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Formerly enslaved man's response to his 'master' wanting him back is a literary masterpiece

"I would rather stay here and starve — and die, if it come to that — than have my girls brought to shame by the violence and wickedness of their young masters."

GOOD

A photo of Jordan Anderson.

In 1825, at the approximate age of 8, Jordan Anderson (sometimes spelled "Jordon") was sold into slavery and would live as a servant of the Anderson family for 39 years. In 1864, the Union Army camped out on the Anderson plantation and Jordan and his wife, Amanda, were liberated. The couple eventually made it safely to Dayton, Ohio, where, in July 1865, Jordan received a letter from his former owner, Colonel P.H. Anderson. The letter kindly asked Jordan to return to work on the plantation because it had fallen into disarray during the war.

On Aug. 7, 1865, Jordan dictated his response through his new boss, Valentine Winters, and it was published in the Cincinnati Commercial. The letter, entitled "Letter from a Freedman to His Old Master," was not only hilarious, but it showed compassion, defiance, and dignity. That year, the letter would be republished in theNew York Daily Tribune and Lydia Marie Child's The Freedman's Book.

The letter mentions a "Miss Mary" (Col. Anderson's Wife), "Martha" (Col. Anderson's daughter), Henry (most likely Col. Anderson's son), and George Carter (a local carpenter).

Dayton, Ohio,
August 7, 1865
To My Old Master, Colonel P.H. Anderson, Big Spring, Tennessee

Sir: I got your letter, and was glad to find that you had not forgotten Jordon, and that you wanted me to come back and live with you again, promising to do better for me than anybody else can. I have often felt uneasy about you. I thought the Yankees would have hung you long before this, for harboring Rebs they found at your house. I suppose they never heard about your going to Colonel Martin's to kill the Union soldier that was left by his company in their stable. Although you shot at me twice before I left you, I did not want to hear of your being hurt, and am glad you are still living. It would do me good to go back to the dear old home again, and see Miss Mary and Miss Martha and Allen, Esther, Green, and Lee. Give my love to them all, and tell them I hope we will meet in the better world, if not in this. I would have gone back to see you all when I was working in the Nashville Hospital, but one of the neighbors told me that Henry intended to shoot me if he ever got a chance.

I want to know particularly what the good chance is you propose to give me. I am doing tolerably well here. I get twenty-five dollars a month, with victuals and clothing; have a comfortable home for Mandy, — the folks call her Mrs. Anderson, — and the children — Milly, Jane, and Grundy — go to school and are learning well. The teacher says Grundy has a head for a preacher. They go to Sunday school, and Mandy and me attend church regularly. We are kindly treated. Sometimes we overhear others saying, "Them colored people were slaves" down in Tennessee. The children feel hurt when they hear such remarks; but I tell them it was no disgrace in Tennessee to belong to Colonel Anderson. Many darkeys would have been proud, as I used to be, to call you master. Now if you will write and say what wages you will give me, I will be better able to decide whether it would be to my advantage to move back again.

As to my freedom, which you say I can have, there is nothing to be gained on that score, as I got my free papers in 1864 from the Provost-Marshal-General of the Department of Nashville. Mandy says she would be afraid to go back without some proof that you were disposed to treat us justly and kindly; and we have concluded to test your sincerity by asking you to send us our wages for the time we served you. This will make us forget and forgive old scores, and rely on your justice and friendship in the future. I served you faithfully for thirty-two years, and Mandy twenty years. At twenty-five dollars a month for me, and two dollars a week for Mandy, our earnings would amount to eleven thousand six hundred and eighty dollars. Add to this the interest for the time our wages have been kept back, and deduct what you paid for our clothing, and three doctor's visits to me, and pulling a tooth for Mandy, and the balance will show what we are in justice entitled to. Please send the money by Adams's Express, in care of V. Winters, Esq., Dayton, Ohio. If you fail to pay us for faithful labors in the past, we can have little faith in your promises in the future. We trust the good Maker has opened your eyes to the wrongs which you and your fathers have done to me and my fathers, in making us toil for you for generations without recompense. Here I draw my wages every Saturday night; but in Tennessee there was never any pay-day for the negroes any more than for the horses and cows. Surely there will be a day of reckoning for those who defraud the laborer of his hire.

In answering this letter, please state if there would be any safety for my Milly and Jane, who are now grown up, and both good-looking girls. You know how it was with poor Matilda and Catherine. I would rather stay here and starve — and die, if it come to that — than have my girls brought to shame by the violence and wickedness of their young masters. You will also please state if there has been any schools opened for the colored children in your neighborhood. The great desire of my life now is to give my children an education, and have them form virtuous habits.

Say howdy to George Carter, and thank him for taking the pistol from you when you were shooting at me.

From your old servant,
Jordon Anderson

Learn more about Jordan Anderson here.


This article originally appeared eight years ago.


