section prep #9
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University of South Carolina *
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111
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History
Date
Dec 6, 2023
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docx
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HIST 111 / Fall 2023
Study Guide for Section Meetings on Nov. 10-11
1.
Who comprised the intended audiences of the proslavery argument, and what did its
proponents hope to achieve? How much significance should we attach to variations in the
strategies of Thomas Cooper, William Harper, James Henry Hammond, Josiah Nott,
James Henley Thornwell, and Louisa McCord? How would you determine which strategy
was most effective?
The intended audiences of the pro-slavery argument were politicians, individuals with economic
interests tied to slavery, and southern plantation owners. The proponents hoped to achieve the
justification and continuation of slavery. By promoting ideas in support of the slave-based
economy, they hoped to maintain slavery as a central institution in the South (normalizing the
issue as well as promoting the idea that it was a necessary/positive economic, social, and
political system). The significance of the variations in strategies of these individuals should
center around their position and intended audience. For example, James Henry Hammond’s (a
prominent South Carolina politician and plantation owner) ideas (emphasizing the crucial need
for slavery to maintain the white population’s status above non-slaveholding white laborers) may
reach a larger target audience than Josiah Nott’s (a physician and proslavery advocate) ideas
(emphasizing the use of scientific arguments in support of racial hierarchy and the justification of
certain racial groups). Determining which strategy was most effective requires assessing both the
immediate and long-term impacts of each individual's ideas. This way, one can understand the
effectiveness of their strategies in the promotion and continuation of the pro-slavery argument.
2.
What lessons does South Carolina College suggest about the broader workings of
southern slavery? What aspects of the school’s experience with slavery did you find
surprising? Why do you suppose South Carolina College barred slaveholding students
from bringing their slaves onto school grounds? How did enslaved workers have enough
leverage to go on strike in 1853 when the College reduced hires and increased the
number of rooms each slave cleaned?
South Carolina College’s lessons suggest that the strong reliance on slavery for the functioning
of the college shows how much slavery was a big part of the Southern economy and society as a
whole. One aspect of the school's experience with slavery that I found surprising was they did
not allow students to bring their slaves to campus. It's possible that they were worried about
fights between slaves and the school, and they wanted to stay in charge of what was happening at
the college. Enslaved workers had enough leverage to go on strike in 1853 when the college
reduced hires and increased the number of rooms each slave cleaned because of their important
role in the day-to-day operations. This shows that even though they were slaves, they had some
power when they worked together, especially when they realized how important their work was
and how it could cause problems for the college.
3.
How would you compare the role of South Carolina College in forging a proslavery
movement with the role of William & Mary in the shaping of Revolutionary Virginia or
the role of Harvard in the development of Lowell and Boston? What do you make of the
absence of any comparable school in Santa Fe, the capital of Spanish New Mexico?
The comparison between the role of South Carolina College in forging a pro-slavery movement
with the role of William and Mary in the shaping of the Revolutionary War or the role of Harvard
in the development of Lowell and Boston is that the use of enslaved people to run the school as
well as teaching ideas in support of slavery was important in making their areas grow and
change. The absence of any comparable school in Santa Fe may include differences in the
colonial and socioeconomic context of Spanish New Mexico compared to the southern region of
The United States. Different historical and cultural dynamics shaped by Spanish colonial
influences may have led to different priorities and institutions compared to those in British
colonies.
4.
What parts of USC’s participation in slavery should be of concern to the school today?
College ownership of slaves? Temporary employment of slaves, for example on college
construction projects? Slaves were held on campus by faculty or administrators. Should
USC have an institutional interest today in the proslavery publications of its nineteenth-
century graduates? The proslavery publications of faculty and school officers? Is it proper
for USC to celebrate eminent graduates and former faculty without acknowledging
influential but ignoble representatives of the school?
The ownership of slaves, the use of slaves for construction, and having them on campus, are the
key parts of USC's participation in slavery that should be of concern to the school today.
Additionally, USC should have a look at the writings of its former students and faculty who
supported slavery to understand the impact of how these publications shaped the school's ethics
and culture. When honoring its successful people from the past, USC should not ignore those
who held views or did things that are now seen as wrong. The school needs to be open about its
history with slavery and consider how it affects the school today.
5.
What goals should guide USC in thinking about its historical relationship with slavery? Is
guilt a meaningful concept for the institution? Should USC apologize for its relationship
to slavery? Which part of the university has the authority to issue such an apology? The
trustees? The president? The faculty (as at the University of Alabama)?
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Goals that prioritize understanding, meaningful action, and reconciliation should be considered
by USC when thinking about its historical relationship with slavery. I don't believe guilt is a
meaningful concept for the institution to focus on, rather they should prioritize acknowledging
the past, fostering a sense of responsibility, and promoting historical truth 2 create a more
inclusive present and future. The university president or the board of trustees might have the
authority to issue such an apology. As far as the faculty, they don't have the same authority but
have a role in initiating/advocating for these formal apologies.
6.
Do you agree with the Presidential Commission on University History that USC should
seek to rename Thomas Cooper Library, Sims College, and Thornwell College (and other
buildings named for slaveholders)? How should USC deal with legislative refusal to grant
permission to rename under the Heritage Act? Should USC remove the marker at
McCutcheon House that honors Maximilian LaBorde, who enslaved 28 African
Americans in 1850, some at this site?
I agree with the Presidential Commission on University History that USC should attempt to
rename the buildings listed as well as others named for slaveholders. This would reflect the
approach to acknowledge the university's historical connections to slavery and commitment to
creating an inclusive environment for everyone. As far as USC dealing with the legislative
refusal to grant permission to rename under the Heritage Act, I would suggest they engage with
relevant legislative bodies, advocate for their reconsideration, and explore alternatives for
addressing this issue instead of doing nothing at all. I think USC should remove the marker at
McCutcheon's house that honors Maximilian Laborde for the same reasons listed for the
building's removal.
7.
How do campus tours, designed primarily for prospective students and their families, fit
into the wider field of tourism? To what extent do campus tours address USC’s history?
Should USC offer historical tours for current students and other tourists?
Require
historical tours in U101?
Campus tours for potential students and their families fit into the wider field of tourism because
they offer these visitors to explore the campus environment, learn about academic programs, and
find a sense of community within the campus in general. The extent of history USC's campus
tours address includes prominent landmarks and historical buildings. The integration of these
narratives of history into campus tours may provide a deeper understanding of the universe that
he's past and achieve a connection among visitors. I believe USC should offer historical tours for
current students and other tourists because it at least offers the chance to explore the university's
historical legacy within a broader context for those who are interested. Historical tours should
also be mandatory in U101 so it may ensure all USC students are exposed to their college
background and cultural heritage.
Written Assignment
Write a short paragraph expressing your opinion on whether USC should install a slavery
memorial in addition to the markers discussed by Jill Found. If you favor a memorial, identify
the memorial at another school that you think offers the best model for USC.
The installation of a slavery memorial at USC would be a good idea because it would help the
school acknowledge its past with slavery and show that it's committed to understanding and
making things right. The University of Virginia's memorial to enslaved laborers could be a good
model for USC to follow. It's a place that honors the people who were forced into slavery and
also helps educate others about the history of slavery. A similar memorial at USC could do the
same thing.
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