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Public History News

Matt Peiffer, a recent Stevenson History Program grad, is now working at Gateway Arch with the National Park Service. 

July 4th Firewworks Going Off Near Gateway Arch

CAPTION:  4th of July fireworks going off near Gateway Arch yesterday.  (Photo by Erin O'Connell Peiffer)

Having graduated from Stevenson's History Program, Matt worked with Maryland's Department of Natural Resources (DNR) as a Ranger Naturalist and Historian.  His heart set on working with the National Park Service, Matt kept on applying all the time knowing he would eventually get the opportunity.

Photo of Matt with National Park Service Ranger badge in his hand

CAPTION: Matt finally achieved his goal and is shown here holding his NPS badge.  (Picture by Matt Peiffer)

 

Congratulations, Matt!!!  You hung in there, followed your dream, and through patience and perseverance made that dream come true.

Picture of Matt Peiffer at Morgan Run Park in Carroll County, Maryland.

CAPTION:  Matt at Morgan Run in Carroll County, Maryland.  One of his favorite places.  (Photo by Matt Peiffer)

At the end of each semester the History majors get together with faculty, alums, and history professionals to enjoy some time networking. 

Members of Stevenson's History Program as well as history professionals gather for dinner at Basta Pasta in Timonium, Maryland.

CAPTION:  Majors, alums, faculty members, and invited professional from the field of history join together to network and grow professionally.

These departmental gatherings are an important part of drawing the majors together and building a sense of camaraderie.  We are a relatively small major, so everyone knows each other and helps each other along.  These get-togethers are free to our majors and alums and funded by donations to the department made by its professors expressly for this purpose.  Yet another way the Stevenson History program is different than that at many schools.  Our faculty literally invest in our majors.  Come to Stevenson and find out who we are.  You'll like us.

SU History majors recently learned about the Steam Era by traveling to Steamtown USA in Scranton, Pennsylvania as part of a weekend trip.

Two history majors standing in front of a steam locomotive at Steamtown National Historic Site

CAPTION:  Two of our premier history majors:  Jessica and Mina.  They loved this locomotive since it reminded them of the Polar Express.

Learning about the Era of Steam often involves students reading textbooks and watching videos.  Here at Stevenson our history majors learn about it by doing it.  That's the Stevenson History way. 

Photo of rail yard with a train being formed.

CAPTION:  Our train being put together and safety checked prior to our excursion.

Having gone underground to the Lackawanna Coal Mine tour the day before, our night at the hotel provided plenty of rest before this day's outing.  We had breakfast at the hotel, hopped into our 15-passenger van, and listened to Boxcar Willy, Johnny Cash, Tennessee Ernie Ford, and Arlo Guthrie sing about that long lost era as we drove over to the site.  We arrived just as it opened at 10:00 AM and began to wander around.

Photo of steam engine pulling several cars on a local excursion.  Fall foliage is in the background and lots of smoke coming out of the locomotive's stack.

CAPTION:  The National Park Service operates a number of excursions, both steam and diesel, from Steam Town.

Run by the National Park Service, the site is devoted to learning about steam trains and diesel trains as they expanded around the US.  The roundhouse area has some exquisite examples of locomotives and other rolling stock from a variety of eras.

Photo of Round House at Steam town with several rail cars on display.

CAPTION:  The Round House at Steam Town with lots of rolling stock on display.

One of the really nice parts of the visit was seeing how kid-friendly the site was.  It had exhibits just set-up for kids, and it had a room set aside for kids to explore the subject as well.  NPS Rangers and volunteers were out in force answering questions, leading activities, and being helpful.

Picture of table set up with artifacts for people to touch.  A small sign says "Please Touch."

CAPTION:  A crucial part of setting up any museum is to ensure that there are things people can reach out and touch.  An example is this table of artifacts and the sign inviting interaction.

Room at Steam Town set aside for kid activities.

CAPTION:  A special room at the museum that is set aside for younger visitors.  Furniture is their size as are the activities.  Well done, National Park Service!!!

Mid-way through our visit we gathered for a ride on one of their trains and had a blast.  Gathered together in a car dating from the 1920s or '30s we slowly left the railyard and went for a short excursion out onto the rail byways of Pennsylvania.  A great time was had by all.

Picture of a train on a local rail excursion.

CAPTION:  One of the Steamtown trains on an excursion. (Courtesy of NPS)

Being a history major at Stevenson is a guarantee that you will be doing a lot of reading and writing.  But..........that is simply preparation for going on the road and doing history.  Remember, history is a license to explore.  History is an adventure.

 

 

History majors on the train taking an excursion.

CAPTION:  Some of our majors and faculty on our rail trip while at Steamtown.  You can't understand the past unless you work at trying to experience the past.

The Stevenson University History Program recently took its learning underground to the Lackawanna Coalmine in Scranton, Pennsylvania. Picture of History majors in front of white 15 passenger van.

