LESSON 2
A Hundred Years Before Rosa Parks: A look at the story of Elizabeth Jennings Graham and what happened after she sat down on a New York City streetcar in 1854.
Thomas L. Jennings finds a way to wash clothes without putting them in water. He calls it dry-cleaning. This is something new and quite amazing. Everyone knows that some fabrics are ruined when soaked in water.
When Jennings gets his idea patented, he becomes the first known African-American to hold a U.S. patent. A free man who lives in 19th century New York City, he is part of a well-informed black elite. The same can be said of his daughter, Elizabeth, who knows the Constitution well. So, in 1854, when she climbs on one of New York City's new horse-drawn streetcars and sits down she expects to be treated like every other American citizen. Elizabeth Jennings is 24-years old and eager to be on time for Sunday services at the First Colored Congregational Church. Here's how the New York Daily Tribune (edited by the famous Horace Greeley) describes what happened next: "She got upon one of the company cars...on the Sabbath, to ride to church. The conductor undertook to get her off, first alleging the car was full; when that was shown to be false, he pretended the other passengers were displeased at her presence, but (when) she insisted on her rights, he took hold of her by force ... She resisted. The conductor got her down on the platform, jammed her bonnet, soiled her dress and injured her person. Quite a crowd gathered, but she effectually resisted. Finally... with the aid of a policeman they succeeded in removing her." New York's black leaders are outraged, they decide: it is time to end racial discrimination on streetcars. The African Americans hire a law firm; they intend to sue the Third Avenue Railroad. Twenty-four-year-old Chester A. Arthur becomes their lawyer. (Later Arthur will be president of the United States.) Frederick Douglass, a black journalist and orator, tells their story in his newspaper. They win the case. The judge, in his official opinion, says: "Colored persons...have the same rights as others..." New York has three other railroad companies. A month later, the Rev. James W.C. Pennington isn't allowed on N.Y.'s Eighth Avenue Railroad because of his skin color. He, too, sues and wins. It takes still one more legal action but finally New York's public transit system gets fully integrated. As for Elizabeth Jennings, she will found and run New York's first kindergarten for black children (that is after she marries and becomes Elizabeth Jennings Graham). Meanwhile in San Francisco in 1863 (the Civil War is now raging in the East), Charlotte Brown takes a seat on a horse-drawn streetcar. Her father, James E. Brown, runs a horse stable and is a partner in a black newspaper. He is also a member of the San Francisco Literary Society, a debate group composed of African American thinkers. The California conductor tells Charlotte Brown she has no right to sit on the streetcar because of the color of her skin. Later, she will describe what happened: “The conductor went around and collected tickets and when he came to me I handed him my ticket and he refused to take it. It was one of the Omnibus railroad tickets, one that I had purchased... He replied that colored persons were not allowed to ride. I told him I had been in the habit of riding ever since the cars had been running. ...I had a great ways to go and I was later than I ought to be." The conductor, Thomas Dennison, asks her to leave. When she refuses he throws her off the bus. Brown sues the Omnibus Railroad Company. That company argues that racial segregation protects white women and children who might be fearful of riding in the same car as African Americans. Charlotte Brown tells her story in court and a white jury believes her. The conductor is convicted of assault and battery. Judge Orville Pratt calls streetcar segregation "a relic of barbarism." That barbarism will continue in the American South until, a century later, Rosa Parks takes a seat on a bus in Montgomery, Alabama. To go farther, see Book 10, All The People, in the series, A History of US, for some details on what happens to Rosa Parks and some others who stand up for right action in the 20th and 21st centuries . |
Here are some follow up thinking, writing, drawing activities for you to choose.
Imagine that you are Charlotte Brown or Elizabeth Jennings, write a diary on your thoughts about what is happening to you. What do you learn about the legal system in your city? How does the law work for you?
Do some research on life in the mid-19th century in New York and in San Francisco. Describe the populations of those cities, how are they different today?
Who is Horace Greeley? Why is he famous? Would you like to have known him?
Who is Frederick Douglass? You can visit his home in Washington, DC. What is special about Douglass? (Actually lots of things.)
How about Chester Arthur?
Pick one of these men and explain in words why he was important in U.S. history and still is. Or, do a graphic page with pictures that tell his story.
What do you, Charlotte or Elizabeth, know of the conflict that is dividing the nation? Can it lead to war? Can that war be prevented? How?
Racism is group meanness. You (Charlotte and Elizabeth) and your parents live privileged lives, does that meanness effect you?
Do you know any examples of group meanness today?
Do some research and see what you can find out about Elizabeth Graham and New York's 19th century kindergartens. Write about what you find. The horse-drawn tram, a 19th century form of urban transportation, rolled on rails, allowing a greater load and a smoother ride than in ordinary horse-pulled vehicles. See if you can find a picture and then make your own drawing. Those trams will lead to engine pulled trains. How did that happen? Do some research and see what you find out about the transportation world that emerged as the 19th century turned 20th. Write about it. Or draw the story.
Imagine that you are Charlotte Brown or Elizabeth Jennings, write a diary on your thoughts about what is happening to you. What do you learn about the legal system in your city? How does the law work for you?
Do some research on life in the mid-19th century in New York and in San Francisco. Describe the populations of those cities, how are they different today?
Who is Horace Greeley? Why is he famous? Would you like to have known him?
Who is Frederick Douglass? You can visit his home in Washington, DC. What is special about Douglass? (Actually lots of things.)
How about Chester Arthur?
Pick one of these men and explain in words why he was important in U.S. history and still is. Or, do a graphic page with pictures that tell his story.
What do you, Charlotte or Elizabeth, know of the conflict that is dividing the nation? Can it lead to war? Can that war be prevented? How?
Racism is group meanness. You (Charlotte and Elizabeth) and your parents live privileged lives, does that meanness effect you?
Do you know any examples of group meanness today?
Do some research and see what you can find out about Elizabeth Graham and New York's 19th century kindergartens. Write about what you find. The horse-drawn tram, a 19th century form of urban transportation, rolled on rails, allowing a greater load and a smoother ride than in ordinary horse-pulled vehicles. See if you can find a picture and then make your own drawing. Those trams will lead to engine pulled trains. How did that happen? Do some research and see what you find out about the transportation world that emerged as the 19th century turned 20th. Write about it. Or draw the story.