Stephanie on Her Experience at the Schomburg Center: July 24, 2014
Up until a month ago, the term “archival research” was foreign to me. Sure, I’ve heard of archives and I knew people did research there, but I had no idea what that entailed. So knowing that I was going alone to an archive in New York City to find information on slavery seemed like a very daunting task.
I was so excited when I showed up to the Schomburg Center for Research in Black Culture because I got my very own New York Public Library Card! Now I had to put that to good use. I was told the rules of what can and cannot be done at the archive, how to access collections, how to photograph documents, and so forth. It was all a learning process for me, so I took a shot in the dark and figured I would begin my research with the Slavery and Abolition collection. The title sounded appropriate but I had no idea what I would find in the box.
Once I started to take a look at the documents and artifacts in the Slavery and Abolition box, I realized just how cool archives really are. I was holding original documents that were bills of sale of slaves, birth certificates from the 1800s, letters from William Lloyd Garrison (best known as the editor of the abolitionist newspaper The Liberator and one of the founders of the American Anti-Slavery Society), and documents from judges declaring former slaves free. I could not believe my fingers were touching documents that were written two hundred years ago!
I was overwhelmed with the amount of information that was before me. I was looking into the lives of former slaves and slave owners. I was taking pictures of everything I could and taking notes so I wouldn’t forget one bit of information. After two hours and getting through not even half of the first box I checked out, I knew that I couldn’t possibly read everything, so I had to start being more selective in my search.
I requested another collection with miscellaneous papers about slavery. In this box I found newspaper articles looking for runaway slaves, appraisal and inventory lists, resolutions, letters, and so forth. I tried to think of what would be most interesting for a high school student to read and what would fit best into the lessons my group is planning on writing. Most of the artifacts and documents that I found at the Schomburg Center are about the buying and selling of slaves, freedom of slaves, and runaway slaves. I have pictures of many documents that are certificates of freedom, proof of purchase of a slave, etc. I think that students might find it interesting to see exactly how much slaves were bought and sold for, as well as how some slaves obtained freedom. I think that documents such as the inventory of a particular slave owner show how slaves were part of the personal estate of an owner, which is important for students to know. Additionally, I found a receipt of schooling for a black boy and girl. This could show students that not every slave was treated the same and few even received education. I also found a resolution from 1838 about things that black people could not do, such as hold meetings, own dogs, own guns, and so forth.
I really enjoyed my first experience doing archival research. Not only did I get the novelty of holding and reading documents from hundreds of years ago, but I also came back with information that could be very interesting for students to learn. I am looking forward to getting started with writing lessons to educate eleventh grade US History students using primary source documents. I hope that these students get as excited as I was about digging up the past!
Meghan Discusses Using Online Archives: July 24, 2014
In addition to the original research conducted at the Cecil County Historical Society, I conducted research with archives online. What was great about this experience was that I had access to books and resources from all over the country and was able to view it at my leisure. Additionally, I visited the Mount Harmon Plantation in Maryland where I reviewed diaries from an owner of the plantation and a member of the family. This was probably my favorite archival experience. First, the plantation was GORGEOUS. As I drove up to the plantation I felt as if I was transplanted back in time which was interesting as I dug through the diary entries. These diary entries were great because they gave opinions about slavery from the viewpoint of a plantation owner. The owner surprised me with the comments, at times putting down the Southerners for slavery, yet also saying how slavery can be justifiable. The only thing I did not like was how he sometimes put down people from Middletown!
After finishing up the research aspect of the internship experience, it has validated more than ever that students need to experience what I have in order to fully understand and appreciate a topic. These three archival resources provided me with a well-rounded look into archives and the experience of both slaves and slave owners. Students should be able to experience the same process I did, and as a result, they will learn about the power of research with primary source documents and how fantastic information can be discovered without “googling” it.
Meghan Discusses Research at Cecil County Historical Society: June 27, 2014
The extent of my experiences with archives was limited to what I could find on the Internet or through libraries online. Never have I actually held historical materials in my hands. As a history major, actually holding the archives in my hands was extremely exciting as I thought, “this actually came from the past!” I started my archival research at the Cecil County Historical Society in the cute, quaint, and historic town of Elkton, Maryland. When I walked in, the ladies who worked at the historical society led me to a file cabinet full of folders pertaining to “Black History.” At the Cecil County Historical Society I was allowed to take pictures of the archives I was interested in. What a blend of old materials and new technology! I searched through 6 folders of materials relating from slavery, the slave trade, civil rights, and articles about prominent African-Americans in the local community. The archives I focused on where ones relating to populations, experiences, local information, and background, supplemental information. I thought these could be a great starting point for either continued research or a platform for more research. Overall, I spent about an hour and a half looking through the materials in the 6 folders. It was a great experience to look through the materials that were from the time period. These primary sources and additional sources provided me with a glimpse into the past without any biases or points of view from recent historians, which could influence the documents. Also as a future educator, it reinforced the need for students to experience what I did and actually grapple with the historical materials themselves.