Continuing the series on the causes of the American Civil War, this post looks at the Antebellum North. The North evolved from its Puritan roots into a culture driven by a strong work ethic. A man was valued by what he could earn and accomplish. The capital of the north was invested in the engines of modernization. Labor moved from agriculture and artisan to factory as modern farming tools improved productivity. Individuals became more dependent on wages. Material wealth was seen as evidence of good, productive, hard work.
As the country expanded, northeastern populations migrated almost directly west. Foreign immigration increased. With modernization came an extensive transportation system including both impressive roadways and railroads.
New levels of wealth were attained by the leaders of the industrial revolution. A new poor working class emerged but so did a middle class that no longer had to produce large families to work the land. Urban centers developed particularly in the northeast.
Modernization drove social reform including the creation of public education systems in the North and associated high literacy rates. Enlightenment crusades flourished, touching literature and religion. Suffrage and temperance movements formed. Abolitionism became tied with humanitarian reforms driven by Christian crusades.
The North became more and more distinct from the South on many levels, not the least of which was its distaste for slavery. Even so, like white populations in most of western society, northerners considered blacks to be inferior in the antebellum North.
In the last post, I kicked off a series looking at the causes of the American Civil War. Study of 19th century Antebellum America reveals a young country experiencing incredible change. Its rate of growth in almost all measures was unrivaled in the world. Its population was exploding through both immigration and birth rate. The push for land drove expansion of its boundaries to the south and west. Technological development enabled modernization and industrialization. The “American System of Manufactures” created the factory system.[i] People became “consumers” rather than “producers” of goods and this changed many social aspects of society.
The majority of Americans held a Calvinist belief structure. Puritan influence was strongest in New England. Immigration of large numbers of Catholic Irish created new cultural and ethnic tension. Irish Catholics tended to oppose reform and clustered in the lower classes of the North while native Yankee Protestants predominated in the upper and middle-classes.[ii] The century was marked by enthusiastic evangelical reformation movements. [Note: Jonathan D. Sassi has a concise description of the antebellum evangelical reformation movement in America here.]
A two-party political system had emerged by 1830. “Issues associated with modernizing developments in the first half of the century helped to define the ideological position of the two parties and the constituencies to which they appealed.”[iii] Democrats inherited the Jeffersonian commitment to states’ rights, limited government, traditional economic arrangements, and religious pluralism; Whigs inherited the Federalist belief in nationalism, a strong government, economic innovation, and cultural homogeneity under the auspices of established Protestant denominations.[iv]
The fight for democracy and the fight for morality became one and the same.[v] “The kingdom of heaven on earth was a part of the American political purpose. The Constitution, the Declaration of Independence, and the Scriptures were all in accord.”[vi]
Distinct Northern and Southern cultures began to emerge early in the country’s history. These differences became more marked as the pressures that accompanied the nation’s incredible growth, territorial expansion and social change manifested themselves. Sectional identities and allegiances became increasingly important.
Next post – the Antebellum South.
For further reading:
Jonathan D. Sassi has a concise description of the antebellum evangelical reformation movement in America here.]
Tonight I wrap up a short series of posts dealing with the topic of racism in the Antebellum North. In post 2, I discussed Stephen A. Douglas’ markedly white supremacist views in his debate against Abraham Lincoln in Ottawa, Illinois on August 21, 1858. Such open discussion of racial inequality is admittedly shocking to me, a liberal Midwesterner of another century. And yet this perspective was the norm in the Antebellum North. Even Lincoln, in his response to Douglas during the same debate, revealed a reticence to place the African American on the same level as the white man. He was a man of his times.
“I have no purpose to introduce political and social equality between the white and the black races. There is a physical difference between the two, which, in my judgment, will probably forever forbid their living together upon the footing of perfect equality, and inasmuch as it becomes a necessity that there must be a difference, I, as well as Judge Douglas, am in favor of the race to which I belong having the superior position.” — Abraham Lincoln
Clearly, and epiphanic for me, northern white Americans in the 19th century considered themselves superior in all respects to African Americans, whether free or slave, and understanding this is critical to understanding the times and events of the Antebellum era.
This discussion makes all the more poignant the events of this day, on which we welcome President Obama.
Read the first post in this series here, the second here.
(1) Abraham Lincoln, Stephen A. Douglas, “First Debate: Ottawa, Illinois August 21, 1858,” (<http://www.nps.gov/liho/historyculture/debate1.htm> Accessed on 18 Jan. 2009).
