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 WHAT YOUR COLLEAGUES ARE SAYING . . .

Leader Credibility is a must-read for every educational leader.

All too often, school improvement plans and initiatives
fail, not on their merits but on the credibility of the leader.
Educational leaders need to be strategic about how they
contribute to or derail the success of these initiatives, and this
book provides a framework for how to build leader credibility
and opportunities for structured self-reflection.
Randy Clyde
Middle School Principal
San Bernardino City Unified School District
San Bernardino, CA

This book offers tangible ways to build your leadership

credibility and concrete methods for building strong
relationships that will cultivate a culture of trust and
community.
Betty Zavala
Elementary School Principal, Klein ISD
Spring, TX

I highly recommend this book. Teachers are yearning for great

leadership, and this book helps educational leaders analyze
the skill set it takes to lead with credibility.
Dawn Massey
Principal, Okaloosa County School District
Fort Walton Beach, FL
The authors share relevant research, illustrations, and tools
for self-reflection that can be used to impact the daily work of
school leaders. By reading Leader Credibility, leaders will be
challenged to think more intentionally about how they build
trust, competence, dynamism, and immediacy, and how they
become more forward thinking.
Alisa Barrett
Director of Instruction, Greenfield Exempted
Village Schools
Greenfield, OH

I cannot overstate the significance of leadership credibility. On

a recent livestream, I spent 90 minutes discussing leadership
credibility and could have very easily gone for hours more. In
their newest collaboration, Douglas Fisher, Nancy Frey, Cathy
Lassiter, and Dominique Smith have completed those hours
for me. Leadership Credibility makes a compelling argument
for the significance of school leadership credibility toward
overall school leadership effectiveness. Fisher and Frey have
written another winner that all school leaders and aspiring
school leaders should add to their professional learning.
Baruti Kafele
Retired Principal, Education Consultant, Author
 R D BY
F O R E WO
L
MICHAE
FULLAN
FOR INFORMATION: Copyright  2023 by Corwin Press, Inc.

Corwin All rights reserved. Except as permitted by

A SAGE Company U.S. copyright law, no part of this work may
be reproduced or distributed in any form or by
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CONTENTS

Foreword by Michael Fullan xi

Acknowledgments xiii

Setting the Stage: From Teacher

Credibility to Leader Credibility 1
Components of Credibility 4
Not Just Teachers 14
Conclusion 20

1. Trustworthiness in Leadership 21
The Research on Trustworthiness 23
Trustworthiness and Credibility 25
What Humans Need: Autonomy 27
Leadership Practices That Convey
and Derail Trust 31
Building Trust When You’re the New Principal 34
Practices to Strengthen Trustworthiness 37
Conclusion 38

2. Competence: The Language and Skills of Leaders 41

The Research on Competence 43
Competence for Providing and
Receiving Feedback 46
Competence in Conflict Management 48
Leadership Practices That
Convey and Derail Competence 52
 Competence and the Challenge of the
Internal Appointment 53
Practices to Strengthen Competence 55
Conclusion 56

3. Dynamism: Passion, Excitement, and

Self-Confidence to Build Credibility 57
Dynamism and Self-Confidence 61
Dynamism and Source Credibility 66
Leadership Practices That Convey
and Derail Dynamism 71
Practices to Strengthen Dynamism 72
Conclusion 74

4. Immediacy: Verbal and Nonverbal

Indicators of Relatedness 77
Verbal and Nonverbal Immediacy 80
Immediacy Through Active and
Empathetic Listening 85
Immediacy Through Being There 90
The Fallacy of an Open-Door Policy 91
Immediacy Through Rounding 92
Leadership Practices That Convey
and Derail Immediacy 93
Practices to Strengthen Immediacy 94
Conclusion 95

5. Forward Thinking to Be Future Ready 97

Forward-Thinking Leadership 100
Why Forward-Thinking Leadership Matters 103
Developing Your Skills as a Forward Thinker 104
How to Grow Your Future Focus 108
Why Optimism Matters to Forward Thinking 109
Forward-Thinking Leaders and
the Role of Empathy 112
 Leadership Practices That Convey and
Derail Forward Thinking 114
Practices to Strengthen Forward Thinking 117
The Way Forward 120

Appendix: Leader Credibility Self-Assessment 121

References 129

Index 135
FOREWORD
by Michael Fullan

B eing a devotee of learning from practice, I was pleased to

see Douglas Fisher, Nancy Frey, Cathy Lassiter, and
Dominique Smith build from establishing what works in fos-
tering learning in the classroom and in school and move
toward defining what kind of leadership would best support
such learning. When I examine the authors’ insights, I can see
why certain leadership is geared to success, and I am doubly
affirmed when I see the specific leadership traits associated
with success. Fisher, Frey, Lassiter, and Smith’s findings are
totally congruent with our leadership research over the past
four decades.

