Jennifer Whitworth ECI 525
Slave Culture The majority of slaves at Stagville were American born. In fact many came from Wilmington, North Carolina. Despite the fact most slaves at Stagville were not native Africans, there is evidence of the preservation of African traditions at Stagville. One of the African traditions that was prevalent at Stagville was the use of cowry (cowrie) shells. Cowry shells are “polished, olive-sized shells” that slaves used as a form of jewelry (The Artistry of African Currency). INSERT COWRY SHELL PICTURE HERE. Most of cowry shells are “fished in the lagoons of the Indian Ocean” (Hogendorn & Johnson). Cowry shells were found in Horton Grove, the slave quarters at Stagville Plantation. The shells were originally used in Africa as a form of money and jewelry. The shells were believed to “possess the power of fertility” (The Artistry of African Currency). Some individuals believed the cowry shells “may have come from Africa,” but it is uncertain exactly “what these objects meant to their owners” (Singleton). A divining stick was also found inside the wall at Horton Grove. Divining sticks are common in African religious practices and are “intended to call forth good spirits to protect the inhabitants of the house” (Historic Stagville Foundation) INSERT IMAGE OF DIVING STICK HERE. The divining stick appears to have had a religious meaning to the slaves at Stagville. As with many other groups, religion is a large part of culture and the diving stick could be important evidence that shows the slaves participated in religious practices while at the plantation. The cowry shell and the diving stick are evidence that African traditions were practiced at Stagville and are very important to 19 th century slave culture. Slave Crafts Slave cultural and arts in the 19 th century was not the elaborate art work and quilt making as one might think of when discussing art. While there were craftsman and artisans in the slave community at Stagville, their work was devoted to things the slaves needed, such as clothing and shelter. The slaves built their own quarters, Horton Grove as well as the Great Barn and made much of their own clothing. Slaves used material they had to make clothing for their families. Some slaves made rugs and quilts which were considered to be a luxury item during this time. The making of these items is a form of 19 th century slave art because it required much time and effort by individuals who made the quilts. INSERT PICTURE OF EXAMPLE OF BLANKET HERE. In the book Stitched from the Soul, the author realizes the importance of the “historical and cultural contexts of quilting in the enslaved community” (Gladys). The slaves actually sheared the sheep and turned their wool into clothing for their families. INSERT PICTURE OF TOOL TO SHEAR WOOL HERE. This was very important to the slaves because it gave them a means to have the proper clothing they needed for winter. Clothing was not the only thing slaves made. Some slave families would make dolls for their children to play with. One doll at Stagville Historic site was found in the
Bennehan house. INSERT PICTURE OF BENNEHAN HOUSE. It was thought that the slave children might have played with the children of the Bennehan family and that is why the doll was found in the house instead of in Horton-Grove. INSERT PICTURE OF DOLL HERE. The dolls the slaves made were usually filled with corn husks made with one type of fabric with one color of thread for the eyes and nose. The dolls slaves made gives a unique look at the “historical and social reference points on lifestyles” (Smithsonian Anacostia Community Museum). The American Girl Series, a “children‟s publisher and experiential retailer” is dedicated to “celebrating girls” and has attempted to make young girls aware of slavery in the South. The doll Addy of the American Girl Series has actually been traced back to Stagville Plantation. INSERT PICTURE OF ADDY HERE. In the first book about Addy in the American Girl Collection, the story tells of the nine-year old and her family‟s escape from the slave plantation. Below is an excerpt from the book: “Just when Addy thought she could not go another step, the sky began to lighten. She could see Momma‟s face for the first time in hours. It was streaked with dirt. She touched her own face and felt dried blood on her cheek from a cut below her eye. „We better stop soon, Momma,‟ Addy said softly. “It‟s getting light out and somebody might see us.‟ “They went a little farther and found a small cave. They crawled inside and huddled together.” “‟I want you to have this,‟ Momma said. „It‟s something me and your poppa been saving for you. This cowrie shell belonged to Poppa‟s grandma. She was stole from Africa when she was no bigger than you‟” (American Girl Series). The dolls at Stagville were very simplistic in nature due to the fact slaves did not have access to elaborate material to use to make dolls for their children. Despite their simplicity, the fact they made and the slave children played with dolls gives a glimpse as to slave crafts at Stagville. The culture and crafts that slaves participated in gives a unique look into slave life on the Stagville plantation.
Works Cited The Artistry of African Currency. National Museum of African Art. Retrieved on October 17, 2007 from: http://www.nmafa.si.edu/exhibits/site/cowrie.htm. American Girl. Meet Addy. Retrieved on October 20, 2007 from www.americangirl.com/agcn/addy/ Marcia Barrid Burns. Two New Exhibits Open at the Smithsonian Anacostia Community Museum. Retried on October 17, 2007 from http://anacostia.si.edu/docs/press_room/black_paper_dolls-dc_undercover_.pdf 2006. Fry, Gladys-Marie. Stitched from the Soul. The University of North Carolina Press. 2002. Historic Stagville Plantation. Retrieved on October 17, 2007 from www.historicalstagvillefoundation.org
Teachers and students would both benefit from using the resources presented in this paper about slave cultural and crafts. Teachers would be able to use the information to present it to their classes when discussing slave life in the antebellum south. Teachers could also direct their students to the external sources used in order for them to gain more information about slave life in the 19 th century. Students would be able to use this information in order to write or design a project around slave culture. The information presented would be able to lead them to a much broader range of works on slave life and the students could take this information to complete a project or present the information to their colleagues.