User:Deisenbe/sandbox/lane

The late important discussion at the Lane Seminary! developed the facts that t had tbit information from the mouth of the (Chairman. Mr Jamei Fort en. not m https://www.newspapers.com/clip/96901719/colonization-of-freed-slaves/

Lane Seminary, in Cincinnati, Ohio, was known primarily for the debates held there over 18 evenings in February 1834. Their topic was whether liberated slaves should be

This constitutes the first organized student movement in the United States. The so-called Lane Rebels came to Lane (from the Oneida Institute) as a group, expecting to find When

It also is thefirst overt academic freedom incident in the United States

An important chaapter in leadup to the civil war.

It is closely connected with the foundation of Oberlin and the inclusion of a committment to a academic freedom in The first such

First student enrolled

John Rankin was in attendance, as was Harriett Beecher [Stowe], daughter of Lane's president. They were nominally on the topic of colonization of freed slaves, on sending them to Africa.

Background

The abolition–colonization controversy

Part of "the negro problem", as it was seen in the Antebellum United States, was the question of what to do with former slaves who had become free. Since the eighteenth century, Quakers and others had preached the sinfulness of chattel slavery, and the number of freedmen (and freed women) was rising and showed every sign that it would continue to grow. The freed slaves married and had children, so the number of free people of color (Blacks born free) was rising even faster. Some owners freed their enslaved people in their wills. Philanthropic societies and individuals raised or donated funds to purchase the freedom of those enslaved; freedmen sometimes were able to purchase the freedom of family members. In some Northern cities there were more than a handful of escaped slaves.

The status of these free blacks was anything but comfortable. They were not citizens and in most states could not vote. They had no access to the courts or protection by the police. In no state could their children attend the public schools. They were subject to discriminatory treatment in everyday life.

The original "remedy" for this problem was to help them go "back to Africa". The British had been doing this, in Sierra Leone, moving former American slaves there who had gained their freedom by escaping to British lines during the American Revolution, and who found Nova Scotia, where the British took many of them, too cold. (See Black Nova Scotians.) The British also took to Sierra Leone slaves captured from slaving ships who were being smuggled illegally across the Atlantic to North America. A well-to-do African-American shipowner, Paul Cuffe, transported some former slaves to Sierra Leone.

However, sending former slaves to a British colony as a policy was politically unacceptable. The American Colonization Society was formed to help found a new, American colony of freed blacks. Although there was some talk of locating the colony in the American territories of the Midwest, or on the Pacific coast—a sort of reservation for Blacks—what was decided was to follow the English example and start an African colony. The closest available land was what became Liberia.

The rejection of colonization

The colonization project got off to a promising start, with various governmental and private donations and the participation of distinguished individuals: U.S. presidents Jefferson, Monroe, and Madison; Senator Henry Clay, who presided over its first meeting; as well as most of the future white abolitionists. The problem had been solved, and in an honorable way; the former slaves would fare better in Africa, it was argued, among other blacks.

The situation quickly started to unravel. First of all, the disease rates among the new colonists were the highest since accurate record-keeping began. Over 50% of them died of malaria and other diseases.

Particularly telling to Gerrit Smith, an abolitionist philanthropist, was that the American Colonization Society allowed the sale of alcohol (as well as guns and chewing tobacco) in the colonies that became Liberia. He commented on it in the Society's African Repository magazine. Smith was for temperance, and according to him, the fact that blacks in Africa were allowed to import liquor from the United States revealed the true goals of many of the white members of the American Colonization Society: to get rid of the blacks without having them up North.

Weld organizes "debates"

Lyman Beecher, head of the Seminary and father of Harriet Beecher Stowe, was a colonizationist, and gave a speech on that topic to the Cincinnati Colonization Society on June 4, 1834. At Lane there was a "colonization society", supporting the efforts of the American Colonization Society to send free blacks to Africa, to Liberia. How it came to be is not known, but it was there when the Oneida contingent and friends arrived. There had been similar groups at Western Reserve and other colleges.