The authors reinforce another feature of our change findings,

namely that we need to identify the smallest number of key
factors that meet the following criteria: clarity, comprehen-
siveness, succinctness, and mutual exclusivity (nonoverlap-
ping). The variables, of course, have to end up being crystal
clear (understandable) and linked to practice (what effective
leaders actually do). Fisher, Frey, Lassiter, and Smith’s core
components of credibility—trust, competence, dynamism,
and immediacy—provide the foundation of effective leader-
ship traits. These traits represent what effective teachers do
in relation to their students; leaders, then, have a double
responsibility, as they must first be able to recognize the core
four components (trust, competence, dynamism, and imme-
diacy) in their teachers, and second, to possess and model
such factors in their relationship with teachers.

xi
Another key aspect of leadership we have discovered in our
work is the capacity to be specific about the practices that
make a difference. As with all seemingly clear insights, the
leadership meaning is subtle, or, if you like, “nuanced”
(Fullan, 2019). The full insight is that effective leaders must
help teachers and others achieve specificity without imposi-
tion. Consider that if you mandate something without
buy-in, it will fail. If you get teachers to agree with something
in the absence of specific practices, it will also fail. The
sophistication lies in the detailed working relationship
between school leaders and teachers; it is the clarity and
comprehensiveness of this relationship that counts. And
therein lies the value of Leader Credibility: The Essential
Traits of Those Who Engage, Inspire, and Transform.
As I mentioned, the book contains all the key concepts one
needs to be a successful leader. The next requirement is that
these concepts must be unpacked, both for clarity and for
understanding and developing the ideas, and this is the real
strength of the book. There are more than 20 instruments—
rubrics, diagnostics, survey instruments, and checklists—
across the five chapters, all geared to the concepts in the
book and keyed to the task of developing leadership credibil-
ity and impact. The tools in the introduction, for example,
compare factors that compromise leader credibility with
those that enhance credibility (Sinha, 2020), provide sample
indicators of immediacy with students, and compare instruc-
tional and transformational leaders.
It is the four core concepts that constitute the core value of
leader credibility: trust, competence, dynamism, and immedi-
acy. They operate as an integrated set. In action, they push the
organization forward. They provide guidelines for how leaders
should spend their time. As a set, as the authors argue in the
last chapter, these concepts constitute “why forward-thinking
leadership matters.” Here is a book that puts the question of
leader credibility in the hands of those who are willing to focus
on a small number of interrelated factors, all the while foster-
ing consistent practice in day-to-day implementation.

—Michael Fullan
Professor Emeritus, OISE/University of Toronto
Toronto, Ontario, Canada

xii LEADER CREDIBILITY

ACKNOWLEDGMENTS

Corwin gratefully acknowledges the contributions of the fol-

lowing reviewers:

Alisa Barrett
Director of Instruction
Greenfield Exempted Village Schools
Greenfield, OH

Jakki S. Jethro
Executive Director of Schools
New Hanover County Schools
Wilmington, NC

Dawn Massey
Principal, Okaloosa County School District
Fort Walton Beach, FL

Betty Zavala
Elementary School Principal
Klein ISD
Spring, TX

xiii
SETTING
THE STAGE
From Teacher Credibility
to Leader Credibility

Marco Caresquero was standing at the front of the room, having

just explained that many of the students at their school reported
feeling anonymous. According to the data from a recent survey,
48% of the students believed that their teachers did not know
their names. Sixty-four percent said that the teachers did not
make an effort to get to know them; 56% said that they were
treated with respect by the teachers. More than 70% of the stu-
dents indicated that they did not believe that anyone at school
cared if they were absent, yet 82% of them reported feeling
proud of their school and 93% said that their parents cared
about their education. As Mr. Caresquero reviewed the data, he
showed pictures of students, the slides showing face after face
of a young person who attended the school.

Mr. Caresquero suggested that they develop a mentoring

program, noting, “I know that the overall effect size of men-
toring is not very strong. There are some studies, and one
meta-analysis with 73 studies, that are more promising, but I
understand that this may not impact academic achievement.
But stay with me. In the past, we’ve talked a lot about stu-
dents’ sense of belonging and their well-being, and we know
that when students have a strong sense of belonging, the
effect size is good. What if we could create a mentoring

1
program that improves belonging rather than focusing the
mentoring sessions on tutoring or intervention?”

The principal continued: “Here’s my challenge for the entire

staff—classified, paraprofessionals, and certificated—as well
as for administration. We each accept responsibility for eight
students. We meet with them at least weekly, but maybe more
often. We talk with them as caring adults. We ask them about
their classes and how they are doing, but the focus is on get-
ting to know each student beyond the surface. And when we
do, we start to broker relationships with our mentees and
other staff at our school.”

