Category: Uncategorized Page 4 of 7

This gallery consists of photographs from various primary sources including a letter, newspaper articles, and a commencement speech.

These photographs exhibit Henry Harman’s letter to his father in which he discusses academics and his enjoyment of Dickinson’s academic benefits. (Photographer- Greg Parker, at the Dickinson College Archives)

The above photograph displays an article in the Carlisle Herald and Expositor. This article examines the reflections of the Southern students at Dickinson after it became known that the police arrested a professor, John McClintock, for participation in the 1847 slave riot. (Photographer- Greg Parker, at the Waidner Spahr Library)

This photograph of an article in the Carlisle Herald and Expositor reveals continuation in the efforts to create a treaty to end the Mexican-American War. (Photographer- Greg Parker, at the Waidner Spahr Library)

This screenshot of a portion of John Andrew Jackson Creswell’s 1848 commencement speech demonstrates his knowledge of international politics. (Photographer- Greg Parker, on the Dickinson College Archives online website)

The eighteen forties were a tumultuous time for the United States. Different events affected the Union. These events ranged from James Polk’s inauguration, to the Mormons’ conflict in Illinois, to Texas’ admittance into the Union, to the Mexican-American War, to slave riots. Did these issues have any affect on college students from that era, specifically students at Dickinson College in Carlisle, Pennsylvania? To answer that question, this post examines the Mexican-American War through a wide lens, while analyzing slave riots through the zoomed in lens of an 1847 slave riot in Carlisle.
This post contains various interactive links to examine the affects of those events. Special features of this post include:

• Discussion of perspective with relevance to how and why historians “zoom” and the possibility of student ignorance to national events
• Comparative timeline with national events side by side with Dickinson events
• Photo gallery of various primary sources used in this project

The ability to zoom in and out of different historical topics to understand their effects seems to convincingly argue that the political climate of 1845-1848 had an effect on Dickinson students of that era.  However, not every student was interested in the politics of the United States.  Henry Harman penned a letter to his father less than a month after Texas sent its constitution to the United States Congress.  In this letter, he discusses his successes in the classroom in his first semester at Dickinson.  He continues to discuss his enjoyment of reading the vast array of books in the library, including the Koran and pieces of literature by Hume.  He concludes with a request that his father send him his compass and scales from home (Harman, 1846).  Seemingly far from his mind is the state of the Union, especially the trials and tribulations of Texas’ quest for statehood.

Furthermore, the 90 students from the South who gave their approval and support to Professor McClintock in the midst of his run in with the law, created an interesting news story.  These students, most of whom presumably came from slaveholding households, were faced with a predicament in McClintock.  Immediately following news of his arrest, there was a false report (made false by the Carlisle Herald and Expositor) of Southern students creating demands directed towards the college and Professor McClintock (“The Slave Riot,” 2;3-4).  These 90 students wanted to set the record straight and demonstrate their affection of Professor McClintock.

Thus, it appears that national issues only affected Dickinson students if they had personal stake in the topic.  Henry Harman presumably did not have any personal stake over the admittance of Texas into the Union.  However, the 90 students who expressed their support to Professor McClintock wanted to exhibit their thoughts of him and their support of the greater Dickinson community.

Bibliography:

Harman, Henry Martyn, to Andrew Harman, Carlisle, 3 January, 1846, Edwards Collection, Archives and Special Collections, Dickinson College, Carlisle, PA.

“The Slave Riot.” Carlisle Herald and Expositor, June 16, 1847, 2;3-4.

https://cdn.knightlab.com/libs/timeline3/latest/embed/index.html?source=1wdacjweX6V-729RYzY_yNODLgMigafePYf50AxrZ790&font=Default&lang=en&initial_zoom=2&height=650’%20width=’100%’%20height=’650’%20frameborder=’0

https://cdn.knightlab.com/libs/timeline3/latest/embed/index.html?source=1dTXexFRikfq8Oab2jwKPoK-xZE0zdXzLKQvXjVLH0Z4&font=Default&lang=en&initial_zoom=2&height=650’%20width=’100%’%20height=’650’%20frameborder=’0

Objective

A doodle from Dickinson, 1852 (Dickinson Archives)

This sample offers a rough guideline for how Multi-Media projects can be organized within the course site.  It provides a simple model for an easy-to-follow navigation, built by connecting standard WordPress posts.

