The Americans - Chapter 8...David Thoreau moves to Walden Pond. 1845 French and British intro-duce...

238 CHAPTER 8

DavidWalker printsAppeal, apamphleturging slavesto revolt.

1829

USAWORLD

Largetextile millopens in Lowell,Massachusetts.

1822Sojourner

Truth is freed fromslavery.

1827 Nat Turnerleads slave rebellion.

1831 NationalTrades'Union isformed.

1834

Britainpasses its firstReform Bill.

1832 Britainabolishesslavery in itsempire.

1833

This 1834 engraving shows women andchildren working in a New England textile mill.

Revolts breakout in Spain andPortugal.

1820

18201820 18301830

Reforming American Society 239

FrederickDouglass fleesto New YorkCity to escapeslavery.

1838

Utopiancommunity isestablished atBrook Farm.

1841 HenryDavid Thoreaumoves toWalden Pond.

1845

French andBritish intro-duce firstforms of photography.

1839 World's Anti-Slavery Conventionis held in London.

1840 GreatPotato Faminebegins inIreland.

1845 Revolutions erupt acrossEurope, causing many Germansand others to move to America.

1848

Seneca FallsConvention on women’srights is held.

1848

Visit the Chapter 8 links for more informationabout Reforming American Society.

RESEARCH LINKS CLASSZONE.COM

I N T E R A C TI N T E R A C TW I T H H I S T O R YW I T H H I S T O R Y

The year is 1834. You work in the textilemills in Massachusetts and provide mostof the income for your family. The millowners have gradually increased yourworkload to 12 hours a day. Now theyare going to cut your pay by 15 percent.Coworkers are angry and are discussingwhat they can do.

What would youdo to improveworking conditions?Examine the Issues

• What are some conditions you would not tolerate?

• What actions pressure businesses to change?

• What moral arguments would you present?

18401840 18501850

One American's Story

Religion SparksReform

When Charles Grandison Finney preached, his listenersshrieked, moaned, and fainted. The most famous preacher ofthe era, Finney inspired emotional religious faith, using aspeaking style that was as much high drama as prayer or ser-mon. Converted at the age of 29, Finney traveled by horse-back to deliver his message. Finney seated the most likelyconverts in his audiences on a special “anxious bench,” wherehe could fasten his eyes upon them. He lectured on the depthof the conversion experience.

A PERSONAL VOICE CHARLES GRANDISON FINNEY

“ I know this is all so much algebra to those who have never felt it.But to those who have experienced the agony of wrestling, prevailingprayer, for the conversion of a soul, you may depend upon it, that soul . . . appears as dear as a child is to the mother who brought it forth with pain.”

—Lectures on Revivals of Religions

The convert’s duty was to spread the word about personal salvation to others.This religious activism—or evangelism—was part of an overall era of reform thatstarted in the 1830s. Reforms of the period included women’s rights, school reform,and abolition, the movement to outlaw slavery. All of these movements emergedas responses to rapid changes in American society such as early industrial growth,increasing migration and immigration, and new means of communication.

The Second Great AwakeningMuch of the impulse toward reform was rooted in the revivals of the broad religious movement that swept the United States after 1790, known as theSecond Great Awakening. Finney and his contemporaries were participants in

240 CHAPTER 8

Terms & NamesTerms & NamesMAIN IDEAMAIN IDEA WHY IT MATTERS NOWWHY IT MATTERS NOW

•Charles GrandisonFinney

•Second GreatAwakening

•revival•Ralph WaldoEmerson

•transcendentalism•Henry DavidThoreau

•civil disobedience•utopiancommunity

•Dorothea Dix

A renewal of religioussentiment—known as theSecond Great Awakening—inspired a host of reformmovements.

Many modern social and politicalreform movements grew out ofthe reform movements of 19th-century America.

▼

Charles GrandisonFinney

A


the Second Great Awakening. These preachers rejected the18th-century Calvinistic belief that God predeterminedone’s salvation or damnation—whether a person went toheaven or hell. Instead, they emphasized individual respon-sibility for seeking salvation, and they insisted that peoplecould improve themselves and society.

Religious ideas current in the early 19th century pro-moted individualism and responsibility, similar to theemphasis of Jacksonian democracy on the power of thecommon citizen. Christian churches split over these ideas,as various denominations competed to proclaim the mes-sage of a democratic God, one who extends the possibilityof salvation to all people. The forums for their messageswere large gatherings, where some preachers could drawaudiences of 20,000 or more at outdoor camps.

REVIVALISM Such a gathering was called a revival, anemotional meeting designed to awaken religious faiththrough impassioned preaching and prayer. A revival mightlast 4 or 5 days. During the day the participants studied theBible and examined their souls. In the evening they heardemotional preaching that could make them cry out, burstinto tears, or tremble with fear.

Revivalism swept across the United States in the early19th century. Some of the most intense revivals took placein a part of western New York known as the burned-overdistrict because of the religious fires that frequently burnedthere. Charles Finney fanned these flames, conductingsome of his most successful revivals in Rochester, New York.The Rochester revivals earned Finney the reputation of “thefather of modern revivalism.” Revivalism had a strong impact on the public.According to one estimate, in 1800 just 1 in 15 Americans belonged to a church,but by 1850, 1 in 6 was a member.

THE AFRICAN-AMERICAN CHURCH The Second Great Awakening also broughtChristianity on a large scale to enslaved African Americans. There was a strongdemocratic impulse in the new churches and a belief that all people—black orwhite—belonged to the same God. Thus,the camp meetings and the new Baptistor Methodist churches were open toboth blacks and whites. Slaves inthe rural South—though theywere segregated in pews of theirown—worshiped in the samechurches, heard the same ser-mons, and sang the samehymns as did the slave owners.Enslaved African Americans,however, interpreted theChristian message as a promiseof freedom for their people.

In the East, many freeAfrican Americans worshiped inseparate black churches, likeRichard Allen’s Bethel African Churchin Philadelphia, which by 1816 would

This early-19th-century traydepicts LemuelHaynes preachingin his VermontCongregationalChurch.

MODERN REVIVALISMEvangelical Christianity reemergedin several different religious organ-izations in the late 20th century.One example is the ChristianCoalition, a religiously basedcitizen-action organization withover 2 million members.

As with the Second GreatAwakening, members of thesereligious organizations often areactive in political movements thatspring from personal religious be-liefs. Indeed, some of the organi-zations use television much likeFinney used the revival meetingto encourage believers to act ontheir faith.

NOWNOW THENTHEN

▼

MAIN IDEAMAIN IDEA

A

AnalyzingEffects

How did theSecond GreatAwakeningrevolutionize theAmerican religioustradition?

Methodist Episcopal Church. Allen inspired his congregation to strengthen itsfaith as well as to fight against slavery.

A PERSONAL VOICE RICHARD ALLEN

“ Our only design is to secure to ourselves, our rights and privileges to regulateour affairs temporal and spiritual, the same as if we were white people, and toguard against any oppression which might possibly arise from the improper preju-dices or administration of any individual having the exercise of Discipline over us.”

—quoted in Segregated Sabbaths

Membership in the African Methodist Episcopal Church grew rapidly. Itbecame a political, cultural, and social center for African Americans, providingschools and other services that whites denied them.

Eventually the African-American church developed a political voice andorganized the first black national convention, held in Philadelphia in September

1830. Richard Allen convened the meeting, in which partici-pants agreed to explore the possible settlement of free AfricanAmericans and fugitive slaves in Canada. Allen’s conventionwas the first of what would become an annual convention offree blacks in the North. The African-American church gave itsmembers a deep inner faith, a strong sense of community—and the spiritual support to oppose slavery.

Transcendentalism and ReformsMany reformed-minded individuals sought an alternative totraditional religion but found revivalism too public a forumfor religious expression.

TRANSCENDENTALISM By the mid-1800s, some Americanswere taking new pride in their emerging culture. RalphWaldo Emerson, a New England writer, nurtured this pride.Emerson led a group practicing transcendentalism—a

B

MAIN IDEAMAIN IDEA

BSummarizing

How did theAfrican-Americanchurch support itsfollowers?

History ThroughHistory Through

A VIEW OF THE MOUNTAINPASS CALLED THE NOTCH OF

THE WHITE MOUNTAINS(CRAWFORD NOTCH)

(1839)This painting by Thomas Cole isan example of the Hudson Riverschool. Like the transcendental-ists, its painters celebrated thebeauty of the American land-scape, and the truth found inpersonal emotion. What relationship betweenhumans and nature does Cole'spainting portray?

philosophical and literary movement that emphasized living a simple life and cel-ebrated the truth found in nature and in personal emotion and imagination.

Exalting the dignity of the individual, the transcendentalists spawned a liter-ary movement that stressed American ideas of optimism, freedom, and self-reliance. Emerson’s friend Henry David Thoreau put the idea of self-relianceinto practice. Abandoning community life, he built himself a cabin on the shoreof Walden Pond near Concord, Massachusetts, where he lived alone for two years.(See Literature of the Transcendentalists, page 246.) In Walden (1854), Thoreauadvised readers to follow their inner voices.

A PERSONAL VOICE HENRY DAVID THOREAU

“ I learned this, at least, by my experiment; that if one advances confidently in thedirection of his dreams, and endeavors to live the life which he has imagined, hewill meet with a success unexpected in common hours. . . . If you have built cas-tles in the air, your work need not be lost; that is where they should be. Now putthe foundations under them.”