Projecting the next slide, Mr. Caresquero said, “Here’s my

challenge. It’s an ‘ABC.’” The slide listed three goals:

A. Accept the challenge of getting to know a small group of

students.
B. Believe in them. Help them believe they can excel in
school.
C. Commit to focusing on these students throughout the
school year.

“I have lists of students, randomly generated, for anyone

who is willing to take on this challenge,” Mr. Caresquero
added. “I don’t have all the logistics figured out, and I’m
open to recommendations about the best way that we can
make this happen for our students—I just believe that they
need us. They need to know that we care and that we see
them. If you accept the challenge, please pick up one of the
lists at the back of the room as we say goodbye today.”

What do you think happened at the end of the meeting? Were

the lists of names ignored and left on the back table? Did the
staff enthusiastically add this additional job responsibility to
their already busy week? Did they pick up a list of names,
knowing that they wouldn’t really do anything with it but
because the principal might be watching? Did they speak out,
saying that this was not their responsibility and that they
wouldn’t do it?

2 LEADER CREDIBILITY
Any of these results could have happened. And this range of
responsiveness occurs all the time in reaction to initiative
and ideas. The question is, why is it more likely that one
school will take such a task on and another won’t? Our
answer is, in a large part, based on leader credibility: some
leaders have developed credibility with teachers and staff
members while others have not. Leader credibility influ-
ences the climate of the school and the ways in which work
is accomplished. In some places, significant amounts of
cynicism exist. In other places, fear and mistrust are preva-
lent. And in other places, there is a spirit of collaboration
and a belief that leaders know what they are doing and have
the best interests of educators, staff, and students at heart.
In other words, the leader is credible and creates a climate
in which staff members know that they can learn from this
person.

We have to ask: if people choose not to follow you, are you

a leader? People choose not to follow when they

•• Do not trust the leader

•• Question the competence of the leader

•• Sense a lack of passion and confidence from the leader

•• Do not feel close to, or relatedness with, the leader

•• Are not sure where the organization is going and how
they fit into the future

PAUSE AND PONDER

Think about two leaders in your professional life, one with

strong credibility and one without. Did you choose to follow the
one without strong credibility? Were any of the factors on the bulleted list
in play for you? What did you notice about the leader who was credible?

SETTING THE STAGE 3

 COMPONENTS OF CREDIBILITY
The bulleted list above provides a general overview of what we
know about credibility. We’ll start with a discussion of teacher
credibility, as there are several studies that outline this idea
(e.g., Won & Bong, 2017). The studies can be summed up with
one question: do I believe that I can learn from you? The effect
size of teacher credibility on student learning is powerful. The
average effect size for over 300 influences on learning is 0.40
(www.visiblelearningmetax.com); teacher credibility has an
effect size of 1.09. In other words, it is well above average and
has the potential to positively impact student learning.

Medium
0.30 0.40 0.50
0
w 0.2 0.6
0
Lo 0.10
0.
70
.00
−0
Hi
Teacher gh
0.
0

Effects
.1

80
−0
ive

Zone of
0.9
.20

Developmental
gat

Desired Effects
−0

Effects
Ne

1.00
0.30

1.09
−

(teacher
−0.50 −0.40

1.10

Reverse credibility)
Effects
1.20

When students believe that they can learn from their teachers,
they are much more likely to do so. Interestingly, the same
instructional strategy or lesson, delivered in the same way by
two different teachers, can have two different impacts if one
of the classes of students believes that they can learn from the
teacher and the other class does not. In other words, it’s not
about the specific strategies that are used, even though several
strategies have the potential to impact learning—it’s students
believing that they can learn from their teachers. When they
do, the tools that are used by the teacher are more likely to
have an impact. Thus, some minimally effective approaches
might ensure learning more than strategies with a greater
likelihood of impact but delivered by teachers whose students
do not think that they can learn from those teachers. In part,

4 LEADER CREDIBILITY
this is why we, and Visible Learning® in general, focus so
much attention on determining impact and talking more
about learning than about teaching.

As leaders, part of our role is to monitor teacher credibility

and help those who struggle in this area to develop and grow.
Far too often, however, leaders focus on instructional strate-
gies and attempt to coach a teacher on getting better at using
specific strategies. There is nothing wrong with building
teachers’ toolboxes and ensuring that the approaches they
use have a strong likelihood of impact. But failing to attend
to teacher credibility and the signs that the students do not
believe that they can learn from a given teacher will result in
students’ lack of progress in their learning. Without attention
to teacher credibility, learning is left to chance even in the
presence of quality instruction. In our previous work (e.g.,
Fisher et al., 2020), we organized the teacher credibility con-
struct into four areas: trust, competence, dynamism, and
immediacy. We’ll review each of those before moving into a
discussion about leader credibility.