By Benjamin Rush, a patriot

Audience:  AP US History classes and introductory level undergraduate history surveys and methods courses

Project Elements

• Background —Class of 1845
• Background —Dickinson College

• Featured exhibit –Henry W. Spradley, Citizen (12 min. documentary film)

• Historical Thinking —Assignment Details

Credits & Acknowledgements: mmmmmmmmmmmmmmmmm

Guide to Further Reading

Since the moment I started this research on the Class of 1845 of Dickinson College there were two students that got my attention. These students were Spencer F. Baird and Alexander Ramsey. The main objective of this research is to learn more about the life of Spencer F. Baird, and his work at the Smithsonian Institution. Regarding Ramsey, the objectives are to find sources that show his relationship with Lincoln, Lincoln’s involvement in the Dakota War, the Sioux’s tribe perspective, and Ramsey’s life. To accomplish these objectives, I researched in the library catalog, jumpstart, google books, jstor, and the America: History and Life database.

Allard, Dean C. “Spencer Baird and Support for American Marine Science, 1871-1887.” Earth Sciences History 19, no. 1 (2000): 44-57. [America: History and Life] 

Dean C. Allard, archivist and historian, shows in his article Spencer Baird’s work in the Smithsonian Institution while also showing his work and importance in the US Commission of Fish and Fisheries. This article was chosen for the research because it does not only portray Baird working in the Smithsonian but it also shows his more important works outside the Smithsonian.

Christgau, John. Birch Coulie: The Epic Battle of the Dakota War. Lincoln: Nebraska Press, 2012. [LIRARY CATALOG] 

Writer, John Christgau, shows in his book the consequences of the violent Dakota War, which included the proposed hanging of 300 Native Americans and the influences the war had on the population. The reason why this book was chosen for the research is because it does not only give an insight of the Dakota War influences, but also the injustice that the Native Americans had to go through after the end of the War.

Egerton, Frank N. “History of ecological Sciences, Part 38B: Naturalists Explore North America, 1838-1850s.” Bulletin of the Ecological Society of America, 92, no. 2 (2011): 153-184. [JSTOR] 

In his article, historian, Frank N. Egerton, shows the beginning of the naturalists’ explorations in North America while also mentioning Baird and other important naturalists. Egerton talked about Baird’s job and contribution as a naturalist in the Smithsonian Institution, his writings as a naturalist, and the specimens he studied. This article is essential towards the research because it gives a glimpse of Baird’s contributions to the Smithsonian.

Haugland, John C. “Alexander Ramsey and the Birth of Party Politics in Minnesota.” Minnesota History 39, no. 2 (1964): 37-48. [America: History and Life] 

Historian, John C. Haugland, shows in his book Ramsey’s political life and his involvement in the Whig Party. The reason why this article was chosen is because it gives a glimpse of Ramsey’s political life which led him to become the governor of Minnesota when it was a territory and how he tried to spread his political party in Minnesota.

Haymond, John A. The Infamous Dakota War Trials of 1862: Revenge, Military Law and the Judgement of History. North Carolina: McFarland, 2016. [GOOGLE BOOKS]

In his book, conflict historian, John A. Haymond, talks about the end of the Dakota War when 300 Native Americans from the Sioux Tribe were sentenced to death. Haymond also demonstrates how the decision of executing the Native Americans was made and how this dark moment in American history is portrayed today. The importance of this book towards the research is that it gives a glimpse of the trials that the Sioux Tribe had to go through after the Dakota War which concludes with the hanging of thirty-eight Native Americans.

