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American Politics and the African
American Quest for Universal
Freedom
FOURTH EDITION
ROBERT C. SMITH
S A N FRANCISCO STATE UNIVERSITY
Walton, Hanes,
American politics and the African American quest for universal freedom / Hanes
Walton, Robert C. Smith.- 4th ed.
p. cm.
Includes bibliographical references and index.
1. African Americans-Politicsand government. 2. United States-Politics and
government. 3. UnitedStates-Race relations. I. Title.
E185.615 2008
320.973-dc22 2007023897
All rights reserved. No part of this publication may be reproduced, stored in a retrieval
system, or transmitted, in any form or by any means, electronic, mechanical,
photocopying, recording, or otherwise, without the prior written permission of the
publisher. Printed in the United States.
C HAPTER 5 Public O p i n i o n 65
Gunnar Myrdal and African American Public Opinion 65
White Public Opinion on Race and Racism 66
African American Public Opinion: Alienation 67
Hurricane Katrina and the Racial Divide in Opinion 68
African American Ideology: Liberalism 68
African American Ideology: Black Nationalism 71
African American Ideology: Feminism 72
African American Opinion: Monolithic and Diverse 73
APPENDIX
APPENDIX 1 I n Congress, July 4,1776 The Unanimous Declaration
o f t h e Thirteen U n i t e d States o f America 290
Index 3 1 2
Overview of the Text
This book examines the institutions and processes of American government and politics
from the perspective of the African American presence and influence. We want to show
how the presence of Africans in the United States affected the founding of the Republic
and its political institutions and processes from the colonial era to the present. Blacks, for
example, took no part in the drafting of the Declaration of Independence or the design
of the Constitution; however, their presence exerted a profound influence on the shap
ing of both these seminal docuinents. So it has been throughout American history.
In structure the book follows that of standard works in political science on American
government and politics. It is unique, however, in three respects.
First, it is organized around two interrelated themes: the idea of universal freedom
and the concept of minority-majority coalitions. In their quest for their own freedom in
the United States, blacks have sought to universalize the idea of freedom. In their attack
on slavery and racial subordination, black Ainericans and their leaders have embraced
doctrines of universal freedom and equality. In doing so they have had an important in
fluence on the shaping of democratic, constitutional government and on expanding or
universalizing the idea of freedom not only for themselves but for all Americans.
But blacks have not acted alone. Indeed, given their status as a subordinate racial mi
nority they could not act alone. Rather, in their quest for freedom blacks have sought to
forge coalitions with whites-minority-inspired majority coalitions. Historically, how
ever, because of the nation's ambivalence about race, these coalitions tend to be unsta
ble and temporary, requiring that they be constantly rebuilt in what is an ongoing quest.
These two themes, the quest for universal freedom and minority-majoritycoalitions, are
pursued throughout much of the book.
The second distinctive aspect of this study is that it is historically informed. In each
chapter we trace developments historically. Relevant historical background is critical to
understanding the evolution of race and the American democracy. Such material also
brings contemporary events into a sharper focus.
Third, in the political behavior chapters (3-6, 9-10), we try to provide students not only
with the most current knowledge on the topics but also with information on how the disci
pline of political science has approached the study of the topics in general and with respect
to blacks specifically. In several of these chapters we focus on Gunnar Myrdal and the pow-
erful influence his American Dilemma has had on the study of black political behavior.
We first talked about writing this book more than a decade ago. Our principal ratio
nale for writing it is that we saw a void in the available literature. We believe that race is
the most important cleavage in American life, with enormous impact on the nation's so
ciety, culture, and politics. Indeed, as we show throughout this book, race has always
been the enduring fault line in American society and politics-thus the need for a vol
ume that treats this important topic with the seriousness it deserves. This is what we seek
to accoinplish in a study that has historical sweep and depth and is comprehensive in its
X Preface
coverage of the subject. Although this book is written so as to be readable and interesting
to undergraduate students, we have sought to maintain the highest intellectual standards.
We believe the study of the rich, varied, and critical presence of African Americans in all
areas of the political system demands nothing less.
Before closing, we would like to say a word about the intellectual tradition on which
this book is based. The scholars who are the founders and innovators in the study of African
American politics created this scholarly subfield out of nothing. Working in small African
American colleges, without major financial support or grants and with large numbers of
classes and students, these scholars launched in small steps and limited ways a new area of
academic study. They published in obscure and poorly diffused journals and little-known
presses, which resulted, in many instances, in their work being overlooked and underval
ued. Racism's manifestationsin academia allowed much valuable work to remain unseen.
Not only was the result of their research made invisible, but these scholars themselves be
came invisible in the profession. Of this unseen tradition it has been written:
The second research tradition in America's life is the unheralded, the unsung, unrecorded
but not unnoticed one. Scholars belonging to this tradition literally make something out of
nothing and typically produce scholarship at the less recognized institutionsof higher learn
ing. These are the places, to use Professor Aaron Wildavsky's apt phrase, where the schools
"habituallyrun out of stamps"and where other sources of support are nonexistent. . . . [Yet]
here ... scholars ... nevertheless scaled the heights, and produced stellar scholarship.1
They persisted and persevered. And while their work is scattered and sometimes dif
ficult to locate, it formed the basis for a new vision and perspective in political science.
Beginning in 1885, the discipline of political science emerged during an era of concern
about race relations and developed its study of race politics from this perspective. In
essence, this race relations perspective on the study of African American politics focused
on the concern of whites about stability and social peace rather than the concerns of
blacks about freedom and social justice.2
By the 1960s this perspective had become the major consensus in the discipline on
the study of race. It offered a different perspective on political reality from that of blacks,
who during this period were trying to empower themselves in American politics. Thus
African American political scientists offered a different perspective, a challenge to the
consensus.3 Instead of focusing on how the African American quest for freedom might
distress whites and disrupt stability and social peace, this new perspective focused on
how an oppressed group might achieve power so as to provide solutions to long-standing
social and economic problems. This perspective deals with freedom and power rather
than stability and social peace.
Our book is a part of this intellectual tradition. The purveyors of this tradition include
Professors Robert Brisbane and Tobe Johnson of Morehouse College, the ever-erudite
Samuel DuBois Cook at Atlanta University, and Professors Emmett Dorsey, Bernard Fall,
Harold Gosnell, Ronald Walters, Robert Martin, Vincent Browne, Nathaniel Tillman,
Brian Wienstein, Morris Levitt, and Charles Harris at Howard University.Their insight
ful ideas, cogent theories, and brilliant teaching made this book possible. When we sat
down at the Holiday Inn in Jackson, Mississippi, in March 1991 (at the annual meeting of
the National Conference of Black Political Scientists), to develop the theme for this book
and lay out its goals and structure, we were standing on the shoulders of these pioneering
Preface xi
political scientists. They built the intellectual foundation. We hope this work makes them
proud. We hope it will do the same for our children.
