Monday, September 17th • Part of The Walden Woods Project Stewardship Lectures • Co-sponsored by the Robbins House
Visit The Robbins House
June, July & August: 11-4
September, October: 11-4
(Open Fri-Sun + Columbus Day)
Monday, September 17th • Part of The Walden Woods Project Stewardship Lectures • Co-sponsored by the Robbins House
Thursday, August 16th • Part of the Concord Museum’s “People of Concord” Summer Series
Tuesday, August 21th • Part of the Concord Museum’s “People of Concord” Summer Series
August 27th, 2018 • The Robbins House • Moderated by RH Interpreter Mary-Wren vanderWilden • Written by Robbins House Intern Emma Hodgdon
The Woburn Public Library sponsored a panel presentation and discussion of recent research into the lives of free and enslaved Black people in early Middlesex County.
Robbins House Historians Write Brochures to Answer Visitors’ Most Frequently Asked Questions
Brochures are now available with a $2 donation at the Robbins House on:
1. Patriots of Color in Revolutionary New England (1775-1790)
2. Free Blacks in New England from the Revolutionary War to the Civil War (1775-1865)
3. Ellen Garrison Jackson, Fighter for Freedom during Reconstruction (1863-1875)
4. Black Abolitionists (1700s-1800s)
Authored by Robbins House Scholar John Hannigan, and Tufts University and University of Massachusetts, Boston History Lecturer Kerri Greenidge. Reviewed by Robert Bellinger, Suffolk University, Black Studies Program Director; Robert Gross, University of Connecticut, History Professor Emeritus, Author of The Minutemen and Their World; and Joanne Pope Melish, University of Kentucky, History Associate Professor, Author of Disowning Slavery: Gradual Emancipation and ‘Race’ in New England, 1789 – 1860.
Sponsored by the Institute of Museum and Library Services.
Inspired by reading Black Walden: Slavery and Its Aftermath in Concord, Massachusetts by Elise Lemire, the Central Ohio Underground Railroad Study Group visited the Robbins House on July 11th.
We were rained out, rained out again, and nearly rained out a third time for our program On Brister’s Hill with Robbins House re-enactor Joe Zellner and Walden Woods Project Director of Education, Whitney Retallic. Here are highlights we learned about Brister Freeman, whose home was in the town forest and Walden Woods:
“To a certain extent, we do live in a bubble here,” Rob said, “not only at Middlesex, but also in Concord. I am very hopeful that we can gently expand that bubble and have more difficult conversations about culture, history and race. And, in the process, become more empathetic and understanding of those around us.”
This spring, a group of 6 students from the Rivers and Revolutions program, working with CCHS teacher and Robbins House board member Johanna Glazer, have been developing field trip curriculum that can be used by the Robbins House and the Concord Public Schools. So far they have planned and piloted activities for second and fifth graders including an Ellen Garrison scavenger hunt, a petition activity, and a consideration of everyday life in the Robbins House. The Rivers and Revolutions students have learned a great deal about the house and its residents and are excited to find ways to bring the house to life for young people. The students have two more elementary school visits scheduled in May to continue developing and testing activities for young people.
A group of 15 young children and their parents from the Middlesex County Jack and Jill organization enjoyed an afternoon at the Robbins House. Jack and Jill of America, Inc. is a membership organization of parents with children ages 2–19, dedicated to nurturing future African American leaders by strengthening children through leadership development, volunteer service, philanthropic giving and civic duty. The Robbins House Co-President Maria Madison shared stories about Ellen Garrison, and the children had a chance to make an African Wrap Doll from National Black Doll Museum of History and Culture kits.
Students in Concord Academy teacher, and Robbins House board member, Kim Frederick’s spring course spring course, US: Public History, are studying the Robbins House and the history of African Americans in Concord while learning media skills to produce engaging exhibits. The first half of the semester focused on learning about the Garrisons, Robbins, and other 19th-century Concordians. After learning about different multimedia formats, students worked on their own projects, pitched their exhibit proposals – and then voting commenced. For the winning multimedia projects, please visit our website.
As soon as restoration of the Robbins House was complete, our nonprofit group turned its attention to the families of color who first lived there. Supported by a Research Inventory grant from MassHumanities in 2012, we sought out John Hannigan, a Brandeis PhD student whose focus was on black soldiers in the Revolution.
As the Robbins House Scholar-in-residence, John produced our first family trees and local connections for the Robbins, Garrison and Hutchinson families. Over the summer of 2014, John researched Patriots of Color for Minute Man National Historical Park as their Scholar in the Park. (See John’s research papers )
John has been working for the Massachusetts State Archives since 2004, and is now their Head of Reference Services. Six years, countless research discoveries and three children later (his third due any day now), John recently gave us a tour of the Massachusetts Archives. Along with colleague Susan Foster of the Concord Museum, John helped create their five interactive, student-friendly Commonwealth Museum galleries exploring Massachusetts’ history:
“And now the crown jewels of the Mass Archives collection,” John said as he led us to the Massachusetts Archives Treasure Gallery Documents. These five original documents are permanently on view to the public thanks to the MIT Department of Engineering who designed and installed cases with specialized lighting that uses argon gas. Up until 2009, these fragile, original documents were seen only upon request.