—Walden

Because Thoreau believed in the importance of individual conscience, heurged people not to obey laws they considered unjust. Instead of protesting withviolence, they should peacefully refuse to obey those laws. This form of protest iscalled civil disobedience. For example, Thoreau did not want to support theU.S. government, which allowed slavery and fought the War with Mexico. Insteadof paying taxes that helped finance the war, Thoreau went to jail.

UNITARIANISM Rather than appealing to the emotions, Unitarians emphasizedreason and appeals to conscience as the paths to perfection. In New England,Unitarians quickly attracted a wealthy and educated following. In place of the dra-matic conversions produced by the revivals, Unitarians believed conversion was agradual process. William Ellery Channing, a prominent Unitarian leader, assertedthat the purpose of Christianity was “the perfection ofhuman nature, the elevation of men into nobler beings.”Unitarians agreed with revivalists that individual and socialreform were both possible and important.

Americans Form IdealCommunitiesSome of the optimism of religious and social reform alsoinspired the establishment of utopian communities,experimental groups who tried to create a “utopia,” or per-fect place. These communities varied in their philosophiesand living arrangements but shared common goals such asself-sufficiency. One of the best-known utopian communi-ties was established in New Harmony, Indiana. Another wasBrook Farm, located near Boston.

In 1841 transcendentalist George Ripley establishedBrook Farm to “prepare a society of liberal, intelligent andcultivated persons, whose relations with each other wouldpermit a more wholesome and simple life than can be ledamidst the pressure of our competitive institutions.” A firedestroyed the main building at Brook Farm in 1847, andthe community immediately disbanded. Most utopias last-ed no more than a few years.


C

D

MAIN IDEAMAIN IDEA

DContrasting

How did theUnitarians’approach to re-ligious experiencediffer from therevivalists’?

MAIN IDEAMAIN IDEA

CSynthesizing

In what waydid Thoreau’sexperience atWalden reflecttranscendentalistbeliefs?

ANOTHER

PERSPECTIVEPERSPECTIVEHAWTHORNE AT BROOK FARM

New England writer NathanielHawthorne spent about sixmonths at Brook Farm in 1841.He hoped to find solitude inwhich to write, but instead spentclose to ten hours a day workingin the barns and fields. He wasforced to conclude that life therewas “unnatural and unsuitable”for him.

Ten years after he left BrookFarm, Hawthorne, now consid-ered an established author, wroteThe Blithedale Romance (1852).A fictional account of communallife based on Brook Farm, thebook suggests that striving forperfection may yield unexpectedresults.

The failure of the utopian communities did not lessen the zeal of the reli-gious reformers. Many became active in humanitarian reform movements,such as the abolition of slavery and improved conditions for women.

SHAKER COMMUNITIES Religious belief spurred other ideal communi-ties. The Shakers, who followed the teachings of Ann Lee, set up their firstcommunities in New York, New England, and on the frontier. Shakersshared their goods with each other, believed that men and women areequal, and refused to fight for any reason. When a person became a Shaker,he or she vowed not to marry or have children. Shakers depended on con-verts and adopting children to keep their communities going. In the 1840s,the Shakers had 6,000 members—their highest number. In 1999, only aboutseven Shakers remained in the entire United States.

Schools and Prisons Undergo ReformBy the mid-19th century, thousands of Americans holding a variety ofphilosophical positions had joined together to fight the various social illsthat troubled the young nation. Some social reformers focused their atten-tion on schools and other institutions.

REFORMING ASYLUMS AND PRISONS In 1831, French writer Alexis deTocqueville had visited the United States to study its penitentiary system.Observing prisoners who were physically punished or isolated for extended

periods, de Tocqueville concluded that “While society in the United States givesthe example of the most extended liberty, the prisons of the same country offerthe spectacle of the most complete despotism [rigid and severe control].”Reformers quickly took up the cause.

Dorothea Dix was compelled by personal experience tojoin the movement for social reform. On visiting aMassachusetts house of correction, Dix was horrified todiscover that jails often housed mentally ill people.

A PERSONAL VOICE DOROTHEA DIX

“ I proceed, gentlemen, briefly to call your atten-tion to the present state of insane persons con-fined within this Commonwealth. . . . Chained,naked, beaten with rods, and lashed into obedi-ence! . . . Injustice is also done to the convicts: itis certainly very wrong that they should be doomedday after day and night after night to listen to theravings of madmen and madwomen.”

—Report to the Massachusetts Legislature

In 1843 she sent a report of her findings to the Massachusettslegislature, who in turn passed a law aimed at improving conditions.Between 1845 and 1852, Dix persuaded nine Southern states to setup public hospitals for the mentally ill.

Prison reformers—and Dorothea Dix in her efforts on behalf of the mentallyill—emphasized the idea of rehabilitation, treatment that might reform the sick orimprisoned person to a useful position in society. There was, as revivalists sug-gested, hope for everyone.

IMPROVING EDUCATION Before the mid-1800s, no uniform educational policyexisted in the United States. School conditions varied across regions. Massachussettsand Vermont were the only states before the Civil War to pass a compulsory school

244 CHAPTER 8

▼

Dorothea Dix (ca. 1846)

▼

These fine ovalwooden boxeswere made in theShaker village inCanterbury, NewHampshire. Theywere used forstoring smallitems.

MAIN IDEAMAIN IDEA

E

AnalyzingEffects

How did thereformers changethe treatment ofthe mentally illand prisoners?

E

attendance law. Classrooms in the early schools were notdivided by grade, so younger and older pupils were throwntogether. Few children continued in school beyond the ageof ten.

In the 1830s, Americans increasingly began to demandtax-supported public schools. For example, in 1834Pennsylvania established a tax-supported public school sys-tem. Although the system was optional, a storm of oppositionerupted from well-to-do taxpayers. They saw no reason to sup-port schools that their children, who were mostly enrolled inprivate schools, would not attend. Opposition also came fromsome German immigrants who feared that their childrenwould forget the German language and culture. Within threeyears, however, about 42 percent of the elementary-school-age children in Pennsylvania were attending public schools.

One remarkable leader in the public school reformmovement was Horace Mann of Massachusetts. After achildhood spent partly at work and partly in poor schools,Mann declared, “If we do not prepare children to becomegood citizens, . . . if we do not enrich their minds withknowledge, then our republic must go down to destruction,as others have gone before it.” In 1837 he became the firstsecretary of the Massachusetts Board of Education. In 12years of service, Mann established teacher-training pro-grams and instituted curriculum reforms. He also doubledthe money that the state spent on schools.

Other states soon followed Massachusetts’s andPennsylvania’s good example. By the 1850s every state hadprovided some form of publicly funded elementary schools.In states in the far West and in Southern states, however, ittook years before public schools were firmly established.


MAIN IDEAMAIN IDEA

FSummarizing

What effortswere made toimprove educationin the 1830s?

MAIN IDEA2. TAKING NOTES

In a web similar to the one shown,fill in events and ideas that relate tothe Second Great Awakening.

Why did revivalism catch hold in theearly 19th century?

CRITICAL THINKING3. SYNTHESIZING

Consider the philosophical andreligious ideas expressed during theSecond Great Awakening and otherreligious reform movements. Whatwere the key values and beliefs thatguided 19th-century reformers’actions? Think About:

• concepts of individualism andindividual salvation

• attitudes toward social responsi-bility

• the viewpoints of Finney,Channing, and Emerson

4. ANALYZING ISSUESHow do you think the 19th-centuryreform movements in schools,prisons, and asylums might haveinfluenced reform movements today?

5. COMPARING Why might the idea of utopiancommunities appeal to thetranscendentalists?

•Charles Grandison Finney•Second Great Awakening•revival

•Ralph Waldo Emerson•transcendentalism

•Henry David Thoreau•civil disobedience

•utopian community•Dorothea Dix

1. TERMS & NAMES For each term or name, write a sentence explaining its significance.

SPOTLIGHTSPOTLIGHTHISTORICALHISTORICAL

MCGUFFEY’S READERSIf you attended school during themid-to late-1800s, you probablywould have used a McGuffey’sreader. William H. McGuffey, ateacher and preacher in Ohio, firstpublished his popular grade-schoolreading books in the 1830s.

The readers, which had soldmore than 60 million copies by1879, taught reading, writing,and arithmetic, as well as thedemocratic cultural values ofhard work, honesty, and love ofcountry. They also contained littlemoral lessons to live by, such as“Idleness is the nest in whichmischief lays its eggs.”

Second GreatAwakening

individualresponsibilities

F

246 CHAPTER 8

AMERICAN

LITERATURE

The Literature of theTranscendentalists

One of the most influential American thinkers of the 19th cen-tury was Ralph Waldo Emerson. A poet, essayist, and lecturer,

Emerson traveled to England in the early 1830s, where he met writers who were partof the romantic movement. Romanticism embodied a style of art, literature, andthought that stressed the human development of emotional forms of expression.Building on these ideas, Emerson developed transcendentalism—a distinctlyAmerican philosophical and literary movement that emphasized living a simple lifethat is not dictated by any organized system of belief.

Members of the transcendentalist movement included New England writersBronson Alcott, Margaret Fuller, and Henry David Thoreau. Although the movementwas kindled by European romanticism, threads of transcendentalist thinking can befound in New England puritan thought, and some transcendentalists were studentsof Buddhism and other Asian traditions.