Myers, Susan H. “The Smithsonian Institution and American Glass Manufacturers, 1886-1896.” Journal of Glass Studies, 49 (2007): 207-230. [JSTOR]

In her article, curator, Susan H. Myers, gives a small background of how the Smithsonian Institution was founded and then continues to describe Spencer Baird’s vision for the museum. She shows that Baird’s focus as the secretary of Smithsonian was to expand the collections and exhibitions that the museum had. The article also shows that Baird was not only interested in incrementing the natural collection but he also wanted to expand others such as acquiring glass.

Niebuhr, Gustav. Lincoln’s bishop: a president, a priest, and the fate of 300 Dakota Sioux warriors. New York: HarperOne, 2014. [LIBRARY CATALOG] 

In his book Lincoln’s bishop: a president, a priest, and the fate of 300 Dakota Sioux warriors, Gustav Niebuhr, associate professor of Syracuse University shows a new side of the Dakota War that is not often seen. Here it can be seen how bishop, Henry Bejamin, influenced President Lincoln to intervene in what was going to be the execution of 300 Native Americans. Niebur’s book is important for the research because it shows a new variable in the complicated Dakota War while at the same time showing Lincoln’s role at the end of the Dakota War when he saved 265 Native Americans.

Rivinus, Edward F., and E. M Youseff. Spencer Baird of the Smithsonian. Smithsonian Institution press, 1992. [LIBRARY CATALOG]

This biography written by E.F Rivinus and E.M Youseff shows Baird’s life as a professor, naturalist, and as secretary of the Smithsonian. This biography was selected for the research because of the insight it gives of Baird’s life before he went to work to the Smithsonian and his work while he was there.

By Amanda Donoghue

For part two of my historical newspaper hunt, I journeyed to the Cumberland County Historical Society to read through the newspapers from the Carlisle Indian Industrial School. This process would be a little different than the previous, as it required reading through newspapers on microfilm instead of searching digital articles in online databases. No key words, no search filters, just me, three hours, and a few hundred newspaper articles. In short, it would be about 50 billion times more exhausting and time-consuming.

I expected to be faced with the mysterious beast of microfilm, but I was handed 5 CD’s when I asked to look through the Carlisle Indian School newspapers. So, I sat down at one of the CCHS computers and loaded the PDF’s up one by one.

Luckily, I did have a slight point of reference, as I knew the time period that Lippincott was most heavily involved with the Carlisle Indian School. It was still a period of about 9 years, but that’s better than searching through the 39 years of the school’s existence. I also had a few specific articles that I found from the footnotes of secondary sources I found on Lippincott. I was most interested in finding an article written by Lippincott himself about his journey to the West where he recruited a few dozen students himself. However, I would still be happy to find any mention of him, as anything to help me visualize his experience, influence, and image at the school would be very helpful for my project.

I started at the beginning, searching through the first newspaper published by the school, Eadle Keatah Toh (this translates to The Morning Star, but it should not be confused with The Morning Star a later publication produced by the school). The amount of reading to do was overwhelming. I decided to do some hard-core skimming, quickly scrolling from page to page, only stopping when I saw “Lippincott.” I recognized that I may be missing some relevant articles that just happened to not mention the professor’s name, but I figured that once I had a better understanding of his involvement and could target my focus to specific dates, I would go back and read through more thoroughly. One of the most difficult yet important things to learn about the research process is how to do it quickly and efficiently, and I’m still in the process of trying to work out that balance.

Another difficulty I experienced with this type of research is the lack of organization that requires a lot more leg work. Each CD (5 in total) would have about 10-20 PDF files that each contained a number of newspapers that would usually span about a year and a half. However, they were not in any chronological order, so I had to literally scroll through every single file that contained over a year’s worth of newspapers to find maybe one or two per file that were relevant to my search. I was actually kicked out of the archives due to closing time before I was even able to finish, so my findings below only cover about half of the total newspapers on all of the CD’s, and those CD’s don’t even contain all of the newspapers from the Carlisle Indian School.

