Gilder Lehrman Summer Seminars: Freedom and Slavery in the Atlantic World, 1500-1800

Each summer the Gilder Lehrman Institute holds seminars for public, parochial and independent school teachers "designed to strengthen educators' commitment to high quality history teaching." More than 6,000 teachers have participated in the program through the years. In the summer of 2006 600 participants from 49 states and 6 foreign countries took part. HNN asked participants to write up their reflections, which we will be publishing over the coming months.

We know that teaching is a noble profession. We have the sobering responsibility to help our students become committed and caring world citizens. And, due to students’ impressive energy, no two days are ever the same. Students challenge and stimulate us; they look to us for guidance and support.  We know how valuable our work is.
           
That being said, even in the best of situations, we become discouraged. We race to beat the clock and struggle with an everlasting paper chase. Sometimes, we become mired in the pettiest of school politics and regulations. Teaching can be a lonely business.
           
The summer seminars offered by the Gilder Lehrman Institute of American History are a special treat, an antidote to these teacher-blues. The excitement begins when we first learn of the offer and start dreaming about the opportunity to study in-depth with the very best of the best; we agonize about the application essay, for how can we hope to be chosen when so many others must surely be as eager as we are? If the acceptance letter comes in late April, we feel not only grateful, but also a bit humbled -- we want to justify this special trust.
           
In July 2006, 28 of us studied at Princeton with Professor Philip Morgan; our seminar concerned “Freedom and Slavery in the Atlantic World, 1500-1800.”  The Gilder Lehrman Institute proclaims its mission “promoting the study and love of American history,” which all the participants surely do. This seminar, however, provided a very necessary international perspective and focus. We realized that understanding the institution of slavery required consideration of factors on both shores of the Atlantic, factors related not only to production and consumption, but also to the values which define us and provide our sense of identity. (For example, what do we really mean when we say “freedom”? How has the concept changed during the course of Atlantic history?) We looked beyond the North American story, to the stories of Africa, Europe, the Caribbean, and South America.

Professor Morgan’s knowledge is indeed encyclopedic, but even more impressive was his ability to convey difficult ideas with great clarity and sensitivity. Some points went against what many of us had long believed to be true; some were uncomfortable to hear and sometimes difficult to accept. Professor Morgan encouraged our questions and challenges; he established a supportive, respectful, and scholarly environment with a group of people, most of whom had never met each other before.

Professor Morgan quickly knew all of us by name and was genuinely interested in what we had to say. He generously gave us his time and attention, in and out of the classroom. Also obvious was his great respect for the other professors who lectured us—Professors John Murrin, David Eltis, and Christopher Brown. Indeed, he was the model of a caring teacher; as students, we could not help but be reminded of how important such regard is in the learning process.

John McNamara, our education coordinator from the Gilder Lehrman Institute, offered similar solicitude. He made sure that we were comfortable in our room and board, and also provided solid support with the document project. He wanted us to enjoy our seminar and to achieve our very best. He worked tirelessly to see that we would. Mr. McNamara encouraged us to trust our abilities. He, like Professor Morgan, was interested in us not only as learners and educators, but also as people coming from many different places and experiences. His unflagging good humor and wit definitely promoted the positive atmosphere we all felt.

Though we only were together for six days, by the end, all the participants knew each other very well. The teachers in our group were incredibly generous and willing to share their expertise with each other. Teachers swapped stories about students and curriculum, about tenure woes and contract disputes, about helpful resources and teaching strategies. We talked a lot, but we also listened. We admitted when we found concepts difficult, and we were encouraged by each other to keep learning and trying.

And, after a week, we left Princeton with many new ideas and insights to explore.

Gilder Lehrman gave us a summer holiday that will not be forgotten, from the texts we studied to our field trips to Philadelphia and New York, from our document projects to our quiet times on the beautiful Princeton campus. The wonderful experience was not the result of chance— the Gilder Lehrman staff obviously considered how best to achieve the desired result:

• The Gilder Lehrman staff understands Maslow’s Hierarchy of Needs—because we were so cosseted in terms of basic needs, we were able to concentrate on the intellectual challenges of the program. The subliminal message actually went even further—Gilder Lehrman’s generosity demonstrated their conviction that teachers are worthy of respect and honor.
• The program was an appropriate length—long enough for concerted study, but not so long that participants would feel guilt and loneliness at being away from loved ones.
• The course demands were both realistic and manageable. Before the course, we read two scholarly texts; during the course, we completed a short document-based project. We had sufficient time to read the texts critically. We had adequate time to consider the lectures and prepare thoughtful projects. Yet we also had time to talk to each other and to enjoy the Princeton setting.
• While some of us would have liked nothing more than to sit in the lecture hall and listen to Professor Morgan for the entire seminar, Gilder Lehrman wisely included relevant field trips in the program, recognizing the great value in learning through a variety of modalities.

Now, the seminar is over, and, as I write this, school is already in session. My Gilder Lehrman seminar gave me a special sort of summer renewal, and I cannot adequately express my appreciation. Maybe it is best to say I feel excited about meeting my new group of students, that I am proud to be a teacher.