I recently had the opportunity to listen to a performance of the first four debates between Abraham Lincoln and Stephen A. Douglas. There is no better example of the Northern Antebellum perception of the black man than in the words of Douglas during the first of those debates held on August 21, 1858 in Ottawa, Illinois. He used the opportunity to mock Lincoln and abolitionists. More importantly, he showed his colors to be that of a true white supremacist. The comments from the crowd are noted in parentheses.
“I do not question Mr. Lincoln’s conscientious belief that the negro was made his equal, and hence is his brother, (laughter,) but for my own part, I do not regard the negro as my equal, and positively deny that he is my brother or any kin to me whatever. (“Never.” “Hit him again,” and cheers.) Lincoln has evidently learned by heart Parson Lovejoy’s catechism. (Laughter and applause.) He can repeat it as well as Farnsworth, and he is worthy of a medal from Father Giddings and Fred Douglass for his Abolitionism. (Laughter.) He holds that the negro was born his equal and yours, and that he was endowed with equality by the Almighty, and that no human law can deprive him of these rights which were guarantied to him by the Supreme ruler of the Universe. Now, I do not believe that the Almighty ever intended the negro to be the equal of the white man. (“Never, never.”) If he did, he has been a long time demonstrating the fact. (Cheers.) For thousands of years the negro has been a race upon the earth, and during all that time, in all latitudes and climates, wherever he has wandered or been taken, he has been inferior to the race which he has there met. He belongs to an inferior race, and must always occupy an inferior position. (“Good,” “that’s so.”)” (1)
Douglas also made a point of repeating in several of his debates with Lincoln the improprieties of an abolitionist who he observed driving a carriage while Fred Douglass lounged in the cab with the driver’s wife. This inflamed sense of impropriety regarding black men and white women was consistent with fear mongering in the South that led to greater controls on slave populations.
There is much in Bruce Levine’s Half Slave and Half Free: The Roots of Civil War that informed my study of Antebellum America. Most of it fit with my understanding of the era and the issues with which Americans grappled. I gained much, however, from adding Levine’s insights to my own.
Several things stood out as surprising to me in my reading of Levine’s work. One epiphany came from Levine’s treatment of racism that existed in the North prior to the Civil War. It is easy for today’s generations to naively assume that since the North fought, in part, to end slavery, the peoples engaged in that effort felt some affinity for the black man. But Levine points out that “while deploring slavery as an institution,” many northerners “despised African Americans as much as southern whites did.” (1) But, Levine posits,
“Racism had a different significance in the free and slave states. Whereas in the South racism enlisted in the cause of keeping African Americans enslaved, in the North it aimed chiefly to force blacks out of the white population’s vicinity and path. Precisely because it served such very different practical ends, in different locales, antebellum America’s ubiquitous anti-black racism could not indefinitely reconcile northerners to southern demands and could not permanently calm slaveholders’ anxieties about northern intentions.” (2)
So while Northern religious and social values of the era were increasingly “antithetical to bondage,” they should not be interpreted as an invitation to the black man to fully join in Northern Antebellum white society.
About the image:The History Teacher provides an excellent description about this image in a larger lesson titled Free Black Activism in the Antebellum North and penned by Patrick Rael of Bowdoin College. He provides a description about the image that I believe will be helpful and which I quote here. I recommend a full reading of his essay which is available here.
“How you find yourself?”
Etchings such as this mocked the social pretensions of free black urbanites who, through their habits of consumption and display, were thought to desire social status above their stations. This image was one of a series, entitled “Life in Philadelphia” by political cartoonist Edward Clay, which lampooned the behavior of a range of city dwellers, white and black. The text on this image reads:
Mr. Ceasar: “How you find yourself did hot weader Miss Chloe?”
Miss Chloe: “Pretty well I tank you Mr. Cesar[,] only I aspire too much!”
The humor here, such as it is, depends on a malapropism, or a ludicrous misuse of words that signals their speaker’s inability to master proper English. This form of parody helped to define stereotypes of free blacks in nineteenth-century America, and continued well into the twentieth century.”
Image Source: Lithograph by Edward Clay, Life in Philadelphia, plate 4 (Philadelphia: S. Hart, 1829); courtesy of The Library Company of Philadelphia.
Winner of the Avery O. Craven Award of the Organization of American Historians
New York Times 1992 Notable Book of the Year
Chosen by The Gustavus Myers Center as a 1992 Outstanding Book on Human Rights in the United States Outstanding Book on Human Rights
Dr. Anbinder is chair of the Department of History at The George Washington University. You can view his complete C.V. here.