Weld read William Lloyd Garrison's new abolitionist newspaper The Liberator, begun in 1831, and his Thoughts on African Colonization, which appeared in 1832. These had a great influence at the other eastern Ohio college, Western Reserve College, leading to Beriah Green's 4 published sermons, and his relocation under pressure to Gale's school, Oneida. What Garrison desired, and he convinced Green, was "immediatism": immediate, complete, and uncompensated freeing of all slaves.

Over a period of several months Weld convinced nearly all of the students individually of the superiority of the abolitionist view. To generate publicity for the abolitionist cause, Weld announced a series of "debates". Weld "had no intention of holding a debate on the pros and cons of antislavery." "There was little opposition, little conflict, and consequently little debate." In his correspondence Weld informed friends that he was trying to get the anti-slavery (immediatist) argument and evidence out to as many people as possible. Nevertheless, what were announced were debates, on two points.

When the merits of the proposed solutions to slavery were debated over 18 days at the Seminary in February 1834, it was one of the first major public discussions of the topic, but it was more of an anti-slavery revival than a "debate". No speaker appeared to defend either American slavery or the colonization project.

The stated topics of the debates

The two specific questions addressed were:

• "Ought the people of the slaveholding states abolish slavery immediately?", and
• "Are the doctrines, tendencies, and measures of the American Colonization Society, and the influence of its principal supporters, such as render it worthy of the patronage of the Christian public?"

The debates were not transcribed, and there was no attempt afterwards, as there would be later with Pennsylvania Hall, to collect the texts which were written out — not all were — and make a booklet of them. However, Garrison promptly published a pamphlet, and there are excerpts in newspapers and books.

Each question was debated for two and a half hours a night for nine nights. Among the participants:

• Eleven had been born and brought up in slave states.
• Seven were sons of slaveowners.
• One had only recently ceased to be a slaveowner.
• One, Bradley, had been a slave and had bought his freedom.
• Ten had lived in slave states.
• One, Birney, had been an agent of the Colonization Society.

Arguments addressing the first question in favor of the immediate abolition of slavery included:

• Slaves long for freedom.
• When inspired with a promise of freedom, slaves will toil with incredible alacrity and faithfulness.
• No matter how kind their master is, slaves are dissatisfied and would rather be hired servants than slaves.
• Blacks are abundantly able to take care of and provide for themselves.
• Blacks would be kind and docile if immediately emancipated.

In response to the second question, the Reverend Samuel H. Cox, who had served as an agent for the Colonization Society, testified that his view of the Society's plan changed when he realized that no blacks, despite the claims of those who ventured to speak for them, would ever consent to be removed from their native country and transplanted to a foreign land. He reasoned, therefore, that the plan could only be enacted by a "national society of kidnappers".

Participants

Notable people present

"The President, and the members of the faculty, with one exception [Bates], were present during parts of the discussion."

• Gamaliel Bailey, physician, lecturer on physiology at Lane, who went on to become an abolitionist newspaper editor.
• Harriet Beecher Stowe, at that time simply Harriet Beecher, daughter of Lane's president; 18 years later published Uncle Tom's Cabin.
• Henry Ward Beecher, alumnus, minister, called, after his father Lyman, "the most noted minister of the nineteenth century". Supported sending rifles ("Beecher's Bibles") to emigrants trying to make Kansas a free state.
• Lyman Beecher, president of Lane, father of Henry and Harriet.
• James G. Birney, attorney, former American Colonization Society agent, author of a lengthy published break with or attack on the Society. "His knowledge and pervasive influence informed the Lane Seminary debate, lifting it to the height of its subject."
• James Bradley (former slave), the only Black participant.
• Samuel Crothers (probable but unconfirmed)
• Amos Dresser, Lane student; would become famous for being publicly whipped in Nashville, Tennessee, for allegedly distributing abolitionist literature.
• Huntington Lyman
• Asa Mahan, minister, and the only Lane trustee who supported the students; resigned with the students and accompanied them to the Oberlin Collegiate Institute, becoming its first president.
• John Rankin (abolitionist), author of the first American anti-slavery book, and key figure on the Underground Railroad in Ohio. In 1835 Rankin published a pamphlet defending the students who debated.
• Henry Brewster Stanton, future abolitionist speaker and politician, and husband of Elizabeth Cady Stanton.
• Calvin Ellis Stowe, Lane professor, future husband of Harriet Beecher.
• Theodore Dwight Weld, former Oneida student, anti-slavery activist.
• Hiram Wilson, former Oneida student; moved to Canada and ran Canadian terminus for the Underground Railroad.

