In honor of Confederate History Month, I present a group of emancipated Louisiana slaves. The following letter was written by Colonel George Hanks, who commanded a Union Corps composed entirely of black troops. Hanks was attempting to raise money for the education of freed slaves:
To the Editor of Harper's Weekly:
The group of emancipated slaves whose portraits I send you were brought by Colonel Hanks and Mr. Phillip Bacon from New Orleans, where they were set free by General Butler. Mr. Bacon went to New Orleans with our army, and was for eighteen months employed as Assistant-Superintendent of Freedmen, under the care of Colonel Hanks. He established the first school in Louisiana for emancipated slaves, and these children were among his pupils. He will soon return to Louisiana to resume his labor.
Rebecca Huger is eleven years old, and was a slave in her father's house, the special attendant of a girl a little older than herself. To all appearance she is perfectly white. Her complexion, hair, and features show not the slightest trace of negro blood. In the few months during which she has been at school she has learned to read well, and writes as neatly as most children of her age. Her mother and grandmother live in New Orleans, where they support themselves comfortably by their own labor. The grandmother, an intelligent mulatto, told Mr. Bacon that she ad "raised" a large family of children, but these are all that are left to her.
Rosina Downs is not quite seven years old. She is a fair child, with blonde complexion and silky hair. Her father is in the rebel army. She has one sister as white as herself, and three brothers who are darker. Her mother, a bright mulatto, lives in New Orleans in a poor hut, and has hard work to support her family.
Charles Taylor is eight years old. His complexion is very fair, his hair light and silky. Three out of five boys in any school in New York are darker than he. Yet this white boy, with his mother, as he declares, has been twice sold as a slave. First by his father and "owner," Alexander Wethers, of Lewis County, Virginia, to a slave-trader named Harrison, who sold them to Mr. Thornhill of New Orleans. This man fled at the approach of our army, and his slaves were liberated by General Butler.The boy is decidedly intelligent, and though he has been at school less than a year he reads and writes very well. His mother is a mulatto; she had one daughter sold into Texas before she herself left Virginia, and one son who, she supposes, is with his father in Virginia. These three children, to all appearance of unmixed white race, came to Philadelphia last December, and were taken by their protector, Mr. Bacon, to the St. Lawrence Hotel on Chestnut Street. Within a few hours, Mr. Bacon informed me, he was notified by the landlord that they must therefore be colored persons, and he kept a hotel for white people. From this hospitable establishment the children were taken to the "Continental," where they were received without hesitation.
Wilson Chinn is about 60 years old, he was "raised" by Isaac Howard of Woodford County, Kentucky. When 21 years old he was taken down the river and sold to Volsey B. Marmillion, a sugar planter about 45 miles above New Orleans. This man was accustomed to brand his negroes, and Wilson has on his forehead the letters "V. B. M." Of the 210 slaves on this plantation 105 left at one time and came into the Union camp. Thirty of them had been branded like cattle with a hot iron, four of them on the forehead, and the others on the breast or arm.
Augusta Boujey is nine years old. Her mother, who is almost white, was owned by her half-brother, named Solamon, who still retains two of her children.
Mary Johnson was cook in her master's family in New Orleans. On her left arm are scars of three cuts given to her by her mistress with a rawhide. On her back are scars of more than fifty cuts given by her master. The occasion was that one morning she was half an hour behind time in bringing up his five o'clock cup of coffee. As the Union army approached she ran away from her master, and has since been employed by Colonel Hanks as cook.
Isaac White is a black boy of eight years; but none the less intelligent than his whiter companions. He has been in school about seven months, and I venture to say that not one boy in fifty would have made as much improvement in that space of time.
Robert Whitehead--the Reverend Mr. Whitehead perhaps we ought to style him, since he is a regularly-ordained preacher--was born in Baltimore. He was taken to Norfolk, Virginia, by a Dr. A. F. N. Cook, and sold for $1525; from Norfolk he was taken to New Orleans where he was bought for $1775 by a Dr. Leslie, who hired him out as house and ship painter. When he had earned and paid over that sum to his master, he suggested that a small present for himself would be quite appropriate. Dr. Leslie thought the request reasonable, and made him a donation of a whole quarter of a dollar. The reverend gentleman can read and write well, and is a very stirring speaker. Just now he belongs to the church militant, having enlisted in the United States army.
