Daily Ledger Book

[Otilia Mojarro]

Ata moment when so many people felt isolated, cut off from others, confronted with a new reality, it seemed wise to counsel my students to write, both for themselves, and for posterity. But, I must confess, I did a rather middling job of following my own advice.

But in this, I find, I am not so different from that notable predecessor of the human in extremis, for the portrait of life in isolation that is Robinson Crusoe is also, for the most part, a product of emotion recollected in tranquility. Crusoe does recover paper, pen, and ink from the shipwreck, but he does not use them to write the memoir that we read. That supply, it turns out, is used up for somewhat less memorable documents.

The first text he produces is a preliminary effort to get a grasp of his situation, a comically literal reckoning of the evil and good of his situation. The effort to do some accounting of the pros and cons is strangely touching in its determination to produce a balanced ledger. To paraphrase:

Ledger balance is the amount of money in your account that might not account for transactions made during the day, such as charges or deposits. The available balance is the ledger balance less transactions made during the day.

Known for its thorough news coverage of the 26 communities south of Boston, The Patriot Ledger has won numerous international, national and regional newspaper and public service awards over the years. It was named the New England Press Association's Newspaper of the Year for 2005 and 2006.

In 1899, Prescott started The Quincy Daily Ledger, continuing The Patriot as a weekly. In 1916, the weekly and daily were merged into The Quincy Patriot Ledger. The paper later expanded to serve communities throughout the South Shore.

In the 1950s, the paper became a pioneer in newspaper production. Early experimentation led to development of the first practical photo-typesetting machine. Newspaper executives from throughout the world visited the paper to learn about the new process.

The Patriot Ledger was also among the first papers in the nation to establish zoned editions for local news and advertising, exchanging journalists with foreign countries, transmitting news copy and page layouts by facsimile, using a front-end computer editing system, installing a two-way radio system for spot news coverage, pioneering the use of 35-millimeter photography and setting up a "little merchants" carrier system.

Headquartered in Fairport, N.Y., GateHouse is one of the largest publishers of locally based print and online media in the country as measured by its 86 daily publications. GateHouse serves local audiences of about 10 million per week across 21 states through 400 community publications and 350 local websites. The company also owns Propel Marketing, a provider of digital services to small and mid-sized companies.

In September 2013, an affliate of the principal shareholder of GateHouse Media,Fortress Investment Group, purchased the Dow Jones Local Media Group. Among the eight daily and 25 weekly publications included in the sale were the Cape Cod Times, the Standard Times of New Bedford and the Portsmouth (N.H.) Herald. GateHouse manages all of those publications.

In November 2013, GateHouse emerged from prepackaged Chapter 11 bankruptcy proceedings, less than two months after filing to restructure $1.2 billion of debt that was scheduled to come due in August 2014. The company is now owner by New Media Investment Group Inc.

Michael Reed, director and chief executive officer of GateHouse, said the bankruptcy filing was a strategic decision to facilitate this restructuring, and GateHouse was able to continue operations while in Chapter 11 without disruption.

Pension, trade and all other unsecured creditors of GateHouse were not affected. Secured lenders, whose debt was cancelled under the plan, received choice of shares in New Media or a 40 percent cash distribution. The publicly traded shares of GateHouse were cancelled, with shareholders receiving warrants for New Media stock.

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Use the Summarized general ledger form to display the opening and ending total debit and credit balances, in the primary and foreign currencies, for the selected accounting period, account level, and ledger account.

Click OK to open the Summarized General ledger form to view the opening and ending total debit and credit balances, in the primary and foreign currencies, for the selected accounting period, account level, and ledger account.

To show students how slaves were utilized and marketed to meet the economic needs of the slave owner.

To acquaint students with strategies slaves utilized to gain freedom, i.e., purchase of their time, purchase of family members or self, escape or manumission.

To demonstrate the earning potential of a typical 19th century blacksmith.

To introduce documentation, written by slaves, describing the working conditions and life-styles of slaves.

Slaves were property, and as such had value. However, slaves who were also skilled craftsmen were difficult to replace and commanded the highest prices. Slave owners often maximized their investment by apprenticing young slaves to craftsmen, including blacksmiths, to learn a trade. The slave apprentices often-spent years learning a skill and living in relative freedom. Once returned to the master, these slaves were more likely than most to: negotiate with the master so that he could work freely for an annual fee, work overtime to purchase his freedom and/or the freedom of his family, or escape. This lesson shows that it was extremely difficult for slaves to purchase freedom, making escape an attractive alternative.

1. After dividing the background readings into appropriate sections, assign a portion of each reading to individual students or groups. Have each individual or group list the training, rights or freedoms mentioned or implied in their reading and state whether the training was given or denied to the slave. ON WORKSHEET

2. By using information from the readings or from other research sources, have students determine an appropriate purchase price for a slave blacksmith in the 20- 30 year old age range. ON WORKSHEET

3. Using the Blacksmith Ledger provided, have students calculate the average daily income of a typical 19th century blacksmith. Then determine how many days a slave blacksmith would have to work to earn his purchase price. Since the slave would have to earn this money working beyond the time required by his master, have students multiply the number of days by 12, the average number of hours worked in a day, to determine how many hours a slave would work to earn his purchase price. Lead students in a discussion speculating a realistic time frame for working the extra hours considering time available for this work, i.e., days off and time beyond the

regular work day. ON WORKSHEET.

4. After students speculate on the length of time required to earn the money for a blacksmith slave to purchase his freedom, lead them into a deeper discussion by interjecting the following questions:

5. Select a group of students who will role- play the family of a slave blacksmith discussing their options for freedom and the possible consequences or outcomes of working for the purchase of individual family members versus escaping. DISCUSSION

6. Have students write a letter from the slave owner to the slave explaining the slave's value to the owner and why he /she would or would not allow the slave to purchase his freedom. ON WORKSHEET

Use part 6, writing a letter to slave owner as assessment piece. Make sure that students reference what they have learning about the blacksmith trade, about the cost of their labor, and about the cost of slaves.

Have students read the complete versions of the suggested readings. Upon completion have them write an argumentative essay discussing the benefits or burdens that technical training reaped upon 18th century slaves.

J.C. Pennington's escape to freedom could have failed when he traveled east toward Baltimore instead of north to Pennsylvania. A map of Washington County, Maryland taken from the 1895 U.S. Atlas is provided. (This map was found at www.livgenmi.com/washingtonMD.htm). Using this map, along with information from current maps that give names to land features, have students plot a more direct escape route for J. C. Pennington. Students will defend their route in a short paragraph accompanying the map. A successful route would stay away from population centers, and follow well- defined land forms. Students who apply what they already know will realize that J.C. Pennington should have known at least one route to Hagerstown and that slaves were allowed to travel away from the plantation on Sundays .

Encourage students to visit, or lead a field trip to a National Park Service site, i.e. Gettysburg NMP, Harpers Ferry NHP or Antietam

NB to learn more about the slave experience and slave/master relationships. Log on to the National Park Service website at www.nps.gov as a starting point for vitual visits to additional National Park Service units that interpret the issues of slavery.

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