The Valley of the Shadow - Case Study Example

The valley of the shadow project: Accounts of reconstruction found in the valley of the shadow project andState: Date: The valley of shadow project entails a course of life in two American communities that hailed from two different parts of the nation. One was northern while the other was southern. These two regions are Augusta county, Virginia and Franklin county, Pennsylvania.1 The project focuses on that spell from John Brown’s raid over the era of Rebuilding during the time of the civil war.2 We see some accounts of reconstruction that comes with the end of the civil war. One major form reconstruction is seen in the education system.3 The Bureau was keen to promote and encourage education among the freed population. Dozens of letters that touched on matters of education are exchanged. Efforts to establish social amenities in form of schools are seen. Much focus is laid on education of the youths along with adult members of the society.4 The responsibilities and duties to teachers who taught in Augusta are also mentioned. In these letters we also find statistics pertaining to the number of learners to seek indications of the progress of education in the community. This would help the community to have in place measures that would better education system in general. We also see letters that had information about those who sought financial assistance from the bureau to invest in education. 5This would help them put in education structures like classes, have in place instructional materials, train teachers, hire teachers and also pay these teachers. The community seemed to understand the role of education in promoting the economic state of their society. Education would bring about civilization and the social interaction in schools would enhance national unity and cohesion thus minimizing the chances of violence. The youths would be occupied in attaining new skills, knowledge and attitudes while sharing their varied perspectives in a constructive manner. Having in account some of this letters, we can clearly see the community’s new attitude in education and spirit of reconstruction. A good example of such message is one that was sent by Tukey to Strieby, in August, 1865.6 Tukey reference of his new post in Staunton, but regret that he would not make it to the Mission House in Portsmouth. He is keen to put across that more than four teachers would be needed and actually gives two names of the teachers he would recommend. Tukey more so writes to Evans seeking to know what travel arrangements were there for teachers. Tukey’s attitude is a clear sign of the community’s attitude towards education.7 Having an efficient education system is a reconstruction agenda of the community. We also see Storer write to Manly in August 31st 1865.8 He gives some statistics about the school situation in his sub district where he finds 366 black children under the age of 14 in Staunton and also some adults who were interested in getting a decent education. In another letter to Woodbury, Tukey is concerned that there has been no schooling at all in Shenandoa valley where there had newly freed slaves.9 He pleads with the Bureau to take action a move that was motivated by concern from teachers. The authority is involved and we see Storer authorize Tukey to use the Court House as a school.10 R.M. Manly also assures Tukey that the two teachers he had sought would release by the American Missionary Association. Tukey is keen to see that teaching materials are available as he lists for Manly the books and supplies he would like to have sent to Feedmen’s schools in Staunton. The community tries to deal with all challenges that faced their goal to provide a decent education to everybody. When conflict arises between the Bureau and the military Commissioners for the valley, we see Storer propose to have the two counties placed under the jurisdiction of West Virginia where laws protecting the rights of the free blacks were well laid.11 The bureau would have to assist in putting in place schools for the black community as everything done would portray much about the community.12 The teacher’s role is well examined and their attendance is a concern to the community. Enrollment in schools is monitored and any in fluctuations statistics is noted. Measures are put in position to guarantee that the education system is efficient. Even the whites were supported in the course of education. The less fortunate whites were assisted to earn a decent education. The stakeholders were keen to see that there was equitable distribution of education facilities in the community.13 There was need to have schools in all regions to help all attain decent education. The community mobilizes all resources available and promotes education by all means necessary. Schools are prepared with books, educators and teaching tools. Churches and public halls are used as schools. Court Houses are made use of as the benefits of education surpass all others that come from the society. The sense of reconstruction after the civil war is felt and the communities are working their way to move forward. With an educated society, this would pave way for other forms of development as the attained skills, knowledge and attitudes would be deployed in all areas of the economy. Resources would be well used and the non-renewable ones would be used appropriately. Advanced education systems would open way for new forms of technology hence economic progress. The social cohesion realized through education would enhance unity and promote teamwork and togetherness in the community.14 The society would achieve much as a collection and move forward. All foundations laid through education would have long term benefits to the community.15 Self-reliance an attribute that comes with education