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The American Nation
Chapter 15
Reform and a New
American Culture, 1820–
1860
Copyright © 2003 by Pearson Education, Inc., publishing as Prentice Hall, Upper Saddle River, NJ. All rights reserved.
The American Nation
Chapter 15: Reform and a New American Culture, 1820–
1860
Section 1:
The Reforming Spirit
Section 2:
Opposing Slavery
Section 3:
A Call for Women’s Rights
Section 4:
American Art and Literature
Copyright © 2003 by Pearson Education, Inc., publishing as Prentice Hall, Upper Saddle River, NJ. All rights reserved.
The Reforming Spirit
Chapter 15, Section 1
• How did political and religious ideals provide
inspiration for reform?
• Why did Dorothea Dix seek to reform the
treatment of prisoners and the mentally ill?
• What were the goals of the temperance
movement?
• How did reformers improve American education?
Roots of Reform
Chapter 15, Section 1
social reform—an organized attempt to improve what is unjust
or imperfect in society
Political ideals
• Politics was becoming more democratic. People pointed to the
Declaration of Independence’s promise of liberty and equality.
• People question slavery as undemocratic.
• People asked why women had few rights.
Religious ideals
•
In colonial times, American Protestants believed in
predestination, the idea that God decided in advance which
people would attain salvation after death. A religious movement
of the early 1800s—the Second Great Awakening—stressed
free will instead. Preachers said that individuals could save
their souls by their own actions.
• In revivals, or huge outdoor meetings, people heard that
individual salvation was the first step toward reforming the
world. This message inspired people to improve society.
Roots of Reform
Chapter 15, Section 1
Political Origins
• The ideals of liberty and
equality in the Declaration
of Independence inspire
people to try to improve
society
• During Jackson era, more
people can vote than ever
before
• Critics say slavery and
other injustices violate
democratic ideals
Religious Influences
• Second Great Awakening
stresses free will rather
than predestination
• Revivals encourage people
to reform their lives
• Finney teaches that
individual salvation is the
first step to the reform of a
society
Dorothea Dix Seeks to Reform the Treatment of
Prisoners and the Mentally Ill
Chapter 15, Section 1
Reasons Dix called for prison reform:
• Men, women, and children were often crammed together in
cold, damp rooms.
• Sometimes prisoners went hungry unless they could buy
their own food.
• Most prisoners were debtors, people who could not pay the
money they owed.
Reasons Dix called for reform in treatment of the mentally ill:
• The mentally ill were put in jails rather than hospitals.
• The mentally ill were often put in “cages, closets, cellars,
stalls, pens! Chained, naked, beaten with rods.”, Dix
reported.
The Temperance Movement
Chapter 15, Section 1
Temperance Movement
• In the late 1820s, a campaign against alcohol
abuse
• Some groups urged people to drink less.
• Others sought to end drinking altogether.
Improving Education
Chapter 15, Section 1
Public Schools
• In the early 1800s, Massachusetts was the only state that
required free public schools. Reformers argued that a
republic such as the United States requires educated
citizens.
• In 1814, New York State passed a law requiring local
governments to set up tax-supported school districts.
• In Massachusetts, Horace Mann urged legislators to
provide more money for education. The state built new
schools, extended the school year, raised teachers’ pay,
and established colleges to train teachers.
• By the 1850s, most northern states had set up free taxsupported elementary schools.
Improving Education
Chapter 15, Section 1
Education for African Americans
• A few northern cities set up separate schools for black
students.
• In the North, a few African American men and women
opened their own schools.
• Some African Americans went on to attend private colleges
such as Harvard, Dartmouth, and Oberlin.
• In 1854, Pennsylvania chartered the first college for African
American men.
Education for people with disabilities
• In 1817, Thomas Gallaudet set up a school for the deaf in
Hartford, Connecticut.
• In 1832, Samuel Gridley Howe founded the first American
school for the blind.