Speakers at the debates

• "Mr. Henry P. Thompson, a native and still a resident of Nicholasville, Kentucky, made the following statement at a public meeting in Lane Seminary, Ohio, in 1833 [1834]. He was at that time a slaveholder."

Cruelties, said he, are so common, I hardly know what to relate. But one fact occurs to me just at this time, that happened in the village where I live. The circumstances are these. A colored man, a slave, ran away. As he was crossing Kentucky river, a white man, who suspected him, attempted to stop him. The negro resisted. The white man procured help, and finally succeeded in securing him. He then wreaked his vengeance on him for resisting — flogging him till he was not able to walk. They then put him on a horse, and came on with him ten miles to Nicholasville. When they entered the village, it was noticed that he sat upon his horse like a drunken man. It was a very hot day; and whilst they were taking some refreshment, the negro sat down upon the ground, under the shade. When they ordered him to go, he made several efforts before he could get up; and when he attempted to mount the horse, his strength was entirely insufficient. One of the men struck him, and with an oath ordered him to get on the horse without any more fuss. The negro staggered back a few steps, fell down, and died. I do not know that any notice was ever taken of it.

• "Rev. Coleman S. Hodges, a resident of Western Virginia, gave the following testimony at the same meeting:"

I have frequently seen the mistress of a family in Virginia, with whom I was well acquainted, beat the woman who performed the kitchen work, with a stick two feet and a half long, and nearly as thick as my wrist ; striking her over the head, and across the small of the back, as she was bent over at her work, with as much spite as you would a snake, and for what I should consider no offence at all. There lived in this same family a young man, a slave, who was in the habit of running away. He returned one time after a week’s absence. The master took him into the barn, stripped him entirely naked, tied him up by his hands so high that he could not reach the floor, tied his feet together, and put a small rail between his legs, so that he could not avoid the blows, and commenced whipping him. He told me that he gave him five hundred lashes. At any rate, he was covered with wounds from head to foot. Not a place as big as my hand but what was cut. Such things as these are perfectly common all over Virginia; at least so far as I am acquainted. Generally, planters avoid punishing their slaves before strangers.

• "Mr. Calvin H. Tate, of Missouri, whose father and brother were slaveholders, related the following at the same meeting. The plantation on which it occurred, was in the immediate neighborhood of his father's."

A young woman, who was generally very badly treated, after receiving a more severe whipping than usual, ran away. In a few days she came back, and was sent into the field to work. At this time the garment next her skin was stiff like a scab, from the running of the sores made by the whipping. Towards night, she told her master that she was sick, and wished to go to the house. She went, and as soon as she reached it, laid down on the floor exhausted. The mistress asked her what the matter was? She made no reply. She asked again; but received no answer. "I'll see," said she, "if I can’t make you speak." So taking the tongs, she heated them red hot, and put them upon the bottoms of her feet ; then upon her legs and body; and, finally, in a rage, took hold of her throat. This had the desired effect. The poor girl faintly whispered, "Oh, misse, don't — I am most gone", and expired.

• The most notable speaker at the debates was James Bradley, as he was the only Black participant and so far as is known the only Black in attendance. This is the first instance in the history of the United States that a Black man addressed a white audience:

