display for a longer period of time before again being rotated to rest.

This need for constant conservation of materials, and the different lengths of time various materials can remain on exhibit, are considerations that make our jobs as curators challenging and stimulating. We must battle the desire for everything to be on display with the needs of the artifacts themselves. This service of the physical requirements of artifact conservation also enables us to keep our collections fresh and thriving.

So, while visitors may only have a short time remaining to view Twelve Years a Slave on the Solomon Northup Tour in its current location, we will endeavor to exhibit other historically meaningful and valuable artifacts from our collection, and look forward to re-exhibiting the book after it's had time to recover.

-Gina K. Armstrong, IMLS Coca-Cola Museum Studies Apprentice

Remembering Cincinnati civil rights pioneer, Juanita Adams

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Freedom Center Voices

Remembering Cincinnati civil rights pioneer, Juanita Adams

"We at the National Underground Railroad Freedom Center were saddened to hear the news today of Cincinnati civil rights pioneer Juanita Adams. Ms. Adams was a long-time Ambassador and supporter of the Freedom Center and her influence on both the Center and on the city of Cincinnati will truly be missed.

Adams in 2008, courtesy of Tony Jones Photo

Ignoring advice early in life that being an African American would limit her career options, Ms. Adams spanned a 40-year career in management with the city of Cincinnati and the Cincinnati Health Department, retiring as Cincinnati Registrar: Director of Vital Records. She also served as both vice president and president of the Cincinnati chapter of the NAACP, and was active in many other community activities, including the Urban League and Greater New Hope Missionary Baptist Church. Ms. Adams was also the mother of Anthony Adams, a successful attorney in Detroit, Michigan.

The National Underground Railroad Freedom Center was built on, and is upheld by, men and women such as Ms. Adams who dedicate their time and resources to our cause of spreading freedom. We are grateful for her support of the Center and our prayers are with her family during this difficult time."

 

-Clarence G. Newsome, Ph.D.,  Freedom Center president

“What’s the Story Here?”: A Glimpse Inside the Freedom Center Archives

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Freedom Center Voices

"What’s the Story Here?": A Glimpse Inside the Freedom Center Archives

Ever looked at an old document or photograph and wonder “what’s the story here?” That’s exactly what we endeavor to find out at NURFC!

Take the photograph seen here. It’s from a collection of cabinet cards (e.g., carte-de-visite, shareable photographs from the 19th Century) produced in the photographic studio of James Presley (J.P.) Ball, a “free man of color,” located on Fourth Street in downtown Cincinnati in the mid-1800s, mere blocks from where the Freedom Center stands today. Ball was a very famous daguerreotype artist, and photographed such luminaries as P.T. Barnum, Charles Dickens, and Queen Victoria.

Even with our knowledge of Ball, we are left to wonder about the subjects of this photograph. Are they brother and sisters? A mother, father, and daughter? Was the decision to use an African-American photographer a purposeful stand against the enslavement and oppression of African-Americans? Or was it simply a decision to go to the most famous photographer available to document their family life, a document for which they scrimped and saved, and probably never imagined would one day be collected by a museum?

At NURFC, it is our mission “to reveal the stories of freedom’s heroes,” and finding a photograph like this in the collection prompts questions about whether the subjects of the photographs were freedom’s heroes. I would argue that Ball himself was one – he braved the borderlands to set up shop in a highly visible profession, and photographed black and white Americans alike. Though born free, he did not live in a free state (he was born in Virginia), until he set up a studio in Philadelphia; but, even then, he returned to Virginia to work, right across from the state capitol, and likely harbored at least a little worry for his freedom. He may not have been a conductor on the Underground Railroad, but he was certainly a pioneer in the photographic arts, and deserves to be celebrated.

-  Gina K. Armstrong, IMLS Coca-Cola Museum Studies Apprentice

“Fan the Flame” at National History Day

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Freedom Center Voices

"Fan the Flame" at National History Day

The Freedom Center at History Day in Ohio

On April 26, 2014, thousands of middle and high school students from all over Ohio gathered in Columbus to participate in the state level competition for National History Day. NHD is an annual academic program and competition that engages students in in-depth historical research. Each student completes a project on a topic of their choice related to an annual theme. They do months of primary and secondary research on their topic and create a project – a website, performance, paper, exhibit, or documentary – to present at competition. The students in Columbus had already been through school and regional competitions to earn their place in the state contest. Their projects were the best in the state, and they were marvelous.