Finally, anote on style. We use the terms black and African American interchangeably,
having no preference for either and viewing each as a legitimate and accurate name for
persons of African descent in the United States.4
and the decline of African American enlistment in the army in the aftermath of the Iraq
War and a related increase in the enlistment of Latinos and Asian Americans.
Finally,the fourth edition includes two new features. First is "Faces and Voices in the
Struggle for Universal Freedom,"a brief boxed feature in most of the chapters highlighting
Americans who have played important roles in the African American quest for universal
freedom. This feature spotlights individuals, black and white, famous and obscure, who
impacted the foundations of the nation and helped to universalize the quest for freedom.
The second new feature is a companion website offering further resources for study
as well as links to primary sources, the African American media, and African American
interest groups. In an "In the News" section articles are periodically posted about ongo
ing issues that relate to topics in the book. The site will not only engage interested
students in research and further study, but also provide pathways to their individual
engagement in the struggle to enlarge the freedom of African Americans and thereby the
freedom of all Americans.
Acknowledgments
We are once again grateful to the anonymous reviewers of the third edition for their crit
icisms and comments that led to improvements in this edition. Eric Stano at Longman was
his usual steady hand, and Donna Garnier provided expert and timely assistance from the
beginning to the completion of this edition, Suijan Guo, Smith's good colleague and friend
at San Francisco State, went beyond the boundaries of collegiality and friendship in
preparation of the website. Finally, kudos to Scottie.
In addition to our colleagues selected by Longman Publishers-Marion Orr, Brown
University; Jeanette Mendez, University of Houston; and Sherri L. Wallace, University of
Louisville-to read and comment on the manuscript, we are also grateful to Mack Jones of
Clark-Atlanta University's political science department, Wilbur Rich of Wellesley's political
science department, and Charles Henry of the African American studies department at the
University of California, Berkeley, for reading the manuscript and their suggestions that led
to its improvement. We are especially grateful to Professor Jones for his detailed chapter-
by-chapter critique. Sekou Franklin provided research assistance for Professor Smith.
Margaret Mitchell Ilugbo typed several of the draft chapters for Walton, and Greta
Blake designed the tables and figures for the book. We appreciate their fine work.
Scottie Smith's help was indispensable in the preparation of the manuscript. Her
discerning and untiring work is deeply appreciated.
Notes
1. Hanes Walton Jr., "The Preeminent African American Legal Scholar: J. Clay Smith,"
National Political Science Review 6 (1997):289.
2. Hanes Walton Jr., Cheryl Miller, and Joseph P. McCormick, "Race and Political Science:
The Dual Traditions of Race Relations Politics and African American Politics," in John
Dryzek et al., eds., Political Science and Its History: Research Programs and Political
Traditions (New York: Cambridge University Press, 1994): 145-74; and Hanes Walton, Jr.,
Preface xiii
and Joseph P. McCormick, "The Study of African American Politics as Social Danger:
Clues from the Disciplinary Journals," National Political Science Review 6 (1997):22944.
3. For an intellectually critical collection of essays by African American political scientists on
race and the study of politics in the US see Wilbur Rich (ed) African American Perspec
tives on Political Science (Philadelphia: Temple University Press, 2007).
4. For discussion of the various controversies about names in African American history-that
is, what persons of African origins in the United States should call themselves-see
W. E. B. Du Bois, "The Name Negro," The Crisis 35 (March, 1928): 96-101: Lerone Ben
nett, "What's in a Name?" Ebony, November 1967; Ben L. Martin, "From Negro to Black
to African-American:The Power of Naines and Naming,'' Political Science Quarterly 106
(1991): 83-107; Robert C. Smith, "Remaining Old Realities," San Francisco Review of
Books 25 (Summer 1990): 16-19; Ruth Grant and Marion Orr, "Language, Race and Pol
itics: From 'Black' to 'African American,"' Politics & Society 24 (1996):137-52; and Ster
ling Stuckey, Slavery Culture: Foundations of Nationalist Theory (New York: Oxford
University Press, 1987): chap. 4, "Identity and Ideology: The Names Controversy."
5. At this early point since Katrina, there are three useful books on the event. First, see dis
tinguished Tulane University historian Douglas Brinkley's The Great Deluge: Hurricane
Katrina, New Orleans and the Mississippi Gulf Coast (New York: William Morrow, 2006).
Second, see Michael Eric Dyson, the well-known African American public intellectual,
Come Hell or High Water: Hurricane Katrina and the Color of Disaster (New York:
Perseus, 2006). Finally, see the collection of papers by New Orleans area artists, social
scientists, and community activists edited by John Brown Childs, Hurricane Katrina:
Response and Responsibilities (Santa Cruz, CA: New Pacific Press, 2006).
Credits
Photo Credits
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34: AP Images; page 39: Bettmann/Corbis; page 51: Bettmann/Corbis; page 57: Bettmann/Cor
bis; page 59: The White House Press Office; page 78: Photograph by Isabel Wolseley from The
Black Press, USA, 2nd edition by Roland E . Wolseley, 1990. Ames: Iowa State University
Press/Blackwell Publishing. ISBN: 9780813804941; page 85: The Granger Collection; page 9 3
left: Getty Images; page 93 right: Frederick Douglass, 1818-1895. Unidentified photographer, af
ter c. 1847. Daguerreotype, 8 x 6.9 cm. National Portrait Gallery, Smithsonian Institution.
NPG.80.21/Art Resource, NY; page 102: The Schomburg Center/Art Resource, NY; page 107:
The San Francisco Examiner/AP Images; page 119: AP Images; page 125: Eve Amold/Magnum
Photos; page 136: Bettmann/Corbis; page 140: Bettmann/Corbis; page 145: Charlie Neiber
gall/AP Images; page 172: Pablo Martinez Monsivais/AP Images; page 184: Ric Feld/AP Images;
page 194: Missouri Historical Society, Photographs and Prints Collection; page 201: Cecil
Stoughton/LBJ Library Collection; page 219: Bettmann/Corbis; page 231: Collection of the
Supreme Court of the United States; page 238: Gordon Parks/Getty Images; page 250: Michael
Bryant/MCT/Newscom; page 257: Stephen Ferry/Getty Images; page 281: Scott Applewhite/AP
Images; page 283: Jacques M. Chenet/Corbis; page 285: AP Images.