CAPTION:  The intrepid explorers.  Remember...........history is a license for adventure at Stevenson University.

Approximately 12 intrepid members of the program, both majors and faculty, hopped in a 15-passenger van and braved the interstates in order to have a great experience.  Our plan was to leave campus at about 8:00 AM and arrive for in Scranton for lunch before our underground tour.  Mission accomplished!  We ate at a diner just across the street from the coal mine and were cared for by a great restaurant staff at Rich's Restaurant.  Good food, excellent service, and smiling faces.

Photo of Rich's Restaurant interior.

CAPTION:  The interior of Rich's Restaurant.  Clean, inviting, helpful staff, and good food.

After lunch we went over to the mine, purchased our tickets and hung out waiting for the tour.  The waiting area has a number of educational exhibits, is adjacent to the gift shop, and has a small snack bar as well for those wishing a soft drink while they wait.  This is also the area where you pick up your hardhat and adjust it to your liking.  In about 20 minutes it was time for us to load into the railcar that would bring us more than 400 ft underground.

Photo of us in waiting area

CAPTION:  Hanging out and waiting for the tour to start.  Good WiFi coverage, right near a snackbar, lots of exhibits, and the opportunity to take pictures of your friends in hardhats that are perfect for that embarrassing photo collage at the party. 

Photo of coal mine rail car to bring us underground

CAPTION: The low density rail car that we rode as it was lowered along a track about 300 ft underground.  It descends at a pretty steep slope, so you will get to know your neighbor pretty well.

As we descended into the mine it became darker and darker and the sounds of running water increased.  By the time we got to the bottom it was cl;ear we were in a very different world.  We disembarked into a passageway about 15ft wide and 10ft high.  It stretched far into the distance, and was lit by individual bulbs hanging from the rock above us.  Floorboards provided a boardwalk along which we went on our half-mile journey.

Photo of underground tunnel.

CAPTION: The tunnel through which we have just walked strecthing far into the distance.  Well lit, ventilated, and safe.  Even those with mild claustrophobia were okay on the tour.

Our guide was well versed in the history and operation of the mine, and made the tour far more interesting than many people thought it would be.  Through short stories he related, we learned about the geology of the area, the characteristics of mining anthracite coal, dangers to the miners, and the community that was supported by the coal business.  The tour was well worth every cent spent on the admission fee.

Underground exhibit showing lifesize mule, coal car, and child leading the mule.

CAPTION:  At key locations along the underground tour were lifesize exhibits explaining how the mine was operated.  Here we see a coal car with eight-tons of coal being pulled by a mule and directed by a young boy working in the mine.

After the tour we went back to our hotel, checked in, and headed out to a great meal at Marzoni's Brick Oven Pizza and Brewery.  Being a school trip we paid no attention to the brewing part of their name, but we cashed in on the pizza and other entrees.  Day 1 down, it was time to move on to Day 2.

Our Holiday Express Room for two.

CAPTION:  Our Holiday Inn Express room for two at the Scranton Airport.  Clean, quiet, and on a rainy weekend very dry.  Two majors to a room, all expenses paid by the department.

Cato Institute headline questioning if national anthem is racist.

CAPTION: Title of an online article from the CATO Institute addressing current charges that Key's use of the word slave in his third stanza of his poem is racist.

Before you start this long blog article, know that it is 1814 words in length.  With good editing I probably could have gotten down to 1500 words, but the poem was published in 1814.  The battle took place in 1814.  Why not keep it at 1814 words?

 

If you are looking for a black & white solution to a problem involving humans and our society, don't come to the humanities. As a card carrying historian I can say we in the humanities find comfort in gray-- from charcoal to fog. As such, we excel at moderating problems involving humans: messy problems, nuanced problems, and complex problems.

Whereas the sciences are particularly adept at finding solutions to problems involving variables that can be measured, controlled, and manipulated; the humanities seek solutions that seem best to fit the known facts. Whereas the sciences provide solutions that are exact and can be supported by statistical evidence generalized to the much larger population, the humanities simply aim to provide a solution that seems logical and correct. We seek verisimilar, or seemingly real, solutions based on narrative evidence placed within the context of the human experience. There is no right or wrong approach between the two, science and humanities, there are simply problems better suited for one than the other.

A current issue particularly suited to the humanities is: What people were Francis Scott Key referring to in the third stanza of our National Anthem when he says "...No refuge could save the hireling and slave, From the terror of flight or the gloom of the grave.." ?

A screenshot of the third stanza of the National Anthem containg the phrase hirelings and slave.