The Fan the Flame Award

I was lucky enough to be at the state competition because I was judging for a Special Prize. Every year, the Freedom Center gives the Fan the Flame Award to recognize the most outstanding National History Day in Ohio project focusing on an individual, a group or a movement that have contributed significantly to the advancement of  freedoms and the assurance of the civil and human rights of others. The award recipients help “fan the flame” by recognizing that “there is a spark within each of us” and challenging and inspiring everyone to take courageous steps for freedom today.

This year, the theme for National History Day was “rights and responsibilities.” Since this theme fits so well with the Freedom Center’s mission, many of the projects were eligible for the Fan the Flame award. In fact, we received over 50 nominations! This made it very difficult to choose winners, but it was also rewarding to see the incredibly rich research that so many hardworking students had put into their projects. To see some of those extraordinary creations, check out the Ohio Historical Society’s Flickr page pictures of the competition.

Good Luck, Finalists!

In the end, the Freedom Center’s awards went to Erin Barr for her performance, “Residents of Africa Road: Taking Responsibility to Help Escaping Slaves along the Road to Freedom” and Amani Hill for the documentary “Killing a Panther: The FBI Plot to Destroy the Black Panther Party.” The finalists from the state competition will go on to show at National History Day in College Park, Maryland, in June. I wish them the best of luck and, having seen their projects, I know they will do well. Every student who completed a History Day project has already accomplished a great deal and hopefully learned a lot in the process.

- Nancy Yerian, AmeriCorps Member, Ohio History Service Corps

A Call For Action: Bring Back Our Girls

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Freedom Center Voices

A Call For Action: Bring Back Our Girls

By now, you all are aware of the horrific kidnappings that took place in Nigeria on April 15. It is now estimated that 200-300 young women were taken from the Chibok Government Girls Secondary school by Muslim extremist group, Boko Haram, whose name means “Western education is a sin.”

Although Nigeria has Africa’s largest economy, poverty and lack of education continues to plague its people. Economic insecurity has created fertile ground for outside extremist groups like the Boko Haram to take root and prey on the region’s youth, constantly surging communities with terrorist attacks. But the kidnappings also have darker and more sinister implications on the everyday lives and freedoms of the girls and women in Nigeria.

In a video released to the French media earlier this week, Boko Haram leader Abubakar Shekau stated that their intent was to sell the young women at $12 a person, to become “wives” to men in neighboring countries. This is a blatant attack on their personal civil liberties and freedoms. These groups, operating under the guise of military men, invade these communities to sell and trade human beings as cargo. Men, women and children in the region live in a constant state of fear and worry simply because they are intent on providing their children an education and experiences that will give them a better quality of life.

Stand Up and Speak Out

As a nation of people who understand the high price of and struggle for freedom and equality, I am calling you to speak up. I call you to educate your communities on the dangers of human trafficking and modern slavery. I call you to be champions of freedom and stand with our President and our nation’s leaders to demand that the Nigerian government take immediate action. For assistance and resources to help you get involved, please visit Bring Back Our Girls to stay connected. Join us in our efforts to eradicate human trafficking and modern day slavery.

Many have already made the call for action. How will you answer the call? #BringBackOurGirls!

-Dr. Clarence G. Newsome, President

Youth Docents as Freedom Ambassadors Youth Docents Begin Service

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Freedom Center Voices

Youth Docents as Freedom Ambassadors Youth Docents Begin Service

Over the past two and a half months, the Freedom Center’s Youth Docents have been acting as guides and educators in our museum. They have been putting their training to use by helping visitors learn from the Freedom Center’s exhibits. On a typical day, a Youth Docent might talk to guests about the original Slave Pen in our Grand Hall or demonstrate how a cotton gin works. They might teach visitors that slavery still exists today or show a family their favorite story quilt in the And Still We Rise exhibit.

Learning to communicate with the public is not always easy. For some of our teen volunteers, the idea that they were going to have to talk to people was pretty intimidating. Fortunately, practice makes perfect. I recently observed one of our docents enthusiastically demonstrating a hands-on activity to a family. It was wonderful to watch him easily talking to these people because only a few weeks ago he was so nervous that he could barely speak in front of a group. It is amazing to watch this batch of young people gain confidence feel comfortable with the material they know.