In spite of all of this exhaustion, I actually had fun reading through the papers, even the ones that weren’t relevant. One of my favorite finds was a short letter written by a student to the superintendent of the school, Captain Richard Henry Pratt. Regretfully, I didn’t save the excerpt, but in essence, the student, Conrad, was requesting a change of the name chosen for him (every student got new Anglo-Saxon names to replace their Native names) due to the fact that all of the other students called him Corn Head. In part, this is a sad story of a Native child being stripped of his culture, even down to his name, and forced to assimilate to a culture in which he did not belong. However, the language of the letter was so simple and the problem so small that it really reminded me how young these students were. They were people too, children who had toys and missed their parents and called each other Corn Head. I also can’t think of a cuter nickname for someone than Corn Head. I’m not sure if this article would be something that I could use in my final project, but it showed me that the student newspapers were an excellent source to find writing by the students themselves that can bring life to the digital exhibit that I will create.

Courtesy of the Cumberland County Historical Society

In terms of the actually relevant discoveries, I found quite a bit. Two short pieces from the Eadle Keatah Toh in January 1881[1] and March 1883[2] reported the death of a few students and mentioned that Lippincott conducted their funerals. These pieces weren’t exceptionally interesting, but they do provide some nice framework into the sort of involvement that Lippincott had at the school. They could be useful as I create my digital timeline of Lippincott’s involvement with the Carlisle Indian School, as they are small moments in time that speak to the sort of connection that Lippincott had  with the school and its students.

Another piece I found, under the “Monthly Home Letters” section of the February 1882 edition of the Eadle Keatah Toh[3] is a short letter written by a student to his family and friends back home. It describes the sermon they received at Church the previous Sunday from Lippincott, and a short but sweet interaction between the Professor and the students. Obviously, this newspaper was heavily censored, as it was published by the administration of the school, so it must be called in to question whether the students truly felt this way towards Lippincott, but it does shed more light on Lippincott’s involvement and the ways in which he interacted with the students.

Courtesy of the Cumberland County Historical Society

The most exciting find was the article I was hoping to find from the beginning: a lengthy front-page article in The Morning Star of a letter written by Lippincott himself to Pratt about his recruitment of 51 students from various tribes in Kansas in September of 1882.[4] There were a few interesting pieces from this letter, including several small anecdotes where Lippincott, who is essentially forcing Native parents to give up their children and possibly never see them again, shows a surprising amount of care and empathy for the children. Even though physicians advised the professor to not accept a young boy who actually wanted to join the school due to an illness—potentially consumption—he still brought him because “sentiment and humanity protest against separating the boy from his sisters” (1:2). However, a strong racist sentiment was still apparent where Lippincott refers to two girls with one Native parent and one white parent as “half breeds” (1:3).

Courtesy of the Cumberland County Historical Society

I found this article, with Lippincott’s combination of empathy and kindness but also extreme racism towards and patronization of the Natives, to be fascinating. They really force me as a historian to practice empathy, as it’s hard to view what Lippincott does as acts of kindness, although that is how he sees it. It would be interesting to contrast this work (along with the article on the Carlisle Indian School written by Lippincott) with the writings of Native teacher at the school Zitkala Ša, who strongly condemned the school.

Furthermore, at the end of the letter, Lippincott lists the names of all the students he ended up bringing to the school. This provides me with the extremely exciting opportunity to possibly find these students and frame my project around them. I’ve done a quick search of their names in the “Student Record” portion of the Carlisle Indian School Digital Resource Center, with no results, but I plan to reach out to other sources, such as Barbara Landis, who has conducted a lot of research in identifying the students of the Carlisle Indian School, to continue my research.

[1] “Died,” Eadle Keatah Toh, (Carlisle, PA), Jan. 1881.

