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James Forten

The era of Antebellum America came with lots of discriminations and hardships among the black

people without the consideration of whether they were enslaved or free. Despite the fact that free

blacks in America had few rights as well as privileges, their situation was not better than those

enslaved since they had inadequate education and moreover faced legal segregation. The passing

of famous fugitive slave laws in 1973 worsen the situation of the blacks as it gave the slave

owners the capacity to retrieve their slaves anywhere in America (William and William 465).

With this, slave owners had the power to capture or even kidnap any black they got pleased with

even if they were not their slaves. On the other hand, these African-Americans had no right to

fight against it.

In addition, the laws hindered the free movement of the blacks across the nation. The initiatives

of James Forten who was an African-American abolitionist and wealthy businessman brought a

sigh of relief to the blacks. He used his standing and wealth to work for civil rights for African

Americans as well as national abolition of slavery, for black education, as well as temperance

(Hugh 591). Thus, James Forten’s career, as well as public activism, brought a relief to African

American at a time when slavery and discrimination were the order of the day in America.
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Historical Background

The antebellum period marked years which were well known for injustice of slavery. This was

from the union formation to the civil war. Living in the north or south determined one’s ability to

speak out. Free blacks who lived in the south faced lots of slavery, were not allowed to travel or

come together freely to establish a church, school among others unlike their counterparts in the

north.

Although the freed blacks in the north had better lives, the contrary was that they were

discriminated against. Moreover, they lacked full rights, had no power to own lands in certain

areas and rarely could they present a case against someone (Newman et al. 1831). They were

also restricted from accessing certain public institutions such as schools just like those in the

south. To be specific, education was a good example of how blacks, whether freed or slaves,

were discriminated.

In 1820 and 1860, the blacks were not allowed to attend the same schools as the whites. They

were viewed as lacking the mental capacity hence could affect the quality of education the

whites’ children would receive. The blacks’ children schools lacked funding therefore lacking

many requirements and tools for quality education. In addition, their teachers were lowly paid

hence lacked motivation leading to poor education. They were allowed to drive only cars well

phrased as Jim Crow. Therefore, it is untrue to believe that freemen in the north were seen equal

to the whites (Newman et al. 1831).

The fugitive slave laws enforced in 1850 instilled fear to the blacks. Moreover, the denial of

freed black’s suffrage widened the division of blacks from whites. Even though, many Freed
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Americans had with them free- papers which were documents supporting their freedom.

Nonetheless, they still faced the threat of being taken back into slavery. Their free blacks were

perceived as lowering property value. Although the freed blacks enjoyed freedom, it is clear that

they still faced challenges in maintaining their freedom as well as using it to their full advantage

(Hugh 591).

Despite the many discriminatory laws, free blacks in the north became active participants in the

society. For instance, those who were soldiers participated in the war of 1812 as well the

American Revolution (Hugh 591). Furthermore, some were owners of land and businesses.

However, very few free blacks owned slaves holding plantations in Virginia, for instance. The

very few who owned slaves themselves had their relatives as slaves who later manumitted them.

Free Blacks were also active in print. For example, in 1827, the first black-owned newspaper was

introduced. This geared the attack against slavery and racism perpetrated to African-Americans.

The free blacks also established their churches which formed the basis for social and intellectual

lives of blacks. Moreover, they were actively involved in freedom fighting especially for those

who were slaves. However, it was such a difficult, complex undertaking. The white sympathizers

together with enslaved blacks even planned strategies for escaping secretly through runways

routes (Newman et al. 1831). Eventually, most of the freed blacks with the help of whites made

their way to Africa with the support of American Colonization Society. In the process, they

colonized what later was called Liberia.

On the other hand, some felt they should remain in America and work towards achieving

equality in the United States. Some colored personalities such as John Forten, Richard Allen, and

David Walker among others received high reputation for agitating on behalf of enslaved blacks.

James Forten especially was known for his public activism in which he devoted both time and
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money in advocating the national abolition of slavery and more so ensuring all the blacks obtain

civil rights. For instance, in 1801, he was among those who signed a petition to the US Congress

with the aim of ending slavery as well modifying the fugitive-slave law of 1793 (Newman et al.

1831).

Life and Career of James Forten

James Forten was an abolitionist and civil right leader born free in 1766 in Philadelphia,

Pennsylvania. His father died while young hence he had to work to help his mother and sister

just at seven years. He attended the African school which was established to educate black

children for free. Despite his mom insisting that he should continue with his education, Forten

left school to work full time. Nevertheless, his early years of work form the basis for his life and

career (Winch 270).

During the revolutionary when he was just fourteen, he served in the Continental Army, which

was a very dangerous job since the ship was captured by an English ship commanded by Sir John

Beasley. He became friends with the Sir John’s son who later saved him from being sold a slave.

He was transferred to the English prison ship in which the situation of prisoners there were worse

however he was released after seven months on parole as well as on his promise never to fight in

the war (Brooks 243). He later returned to Philadephia in 1786 and was apprenticed to a sail

maker. Here, he learned quickly on the sail loft and within a short period, was promoted to a

foreman (Winch 270).

James Forten decided to devote his wealth and time to work on ending slavery as well as gaining

civil rights for his people. He denounced a bill that was under consideration which required all

black emigrants to Pennsylvania to be registered with the state though later the bill was not
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passed. Furthermore, he protested against discrimination of free blacks. Forten in assisted the

Bordon shipbuilder which transported free blacks to Sierra Leone with the assurance that they

could achieve a better life with no racism. Furthermore, Forten addressed issues in the

community by involving them through being on the lead in organizing meetings for the people to

discuss the potential for colonization (Winch 270). This eventually a turning point for him and

other leaders.
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Works Cited
Brooks, Corey. "Antislavery and Abolition in Philadelphia: Emancipation and the Long Struggle

for Racial Justice in the City of Brotherly Love ed. by Richard Newman and James

Mueller (review) : 243-245." Civil War History 59.2 (2013): 240-245.

Hugh, David. "We will be satisfied with nothing less": the African American struggle for equal

rights during Reconstruction." Cornell University Press, 2011.

Newman, Richard, Rael Patrick and Phillip Lapsansky. " Pamphlets of protest: an anthropology

of early African-American protest lltelarature." Routledge : Routledge Press, 2013. 1800-

1830.

William and Julius William. "The declining significance of race: Blacks and changing American

Institutions." Chicago: University of Chicago Press, 2012. 346-413.

Winch, Julie. "A Person of Good Character and Considerable Property”: James Forten and the

Issue of Race in Philadelphia's Antebellum Business Community." Cambridge University

Press, 2001. 268-290.