More to Learn

Of course training has not stopped completely. The Youth Docents have had a few special experiences since their service began. They have visited Historic New Richmond, Ohio, and participated in Conner Prairie’s “Follow the North Star” interactive program. After each trip, they have discussed what they learned and how it connects to their lives. These dialogues have allowed the Youth Docents to share their observations, thoughts, and feelings about these subjects with each other, and hear perspectives they may not have considered before.

Beyond Our Walls

One of the Youth Docent Program’s goals is that through their experiences, youth will be inspired to take action to change our world today. In fact, this is part of the Freedom Center's mission: “challenging and inspiring everyone to take courageous steps for freedom today.” These Youth Docents take up that challenge by becoming ambassadors to teach not only our visitors, but their entire communities what they learn and encourage others to take action as well. They have made connections between the history we teach here and making an impact on the world they live in today. Click here to learn how to apply for this unique opportunity!

Nancy Yerian

AmeriCorps Member, Ohio Local History Corps

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Freedom Center Voices

Guest writer Alexander Pittman reflects on a keynote lecture given by Dr. Bettina L. Love during our virtual 2021 Educator Open House titled "The Idea of Mattering is Essential." We weren't able to record the lecture, but the rest of the program is available to watch on our youtube channel.

December 10, 2021

As an African-American man in the United States, I have experienced discrimination and microaggressions in schools, both as a student and educator. I had the privilege of serving as a public school middle and high school Social Studies teacher for nearly a decade prior to enrolling at The Ohio State University to pursue a doctoral degree in Multicultural and Equity Studies in Education. One reason I care so much about equity in education is because I have never had an African-American male teacher or professor in my entire schooling experience (k-12, undergrad, and graduate school). Knowing that the education system is standards based, I have seen firsthand the harm that can occur to students of Color due to the fact that those standards are almost never developed, implemented or taught with their academic success and personal development in mind.

Teaching diverse, marginalized and historically resilient student populations has always been a desire and priority for me throughout my professional career. Currently I supervise and teacher preservice educators as they prepare to enter the classroom for the first time as a lead teacher. Aside from teacher education and preparation, my research passion, similarly to Dr. Love’s, centers the intersections of race, social justice and education.

The very fact of freedom’s incompleteness (no one is free so long as others remain unfree) necessitates action directed at changing society. Freedom, therefore, is ultimately a practice, rather than a possession or a state of being. – Michael Hames-Garcia

I find it fitting to lead with this quote, as a central theme in Dr. Love’s keynote address and abolitionist work is that freedom is NOT justice. A situation can be done justice, but freedom is an ongoing struggle. Love bluntly proclaims that to be Black in America means to be in a constant state of survival. Nowhere can this be seen more clearly than in America’s public school system.

During my teaching tenure I worked in schools that served predominantly Black and Brown students from middle to low-income communities. As an educator, I witnessed countless injustices; from over-disciplining of dark bodies, to deficit labeling of students of Color based on standards that center whiteness, to teachers negatively judging parents and entire communities of color, though having little to no knowledge of the cultural values and histories that make up that community. However, my time in the classroom was also, and more importantly, filled with joy as my students and I learned for each other by sharing stories and reflecting on our lived experiences. In so many ways this a microcosm of what dark people in this country must do each and every day; acknowledge and navigate marginalization and oppressive systems, while choosing to focus on our strength, resiliency and joy.

It is extremely frustrating being committed to and engaged in abolitionist teaching, yet knowing the kind of radical change Love imagines must be taken-up by the vast majority of white teachers who are currently teaching in schools to have any chance of widespread success. As I continue to explore my roles and responsibilities within abolitionist education — as a Black man, an educator and a doctoral student — an issue I wrestle with is knowing and agreeing with Dr. Love that you don't have to be Black to do this work (speaking about abolitionist teaching). However, I also know from learned and experiential knowledge that teachers of color help students of the same race or ethnicity perform better academically (Goldenberg, 2014). Never experiencing the joy and affirmation that comes with being taught by someone who I see as having similar social identities as myself did have a negative impact on my k-12 schooling experience.