1820–1850

MARGARET FULLERMargaret Fuller was one of the editors of the transcendentalist journal The Dial. In 1845, Fullerpublished Woman in the Nineteenth Century, a workthat demanded equality and fulfillment for women.

“Is it not enough,” cries the irritated trader, “thatyou have done all you could to break up thenational union, and thus destroy the prosperity ofour country, but now you must be trying to breakup family union, to take my wife away from thecradle and the kitchen-hearth to vote at polls andpreach from a pulpit? Of course, if she does suchthings, she cannot attend to those of her ownsphere. She is happy enough as she is. She has moreleisure than I have—every means of improvement,every indulgence.”

“Have you asked her whether she was satisfiedwith these indulgences?”

“No, but I know she is. . . . I will never consent tohave our peace disturbed by any such discussions.”

“Consent—you? It is not consent from you thatis in question—it is assent from your wife.”

“Am not I the head of my house?”“You are not the head of your wife. God has

given her a mind of her own.”

—Woman in the Nineteenth Century (1845)

▼

Simplicity, simplicity, simplicity! I say, let youraffairs be as two or three, and not a hundred or athousand; instead of a million count half a dozen,and keep your accounts on your thumb-nail. . . .Simplify, simplify. Instead of three meals a day, if itbe necessary eat but one; instead of a hundreddishes, five; and reduce other things in proportion.. . .

If we respected only what is inevitable and has aright to be, music and poetry would resoundalong the streets. When we are unhurried andwise, we perceive that only great and worthythings have any permanent and absolute exis-tence, that petty fears and petty pleasures are butthe shadow of the reality. . . .

Time is but the stream I go a-fishing in. I drinkat it; but while I drink I see the sandy bottom anddetect how shallow it is. Its thin current slidesaway, but eternity remains. I would drink deeper;fish in the sky, whose bottom is pebbly with stars.I cannot count one. I know not the first letter ofthe alphabet. I have always been regretting that Iwas not as wise as the day I was born. . . .

—Walden (published 1854)

“May be true what I had heard,Earth’s a howling wildernessTruculent with fraud and force,”Said I, strolling through the pastures,And along the riverside.Caught among the blackberry vines,Feeding on the Ethiops sweet,Pleasant fancies overtook me:I said, “What influence me preferredElect to dreams thus beautiful?”The vines replied, “And didst thou deemNo wisdom to our berries went?”

—“Berrying”(published 1846)

HENRYDAVIDTHOREAUHenry DavidThoreaubelieved thatpeople must befree to act by theirown idea of right andwrong. His work helpedshape many reform movements of his time. In Walden,published in 1854, Thoreau wrote about living alone inthe woods. Thoreau urged people to reject the greedand materialism that was affecting Americans in theirdaily lives.

THINKING CRITICALLYTHINKING CRITICALLY

1. Comparing and Contrasting What does each selec-tion reveal about habits and attitudes in 1850sAmerica? Cite details to help explain your answers.

SEE SKILLBUILDER HANDBOOK, PAGE R8.

2.

Use the links for American Literature to research andcreate an annotated book of famous transcendentalistquotations. Well-known examples might include:Emerson’s “Hitch your wagon to a star,” or Thoreau’s“The mass of men lead lives of quiet desperation.”The quotations you choose for each writer should con-tain information on the source of the quotation and ashort description of how each quotation expressestranscendentalist beliefs.

IINTERNET ACTIVITY CLASSZONE.COM

RALPH WALDO EMERSONEmerson’s poem “Berrying” expresses hiscelebration of the truth found in nature andin personal emotion and imagination.


248 CHAPTER 8


Slavery and Abolition

James Forten’s great-grandfather had been brought fromAfrica to the American colonies in chains, but James was bornfree. In 1781, the 15-year-old James went to sea to fight forAmerican independence. Captured by the British and offeredpassage to England, the patriotic youth refused, saying, “I amhere a prisoner for the liberties of my country. I never, NEVERshall prove a traitor to her interests.”

By the 1830s Forten had become a wealthy sailmaker inPhiladelphia, with a fortune rumored to exceed $100,000.Though some people argued that free blacks should return toAfrica, Forten disagreed and responded with sarcasm.

A PERSONAL VOICE JAMES FORTEN

“ Here I have dwelt until I am nearly sixty years of age, and have brought up andeducated a family. . . . Yet some ingenious gentlemen have recently discovered thatI am still an African; that a continent three thousand miles, and more, from theplace where I was born, is my native country. And I am advised to go home. . . .Perhaps if I should only be set on the shore of that distant land, I should recognizeall I might see there, and run at once to the old hut where my forefathers lived ahundred years ago.”

—quoted in Forging Freedom: The Formation of Philadelphia’s Black Community 1720–1840

Forten’s unwavering belief that he was an American led him to oppose the effortto resettle free blacks in Africa and also pushed him fervently to oppose slavery.

Abolitionists Speak OutBy the 1820s more than 100 antislavery societies were advocating for resettlementof blacks in Africa—based on the belief that African Americans were an inferiorrace that could not coexist with white society. Yet most free blacks consideredAmerica their home, and only about 1,400 blacks emigrated to Africa between


•abolition•William LloydGarrison

•emancipation•David Walker

•FrederickDouglass

•Nat Turner•antebellum•gag rule

Slavery became an explosiveissue, as more Americansjoined reformers working toput an end to it.

The people of the United Statescontinue to be challenged byquestions of economic and socialinequality.

▼

James Forten, awealthy leader ofPhiladelphia’s freeblack community,took an activerole in a variety ofpolitical causes.

A

1820 and 1830. As one black pastor from NewYork angrily proclaimed, “We are natives ofthis country. We only ask that we be treatedas well as foreigners.”

African Americans increasingly werejoined by whites in public criticism of slavery.White support for abolition, the call to outlaw slavery, was fueled by preacherslike Charles G. Finney, who termed slavery “a great national sin.”

WILLIAM LLOYD GARRISON The most radical white abolitionist was an editornamed William Lloyd Garrison. Active in religious reform movements inMassachusetts, Garrison started his own paper, The Liberator, in 1831 to deliver anuncompromising message: immediate emancipation—the freeing of slaves,with no payment to slaveholders.

A PERSONAL VOICE WILLIAM LLOYD GARRISON

“ [I]s there not cause for severity? I will be harsh as truth, and as uncompromis-ing as justice. On this subject [immediate emancipation], I do not wish to think orspeak or write, with moderation. . . . I am in earnest—I will not equivocate—I willnot excuse—I will not retreat a single inch—AND I WILL BE HEARD.”

—The Liberator

As white abolitionists began to respond to Garrison’s ideas, he founded the NewEngland Anti-Slavery Society in 1832, followed by the national American Anti-Slavery Society a year later. Garrison enjoyed core black support; three out of fourearly subscribers were African Americans. Whites who opposed abolition, however,hated him. Some whites supported abolition but opposed Garrison when he attackedchurches and the government for failing to condemn slavery. Garrison alienatedwhites even more when he associated with fiery abolitionist David Walker.

FREE BLACKS In his Appeal to the Colored Citizens of the World, published in1829, David Walker, a free black, advised blacks to fight for freedom rather thanto wait for slave owners to end slavery. He wrote, “The man who would not fight. . . ought to be kept with all of his children or family, in slavery, or in chains, tobe butchered by his cruel enemies.”

Many free blacks, more willing to compromise than Walker, had joined one ofmany antislavery societies active by the end ofthe 1820s. In 1850, most of the 434,000 freeblacks in the South worked as day laborers, butsome held jobs as artisans. Northern free blacksdiscovered that only the lowest-paying jobs wereopen to them. Recalling his youth in RhodeIsland in the 1830s, William J. Brown wrote, “Todrive carriages, carry a market basket after theboss, and brush his boots . . . was as high as a col-ored man could rise.” Frederick Douglass, how-ever, rose above such limitations.

FREDERICK DOUGLASS Born into slavery in1817, Frederick Douglass had been taughtto read and write by the wife of one of his own-ers. Her husband ordered her to stop teachingDouglass, however, because reading “wouldforever unfit him to be a slave.” WhenDouglass realized that knowledge could be his“pathway from slavery to freedom,” he studiedeven harder.


FrederickDouglass, 1851▼

MAIN IDEAMAIN IDEA

ASynthesizing

What wasradical at the timeabout Garrison’sand Walker’s ideason abolition?

▼

William LloydGarrison'snewspaper, TheLiberator, borethe motto: “Ourcountry is theworld—Ourcountrymen areall mankind.”

250 CHAPTER 8

C

MAIN IDEAMAIN IDEA

BContrasting

How did thevarious antislaverygroups differ inapproach?

MAIN IDEAMAIN IDEA

CSummarizing

Describe typicalwork experiencesof rural Southernslaves.

By 1838, Douglass held a skilled job as a ship caulker in Baltimore. He earnedthe top wages in the yard but was not allowed to keep any of his earnings. Aftera disagreement with his owner, Douglass decided to escape. Borrowing the iden-tity of a free black sailor and carrying official papers, he reached New York andtasted freedom for the first time.

Douglass became an eager reader of The Liberator, which, he said, “sent a thrillof joy through my soul, such as I had never felt before.” When Garrison heardhim speak of his experiences, he was so impressed he sponsored Douglass as a lec-turer for the American Anti-Slavery Society. A superb speaker, Douglass thrilledhuge audiences. “I appear before the immense assembly this evening as a thiefand a robber,” he would say. “I stole this head, these limbs, this body from mymaster and ran off with them.” Hoping that abolition could be achieved throughpolitical actions, Douglass broke with Garrison in 1847 and began his own anti-slavery newspaper. He named it The North Star, after the star that guided runawayslaves to freedom.