would suggest a strong nation economically the members of the society would have the power to afford services and even good without straining. This particular account of reconstruction lays a platform for many others that enhance economic advancement. The Bureau was keen to monitor and oversee matters of employment and unemployment especially of the freedmen. It would monitor and mediate employment contracts and solve dispute between the local whites and the freed men. Labor contracts and disputes are major points of concern in this reconstructive process. We see various job sectors turn to points of discussion in many cases. Non-agricultural jobs like teaching and masonry are discussed. Both whites and black have their eyes on the gains that would come from the post war southern economy. This would again signify the latest developments on black-white relations. The freedmen had the desires to secure jobs in the society. With a sheer sense of equality, they would be equally entitled to the job opportunities available.16 The bureau was keen to see that the blacks would be hired without having to seek consent from anyone. They were as good as the whites and were permitted to equal rights.17 In some letters, the leaders mention that they would protect the privileges of all people. They were keen enough to create job opportunities in the community all races. All resources available are mobilized. For instance, through a letter to Orlando Brown, W. Store suggests to convert and make use of an engine seized from the confederate government. The engine would be used with a saw mill to provide and create employment in the region. There was concern for the free-born all through and that of the manumitted blacks. There was need for a general evaluation of the condition these freedmen as well as their developing relations with the whites. The Bureau would issue instructions to their staff regarding their duties to the community. They were to be watchful and efficient in the implementation of their tasks. The bureau would communicate hopeful and authoritarian insolence to free blacks.18 We see bureau’s attempt to get a lady who had been a slave a job in a letter addressed to James Bate by James Schilling. The blacks are supported back to their feet so that they can lead decent lives. Reports are made about how employment of the blacks was fairing. For instance, in a letter, McDonnell reports to Orlando Brown that there were no cases of unemployment among the black population in the 9th District. The freedmen are trained to new skills like masonry and are able to secure jobs. They can work and earn a living. The sense of self-reliance builds confidence in them and they can aspire for bigger things. With the opened doors of education, they were empowered and the bureau extended more opportunities to them. They could integrate with the whites and have a chance to connect with them.19 Disputes over contracts were well settled by the bureau. Disagreements on who to have them would be solved amicably without having cases of violence. Other disputes regarding property were also checked. Debts and monetary settlements would be overseen by the Bureau and matters solved formerly in the community. The rights of the workers were clear. They were not to be exploited or mistreated. Their wages would be paid in time and the amount would conform to their duties and responsibilities. Employees had the right to claim for what they might have felt as theirs. There was concern from others that it was difficult for freedmen to be afforded fair settlements in those cases brought against their employers. Another aspect of reconstruction was seen in the establishment of a good legal system. Such systems included local courts, military courts and the conduct magistrates. The freedmen had agents who would frequently intervene in these legal systems whenever they were accused as victims of crime. There was need to have a system that would solve these cases and extend justice. The disputes on various matters regarding the freedmen would call for an efficient legal system. There were many cases of blacks who breached contracts and run away. Employers would also breach contracts as well.20 This cases would have to be settled amicably to avoid coercion. The representatives of the blacks would oversee fair trials. There were letters suggesting the legal system was not efficient enough as it was difficult to find Magistrates who would hear civil suits brought against whites, especially on cases of money owed to blacks. Again there were individuals who expressed surprise at the level of fairness in criminal trials. Physical assault on others was not acceptable. Such cases would be communicated to the Bureau and solved amicably. Theft, rape cases, disorderly and land issues were solved to. Reconstruction of the legal system was refined for both ends. The blacks and whites would get along together and would rebuild their nation. The cut differences would mean a peaceful society that would thrive together and foster development.21 Having committees in the community to solve some of these matters would help the legal system. There was need to educate the freedmen about the rules and laws laid by the legal system as some had ended up in jail due to ignorance. They were to learn about what is stipulated by these systems as appropriate or wrong. This would work to minimize crime in the future. The education system would come in within reach in this situation. Fullest equality of all men before the law was a major reconstruction agenda in this community. Having a widespread education of all forms would ensure the stability of the society. The legal system had an obligation to observe fairness by all means. Incidences of declaring guilty verdict despite lack of evidence were criticized. Having place