Transcript File

Warm-up
 You have 5 minutes to study for the
Jackson quiz
 Updated grades are on my desk
Antebellum Reform
Movements
Unit 6
Reform=Change for Improvement
 Main impulses
 Faith in human
nature
 Goodness of the
individual
 Desire for order
and
religious/moral
control
 Transcendentalists
 Utopian Societies
 Second Great
Awakening
 Temperance
 Women’s rights
 Abolitionism
Second Great
Awakening
 Popular  generally
favored ordinary people
over the elite
 Revival Meetings 
Camps
 New Religious Sects
 Baptists and
Methodists
 Revivals increase
popularity of reform
movements
Revivals = “giving new life,” to bring back to life
specifically Popular Religion (1830s)
 Second Great Awakening =
Widespread Christian
Movement
 Emotional Sermons
 Increased the amount of
people participating in
churches (particularly women)
► Spread Christian ideas of
equality and morality.
► Abolition and Temperance
movement are directly linked
to 2nd Great Awakening
Romanticism
 Artistic movement
emerges 1800-1820
 Message “That would
express their nation’s
special virtues.”
 Discovering American Art
as an American creation.
 Nostalgic- looking fondly
back on earlier times
 Nature and God together
 Work to unleash capacity
for good and joy
Hudson River School
 Hudson River School
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(NY)
First Natural
Landscapes
Power of Nature
Sublime (feeling of
awe, feeling of
wonderment)
Grandeur of Nature
Nature offers promise
Sense of Nostalgia in
nature
•Fredric
Church
Thomas
Cole
Thomas
Doughty
Asher
Durand
Romanticism in
Literature
 Reflected American Ideals:
 Independent Individual
 Natural Inner Goodness
 Need for order
 Washington Irving (1809)
 Legend of Sleepy Hollow
 American theme, Dutch
in New York, early
America
 James Fenimore Cooper
(1820s)
 Wrote about American
wilderness
 Leather Stocking Tales
 “Last of the Mohicans”
 Stop this day and night with me, and you shall
possess the origin of all poems,
You shall possess the good of the earth and sun —
there are millions of suns left,
You shall no longer take things at second or third
hand, nor look through the eyes of the dead,
nor feed on the spectres in books,
You shall not look through my eyes either, nor
take things from me,
You shall listen to all sides, and filter them from
yourself.
Transcendentalists
 Emerges out of Romanticism
 New England
 Reaction against traditional
Logic and Enlightenment
 Independent thinking
 Referred to reason as the
ability to grasp beauty and
truth through-- Nature was the source of
deep Human inspiration
Ralph Waldo Emerson
 Leader, Unitarian Minister, devoted to
Transcendentalism
 Wrote Essays, Lectures, Very Popular
Advocated the
commitment
of the
individual to
full
exploration of
the inner
capacities.
Henry David
Thoreau
 Transcendentalist
 Repudiated repressive forces
 Individuals should:
 Work for self-realization
 Resist conformity
 Should respond to own instincts
 Walden- in the Concord (Mass)
Woods
 Most famous book
 Lived alone for 2 years
Thoreau
 “I went to the woods because I wished
to live deliberately, to confront only the
essential facts of life and see if I could
not learn what It had to teach.
 And not when I came to die I discover
that I had not lived”
Utopian Societies:Brook Farm, New Harmony,
Oneida Community, Morman
 Utopian movements are radical
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manifestations of the reform impulse.
They have the common vision to
remake society in a “more perfect way”
Communal characteristics
Separate from mainstream society
Cooperative
Utopian Movements
 Brook Farm
 Massachusetts
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1841-47
Transcendentalists
Individual strives for
Self- Realization
Communal
Leisure is key
 New Harmony
 Robert Owen
 “A village of
cooperation”
 Oneida Community
1848
 NY
 Rejected traditional
family and marriage
values
Oneida Community
 Oneida Community
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1848
NY
John Humphrey
Noyes
Rejected traditional
family and marriage
values
All residents were
married to all other
residents
 No permanent
conjugal ties
 Sexual behavior
was monitored to
prevent abuse.
 Children raised
communally
 Liberation from the
demands of male
lust.
 Voluntary
 No children born into Shakerism
 Contact between men and
Shakers
 Religious extremists
 Re-defined traditional
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women was limited
 Social discipline was important
sexuality
Founded 1770s
Northeast + Northwest 1840s
“Shaking” ecstatic
movement- would “shake
themselves free from sin”
while performing a loud
chant.
Commitment to Celibacy!?
A view of Shaker Meeting from 1885. A
photographer from the Poland Spring Hotel took
this image. The Shakers are seated in the front
benches. The spectators and guests from the
Poland Spring Hotel are in the back rows.
Mormons
 Church of Jesus Christ of Latter Day Saints
(LDS)
 Joseph Smith (prophet for Mormons)
 1830s Book of Mormon
 Translation of set of Golden Tablets
Joseph Smith
Brigham Young
Mormons Continued
 Smith creates the movement and obtains
converts
 Rigid way of life:
 Polygamy
 Secrecy
 Life Style (very prescriptive, foods, behavior)
 New York, Illinois,
 Smith Arrested and killed by mob
 Brigham Young takes the 12000 converts
WEST to Utah
Temperance= Movement Against
Alcohol
 Religious based Social Reform Movement
 Crusade
 “The church must take… on subject of
Temperance, the moral reform, all the
subjects of practical morality.”
 Crime, disorder, poverty caused by
alcoholism
 Drinking was especially a problem for
Women- husband abuse them, and kids, and
drink the money.
Temperance
 1826 American Society for the Promotion of
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Temperance
Preached abstinence
Large meetings
“Going on the Wagon”
Will later evolve into national movement
Women’s Christian Temperance Union 1878
Anti-Saloon League 1880s
Eventually, under Progressives, will lead to
prohibition of Alcohol 18th Amendment to the
Constitution last 1920-1933.
Education
 Public Education
not widely
established
 Some progress in
Massachusetts
 New interest in Pub
Ed
 To create a stable
social values=
conformity
 Horace Mann is the
leader
“Train up a child in the
way he should go, and
when he is old he will
not depart from it.”
Education
 “An educated electorate
is essential to the working
of a free Political system.”
 Education “only way to
counter…the tendency to
domination of capital and
servility of labor.”
 Advocated protestant
values- thrift, order,
discipline, punctuality,
respect for authority
 Not wide spread change
comes from this
movement.
Medical Reforms
 Phrenology
 Foolish
 Germ Theory
Asylum and Prison
Reforms
Problem- Mentally ill and
criminals kept in terrible
conditions
 Reform is important
 Dorothea Dix
 Some progress
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Rehabilitation is the key
Asylum=mental health
Prison= criminals
Rise of the Penitentiary
“A place to cultivate
penitence” through
discipline
Feminism
 Women were active in
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reform and Revival- 2nd
Great Awakening
Temperance
Abolition
Women’s rights
Many women begin to call
for women’s rights
“Men and women were
created equal. They are
both moral and accountable
beings and whatever is right
for man to do is right for
women to do.”
Women’s Rights
Movement
 Lucretia Mott
 Elizabeth Cady
Stanton
 Susan B. Anthony
 Strong connection
between Women’s
Rights and Abolition
movement
Seneca Falls Convention 1848
 Elizabeth Cady
Stanton
 Susan B. Anthony
 Lucretia Mott
 Fredrick Douglass
 Declaration of
Sentiments
 Emulated Declaration
of Independence