[2] “Died,” Eadle Keatah Toh, (Carlisle, PA), March 1883.

[3] “Monthly Home Letters,” Eadle Keatah Toh, (Carlisle, PA), Feb. 1882.

[4] “Dr. Lippincott’s Report,” The Morning Star, (Carlisle, PA), September 1882.

Although I have already done newspaper research for a previous research journal, I made a series of silly mistakes that could have been rather easily avoided.  Furthermore, it seems like newspaper articles could prove to be rather useful to learn more about the Dickinson College class of 1860 because they are primary documents and can explain how the public felt about the members of the class and what their accomplishments were.  With this in mind, I decided to delve into newspaper databases once again to learn more.

As described in my previous newspaper-related research journal, I originally had to learn how to use newspaper databases before I could begin learning new information about the class of 1860.  None were particularly challenging, but it did take a little time to get the hang of it.  This time around, this roadblock was no longer an issue because I already had experience working with newspaper databases.

I went to PA Civil War Newspaper Collection first because I had success using this database beforehand and found it easy to use.  On this database, I found an article about an escape from Libby Prison in February of 1864.  Clarence G Jackson, a Union officer from the class of 1860, was a prisoner at Libby Prison and participated in this bold escape.  The article details the arduous and long process that the prisoners undertook to dig their escape tunnel.  It also describes the process in which they scattered after getting out of the prison to avoid detection, and it points out that sympathetic black people helped the escapees by giving them food and information.

The article was in The Alleghanian, a Republican newspaper from Ebensberg, Pennsylvania.  As a Republican and Northern newspaper, they may have romanticized the escape somewhat by using words like “daring” and by portraying the escapees as heroic.  The article goes as far as to say the escape was more like a “romance of the middle ages” than an actual event.  The article likely would have been written in a much different tone had it been about Confederates escaping from a Northern prison.

I had previously found a book, Libby Prison Breakout: The Daring Escape from the Notorious Civil War Prison, about this exact event and the prison itself for my annotated bibliography, so it was great to find a newspaper article about it as well to learn more and help get more information on the brave escape from one of the South’s worst prisons.  It will also be interesting to compare the short newspaper article to Joseph Wheelan’s book to put each source into context.

More than just online databases, I looked for different avenues to find 19th century newspapers.  I went to both the Dickinson Archives and Special Collections, and the Cumberland Country Historical Society to find articles about the class’ commencement, which was held on July 12th, 1860.

At Dickinson Archives and Special Collections, I worked with Malinda Triller-Doran, the Special Collections Librarian, to find a truly remarkable article from the New-York Daily Tribune, published July 24th, 1860.  The article starts at the bottom of one column and rolls over to the top of the other one, so it requires two pictures: part one and part two. The article, “Pro-Slaveryism at Dickinson College,” is about a Dickinson alumni, George A Coffey’s, speech given at commencement that year.  Coffey’s speech started off by saying that freedom is a right and that “without it civilization must die.”  However, the speech took a turn when he says that Americans do not fulfill their principles of liberty and equality because of the four million slaves in the United States at that time.  This stance made people in the crowd, including multiple clergymen, very unhappy.  They hissed at Coffey while he was giving his speech, and eventually, several Methodist Ministers, a Presbyterian pastor, and some of their followers simply walked out because they were so angry.

While I found this to be interesting, the college’s response disappointed me as a Dickinson student.  The article reported that no one from the college congratulated Coffey on his speech, and that the Board of Trustees held a meeting in response to it.  The meeting was private, but it was thought that the Trustees decided that they needed to be more careful about selecting their speakers and that they would never again invite an “anti-slaveryite” to speak at commencement.  Furthermore, the article states most of the faculty and trustees have always been either pro-slavery or “conservative” on the matter.  It does make some sense that the college would not have strong anti-slavery views as it is near the border of Maryland and had many students from Maryland and Virginia, but the article was still very surprising to me, and it is key to understanding Dickinson’s stance on slavery mere months before the Civil War began.