Text Credits
Page 309: Reprinted by arrangement with The Heirs to the Estate of Martin Luther King Jr., c/o
Writer's House, Inc. as agent for the proprietor. Copyright © 1963 by Martin Luther King
Jr. Copyright renewed 1991 by Coretta Scott King.
Hanes Walton Jr., professor of political science at the Universityof Michigan, is a grad
uate of Morehouse College. He holds a master's degree in political science from Atlanta
University and a Ph.D. from Howard. He is the author of 16 books (all except two deal
with African American politics) and more than 60 articles, essays, and reviews. His most
recent book is Relection: William Jeflerson Clinton as Native-Son Presidential Candidate.
He is a member of the editorial boards of numerous academic journals and has served as
a consultant to the National Academy of Sciences,the Educational Testing Service, and
the National Endowment for the Humanities. He has been a Ford, Kockefeller, anti
Guggenheim Fellow and holds membership in several honor societies, including Pi
Sigma Alpha, Alpha Kappa Mu, and Phi Beta Kappa. For two years, he worked on Capi
tol Hill in the office of African American congressman Mervyn Dymally of California.
Professor Walton has taught African American politics and American government at the
graduate and undergraduate levels for more than 30 years. In 1993 he was the recipient
of Howard University's Distinguished Ph.D. Alumni Award.
So, what is this thing called freedom? In 1865 General Oliver O. Howard, commissioner
of the Freedmen's Bureau, asked an audience of newly freed slaves, "But what did free
dom mean? It is necessary to define it for it is apt to be misunderstood."1 William Riker
writes, "The word 'freedom' must be defined. And volumes have been written on this
subject without conspicuous success on reaching agreement."2 Orlando Patterson begins
his book Freedom in the Making of Western Culture with the observation that "Freedom,
like love and beauty, is one of those values better experienced than defined."3 Finally,
John Hope Franklin, in From Slavery to Freedom: A History of Negro Americans, writes,
It must never be overlooked that the concept of freedom that emerged in the modern
world bordered on licentiousness and created a situation that approached anarchy. As
W. E. B. Du Bois has pointed out, it was the freedom to destroy freedom, the freedom
of some to exploit the rights of others. It was, indeed, a concept of freedom with little or
no social responsibility. If, then, a man was determined to be free, who was there to tell
him that he was not entitled to enslave others.4
The idea of freedom is therefore a contested idea, with many often conflicting and
contradictory meanings. Since the idea of freedom-universal freedom-is central to
this book, in this first chapter we must attempt to define it because, as General Howard
said, it is apt to be misunderstood.
In the last two decades an important body of scholarshiphas emerged on how the idea
and practice of freedom began in Europe and the United States. These historical and
philosophical studies suggest that the idea of freedom-paradoxically-is inextricably
linked to the idea and institution of slavery.5 With respect to Europe, "it now can be said
with some confidence,"according to Patterson, "that the idea and value of freedom was
the direct product of the institution of slavery. Where there has been no slavery there has
never been any trace of freedom even as a minorvalue."6 And in the United States, "with
out the institution of slavery America in all likelihood would have had no democratic tra
dition and would not have come to enshrine freedom at the very top of the pantheon of
2 Chapter I Universal Freedom Declared, Universal Freedom Denied
values."7 In other words, the very idea of freedom in the Western world has its origins in
the struggles of the slave to become free.
While there is much of value in Patterson's studies, we are not persuaded by his ar
gument that freedom in its origins is a uniquely Western value. On the contrary, we be
lieve freedom is a fundamental, driving force of the human condition. And while slavery
was undoubtedly important in the genesis of the idea of freedom in the Western world,
it is also likely that the idea in the West stems from other sources such as the desire of
people to be free of harsh rule, treatment, or prohibitions that fall short of slavery (free
dom of religion, for example).
Independence referred to as life, liberty, and the pursuit of happiness. Civil rights can be
defined as equality of treatment under law, which is seen as essential to the protection of
natural rights. Political rights involve the right to vote and participate fully in governing the
community. Social rights involve the right to freely choose personal and business associates.9
King identifies "four meanings of freedom within American/western thought that
link up with the language of freedom and the goals of the civil rights movement."10
Liberal freedom is the absence of arbitrary legal or institutional restrictions on the indi
vidual, including the idea that all citizens are to be treated equally. Freedom as autonomy
involves an internalized individual state of autonomy, self-determination, pride, and self-
respect. Participatory freedom involves the right of the individual to participate fully in
the political process. Collective deliverance is understood as the liberation of a group
from external control-from captivity, slavery,or oppression.11
Clearly, there is considerable overlap among the types of freedom addressed by
Patterson, Foner, and King, especially in the realm of politics or the right of citizens to
equal treatment under law and the right to vote and participate in the governance of the
community. However, two of the types identified have special relevance to the African
American experience and to this book's theme of universal freedom. First, throughout
their history in the United States African Americans have consistently rejected the idea
of organic or sovereignal freedom, the notion that one person or group should have the
freedom to impose their will on another without regard to the rights of others. This is
the freedom of might makes right, of the strong to oppress the weak, of the powerful to
dominate the powerless, the freedom of the slavemaster to enslave. From its beginning,
African American political thought and behavior has been centrally concerned with the
abolition of this type of freedom, and in doing so African Americans developed the idea
of universal freedom-a freedom that encompasses natural rights, civil rights, and so
cial rights. In rejecting the Patterson notion of sovereignal freedom, blacks in the
United States fully embraced King's idea of freedom as collective deliverance. As part
of a captive, oppressed, enslaved people, one could expect nothing less. However, in
fighting for their own liberation, for their freedom, blacks have had to fight for univer
sal freedom, for the freedom of all people. As Aptheker puts it, "The Negro people have
fought like tigers for their freedom, and in doing so have enhanced the freedom strug
gles of all people."12
in terms of (1) its bases, (2) its exercise, and (3) the skill of its exercise in particular
circumstances, situations, or contexts. With respect to African American politics, Jones
writes that it is "essentially a power struggle between blacks and whites, with the latter
trying to maintain their superordinate position vis-à-vis the former."16 In analyzing
African American politics as a quest for universal freedom we need to think in terms of
blacks seeking to alter their subordinate status vis-à-vis whites in American society, and
the bases of power they have and may choose to use, skillfully or not, in the power strug
gle, during any given time, place, and context.