In the spring of 1850, another nativist fraternity, The Order of the Star Spangled Banner (OSSB) was founded in New York City by Charles B. Allen, a thirty-four-year-old commercial agent born and educated in Massachusetts. (1) At first a simple “local fellowship numbering no more than three dozen men, there was little to distinguish their order from many other ‘patriotic’ groups, little reason for anyone to expect that it would be the core of a major political party, the greatest achievement of nativism in America.” (1) By 1852, it began to grow quickly and leaders of the Order of United Americans (OUA) took notice. Many of their membership joined and the OSSB membership swelled “from under fifty to a thousand in three months.” (1) Later that year, the two organizations joined under the leadership of James Barker and, with astute organizational skill, hundreds of lodges were formed “all over the country with an estimated membership ranging up to a million or more.” (2) Those who joined promised, as a part of secret rituals, to “vote for no one except native-born Protestants for public office” and “the Order endorsed certain candidates or nominated its own” in secret councils. Because their rules required them to say they “knew nothing” about the organization if asked, the movement became known as the “Know Nothings” (3)
About the image: Cropping of Order of United Americans / M. Lafever, del. ; drawn on Stone by K[arl] Gildemeister.
Library of Congress Call Number:PGA – Nagel & Weingaertner–Order… (D size) [P&P]
REPRODUCTION NUMBER:LC-DIG-pga-02260 (digital file from original print)
LC-USZ62-91369 (b&w film copy neg.)
SUMMARY:A certificate for the nativist fraternal organization the Order of United Americans. The central illustration shows one of the society’s ceremonies in the interior of a massive neoclassical building with dome and barrel vault. The vignette is signed “M. Lafevre del,” as is the vignette of the “Adopted design for Washington Monument, New York.” Other scenes include (clockwise from upper right): “Adopted design for Washington Monument, New York”; a parade of United Americans passing a public school, with the title “Patriotism and Education Our country’s hope!”; the inauguration of George Washington; Washington’s reception at Trenton; the capture of Major Andr; the American Army at Valley Forge; General Marion at Snow Island; the Battle of Trenton; Bunker Hill; the British retreat from Concord; the Bunker Hill Monument; and the signing of the Declaration of Independence (after the painting by John Trumbull). At the top is an eagle with shield, and a streamer with the arms of the thirteen original states.
MEDIUM:1 print on wove paper : lithograph printed in buff, black, and gold ; image 63 x 48.2 cm.
CREATED/PUBLISHED:[New York] : Printed by Nagel & Weingaertner N.Y., c1850.
Original photo Library of Congress. LC-B8171-518″]
Historian Kenneth Stampp makes an interesting point about differing locations of slaves determining the destination of escapees. Those living near Indians might, for example, seek refuge with local tribes, as was the case in Florida.
“…Florida slaves escaped to the Seminole Indians, aided them in their wars against the whites, and accompanied them when they moved to the West. At Key West, in 1858, a dozen slaves stole a small boat and successfully navigated it to freedom in the Bahamas. Arkansas runaways often tried to make their way to the Indian country.” (Stampp, 120)
Those nearer to the north often choose to escape to the north where there was a greater presence of abolitionists.
Those in Texas would escape in larger numbers to Mexico.
“In Mexico the fugitives generally were welcomed and protected and in some cases sympathetic peons guided them in their flight.” (Stampp, 120)
The experience of slaves could vary by region due in large part to the type of product the slave was engaged in bringing to market. Slaves in the hemp producing regions of Kentucky and Missouri, worked in rhythm with the cycles required by the crop. Similarly, slaves who worked in cotton producing areas (above) or regions in which tobacco was cultivated, would have had daily and seasonal work routines aligned with those crops. Regional weather would also have differentiated the experience of slaves in different parts of the south.
Slaves rented out to work in industrial areas with factories would have had a decidedly different experience than those working on a plantation. Author Kenneth Stampp suggests that factory slaves enjoyed more freedom and yet an equal if not higher incidence of overwork. The daily experience of slaves living in urban centers would have been decidedly different than rural slaves. Domestic assignments were not uncommon.
After a short break, I’ll be diving into my next class which starts November 3rd. As is my custom, I’ve added this to “The Courses” page.