With that being said, it is worth noting that the New-York Daily Tribune was affiliated with the Whig and later Republican parties.  Its founder and editor, Horace Greeley, was so politically inclined that he actually ran for president in 1872.  Before the Civil War, Greeley was very against slavery, so it is possible that Greeley and The Tribune exaggerated or spun the story to make Dickinson College look bad for reacting negatively to Coffey’s speech in order to further their own cause.

After seeing this illuminating article, I went to the Cumberland County Historical Society to look at microfilm from local Carlisle newspapers to see how they reported on commencement.  Specifically, I was interested to see what, if anything, they said about Coffey’s speech and the college’s reaction to it.  When I arrived, Robert Schwartz, their Archives & Library Research Specialist, pulled microfilm from The Carlisle Herald and showed me how to use a microfilm reader.  Though I had always heard bad things about microfilm and that it was painfully slow to use, I found what I was looking for in a few minutes and found it to be pretty easy.  However, I think this is likely because I knew the date of the graduation already.

Originally, I found a lengthy article about commencement written just one day after the event that spanned four columns.  This article briefly summarized a series of speeches given, the anniversary events of the Belles Lettres Society and the Union Philosophical Society, and gave a list of the graduates, as well as those receiving honorary degrees.  Interestingly, it is repeatedly mentioned that there were many “ladies” at the multiple events surrounding commencement, which surprised me because women were not allowed to attend Dickinson at this time.  I would have to assume that these “ladies” were either family from the students’ hometowns or from Carlisle and looking for a potential husband.

Also, George Baylor’s speech at the Union Philosophical Society anniversary event stuck out to me.  Baylor was a graduating student and would later become a highly successful cavalry officer for the Confederate Army, but the speech he gave was on the importance of poetry and its role in “dispersing the ignorance.”  It just a little odd to me because poetry is not something one would typically associate with a soldier.  It helped to humanize him, and other Civil War soldiers, because it made me realize that all the soldiers in the war were real people with real lives and interests outside of the military.

Most importantly, the article mentioned Coffey’s speech and the  Board of Trustees.  The Herald’s reaction was much different than that of the New-York Daily Tribune.  Rather than praising Coffey and condemning those that walked out during the speech, The Herald suggests that divisive topics like slavery should not be talked about at public places like a commencement where people that disagree are likely to become offended and angry.  These people “have a right to expect” that they can attend a commencement “without the discussion of bitter vested questions.”

The article also mentioned that at a meeting of the Board of Trustees, Dr. Collins’ resignation was discussed, and that the paper hoped to receive a copy of what was said next week.  Reading this, I decided to see if they had an article about it in the issue next Friday.  Sure enough, there was an article about Dr. Collins, who was President, resigning to live in the South and work for another college.  The article has a copy of student resolutions, including that Collins was a “Christian gentleman,” a great president, and that he was a true friend.  It seemed as though the student body deeply respected Collins and were sad to see him go.

There was no indication that at the Trustees’ meeting they discussed Coffey’s speech or that they did not want another anti-slavery speaker at a future commencement.  Though The Carlisle Herald did say that they thought the speech was inappropriate, they did not include that anyone walked out or that the Trustees did not approve.  While both accounts made it seem that the overall reaction to Coffey’s speech was negative, it was interesting to see the difference between how mild the Carlisle newspaper was and how extreme the The New-York Daily Tribune was.

Finally, The Carlisle Herald had another article about commencement in the same issue with the article about Collins’ resignation.  The article praised “Old Dickinson” throughout and thought that the graduation was one of the best in the college’s history.  It goes as far as to say that the college had never been better, and that those that tried to defame it were simply wrong.  Though The Tribune’s article was not about the commencement as a whole or the state of the college, it was interesting to see The Herald praise the college after reading The Tribune write negatively about the faculty and Board of Trustees.