Life Under SlaveryAfter 1830, Americans hotly debated the issue of slavery, but

many African Americans still lived in bondage. In fact, thepopulation of slaves in America had nearly doubled in the

years between 1810 and 1830, growing from 1.2 millionto roughly 2 million.

The institution of slavery had changed substan-tially since the 18th century. In those days, mostslaves had recently arrived from the Caribbean orAfrica and spoke one of several non-English lan-guages. Most of these slaves worked on small farmsalongside people with whom they could not easilycommunicate. By 1830, the majority had been bornin America and spoke enough English to be able to

communicate with other slaves. The rise of the plan-tation in the mid-18th century brought further change

to the lives of the enslaved.

RURAL SLAVERY On large plantations, men, women,and even children toiled from dawn to dusk in the fields. The

whip of the overseer or slave driver compelled them to workfaster. Solomon Northup, who was born free and later enslaved,

recalled the never-ending labor.

A PERSONAL VOICE SOLOMON NORTHUP

“ The hands are required to be in the cotton field as soon as it is light in the morn-ing, and, with the exception of ten or fifteen minutes, which is given them at noonto swallow their allowance of cold bacon, they are not permitted to be a momentidle until it is too dark to see, and when the moon is full, they often times labor tillthe middle of the night. They do not dare to stop even at dinner time, nor return tothe quarters, however late it be, until the order to halt is given by the driver.”

—Twelve Years a Slave

By 1850 most slaves lived on plantations or large farms that employed ten ormore slaves, but many lived on small farms, laboring beside their owners. Otherslived and worked in the cities.

URBAN SLAVERY By the 1830s the promise of cotton wealth had lured manySouthern whites into farming, thus creating a shortage of white laborers for such

▼

Planters’children—likeCharlotte HelenMiddleton, shownwith her nurseLydia in 1857—often were tendedby slaves who hadbeen forced togive up their ownchildren.

B

industries as mining and lumber. As a result, ademand arose for slaves as workers in mills andon ships. Slaves who had developed specializedskills on plantations were now in demand inSouthern cities. For example, slaves filled skilledoccupations such as blacksmithing or carpentry,resulting in a new class of skilled black laborers.Most slaves lived rurally—2.8 million in 1850,compared with the 400,000 slaves living incities. However, enslaved blacks could hirethemselves out as artisans in Southern cities,often more easily than free blacks in the North,where racial discrimination prevailed.

Many enslaved women and children worked the same jobs as men inSouthern industry. Slave owners “hired out” their slaves to factory owners. Inreturn, the slave owners collected the pay of their slaves without having to super-vise their activities. Thus, urban slaves spent more time beyond the watchful eyeof their slave owners. Frederick Douglass remarked on differences between ruraland urban slavery, noting that “a city slave is almost a freeman, compared with aslave on the plantation. He is much better fed and clothed, and enjoys privilegesaltogether unknown to the slave on the plantation.” Douglass also noted that “avestige of decency” in the cities limited the acts of “atrocious cruelty” to slavesthat were common on plantations.


Southern Plantations

Plantations were virtually self-contained, self-sufficientworlds over which owners ruled with absolute authority.Owners established the boundaries that a slave couldnot cross without punishment or death. But no bound-ary protected a slave from the owner’s demands orcruel treatment.

African Americans in the South, 1860

Sources: 1860 figures from Eighth Census of the United States;Lewis C. Gray, History of Agriculture in the Southern United States.

Slaves owned ingroups of 10–99

(61%)FreeAfrican

Americans(6%)

Slaves owned ingroups of 100 or more

(8%)

Slaves owned ingroups of 1–9

(25%)

SKILLBUILDER Interpreting Graphs 1. According to the pie graph, what was the

smallest group of African Americans living inthe American South in 1860?

2. Under what conditions did 61% of slaves inthe South live? Explain.

Slave quarters, from a photograph taken around 1865

Still slaves never lost sight of their goalof freedom. For some, it was time to takemore drastic and organized action.

NAT TURNER’S REBELLION Nat Turnerwas born into slavery in 1800 in South-ampton County, Virginia. A gifted preacher,Turner believed that he had been chosen tolead his people out of bondage. In August,1831, Turner judged an eclipse of the sunto be a divine signal for action. With near-ly 80 followers, Turner’s band attacked fourplantations and killed almost 60 whiteinhabitants before being captured by stateand federal troops.

Though Turner himself hid out for sev-eral weeks, eventually he was captured,tried, and hanged. In the retaliation that

followed, whites killed as many as 200 blacks—many of them innocent of anyconnection with the uprising. Turner’s bloody rebellion strengthened the resolveof Southern whites to defend slavery and to control their slaves.

Slave Owners Defend SlaveryIn some states, in the aftermath of the Turner rebellion, people argued that theonly way to prevent further slave revolts was through emancipation. Others, how-ever, chose to tighten restrictions on all African Americans.

VIRGINIA DEBATE Virginia governor John Floyd wrote of his wish for a “law . . .gradually abolishing slavery in this State.” By January 1832 the state legislaturewas hotly debating that very prospect. “Nothing else could have prompted [thediscussions],” reported the Richmond Enquirer, “but the bloody massacre [Turner’s

Rebellion] in the month of August.”The debate over the future of slavery in Virginia result-

ed in a motion for abolition in the state legislature. Themotion lost by a 73 to 58 vote, primarily because the statelegislature was balanced toward eastern slaveholders ratherthan non-slaveholders in the western part of the state. Thatloss closed the debate on slavery in the antebellum (pre-Civil War) South.

BACKLASH FROM REVOLTS In addition to forcing theVirginia debate, whites’ fear of future slave revolts hadanother important effect. Most slave owners believed thateducation and privilege inspired revolt. Thus, many slaveowners pushed their state legislatures to further tighten con-trols on African Americans. These controls became knownas slave codes.

In 1833, for example, Alabama forbade free andenslaved blacks from preaching the gospel unless“respectable” slaveholders were present. Georgia followedsuit. In 1835 North Carolina became the last Southernstate to deny the vote to free blacks. In some states, freeblacks lost the right to own guns, purchase alcohol, assem-ble in public, and testify in court. In some Southern cities,African Americans could no longer own property, learn to

252 CHAPTER 8

D

▼

Artist Felix Darleycompleted thistinted drawing in1863 for a historybook. Nat Turner isshown (standing)preaching to hisfollowers.

SPOTLIGHTSPOTLIGHTHISTORICALHISTORICAL

SLAVE REVOLTSArmed rebellion was an extremeform of resistance to slavery. Nat Turner’s 1831 rebellion wasmerely the most recent exampleof slave desperation.

In 1811, more than 300 slaveshad rebelled in Louisiana andmarched on New Orleans withspikes and axes before a well-trained militia with firearmsstopped them. Gabriel Prosserhad hatched a plot to take overRichmond in 1800, and DenmarkVesey had led a conspiracy tocontrol Charleston in 1822. Bothof these conspiracies werethwarted by the authoritiesbefore larger rebellions occurred.

MAIN IDEAMAIN IDEA

D

AnalyzingEffects

How didTurner’s revoltharden Southernwhite attitudesabout basic liberties forblacks?


In a two-column chart, list the majorantislavery and proslavery actionsthat occurred from 1820 to 1850.

Which activity do you think wasmost effective? Explain.

CRITICAL THINKING3. SYNTHESIZING

Which do you think was a moreeffective strategy for achieving theabolitionists’ goal of eliminatingslavery—violence or nonviolence?Why? Think About:

• Garrison’s and Walker’s remarks• Frederick Douglass’s views• Southerners’ reactions to Nat

Turner’s rebellion

4. SUMMARIZINGWhat arguments did Southernproslavery whites employ to defendslavery?

5. COMPARING Compare the similarities anddifferences between the situationsof free blacks in the North andslaves in the South.


read and write, or work independently as carpenters orblacksmiths.

PROSLAVERY DEFENSES Some proslavery advocatesused the Bible to defend slavery, citing passages that coun-seled servants to obey their masters. Slavery, Southern slaveowners argued, actually benefited blacks by making thempart of a prosperous and Christian civilization. EvenSouthern white Christian ministers gradually shiftedtoward accepting slavery during this period. Some hadattacked slavery in the early 1800s, but by the 1830s mostwhite ministers in the South agreed that slavery andChristianity could coexist.

Slave owners invented the myth of the happy slave, acherished addition to the plantation family. To this imagethey contrasted that of the Northern wage slave, a wage-earning immigrant or free black who worked for pennies indark and airless factories. George Fitzhugh, a Virginia slaveowner, argued that whereas Northern mill owners firedtheir workers when they became too old or sick to work,Southerners cared for their slaves for a lifetime.

Abolitionists, however, continued to campaign foremancipation. One maneuver was to swamp Congress withpetitions to end slavery in the District of Columbia.Southern representatives countered in 1836 by securing theadoption of a gag rule, a rule limiting or preventingdebate on an issue—which meant that citizens submittingpetitions were deprived of their right to have them heard.The gag rule eventually was repealed in 1844.

Nevertheless, as abolitionists’ efforts intensified duringthe 1850s, some turned to violence. The more clear-sightedbegan to sound the alarm: this turmoil over slavery wouldlead to a divided nation.