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Teachers

A teacher asked a great question about superintendent pay. Then, all hell broke loose.

Her earnest question about inequality in our education system was met with a grotesque abuse of power.

Why should a superintendent get a raise while teachers in the same district struggling to make ends meet see their paychecks flatline — year after year after year?

Teacher Deyshia Hargrave begged the question. Minutes later, she was handcuffed and placed in the backseat of a cop car. The scene was captured below by YouTube user Chris Rosa, who attended a board meeting for Vermilion Parish Schools in Louisiana. You can watch Hargrave begin speaking about 33 seconds in. The situation starts becoming contentious around 6:35 minutes. Hargrave is arrested at 8:35, and then walked outside in handcuffs and placed in the back of police vehicle.


Teacher Deyshia Hargrave was questioning the school board how they can vote to give the superintendent a raise when school employees have not gotten a raise ...

"We work very hard with very little to maintain the salaries that we have," Hargrave, who teaches middle school language arts, said during a public comment portion of the meeting, stating that she's seen classroom sizes balloon during her time at the school with no increased compensation. "We're meeting those goals, while someone in that position of leadership [the superintendent] is getting raise? It's a sad, sad day to be a teacher in Vermilion Parish."

According to comments Hargrave made to BuzzFeed News, she believes Superintendent Jerome Puyau was already making $110,000 before the board voted to give him a raise of $38,000. The raise alone is roughly the salary of "a teacher, or two cafeteria workers, or two janitors," Hargrave told the outlet.

After Hargrave spoke out again later in the meeting, a city marshal on duty asked her to leave — even though the school board was still addressing her.

"You're going to leave, or I'm going to remove you," the officer told her, as seen in the video. Many people in attendance seemed shocked. "Are you serious?" someone asked, aghast, in the crowd.

Hargrave leaves the room, followed by the officer. But moments later, someone chimed in, "he's putting her in handcuffs" — and the room erupts in disarray.

"I am not [resisting], you just pushed me to the floor!" Hargrave is heard screaming at the officer, as he forcibly removes her down the hallway and out the building in handcuffs. "Sir, hold on! I am way smaller than you!"

Teacher removed from Vermilion school board meeting in handcuffs

According to KATV News, Hargrave was booked in the city jail for resisting an officer — a fact that left many commenters online flabbergasted. School officials are reportedly not pressing charges. "Umm ... what charges could they possibly make?" one Redditor noted.

With help from the Reddit community, Rosa's video has gone viral, garnering more than 600,000 views in less than 24 hours. Clearly, Hargrave's earnest question about inequality in our education system — met with a grotesque abuse of power — has clearly touched a nerve with people across the country.

"I don't know how this teacher could have been more polite and patient in her earnest desire to find out why the superintendent deserves a raise while the teachers work harder with less," YouTube commenter Scott Wells chimed in. "She continued to press because they refused to come up with an answer. Seems like a good question to me."

We agree.


This article originally appeared six years ago.

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People's wrong answers to this 'easy' LSAT question are why public discourse is so hard

The basic reading comprehension and critical thinking question almost feels like a litmus test.

Photo credit: Canva

LSAT questions start easy and get harder as the test progresses.

Public discourse can be great when it's done well, when everyone brings thoughtful, well-informed opinions to the table and puts forth cogent arguments backed up by evidence. We don't all have to agree on everything—differences in perspectives and priorities are important ingredients in a democratic society—but the quality of the actual arguments themselves matter.

Since the advent of social media, public discourse has not been so great, especially on the internet. The written nature of online discussions seems like it would lend itself to fewer misconceptions and better understanding, but it doesn't. People draw erroneous and illogical conclusions all the time, and it often feels like reading comprehension and critical thinking skills are hard to come by. According to an unintentional social experiment on X, there may be some truth to that.

An X user (@sarahpatt08) shared a photo of a question from the LSAT, the test people have to pass in order to be admitted to law school, and asked if people found the question easy or difficult. The instructions are partially cut off but appear to indicate that you are to choose the best answer based only on the information given, avoiding assumptions that are not directly supported by the passage.

The question reads:

"Physical education should teach people to pursue healthy, active lifestyles as they grow older. But the focus on competitive sports in most schools causes most of the less competitive students to turn away from sports. Having learned to think of themselves as unathletic, they do not exercise enough to stay healthy.

Which of one of the following is most strongly supported by the statements above, if they are true?

(A) Physical education should include noncompetitive activities.

(B) Competition causes most students to turn away from sports.

(C) People who are talented at competitive physical endeavors exercise regularly.

(D) The mental aspects of exercise are as important as the physical ones.

(E) Children should be taught the dangers of a sedentary lifestyle."