Trust
Honest and reliable come to mind when we talk about teach-
ers establishing trust with students. As we will explore fur-
ther in Chapter 1, there is more to trust in schools, but for
now, we’ll note the importance of students knowing that their
teachers are honest and reliable. When trust is present, stu-
dents are more likely to take risks in their learning and feel
comfortable making mistakes. When trust is broken, students
are wary of their teachers and they play it safe. Leaders notice
the trusting, honest, and growth-producing relationships
between teachers and students and coach them when trust
needs to be established, maintained, or repaired.

Consider Susan Carter, a math teacher whose students were

not performing well despite the fact that the lessons were
generally good and the strategies used were appropriate. Her
students rarely volunteered to answer questions in class, and
they refrained from sitting in the front seats. When asked,
students said that they didn’t really know her or trust her.

SETTING THE STAGE 5

Another random document with
no related content on Scribd:
 The Project Gutenberg eBook of
The Rising Son; or, the Antecedents and
Advancement of the Colored Race
 This ebook is for the use of anyone anywhere in the United
States and most other parts of the world at no cost and with
almost no restrictions whatsoever. You may copy it, give it away
or re-use it under the terms of the Project Gutenberg License
included with this ebook or online at www.gutenberg.org. If you
are not located in the United States, you will have to check the
laws of the country where you are located before using this
eBook.

Title: The Rising Son; or, the Antecedents and Advancement of

the Colored Race

Author: William Wells Brown

Contributor: Alonzo D. Moore

Elijah W. Smith

Release date: March 31, 2021 [eBook #64971]

Language: English

Credits: hekula03, Martin Pettit and the Online Distributed

Proofreading Team at https://www.pgdp.net (This file
was produced from images generously made available
by The Internet Archive)

*** START OF THE PROJECT GUTENBERG EBOOK THE RISING SON;

OR, THE ANTECEDENTS AND ADVANCEMENT OF THE COLORED
RACE ***
 Transcriber's Note:

Obvious typographic errors have been

corrected.
 THE

RISING SON;

OR,

THE ANTECEDENTS AND ADVANCEMENT

OF THE COLORED RACE.

BY

WM. WELLS BROWN, M. D.

AUTHOR OF “SKETCHES OF PLACES AND PEOPLE ABROAD,”

“THE
BLACK MAN,” “THE NEGRO IN THE REBELLION,”
“CLOTELLE,” ETC.

Thirteenth Thousand.
 BOSTON:
A. G. BROWN & CO., PUBLISHERS.
1882.

Entered, according to Act of Congress, in the year 1873,

By A. G. BROWN
In the Office of the Librarian of Congress, at Washington.
 PREFACE.

After availing himself of all the reliable information obtainable, the

author is compelled to acknowledge the scantiness of materials for a
history of the African race. He has throughout endeavored to give a
faithful account of the people and their customs, without concealing
their faults.
Several of the biographical sketches are necessarily brief, owing to
the difficulty in getting correct information in regard to the subjects
treated upon. Some have been omitted on account of the same
cause.
WM. WELLS BROWN.
Cambridgeport, Mass.
 Publishers’ Note to the 13th Edition.

Few works written upon the colored race have equaled in circulation
“The Rising Son.”
In the past two years the sales have more than doubled in the
Southern States, and the demand for the book is greatly on the
increase. Twelve thousand copies have already been sold; and if this
can be taken as an index to the future, we may look forward with
hope that the colored citizens are beginning to appreciate their own
authors.
WELCOME TO “THE RISING SON.”
BY ELIJAH W. SMITH.
Come forth, historian of our race,
And with the pen of Truth
Bring to our claim to Manhood’s rights,
The strength of written proof;
Draw back the curtain of the past,
And lift the ages’ pall,
That we may view the portraits grand
That hang on History’s wall!

Tell of a race whose onward tide

Was often swelled with tears;
In whose hearts bondage has not quenched
The fire of former years
When Hannibal’s resistless hosts
Wrought his imperial will,
And brave Toussaint to freedom called,
From Hayti’s vine-clad hill.

Write when, in these, our later days,

Earth’s noble ones are named,
We have a roll of honor, too,
Of which we’re not ashamed;
If, for the errors of the past,
In chains did we atone,
God, from our race’s sepulchre,
Hath rolled away the stone.

And our dear land, that long hath slept

Beneath oppression’s spell,
Welcomes the manly fortitude
That stood the test so well;
Bearing the record, blazoned o’er
With deeds of valor done,
Up to the Future’s golden door
He comes, the “Rising Son.”
The battle’s din hath passed away,
And o’er the furrowed plain
Spring, fresh and green, the tender blades
Of Freedom’s golden grain;
But eagle eyes must watch the field,
Lest the fell foe should dare
To scatter, while the sowers sleep,
Proscription’s noxious snare.