WORLD STAGEWORLD STAGE

SLAVERY IN THE AMERICASSlaves formed a smaller portionof the total population in theAmerican South than in theCaribbean and in Brazil. Africanslaves formed almost 80 percentof the population of Jamaica, acolony of Great Britain. Becauseso many slaves in that colonydied, slave owners demanded aconstant renewal of their supplyfrom Africa, thus maintaining theAtlantic slave trade. Slavery endedin the British empire in 1833.

Brazil also had a large propor-tion of slaves. During the 1800sslaves made up more than halfthe colonial population of Braziland worked primarily on large cof-fee plantations. Slavery was abol-ished in Brazil in 1888.

ATLANTICOCEAN

PACIFICOCEAN

Caribbean Sea

JAMAICA

BRAZIL

SOUTHAMERICA

•abolition•William Lloyd Garrison

•emancipation•David Walker

•Frederick Douglass•Nat Turner

•antebellum•gag rule


AntislaveryActions

ProslaveryActions


254 CHAPTER 8

Elizabeth Cady Stanton timed her marriage in 1840 so that she could accom-pany her husband to London for the World’s Anti-Slavery Convention, whereher husband was a delegate. At the antislavery convention, Stanton and theother women delegates received an unpleasant surprise.

A PERSONAL VOICE ELIZABETH CADY STANTON

“ Though women were members of the National Anti-Slavery soci-ety, accustomed to speak and vote in all its conventions, and totake an equally active part with men in the whole antislaverystruggle, and were there as delegates from associations ofmen and women, as well as those distinctively of their ownsex, yet all alike were rejected because they werewomen.”

—quoted in Elizabeth Cady Stanton

At the convention, Stanton found a friend inthe Quaker abolitionist Lucretia Mott. Stantonand Mott vowed “to hold a convention as soonas we returned home, and form a society toadvocate the rights of women.” They kept theirpledge and headed the first women’s rightsconvention, assembled at Seneca Falls, New York, in 1848.

Women’s Roles in the Mid-1800sIn the early 19th century, women faced limited options. Prevailing customsdemanded that women restrict their activities after marriage to the home andfamily. Housework and child care were considered the only proper activities formarried women. Later that tradition became known as the cult of domesticity.

By 1850, roughly one in five white women had worked for wages a few yearsbefore they were married. About one in ten single white women worked outside

Women and Reform

▼

Elizabeth CadyStanton


•Elizabeth CadyStanton

•Lucretia Mott•cult ofdomesticity

•Sarah Grimké

•Angelina Grimké•temperancemovement

•Seneca FallsConvention

•Sojourner Truth

Women reformers expandedtheir efforts from movementssuch as abolition andtemperance to includewomen’s rights.

The efforts of 19th-centurywomen reformers inspired bothwoman suffragists in the early-1900s and present-day feministmovements.

the home, earning about half the pay men received to dothe same job. Women could neither vote nor sit on juries inthe early 1800s, even if they were taxpayers. Typically, whena woman married, her property and any money she earnedbecame her husband’s. In many instances, married womenlacked guardianship rights over their children.

Women Mobilize for ReformDespite such limits, women actively participated in all theimportant reform movements of the 19th century. Manymiddle-class white women were inspired by the optimisticmessage of the Second Great Awakening. Women were oftenshut out of meetings by disapproving men, and responded byexpanding their efforts to seek equal rights for themselves.

WOMEN ABOLITIONISTS Sarah and Angelina Grimké,daughters of a South Carolina slaveholder, spoke eloquentlyfor abolition. In 1836 Angelina Grimké published An Appealto Christian Women of the South, in which she called uponwomen to “overthrow this horrible system of oppression andcruelty.” Women abolitionists also raised money, distributedliterature, and collected signatures for petitions to Congress.

Some men supported women’s efforts. William LloydGarrison, for example, joined the determined women whohad been denied participation in the World’s Anti-SlaveryConvention in 1840. Garrison said, “After battling so manylong years for the liberties of African slaves, I can take no partin a convention that strikes down the most sacred rights of allwomen.” Other men, however, denounced the female aboli-tionists. The Massachusetts clergy criticized the Grimké sistersfor assuming “the place and tone of man as public reformer.”

Opposition only served to make women reformers moredetermined. The abolitionist cause became a powerful spurto other reform causes, as well as to the women’s rights movement.

WORKING FOR TEMPERANCE The temperance movement, the effort toprohibit the drinking of alcohol, was another offshoot of the influence of church-es and the women’s rights movement. Speaking at a temperance meeting in 1852,Mary C. Vaughan attested to the evils of alcohol.

A PERSONAL VOICE MARY C. VAUGHAN

“ There is no reform in which woman can act better or more appropriately thantemperance. . . . Its effects fall so crushingly upon her . . . she has so often seenits slow, insidious, but not the less surely fatal advances, gaining upon its victim. . . . Oh! the misery, the utter, hopeless misery of the drunkard’s wife!”

—quoted in Women’s America: Refocusing the Past

In the early 19th century, alcohol flowed freely in America. Liquor helpedwash down the salted meat and fish that composed the dominant diet and, untilthe development of anesthetics in the 1840s, doctors dosed their patients withwhiskey or brandy before operating.

Many Americans, however, recognized drunkenness as a serious problem.Lyman Beecher, a prominent Connecticut minister, had begun lecturing againstall use of liquor in 1825. A year later, the American Temperance Society wasfounded. By 1833, some 6,000 local temperance societies dotted the country.


A

MAIN IDEAMAIN IDEA

A

IdentifyingProblems

What were themain problemsfaced by women inthe mid-1800s?

KEY PLAYERKEY PLAYER

LUCRETIA MOTT1793–1880

History has it that Lucretia Mottwas so talkative as a child thather mother called her LongTongue. As an adult, she used herconsiderable public-speaking skillsto campaign against slavery.

Mott became interested inwomen’s rights when she learnedthat her salary as a teacherwould be roughly half of what aman might receive. She was aprominent figure at the SenecaFalls Convention, at which shedelivered the opening and closingaddresses. Mott and her hus-band later acted on their aboli-tionist principles by taking in run-away slaves escaping on theUnderground Railroad.

MAIN IDEAMAIN IDEA

BSummarizing

In what wayswere womenexcluded from theabolitionistmovement?

B

256 CHAPTER 8

They held rallies, producedpamphlets, and brought abouta decline in the consumptionof alcohol that would contin-ue into the 1860s.

EDUCATION FOR WOMENUntil the 1820s, American girlshad few educational avenuesopen to them beyond elemen-tary school. As Sarah Grimké,who ran a school for womenwith her sister Angelina, com-plained in Letters on the

Equality of the Sexes and the Condition of Woman (1838), a woman who knew“chemistry enough to keep the pot boiling, and geography enough to know thelocation of the different rooms in her house,” was considered learned enough.

A PERSONAL VOICE SARAH GRIMKÉ

“ During the early part of my life, my lot was castamong the butterflies of the fashionable world, I am constrained to say . . . that their education ismiserably deficient. . . . Our brethren may reject mydoctrine . . . but I believe they would be ‘partakersof the benefit’ . . . and would find that woman, astheir equal, was unspeakably more valuable thanwoman as their inferior, both as a moral and anintellectual being.”

—Letters on the Equality of the Sexes and the Condition of Woman

In 1821 Emma Willard opened one of the nation’sfirst academically rigorous schools for girls in Troy, NewYork. The Troy Female Seminary became the model for a newtype of women’s school. Despite much mockery that “they willbe educating cows next,” Willard’s school prospered.

In 1837 Mary Lyon overcame heated resistance to foundanother important institution of higher learning for women,Mount Holyoke Female Seminary (later Mount HolyokeCollege) in South Hadley, Massachusetts. In the same yearOhio’s Oberlin College admitted four women to its degree program, thus becom-ing the nation’s first fully coeducational college.

African-American women faced greater obstacles to getting an education. In1831 white Quaker Prudence Crandall opened a school for girls in Canterbury,Connecticut. Two years later she admitted an African-American girl, but thetownspeople protested so vigorously against desegregated education thatCrandall decided to admit only African-American students. This aroused evenmore opposition, and in 1834 Crandall was forced to close the school and leavetown. Only after the Civil War would the severely limited educational opportu-nities for African-American women finally, though slowly, begin to expand.

WOMEN AND HEALTH REFORM In the mid-19th century, educated womenalso began to work for health reforms. Elizabeth Blackwell, who in 1849 becamethe first woman to graduate from medical college, later opened the New YorkInfirmary for Women and Children. In the 1850s, Lyman Beecher’s daughter,Catharine, undertook a national survey of women’s health. To her dismay,Beecher found three sick women for every healthy one. It was no wonder: women

▼

This engraving isfrom a temperancesociety tract ofaround 1840. Itdepicts a familydriven to despairby alcohol.

C

▼

Sarah Grimké(above) and hersister Angelinaspoke out againstslavery andgender inequality.

MAIN IDEAMAIN IDEA

CSummarizing

What gainsdid women makein education in the1820s and1830s? Did thesegains extend toAfrican-Americanwomen?

rarely bathed or exercised, and the fashion of the day includedcorsets so restrictive that breathing sometimes was difficult.