excessive bail charges was seen as unfair. It was paramount to ensure that the freedmen received impartial decisions. The developments would be discussed by the bureau and the idea would live on. With change in guard, challenges would be experienced as some leaders felt that there were no injustices committed against the freedmen. That would mean that the local magistrates would not be involved, as a john Jordan put it in a letter, as he had no confidence in them. Incidences of social protests by such groups as Ku Klax Klan were considered as threat to public peace.22 They were condemned by both whites and black. The legal system had to keep an eye on such groups to ensure peace. We see John Jordan mention in a letter that he would try to avoid the adjudication of disputes involving blacks in the courts because of persistent prejudice in the system. He recommended formation of martial courts that would have authority over blacks and whites so as to have them tried fairly.23 He felt there was need to for the extension of the bureau’s tenure and an increase in its power to work against opposition to the government. He observed that there were different opinions regarding the rights of the freedmen among different social classes of people. He points out that intelligence, integrity or some moral courage never appeared as qualifications needed to sit in a given jury or preside as magistrate in Augusta County. He even reports that he always had had all disputes involving blacks settled outside of the civil court system due to the prejudice and indifference of the local magistrates. There was spirit of prejudice to the freedmen and whites faithful to the merger of government among magistrates.24 Another account of reconstruction is seen in administration. There is need to have in place an administrative structure that would involve all. That’s a structure that would cut across the two feuding races. The bureau had turned large and there was need for bureaucratic operation. Augusta County, the staff and the documents involved. We also see opinions of the bureau’s operations and also the assessments of its functions. The bureau had to get in place system that would serve the citizens. The hiring of the staff was paramount to the success of the county of Augusta. Competent individuals were needed to execute these duties. Qualified personnel counted in this case. In a letter to O. Brown, V.W. Curtis gives a breakdown about the organization and division of his military district in Virginia. He describes his organizational structure. He points out that he labels Staunton to be the sub-district command center for Augusta and other nearby counties. He further instructs Brown to designate men to serve as bureau superintendents for districts that tend to correspond to the military organization to reduce chances of conflicts and lack of personnel. The general duties of the staff members are clarified and the extent of their responsibilities described. In this case, the personnel has established to accomplish administrative duties. There is need to spare some administrative positions for freedmen. The Bureau tries to make these positions equally available to all members of the society. The reconstruction process would never be complete without dealing with race relations. The Bureau would have to ensure that the freedmen would be accepted in the society without discrimination, prejudice, bias and anything else that would come with their race. The Bureau had to see that slavery was over even after the departure of the union slaves. The bureau would follow up to know the blacks developing relations with the whites. Bibliography A Companion to Digital Humanities: Accounts of the valley of the shadow project. Accessed 20th Nov, 2014. http://digitalhumanities.org/ Alkalimat, Abdul. The African American Experience in Cyberspace: A Resource Guide to the Best Web Sites on Black Culture and History. Ayers, Edward L. 2004. In the Presence of Mine Enemies: The Civil War in the Heart of America, 1859-1864 (Valley of the Shadow Project). New York: W. W. Norton & Company. Ayers, Edward L, and Anne S Rubin. 2001. The Valley of the Shadow: Two Communities in the American Civil War . New York: W. W. Norton & COmpany, Inc. Ayers, Edward. n.d. "The Valley of the Shadow: Scholarship in the Digital World." educause.edu. Accessed November 21, 2014. https://net.educause.edu/ir/library/pdf/FFP0404S.pdf. Civil war: Best History websites, http://www.besthistorysites.net (accessed Nov. 20, 2014) Levin, Kelvin M. 2003. "Voices from the Gathering Storm ." The Journal of Southern History 428-438. Nystrom, Elsa A, and Justin A Nystrom. 2005. "Beyond the Valley of the Shadow: Taking Stock of the Virginia Center for Digital History ." Journal of Online Learning and Teaching. July. Accessed November 21, 2014. http://jolt.merlot.org/documents/vol1_no1_nystrom.pdf. The Independence Hall Association. 2014. "Radical Reconstruction." Independence Hall Association. Accessed November 21, 2014. http://www.ushistory.org/us/35b.asp. The University of Virginia. 1997. "Freedmens Bureau Records: Frederick S. Tukey to M. E. Strieby, August 9, 1865." Virginia University . Accessed November 21, 2014. Thomas, William G. 2012. "Valley of the Shadow Project retrospective on the Civil War." unl.edu. January 15. Accessed November 21, 2014. http://railroads.unl.edu/blog/?p=743. Thomas, William G and Edward L. Ayers. "The Differences Slavery Made: A Close Analysis of Two American Communities". University of Virginia. Retrieved 20 Nov 2014. National council on public content: The valley of the shadow project. Accessed November 21, 2014 ncph.org/cms/wp-content/uploads/PHN-Vol-16-No-3 Zhu, XUdong, and Xue Han. 2006. "Reconstruction of the teacher education system in China ." International Education Journal 66-73. Read More