“Antebellum America: Prelude to Civil War” (starts November 3rd)
This course is an analysis of the conditions existing in the United States in the first half of the 19th century. The course focuses on the political, cultural/social, economic, security, leadership, and other issues that played roles in starting and shaping the Civil War. We will analyze the issues in the context of war and peace to determine whether or not such conflicts as civil wars can be avoided prior to their inception.
TBD once the syllabus is available. For now, the list is as follows which is very light in comparison with my last class:
We have arrived in “Studies in U.S. Military History” (see course information here) at the American Civil War. We’ll spend two weeks on this war, more than any other. Millett and Maslowski’s For the Common Defense splits the war into two periods: chapter six, 1861 – 1862 and chapter seven, 1863-1865. It is chock full of interesting statistics, enough to begin to fill a “page” on the blog where I can keep them handy. And so, yet another new page: the statistics.
And so a few statistics from Millett and Maslowski – always fascinating for this student of mathematics and engineering.
1861 White Male Population: North – 20 million; South – 6 million
800,000 immigrants arrived in the North, betwee 1861 adn 1865, including a high proportion of males liable for military service
20 – 25 percent of the Union Army was foreign-born
2 million men served in the Union Army
750,000 men fought in the Confederate Army which was a maximum strenght in late 1863 with 464,500
Not all of these men on either side were “present for duty.” Out of the 464,500 Confederates, only 233,500 were “present for duty.”
Taxation produced less than 5% of the Confederacy’s income. It produced 21% of Union government income.
The Confederacy printed $1.5 billion in paper money, the Union $450 million in “greenbacks.”
In 1860, the nothern states had 110,000 manufacturing establishments, the southern states, 18,000.
During the year ending June 1, 1860, the states forming the Confederacy produced 36,790 tons of pig iron. The state of Pennsylvania alone produced 580,049 tons.
The South contained 9,000 miles of railroad track to the North’s 30,000 miles.
100,000 Southern Unionists fought for the North with every Confederate state except South Carolina providing at least a battalion of white soldiers for the Union Army. Millett and Maslowski call these the “missing” Southern Army and “a crucial element in the ultimate Confederate defeat.
For those interested, I have posted the full program of study for my Masters program on “the courses” page here. It’s pretty solid at this point with the exception of an elective.
I’ve now purchased all required books for my upcoming course, “Studies in U.S. Military History” which starts April 7th. It’s a BIG stack. As is my custom, the full reading list is posted on “the courses” page. I had previously posted more detail on that course here. Recall that it covers most of America’s major wars and should provide an excellent survey. Can’t wait!
Sectional disputes rose and ebbed numerous times in the years before the war. Modernization created social tensions because, as pointed out by James McPherson, “not all groups in American society participated equally in the modernizing process or accepted the values that promoted it. The most important dissenters were found in the South.”[i] The South’s failure to modernize was perceived by many of her citizens as actually desirable.
Sectional arguments expanded to include topics like internal improvements, tariffs, and whether expansion west and south would upset the parity between free and slave states. Foundational to the latter was the belief on the part of the slaveholder in their right to a slave-based social order and a need for assurances of its continuity. Equal representation in government was perceived as critical to that goal.
The rise of abolitionism – largely in the North – put the proponents of slavery on the defensive. The formation of the American Anti-Slavery Society marked the beginning of militant abolitionism and an unprecedented crusade that would rival any modern national marketing campaign. Barbed attacks against slaveholding southerners were launched. They were called the great enemies of democracy and flagrant sinners.[ii] The anti-slavery crusade thus became both a moral one and imperative for the preservation of democracy. Abolitionists created in a section’s consciousness the belief in a “Slave Power.”[iii] Historian Avery Craven suggests that when politicians successfully linked expansion and slavery, the Christian masses accepted as de facto the Abolition attitudes toward both the South and slavery.[iv]Civil war, he contends, “was then in the making.”[v]
The pro-slavery faction fought back with their own “sweeping ideological counterattack that took the form of an assertion that slavery, far from being a necessary evil, was in fact a ‘positive good.’”[vi] “The section developed a siege mentality; unity in the face of external attack and vigilance against the internal threat of slave insurrections became mandatory.”[vii] To insulate itself from the influence of the anti-slavery North, some in the South called for its citizens to shun Northern magazines and books and refrain from sending young men to northern colleges.
The debate over slavery thus infiltrated politics, economics, religion and social policy. Not surprisingly, those who felt most threatened began to speak more loudly of secession.
Next post: The Contribution of Constitutional Ambiguity