This passage, which was to be the climax of the charges against the King, was obviously
an exaggeration and an especially disingenuous one; the colonists themselves (including
Jefferson) had enthusiastically engaged in slave trading and, as was made clear to
Jefferson, had no intention of abandoning it after independence. Jefferson recalls that
"the clause too, reprobating the enslaving of the inhabitants of Africa, was struck out in
Freedom, Power, and Politics 5
compliance to South Carolina and Georgia, who had never attempted to restrain the im
portation of slaves and who still wished to continue it."21 Not only was there opposition
to the passage from the southern slave owners, but more tellingly, as Jefferson went on
to say, "our northern brethren also I believe felt a little tender under these censures; for
tho' their people have few slaves themselves yet they have been pretty considerable car
riers of them."22 In other words, virtually all the leading white men in America, North
erner and Southerner, slave owner and non-slave owner, had economic interests in the
perpetuation of slavery. A good part of the new nation's wealth and prosperity was based
on the plantation economy. To be consistent, one might have thought that the Continen
tal Congress would also have deleted the phrase on the equality of men and their inher
ent right to liberty. They did not, apparently seeing no inconsistency since the words did
not mean what they said (see Box 1.1on page 6).
The magnificent words of the Declaration of Independence declaring freedom and
equality as universal rights of all "men" were, however, fatally flawed, compromised in
that the men who wrote them denied freedom to almost one-fourth of the men in Amer
ica. To understand how the idea of universal freedom was fundamentally compromised,
one needs to see Thomas Jefferson as the paradigmatic figure: author of the Declaration,
preeminent intellectual, acquaintance through correspondence of eminent African
American intellectual Benjamin Banneker-and also a racist, a white supremacist, and a
slave owner.23
Before the ink was dry on Jefferson's Declaration, there was controversy about what was
meant by the words "all men are created equal." Rufus Choate, speaking in 1776 for South
erners embarrassed by Jefferson's words, said Jeffersondid not mean what he said. Rather,
the word men referred only to nobles and Englishmen who were no better than ordinary
American freemen. "If he meant more," Choate said, itwas because Jefferson was "unduly
influenced by the French school of thought."a (Jefferson was frequently accused of being in-
fluenced by JeanJacques Rousseau's writings, a charge that he denied.) On the eve of the
Civil War, Chief Justice Roger B. Taney, in his opinion in the Dred Scott (1857) case, said
that on the surface the words "all men are created equal" applied to blacks. Yet he con-
cluded, "It is too clear for dispute that the enslaved African race were not intended to be
included, and formed no part of the people who framed and adopted the Declaration." Sim
ilarly, during his famous debates with Abraham Lincoln, Stephen Douglas argued that the
phrase simply meant that Americans were not inferior to Englishmen as citizens. It was Lin-
coln's genius at Gettysburgin his famous address t o fundamentally repudiate Choate, Taney,
and Douglas in what Garry Wills calls an "audacious" and "clever assault." Lincoln accom
plished this by claiming that the Civil War had given rise t o a "new birth of freedom" that
had been conceived by Jefferson "four score and seven years ago" when he wrote the
Declaration.b Conservative scholars have long attacked Lincoln's "radical" redefinition of
the meaning of the Declaration. Wilmore Kendal, writing a century after Gettysburg, argued
that the word men in the Declaration referred t o property holders or t o the nations of the
world but not men as such, writing blatantly that "the Declaration of lndependence does
not commit us t o equality as a national goal."c As Daniel Boorstin, the former Librarian of
Congress and author of the celebrated The Americans: The Democratic Experience (New
York: Vintage Books, 1974), writes, "We have repeated that 'all men are created equal'
without daring to discover what it meant and without realizing that probably to none of the
men who spoke it did it mean what we would like it to mean."d
a Quotedin Carl Becker, The Declaration of lndependence: A Study in the History of an Idea (New York: Vintage Books, 1922,
1970): 27.
b Garry Wills, Lincoln at Gettysburg:The Words Thot RemadeAmerica (New York: Touchstone, 1992).
c
Wilmore Kendal, Basic Symbols of the American Political Trodition (Baton Rouge: Louisiana State University Press, 1970). as
cited in M. E. Bradford, "How to Read the Declaration of Independence: Reconsidering the Kendal Thesis," The Intercolle
giate Review (Fall 1992): 47.
d lbid., p. 46.
Carmichael and Hamilton also write that racism may take two forms: individual and
institutional.26 Individual racism occurs when one person takes into consideration the
race of another to subordinate, control, or otherwise discriminate against an individual;
institutional racism exists when the normal and accepted patterns and practices of a so
ciety's institutions have the effect or consequence of subordinating or discriminating
against an individual or group on the basis of race.27
It is in this sense that we refer to Thomas Jefferson as a white supremacist and a
racist. He believed that blacks were inherently inferior to whites, stating in his Notes on
Virginia that they were "inferior by nature, not condition" (see Box 1.2). H e was also a
racist, individually and institutionally, in that he took the race of individual blacks into
consideration so as to discriminate against them, and he supported, although ambiva-
lently, the institution of slavery that subordinated blacks as a group.
"free and independent people" while simultaneously sending ships "to other parts of the
world for an equal number of white inhabitants" to replace them. e
Jefferson anticipated that the inevitable question would be why not simply free the
slaves and integrate them into Virginia society, thereby saving the money involved in colo-
nialization of the slaves and the transportation of the whites. His response was first that
"deep rooted prejudices entertained by whites, ten thousand recollections by the blacks
of injuries they have sustained, the real distinctions which nature has made and many
other circumstances "made impossible the integration of the black and white populations
on the basis of freedom and equality.f Indeed, Jefferson believed that if the races were not
separated, "convulsions" would occur, probably ending the in "extermination of one or
the other race."g
Jefferson was not satisfied to base his argument for racial separation on these essentially
practical arguments. Rather, he wanted to be "scientific," to base his conclusions on the
"facts," on his "empirical observations. "Thus, in the Notes he advocated what was one of the
first of many "scientific proofs " of black inferiority as justification for black subordination.
First, he argued that blacks compared t o whites were less beautiful, had a "strong and
disagreeable odor," and were more "ardent after their female." Ultimately, however, for
Jefferson the basis of black inferiority was his "suspicion" that blacks were "inferior in facul
ties of reason and imagination."h Noting that the differences he observed between blacks and
whites might be explained by the different conditions under which they lived, Jefferson
rejected this explanation, concluding it was not their "condition" but their "nature" that
produced the difference!
a Thisdistinction between Jefferson's moral reasoning in the Declaration and hs i scientific approach in the Notes is the cen-
tral theme of JeanYarbrough, "Race and the Moral Foundation of the American Republic: Another Look at the Declaration
and the Notes on Virginia," Journol of Politics 53 (February 1991): 90-105. Yarbrough argues that "the self-evident truths of
the Declaration rest on a kind of moral reasoning which is morally superior t o and incompatiblewith the so called scientific
approach Jeffersonadopts in the Notes" (p. 90).