Section 1 Assessment
Chapter 15, Section 1
Social reform is
a) an effort to help people improve their behavior at social events.
b) an organized attempt to improve what is unjust or imperfect in society.
c) a dynamic religious movement.
d) the need to vote and take part in government.
One major argument reformers made in favor of free public education was that
a) a republic requires educated citizens.
b) children would otherwise have little to do.
c) it would cut down on children drinking heavily.
d) poor children should have the chance to read great literature.
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Section 1 Assessment
Chapter 15, Section 1
Social reform is
a) an effort to help people improve their behavior at social events.
b) an organized attempt to improve what is unjust or imperfect in society.
c) a dynamic religious movement.
d) the need to vote and take part in government.
One major argument reformers made in favor of free public education was that
a) a republic requires educated citizens.
b) children would otherwise have little to do.
c) it would cut down on children drinking heavily.
d) poor children should have the chance to read great literature.
Want to connect to the American History link for this section? Click here.
Opposing Slavery
Chapter 15, Section 2
• How did the antislavery movement begin and grow?
• How did the Underground Railroad help slaves reach
freedom?
• Why did many white northerners and southerners
oppose the campaign to abolish slavery?
Roots of the Antislavery Movement
Chapter 15, Section 2
Early antislavery
efforts
• Since colonial times, Quakers had taught that slavery
was a sin.
• During the Second Great Awakening, ministers called
on Christians to stamp out slavery.
Colonization
Movement
• The American Colonization Society proposed to end
slavery by setting up an independent colony in Africa
for freed slaves. In 1822, the society founded the
nation of Liberia, in West Africa. Only a few thousand
African Americans settled there.
Roots of the Antislavery Movement
Chapter 15, Section 2
Abolitionist
Movement
• Reformers known as abolitionists wanted to end
slavery completely in the United States.
• Some African Americans tried to end slavery through
lawsuits and petitions. Others, such as Samuel
Cornish and John Russwurm, used their newspaper
to influence public opinion.
• Free African American David Walker encouraged
enslaved African Americans to free themselves by
any means.
• Frederick Douglass, the best-known African American
abolitionist was a powerful speaker. He lectured in
the United States and Britain.
• White abolitionist William Lloyd Garrison published
The Liberator, the most influential antislavery
newspaper.
• The Grimké Sisters lectured against slavery.
The Underground Railroad
Chapter 15, Section 2
• The Underground Railroad was a network of
black and white abolitionists who secretly helped
slaves escape to freedom.
• Conductors guided runaways to stations where
they could hide—the homes of abolitionists,
churches, and caves.
• Harriet Tubman escaped from slavery. She risked
her freedom and her life by returning to the South
19 times. She led more than 300 former slaves to
freedom.
The Underground Railroad
Chapter 15, Section 2
Reasons Why People Opposed Abolition
Chapter 15, Section 2
In the North
• Northern mill owners,
bankers, and merchants
who depended on
southern cotton worried
about losing their cotton
supply.
• Northern workers feared
that freed African
Americans might come
and take their jobs.
In the South
• Many white southerners
accused abolitionists of
preaching violence.
• Slave owners defended
slavery even more firmly
than before. Some argued
that slaves were better off
than northern factory
workers.
• To many southerners,
slavery was an essential
part of the southern
economy and way of life.
Section 2 Assessment
Chapter 15, Section 2
Abolitionists were people who demanded that
a) slavery in the United States be ended completely.
b) African Americans, enslaved or free, be allowed to migrate to western
Africa.
c) Slavery should be allowed only in the South.
d) African Americans attend religious revivals.
The Underground Railroad was
a) an organization that provided free train rides for African Americans.
b) an organization that trained freed African Americans to operate trains.
c) a northern railroad with many tunnels in the Appalachian Mountains.
d) a network of abolitionists who helped slaves escape to freedom.
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Section 2 Assessment
Chapter 15, Section 2
Abolitionists were people who demanded that
a) slavery in the United States be ended completely.
b) African Americans, enslaved or free, be allowed to migrate to western
Africa.
c) Slavery should be allowed only in the South.
d) African Americans attend religious revivals.
The Underground Railroad was
a) an organization that provided free train rides for African Americans.
b) an organization that trained freed African Americans to operate trains.
c) a northern railroad with many tunnels in the Appalachian Mountains.
d) a network of abolitionists who helped slaves escape to freedom.
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A Call for Women’s Rights
Chapter 15, Section 3
• Why did some women call for equal rights in the
1800s?
• What goals were set at the Seneca Falls
Convention?
• How did women win new educational
opportunities?
Seeking Equal Rights for Women
Chapter 15, Section 3
Reasons people sought equal rights for women in the
mid-1800s
• Women could not vote or hold office.
• When a woman married, all of her property became
her husband’s property.
• A working woman’s wages belonged to her
husband.
• A husband had the right to hit his wife.
• The abolitionist movement made people aware that
women, too, lacked full social and political rights.
Seeking Equal Rights for Women
Women’s Rights Leaders
Chapter 15, Section 3
Sojourner Truth
This former slave was a spellbinding speaker.
She spoke out against slavery and also for
women’s rights.
Lucretia Mott
This Quaker woman used her organizing skills
to set up petition drives across the North.
Elizabeth Cady
Stanton
Stanton joined Mott and other Americans at the
World Antislavery Convention in London. Back
at home in the United States, she and Mott
organized a convention to draw attention to
women’s problems.
Susan B. Anthony
Traveled across the country, speaking
tirelessly for women’s rights.
Goals of the Seneca Falls Convention
Chapter 15, Section 3
Seneca Falls Convention—meeting held in 1848 at Seneca
Falls, New York, to discuss the problems that women faced. It
was the start of the women’s rights movement, an organization
campaign for equal rights.
Goals
• The convention issued a Declaration of Sentiments, which
proclaimed, “We hold these truths to be self-evident: that
all men and women are created equal.”
• Resolutions demanded equality at work, at school, and at
church.
• A resolution demanding women’s right to vote passed
narrowly.
New Educational Opportunities for Women
Chapter 15, Section 3
Reformers said that education was a key to women’s equality.
Reformers opened new schools for women.
• Emma Willard opened a high school for girls in Troy, New York.
• Mary Lyon opened Mount Holyoke Female Seminary in
Massachusetts, the first women’s college in the United States.
A few men’s colleges began to admit women.
• Elizabeth Blackwell attended medical school at Geneva College in
New York.
• Maria Mitchell became a noted astronomer.
• Sarah Josepha Hale became editor of Godey’s Lady’s Book.
• Antoinette Blackwell was the first American woman ordained a
minister.
Section 3 Assessment
Chapter 15, Section 3
The women’s rights movement demanded that women
a) work outside the home.
b) be given equal rights at work, at school, and at church.
c) be given certain rights that men did not have.
d) give up their husband’s names.
Before the mid-1800s no woman in the United States
a) learned to read.
b) studied dancing and drawing.
c) went to college.
d) learned to care for a family.
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Section 3 Assessment
Chapter 15, Section 3
The women’s rights movement demanded that women
a) work outside the home.
b) be given equal rights at work, at school, and at church.
c) be given certain rights that men did not have.
d) give up their husband’s names.
Before the mid-1800s no woman in the United States
a) learned to read.
b) studied dancing and drawing.
c) went to college.
d) learned to care for a family.
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American Art and Literature
Chapter 15, Section 4
• How did American painters develop their own
style?
• What themes did American poets, novelists, and
storytellers explore?
• Why was the “inner light” important to Emerson
and Thoreau?
American Painters
Chapter 15, Section 4
Before 1800, most American painters studied in Europe.