CAPTION: Screen capture of Key's third stanza of the Defence of Fort M'Henry

In the last three years much has been said about Francis Scott Key's use of the phrase "hirelings and slaves" in the third verse of the the Star Spangled Banner, or the Defence of Fort M'Henry as written by Key. Some say it is a sure sign of his racism because it glories in the fear and death of slaves brought about by the American victory. Others believe it references his contempt for those enslaved people of Maryland and Virginia who escaped bondage, fled to the British, served in the British Army and Navy, and fought against US forces during the defense of Baltimore. Still others believe it was simply a rhetorical tool referring to the King's troops. We will never know the answer, but from within the humanities History and Literature may help us out.

HISTORY

Screen shot of US 1820 Census from Georgetown, District of Columbia, show Francis S Key as owning five slaves.

CAPTION:  Screen capture of 1820 US Census from Georgetown (DC) showing that Francis S. Key owned 5 enslaved people. (Ancestry.com)

We know through historical research that Key was a slave holder, and that the British waged a cruel campaign against the civilian population of the Chesapeake. As part of that campaign enslaved people were incited to flee to British protection and thereby destroy the local economy. Historians have proven that the British set up a depot for escaped Black men at Tangier Island and recruited them into the British Colonial Marines in order to fight the US. Furthermore, reports by the British commanders in the Chesapeake commented on the effectiveness of escaped slaves as scouts against US defenses.

Photo of three reenactors dressed as Black Colonial Marines rfrom the War of 1812.

CAPTION: Three living historians interpret British Colonial Marines from the War of 1812.  (Courtesy of PBS)

However, the vast majority of enslaved Blacks did not rise up during the campaign. Many Blacks, both free and enslaved, proved crucial to the defense of the Chesapeake. Historians have documented their service in the US Navy during the war, with Josh Barney's "Mosquito Fleet" during the Chesapeake Campaign, and at Fort McHenry itself during the battle.

Image of Black man, Charles Ball, in uniform as a US sailor in the War of 1812.

CAPTION: Illustration of US sailor Charles Ball during the War of 1812.  A former slave, Ball served in Commodore Joh Barney's Chesapeake Bay Flotilla and served in the Battle of Bladensburg. (Courtesy of the National Park Service)

By transcribing the original papers, Stevenson University history majors proved that free Blacks and enslaved Black men were crucial to the defense of Baltimore in 1814. They were paid to dig trenches (1/2 the rate of pay of whites), and they were recruited to replace Baltimore's white firemen who were in the militia at North Point.

Document recruiting Black men for Baltimore fire company durting the defense of Baltimore in 1814.

CAPTION: A letter from a fire company to Baltimore Mayor Johnson just a short while before the British attack in September 1814.  He lets the Mayor know that his company is recruiting Black men to fight fires since the white firemen are all in the militia.  He suggests each Black fireman will wear a badge protecting him while engaged in firefighting.  When not engaged, the firefighter is to take the badge off.  Left unsaid is what the Black firefighter is being protected from. (Maryland State Archives)

 

Document compelling free Blacks to work on fortifications at Baltimore in 1814.

CAPTION: Letter from MG Samuel Smith, Commander of US Forces at Baltimore, recommending that Baltimore's Committee of Safety and Vigilance, led by Mayor Johnson, compel all free Black men to help build fortifications, or supply a substitute.  The men would be paid for their effort, albeit a different sum than white men.  (Maryland State Archives)

List of Black Men who helped dig entrenchments at Baltimore for 50 cents per day

CAPTION:  A list of 32 free Black men who worked a day on Baltimore's defenses.  Each was paid 50 cents for the day.  White men were paid $1.00 for the day.  (Maryland State Archives)

 

LITERATURE

The study of literature provides the humanities student a grounding in a variety of literary tools to include rhetorical devices such as alliteration, allusion, metaphors, similes, and hyperbole. Among these tools is the epithet, defined as "a descriptive phrase expressing a quality characteristic of the person or thing mentioned." In 18th and 19th Century literature, especially poems, epithets were widely used. We experience the same descriptive phrases today across social media.

If you search Newspapers.com for "hireling and slave" your initial results will uncover current articles discussing our problems with Key's words in the National Anthem. However, if you narrow the search to Key's time, 1780-1816, you will see that slave and hireling were each used in a pejorative fashion to describe free people carrying out the wishes of a more powerful person. This is similar to China's Communist newspapers calling our South Vietnamese allies "running dogs" or "puppets" during the Vietnam War.

As proof that all Key did in his third verse was employ a rhetorical device, I submit the following evidence. In 1813, in the midst of the War of 1812, and a full year before Key penned the "Defence of Fort M'Henry," another poet used the words hirelings and slaves in a poem to describe the King's soldiers during the Revolutionary War at the Battle of Bunker Hill. In the poem "The Death of Warren" from the Trenton True American, published on 15 May 1813 in the Lancaster Intelligencer and Journal, Lancaster, Pennsylvania, the poet describes:

",,,,,When tyrant George assailed our shore,

and thousands of his slaves sent o'er,

With power to kill, inflict each ill.