A 2021 Columbus Dispatch newspaper article highlighted that 94 percent of current Ohio educators are white. Furthermore, 86 percent of students in teacher training programs in the state of Ohio are white as well, these numbers are similar to national trends in teachers and teacher education. Educational inequity is not only related to curriculum, funding and discipline, but also connected to who we are encouraging to become educators. In her keynote Love made the point that often Blacks aren’t part of the curriculum, and efforts to introduce a more diverse and represented curriculum is often met with resistance, this all contributes to the educational survival complex that Dr. Love names, critiques, and resist through her abolitionist work.

Teacher Education Programs, Working for Change or Maintaining the Status Quo?

“Teacher education programs are typically designed to prepare middle-class, European American candidates to teach middle-class, European American students in mainstream schools. But these conceptions often do not fit the shifting student demographics in U.S. schools, particularly in urban communities. The dominant enrollments in many of these schools already are students of color and from poverty” (Gay, 2005, p. 222)

Even though the quote above is from a 2005 publication, I can tell you that nationally this is still very much the case in teacher education programs. In her book, We Want To Do More Than Survive, Love writes “My goal as an educator, teaching overwhelmingly White students, is to get white students to question how they are going to teach children of color with limited understanding of who these children are, where these children come from, their history, why and how they matter to the world, who loves them, why they should love Blackness, why they should want to see dark children win, how to support their quest to thrive, and how it is intentional that future teachers know so little about dark students” (pg. 126-127).

Teaching and learning with these goals in mind is not centered in the majority of our teacher education programs. Institutions of higher education, and teacher education programs specifically, are steeped in white normative thinking and ideals, Love refers to this as the teacher education gap.

Photo by Sam Balye on Unsplash

As Dr. Love highlighted in her keynote, abolition is about eliminating not restructuring. The need to eliminate, not restructure extends to teacher education programs as well. Reimagining teacher education is a twofold endeavor: one, completely rethinking the required curriculum, practicum experience and colonial logics of learning, knowledge, research that typically shape teacher education programs. This would be vital in moving the white pre-service educators who are in the pipeline already closer to what Love calls being a co-conspirators rather than ally.

Secondly, given that in 2018 students of color represented 53% of the total student population, but teachers of Color only about 21% during the same time period (source: National Center for Education Statistics), teacher education programs must dedicate time, effort and resources to the recruitment and retention of preservice educator of Color. Love spoke of the coded language used in k-12 to alienate, oppress and push out dark folks based on their appearance, noting professional, inappropriate and distraction as examples of such language. Consider the message that sends to young Black children as they decide rather they should pursue teaching as a career path.

Abolitionist Educational Research

A significant idea presented in Love’s keynote and book is that of freedom dreaming. She describes freedom dreaming, simply as “dreams grounded in a critique of injustice” (Love, 2019, pg. 101). As I reflect on Love’s powerful ideas for reimagining what our k-12 schools could be for our students of Color if we adopted abolitionist teaching as the standard, I’m drawn to thinking about how educational research, especially that which aims to study marginalized communities, could be reimagined with abolitionist principles in mind.

Patel’s 2016 book Decolonizing Educational Research traces the genealogy of coloniality in knowledge production and education research, positing that “education research, though both meaning and matter, has played a deleterious role in perpetuating and refreshing colonial relationships among people, practices, and land” (Patel, 2016, pg. 12). There are similarities and overlaps in the works of Love and Patel, they both draw on the scholarship of great thinkers such as; Gloria Ladson-Billings, W.E.B. DuBois, and Kimberlé Crenshaw to inform their scholarship. Furthermore, both scholars acknowledge and push for the complete dismantling and radical rethinking of the systems they critique, k-12 education and education research respectively. Patel questions “whether educational research could, in fact, become something more than colonizing, whether an entity borne of and beholden to coloniality could somehow wrest itself free of this genealogy” (pg. 4). Patel calls for answerability, and Love for abolition, but they both interrogate the colonial logics of learning and knowledge.

In my freedom dreaming, I think about what abolitionist education research would look like. What would the implications be for all education scholars, practitioners, and researchers, regardless of race, if institutions prioritized educational research that critiques, rather than perpetuates, injustices in education. As an educator and emerging researcher, I must be cognizant of how my actions and research agenda can undo coloniality and create spaces for ways of knowing that honor the histories and experiences of people of Color, this can serve as a first step towards abolitionist education research.