Lo! shadowy ’mid the forest-trees

Their demon forms are seen,
And lurid light of baleful eyes
Flash through the foliage green;
And till completed is the work
So gloriously begun,
A sentry true on Freedom’s walls
Stand thou, O “Rising Son!”

Go forth! the harbinger of days

More glorious than the past;
Hushed is the clash of hostile steel,
The bugle’s battle-blast;
Go, herald of the promised time,
When men of every land
Shall hasten joyfully to grasp
The Ethiope’s outstretched hand!
 CONTENTS.

PAGE
Memoir of the Author 9

CHAPTER I.
The Ethiopians and Egyptians 36

CHAPTER II.
The Carthaginians 49

CHAPTER III.
Eastern Africa 65

CHAPTER IV.
Causes of Color 78

CHAPTER V.
Causes of the Difference in Features 84

CHAPTER VI.
Civil and Religious Ceremonies 90

CHAPTER VII.
The Abyssinians 97

CHAPTER VIII.
Western and Central Africa 101
 CHAPTER IX.
The Slave-Trade 118

CHAPTER X.
The Republic of Liberia 129

CHAPTER XI.
Progress in Civilization 135

CHAPTER XII.
Hayti 140

CHAPTER XIII.
Success of Toussaint 150

CHAPTER XIV.
Capture of Toussaint 159

CHAPTER XV.
Toussaint a Prisoner in France 168

CHAPTER XVI.
Dessalines as Emperor of Hayti 173

CHAPTER XVII.
War between the Blacks and Mulattoes of Hayti 185

CHAPTER XVIII.
Christophe as King, and Pétion as President of Hayti 201

CHAPTER XIX.
Peace in Hayti, and Death of Pétion 209
 CHAPTER XX.
Boyer the Successor of Pétion in Hayti 218

CHAPTER XXI.
Insurrection, and Death of Christophe 222

CHAPTER XXII.
Union of Hayti and Santo Domingo 229

CHAPTER XXIII.
Soulouque as Emperor of Hayti 234

CHAPTER XXIV.
Geffrard as President of Hayti 236

CHAPTER XXV.
Salnave as President of Hayti 241

CHAPTER XXVI.
Jamaica 243

CHAPTER XXVII.
South America 255

CHAPTER XXVIII.
Cuba and Porto Rico 258

CHAPTER XXIX.
Santo Domingo 262

CHAPTER XXX.
Introduction of Blacks into American Colonies 265
 CHAPTER XXXI.
Slaves in the Northern Colonies 270

CHAPTER XXXII.
Colored Insurrections in the Colonies 276

CHAPTER XXXIII.
Black Men in the Revolutionary War 282

CHAPTER XXXIV.
Blacks in the War of 1812 286

CHAPTER XXXV.
The Curse of Slavery 291

CHAPTER XXXVI.
Discontent and Insurrection 296

CHAPTER XXXVII.
Growing Opposition to Slavery 319

CHAPTER XXXVIII.
Mob Law Triumphant 322

CHAPTER XXXIX.
Heroism at Sea 325

CHAPTER XL.
The Iron Age 329

CHAPTER XLI.
Religious Struggles 336
 CHAPTER XLII.
John Brown’s Raid on Harper’s Ferry 340

