We have chosen to include certain racial epithets in this handout in order to honestly communicate the bigoted language of the time. We recommend that teachers review the section “Addressing Dehumanizing Language from History” on page xiv before using this material.
J. L. Edmonds, an African American schoolteacher, gave this account of the murder and intimidation before the 1875 election in Clay County, Mississippi:
Where we appointed a meeting [the Democrats] would go there and speak as they pleased. They would take a cannon and load it up with chains and leave it with the mouth pointing toward the crowd of colored people. When they fired they had nothing in it more than powder, but when they were going to speak they would have it turned around and chains hanging around it.
They had a parade at West Point. I was standing on the corner talking and some of the colored men came up, and a colored man says, “I do not care how many are riding around, I am a Republican and expect to vote the ticket.” Just then a man walked up with a pistol and shot him. Pretty soon another colored man made some expression and he was shot at.
They had flags—red, white, and crimson flags. The whole street was covered. You could not hear your ears hardly for the flags waving and flapping over your head. They had one United States [flag] at the courthouse but most of the flags were just the old Confederate flags.
They said they were going to beat at this election. They said that at the meetings, on the stumps and at schoolhouses around the county. They said they would carry the county or kill every nigger. They would carry it if they had to wade in blood.1
1In Dorothy Sterling, ed., The Trouble They Seen: The Story of Reconstruction in the Words of African Americans (Da Capo Press, 1994), 450.
Reexamining History: How Can We Engage with the Stories We’re Told?
This lesson prepares young people to be critical consumers of stories they are told about the UK’s past and encourages them to consider how unpicking historical narratives can be an act of justice and a catalyst for action.
Students explore the legacies of the Reconstruction era today, reflect on the idea of democracy as a continuous process, and consider how they can best participate in the ongoing work of strengthening our democracy.
This series of Mini-Lessons is designed to help students think critically about the long and troubling history between law enforcement and Black Americans, while not stereotyping or criminalizing all police officers.