James Bradley, the emancipated slave above alluded to, addressed us nearly two hours; and I wish his speech could have been heard by every opponent of immediate emancipation, to wit: first, that "it would be unsafe to the community;" second, that "the condition of the emancipated negroes would be worse than it now is; that they are incompetent to provide for themselves; that they would become paupers and vagrants, and would rather steal than work for wages." This shrewd and intelligent black, cut up these white objections by the roots, and withered and scorched them under the sun of sarcastic argumentation, for nearly an hour, to which the assembly responded in repeated and spontaneous roars of laughter, which were heartily joined in by both Colonizationists and Abolitionists. Do not understand me as saying, that his speech was devoid of argument. No. It contained sound logic, enforced by apt illustrations. I wish the slanderers of negro intellect could have witnessed this unpremeditated effort. ..."They [the enslaved] have to take care of, and support themselves now, and their master, and his family into the bargain; and this being so, it would be strange if they could not provide for themselves, when disencumbered from this load." He said the great desire of the slaves was "liberty and education." "How strange it is that anybody should believe any human being could be a slave, and yet be contented! I do not believe there ever was a slave, who did not long for liberty. I know very well that slave-owners take a great deal of pains to make the people in the free States believe that the slaves are happy; but I know, likewise, that I was never acquainted with a slave, however well he was treated, who did not long to be free. There is one thing about this, that people in the free States do not understand. When they ask slaves whether they wish for their liberty, they answer, 'No;' and very likely they will go so far as to say they would not leave their masters for the world. But, at the same time, they desire liberty more than anything else, and have, perhaps, all along been laying plans to get free. The truth is, if a slave shows any discontent, he is sure to be treated worse, and worked the harder for it; and every slave knows this. This is why they are careful not to show any uneasiness when white men ask them about freedom. When they are alone by themselves, all their talk is about liberty — liberty! It is the great thought and feeling that fills the mind full all the time."

After the debates

Activities in the black community

"We believe faith without works is dead," Weld wrote to Arthur Tappan in 1834. He, Augustus Wattles, and other students created a school out of three rooms, and raised hundreds of dollars to outfit a library and rent classrooms. Classes were run both days and evenings, and the school was soon at capacity. Inspired by Prudence Crandall's example, he also set up a school for black women, and Arthur Tappan paid $1,000 (equivalent to $30,520 in 2023) for four female teachers to relocate from New York to Cincinnati. As Lewis Tappan put it in his biography of his brother, "[T]he anti-slavery students of Lane Seminary established evening-schools for the adults, and day-schools for the children of the three thousand colored of Cincinnati."

Weld continued to Tappan:

We have formed a large and efficient organization for elevating the colored people in Cincinnati—have established a Lyceum among them, and lecture three or four evenings a week on grammar, geography, arithmetic, natural philosophy, &c. Besides this, an evening free school, for teaching them to read, is in operation every week day evening; and we are about establishing one or two more. We are also getting up a library for circulation among those who can read, and are about establishing a reading room. In addition to this two of our students, one theological and one literary, have felt so deeply their degradation, and have been so affected by the intense desire to acquire knowledge which they exhibit, that they have taken a dismission from the institution, and commenced a school among the blacks in the city. They expect to teach a year, and them take up their course in the seminary again, when others will no doubt be ready to take their places. The first went down and opened a school, and it was filled the first day, and that mainly with adults, and those nearly grown. For a number of days he rejected from ten to twenty daily, because he could not teach them. This induced the other dear brother to leave his studies and join him. Both are now incessantly occupied.

Besides these two day schools, and the evening schools, and the lectures, we have three large Sabbath schools and Bible classes among the colored people. By sections in rotation, and teaching the evening reading schools in the same way, we can perform an immense amount of labor among them, without interference with our studies.

The threat of violence

Rumors circulated during the summer of 1834 about mob violence against the Seminary; the threat of violence had caused Miami University of Ohio to ban the discussion of abolition. Cincinnati, largely pro-Southern, had already experienced the anti-black Cincinnati riot of 1829, and the huge anti-abolition riots in New York in July 1834, which specifically targeted the Tappans, were heavily reported in the Cincinnati newspapers. In 1835, after the whipping of Amos Dresser, a Lane student, in Nashville, newspapers of that city "warn[ed] the leaders of that institution to be cautious how they proceed."

Trustees ban the discussion of abolition

As Cincinnati businessmen, the members of the school's board of trustees were quite concerned about being associated with such a radical expression of abolitionism, which could have led to a physical attack on the Seminary. "A riot was very [narrowly] averted, probably only because of Lane's summer vacation."

President Beecher did not want to escalate the matter by overreacting, but when the press began to turn public opinion against the students that summer, he was fundraising in Boston. In his absence, the executive committee of the trustees issued a report ordering the abolishment of the school's antislavery society, stating that "no associations or Societies among the students ought to be allowed in the Seminary except such as have for their immediate object improvement in the prescribed course of studies." They also declared that they had the right to dismiss any student "when they shall think it necessary to do so." They further adopted a rule to "discourage...such discussions and conduct among the students as are calculated to divert their attention from their studies", meaning that students were not to discuss abolitionism even when dining (talking to students while they were eating was specifically prohibited in the Standing Rules enacted by the trustees on October 13, 1834.) The committee underlined their position by dismissing professor John Morgan for taking the side of the students. In October, without waiting for Beecher to return, the board ratified the committee's resolutions.

On his return, Beecher and two professors issued a statement intended to assuage the anger of the students regarding the action of the trustees, but it was regarded by the students as a faculty endorsement of the trustees' action.

The "Lane Rebels" resign

On October 21, most of the students resigned, as did trustee Asa Mahan (another member of Finney's contingent). (Technically, they requested dismissal from the school, which was granted.) In December they published a pamphlet of 28 pages, written by Weld, on "the reasons which induced the students of Lane Seminary, to dissolve their connection with that institution." The pamphlet received national attention, as it was reprinted in full in The Liberator.

Hostile press reports turned this incorrectly into the expulsion of the students, "in consequence of the dangerous principles they held in relation to slavery."

The Rebels were a loosely defined group, and different sources give different names and figures. The Statement had 51 signatures, but it adds that "several of our brethren, who coincide with us in sentiment, are not able to affix their names to this document, in consequence of being several hundred miles from the Seminary." According to Lane, there were 40, including the entirety of Lane's first class, the class of 1836 (which began in 1833). There were also prospective students who declined to enroll. Lawrence Lesick, author of the only book on the Lane Rebels, gives a figure of 75, but 19 more had left before the trustees took action, and only 8 students, out of 103, remained at Lane at the beginning of the next term. According to Oberlin, 32 of them enrolled, although some others who enrolled at the same time, though not students at Lane, are considered part of the Rebels. A few enrolled at other schools, such as Auburn Theological Seminary.

Weld and some other student leaders at Lane — William T. Allan, Weld's collaborator and president of Lane's new anti-slavery society; James A. Thome, a prominent speaker during the debates; and Henry B. Stanton — had been threatened with expulsion. Weld did not withdraw until the motion to expel him, which would have been nationally publicized, had been defeated.

The "seminary" at Cumminsville

About a dozen of the Lane Rebels, as they came to be called, established an informal seminary of their own in 1834–1835, in Cumminsville, Ohio. "We went out, not knowing whither we went. The Lord's hand was with us. Five miles from the seminary we found a deserted brick tavern, with many convenient rooms. Here we rallied. A gentleman of the vicinity offered us all necaessary fuel, a gentleman far off [Lewis Tappan] sent us a thousand dollars, and we set up a seminary of our own and became a law unto ourselves. George Whipple was competent in Hebrew, and William T. Allan in Greek. They were made professors in the intermediate state. It was desirable that we should remain near to Cincinnati for a season, as we were there teaching in evening schools for the colored people of that city."

A group of former students left Lane Seminary and lived four miles away in a village named Cumminsville. This group of students included William T. Allan, Huntington Lyman, John Tappan Pierce, Henry B. Stanton, and James A. Thome. These students lived, studied, and taught the local black community. The rebels also preached in local black and white churches. A few young men also joined the Cumminsville group who were prospective Lane students, but never attended the seminary. These three men that we know of are: Benjamin Foltz, Theodore J. Keep, and William Smith. They are considered by some scholars to be a part of the Lane rebels, though I do not formally include them in the group. Those individuals, along with the rest of the former Lane students at Cumminsville, attended Oberlin Collegiate Institute. Henry B. Stanton was one of the few at Cumminsville who did not attend Oberlin, instead, Stanton went to law school.