CHAPTER XLIII.
Loyalty and Bravery of the Blacks 342

CHAPTER XLIV.
The Proclamation of Freedom 347

CHAPTER XLV.
Blacks enlisted, and in Battle 352

CHAPTER XLVI.
Negro Hatred at the North 382

CHAPTER XLVII.
Caste and Progress 387

CHAPTER XLVIII.
The Abolitionists 393

CHAPTER XLIX.
The New Era 413

CHAPTER L.
Race Representatives.
PAGE. PAGE.
Attucks, C. 418 | Downing, G. T. 474
Aldridge, Ira. 489 | Dunn, O. J. 491
Banneker, B. 425 | Douglass, L. H. 543
Brown, I. M. 449 | Day, W. H. 499
Bell, P. A. 470 | Elliott, R. B. 403
Butler, W. F. 525 | Forten, C. L. 475
Banister, E. M. 483 | Freeman, J. J. 551
Bassett, E. D. 497 | Gaines, J. I. 450
Bell, J. M. 504 | Grimes, L. A. 534
Campbell, J. P. 446 | Garnett, H. H. 457
Clark, P. H. 520 | Greener, R. T. 542
Chester, T. M. 526 | Harper, F. E. 524
Clinton, J. J. 528 | Hayden, L. 547
Carey, M. S. 539 | Jackson, F. M. 508
Cardozo, T. W. 495 | Jones, S. T. 531
Cain, R. H. 544 | Jordan, E., Sir 481
Douglass, F. 435 | Lewis, E. 465
Delany, M. R. 460 | Langston, J. M. 447
De Mortie, L. 496 | Ransier, A. H. 510
Martin, J. S. 535 | Ruffin, G. L. 540
Nell, W. C. 485 | Still, W. 520
Purvis, C. B. 549 | Simpson, W. H. 478
Purvis, R. 468 | Smith, M’Cune 453
Pinchback, P. B. S. 517 | Smith, S. 445
Pennington, J. W. C. 461 | Smith, E. W. 552
Payne, D. A. 454 | Tanner, B. T. 530
Perry, R. L. 533 | Vashon, G. B. 476
Quinn, W. P. 432 | Wheatley, P. 423
Reason, C. L. 442 | Wayman, —— 440
Ray, C. B. 472 | Wilson, W. J. 444
Remond, C. L. 459 | Whipper, W. 493
Ruggles, D. 434 | Wears, I. C. 512
Reveles, H. R. 500 | Zuille, J. J. 473
Rainey, J. H. 507 |
 MEMOIR OF THE AUTHOR.
BY ALONZO D. MOORE.
Thirty years ago, a young colored man came to my father’s house at
Aurora, Erie County, New York, to deliver a lecture on the subject of
American Slavery, and the following morning I sat upon his knee
while he told me the story of his life and escape from the South.
Although a boy of eight years, I still remember the main features of
the narrative, and the impression it made upon my mind, and the
talk the lecture of the previous night created in our little quiet town.
That man was William Wells Brown, now so widely-known, both at
home and abroad. It is therefore with no little hesitancy that I
consent to pen this sketch of one whose name has for many years
been a household word in our land.
William Wells Brown was born in Lexington, Ky., in the year 1816.
His mother was a slave, his father a slaveholder. The boy was taken
to the State of Missouri in infancy, and spent his boyhood in St.
Louis. At the age of ten years he was hired out to a captain of a
steamboat running between St. Louis and New Orleans, where he
remained a year or two, and was then employed as office boy by
Elijah P. Lovejoy, who was at that time editor of the St. Louis Times.
Here William first began the groundwork of his education. After one
year spent in the printing office, the object of our sketch was again
let out to a captain of one of the steamboats plying on the river. In
the year 1834 William made his escape from the boat, and came
North.
He at once obtained a situation on a steamer on Lake Erie, where, in
the position of steward, he was of great service to fugitive slaves
making their way to Canada. In a single year he gave a free passage
across the lake to sixty-five fugitives. Making his home in Buffalo, Mr.
Brown organized a vigilance committee whose duties were to protect
and aid slaves, while passing through that city on their way to the
“Land of the free,” or to the eastern States. As chairman of that
committee, Mr. Brown was of great assistance to the fleeing
bondmen. The Association kept a fund on hand to employ counsel in
case of capture of a fugitive, besides furnishing all with clothing,
shoes, and whatever was needed by those who were in want.
Escaping from the South without education, the subject of our
sketch spent the winter nights in an evening school and availed
himself of private instructions to gain what had been denied him in
his younger days.
In the autumn of 1843, he accepted an agency to lecture for the
Anti-slavery Society, and continued his labors in connection with that
movement until 1849; when he accepted an invitation to visit
England. As soon as it was understood that the fugitive slave was
going abroad, the American Peace Society elected him as a delegate
to represent them at the Peace Congress at Paris.
Without any solicitation, the Executive Committee of the American
Anti-slavery Society strongly recommended Mr. Brown to the friends
of freedom in Great Britain. The President of the above Society gave
him private letters to some of the leading men and women in
Europe. In addition to these, the colored citizens of Boston held a
meeting the evening previous to his departure, and gave Mr. Brown
a public farewell, and passed resolutions commending him to the
confidence and hospitality of all lovers of liberty in the mother-land.
Such was the auspices under which this self-educated man sailed for
England on the 18th of July, 1849.
Mr. Brown arrived in Liverpool, and proceeded at once to Dublin,
where warm friends of the cause of freedom greeted him. The land
of Burke, Sheridan, and O’Connell would not permit the American to
leave without giving him a public welcome. A large and enthusiastic
meeting held in the Rotunda, and presided over by James Haughton,
Esq., gave Mr. Brown the first reception which he had in the Old
World.
After a sojourn of twenty days in the Emerald Isle, the fugitive
started for the Peace Congress which was to assemble at Paris. The
Peace Congress, and especially the French who were in attendance
at the great meeting, most of whom had never seen a colored