A large photograph of the whole group which you reproduce has been taken, and cartes de visite of the separate figures. They are for sale at the rooms of the National Freedman's Relief Association, No. 1 Mercer Street, New York, or I will send them by mail on receipt of the price: $1 for the large picture, 25 cents each for the small ones. The profits to go to the support of the schools in Louisiana.
The Islamic State is no mere collection of psychopaths. It is a religious group with carefully considered beliefs, among them that it is a key agent of the coming apocalypse. Here’s what that means for its strategy—and for how to stop it.
What is the Islamic State?
Where did it come from, and what are its intentions? The simplicity of these questions can be deceiving, and few Western leaders seem to know the answers. In December, The New York Times published confidential comments by Major General Michael K. Nagata, the Special Operations commander for the United States in the Middle East, admitting that he had hardly begun figuring out the Islamic State’s appeal. “We have not defeated the idea,” he said. “We do not even understand the idea.” In the past year, President Obama has referred to the Islamic State, variously, as “not Islamic” and as al-Qaeda’s “jayvee team,” statements that reflected confusion about the group, and may have contributed to significant strategic errors.
Some conservatives are defying expectation and backing the Vermont senator.
When Tarie MacMillan switched on her television in August to watch the first Republican presidential debate, she expected to decide which candidate to support.
But MacMillan, a 65-year-old Florida resident, was disappointed. “I looked at the stage and there was nobody out there who I really liked. It just seemed like a showcase for Trump and his ridiculous comments,” she recalled. “It was laughable, and scary, and a real turning point.”
So she decided to back Bernie Sanders, the self-described “Democratic socialist” challenging Hillary Clinton. MacMillan was a lifelong Republican voter until a few weeks ago when she switched her party affiliation to support the Vermont senator in the primary. It will be the first time she’s ever voted for a Democrat.
If you want to annoy a scientist, say that science isn’t so different from religion. When Ben Carson was challenged about his claim that Darwin was encouraged by the devil, he replied, “I’m not going to denigrate you because of your faith, and you shouldn’t denigrate me for mine.” When the literary theorist Stanley Fish chastised atheists such as Richard Dawkins, he wrote, “Science requires faith too before it can have reasons,” and described those who don't accept evolution as belonging to “a different faith community.”
Scientists are annoyed by these statements because they suggest that science and religion share a certain epistemological status. And, indeed, many humanists and theologians insist that there are multiple ways of knowing, and that religious narratives exist alongside scientific ones, and can even supersede them.
Why are so many kids with bright prospects killing themselves in Palo Alto?
The air shrieks, and life stops. First, from far away, comes a high whine like angry insects swarming, and then a trampling, like a herd moving through. The kids on their bikes who pass by the Caltrain crossing are eager to get home from school, but they know the drill. Brake. Wait for the train to pass. Five cars, double-decker, tearing past at 50 miles an hour. Too fast to see the faces of the Silicon Valley commuters on board, only a long silver thing with black teeth. A Caltrain coming into a station slows, invites you in. But a Caltrain at a crossing registers more like an ambulance, warning you fiercely out of its way.
The kids wait until the passing train forces a gust you can feel on your skin. The alarms ring and the red lights flash for a few seconds more, just in case. Then the gate lifts up, signaling that it’s safe to cross. All at once life revives: a rush of bikes, skateboards, helmets, backpacks, basketball shorts, boisterous conversation. “Ew, how old is that gum?” “The quiz is next week, dipshit.” On the road, a minivan makes a left a little too fast—nothing ominous, just a mom late for pickup. The air is again still, like it usually is in spring in Palo Alto. A woodpecker does its work nearby. A bee goes in search of jasmine, stinging no one.
Prosecutors indict a Chicago police officer for first-degree murder and release a “deeply disturbing” video of the shooting.
Updated at 1:25 a.m on November 25.
