In my Friday column discussing the new Florida curriculum on the history of slavery, I emphasized the significant impact that context can have on the meaning of a statement. While there are valid objections to the specific phrasing used in the curriculum, it is important to recognize that the idea of enslaved individuals developing skills is not inherently illegitimate. However, it is crucial to acknowledge that this idea can be used both to downplay the injustice of slavery and to highlight the humanity and agency of the enslaved.
For instance, white supremacist authors have historically employed this notion to justify and defend slavery. On the other hand, scholars like W.E.B. Du Bois have also recognized the skills and capabilities of enslaved Africans, not to condone slavery, but to shed light on their individuality and resilience. Du Bois and others have documented instances where enslaved Africans served as personal servants, skilled laborers, and even inventors. These accounts debunk the notion that all slaves were ignorant savages, as ads from colonial times attest to their ability to speak multiple languages, read and write, play musical instruments, and engage in various trades.
Carter G. Woodson, another historian and activist, extensively cataloged the intellectual and mental development of enslaved individuals during the colonial era. Masters who advertised slaves for sale or sought fugitives often highlighted their virtues and skills. Woodson concluded that many eighteenth-century slaves had assimilated aspects of modern civilization, becoming skilled laborers with knowledge in languages, mathematics, science, and even some professions.
The distinction between these accounts and those of slavery apologists lies in the fact that scholars like Du Bois, Woodson, and their contemporaries never denied the criminal nature of chattel slavery. Unlike apologists, they celebrated the efforts, both radical and otherwise, to abolish slavery in their histories and narratives. Their emphasis on the skills and agency of the enslaved aimed to challenge the widespread mis-education of Black individuals.
Therefore, what may seem like a mere semantic dispute is, in reality, a fundamental conflict regarding the interpretation and significance of historical facts. This conflict extends beyond the past and has implications for the present, influencing our understanding of our history and its ongoing effects.
Denial of responsibility! VigourTimes is an automatic aggregator of Global media. In each content, the hyperlink to the primary source is specified. All trademarks belong to their rightful owners, and all materials to their authors. For any complaint, please reach us at – [email protected]. We will take necessary action within 24 hours.