b Acomprehensivetreatment of Jefferson's views on race is in Winthrop Jordan. White over Black American Attitudes Toward
the Negro, 1550-1812 (Baltimore: Penguin Books, 1969): chap. 12. "Thomas Jefferson:Self and Society."
c ThomasJefferson. Notes on the State of Virginia, edited by William Peden (Chapel Hill: University of North Carolina Press,
1954): 162-63.
deleted. This is because, as Feagin writes, "At no point has a new Constitutional Convention
been held to replace this document with one created by representatives of all the people, in-
cluding the great majority of the population not represented at the 1787 Convention."31
10 Chapter I Universal Freedom Declared, Universal Freedom Denied
The Three-Fifths Clause, the Slave Power, and the Degradation of the
American Democracy
Before the Sixteenth Amendment was adopted (permitting Congress to tax income
directly), Congress could impose and collect taxes only on the basis of a state's popu
lation. The larger a state's population, the greater its tax burden. For this reason the
southern states insisted that the slaves not be counted, as, like horses and cows, they
were property. However, for purposes of representation in the House (where each
state is allocated seats on the basis of the size of its population), the South wished to
count the slaves as persons, although they of course could not vote. This would
enhance the South's power not only in the House but also in choosing the president,
since the number of votes a state may cast for president in the electoral college is
equal to the total of its representation in the House and Senate. The northern states,
on the other hand, wished to count the slaves for purposes of taxation but not repre
sentation. Hence, the great compromise-the Three-Fifths Clause. In Article I,
Section 2, paragraph 3:
Representatives and direct taxes shall be apportioned among the several states that
may be included within this union, according to their respective numbers which shall
be determined by adding to the whole number of free persons, including those bound
to service for a Term of years and excluding Indians not taxed, three fifths of all other
persons.
In attempting to justify or explain this compromise, Madison (in The Federalist
Papers No. 54) disingenuously puts his words in the mouth of a fictional Southerner:
The Federal Constitution, therefore, decides with great propriety on the case of our
slaves, when it views them in the mixed character of persons and property. . . . Let the
slaves be considered, as it is in truth a peculiar one. Let the compromising expedient of
the Constitution be mutually adopted which regards them as inhabitants, but as
debased by servitude below the equal level of free inhabitants; which regards the slave
as divested as of two fifths of the man.32
But as Professor Donald Robinson so astutely observes,
It bears repeating . . . that Madison's formula did not make blacks three-fifths of a
human being. It was much worse than that. It gave slave owners a bonus in representa
tion for their human property, while doing nothing for the status of blacks as nonper
sons under the law.33
For the first time in this textbook we are able to precisely and comprehensively doc
ument the extent of this bonus overtime with the specific number and percentage of
House seats provided by the Three-Fifths Clause to the slaveholding states. In Figures 1.1
and 1.2 we see the number and percentage of additional House seats gained by southern
and borders states as a consequence of the clause. In the first congressional election in
1788 five states (Georgia, Maryland, North Carolina, South Carolina, and Virginia) gained
14 seats or a bonus of 48 percent, allowing them to reach near parity in the number of
House seats (47-53) with the eight larger northern states. This bonus in numbers in
creased until 1830 and in percentages until 1860, when the numbers began to decline
somewhat. Over the nine censuses and reapportionments of House seats from 1878 until
Philosophy, Politics, and Interest in Constitution Formation 11
1860 (the Clause was abolished during the 1860s as a result of the Civil War), the mean
or average bonus percentage of seats was 25.
Similarly, Figure 1.3 shows the percentage of additional electoral votes going to the
slave states as a result of the Three-Fifths Clause, ranging from a low of 8 percent in 1792
to a high of 19 percent in most presidential elections between 1788 and 1860 (the mean
over these 19 elections was a 17 percent bonus).This helped the southern states to elect
four of the first five presidents.
This is the essence of the slave power and how it degraded the American democracy
even among white men. It gave, for example, a white man in Virginia who owned a hun
dred slaves the equivalent of 60 votes compared to a Pennsylvania white man who owned
no slaves having 1 vote.
The slave power was so pervasive and corrupting that Timothy Pickering, George
Washington, and John Adams's secretary of state coined the term "Negro President"
and "Negro Congressmen" to refer to those presidents and members of Congress
elected on the basis of the three-fifths bonus.34 Not only did this slave power elect
"Negro Presidents" and "Negro Congressmen," it also resulted in "Negros" serving as
speakers of the House, and chairs of the Ways and Means Committee (79 and 92 per
cent of the time, respectively, until 1824), then and now the most powerful House
committee.35
Figure 1.1 The Number of Additional Seats Given by the Three-Fifths Clause to the Slave
States in the House of Representatives
25
Mean = 18
I I I I I I I I
1788 1790 1800 1810 1820 1830 1840 1850 1860
Year
Sources: The population estimates used by the 1787 Constitutional Convention t o apportion the first House of
Representatives were taken from Merrill Jensen and Robert Becker (eds.), The DocumentaryHistory o f the First
Federal Elections 1788-1790 (Madison: University of Wisconsin Press, 1976): xxiv. The apportionment ratio and
seats for each decade from 1790 t o 1860 were taken from Department of Commerce, Congressional District
Data Book 93rd Congress (Washington, DC: Government Printing Office, 1973): Appendix A, 548. Data on the
African American slave and free population for 1790 to 1915 were taken from Department of Commerce, Negro
Population 1790-1915 (Washington, DC: Government Printing Office, 1918): 57. Data on the African American
and white populations i n each state from 1790 to 1860 were taken from Department of Commerce, Negroes i n
the United States 1920-1932 (Washington, DC: Government Printing Office, 1935): 10-1 1. Calculations for each
seat or fraction of a seat for each decade were done by the authors.
Figure 1.3 The Percentage of Additional Electoral Votes Given by the Three-Fifths Clause
to the Slave States in Presidential Elections
- - - - - - - - -
Mean = 17
1788 1792 1796 1800 1804 1808 1812 1816 1820 1824 1828 1832 1836 1840 1844 1848 1852 1856 1860
Year
Source: The total number of additional House of Representatives seats for each state i n the slave bloc were
taken from the analyses derived t o develop the summary for Figure 1.1 and treated as additional electoral votes
for that state. The total number of electoral votes for each state that were advantaged by the Three-Fifths
Clause were taken from Congressional Quarterly's Guide t o U.S. Elections, 4th ed., vol. 1 (Washington, DC:
Congressional Quarterly, 2001): 817-836. Calculations were prepared by the authors.
Philosophy, Politics, and Interest in Constitution Formation 13
The Three-Fifths Clause was effectively repealed with the adoption of the Thir
teenth Amendment. Ironically, however, this resulted in an increase in the power of
southern racists and white supremacists. This is because the emancipated slaves were
now counted as whole persons, but from the 1870s to the 1970s most of these whole
black persons were denied the right to vote. The authors of the Fourteenth Amendment
had anticipated that the former slave owners would attempt to deny the vote to blacks.