Amelia Bloomer, publisher of a temperance newspaper,rebelled. Bloomer often wore a costume of loose-fitting pants tiedat the ankles and covered by a short skirt. Readers besieged herwith requests for the sewing pattern. Most women who sewed the“bloomers,” however, considered it a daring venture, as many menwere outraged by women wearing pants.

Women’s Rights Movement EmergesThe various reform movements of the mid-19th century fed thegrowth of the women’s movement by providing women withincreased opportunities to act outside the home.

SENECA FALLS In 1848 Elizabeth Cady Stanton and LucretiaMott decided to hold a women’s rights convention. Theyannounced what would become known as the Seneca FallsConvention (for the New York town in which it was held).Stanton and Mott composed an agenda and a detailed statement of grievances.Stanton carefully modeled this “Declaration of Sentiments” on the Declaration ofIndependence. The second paragraph began with a revision of very familiarwords: “We hold these truths to be self-evident: that all men and women are cre-ated equal.” Some of the resolutions that were also proposed at the conventionspoke to the circumstances with which women reformers had struggled.

A PERSONAL VOICE“ Resolved, That all laws which prevent women from occupying such a station insociety as her conscience shall dictate, or which place her in a position inferior tothat of man, are contrary to the great precept of nature, and therefore of no forceor authority.Resolved, That woman is man’s equal—was intended to be so by the Creator, andthe highest good of the race demands that she should be recognized as such.”

—Resolutions adopted at Seneca Falls Convention, 1848

Nearly 300 women and men gathered at the Wesleyan Methodist Church forthe convention. The participants approved all parts of the declaration unanimous-ly—including several resolutions to encourage women to participate in all publicissues on an equal basis with men—except one. The one exception, which stillpassed by a narrow majority, was the resolution calling for women “to secure to

257

▼

Amelia Bloomeradopted the fulltrousers thatbecame known as bloomers in1851.

In 1888,delegates to theFirst InternationalCouncil ofWomen met tocommemoratethe 40thanniversary ofSeneca Falls.Stanton is seatedthird from theright.

▼

258 CHAPTER 8

themselves their sacred right to the elective franchise,” theright to vote. The vote remained a controversial aim. Somethought suffrage was an extreme solution to a nonexistentproblem. As Lucy Stone’s sister wrote in 1846, “I can’t vote,but what care I for that, I would not if I could.”

SOJOURNER TRUTH Women reformers made significantcontributions to improving social conditions in the mid-19thcentury. Yet conditions for slaves worsened. IsabellaBaumfree, a slave for the first 30 years of her life, took thename Sojourner Truth when she decided to sojourn (trav-el) throughout the country preaching, and later, arguing forabolition. At a women’s rights convention in 1851, the tall,muscular black woman was hissed at in disapproval. BecauseTruth supported abolition, some participants feared herspeaking would make their own cause less popular. But Truthwon applause with her speech that urged men to grantwomen their rights.

A PERSONAL VOICE SOJOURNER TRUTH

“ Look at me! Look at my arm! I have ploughed and plant-ed, and gathered into barns, and no man could head me!And ain’t I a woman? I could work as much and eat asmuch as a man—when I could get it—and bear the lash aswell! And ain’t I a woman? I have borne thirteen children,and seen most all sold off to slavery, and when I cried outwith my mother’s grief, none but Jesus heard me! And ain’tI a woman?”

—quoted in Narrative of Sojourner Truth: A Northern Slave

As Truth showed, hard work was a central fact of life formost women. In the mid-19th century, this continued to bethe case as women entered the emerging industrial work-place. Once there, they continued the calls for women’srights and other social reforms.

MAIN IDEAMAIN IDEA

DContrasting

How did theSeneca FallsConvention differfrom the World’sAnti-SlaveryConvention held in1840?

KEY PLAYERKEY PLAYER

SOJOURNER TRUTH1797–1883

Sojourner Truth, born Isabella VanWagener (or Baumfree), becamelegally free on July 4, 1827, whenslavery was abolished in NewYork. A deeply spiritual woman,Truth became a traveling preach-er dedicated to pacifism, aboli-tionism, and equality. She earneda reputation for tenacity, success-fully suing for the return of heryoungest son who had been ille-gally sold into slavery.

Truth was not taught to read orwrite but dictated her memoirs,published in 1850 as TheNarrative of Sojourner Truth: ANorthern Slave.

After the EmancipationProclamation, Truth’s final causewas to lobby (unsuccessfully) forland distribution for former slaves.


In a diagram similar to the oneshown, fill in historical events,ideas, or people that relate to themain idea.

CRITICAL THINKING3. ANALYZING ISSUES

The Seneca Falls “Declaration ofSentiments” asserted that “Womanis man’s equal.” In what ways wouldthat change the status women heldat that time? Cite facts to support your answer. Think About:

• women’s social, economic, andlegal status in the mid-1800s

• married women’s domestic roles• single women’s career opportu-

nities and wages

4. EVALUATINGIn what ways did the reformmovements affect the lives ofwomen—both white and AfricanAmerican? Use details from thesection to support your answer.

5. DRAWING CONCLUSIONS Why do you think that many of thepeople who fought for abolition alsofought for women’s rights?

Example Example

ExampleExample

•Elizabeth Cady Stanton•Lucretia Mott

•cult of domesticity•Sarah and Angelina Grimké

•temperance movement•Seneca Falls Convention

•Sojourner Truth1. TERMS & NAMES For each term or name, write a sentence explaining its significance.

Women address inequality.

D



In 1841 a brief narrative appeared in the Lowell Offering, the firstjournal written by and for female mill workers. A young girlwho toiled in the mill—identified only by the initials F.G.A.—wrote about the decision of “Susan Miller” to save her family’sfarm by working in the Lowell, Massachusetts, textile mills.

At first, Susan found the factory work dispiriting, but shemade friends, and was proud of the wages she sent home.

A PERSONAL VOICE F.G.A.

“ Every morning the bells pealed forth the same clangor, andevery night brought the same feeling of fatigue. But Susan felt. . .that she could bear it for a while. There are few who look uponfactory labor as a pursuit for life. It is but a temporary vocation; and most of thegirls resolve to quit the Mill when some favorite design is accomplished. Money istheir object—not for itself, but for what it can perform.”

—Lowell Offering, 1841

Just a few decades earlier, work outside the home might not have been anoption for girls like Susan. At the same time that women’s roles began to expand,changes occurred in the way goods were manufactured.

Industry Changes WorkBefore “Susan” and other girls began to leave the farms for New England’s textilemills, women had spun and sewn most of their families’ clothing from raw fibers.In fact, in the early 19th century almost all clothing manufacturing was producedat home. Moving production from the home to the factory split families, creatednew communities, and transformed traditional relationships between employersand employees. The textile industry pioneered the new manufacturing techniquesthat would affect rules and behavior required of most American workers.


•cottage industry•master•journeyman

•apprentice•strike•National Trades’Union

A growing industrial workforce faced problems arisingfrom manufacturing underthe factory system.

The National Trades’ Union wasthe forerunner of America’s laborunions today.

▼

A young workerfrom the mills inWaltham, orLowell, 1850.

The ChangingWorkplace

RURAL MANUFACTURINGUntil the 1820s, only thefirst step in the manufactureof clothing—the spinningof cotton into thread—hadbeen mechanized widely inAmerica. People then fin-ished the work in a cottageindustry system in whichmanufacturers provided thematerials for goods to beproduced at home. Thoughwomen did most of thiswork, men and childrensometimes helped too. Theparticipants in this cottageindustry brought the fin-

ished articles to the manufacturer, who paid them by the piece and gave themnew materials for the next batch of work.

When entrepreneurs like Patrick Jackson, Nathan Appleton, and Francis Cabot Lowell opened their weaving factories in Waltham and later Lowell,Massachusetts (see Chapter 7, page 213), their power looms replaced the cottageindustries. Mechanizing the entire process and housing the tools in the same placeslashed the production time, as well as the cost, of textile manufacture. By the1830s, the company that Lowell and his partners had formed owned eight factoriesin Massachusetts with over 6,000 employees, at an investment of over $6 million.

EARLY FACTORIES Textiles led the way, but other areas of manufacture also shift-ed from homes to factories. In the early 19th century, skilled artisans had typicallyproduced items that a family could not make for itself—furniture and tools, forexample. As in cottage industries, the artisans usually worked in shops attachedto their own homes. The most experienced artisans had titles: a master might beassisted by a journeyman, a skilled worker employed by a master, and assistedby an apprentice, a young worker learning a craft. Master artisans and theirassistants traditionally handcrafted their products until the 1820s, when manu-facturers began using production processes that depended on the use of inter-changeable parts.

The rapid spread of factory production revolutionized industry. The cost ofmaking household items and clothing dramatically dropped. In addition, newmachines allowed unskilled workers to perform tasks that once had employedtrained artisans. Unskilled artisans shifted from farm work to boring and repeti-tive factory work and to the tight restrictions imposed by factory managers.Nowhere were these restrictions more rigid than in the factory town of Lowell,Massachusetts.

Farm Worker to Factory WorkerUnder the strict control of female supervisors, a work force—consisting almostentirely of unmarried farm girls—clustered in Lowell and the other mill townsthat soon dotted New England. At their boarding houses, the “mill girls” livedunder strict curfews. The girls’ behavior and church attendance was closely mon-itored, but despite this scrutiny, most mill girls found time to enjoy the companyof their coworkers. By 1828 women made up nine-tenths of the work force in theNew England mills, and four out of five of the women were not yet 30 years old.