Our towns to burn that we might mourn.

And make us to his sway return.

A sway that was slavish and foreign."

The poet continues in a later verse:

"Now How(e), who had the chief command

of George's troops within our land,

Addresses thus his hireling band:

'To stand us they are not able.

Behold (he cries) the motly host,

And quickly drive them from their post;

And as you live no quarter give,

Mind no prayer, not one spare;

For vengeance we will have that's rare.

And destroy every Yankee Rebel.'

And, thus, from a literary standpoint we have yet another explanation for Key's words.

Poem published in a newspaper in 1813 that uses hireling and slave to desribe NBritish soldiers in the American Revolution at the Battle of Bunker Hill.

CAPTION:  Screen capture of a poem from Newspapers.com.  Entitled "The Death of Warren" it is about the US defense of Bunker Hill during the American Revolution.  Like Key, the poet uses the words hirelings and slaves to describe the British soldiers employed by the King.  (Newspapers.com)

ANALYSIS

We are presented with at least three possible answers regarding why Key used the words slave and hireling in his poem. The first is that Key was a racist and was happy to see enslaved blacks in fear and the grave. The second is that Key was specifically referencing former enslaved Black who now fought against the US forces as part of Britain's Colonial Marines. The third is that Key's use of the words slave and hireling were simply a rhetorical device.

The argument that Key was racist may or may not be true. For those who believe Key literally meant every word as written in the poem, their evidence is revealed in his slave ownership and his statements from court cases. However, the evidence supporting that argument is at best circumstantial, and it doesn't explain the phrase hireling coupled with slave. In my personal opinion, based on our research, Key may very well have been a racist. Evidence reveals that not only was he a slaveholder, but parts of the Key family moved into the Deep South rather than deal with growing dissatisfaction in Maryland with the institution of slavery. Did this personal racism, if in fact he was a racist, color his words in the third stanza? They could have.

The second rationale for his words relates to the facts surrounding enslaved Blacks fleeing to the British and fighting on their side. This, our research reveals, may have had a much stronger foundation in fact. As an officer at the Battle of Bladensburg--the US defeat that led to the burning of Washington, DC--Key would have heard how former enslaved Black men served as scouts to lead the British Army around US defenses in the area. He would have been familiar with Black enslaved families fleeing to British protection and serving the British military. Former slaves, though now paid by the British, those Black men would have the status of both hirelings and slaves. Would he have wanted to see them in fear and in the grave? Undoubtedly. But these were a relatively small number of men: 300 out of 5,000 British troops, or roughly 6% of the force. The British force that landed to attack Baltimore included some of the most experienced British Regulars from the Napoleonic Wars. This was the "thin red line" that had defeated so many armies before. These were the troops the US militia feared the most--the Regulars. Men who often had no skill other than being in the Army, but were good fighters. These British Regulars reportedly inspired the Duke of Wellington, their commander in Europe, to say: " I don't know what effect these men will have on the enemy, but by God, they terrify me." Far better to trumpet the belief that their defeat at US hands in Baltimore caused them great fear and led them to their grave as Key seems to be saying about the hirelings and slaves in his poem. Once again, while Key may have meant the Black Colonial Marines when describing hireling and slave, it doesn't ring as true as describing the vaunted, haughty British Navy, Royal Marines, and Army as such.

Finally, Key's use of hireling and slave as a rhetorical device. Based on the widespread use of hireling and slave as a an epithet in the US press during the lead-up to and waging of the War of 1812, I believe it is entirely credible that Key used hireling and slave in that fashion. His poem was not meant to arouse anything but patriotic fervor through recognition of Baltimore's defense. The narrative of the US David defeating the British military Goliath was central to his theme, not communicating his beliefs about chattel slavery as practiced in the Chesapeake region. With Bible societies on the rise in the US as well as a rising tide of abolitionism, such a display of racism would have caused issues both in the North as well as Baltimore. The third largest city in the US at the time with the largest population of free Blacks in the US, free Blacks--and enslaved Blacks-- who had just helped save the city, Baltimore was in no mood for racist rhetoric the day after its major victory.

CONCLUSION

At the outset of this piece I suggested that the solutions found by the humanities to many problems are those that just seem real and authentic. The solutions that spin a narrative that best seem to fit the facts and context as known at that time are what we seek in the humanities. Change the context or the known facts and you may decide on a different explanation and solution for the problem. In this rather tedious piece I have presented the evidence as I know it and tried to place it within the context of which I am aware. Based on that, I believe Key simply used the phrase "hireling and slave" as a rhetorical device in his poem Defence of Fort M'Henry in order to describe the British Army and Navy repelled from Baltimore's door in September 1814. In the true spirit of the humanities, however, if you provide me evidence that changes what I know, I just might change my mind.

 

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