What would you call them, then, in a history class dealing with the institution of slavery?
I think it’s important to understand the humanity and the diversity of the enslaved population, and the fact that they were not just pieces of property, but it seems to me that simply substituting the word “enslaved persons” for “slaves” doesn’t really help very much unless it’s accompanied by a more thoroughgoing study of their lives and conditions.
I’m teaching the US History survey at my university this semester, and the whole second half of the semester is devoted to the period from the drafting of the Constitution to the Civil War. The institution of slavery is something we deal with in almost every class meeting over this period, and even when we’re not dealing with it directly, we’re often talking about how attitudes to slavery and free soil affected national politics.
And, for the most part, when talking about the people concerned, i use the terms “slaves” and “slaveowners” or “slaveholders.”
None of this is intended to imply that “slaves” is all they were, and nor is it intended to suggest that i believe that there is some legitimacy to one person owning another. To the extent that i want my students to understand the humanity of the slaves, and the variety of their experiences, i do this by getting them to actually read about those things, using both primary and secondary historical sources. I think that this is far more important than whether i use the term “enslaved persons.”
Similarly, we read about the slaveholders themselves, and their attitudes to the slaves. We read diaries from plantation owners like Bennett Barrow, treatises by pro-slavery authors like George Fitzhugh, and slave narratives by authors like Solomon Northup and Harriet Jacobs and Frederick Douglass, that give a sense of the brutalizing nature of the institution.
While i’m committed to the task of humanizing the slaves and conveying to my students some sense of the slave experience, i’m not really worried that my terminology is likely to imply support for the institution, or push some students to one side of the fence or the other. As Little Nemo’s observation suggests, this is not exactly an issue that divides my classroom, in terms of the students’ politics. They’re all pretty firmly in the anti-slavery camp.