Alexander Pittman served as a public school middle and high school Social Studies teacher for nearly a decade prior to enrolling at The Ohio State University to pursue his doctoral degree in Multicultural and Equity Studies in Education. Alexander currently teaches and supervises preservice educators, preparing them to enter the classroom. His scholarly research interest focuses on the intersections of race, social justice and education.

Part of the Solution?

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Freedom Center Voices

One of the things I relish about my work at NURFC is the chance to develop a deeper understanding about enslavement today and the steps I can take in my own life to end it.

Our Invisible: Slavery Today  gallery is jam-packed with facts and stories surrounding those who daily face conditions that make exploitation easy. The light bulb moment for me has been not that there are enslaved people still extant, but the industries in which forced labor is used to keep prices down on goods I personally might use and buy, making me complicit.

I, like many people, make many choices when buying products, and for many reasons, some even political. But I think I’m too eager, as so many of us are, to make price the bottom line choice, without ever thinking about how that low, low price is possible. I try to be a good global citizen by buying fair trade, especially in industries I know to be worker exploitative, like clothingchocolatecoffee, and jewelry. But it did not occur to me before visiting NURFC that my price on a rug or bricks could be made possible by child or forced labor. Now that I am aware, I will look for products by goodweave, for instance, which combats child labor in the rug weaving industry.

For more information about slavery today, and the steps we can take to help eradicate it, please visit our Invisible: Slavery Today  permanent exhibit on the third floor.

- Gina K. Armstrong, IMLS Coca-Cola Museum Studies Apprentice

“We have abolished the slave, but the master remains.”

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Freedom Center Voices

"We have abolished the slave, but the master remains."

On April 3, Director of National Strategic Initiatives Luke Blocher took part in a panel discussion on modern slavery as part of the opening ceremonies of the new Mayerson JCC exhibition, When Slavery Hits Home: Not Just History But Here and Now. Blocher delivered the following remarks preceeding the event:

"I was on the beach in the Outer Banks of NC earlier this week, thinking about what I would say tonight. I was distracted, though, by two troubling realizations. First, that it was actually much colder there than it was here, but much more importantly, that I had quite ignorantly, and embarrassingly as a native Cincinnatian, scheduled a vacation to overlap with Opening Day.  Like many things, though, my 15 month old daughter helped me find focus.

In this instance, attempting to explain the Atlantic Ocean – which was of course really a conversation with myself – its vastness, its permanence, I was reminded, believe it or not, of slavery.

Now, despite what this may project, I don’t walk around with slavery on the brain all day long. Yet, it is impossible to engage in this work and not be struck by the scale, scope, and dogged persistence of the problem. So I figured that was a good way to structure this talk.

First, then, a word on scale and scope.

The latest and most credible study on the subject, the Global Slavery Index by the Walk Free Foundation, estimates there are 29.8 Million people in some form of modern slavery. The International Labor Organization puts it at 21 Million. These are the conservative estimates.

Modern Slavery is often referred to by the bureaucratic term “human trafficking”, which can lead people to believe cross-border movement is an essential element of the crime. The working definition of modern slavery most commonly used is actually much simpler: one person forcing another to work, commercially or sexually, against their will and for the profit and benefit of another.

Most of the anti-slavery field today further breaks this definition into 5 categories, which form the organizing principle for the Freedom Center’s permanent exhibit “Invisible: Slavery Today”:

Forced Labor, which is most like our historic American slavery - coerced, usually physically, and without pay; its close cousin Bonded or Debt Labor, which is made to look like an employment agreement, but one where the worker starts with a debt he or she must work to repay – usually in brutal, forced labor conditions – only to find that repayment is impossible and therefore permanent; Sex Slavery, in which women and girls, and sometimes men, are forced to work in the commercial sex industry against their will; Domestic Servitude, where the seemingly normal practice of live-in help is used as cover for the exploitation and control of someone, usually from another country; and Forced Child Labor, which exhibits elements of the other forms in the special context of children, many of whom have been sold by their own parents.