“At the National Archives in Washington DC, people stand in line for hours to see the Bill of Rights,” according to John. “Here they can walk in and see it instantly, along with the Declaration of Independence and these other original documents, usually with nobody else around!”
By Jim Callahan / firstname.lastname@example.org
If Ellen Garrison were alive today, she would have been thrilled to see the eager young faces gathered in the Robbins House to not only learn about Concord’s African-American history, but also to hear about the important role Garrison played in advocating for civil rights in the 1800s.
The young faces belonged to students in grades K-5 from the Greenfield Commonwealth Virtual School, who, along with their parents and organizer Alison Kinney, visited the house on Feb. 16. Members of the Robbins House board and advisers engaged the students in a variety of activities, concluding with a presentation by Maria Madison, board president, as Ellen Garrison.
Garrison, who was born in the house in 1823 and attended public schools in Concord, would go on to become a teacher. In 1866, she challenged segregation in a Baltimore train station only one month after the nation’s first Civil Rights Act had been passed.
A courageous journey
Clad in a pale blue dress and faded straw hat, similar to what Garrison may have worn, Madison described to the students, gathered around in the upstairs attic, Garrison’s courageous journey. It took her from Massachusetts to Virginia and onto Maryland, Kansas and California, explaining the struggles she and other African-Americans faced during those times.
Ala Muhammed, 6, attending with sister Samya, 8, brother Josh, 10, and mom Desiree from Springfield, commented, “It’s a small house.” When asked about Ellen, Ala said, “They threw her out of the train station. They shouldn’t have done that.”
Added Josh, “All people should have rights. Back in the day, they didn’t. There were a lot of things that blacks couldn’t do.”
Annabelle Harwood, 10, attending with mom Lily from East Freetown, said she “learned about a lot of things and the civil rights (Act) of 1866.” Referring to Ellen’s encounter in the Baltimore train station, Annabelle said, “She had to be brave to say ‘I can sit here’.”
The Greenfield Commonwealth Virtual School is a relatively new approach to teaching, with a mission to “pioneer personal learning in Massachusetts.” Providing online learning programs that students can access from home, GCVS delivers courses to students through a cloud-based platform accessed through computers and “smart” devices.
Staffed with 45 educators, Greenfield is a Title One public school with an emphasis on flexibility, which, its brochure says, “is tailored to a modern world of diverse interests and independent learners.”
Family Engagement Coordinator Alison Kinsey said she was excited to learn about the Robbins House, and the fact that it invited students throughout the state to take part in a unique field trip that honored African-American History Month. Students came from Natick, New Bedford, Methuen, Haverhill, Uxbridge, Revere, Shirley and other towns, while more than 60 other students were able “to attend” via a Skype-like platform enabling them to watch what was happening and ask questions.
Noted Kinsey, “Ellen’s (Garrison) life – the challenges she faced and overcame, her perseverance, fortitude and love of learning – what a great story for our children, some of whom face adversity for being different. I believe it’s especially important for young people today to find ways to be included in one’s community amid experiences of being excluded.”
How they lived
Ayla Allen, 7, with sister Autumn, 8, and dad David, said she was excited about the visit. She said they had been reading “a lot about African-American history”, and were interested in “seeing an old house and how a black family lived back then.”
“It’s a cool house,” said Geno Corey, 10, “but I’ve never seen one so small. And, oh yeah, I learned a lot about the first civil rights act.”
Other students like Jace LaPointe with mom Megan Vieira, and Holly and Bella Woisin, ages 7 and 9, respectively, and Camille Garcia, 11, shared similar sentiments. Cortana Reynolds, 5, took a somewhat different approach. “I learned some stuff,” she said, “but I really liked how they gave out oranges and those blankets we sat on.”
Madison said, “We (the Robbins House) are honored to be an important educational source for students across the state. Visiting this house is like stepping back in time to connect with the earliest African and American history. It’s where history comes alive for students in ways no text book can.”
Reposted from HuffPost
By Maria Madison, ScD
Whether through a painting, artifact or object, thoughtful museums and historic sites share stories that can shape society. Annually, thousands of individuals visit our small historic site, The Robbins House, in a quiet corner of the world in Concord, Massachusetts. The house commemorates the legacy of a previously enslaved Revolutionary War veteran and his descendants. Visitors are surprised to learn that there was slavery in the North. Once that is explained, they believe that the Emancipation Proclamation freed all slaves and everyone became equal citizens. Once that history is explained, visitors then believe that the 13th, 14th and 15th Amendments made everyone equal. Once the Reconstruction Era and its demise are explained, visitors believe everyone was made equal by the first Civil Rights Act of 1866, or the modern Civil Rights Movement of the 1950s and 1960s.