Therefore, they included in it a provision (Section 2 ) providing that those states that de
prived blacks (actually black men) of the right to vote would be deprived of the propor
tionate number of seats in the House. But this provision was never enforced.36 So, in
effect the slave power of the seventeenth and eighteenth centuries became the segrega
tion power of the nineteenth and twentieth centuries. Whether slave power or segrega
tion, however, it continued to degrade the democracy and deny African Americans
universal freedom.
The electoral college i s the mechanism used t o elect the president of the United States. In
the American democracy a person is elected president not on the basis of winning a major
ity of the votes of the people, but rather on the basis of winning a majority of votes in the
electoral college. The electoral college is actually 51 electoral colleges representing the
states and the District of Columbia. Each state is granted as many electoral college votes as
it has members of Congress, which means that each state and the District of Columbia has
at least three electors (based on two senators and a minimum of one member of the
House). In all states except Maine and Nebraska the electoral college votes are based on
the principle of winner take all. The candidate who wins most of the votes of the people
(even if this is less than a majority in a multicandidate race) receives all the state's electoral
votes. Thus, a hypothetical candidate running in California who receives 39 percent of the
vote in a four-person race would receive 100 percent of the state's 55 electoral votes.This
system of choosing the president means that a loser can become the winner. That is-as in
the 2000 election of George W. Bush-a person can lose a majority of the votes of the peo-
ple but nevertheless become president by winning a majority of the electoral votes. This un-
democratic system of choosing the president is rooted partly in slavery and was part of
several compromises the framers of the Constitution made to accommodate the interests
of slaveholders, which undermined the interests of blacks and compromised the principle
of democracy.
The framers of the Constitution confronted three alternatives in considering how the
president might be elected. The first was election by the Congress.This alternative was re-
jected because it violates the principle of the separation of powers. The second alternative
was election by the legislatures of the states. It was rejected because it would have violated
the principle of an independent federal government. The last-and most obvious and most
democratic-method was election by the people. This alternative was rejected because
some of the framers said the people would not be educated or informed enough to make
(Continued)
14 Chapter I Universal Freedom Declared, Universal Freedom Denied
a good choice. However, election by the people would also have disadvantaged the slave
holding southern states. James Madison, who at first favored election by the people, changed
his mind in favor of the electoral college because he said election by the people would dis
advantage the South since their slaves could not vote. The electoral college compromise did
not disadvantagethe southern states; it gave them a bonus by allowing them t o count their
slaves in determining electoral votes on the basis of the Three-Fifths Clause used t o allo
cate seats in the House of Representatives. In its earliest years of operation the electoral
college did work t o the advantage of the South, as four of the first five presidents elected
in the first 30 years were slave owners from Virginia.
The electoral college also represented other compromises that undermined democra
tic principles. While it gave the states with the largest population the larger share of elec
toral votes, it gave the smaller states a two-seat bonus based on their senators. It left the
manner of choosing the electors up t o the states except that they were prohibited from
holdingany federal office (including being members of Congress) and from meeting together
as a group (the electors meet separately on the same day in each state's capital). The elec
tors may be chosen in any manner a state's legislature determines-by the legislature itself,
by appointment of the governor, or by the voters. (It was not until the 1840s that all states
allowed the people t o choose the electors in direct elections.) Once selected, the electors
are free to vote for anyone they wish (as long asthe person meets the constitutional qual-
ifications of age, native-born citizenship, and residency), even if the person did not run in
the first place. The states are also free to determine the allocation ofthe electoral votes-
whether winner take all on a statewide basis or proportionally by congressional districts.
Four times the electoral college has resulted in a loser becoming the winner. In 1828
Andrew Jackson won most of the votes of the people and most (but not a majority) of the
electoral college votes in a four-man race, but lost the presidency to John Q. Adams. In 1876
Samuel J. Tilden won the popular vote majority but in the so-called "Compromise of 1877"
Rutherford B. Hayes won by a one-vote margin in the electoral college. In 1888 Grover
Cleveland narrowly won the popular vote but Benjamin Harrison won the electoral college
by a large margin. In 2000, Albert Gore won the election by a margin of a half million votes
but lost the electoral college by a one-vote margin to George W. Bush. In three ironies of
history, the elections of 1876, 1888, and 2000 all involved allegations of suppression of the
black vote in Florida and other southern states.
Although the electoral college is partly rooted in slavery, it is unclear whether i t s abo
lition in favor of choice by direct vote of the people would advantage or disadvantage
African Americans in presidential elections. Although the small states where few blacks live
have a bonus in the electoral college, it is the large states of the Northeast and Midwest that
decide presidential elections. African Americans are disproportionately represented in
these states. Therefore, in close elections African Americans can sometimes constitute the
balance of power in determining the winner.
The other clauses dealing explicitly with slavery include Article I, Section 9, para
graph 1, prohibiting Congress from stopping the slave trade before 1808 and limiting
any tax on imported slaves to ten dollars; Article V prohibiting any amendment to the
Philosophy, Politics,and Interest in Constitution Formation 15
Constitution that would alter the 1808 date or rate of taxation on imported slaves; and
Article IV, Section 2, paragraph 2, requiring the northern states to return slaves who
escaped to freedom back to their bondage in the South. As far as we know, none of
these provisions caused much controversy at the convention, although the fugitive
slave clause in Article IV initially would have required that escaped slaves be "deliv-
ered up as criminals"; this, however, was modified to relieve states of the obligation.37
The framers, while committed to freedom, had a limited, nonuniversal vision of it.
Freedom was for some-the some who were white men with property, including prop
erty in other men, women, and children. Professor Robinson cautions us, "One wants to
be fair to the framers, and above all to avoid blaming them as individuals for the sins of
the culture, in which we all share. We must be careful not to imply that they should have
done better unless we are prepared to show how better provisions might have been
achieved politically." Fair enough. But Robinson continues, "At the same time, we must
be lucid in recognizing the terrible mistakes made at the founding. In the end the framers
f'ailed on their own terms."38 Or as Thurgood Marshall, the first African American justice
of the Supreme Court, said in a speech in 1987 marking the 200th anniversary of the
Constitution, ". . . nor do I find the wisdom, foresight, and sense of justice exhibited by
the framers particularly profound. To the contrary, the government they devised was de
fective from the start, requiring several amendments, a civil war, and momentous social
transformations to attain the system of constitutional government, and its respect for the
individual freedoms and human rights, we hold as fundamental today. When contempo
rary Americans cite 'The Constitution,' they invoke a concept that is vastly different from
what the framers began to construct two centuries ago."39
of more enlightened patrons of liberty than that . . . the accumulation of all powers,
legislative, executive and judiciary, in the same hands . . . may justly be pronounced the
very definition of tyranny."41 It was not, however, the mere separation of powers of the
government into four distinct parts (including the two parts of the Congress); in addi
tion, the Constitution allowed the people-the voters-to elect directly only one of the
four parts: the House of Representatives, arguably the least powerful of the four.