The city of Chicago released the dashcam footage of Laquan McDonald's final moments Tuesday evening, one day earlier than they had originally announced. City officials gave journalists a link to a third-party site where they would have a one-hour window to download the six-minute and fifty-three-second video clip. (City officials bizarrely cited “limited bandwidth” as the reason for for the time limit.) The website crashed almost immediately, but DNAinfo Chicago uploaded the entire video to YouTube.
The clip begins with a 45-second disclaimer then shows the police vehicle on which the dashboard camera was mounted travel to the scene. Five minutes and fifteen seconds pass before McDonald first appears, walking in the middle of a mostly empty city street near two other police vehicles. McDonald is walking at a brisk pace while carrying something in his left hand. (Police reports say it was a knife.)
Nobody’s focused on winning the peace. That’s a big problem.
In August 1941, Winston Churchill and Franklin Roosevelt met off the coast of Newfoundland to outline a shared vision for the post-World War II era. The British prime minister was so thrilled to see the American president that, in the words of one official, “You’d have thought he was being carried up into the heavens to meet God.” The two countries issued the Atlantic Charter, which sought “a better future for the world” through the principles of self-determination, collective security, and free trade. The United States hadn’t even entered the war yet, but it was already focused on winning the peace. The endgame was not just the defeat of the Axis powers, but also the creation of a stable global order, in which World War II would be the last world war.
In the name of emotional well-being, college students are increasingly demanding protection from words and ideas they don’t like. Here’s why that’s disastrous for education—and mental health.
Something strange is happening at America’s colleges and universities. A movement is arising, undirected and driven largely by students, to scrub campuses clean of words, ideas, and subjects that might cause discomfort or give offense. Last December, Jeannie Suk wrote in an online article for The New Yorker about law students asking her fellow professors at Harvard not to teach rape law—or, in one case, even use the word violate (as in “that violates the law”) lest it cause students distress. In February, Laura Kipnis, a professor at Northwestern University, wrote an essay in The Chronicle of Higher Education describing a new campus politics of sexual paranoia—and was then subjected to a long investigation after students who were offended by the article and by a tweet she’d sent filed Title IX complaints against her. In June, a professor protecting himself with a pseudonym wrote an essay for Vox describing how gingerly he now has to teach. “I’m a Liberal Professor, and My Liberal Students Terrify Me,” the headline said. A number of popular comedians, including Chris Rock, have stopped performing on college campuses (see Caitlin Flanagan’s article in this month’s issue). Jerry Seinfeld and Bill Maher have publicly condemned the oversensitivity of college students, saying too many of them can’t take a joke.
The Speaker’s reformist ambitions fall victim to his need to manage the media cycle.
Before taking the speakership last month, Paul Ryan made a promise to fix a “broken” House of Representatives and return the chamber to “regular order.” Eschewing the centralized authority of his predecessor, John Boehner, Ryan promised to put legislative power back in the hands of rank-and-file members—something key House constituencies had been clamoring for.
Under regular order, House bills go through an often-lengthy process from subcommittee to the floor; they are vetted, debated, and amended before receiving a final up-or-down vote. A return to regular order is one of the few areas with serioussupport from both ultraconservative Freedom Caucus members and progressive reformers in the House. After all, legislators on both sides of the aisle want a chance to be heard, offer amendments, and share expertise. Ryan concurred: “The committees should retake the lead in drafting all major legislation. When we rush to pass bills, a lot of us do not understand, we are not doing our job.”
The ambitious effort that could transform the institution and inform how other campuses respond to student protests.
Every university responds to student protests in its own way.
Earlier this month, scores of Brown undergraduates formed a circle on a quad and listened as black classmates expressed pain, anger, and frustration with campus life, following the example set by their analogues at the University of Missouri and elsewhere. Kate Talerico of The Brown Daily Herald recorded several powerful speakers and a diverse crowd that listened attentively and occasionally snapped to signal their agreement.*
Here are some of their words:
Candice Ellis, the first student to appear in the video, declared, “We begged this university to hear our stories about how racism, sexism, and a whole host of other problems prevail … and prevent us from being safe, from being at peace, from being whole and from being well. They invite us to meetings in the president’s office and the faculty club. They say they listen. They say they hear us. They do nothing.”