Almost half of these modern slaves can be found on the Indian sub-continent, where a toxic combination of extreme poverty, over-population, official corruption, and gender and caste-based discrimination has left 12-14 Million of that region’s poorest in some form of bonded labor, with another 1 Million +, conservatively, trapped in the Sex Industry. Another 3 million can be found in China; a half million more in Russia. On a per capita basis, Mauritania, Haiti, Nepal, Moldova, and Benin join India at the top of the charts.

But this is not a problem limited to the developing world or places we may associate with oppressive governments.

There are annually tens of thousands of men and women trafficked into the US and Western Europe under the false pretense of a job or educational opportunity, and then forced into both the commercial sex industry and the agricultural, construction, and hospitality industries. A fate they share with natives of each of those countries, as well.

Nor is this a problem that any of us can plausibly say does not touch our lives. There is slavery in the goods we buy and the foods we eat. Documented slavery in the material mining that goes into much of our electronics and things like makeup; documented slavery in the global seafood industry; documented slavery in the harvesting of palm oil and other cooking essentials. And the list goes on. I would encourage you to visit slaveryfootprint.org to learn more, as I know you can at kiosks in the exhibit.

How does this happen? In our world, today? The business is based on exploiting vulnerability – whether it be economic, social, or emotional – to meet a seemingly insatiable demand for cheap goods and cheap sex. It is conducted by organized - crime syndicates and solo practitioners alike.

And business is good. By all accounts, slavery is now the world’s 2nd largest criminal enterprise, at an estimated $32B/yr, behind only drug trafficking.

This financial incentive is, I believe, the key to understanding our second topic: slavery’s persistence.

Nothing I’ve seen better explains this notion than the simple remarks of radical abolitionist Wendell Phillips on the passage of the 13th Amendment:

“We have abolished the slave, but the master remains.”

The desire for slave labor did not start with the Transatlantic and American domestic slave trades. Nor did it end with their 19th century legal demise.

The histories of every part of the world are filled with references to slavery and forced labor. And important recent books like “Slavery by Another Name” make clear that slavery in effect, if not legal form, picked right back up in the former Confederacy shortly after Reconstruction ended.

The truth of this insight can be seen in the lives of the two men featured in the exhibit you are here to see tonight. 19th Century American Solomon Northup and 21st Century Cambodian Prum Vannak lived 150 years and half a world apart, yet both were kidnapped by people they thought were offering them jobs, and later sold into slavery for many years.

When we start to look, we see this story repeats elsewhere: whether it is young girls in a Bangladeshi village, lured by the promise of a better life in India; or the Haitian man crossing in to the sugar fields of the Dominican Republic in hopes of work that will bring dignity and security.

The constant here – and this is important – is the slaver, not the slave. In the beautiful film 12 Years a Slave, you saw the newly kidnapped Solomon beaten physically and psychologically, in an effort to force him to accept his new identity as a slave. On a recent panel I shared with the film’s Director Steve McQueen, Brad Myles of the Polaris Project, the leading anti-slavery organization with an American focus, pointed out that the film could be a field manual for the various methods of control he encounters regularly in his work with the survivors of modern slavery. What we see being done to Solomon happens today in Mumbai and Thailand, just as it does in Texas, and in Ohio.

We have abolished the slave, but the master remains.

I chose the word persistence to describe this concept because it insists on some sort of response. Usually you’re describing something as persistent because, like my young daughter’s frustrated wailing, it’s something you can’t ignore. But for far too long, that is just what we have done. We’ve chosen to believe the triumphant and comforting narrative that we ended slavery once and for all 150 years ago.

Wendell Phillips, along with Thomas Jefferson, is sometimes credited with another saying that more accurately describes reality: “Eternal vigilance is the price of liberty”

This should be our mindset, and the good news is there are a large and growing number of modern abolitionists already there. Pioneers like Free the Slaves, International Justice Mission, and the Polaris Project are now being joined by Heads of State, Multinational Corporations, and religious leaders. Indeed, just a few weeks ago, the Pope, the ArchBishop of Canterbury, and the Grand Imam of Al-Azhar University in Cairo announced the formation of an historic interfaith alliance against slavery called the Global Freedom Network.

This is progress, but not success. Eternal vigilance remains our obligation.

