A Growing Nation (1800-1870).

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Presentation transcript:

A Growing Nation (1800-1870)

I. Introduction American’s had “a lively faith in the perfectibility of man,” believing “what appears to them today to be good may be superseded by something better tomorrow.” – Alexis de Tocqueville 1831 The nation would change between then and 1870 with the growth of “industrialism, explosive population and economic growth, and the Civil War” (230).

II. Historical Background Introduction In the 1800s there were 16 states near the East Coast Jefferson doubled the nations size by signing the Louisiana Purchase National pride and self-awareness surged in America Canals, turnpikes, and railroads boomed

B. The Growth of Democracy at Home 1800-1840 1828 Andrew Jackson was elected He was the “People’s President” He ushered in the era of the “common man” Property requirements for voting was eliminated Most African-Americans were still enslaved “Indian Removal” – the forced migration of Native Americans from confiscated tribal lands 1838 Trail of Tears (Georgia to Oklahoma)

C. Young Nation on the World Stage War of 1812 convinced Europeans that the U.S. was here to stay Monroe Doctrine of 1823, Monroe warned Europe not to intervene in the new Latin American nations. 1830 – U.S. involved in the secession of Texas from Mexico 1836 Famous assault on the Alamo Mexican-American War (1846-1848) – American victory and acquisition of California 1849 – Gold Rush

D. The Way West and Economic Growth In the early 1800s transportation was improving The Erie Canal was completed 1825 (Atlantic Ocean to the Great Lakes) 1850 the railroad began to dominate long-distance travel 1869 East to West was linked Factories boomed Steel plow – made farming practical The telegraph facilitated almost instant communication across great distances (F.B. Morse)

E. Winds of Change Booming factories led to child labor and unsafe working conditions Women could not vote or file law suits 1840-50 – outburst in efforts to promote women’s rights Slavery divided the nation Abolitionists vs. States Advocates War begins 1861 (Brewing for 250 years)

III. Literature of the Period American Literature Comes of Age Prior to 1800 Americans did not read American authors—they read European authors This period changed all that and “would define the American voice— personal, idiosyncratic, bold—and its primary theme: the quest of the individual to define himself or herself” (233).

B. Romanticism The writers of this period would define the American voice – personal, idiosyncratic, bold It’s primary theme – “the quest of the individual to define him-or herself” Romantic – Not “ooohh la la” romantic – elevated the imagination over reason and intuition over fact Dealt with ideas that were more abstract Romantics revel in nature Accentuates the fantastic aspects of the human experience

C. New England Renaissance 1840-1855 Ralph Waldo Emerson – former minister Called for American independence from Europe Believed that American writers need to interpret their own culture in new ways A burst in literary activity took place after Emerson delivered this famous oration titled, “The American Scholar”

D. Transcendentalism Emerson and Thoreau are the best known Transcendentalists Philosophy, religion and literature all merged in New England Transcendentalism * Real truths, the most fundamental truths lie outside the experience of the senses, residing instead, in the “Over Soul … a universal and benign omnipresence…”(Emerson)

E. Walden Thoreau withdrew from society to live by himself on the shores of Walden Pond He had an intense reverence for nature Walden consists of 18 essays about various topics, from red ants vs. black ants and individual vs. society Thoreau had a philosophy of individualism, simplicity, and passive resistance to injustice.

E. Possibility of Evil Hawthorne differed from transcendentalists He saw the darker vision of those who, “burrowed into the depths of our common nature” and found area not always shimmering, but “dusky” Hawthorne has a puritan heritage that strongly influences his writing.

F. At Home in Amherst Emily Dickinson was a recluse for the second half of her life She did not write for publication – not even for her family She wrote for personal need – she questioned death, immortality, and the soul – questions unresolved by conventional religion She was published posthumously

G. Beyond New England Walt Whitman published a series of poems in 1855 titled “Leaves of Grass” He had the most lasting effect on American literature He used irregular form and frank language He was a revolutionary poet

H. Fireside Poets The literary giants of the period, like Emerson and Thoreau – at the time were not as popular with the American reading public Instead – New England poets called The Fireside Poets were widely read: Longfellow – a Harvard professor Whittier – a hardworking Quaker Lowell – born to wealth and position Holmes – a poet-physician

I. After the Flowering The burst of creativity subsided as the war gathered momentum Anti-slavery writers included Emerson, Melville, Whittier, and Lowell Thoreau and Hawthorne died before the war ended Whitman worked as a nurse and wrote war poems Dickinson ignored the war in her poetry Holmes became the “last leaf upon the tree”