260 CHAPTER 8

▼

Families usedspinning wheelsto spin yarn,which they woveinto cloth onhome looms. Theysold their cloth tolocal merchants.

A

MAIN IDEAMAIN IDEA

A

AnalyzingEffects

How didfactory productionchange Americanmanufacturing?


Wab

ash

Riv

er

Monongahela River

AlleghenyRiver Schuylkill

River

Ohio

Hudson

River

Rive

r

Mississippi River

Missouri River

AT L A N T I CO C E A N

ChesapeakeBay

Delaware Bay

Lake Superior

Lake

Mic

higa

nLake Huron

Lake Erie

Lake Ontario

Baltimore

Cleveland

Buffalo

Cincinnati

Pittsburgh Philadelphia

Louisville

Richmond

Washington, D.C.

New York

Boston

BrooklynNewarkDetroit

Chicago

St. Louis

ILLINOIS

INDIANA

MISSOURI

IOWA

WISCONSIN

OHIO

MICHIGAN

KENTUCKY

VIRGINIA

MD.

PENN.

DEL.

N.J.

R.I.CONN.

MASS.

N.H.

MAINE

VT.

NEWYORK

C

C

CC

C C

C

C

C

C

CC

C

C

C

C

F

F

F

F

F

F

FF

F

F

F

N

S

E

W

Cities with over 100,000 population

Flour

Textiles

Clothing and footwear

Iron and copper ore

Coal

Timber

Machinery and equipment

Weaponry

Canal

Railroad

F C

0

0 50 100 kilometers

50 100 miles

Northern Cities and Industry, 1830–1850

GEOGRAPHY SKILLBUILDER1. Region In areas where the textile industry

was strong, what other industry was alsoprominent?

2. Place How did the sites of New York City,Philadelphia, and Cincinnati encouragetheir growth as industrial towns?This depiction of Lowell,

Massachusetts, in 1834 shows thefactories along the river banks. ▼

THE LOWELL MILL Mill owners hired females becausethey could pay them lower wages than men who did simi-lar jobs. To the girls in the mills, though, textile workoffered better pay than their only alternatives: teaching,sewing, and domestic work. In a letter written in 1846 toher father in New Hampshire, 16-year-old Mary Paulexpressed her satisfaction with her situation at Lowell.

A PERSONAL VOICE MARY PAUL

“ I am at work in a spinning room tending four sides ofwarp which is one girl’s work. The overseer tells me thathe never had a girl get along better than I do. . . . I have a very good boarding place, have enough to eat. . . . Thegirls are all kind and obliging. . . . I think that the factory is the best place for me and if any girl wants employment, I advise them to come to Lowell.”

—quoted in Women and the American Experience

Like Mary Paul, who eventually left factory work topursue other work, most female workers stayed at Lowell foronly a few years. Harriet Hanson Robinson, a mill girl wholater became involved in the abolition and women’s rightsmovements, applauded the mill girls’ influence in carrying“new fashions, new books, new ideas” back to their homes.

CONDITIONS AT LOWELL The workday at Lowell began at5 A.M., Mary Paul wrote her father, with a bell ringing “forthe folks to get up. At seven they are called to the mill. Athalf past twelve we have dinner, are called back again atone and stay until half past seven.”

These hours probably didn’t seem long to farm girls,but heat, darkness, and poor ventilation in the factoriescontributed to discomfort and illness. Overseers wouldnail windows shut to seal in the humidity they thoughtprevented the threads from breaking, so that in the sum-mer the weaving rooms felt like ovens. In the winter, pun-gent smoke from whale-oil lamps blended with the cottondust to make breathing difficult.

Mill conditions continued to deteriorate in the 1830s.Managers forced workers to increase their pace. Between1836 and 1850, Lowell owners tripled the number of spin-

dles and looms but hired only 50 percent more workers to operate them. Factoryrules tightened too. After gulping a noon meal, workers now had to rush back tothe weaving rooms to avoid fines for lateness. Mill workers began to organize. In1834, the Lowell mills announced a 15 percent wage cut. Eight hundred mill girlsconducted a strike, a work stoppage in order to force an employer to respond todemands.

STRIKES AT LOWELL Under the heading “UNION IS POWER,” the Lowell Millsstrikers of 1834 issued a proclamation declaring that they would not return towork “unless our wages are continued to us as they have been.” For its part, thecompany threatened to recruit local women to fill the strikers’ jobs. Criticized bythe Lowell press and clergy, most of the strikers agreed to return to work atreduced wages. The mill owners fired the strike leaders.

In 1836, Lowell mill workers struck again, this time over an increase in theirboard charges that was equivalent to a 12.5 percent pay cut. Twice as many

262 CHAPTER 8

B

NOWNOW THENTHEN

MAIN IDEAMAIN IDEA

B

AnalyzingCauses

What factorscontributed to theworsening condi-tions workersendured at Lowellbeginning in the1830s?

FROM THE ASHESMalden Mills, the largest employ-er in Lawrence, Massachusetts(near Lowell) was devasted by fire in December 1995, as shownabove.

The mills’ owner, septuagenari-an Aaron Feuerstein, not onlyannounced that he intended torebuild but pledged to keep hisemployees on the payroll duringreconstruction.

To much acclaim for his gen-erosity, Mr. Feuerstein said:

“Everything I did after the firewas in keeping with the ethicalstandards I’ve tried to maintainmy entire life. . . . Whether Ideserve it or not, I guess Ibecame a symbol of what theaverage worker would like cor-porate America to be in a timewhen the American dream hasbeen pretty badly injured.”

After it was rebuilt, productionof Malden Mills’ popular syntheticproduct—Polartec—doubled.

women participated as had two years earlier. Only 11 years old at the time of thestrike, Harriet Hanson later recalled the protest.

A PERSONAL VOICE HARRIET HANSON

“ As I looked back at the long line that followed me, I was more proud than I haveever been since at any success I may have achieved, and more proud than I shallever be again until my own beloved State gives to its women citizens the right ofsuffrage [voting].”

—quoted in Women’s America: Refocusing the Past

Again, the company prevailed. It fired the strike leaders and dismissed HarrietHanson’s widowed mother, a boarding-house supervisor. Most of the strikersreturned to their spindles and looms.

In the 1840s, the mill girls took their concerns to the political arena. In 1845,Sarah Bagley founded the Lowell Female Labor Reform Association to petition theMassachusetts state legislature for a ten-hour workday. The proposed legislationfailed, but the Lowell Association was able to help defeat a local legislator whoopposed the bill.

Workers Seek Better ConditionsConditions for all workers deteriorated during the 1830s. Skilled artisans, whohad originally formed unions to preserve their own interests, began to ally them-selves with unskilled laborers. When Philadelphia coal workers struck for a 10-hour day and a wage increase in 1835, for example, carpenters, printers, andother artisans joined them in what became the first general strike in theUnited States.

Although only 1 or 2 percent of U.S. workers were organized, the1830s and 1840s saw dozens of strikes—many for higher wages, butsome for a shorter workday. Employers won most of these strikesbecause they could easily replace unskilled workers with strikebreakerswho would toil long hours for low wages. Many strikebreakers wereimmigrants who had fled even worse poverty in Europe.

IMMIGRATION INCREASES European immigration rose dramatically in theUnited States between 1830 and 1860. Between 1845 and 1854 alone nearly


“ I regard my workpeople just as Iregard mymachinery.”TEXTILE MILL MANAGER, 1840s

▼

Lowell millworkers oftenlived in company-owned boardinghouses.

C

MAIN IDEAMAIN IDEA

C

EvaluatingDecisions

Based on theresults, do youthink the decisionto strike at Lowellwas a good one?Explain.

3 million immigrants were added to the U.S. populationthat had numbered just over 20 million. The majority of theimmigrants were German or Irish.

Most immigrants avoided the South because slavery lim-ited their economic opportunity. What’s more, Southernerswere generally hostile to European, particularly Catholic,immigrants. German immigrants clustered in the upperMississippi Valley and in the Ohio Valley. Most Germanimmigrants had been farmers in Europe, but some becameprofessionals, artisans, and shopkeepers in the United States.

A SECOND WAVE Irish immigrants settled in the largecities of the East. Nearly a million Irish immigrants had set-tled in America between 1815 and 1844. Between 1845 and1854 Irish immigration soared after a blight destroyed thepeasants’ staple crop, potatoes, which led to a famine inIreland. The Great Potato Famine killed as many as 1 mil-lion of the Irish people and drove over 1 million more tonew homes in America.

Irish immigrants faced bitter prejudice, both becausethey were Roman Catholic and because they were poor.Frightened by allegations of a Catholic conspiracy to takeover the country, Protestant mobs in New York,Philadelphia, and Boston rampaged through Irish neigh-

borhoods. Native-born artisans, whose wages had fallen because of competitionfrom unskilled laborers and factory production, considered Irish immigrants themost unfair competition of all. Their willingness to work for low wages under ter-rible conditions made the desperate Irish newcomers easy prey for employers whosought to break strikes with cheap labor.

NATIONAL TRADES’ UNION In their earliest attempts to organize, journeymenformed trade unions specific to each trade. For example, journeymen shoemakers

264 CHAPTER 8

This 1848engraving showsimmigantsarriving in NewYork City fromEurope.