Or, in the words of the Talmudic Proverb my friend and mentor John Pepper often repeats in our work at the Freedom Center: “you are not required to complete the work, but neither are you permitted to desist from it." "

-Luke Blocher, Director of National Strategic Initiatives

Nearly Washed Away

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Freedom Center Voices

Nearly Washed Away

Next August will mark the 10th anniversary of Hurricane Katrina and the subsequent failure of the New Orleans levee system that caused devastating flooding. Viola Burley Leak’s 2012 Katrina Wreckage and Tears … And Still We Rise quilt in the And Still We Rise quilting exhibit is a heart-wrenching interpretation of those events.

There are three images in this powerful piece that particularly strike me. First is the tree at the center of the quilt containing the silhouettes of two people – exactly as survivors of the flood tried to climb to safety, often finding none. Second is the painted face, with tears streaming, whose mouth is covered by another hand, indicating to me the loss of voice that comes with second-class status, as many of these residents were seen and treated. Third is the black house with an American flag, a trio of skulls, and a $100 bill, communicating to me that America’s capitalist motivations in most scenarios reign supreme, regardless of the human cost – in this case, many lives.

While there were many neighborhoods in New Orleans affected by Katrina and the levee failure, a disproportionate number were traditionally African-American, neighborhoods where generations of families owned homes and lived happily and productively. Leak depicts these homes throughout history, with images of 19th and early 20th century inhabitants in some of the houses woven into the quilt. Many of these neighborhoods remain devastatingly empty 10 years later, due to the often labyrinthine requirements to establish ownership of property and regain rights to rebuild, as well as the severe lack of funds made available for rebuilding, if ownership could be established.

New Orleans is a particular town that America could not afford to lose, and which it treated poorly before, during, and after the events of Katrina. It is a city that gets into your blood in a most peculiar way, calling to you across miles and years, and Leak’s quilt evokes the anguish of this devastating event in those who “know what it means to miss New Orleans.” New Orleans, and the Katrina episode in particular, stands as a series of lessons we Americans must not allow to be washed away: that we must treat our history with care; must embrace the differences among us, celebrate them like a carnival, not simply endure them; and must allow freedom in all areas of our society – even regulated ones – because it enriches the culture rather than diminishes it.

To see the beauty and power of the Katrina quilt, visit our newly extended And Still We Rise exhibit, now through Sept. 1 in the Skirball Gallery.

 

-Gina Armstrong, IMLS Coca-Cola Museum Studies Apprentice

Two Stood Up

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Two Stood Up

Imagine being one of 13 children in a family that owns over 100 slaves and believing slavery is wrong. That is the life of the Grimkè sisters, Angelina Grimkè Weld and Sarah Moore Grimkè. But the sisters did not stand by silent, even as children, and swallow their belief in the evil of slavery.

Eleven-year-old Sarah taught one of the family slaves to read, and was punished by her family for it. She joined the Quakers, a noted abolitionist religion, because of her views, but even they required her to stand up – she was criticized by them for sitting next to a black woman, Sarah Mapps Douglass, at services. Sarah spoke about and wrote abolition, and had her “Epistle to the Clergy of the Southern States” burned in South Carolina. In 1837, she wrote that men and women should be treated equally in her “Letters on the Equality of the Sexes and the Condition of Women,” linking abolition and equality of the sexes.

Sarah’s younger sister Angelina Grimkè Ward was just as passionate about abolition. She was a powerful speaker, and caused uproars by speaking out against slavery in audiences that included men. She also joined the Quakers, and moved to Philadelphia in 1819, and later to New York, where she and her sister were the first women to lecture for the Anti-Slavery Society. She published the abolitionist pamphlet “An Appeal to the Christian Women of the South” in 1835. After she married fellow abolitionist Theodore Weld in 1838, they moved to New Jersey and opened several progressive schools. Both she and Sarah continued to work for civil rights and women’s suffrage after the Civil War.

We should all learn from the example of these passionate women that though it takes courage to stand up for what we believe to be right, we must strive to stay on the harder path of helping those who are not always able to help themselves, despite any personal cost of doing so.

To learn more about the Grimkè sisters, visit our Escape! and From Slavery to Freedom Galleries.

 

-Gina Armstrong, IMLS Coca-Cola Museum Studies Apprentice