The second major principle of constitutional design was federalism, a system of gov
ernment in which powers are shared between a national (federal) government and the
governments of the several states. The last of the Bill of Rights, the Tenth Amendment,
establishes this federal system by delegating some powers to the federal government,
prohibiting both the states and federal government from exercising certain powers, and
reserving all others to the states. The major powers of the federal government were
limited to regulating commerce and the currency, conducting diplomacy, and waging
war. Everything else done by the government was to be done by the states.
As Robinson writes, when this system of government was being devised, "tensions
about slavery were prominent among the forces that maintained the resolve to develop
the country without strong direction from Washington."42 In limiting the power of the
federal government in Washington, the framers simultaneously limited the possibility of
universal freedom. Again, to quote from Robinson's Slavery in the Structure of Ameri
can Politics:
Therefore, in the United States a political system "exquisitely" sensitive to elements of
which it was composed and whose structure, both formal and informal, was geared to
frustrate and facilitate public action at the national level could not be expected to pro
duce action to end slavery, particularly when the group with the most immediate inter
est in overthrowingslavery was itself completely unrepresented.43
African Americans, however, given their status first as slaves and subsequently as a poor,
oppressed minority, have always found the status quo unacceptable. They favored-and
favor today-rapid, indeed radical, change in the status quo. They have also favored
action by the federal government rather than the states. Historically,African Americans
and their allies have made an important contribution to universalizing freedom through
their support for a powerful federal government. The power of the federal government
has increased markedly during three periods in American history: the Reconstruction
Era in the 1860s, the New Deal Era in the 1930s, and the civil rights-Great Society Era
of the 1960s. In two of these periods the black quest for freedom was central to the
expansion of federal power (see Chapter 2 for more detailed discussion of these three
periods of expanding federal power). As we show in the chapter on public opinion,
Chapter 5, African Americans remain the most distinctively and persistently liberal of all
the various groups of the American population, strongly supporting an activist, interven
tionist federal government.
Summary 17
We hold these truths to be self-evident, that God creates all men equal, is one of
the most prominent features in the Declaration of Independence, and in the glori
ous fabric o f collected wisdom, our noble Constitution. This idea embraces the
Indian and the European, the savage and the saint, the Peruvian and the Laplander,
the white man and the African, and whatever measures are adopted subversive of
this inestimable privilege, are in direct violation ofthe letter and sprit of our Consti-
tution, and become subject to the anim adversion of all.
Forten defied the odds, and his life, work, and writings demonstrated that African
Americans were equal t o the white men of his generation who founded the Republic.*
*Julie Winch, A Gentleman of Color. The Life of James Forten (New York: Oxford University Press, 2002).
Summary
Freedom is a major value in Western and American culture. Yet freedom as a value in
the West and in the United States has its origins partly in the struggles of slaves for
freedom. While espousing the value of freedom, many Western philosophers and
many of the founders of the American republic embraced racism and the ideology of
white supremacy, which gave them the freedom to deprive others of their freedom.
Thus, in writing the social contract-the Constitution-that established the United
States, African Americans were left out, thereby setting in motion the centuries-long
African American freedom struggle. Power-the central concept in politics and polit
ical science-is intimately related to freedom. Whites with power used it to fashion a
notion of their freedom that allowed them to destroy freedom for Africans and African
18 Chapter I Universal Freedom Declared, Universal Freedom Denied
Americans. African Americans, o n t h e other hand, with relatively little power, devel
oped the idea of universal freedom as part of their ongoing struggles t o reclaim their
own freedom.
T h e American Constitution is a remarkable document, widely admired around the
world as one of freedom's great charters. However, from the outset it was a terribly
flawed document that compromised the Declaration of Independence's promise of
universal freedom and equality. From Thomas Jefferson's Declaration to the writing of
the Constitution at Philadelphia, the founders of America compromised the idea of
universal freedom in pursuit of a union based on property, profits, slavery, and t h e ide
ology of white supremacy. As a result, they created a government of limited powers,
one that would act cautiously and slowly. T h e African American freedom struggle,
however, has always required a government that could act decisively-whether t o abol
ish slavery and segregation o r to secure social and economic justice. T h e Constitution
itself therefore is o ne of the factors that has limited and continues t o limit their quest
for universal freedom.
Selected Bibliography
Beard, Charles. An Economic Interpretation o f the Constitution. New York: Free Press, 1913,
1965. The classic, controversialbook suggesting that the framers of the Constitution wrote an
undemocratic document in order to protect their economic interests.
Becker, Carl. The Declaration of Independence:A Study in the History of an Idea. New York: Vin
tage Books, 1922, 1970. The classic study of the writing of the Declaration.
Brown, Robert. Charles Beard and the Constitution: A Critical Analysis of an Economic Interpre
tation of the Constitution. New York: Norton, 1965. Acomprehensive critique of Beard's con
troversial book.
Davis, David Brion. The Problem of Slavery in Western Culture. Ithaca, NY: Cornell University
Press, 1966. An early, groundbreaking study of the interrelationship between slavery and the
emergence of freedom as a value in the Western world.
Farrand, Max. The Framing of the Constitution of the United States. New Haven, CT: Yale Uni
versity Press, 1913. Ashort, readable account of the writing of the Constitution by the scholar
who prepared the four-volume documentary record of the proceedings of the Philadelphia
convention.
Fehrenbacher, Don, and Ward McAfree. The Slaveholding Republic: An Account of the United
StatesGovernment's Relationsto Slavery. New York: Oxford UniversityPress, 2001. The most
recent and the most detailed study of the subject.
Freehling, William. "The Founding Fathers and Slavery." American Historical Review 77 (1972):
81-93. A generally sympathetic account of how slavery influenced the framers' work on the
Constitution.
Harding, Vincent. There Is a River: The Black Struggle for Freedom in America. New York: Har
court Brace Jovanovich, 1981. A lyrical, poetic, inspiring narrative.
Jordan, Winthrop. White over Black: American Attitudes Toward the Negro, 1550-1812. Balti
more: Penguin,1968. A monumental study tracing the origin and development of white atti
tudes toward Africans and African Americans from the sixteenth century through the early
historyof the United States.