• Benjamin West
• Charles Willson Peale
• Gilbert Stuart
By the mid-1800s, American artists began to develop their
own style. The Hudson River School painted vivid
landscapes of New York’s Hudson River region.
• Thomas Cole
• Asher B. Durand
• Robert S. Duncanson
American Painters
Chapter 15, Section 4
Some American artists painted scenes of hard-working
country people.
• George Caleb Binghan: frontier life along the rivers
• George Catlin: Indians of the Great Plains and Rockies
• Alfred Jacob Miller: Indians of the Great Plains and
Rockies
American Poetry, Stories, and Other Literature
Chapter 15, Section 4
Henry Wadsworth
Longfellow
Poems based on events from the American past, such
as “Paul Revere’s Ride” and “The Song of Hiawatha.”
John Greenleaf
Whittier
Poems about the evils of slavery.
Frances Watkins
Harper
Poems about the evils of slavery.
Walt Whitman
Leaves of Grass, a book of poetry celebrating
democracy and common people.
Emily Dickinson
Recognized as one of the nation’s greatest poets.
Washington Irving
The Sketch Book, including “Rip Van Winkle” and “The
Legend of Sleepy Hollow.”
American Poetry, Stories, and Other Literature
Chapter 15, Section 4
James Fenimore
Cooper
Stories set in the American past. The Deerslayer and
The Last of the Mohicans, about a strong, solitary
frontiersman.
Herman Melville
Moby Dick, about the captain of an American whaling
ship.
Nathaniel
Hawthorne
Stories set in early New England, such as The Scarlet
Letter.
Edgar Allan Poe
Tales of horror. Known as the “father of the detective
story” for stories such as “The Murders in the Rue
Morgue.”
William Wells
Brown
The first African American to earn his living as a writer.
Wrote Clotel, a novel of slave life.
The “Inner Light” of the Transcendentalists
Chapter 15, Section 4
Transcendentalists believed that the most important truths in life
transcended, or went beyond, human reason.
• They valued the spark of deeply felt emotions more than
reason.
• They believed that each individual should live up to the divine
possibilities within.
Ralph Waldo Emerson
• He believed that civilization provides material wealth, but the
human spirit was best reflected in nature.
• He believed that nature exhibited values that came from God.
• He stressed individualism, or the importance of each
individual. He said that people have an “inner light” they can
turn to for guidance in their personal lives and to help them
improve society.
The “Inner Light” of the Transcendentalists
Chapter 15, Section 4
Henry David Thoreau
• He believed that the growth of industry and the rise
of cities were ruining the nation.
• He urged people to live as simply and as close to
nature as possible.
• He believed that each individual must decide what
is right or wrong.
• He argued in favor of civil disobedience, the idea
that people have a right to disobey unjust laws if
their consciences demand it.
Section 4 Assessment
Chapter 15, Section 4
Starting in the mid-1800s, most American painters began to
a) concentrate on portraits of English royalty.
b) think it was necessary to study in European art schools.
c) develop an American style and paint American scenes.
d) favor portraits over landscapes.
Ralph Waldo Emerson and Henry David Thoreau were part of a group of
people who believed that
a) no one should have to pay taxes.
b) reason is far more valuable than emotions.
c) each person should strive for material wealth.
d) each person has an inner light that helps the person determine right
and wrong.
Want to connect to the American History link for this section? Click here.
Section 4 Assessment
Chapter 15, Section 4
Starting in the mid-1800s, most American painters began to
a) concentrate on portraits of English royalty.
b) think it was necessary to study in European art schools.
c) develop an American style and paint American scenes.
d) favor portraits over landscapes.
Ralph Waldo Emerson and Henry David Thoreau were part of a group of
people who believed that
a) no one should have to pay taxes.
b) reason is far more valuable than emotions.
c) each person should strive for material wealth.
d) each person has an inner light that helps the person determine right
and wrong.
Want to connect to the American History link for this section? Click here.