person, were somewhat taken by surprise on the last day, when Mr.
Brown made a speech. “His reception,” said La Presse, “was most
flattering. He admirably sustained his reputation as a public speaker.
His address produced a profound sensation. At its conclusion, the
speaker was warmly greeted by Victor Hugo, President of the
Congress, Richard Cobden, Esq., and other distinguished men on the
platform. At the soirée given by M. de Tocqueville, the Minister for
Foreign Affairs, the American slave was received with marked
attention.”
Having spent a fortnight in Paris and vicinity, viewing the sights, he
returned to London. George Thompson, Esq., was among the first to
meet the fugitive on his arrival at the English metropolis. A few days
after, a very large meeting, held in the spacious Music Hall, Bedford
Square, and presided over by Sir Francis Knowles, Bart., welcomed
Mr. Brown to England. Many of Britain’s distinguished public speakers
spoke on the occasion. George Thompson made one of his most
brilliant efforts. This flattering reception gained for the fugitive
pressing invitations from nearly all parts of the United Kingdom.
He narrates in his “Three Years in Europe,” many humorous incidents
that occurred in his travels, and of which is the following:
“On a cold winter’s evening, I found myself seated before the fire,
and alone, in the principal hotel in the ancient and beautiful town of
Ludlow, and within a few minutes’ walk of the famous old castle
from which the place derives its name. A long ride by coach had so
completely chilled me, that I remained by the fire to a later hour
than I otherwise would have.
“‘Did you ring, sir?’ asked the waiter, as the clock struck twelve.
“‘No,’ I replied; ‘but you may give me a light, and I will retire.’
“I was shown to my chamber, and was soon in bed. From the weight
of the covering, I felt sure that the extra blanket which I had
requested to be put on was there; yet I was shivering with cold. As
the sheets began to get warm, I discovered, to my astonishment,
that they were damp—indeed, wet. My first thought was to ring the
bell for the servant, and have them changed; but, after a moment’s
consideration, I resolved to adopt a different course. I got out of
bed, pulled the sheets off, rolled them up, raised the window, and
threw them into the street. After disposing of the wet sheets, I
returned to bed, and got in between the blankets, and lay there
trembling with cold till Morpheus came to my relief.
“The next morning I said nothing about the sheets, feeling sure that
the discovery of their loss would be made by the chambermaid in
due time. Breakfast over, I visited the ruins of the old castle, and
then returned to the hotel, to await the coach for Hereford. As the
hour drew near for me to leave, I called the waiter, and ordered my
bill. ‘Yes, sir, in a moment,’ he replied, and left in haste. Ten or
fifteen minutes passed away, and the servant once more came in,
walked to the window, pulled up the blinds, and then went out.
“I saw that something was afloat; and it occurred to me that they
had discovered the loss of the sheets, at which I was pleased; for
the London newspapers were, at that time, discussing the merits
and the demerits of the hotel accommodations of the kingdom, and
no letters found a more ready reception in their columns than one
on that subject. I had, therefore, made up my mind to have the wet
sheets put in the bill, pay for them, and send the bill to the Times.
“The waiter soon returned again, and, in rather an agitated manner,
said, ‘I beg your pardon, sir, but the landlady is in the hall, and
would like to speak to you.’ Out I went, and found the finest
specimen of an English landlady that I had seen for many a day.
There she stood, nearly as thick as she was tall, with a red face
garnished around with curls, that seemed to say, ‘I have just been
oiled and brushed.’ A neat apron covered a black alpaca dress that
swept the floor with modesty, and a bunch of keys hung at her side.
O, that smile! such a smile as none but an adept could put on.
However, I had studied human nature too successfully not to know
that thunder and lightning were concealed under that smile, and I
nerved myself for the occasion.
“‘I am sorry to have to name it, sir,’ said she; ‘but the sheets are
missing off your bed.’
“‘O, yes,’ I replied; ‘I took them off last night.’
“‘Indeed!’ exclaimed she; ‘and what did you do with them?’
“‘I threw them out of the window,’ said I.
“‘What! into the street?’
“‘Yes; into the street,’ I said.
“‘What did you do that for?’
“‘They were wet; and I was afraid that if I left them in the room they
would be put on at night, and give somebody else a cold.’
“‘Then, sir,’ said she, ‘you’ll have to pay for them.’
“‘Make out your bill, madam,’ I replied, ‘and put the price of the wet
sheets in it, and I will send it to the Times, and let the public know
how much you charge for wet sheets.’
“I turned upon my heel, and went back to the sitting-room. A
moment more, and my bill was brought in; but nothing said about
the sheets, and no charge made for them. The coach came to the
door; and as I passed through the hall leaving the house, the
landlady met me, but with a different smile.
“‘I hope, sir,’ said she, ‘that you will never mention the little incident
about the sheets. I am very sorry for it. It would ruin my house if it
were known.’ Thinking that she was punished enough in the loss of
her property, I promised not to mention the name of the house, if I
ever did the incident.
“The following week I returned to the hotel, when I learned the fact
from the waiter that they had suspected that I had stolen the