Patterson, Orlando. Freedom in the Making of Western Culture. New York: Basic Books, 1991.
The most recent study of how freedbm in the West emerges out of the experience of
slavery.
Notes 19
Robinson, Donald. Slavery in the Structure of American Politics. New York: Harcourt Brace
Jovanovich, 1971. The best book on the role slavery played in the debates and compromises
that shaped the writing of the Constitution.
The Federalist Papers. Introduction by Clinton Rossiter. New York: New American Library, 1961. The
authoritative interpretation of the Constitution written during the debate on ratification by James
Madison, Alexander Hamilton, and John Jay. It is also a classic in American political thought.
Notes
1. Eric Foner, Reconstruction: America's Unfinished Revolution, 1863-1877 (New York:
Harper & Row, 1988): 77.
2. William Riker, Federalism: Origins, Operation and Significance (Boston: Little, Brown,
1964):140.
3. Orlando Patterson, Freedom in the Making of Western Culture (New York: Basic
Books, 1991): 1.
4. John Hope Franklin, From Slaveryto Freedom: A History of Negro Americans (NewYork:
Knopf, 1980): 31.
5. See Patterson, Freedom in the Making of Western Culture and his "The Unholy Trinity:
Freedom, Slavery and the American Constitution," Social Problems 54 (Autumn 1987):
543-77. See also Edmund Morgan, American Slavery, American Freedom: The Ordeal of
Colonial Virginia (New York: Norton, 1975); David Brion Davis, The Problem of Slavery
in Western Culture (Ithaca, NY: Cornell University Press, 1966),and his The Problem of
Slavery in the Age of Revolution (Ithaca, NY: Cornell University Press, 1975).
6. Patterson,"The Unholy Trinity," pp. 559-60. Patterson, in Freedom in the Making o f West
ern Culture, contends that freedom is a uniquely Western value and that "almost never out
side the context of western culture and its influence, has it [non-Western culture] included
freedom. Indeed, non-Western peoples have thought so little about freedom that most hu
man languages did not even possess a word for the concept until contact with the West" (p.x).
7. Patterson, "The Unholy Trinity,"p. 545.
8. Patterson, Freedom in the Making of Western Culture, pp. 3-5.
9. Foner, Reconstruction, p. 231.
10. Richard King, Civil Rights and the Idea of Freedom (New York: Oxford University
Press, 1992): 26.
11. Ibid., pp. 26-28.
12. Herbert Aptheker, A Documentary History of the Negro People in the United States,
vol. 1 (New York: Citadel Press, 1967): 1.
13. Harold Lasswell and Abraham Kaplan, Power and Society: A Framework for Political
Inquiry (New Haven, CT: Yale University Press, 1950): 26.
14. Robert Dahl, "The Concept of Power," Behavioral Science 2 (July1957): 201-15.
15. Max Weber, "Class, Status and Party," in H. H. Gerth and C. Wright Mills, From Max
Weber (New York: Oxford, 1958): 180.
16. Mack Jones, "A Frame of Reference for Black Politics," in Lenneal Henderson, ed., Black
Political Life in the United States (New York: Chandler Publishing, 1972): 9.
17. Carl Becker, The Declaration of Independence: A Study in the History of an Idea (New
York: Vintage Rooks, 1922, 1970):320.
18. Joseph Ellis, "Editing the Declaration," Civilization (July/August 1995): 60. See Becker's
The Declaration of Independence for a detailed analysis of the various changes made in
Jefferson's original draft.
19. Ellis,"Editing the Declaration."
20. Becker, The Declaration of Independence, pp. 212-13.
Other documents randomly have
different content
hyväksemme ja laskea merelle. Salama tekee tehtävänsä millaisessa
ilmassa hyvänsä, kun vain ei ole liian kovasti lastattu."
Siihen sai översti tyytyä. Kun hän vain sai lähetetyksi pois ne
tavarat, mitkä sotaministeri oli käskenyt, oli hänestä yhden tekevä,
tulivatko ne onnellisesti perille vai ei. Hän vain tahtoi päästä koko
toimesta mitä pikemmin.
Salama oli jo lastissa eikä katteini muuta odottanut kuin että sää
muuttuisi luotsin ennustuksen mukaan, jolloin hän koettaisi lähteä
satamasta. Laivan toimettomana ollessa olivat koneen kaikki osat
puhdistetut ja hiilisäilöt täytetyt hiilillä. Heinäkuun 16 päivän illalla
näkyi vihdoin uuden kuun kapea kannikka. Samaan aikaan nousi
vieno tuulenhenki, pilvet ja ilma ennustivat myrskyä.
"Miten voin minä olla teille avuksi?" kysyi katteini. "Siitä saatte olla
vakuutettu, että minä säälin onnetonta, sillä merimiehenä olen minä
monta kertaa tarvinnut ja saanut apua ja sääliväisyyttä. Sanokaa siis
mitä haluatte ja jos minun voimassani on, en ole tekemättä, mitä
tunto ja velvollisuus käskevät."
Pekka Nord oli tuskin saanut tuon sanoneeksi kun suuri höyrylaiva
Uuranasaaren etelänokasta ilmestyi kulkuväylään. Samaan aikaan
nähtiin toinen höyrylaiva tulevan Koiviston salmesta ja; pyrkivän
pohjoista suuntaa suoraan satamaa kohden. Katteini nosti kiikarin
silmälleen, katseli tarkoin noita kahta laivaa ja sanoi sitte luotsille
kylmäverisesti ja tyynesti.
"Se tehdään."
"Herra katteini!"
Tuo vanha rakennus, joka nyt jo oli puoliksi rauniona, osotti vielä
sellaisenakin entistä komeutta ja uljuutta. Katto oli pudonnut sisään
ja tuulet humisivat esteettömästi tyhjien salien särkyneissä
ikkunarei'issä. Tällaisen tornin alikerrokseen meni nyt katteini ja
hänen seuralaisensa. Hänelle annettiin avara suoja, jonka toinen
ikkuna oli merta kohti, toinen linnan pihaanpäin. Tässä muka
paremmassa suojassa ei ollut muita huonekaluja kuin sänky, pöytä ja
muutama tuoli. Kalkituilla, vanhuudesta harmaantuneilla seinillä oli
lukemattomia hämähäkin verkkoja. Jos tuo nyt oli parempia suojia,
millaiset olivat sitte huonommat ja huonoimmat? Katteinia väristyttä
ajatellessaan Barinskya, joka jo kymmenen vuotta oli nääntynyt
mokomassa luolassa. Katteinin rohkeutta ylläpiti se toivo, että voisi
pelastaa ruhtinaan ja siten kostaa Streboffille.