A Confederate Girl's Diary: INTRODUCTION: IT is perhaps due to a chance conversation, held some 17 years ago in New York, that this Diary of the Civil War was saved from destruction. A Philadelphian had been talking with my mother of North and South, and had alluded to the engagement between the Essex and the Arkansas, on the Mississippi, as a brilliant victory for the Federal navy. My mother protested, at once; said that she and her sister Miriam, and several friends, had been witnesses, from the levee, to the fact that the Confederates had fired and abandoned their own ship when the machinery broke down, after two shots had been exchanged: the Federals, cautiously turning the point, had then captured but a smoking hulk. The Philadelphian gravely corrected her; history, it appeared, had consecrated, on the strength of an official report, the version more agreeable to Northern pride. "But I wrote a description of the whole, just a few hours after it occurred " my mother insisted. "Early in the war I began to keep a diary, and continued until the very end; I had to find some vent for my feelings, and I would not make an exhibition of myself by talking, as so many women did. I have written while resting to recover breath in the midst of a stampede; I have even written with shells bursting over the house in which I sat, ready to flee but waiting for my mother and sisters to finish their preparations." "If that record still existed, it would be invaluable," said the Philadelphian. "We Northerners are sincerely anxious to know what Southern women did and thought at that time, but the difficulty is to find authentic contemporaneous evidence. All that I, for one, have seen, has been marred by improvement in the light of subsequent events." "You may read my evidence as it was written from March 1862 until April 1865," my mother declared impulsively.

As William Wells Brown's first published work and his most widely read autobiography, the 1847 Narrative occupies an important place within not only his oeuvre but also the broader African American literary tradition. Brown would draw directly from the text in many of his later works, among them Clotel, The Escape, and My Southern Home. Preceding this account of Brown's life, however, are two letters and a preface. The first letter William Wells Brown himself writes in thanks to "Wells Brown, of Ohio" (iii), while the second, written by Edmund Quincy, remarks upon the variety of Brown's experiences and praises the manuscript's "simplicity and calmness" (vi). Following J. C. Hathaway's Preface, largely an appeal on behalf of the abolitionist cause, Brown opens his narrative noting that his father was the white George Higgins, a relative of his master, and that his enslaved mother, Elizabeth, had given birth to seven children, each with a different father. In doing so, Brown immediately draws attention to the plight of mixed-race individuals as well as the tenuous nature of slave families.

Within recent years new forces have swept over great nations, crashing against the established order and, in some cases, obliterating it. The old forces, which survived the centuries, are struggling desperately to maintain themselves against the tides sweeping in from several different seas. In country after country, the old form of democratic government has been supplanted by the new order called Fascism. In many countries where Fascism has not been victorious, powerful movements are under way to establish it and equally powerful movements are struggling bitterly to prevent it. Millions of earnest and honest citizens, tired of the disordered state of economic and political affairs, have turned to Fascism as the only obstacle to prevent the disintegration of what we know as civilization and a resultant chaos. Other equally earnest and honest citizens regard this new order as the most intolerable form of government imaginable and are fighting this new force with all the energy they can muster, as in France and in Spain. There the anti-Fascist forces developed tremendous power by uniting with their own political enemies to save themselves and their countries from Fascism.

The Master's Slave: Elijah John Fisher A Biography

Californians "As We See 'Em" A Volume of Cartoons and Caricatures

The Little Slave Girl: A True Story by Eileen Douglas

Narrative of Henry Watson, A Fugitive Slave 1848]. According to his narrative, Henry Watson was born into slavery near Fredericksburg, Virginia, in 1813. Watson's master, whom he remembers only as "Bibb," worked primarily at raising slaves for sale. Watson's mother, the cook in the great house, was sold when Watson was eight. Shortly thereafter, Watson himself was sold to Parson Janer, with whom he remained only a brief time before being sent to auction in Richmond, Virginia. Watson was purchased by a slave trader named Denton, who forced him to walk, along with many other slaves, to Natchez, Mississippi. Watson was purchased by the tyrannical Alexander McNeill, who kept Watson as a house slave for approximately five years. When Watson refused to inform on another slave, he was sent to work as a field hand on McNeill's farm. Watson was purchased by Alexander McNeill's brother, William, who, while initially kind, becomes cruel under the influence of his controlling and sadistic wife. Watson was then sold to an unnamed man who put him to work in a hotel dining room. Over the next few years, Watson developed a gambling habit, stabbed another slave, and was hired out and sold. A Northern man eventually alerted Watson to a means of escape on a ship bound for Boston. Upon reaching Boston at age 26, Watson met William Lloyd Garrison, who advised him to flee the country. Watson spent a few months in Britain but returned to the United States, where he remained, with his unnamed wife, at the close of his narrative.