It was great to find more newspaper articles about the class of 1860, and I am very glad that I did it.  I was shocked to find the New-York Daily Tribune’s article, but after finding The Carlisle Herald’s article, I am not sure how true their claims are.  Or maybe they are true but, The Herald simply wanted to make the commencement look better than it was.  I would assume that the true story of the reaction to Coffey’s speech was somewhere in the middle of the two article’s stories.  I am also happy to have used microfilm for the first time and that it was much easier than I expected.

Newspaper Article Citations

“Commencement Exercises at Dickinson College.”  The Carlisle Herald, July 13, 1860.  1:2-5. [Cumberland Country Historical Society]

“Daring Escape of Union Soldiers from Libby Prison.” The Alleghanian, February 25, 1864. 2:2. [PA Civil War Newspapers Collection]

“Pro-Slaveryism at Dickinson College.” New-York Daily-Tribune, July 24, 1860. 7:4/5. [Dickinson Archives and Special Collections]

“Resignation of Dr. Collins.” The Carlisle Herald, July 20, 1860.  2:5/6. [Cumberland Country Historical Society]

Untitled. The Carlisle Herald, July 20, 1860.  2:5. [Cumberland Country Historical Society]

Preface

This journal entry is based around the life of Charles Albright. Below are eight sources that provide more context into the world that Albright lived in. The topics that are brought up in this bibliography range from life at Dickinson College to The Battle of Chancellorsville with many stops in-between. The main reasoning behind the picking of these particular books and articles stemmed from the desire to learn more about Albrights life. Charles Albright, Dickinson Class of 1852, lived a very full and prosperous life. He served in the Union Army and directly afterwards spent time in the United States Congress. Albright is, by far, the most well renowned member of the Class of 1852 which is why I decided to focus my attention on him.

Cresswell, Stephen. “Enforcing the Enforcement Acts: The Department of Justice in Northern Mississippi, 1870-1890.” The Journal of Southern History 53.3 (1987): 421-40. Web. [Jstor]

This book by Stephen Cresswell describes the Enforcement Acts that were put into place during the late 19^th century. As Cresswell writes, this acts served the purpose of enforcing voting rights for minorities, especially black Americans. During this time period, organizations such as the Ku Klux Klan (KKK) were doing almost all they could do to restrict and stop voting rights for the people who they saw as inferior, their former slaves and subjects, African Americans. The third of these Enforcement Acts was passed through Congress in 1871. At this time Charles Albright was serving in Congress so he would have voted on this act. Based on his party affiliation, as well as previous political issues, it is clear that Albright would vote for the passing of this act. Dickinson graduate Albright helped the United States Congress move towards ending discrimination in the Antebellum South.

Fehrenbacher, Don E. “The Making Of A Myth: Lincoln And The Vice-Presidential Nomination In 1864.” Civil War History 41.(1995): 273-290. Humanities Full Text (H.W. Wilson). Web. 10 Oct. 2016. [Jumpstart].

Charles Albright served as a delegate for the Republican National Convention, and this book by Don Fehrenbacher describes the process that was nominating Abraham Lincoln as president. Although the time periods are slightly off, Albright helped Lincoln get elected the first time and time book focuses on his reelection, this book still provides amazing insight into the process of nominating a presidential and in particular a vice-presidential candidate at this time. As Fehrenbacher states, all of the “delegates arrived fully expecting to re-nominate Abraham Lincoln without any trouble, but the vice presidency was a different matter” (Fehrenbacher 274). This paper then goes on to fully describe the process that the committee took leading up to nominating Andrew Johnson for Vice President.

Friedman, Milton. “The Crime Of 1873.” Journal Of Political Economy 98.6 (1990): 1157. Business Source Complete. Web. 11 Oct. 2016. [Jstor].