ECONOMICECONOMIC

IRISH IMMIGRANTS STRIKESmarting from the hostilityaround them, Irish immigrantssoon began to view unions as anopportunity to advance theirprospects. In fact, Irish dockworkers organized New YorkCity’s most famous strike of the 1840s.

When Irish women tailors orga-nized the Ladies IndustrialAssociation in New York City in1845, their leader, Elizabeth Gray,denounced “tyrant employers.”

Though employers retainedgreat power through the 1840s,unions did manage to win a fewvictories.

▼

organized one of the nation’s earliest strikes in 1806. During the1830s, the trade unions in different towns began to join together toestablish unions for such trades as carpentry, shoemaking, weaving,printing, and comb making. By means of these unions, the workerssought to standardize wages and conditions throughout each industry.

In a few cities the trade unions united to form federations. In1834, for example, journeymen’s organizations from six industriesformed the largest of these unions, the National Trades’ Union,which lasted until 1837. The trade-union movement faced fierce oppo-sition from bankers and owners, who threatened the unions by form-ing associations of their own. In addition, workers’ efforts to organizewere at first hampered by court decisions declaring strikes illegal.

COURT BACKS STRIKERS In 1842, however, the MassachusettsSupreme Court supported workers’ right to strike in the case ofCommonwealth v. Hunt. In this case, Chief Justice Lemuel Shawdeclared that Boston’s journeymen bootmakers could act “in such amanner as best to subserve their own interests.” A prominentAmerican court finally had upheld the rights of labor. Although by1860 barely 5,000 workers were members of what would now be calledlabor unions, far larger numbers of workers, 20,000 or more, partici-pated in strikes for improved working conditions and wages.

The religious and social reform movements in the nation in themid-19th century went hand in hand with economic changes thatset in place the foundation for the modern American economy.While some Americans poured their efforts into reforming society,others sought new opportunities for economic growth and expan-sion. As the nation adjusted to the newly emerging market economy,migration west became a popular option.


D

MAIN IDEAMAIN IDEA

DEvaluating

Why was thenational tradeunion movementimportant?


In a chart like the one shown, name things that contributed to the changing workplace in the first half of the 19th century.

Which of these are still part of theworkplace today?

CRITICAL THINKING3. ANALYZING ISSUES

Do you think the positive effects of mechanizing the manufacturingprocess outweighed the negativeeffects? Why or why not? Think About:

• changes in job opportunities forartisans, women, and unskilledmale laborers

• changes in employer-employeerelationships

• working conditions in factories• the cost of manufactured goods

4. EVALUATING DECISIONSIf you were working in a factory duringthe mid-1800s, would you be a strikeror a strikebreaker? Support yourchoice with details from the text.

5. IDENTIFYING PROBLEMS How did the influx of new immigrants from Germany andIreland affect circumstances in the American workplace?The Changing

Workplace

•cottage industry•master

•journeyman•apprentice

•strike•National Trades’ Union


▼

This trade union banner was madefor the glass cutters organizationaround 1840.

266 CHAPTER 8

1820–18501820–1850DAI LY LIFEDAI LY LIFE

Working at Mid-CenturyIn the years before the Civil War, most workers labored from dawn to dusk, six daysa week, without benefits. Although many Northerners criticized the South forexploiting slave labor, Southerners criticized the industrial wage system, mostly inthe North, for exploiting free workers. Both North and South used children—cheaplabor—for full workdays. While 10-year-old slave children worked in the fields likeadults, one Northern mill employed 100 children ages four to ten.

MILL WORKERS Approximately 80 percent of textile-mill workers were young women betweenthe ages of 15 and 30. The day began with a bell for a quick breakfast inthe boarding house, followed by a march to the factory, and the tending ofmachines all day. Workers put up with heavy dust, the roar of machines, andhot air with windows nailed shut to keep in the humidity. When competitivepressure increased on the owners,workers had to speed up their workfor lower wages. Children made $1a week; older girls and women, $3;men, $6.

Courtesy George Eastman House

Length of Day: 12 hoursType of Labor: operating machinesPayment: $1 to $6 a week

COTTON PLANTATION FIELD SLAVES The field slave’s day during cotton harvest beganwith a bell an hour before dawn, a quick breakfast,and then a march to the fields. Men, women, andchildren spent the entire day picking cotton, bundlingit, and coming back after dark carrying bales of cot-ton to the gin house. They then made their own sup-pers and ate quickly before falling asleep on woodenplanks. No other antebellum workers had such harsh,brutal treatment imposed on them. For most fieldslaves, the master’s whip was a constant threat.

▼

Length of Day: pre-dawn until after darkType of Labor: picking and bundling cottonPayment: substandard food and shelter

▼

F I L E

D A T AD A T A

FARMERSBecause farmers’ livelihoods depended on the weather, soilconditions, and the market prices of crops, their earningswere unpredictable—but usually very low. Generally menspent their days clearing land, plowing, planting, and hoeingthe fields, while women raised vegetables for family con-sumption, helped harvest fields, cared for livestock and forthe family, and made clothing.

THINKING CRITICALLYTHINKING CRITICALLY

CONNECT TO HISTORY1. Drawing Conclusions What attitudes about women

and children do you see reflected in work patternsduring the mid-19th century?

SEE SKILLBUILDER HANDBOOK, PAGE R18.

CONNECT TO TODAY2. Researching Children’s Rights Report on labor laws

and societal changes that protected children’s rightsand prevented child labor in factories.

IRESEARCH LINKS CLASSZONE.COM


Length of Day: dawn until after darkType of Labor: planting, tending crops, caring for livestockPayment: dependent on crop prices

ANNUAL COST OF MAINTAINING AFIELD SLAVEA typical Southern plantation owner in 1848–1860would spend the following to take care of a fieldslave for one year.

MonthlysgninraEraeYboJ

Artisan 1830 $ 45Laborer 1830 $ 26Teacher, male 1840 $ 15Teacher, female 1840 $ 7Northern farmhand 1850 $ 13Southern farmhand 1850 $ 9

yralaSylhtnoMboJ

Teacher—elementary $ 2,758Teacher—high school $ 2,900Construction worker $ 2,399Service worker $ 1,518

Source: Employment and Statistics, June 1996, U.S. Department ofLabor; Statistical Abstract of the United States, 1994.

Source: Historical Statistics of the United States

Taxes $0.80Medical Care $1.75

Food/Clothing $8.50

Supervision $10.00TOTAL $21.05

Source: Slavery and the Southern Economy, Harold D. Woodman, editor

WORKERS IN THE LATE 20TH CENTURYAverage monthly salaries for each profession:

WORKERS IN THE MID-19TH CENTURYAverage monthly earnings from 1830 to 1850for a few common occupations:

Haym

akin

g(1

864)

,Win

slow

Hom

er. O

il on

Can

vas,

16”

x 11

”. M

useu

m p

urch

ase,

How

ald

Fund

/Col

umbu

s M

useu

m o

f Art,

Ohi

o

REFORMING AMERICAN SOCIETYVISUAL SUMMARY

268 CHAPTER 8

CHAPTER ASSESSMENT

TERMS & NAMESFor each term or name, write a sentence explaining itssignificance during the mid-19th century.

1. Second Great Awakening 6. Frederick Douglass2. revival 7. Elizabeth Cady Stanton3. Ralph Waldo Emerson 8. temperance movement4. abolition 9. strike5. William Lloyd Garrison 10. National Trades’ Union

MAIN IDEASUse your notes and the information in the chapter toanswer the following questions.

Religion Sparks Reform (pages 240–245)1. What new religious ideas set the stage for the reform

movements of the mid-19th century?2. How did Dorothea Dix contribute to reform?

Slavery and Abolition (pages 248–253)3. How did William Lloyd Garrison, Frederick Douglass,

and David Walker each propose ending slavery?4. What steps did white Southerners take to suppress

slave revolts?

Women and Reform (pages 254–258)5. What was the cult of domesticity?6. What was the purpose of the Seneca Falls Convention?

The Changing Workplace (pages 259–265)7. How did working conditions in the Lowell textile mills

present new opportunities and new hazards?8. Describe the two waves of U.S. immigration in the

mid-1800s.

CRITICAL THINKING 1. USING YOUR NOTES Use a diagram similar to the one

shown below to list the various reform movements thatgrew out of early-19th-century religious movements.

2. EVALUATING What was the most important reform ofthis period? Support your answer with references tothe text.

3. INTERPRETING MAPS Look at the map on page 261.From the pattern of industries shown on the map, whatconclusions can you draw about the kinds of industriesthat were the first to develop in the West? Supportyour answer with references to the text.

4. SYNTHESIZING What means did the abolitionists useto try to convince the public that slavery should beabolished?

WOMEN AND REFORM

THE CHANGING WORKPLACE

Women reformers expand their reformefforts from movements such as abolitionand temperance to include women’ssocial and political rights.

A growing industrial work force facesproblems arising from changes inmanufacturing and the creation of thefactory system.

The Second Great Awakening bringsreligious revival, social reform, and a newawareness of what it means to be anAmerican.

RELIGION SPARKS REFORM

SLAVERY AND ABOLITION

Slavery becomes an explosive issue asgrowing numbers of white and blackAmericans join reformers working forabolition.

✹IMPACT OF SOCIALREFORM

Religious Movements

The Americans - Chapter 8...David Thoreau moves to Walden Pond. 1845 French and British intro-duce...

Documents

Transcript of The Americans - Chapter 8...David Thoreau moves to Walden Pond. 1845 French and British intro-duce...