My Larger Education: Being Chapters from My Experience 1911]. IT HAS been my fortune to be associated all my life with a problem a hard, perplexing, but important problem. There was a time when I looked upon this fact as a great misfortune. It seemed to me a great hardship that I was born poor, and it seemed an even greater hardship that I should have been born a Negro. I did not like to admit, even to myself, that I felt this way about the matter, because it seemed to me an indication of weakness and cowardice for any man to complain about the condition he was born to. Later I came to the conclusion that it was not only weak and cowardly, but that it was a mistake to think of the matter in the way in which I had done. I came to see that, along with his disadvantages, the Negro in America had some advantages, and I made up my mind that opportunities that had been denied him from without could be more than made up by greater concentration and power within. Perhaps I can illustrate what I mean by a fact I learned while I was in school. I recall my teacher's explaining to the class one day how it was that steam or any other form of energy, if allowed to escape and dissipate itself, loses its value as a motive power. Energy must be confined; steam must be locked in a boiler in order to generate power. The same thing seems to have been true in the case of the Negro. Where the Negro has met with discriminations and with difficulties because of his race, he has invariably tended to get up more steam. When this steam has been rightly directed and controlled, it has become a great force in the upbuilding of the race. If, on the contrary, it merely spent itself in fruitless agitation and hot air, no good has come of it. Paradoxical as it may seem, the difficulties that the Negro has met since emancipation have, in my opinion, not always, but on the whole, helped him more than they have hindered him. BOOKER T WASHINGTON 1911].

BIOGRAPHY OF A SLAVE: BEING THE EXPERIENCES OF REV. CHARLES THOMPSON, A PREACHER

The life of Frederick Douglass by Booker T. Washington. 1907]. PREFACE: The chance or destiny which brought to this land of ours, and placed in the midst of the most progressive and the most enlightened race that Christian civilization has produced, some three or four millions of primitive black people from Africa and their descendants, has created one of the most interesting and difficult social problems which any modern people has had to face. The effort to solve this problem has put to a crucial test the fundamental principles of our political life and the most widely accepted tenets of our Christian faith. Frederick Douglass's career falls almost wholly within the first period of the struggle in which this problem has involved the people of this country, the period of revolution and liberation. That period is now closed. We are at present in the period of construction and readjustment. Many of the animosities engendered by the conflicts and controversies of half a century ago still survive to confuse the councils of those who are seeking to live in the present and the future, rather than in the past. But changes are rapidly coming about that will remove, or at least greatly modify, these lingering animosities.

The Education of The Negro Prior to 1861: A History of the Education of the Colored People of the United States from the Beginning of Slavery to the Civil War

At a time when Capitalism is openly reproached as an exploitation of Labor, back into which it should be resolved and integrated at the expense of individual ambition, initiative and comprehensive genius; when vulgar equality and fraternity are rated above aesthetic excellence and distinction, as if man could live by bread alone, this brief treatise is obviously issued as a protest against what is deemed and exalted as the "ideal " of Socialism - but which the author regards rather as an inconsequential dream that does not realize its own meaning-and also as a defense of the Capitalist class from objurgations born of prejudice and ignorant inexperience.

The Story of The Negro: The Rise of the Race from Slavery, Volume 1 by Booker T. Washington.

Slavery and The Race Problem in The South. With Special Reference to the State of Georgia (1906)

Through Afro-America, An English Reading of the Race Problem By Archer, William, 1856-1924

100 Things You Should Know About Communism. Forty years ago, Communism was just a plot in the minds of a very few peculiar people. Today, Communism is a world force governing millions of the human race and threatening to govern all of it. Who are the Communists? How do they work? What do they want? What would they do to you? For the past lo years your committee has studied these and other questions and now some positive answers can be made. Some answers will shock the citizen who has not examined Communism closely. Most answers will infuriate the Communists. These answers are given in five booklets, as follows: 1. One Hundred Things You Should Know About Communism in the U. S. A. 2. One Hundred Things You Should Know About Communism and Religion. 3. One Hundred Things You Should Know About Communism and Education. 4. One Hundred Things You Should Know About Communism and Labor. 5. One Hundred Things You Should Know About Communism and Government. These booklets are intended to help you know a Communist when you hear him speak and when you see him work.

Men Against The State: The Expositors of Individualist Anarchism in America, 1827-1908 The writing of a history of anarchism in the United States will run into the difficulties created by the necessity of establishing criteria for the purpose of separating anarchism from other expressions of radical social thought which may be allied to but are distinct from it. On the verbal level the most perplexing problem is that of definition of terms, beginning with the basic word itself. In one respect the obstruction may never be bridged. An almost insuperable barrier has been the matter of semantics. The use of the term as an identification for a social order characterized by the absence of the State is quite recent. As used by Pierre Joseph Proudhon in this way, it is hardly more than a century old. However, its association with reprehensibility in this country has generally greatly restricted its use for descriptive purposes. European radicals have been far less inhibited in this way; hence the study of anarchism there is relatively unimpeded by hesitancy on the part of radicals to disclose themselves. Their propaganda has been open and identified, and thus may be readily examined.

Character Building: Being Addresses Delivered on Sunday Evenings To The Students of Tuskegee Institute

Booker T. Washington Educator And Interracial Interpreter by Basil Mathews

The History of Negro Soldiers in The Spanish American War. By Edward A. Johnson, 1899]

The Banner Boy Scouts Or The Struggle for Leadership By GEORGE A. WARREN