Another act that was passed during this time period was the Coinage Act of 1873. This acted transformed the United States away from bimetallism towards a completely gold standard. This means that the worth of one U.S. dollar was solely measured in its value of gold at any said time. This act however, was not greeted as favorably by some people in America. As Milton Friedman points out, “this paper indicates that it was the opposite – a mistake that had highly adverse consequences” (Friedman 1159). This act was so negatively favored that it was coined as “The Crime of 1873”. Throughout this paper Friedman goes on to describe the background leading up to this act as well as any negative consequences he could find including economic and social turmoil. Albright was also in congress during this period. It would be very interesting to find out what his stance on this debate was and whether or not he advocated for this “crime”  or tried to stop it from happening.

Hitchcock, Frederick L. War From The Inside : The Story Of The 132Nd Regiment Pennsylvania Volunteer Infantry In The War For The Suppression Of The Rebellion, 1862-1863. n.p.: Philadelphia : Press of J.B. Lippincott Co., 1904., 1904. Dickinson College Library Catalog.

This source is not a secondary source however; it is extremely relevant to Charles Albrights life. This book is a memoir to the 132^nd Regiment Pennsylvania Volunteer Infantry, written by one of the soldiers that experienced, firsthand, what Albright did. In fact, the chapters that reflect upon the Battle of Chancellorsville reference Albright directly. This book is a very valuable resource as it recounts Colonel Albrights exact movements throughout the Battle of Chancellorsville. This is also a unique resource because it is a reference of what into Albright experienced throughout the war. When making a bibliography about Albrights life this source will be perfect for recounting his exact movements throughout the Civil War. This source is also an important one in terms of this regiment.  In a war as big as the American Civil War it can be hard to pinpoint exact movements and subsequent actions and consequences but this book makes it all possible, at least for the 132^nd Regiment Pennsylvania Volunteer Infantry.

Palladino, Grace. Another Civil War: Labor, Capital, and the State in the Anthracite Regions of Pennsylvania, 1840-1868. Fordham UP, 2006. Web. [Jstor].

This book, written by Grace Palladino, focuses on politics that Albright was involved with as well, but this time at a more local level. She is writing about another civil war that she is predicting to take place in Pennsylvania due to controversial conflict and subsequent death sentences, ending in 10 people hanging from the gallows. This paper also voices miners and other people affected by mining opinions about the draft for the civil war. Apparently there was “a force of five thousand miners were armed and in league ready to resist the draft” (Palladino 3). Adding this source to the bibliography creates more layers of political involvement for Albright as he was a volunteer in the Union Army.  Alright was also from said area of Pennsylvania.

Rawley, James A. “The General Amnesty Act of 1872: A Note.” The Mississippi Valley Historical Review 47.3 (1960): 480-84. Web. [Jstor].

This six-page paper, written by James A. Rawley, describes another act passed through Congress at this time period. This act was another step taken by the United States government to aid the process of post-Civil War reconstruction. The purpose of this act was to rid the punishment set in place that punished soldiers of the confederate army, save about 500 military leaders. Before this act people who sided with the Confederacy were not able to vote “for Representatives in Congress and for electors for President and Vice President of the United States” (Rawley 480). The Congress had the roll of deciding which member of the Confederacy would still not be allowed to vote after this act was in place. Once again Charles Albright was in congress when this act was passed.

Sellers, Charles Coleman. Dickinson College. [Electronic Resource] : A History / Charles Coleman Sellers. n.p.: [Carlisle, Pa.] : [Dickinson College], [2000], 2000. Dickinson College Library Catalog. Web. 8 Oct. 2016. [Jstor].

This book, Dickinson College, is known as the most scholarly book published about Dickinson College. Sellers focuses on the history of the school dating all the way back until 1773, when the land was first acquired.  The last chapter talks about the school during the 20^th century, nearly 200 years since these school was founded. While providing major historical context, this book has a general focus of the 19^th century, the time period in which Albright went to school. Dickinson College is a great resource when focusing, not only on Charles Albright, but also any graduate, class or time period.