At Cumminsville, "the students continued their work in the black community. William T. Allan, Andrew Benton, Marius R. Robinson, Henry B. Stanton, and George Whipple taught in the Sabbath schools. John W. Alvord, Huntington Lyman, Henry B. Stanton, James A. Thome, and Samuel Wells gave lectures twice a week in the black community. The students also alternated in preaching at eight different churches, including two black churches. They helped support Augustus Wattles' teachers in schools, enlisted the cooperation of local black ministers, and kept Weld, now an anti-slavery agent, and Joshua Leavitt informed of local events."

This was the point at which the former Lane students came into contact with John J. Shipherd, founder of the new Oberlin Collegiate Institute, "a college in name only" that had been founded the previous year (1833). "The former Lane students literally took possession of the embryo institution."

The conditions of the Lane Rebels' enrollment at Oberlin

The students negotiated with Shipherd the installation of Asa Mahan, the Lane trustee who resigned, as Oberlin's president. Oberlin also agreed to hire Morgan, the discharged professor. The trustees would not have the power, as they did at Lane, to meddle in the affairs of professors and students. The most controversial condition insisted on by the Rebels was that Oberlin commit itself to accepting African-American students in general, and the very popular James Bradley in particular, equally. This was agreed to reluctantly, after a "dramatic" vote (4–4, tie broken by chair).

The Lane Rebels, with Weld at their head, could insist on these conditions because funding from the Tappans came with them. If the trustees did not agree they would lose this crucial funding, as well as Mahan, Finney, and Shipherd, who threatened to quit.

The conditions of the Rebels set limits, for the first time, on an American college's authority over students and faculty. They also were part of the shift in American antislavery efforts from colonization to abolition; many of the Rebels would become part of Oberlin's cadre of minister–abolitionists.

Postcard of Lane Seminary, Walnut Hills, Cincinnati. Late 19th century?

Students left Lane, enrolled at Oberlin=

"The trustees soon expressed a determination to prevent all further discussion of the comparative merits of the policy of the Colonization Society, and the doctrine of immediate emancipation, either in the recitation rooms, the rooms of the students, or at the public table; although no objection had previously been made to the free discussion of any subject whatever. During the vacation that followed, in the absence of a majority of the professors, this purpose was framed into a law, or rule, of the seminary, and obedience to it required from all."

The trustees laid down the doctrine that "no associations or societies ought to be allowed in the seminary, except such as have for their immediate object, improvement in the prescribed course of studies." This was followed by an order in these words: "Ordered that the students be required to discontinue those societies [the Anti-slavery and Colonization societies] in the seminary."

The event resulted in the dismissal of a professor, John Morgan, and the departure of a group of 40 students and a trustee. It was one of the first significant tests in the United States of academic freedom and the right of students to participate in free discussion. It also marked the first organized student body in American history. Several of those involved went on to play an important role in the abolitionist movement and the buildup to the American Civil War.

At the end of the debate, many of the participants concluded not only that slavery was a sin, but also that the policy of the American Colonization Society to send blacks to Africa was wrong. As a result, these students formed an antislavery society and began organizing activities and outreach work among the black population of Cincinnati. They intended to attain the emancipation of blacks, not by rebellion or force, but by "approaching the minds of slave holders with the truth, in the spirit of the Gospel."

They were publicized nationally and influenced the nation's thinking about slavery, creating support for abolition. A 4-page report by H. B. Stanton appeared in March in both The Liberator and the New York Evangelist, and Garrison and Knapp, printers of The Liberator and most books on slavery in the U.S. in the early 1830s, issued it in pamphlet form. A 7-page response, under the title "Education and slavery", appeared in the Cincinnati-based Western Monthly Magazine; Weld published a lengthy reply. The affair got further publicity late in 1834, when 51 of the Lane students — the vast majority — published a 28-page pamphlet, A statement of the reasons which induced the students of Lane Seminary, to dissolve their connection with that institution (Cincinnati, 1834).

Media

• the movie