sheets, and that a police officer was concealed behind the hall door,
on the day that I was talking with the landlady. When I retired to
bed that night, I found two jugs of hot water in the bed, and the
sheets thoroughly dried and aired.
“I visited the same hotel several times afterwards, and was
invariably treated with the greatest deference, which no doubt was
the result of my night with the wet sheets.”
In 1852, Mr. Brown gave to the public his “Three Years in Europe,” a
work which at once placed him high as an author, as will be seen by
the following extracts from some of the English journals. The Eclectic
Review, edited by the venerable Dr. Price, one of the best critics in
the realm, said,—“Mr. Brown has produced a literary work not
unworthy of a highly-cultivated gentleman.”
Rev. Dr. Campbell, in the British Banner, remarked: “We have read
Mr. Brown’s book with an unusual measure of interest. Seldom,
indeed, have we met with anything more captivating. A work more
worthy of perusal has not, for a considerable time, come into our
hands.”
“Mr. Brown writes with ease and ability,” said the Times, “and his
intelligent observations upon the great question to which he has
devoted and is devoting his life will command influence and respect.”
The Literary Gazette, an excellent authority, says of it, “The
appearance of this book is too remarkable a literary event, to pass
without a notice. At the moment when attention in this country is
directed to the state of the colored people in America, the book
appears with additional advantage; if nothing else were attained by
its publication, it is well to have another proof of the capability of the
negro intellect. Altogether, Mr. Brown has written a pleasing and
amusing volume, and we are glad to bear this testimony to the
literary merit of a work by a negro author.”
The Glasgow Citizen, in its review, remarked,—“W. Wells Brown is no
ordinary man, or he could not have so remarkably surmounted the
many difficulties and impediments of his training as a slave. By dint
of resolution, self-culture, and force of character, he has rendered
himself a popular lecturer to a British audience, and a vigorous
expositor of the evils and atrocities of that system whose chains he
has shaken off so triumphantly and forever. We may safely
pronounce William Wells Brown a remarkable man, and a full
refutation of the doctrine of the inferiority of the negro.”
The Glasgow Examiner said,—“This is a thrilling book, independent
of adventitious circumstances, which will enhance its popularity. The
author of it is not a man, in America, but a chattel,—a thing to be
bought, and sold, and whipped; but in Europe, he is an author, and
a successful one, too. He gives in this book an interesting and
graphic description of a three years’ residence in Europe. The book
will no doubt obtain, as it well deserves, a rapid and wide
popularity.”
In the spring of 1853, the fugitive brought out his work, “Clotelle; or,
the President’s Daughter,” a book of nearly three hundred pages,
being a narrative of slave life in the Southern States. This work
called forth new criticisms on the “Negro Author” and his literary
efforts. The London Daily News pronounced it a book that would
make a deep impression; while The Leader, edited by the son of
Leigh Hunt, thought many parts of it “equal to anything which had
appeared on the slavery question.”
The above are only a few of the many encomiums bestowed upon
our author. Besides writing his books, Mr. Brown was also a regular
contributor to the columns of The London Daily News, The Liberator,
Frederick Douglass’ Paper, and The National Anti-slavery Standard.
When we add, that in addition to his literary labors, Mr. Brown was
busily engaged in the study of the medical profession, it will be
admitted that he is one of the most industrious of men. After
remaining abroad nearly six years, and travelling extensively through
Great Britain and on the continent, he returned to the United States
in 1854, landing at Philadelphia, where he was welcomed in a large
public meeting presided over by Robert Purvis, Esq.
On reaching Boston, a welcome meeting was held in Tremont
Temple, with Francis Jackson, Esq., in the chair, and at which
Wendell Phillips said,—“I rejoice that our friend Brown went abroad;
I rejoice still more that he has returned. The years any thoughtful
man spends abroad must enlarge his mind and store it richly. But
such a visit is to a colored man more than merely intellectual
education. He lives for the first time free from the blighting chill of
prejudice. He sees no society, no institution, no place of resort or
means of comfort from which his color debars him.
“We have to thank our friend for the fidelity with which he has, amid
many temptations, stood by those whose good name religious
prejudice is trying to undermine in Great Britain. That land is not all
Paradise to the colored man. Too many of them allow themselves to
be made tools of the most subtle of their race. We recognize, to-
night, the clear-sightedness and fidelity of Mr. Brown’s course
abroad, not only to thank him, but to assure our friends there that
this is what the Abolitionists of Boston endorse.”
Mr. Phillips proceeded:—“I still more rejoice that Mr. Brown has
returned. Returned to what? Not to what he can call his ‘country.’
The white man comes ‘home.’ When Milton heard, in Italy, the sound
of arms from England, he hastened back—young, enthusiastic, and
bathed in beautiful art as he was in Florence. ‘I would not be away,’
he said, ‘when a blow was struck for liberty.’ He came to a country
where his manhood was recognized, to fight on equal footing.