These kinds of reading comprehension and reasoning questions are common to tests like the LSAT and the SAT. One way to tackle them is to start eliminating the answers that are not directly supported by the text. Starting from the bottom:

(E) is not supported because the text doesn't say anything about a sedentary lifestyle actually being dangerous, and this answer doesn't include anything the passage is focused on (competitive sports turning kids who aren't competitive away from exercise).

(D) is not supported because while competitiveness could be considered a mental aspect of exercise, it's not always. And there's nothing in the text to support the idea that mental and physical aspects of exercise are equally important.

(C) is not supported because the text doesn't say anything about talent. Someone could be competitive and enjoy competitive sports but be totally untalented, and being talented at something doesn't necessarily mean you do it regularly.

(B) is not supported because there is no indication from the passage that most students (in general) aren't competitive, only that most of the less competitive students turn away from sports.

(A) is the answer most supported by the passage because the crux of the argument in the passage is that noncompetitive students are often turned off of physical education by the emphasis on sports in most schools. Therefore, the most logical conclusion is that having more noncompetitive activities would get more kids involved in physical education.

For some people, the correct answer was simple and obvious. For others, not so much. Some people made what they thought were strong arguments for (D). Others insisted it was (E). Not many said (C) but there were a handful on the (B) train. And those who knew the answer to be (A) were taken aback by how many people came to different conclusions.

And therein lies one answer to why our public discourse often feels like it can't get anywhere. Answering a reading comprehension and reasoning question like this correctly is easy for some people. Some think it's easy but then get the wrong answer, and some see multiple answers as equal contenders for "best." Everyone believes they're the ones thinking critically and using logic, but many people fail to recognize the assumptions they make when reading and the biases and unsupported ideas that slip into their reasoning.

The most supported answer based on the text is (A). Is that what you got?

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Education & Information

Professor's hilariously exasperated message to students illustrates how teachers are so done

"I will then promptly print 100 copies of the assignment out, put them in a pile, light that pile on fire, and dance around the rubble as it burns. I will then put my hand on the smoldering embers so that I may feel again. Feel what, you might ask? Anything. Literally anything."

Photo by Vanessa Garcia from Pexels

A professor's message to students has gone viral.

If you know any teachers, you probably know how utterly exhausted they all are, from preschools all the way up through college. Pandemic schooling has been rough, to say the least, and teachers have borne the brunt of the impact it's had on students.

Most teachers I've known have bent over backwards to help students succeed during this time, taking kids' mental and emotional health into consideration and extending the flexibility and grace we all could use. But teachers have their own mental and emotional needs, too, and at some point, something's gotta give.

A college student posted screenshots of a professor's message on X (formerly Twitter) with the comment "someone PLEASE check on my professor." It's simply incredible.

The message reads:

"There is no class tomorrow. I've got some things to take care of regarding this and my other class, and my full time job. I have received countless emails about zeroes on assignments either through errors I've made, you've made, or simply people not realizing or knowing they were supposed to turn it in and then realizing in panic they received a zero on it for (surprise), not turning it in. It seems that giving you a free assignment so long as you turn SOMETHING in created far more chaos than good will. Apologies. That's on me. And you. But also me. But also you."

Then it went on…

The professor gave a bulleted list of instructions for what clearly sounds like a very simple, easy assignment designed to give students an opportunity to boost their grades:

  • Submit it. I've extended the deadline until tomorrow before Midnight.
  • If you do NOT turn it in before then. I'm sorry. It's a zero. No excuses at this point and frankly, I regret ever trying to make this assignment easier because it's created more problems at this point.
  • I will look at these, do not do something stupid like type 'b' or 'i did it'. I will become enraged and bitch about you for exactly 15 seconds to anyone within my proximity who will listen. I will not hold back.
  • After I receive these, I will give you full credit (pending the above prerequisites). I will then promptly print 100 copies of the assignment out, put them in a pile, light that pile on fire, and dance around the rubble as it burns. I will then put my hand on the smoldering embers so that I may feel again. Feel what, you might ask? Anything. Literally anything.
  • I will then sleep like a baby, having put this nightmare behind me.

Absolutely classic.

The professor saw the tweet his students shared after it went viral and chimed in with a response.

And he added an update on how things were going on the assignment front.

Other teachers responded to his woes, commiserating over students being handed a chance to improve their scores and simply … not doing it.

It's been a challenge during the pandemic to figure out how much to expect of any of us, hasn't it? Some leeway is definitely warranted, but are we enabling bad habits when we give too much? There are no right answers to that question. We're all winging it, trying to navigate uncharted waters and having to constantly readjust as things change.

It's exhausting. We're all exhausted. But teachers are at a level of "done" that few of us can fathom. Healthcare workers can fathom it. Anyone working with the public during the pandemic might get close. But until you've actually taught, you don't know. Teaching is hard under normal circumstances. Pandemic teaching is a whole other ballgame.

We feel you, teachers. Hang in there, and enjoy this bit that will undoubtedly feel familiar:

This article originally appeared four years ago.

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