This theme is aptly captured in Tracy Jan’s 2017 Boston Globe article, “Economic equality gains overestimated.” In her article Jan quotes Jennifer Richeson of Yale University, “So many of us grew up hearing this story about America that basically said there was slavery and then that was fixed. Martin Luther King marched and then that was fixed. And then we had Obama…That’s a nice, clean story that makes everyone feel good even though it’s shockingly inaccurate.”
Based on our visitors’ comments, I believe it is also the story taught through the school system. It’s a nice clean story that supports teachers’ comfort zones. In this way, we can’t necessarily blame the museum visitor, whether they are a PhD from Princeton, or students from urban or suburban public schools. This information isn’t in most curricula.
Thoughtful museums and historic sites can fill the inequity knowledge gap by connecting the past to the present. In her book, “Artifacts and Allegiance, How Museums Put the Nation and the World on Display,” Brandeis University graduate and sociologist Peggy Levitt ’80 reveals how “museums create citizens.” Maybe we can hope that museums create informed caring communities as well.
Sites such as the Robbins House have the unique opportunity to teach audiences about centuries of persistent inequity that either produced or prohibited transgenerational wealth and health. Often museums must inform audiences of what they were not offered in school: that inequities in citizenship, home and land ownership, education, employment and labor, justice and health have persisted by race, ethnicity, gender and lineage, to the present.
Visitors need to hear that the Revolutionary War did not provide independence for the enslaved; the Constitution was not written for all people; the Bill of Rights neither provided nor protected land rights; that voting rights acts did not assure fair and accurate representation in government (with gerrymandering and only 10 black senators to date, for example), and Reconstruction was arguably the nation’s most important experiment in equality, and was subsequently defunded.
Museums and historic sites have the unique opportunity to reveal the vast overestimation of progress toward racial economic equality. They can also demonstrate, as Tracy Jan puts it, that widening “gaps persist between black and white workers when it comes to hourly wages, annual income, and household wealth.”
While connecting the past to the present, museums and historic sites have the unique opportunity to describe the widening gap between the numbers of men and women in the workforce. A 2017 New York Times article shows “Women in Retreat,” noting that there are now 12.7 million more women without paying jobs than in 2000.
Museums and historic sites have the unique opportunity to explain that “Blacks and Hispanics are more underrepresented in this nation’s colleges and universities than 35 years ago.” Yet the gender balance at many of the same universities continues to be equal despite that fact that girls outperform boys on college entrance criteria. The only way to achieve the gender balance is by over-sampling white male applicants, yet no affirmative action court case has ever been raised against white males.
Museums and historic sites have the unique opportunity to tell visitors that black families are seven times more likely to be homeless than white families, though only representing less than 15 percent of the population.
Data suggest that the majority of museum and historic site visitors are the same demographic that overestimate progress made in equality: mid- to upper-income whites. According to Tracy Jan’s article, “research shows whites are the most delusional and overly optimistic about racial economic equality even before the civil rights movement.” The researchers state it is “not surprising that Americans who don’t have much contact with other races and incomes have drawn false conclusions about other people’s economic experiences” (quoting Krauss of Yale). “Wealthy blacks have more racially and economically diverse social networks compared with wealthy whites, who have little understanding of the economic outcomes of most black Americans. The researchers said their study highlights the limitations of economic policies such as graduated income tax and loan forgiveness for college students to address the gaping wealth and income disparities between racial groups.“
In his 2017 New York Times article, “It’s Not Easy to Prove Racism. This Study Does,” Justin Wolfers states “[racism] occurs not only in the labor market and the criminal justice system, but also in countless small frictions every day. The culprit may not be a hate spewing white nationalist, but rather a librarian or a school administrator or a county clerk, unaware that she’s helping some clients more than others.” And they are very likely museum and historic site visitors, with the potential to break the trend of persistent and growing inequities.
Maria Madison, ScD, is the associate dean for diversity, equity and inclusion at the Heller School for Social Policy and Management at Brandeis University. She is also the founder and president of the Robbins House, a Concord, Mass.-based historic site and nonprofit organization focused on raising awareness of Concord’s African, African American, and antislavery history from the 17th through the 19th centuries, and its regional and national significance.
A recent New York Times article, “‘Sisterhood’ Felt Meaningless. So My Sisters and I Got in the Car.” details the road trip taken by three sisters to women’s history sites in search of feminism in our current political climate – ending with the story of Ellen Garrison at the Robbins House.
The Robbins House recently installed a timeline of the long Civil Rights movement listing local, state and national events. We invite visitors to let us know what current events they’d add, since our timeline ends in 2017 but will stand in front of the Robbins House for years to come. Much has happened just in the few months since the outdoor exhibit was installed. Here is a response we just received: