Era of Reforms America’s Early 19 th Century Society and Culture

1. Era of Reforms America’s Early 19th Century Society and Culture Unit IIID AP United States History

2. Development of Antebellum American Society • Increased Social Mobility • Urbanization, industrialization, geographic expansion • Expansion of the Middle Class • Market economy, industrialization • Less emphasis on land, more on goods and services • Role of the Family • Home and family changed from source of production • Became bastion of domestic lifestyle

3. The North • Commercial farming and industrial development • Organized labor and dependence • Increased urbanization • Development of Old Northwest • Concentration of reform movements • Immigration

4. The West • The Frontier meant new opportunity and a promising future • Fur trading - Mountain Men • Cattle ranches - cowboys • Mining • Extremely difficult life on the frontier • Squatters • Experienced frontiersmen helped expansion • Settlement, agricultural overuse, deforestation, hunting decimated the landscape and environment

5. The South • “King Cotton” and cash crops in a plantation system with slavery • “Peculiar Institution” • From “necessary evil” to “positive good” • Southern paternalism • Southern Thought • Feudal-like system • Education • Slavery and religion bonding • Attached to traditions and customs as the North reformed

6. King Cotton

7. Southern White Society • Planter Class • 20 or more slaves • 0.6% of Southern population • Small Slaveowners • 88% of slaveowners; strived to be Planters • Usually worked in fields with slaves • Professionals • Lawyers, doctors, clergy, writers • Depended on planter class • Yeoman Farmers • Backbone of Southern society • Independent, self-sufficient, local commercial market • Poor Whites • 10% of population • Pine barrens, pastoral farming • Considered lazy and uneducated

8. Antebellum Blacks and Slaves • North provided economic opportunities but limited skilled labor and little to no civic rights • Northern blacks displaced by increasing immigration • Southern free blacks • Limited opportunities and freedoms • Usually worked on plantations even after freed • Voting restricted • Education and assembly restricted • Slavery • Increased due to King Cotton • Upper South limited on slavery • Deep South more dependent on slavery - cotton • Internal slave trade expanded dramatically • Slave drivers, servants, field hands • Gang system and Task system • Most southern slaves attended white master’s churches (Baptists and Methodists) • Despite conditions and separations, slaves bonded with family and faith • Rebellions led restrictions • Anti-literacy laws • Slave codes

9. South Carolina - 57% Mississippi - 55% Louisiana - 47% Alabama - 45% Florida - 45% Georgia - 44% North Carolina - 33% Virginia - 31% Texas - 30% Arkansas - 26% Tennessee - 25% Kentucky - 20% Maryland - 13% Missouri - 10% Delaware - 1.5% Slave Population of the South (1860)

10. Abolitionism and Antislavery Reforms • Slavery considered a sin (religious) and a violation of natural rights (ideological) • American Colonization Society (1816) • Founded by Quakers, abolitionists, former Upper South slaveowners, Henry Clay, James Monroe • Colony in Liberia (1821-1822) • William Lloyd Garrison and the American Antislavery Society (1833-1870) • The Liberator • Newspaper publication to spread abolitionism • Absolute emancipation with no compensation for owners • Pacifism and women’s rights endorsement loses support • Elijah P. Lovejoy • Presbyterian minister, newspaper editor, abolitionist • Murdered by pro-slavery mob in 1837 and becomes a martyr for abolitionist movement • Frederick Douglass • Former slave who promoted political and direct actions

11. Slave Revolts • Nat Turner • Inspired by rhetoric for direct action and resistance • Revolt in Virginia in 1831 led to 55 white deaths • Whites retaliated with brutality and quashed anti-slavery discussions in the South • La Amistad Case (1839-1941) • African slaves rebel on Spanish ship • John Q. Adams argues their case to Supreme Court and helps earn their freedom • Inspires abolitionism in northern states

12. Lines Being Drawn William Lloyd Garrison John C. Calhoun Frederick Douglass

13. John C. Calhoun’s Speech on the Reception of Abolition Petitions(1837) • Such…is the language held towards us and ours. The peculiar institution of the South—that, on the maintenance of which the very existence of the slaveholding States depends, is pronounced to be sinful and odious, in the sight of God and man; and this with a systematic design of rendering us hateful in the eyes of the world—with a view to a general crusade against us and our institutions. This, too, in the legislative halls of the Union; created by these confederated States, for the better protection of their peace, their safety, and their respective institutions—and yet, we, the representatives of twelve of these sovereign States against whom this deadly war is waged, are expected to sit here in silence, hearing ourselves and our constituents day after day denounced, without uttering a word; for if we but open our lips, the charge of agitation is resounded on all sides, and we are held up as seeking to aggravate the evil which we resist. Every reflecting mind must see in all this a state of things deeply and dangerously diseased. • I do not belong to the school which holds that aggression is to be met by concession. Mine is the opposite creed, which teaches that encroachments must be met at the beginning, and that those who act on the opposite principle are prepared to become slaves. In this case, in particular, I hold concession or compromise to be fatal. If we concede an inch, concession would follow concession—compromise would follow compromise, until our ranks would be so broken that effectual resistance would be impossible. We must meet the enemy on the frontier, with a fixed determination of maintaining our position at every hazard. • But let me not be understood as admitting, even by implication, that the existing relations between the two races in the slaveholding States is an evil—far otherwise; I hold it to be a good, as it has thus far proved itself to be to both, and will continue to prove so if not disturbed by the fell spirit of abolition. I appeal to facts. Never before has the black race of Central Africa, from the dawn of history to the present day, attained a condition so civilized and so improved, not only physically, but morally and intellectually. It came among us in a low, degraded, and savage condition, and in the course of a few generations it has grown up under the fostering care of our institutions, as reviled as they have been, to its present comparatively civilized condition. This, with the rapid increase of numbers, is conclusive proof of the general happiness of the race, in spite of all the exaggerated tales to the contrary. • In one thing only are we inferior—the arts of gain; we acknowledge that we are less wealthy than the Northern section of this Union, but I trace this mainly to the fiscal action of this Government, which has extracted much from, and spent little among us. Had it been the reverse—if the exaction had been from the other section, and the expenditure with us, this point of superiority would not be against us now, as it was not at the formation of this Government. • But I take higher ground. I hold that in the present state of civilization, where two races of different origin, and distinguished by color, and other physical differences, as well as intellectual, are brought together, the relation now existing in the slaveholding States between the two, is, instead of an evil, a good—a positive good. • I might well challenge a comparison between them and the more direct, simple, and patriarchal mode by which the labor of the African race is, among us, commanded by the European. I may say with truth, that in few countries so much is left to the share of the laborer, and so little exacted from him, or where there is more kind attention paid to him in sickness or infirmities of age. Compare his condition with the tenants of the poor houses in the more civilized portions of Europe—look at the sick, and the old and infirm slave, on one hand, in the midst of his family and friends, under the kind superintending care of his master and mistress, and compare it with the forlorn and wretched condition of the pauper in the poor house. • Be assured that emancipation itself would not satisfy these fanatics—that gained, the next step would be to raise the negroes to a social and political equality with the whites; and that being effected, we would soon find the present condition of the two races reversed. They and their northern allies would be the masters, and we the slaves;

14. The Liberator First Issue, William Lloyd Garrison (1831) • “During my recent tour for the purpose of exciting the minds of the people by a series of discourses on the subject of slavery, every place that I visited gave fresh evidence of the fact, that a greater revolution in public sentiment was to be effected in the free states – and particularly in New England – than at the south. I found contempt more bitter, opposition more active, detraction more relentless, prejudice more stubborn, and apathy more frozen, than among slave owners themselves.” • “…yea, till every chain be broken, and every bondman set free! Let Southern oppressors tremble – let their secret abettors tremble – let their Northern apologists tremble – let all the enemies of the persecuted blacks tremble.” • “I will be as harsh as truth, and as uncompromising as justice. On this subject, I do not wish to think, or speak, or write, with moderation. No! no! Tell a man whose house is on fire, to give a moderate alarm… but urge me not to use moderation in a cause like the present. I am in earnest – I will not equivocate – I will not excuse – I will not retreat a single inch – AND I WILL BE HEARD.”

15. Abolition or Union…What is Right? • “I am not, nor ever have been, in favor of bringing about in any way the social and political equality of the white and black races, that I am not nor ever have been in favor of making voters or jurors of negroes, nor of qualifying them to hold office, nor to intermarry with white people; and I will say in addition to this that there is a physical difference between the white and black races which I believe will forever forbid the two races living together on terms of social and political equality. And inasmuch as they cannot so live, while they do remain together there must be the position of superior and inferior, and I as much as any other man am in favor of having the superior position assigned to the white race. I say upon this occasion I do not perceive that because the white man is to have the superior position the negro should be denied everything. I do not understand that because I do not want a negro woman for a slave I must necessarily want her for a wife. My understanding is that I can just let her alone.”

16. Free and Slave States (1789-1861)

17. Antebellum Women • Cult of Domesticity OR “Cult of True Womanhood” • Women as moral leaders in the home, especially among middle-class and urban families • A model of piety and virtue • Provide husband a safe refuge from the world • Urbanization and industrialization rigidly establish the American family • Men out of the home at jobs • Women at home for domestic duties • Single women mostly in factories while married stayed home • Chivalry toward Southern women • Western women had hard lives • Limited to no civic opportunities

18. Women’s Rights Movement • Increasing animosity toward secondary status • Letter on the Condition of Women and the Equality of the Sexes (1837) - Sarah Grimke • Genders are equal in standing • Men have kept women in inferior positions • Women capable of same skills as men • Worked with her sister, Angelina • Seneca Falls Convention (1848) • Declaration of Sentiments • Led to rise of Lucretia Mott, Elizabeth Cady Stanton and Susan B. Anthony

19. Seneca Falls Declaration • “We hold these truth to be self-evident; that all men and women are created equal…” • “…establishment of an absolute tyranny over her.” • “He has never permitted her to exercise her inalienable right to the elective franchise…thereby leaving her without representation…he has oppressed her on all sides.” • “He has withheld from her rights which are given to the most ignorant and degraded men – both natives and foreigners.” • “He has made her, if married, in the eye of the law, civilly dead.” • “He has taken from her all right in property, even to the wages she earns.” • “He has made her, morally, an irresponsible being, as she can commit many crimes with impunity, provided they be done in the presence of her husband…compelled to promise obedience…he becoming to all intents and purposes, her master…” • “He has monopolized nearly all profitable employments…[as] a teacher of theology, medicine, or law, she is not known.” • “He has denied her the facilities for obtaining a thorough education…” • “He allows her in Church, as well as State, but a subordinate position, claiming Apostolic authority for her exclusion from the ministry…” • “He has created a false public sentiment by giving to the world a different code of morals for men and women…” • “He has endeavored, in every way that he could, to destroy her confidence in her own powers, to lessen her self-respect and to make her willing to lead a dependent and abject life.” • “Resolved, That the speedy success of our cause upon the zealous and untiring efforts of both men and women, for the overthrow of the monopoly of the pulpit, and for the securing to women an equal participation with men in various trades, professions, and commerce.” • “Resolved, therefore, That, being invested by the Creator with the same capabilities, and the same consciousness of responsibility for their exercise, it is demonstrably the right and duty of woman, equally with man, to promote every righteous cause by every righteous means…”

20. Antebellum Natives • Forced to settle farther west or decimated by war, famine, disease • Horses • Nomadic life • Hunting of buffalo • Tactical advantage • Native removal • Indian Removal Act (1830) • Negotiate with Native tribes for removal west to lands west of the Mississippi • Cherokee Nation v. Georgia (1831) • Determined Native tribes not to be “foreign states” but as “domestic dependent nations” • Worcester v. Georgia (1832) • Determined sovereignty of Native tribes therefore not subject to state laws • Trail of Tears • Many died from exposure, disease, starvation

21. Immigration • Immigrants continue to arrive in United States seeking opportunity and/or fleeing homeland difficulties • 1820 10 million to 60,000 • 1830 12.5 million to 143,000 • 1840 17 million to 600,000 • 1850 23 million to 1.7 million • Democratic Party • Irish Potato Famine (1840s) • Large influx of Irish immigrants • Germans • Mexican-American War by 1849 • California Gold Rush 1849-1850 • Nativists • Anti-immigrants, anti-Catholic • Know-Nothing Party

22. The Second Great Awakening • Religious revivalist reaction to Enlightenment principles and conservative Puritan ideals beginning in 1790s and into early 19th century • Educated ministers promote salvation for all and life void of vices • Revivals meetings • New York’s Burned-Over District • Protestant domination by Baptists and Methodists • Millennialism and Seventh-Day Adventist Church • Inspired social reform movements • Temperance

23. Mormons and Church of the Latter-Day Saints • Joseph Smith, founder in 1830, gathered flock from New York to Illinois • Brigham Young led Mormons west and eventually settled in Utah Territory • Book of Mormon aka Scripture • Open canon, exaltation, polygamy lead to harassment

24. Communal Societies • Expansion provided opportunities for development of utopias • Fourier Phalanxes • Tight-knit community based in a phalanx-type structure • Brook Farm • Share equally in labor and leisure • Robert Owen’s New Harmony • Equality in labor • Shakers • Founded by Jane Wardley and Mother Ann Lee as millenial society • common ownership, shared rewards, strict celibacy, against vices, “separate but equal” • Oneida Community • Founded by John Humphrey Noyes • “perfectionists,” married to all, children raised communally

25. Temperance Reform movement which gathered political support against society’s vices (alcoholism, gambling, prostitution) American Temperance Society (1826) Founded by Lyman Beecher Abstinence from liquor Washingtonians (1840) Founded by alcoholics who focused on individuals Rehabilitation and Institutions Dorothea Dix and asylums/mental institutions Educational and rehabilitation for handicapped Prisons and penal societies Improve conditions Provide rehabilitation and work programs Education Support for public education Larger working and middles class needs to be informed and trained Horace Mann State board of education in Massachusetts Free public education with trained teachers Teach democracy and social values Private and religious schools incorporate morality in literacy Noah Webster Standardized American English with dictionary (1828) Reform Movements

26. Health, Literacy, Entertainment in America • Home Design and Furnishing • Visual representation of social classes • Diseases • Cholera in 1830s • Newspapers • Penny press • Associated Press (AP) (1846) • Fiction • Lectures • Theaters • Performing arts increases with urbanization • Minstrel shows – blackface

27. Transcendentalism • Spiritual gain over materialism • Individual over the organization/group • Ralph Waldo Emerson • Self-Reliance (1841) • “Nothing is at last sacred, but the integrity of your own mind.” • Communion with the unity of the universe; divinity of the individual • The American Scholar (1837) • Despite cultural heritage, instinctive creative genius of individual could lead to greatness • Henry David Thoreau (Walden, On Civil Disobedience) • “I went to the woods because I wished to live deliberately, to front only the essential facts of life, and see if I could not what it had to teach, and not, when I came to die, discover that I had not lived.” • Passive resistance – a public refusal to obey unjust laws

28. America’s Culture Changes • Romanticism • Beyond reason, seek understanding and expression of emotion and spirit • Associated with growth of nationalism • Paintings • Portraits of ordinary American life • American landscapes • Hudson River School • Discovery, exploration, settlement themes • Human co-existence with nature; nature the manifestation of God • Architecture • Classical-style construction • Literature • Transition from European/British style to more American style • Reflects Romanticism with emotional and natural themes • Washington Irving: Rip van Winkle, The Legend of Sleepy Hollow • James Fenimore Cooper: The Last of the Mohicans, Deerslayer • Nathaniel Hawthorne: The Scarlet Letter, The House of the Seven Gables • Herman Melville: Moby-Dick • Edgar Allen Poe: The Raven, The Pit and the Pendulum, The Fall of the House of Usher, The Tell-Tale Heart, The Cask of Amontillado • Walt Whitman: Leaves of Grass • Emily Dickinson: Poems

29. Hudson River School – Thomas Cole

30. American Architecture U.S. Capitol - c. 1820 Parthenon - Athens New York Customs House - 1842 Pantheon - Rome

31. Themes in American Literature • The Last of the Mohicans by James Fenimore Cooper • tragedy of encroachment of European/American civilization on Natives • Use of nature as a form of developing characters • Spirituality • The Scarlet Letter by Nathaniel Hawthorne • Satire on America’s puritanical lifestyle and conformity • Sin more as an opportunity for growth rather than a hindrance • Strength of the individual over the community • Moby-Dick by Herman Melville • No matter how much knowledge acquired, no way to fully understand the force of nature • Captain Ahab views Moby-Dick as embodiment of evil and his vengeance leads to his destruction • Edgar Allen Poe • Fear is the strongest emotion • Frowned upon optimism