Source: American Experience: "The Abolitionists"
In this video adapted from American Experience: “The Abolitionists,” featuring historical reenactments, learn about William Lloyd Garrison, one of the most prominent leaders of the abolitionist movement. A trained journalist with a strong sense of morality, Garrison published The Liberator and was active in the American Anti-Slavery Society in the 1830s. Garrison initially preferred moral persuasion to confrontational politics, but the strong reaction to his views and the lack of progress in ending slavery eventually led him to more public acts of resistance.
The childhood that William Lloyd Garrison (1805–1879) experienced in Newburyport, Massachusetts, gave him both strong values and practical skills. His mother was very religious; after Garrison’s father abandoned the family in 1809, she placed her son in the home of a Baptist deacon for five years. Both mother and minister nurtured a strong sense of religious conviction in young William. At age 13, he became an apprentice at a local paper, where he developed a passion for journalism that led him to purchase the paper seven years later.
In Boston, where Garrison moved in 1828 after his Newburyport paper failed, he met Benjamin Lundy, publisher of the early abolitionist journal Genius of Emancipation. Lundy was a pacifist who supported sending slaves back to Africa through the American Colonization Society, and Garrison became his coeditor. After relocating to Baltimore, Garrison met and boarded with freed blacks who had once been enslaved. These interactions led him to reject the relocation of former slaves and embrace immediate emancipation and citizenship. He became more outspoken in his editorials and was jailed briefly for describing a slave trader as a “highway robber.” Upon his release, Garrison returned to Boston and launched his own paper, The Liberator, in 1831.
While the new paper’s motto was “Our country is the world—Our countrymen are mankind,” its supporters did not equally represent all people. Seventy-five percent of The Liberator’s early readers and supporters were freed blacks, just as most of the earlier efforts to end slavery had been led by southern slaves and northern former slaves and free blacks. For example, wealthy black businessman James Forten, who had organized the first Convention of Color in 1817, helped finance and raise money for the paper.
The Liberator drew upon a tradition of opposition to slavery promoted by others. This included the first black newspaper, Freedom’s Journal, which was edited by Samuel E. Cornish, a prominent minister, as well as three important books published by black authors in 1829: Hope of Liberty by the poet George Moses Horton, Appeal to the Colored Citizens of the World by David Walker, and Ethiopian Manifesto by Robert A. Young. However, more than any of its predecessors, The Liberator’s unwavering opposition to slavery soon captured the attention of white northerners.
Garrison did not confine his efforts to The Liberator. He founded the New England Anti-Slavery Society in 1832 and, with Theodore Weld and brothers Arthur and Lewis Tappan, participated in founding the American Anti-Slavery Society a year later. Garrison and Arthur Tappan created what today would be called a media campaign by sending millions of anti-slavery publications throughout the United States. These efforts generated diverse opposition. The South responded to the pamphlets with violence and bounties, with the Georgia legislature and Mississippi slaveholders offering $5,000 and $20,000, respectively, for Garrison’s capture. There were also heated disagreements within the abolitionist movement. Garrison sought to elevate women in the cause, an effort rejected by Arthur Tappan and many other abolitionists, and Garrison’s belief in moral persuasion rather than political action led to the formation of a separate and more confrontational American and Foreign Anti-Slavery Society in 1840. Frustrations with the failure of religious leaders to join the abolitionist cause, and the potential for slavery to spread into newly acquired territories after the Great Compromise of 1850, ultimately brought Garrison to a more radical position. In 1854, in a public rally opposing the Fugitive Slave Law, he burned a copy of the United States Constitution.
Here are suggested ways to engage students with this video and with activities related to this topic.
Viewing the video: Use the following suggestions to guide students’ viewing of the video.
Research project—individual: Have students research the history of both the American Anti-Slavery Society (including issues that provoked disagreement among its members) and other private organizations that opposed slavery.
Class activity—group or individual: Have students explore The Abolitionist Map of America, an interactive map that features archival images, documents, and videos. You may want to have students explore the map with a particular focus, such as by years or regions. Each student or group of students can have a different focus and then share their findings with the class. As a further research project, students might investigate abolitionist history in your region; as a class, you could contribute your findings to the map project.
Research project—group or individual: Many of the men and women who participated in the abolitionist movement are not well known today. Have students research one of the abolitionists on the African American Abolitionists Research List (PDF) to find out who this person was, why this person felt the way he or she did, and how this person acted as a result. You can let students select the person who interests them the most or assign names for individual students or groups to research. To direct their research, you can provide students with a particular focus or a list of questions to answer. Here are some examples:
Before students start their research, stipulate the types of sources that they need to use. For example, you can instruct them to have an online biographical source as well as a primary source connected to the person. Or suggest that they use websites related to historical or academic organizations so that they are not relying on Wikipedia. The African American Abolitionists Research List (PDF) includes website links to get them started.
After researching a particular abolitionist, students need to share what they have discovered. Keep in mind that the amount of material available for particular abolitionists varies, so this will impact what students will be able to prepare for their assignments.
An example of a challenging writing assignment might be a speech of two to three minutes, since meetings and public speaking were the medium through which much of the abolitionist message was spread. You could have students write short speeches from the point of view of their chosen abolitionist. The speech could also focus on one of the following ideas: