Transportation and the market revolution
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| CHAPTER 9 The Dynamics Of Growth
Critical Reading Exercises "TRANSPORTATION AND THE MARKET REVOLUTION" (PP. 370–378) 1. Enter Notes: for this section of the exercise, simply note important points. 2. Summarize the passage in your own words. 3. How did canals and steamboats help develop the national markets? 4. How did the development of railroad transportation spur the expansion of farming? "THE RISE OF THE PROFESSIONS" (PP. 405–407) 1. Enter Notes: for this section of the exercise, simply note important points. 2. Summarize the passage in your own words. 3. Define "professional work" and explain why there was a rise in the professions during the first half of the nineteenth century. 4. Why did engineering become the "single largest professional occupation for men in the United States"? "THE INDUSTRIAL REVOLUTION" (PP. 384–392) 1. Enter Notes: for this section of the exercise, simply note important points. 2. Summarize the passage in your own words. 3. What caused the Lowell System of textile mill labor to eventually break down? 4. Examine the map on page 385. What region had the highest population density by 1860, and why? Nationalism And Sectionalism Chapter Study Outline I. Economic nationalism A. Impact of the War of 1812 on nationalism 1. Impact on the economy 2. Call for a stronger national government B. The Bank of the United States 1. Effects of the expiration of the national bank in 1811 2. Proposal for a new national bank 3. The bank’s supporters and opponents C. Protective tariff 1. Changing sectional attitudes 2. Proposal for Tariff of 1816 D. Internal improvements 1. Call for constitutional amendment 2. Building the National Road 3. Calhoun’s bill and its fate E. Clay’s American System II. An “Era of Good Feelings“ A. James Monroe characterized B. Monroe’s cabinet C. Election of 1820 and demise of the first party system III. Diplomatic developments A. Rush-Bagot Agreement of 1817 B. Convention of 1818 1. Northern boundary of Louisiana Purchase 2. Joint occupation of Oregon 3. Fishing rights off Newfoundland C. Trade with the West Indies D. Acquisition of Florida 1. Spain’s powerlessness in Florida 2. Jackson sent on campaign against the Seminoles 3. Reactions to Jackson’s campaign 4. The Transcontinental Treaty IV. Crisis and compromise A. Panic of 1819 1. Speculative binge 2. Easy credit 3. State banks lent beyond their means 4. Bank of the United States added to speculative mania 5. Wildcat banks forced to maintain specie reserves B. The Missouri Compromise 1. Balance of slave and free states 2. Tallmadge resolution relating to Missouri slavery 3. Compromise to admit Missouri a. Maine and Missouri balanced each other b. Slavery excluded in the northern Louisiana Purchase 4. Clay’s “Second Missouri Compromise“ V. Judicial nationalism A. John Marshall’s leadership B. Cases asserting judicial review 1. Marbury v. Madison (1803) 2. Fletcher v. Peck (1810) 3. Martin v. Hunter’s Lessee (1816) and Cohens v. Virginia (1821) C. Protection of contract rights in Dartmouth College v. Woodward (1819) D. Curbing state powers in McCulloch v. Maryland (1819) E. National supremacy in commerce in Gibbons v. Ogden (1824) VI. Nationalist diplomacy A. Negotiating Russia out of Oregon B. The Monroe Doctrine 1. Impact of Napoleonic wars on Latin America 2. British efforts to protect Latin America 3. The Monroe Doctrine asserted 4. Reactions to the doctrine VII. One-party politics A. The candidates in 1824 B. The system for nomination C. The candidates and issues D. Outcome E. Charges of “corrupt bargain“ VIII. Presidency of John Quincy Adams A. Adams’s character and plans B. Adams’s mistakes 1. Demeaning voters 2. Conjuring notions of a royal family 3. Political activities that hurt him 4. Tariff of 1828 a. Provisions b. Calhoun’s proposal to defeat a tariff increase c. Calhoun’s protest IX. Election of 1828 A. Opposition to Jackson B. His appeal to different groups C. Extensions of suffrage in the states D. Other domestic trends E. Outcome MCCULLOCH V. MARYLAND (1819) Please read this document and answer the following questions. Among the important reflections of nationalism in this era were the decisions of the United States Supreme Court under Chief Justice John Marshall. One of the strongest of these assertions of nationalism was the case of McCulloch v. Maryland (1819), in which the Maryland statute taxing the branch of the Bank of the United States in that state was declared unconstitutional. This opinion further clearly upheld the constitutionality of the bank, a matter of some dispute earlier between Hamilton and Jefferson/ Is it true, that this in the sense in which the word "necessary" is always used? Does it always import an absolute physical necessity, so strong, that one thing, to which another may be termed necessary, cannot exist without the other? We think it does not....To employ the means necessary to an end, is generally understood as employing any means calculated to produce the end, and not as being confined to those single means, without which the end would be entirely unattainable. Such is the character of human language, that no word conveys to the mind, in all situations, one single definite idea; and nothing is more common than to use words in a figurative sense....It is essential to just construction, that many words which import something excessive, should be understood in a more mitigated sense -in that sense which common usage justifies. The word "necessary" is of this description. It has not a fixed character peculiar to itself. It admits of all degrees of comparison; and is often connected with other words, which increase or diminish the impression the mind receives of the urgency it imports. A thing may be necessary, very necessary, absolutely or indispensable necessary. To no mind would the same idea be conveyed, by these several phrases....This word, then, like others, is used in various sensed; and, in its construction, the subject, the context, the intention of the person using them, are all to be taken into view. Let this be done in the case under consideration. The subject is the execution of those great powers on which the welfare of a nation essentially depends. It must have been the intention of those who gave these powers, to insure, as far as human prudence could insure, their beneficial execution. This could not be done by confining the choice of means to such narrow limits as not to leave it in the power of congress to adopt any which might be appropriate, and which were conducive to the end. The provision is made in a constitution intended to endure for ages to come, and consequently, to be adapted to the various crises of human affairs. To have prescribed the means by which government should, in all future time, execute its powers, would have been to change, entirely, the character of the instrument, and give it the properties of a legal code. It would have been an unwise attempt to provide, by immutable rules, for exigencies which, if foreseen at all, must have been seen dimly, and which can be best provided for as they occur. Take, for example, the power "to establish post-offices and post-roads." This power is executed by the single act of making the establishment. But, from this has been inferred the power and duty of caring the mail along the post-road, from one post-office, or rob the mail. It may be said, with some plausibility , that the right to carry mail, and to punish those who rob it, is not indispensable necessary to the establishment of a post-office and post-road. This right is, indeed, essential to the beneficial exercise of the power, but not indispensably necessary to its existence. So, of the punishment of the crimes of stealing or falsifying a record or process of a court of the United States, or perjury in such court. But the argument which most conclusively demonstrates the error of the construction contended for by the counsel for the State of Maryland, is founded on the intention of the convention, as manifested in the whole clause. To waste time and argument in providing that, without it, congress might carry its powers into execution, would be not much less idle than to hold a lighted taper to the sun. That the power to tax involves the power to destroy; that the power to destroy may defeat and render useless the power to create; that power to control the constitutional measures of another, which other, with respect to those very measures, is declared to be supreme over that which exerts the control, are propositions not to be denied. But all inconsistencies are to be reconciled by the magic of the word confidence. Taxation, it is said, does not necessarily and unavoidably destroy. To carry it to the excess of destruction would be an abuse, to presume which would banish that confidence which is essential to all government. But is this a case of confidence? Would the people of any one State trust those of another, with a power to control the most insignificant operation of their state government? W3e know they would not. Why, then, should we suppose that the people of any one State would be willing to trust those of another with a power to control the operations of a government to which they have confided their most important and most valuable interests? In the legislature of the Union alone, are all represented. The legislature of the Union alone, are all represented. The legislature of the Union alone, therefore, can be trusted by the people with the power of controlling measures which concern all, in the confidence that it will not be abused. If the States may tax one instrument, employed by the government in the execution of its powers, they may tax any and every other instrument. They may tax the mail; they may tax the mint; they may tax patent rights; they may tax the papers of the customhouse; they may tax judicial process; they may tax all the means employed by the government, to an excess which would defeat all the ends of government. This was not intended by the American people. They did not design to make their government dependent on the States. This is not all. If the controlling power of the States be established; if their supremacy as to taxation be acknowledged; what is to restrain their exercising this control in any shape they may please to give it? Their sovereignty is not confined to taxation. That is not the only mode in which it might be displayed. The question, in truth, is a question of supremacy; and if the right of the States to tax the means employed by the general government be conceded, the declaration that the constitution, and the laws made in pursuance thereof, shall be the supreme law of the land, is empty and unmeaning declamation. [From McCulloch v. The State of Maryland et al. (4 Wheaton ).] PLEASE ANSWER THE FOLLOWING QUESTIONS. Observation 1. What type of document is this? (Ex. Newspaper, telegram, map, letter, memorandum, congressional record) 2. For what audience was the document written? Expression 3. What do you find interesting or important about this document? 4. Is there a particular phrase or section that you find particularly meaningful or surprising? Connection 5. What does this document tell you about life in this culture at the time it was written? THE MISSOURI COMPROMISE (1820) Please read this document and answer the following questions. As the debaters raged on about Missouri, the inhabitants of the territory of Maine submitted their application for statehood. This application provided Congress with a way by which to resolve a major part of the problem, that of balancing slave versus anti-slave state representation in the national legislature. In 1819 the country had eleven slave and eleven free states, and each of these blocks did not want to see the other gain seats and power at their expense. Adams was not the only one to see that such sectional interests threatened the stability and perpetuity of the union: those in Congress who recognized this potential problem grabbed Maine's application and used it to ensure the continuation of the balance that was one part of the compromise. The other part was spelled out in the acts passed that brought Missouri into the union. MISSOURI ENABLING ACT March 6, 1820 * * *
An Act to authorize the people of the Missouri territory to form a constitution and state government, and for the admission of such state into the Union on an equal footing with the original states, and to prohibit slavery in certain territories. Be it enacted That the inhabitants of that portion of the Missouri territory included within the boundaries hereinafter designated, be, and they are hereby, authorized to form for themselves a constitution and state government, and to assume such name as they shall deem proper; and the said state, when formed, shall be admitted into the Union, upon an equal footing with the original states, in all respects whatsoever. SEC. 2. That the said state shall consist of all the territory included within the following boundaries, to wit: Beginning in the middle of the Mississippi river, on the parallel of thirty-six degrees of north latitude; thence west, along that parallel of latitude, to the St. Francois river; thence up, and following the course of that river, in the middle of the main channel thereof, to the parallel of latitude of thirty-six degrees and thirty minutes; thence west, along the same, to a point where the said parallel is intersected by a meridian line passing through the middle of the mouth of the Kansas river, where the same empties into the Missouri river, thence, from the point aforesaid north, along the said meridian line, to the intersection of the parallel of latitude which passes through the rapids of the river Des Moines, making the said line to correspond with the Indian boundary line; thence east, from the point of intersection last aforesaid, along the said parallel of latitude, to the middle of the channel of the main fork of the said river Des Moines; thence down and along the middle of the main channel of the said river Des Moines, to the mouth of the same, where it empties into the Mississippi river; thence, due east, to the middle of the main channel of the Mississippi river; thence down, and following the course of the Mississippi river, in the middle of the main channel thereof, to the place of beginning: . . . SEC. 3. That all free white male citizens of the United States, who shall have arrived at the age of twenty-one years, and have resided in said territory three months previous to the day of election, and all other persons qualified to vote for representatives to the general assembly of the said territory, shall be qualified to be elected, and they are hereby qualified and authorized to vote, and choose representatives to form a convention. . . . SEC. 8. That in all that territory ceded by France to the United States, under the name of Louisiana, which lies north of thirty-six degrees and thirty minutes north latitude, not included within the limits of the state, contemplated by this act, slavery and involuntary servitude, otherwise than in the punishment of crimes, whereof the parties shall have been duly convicted, shall be, and is hereby, forever prohibited: Provided always, That any person escaping into the same, from whom labour or service is lawfully claimed, in any state or territory of the United States, such fugitive may be lawfully reclaimed and conveyed to the person claiming his or her labour or service as aforesaid. RESOLUTION FOR THE ADMISSION OF MISSOURI March 2, 1821 * * *
Resolution providing for the admission of the State of Missouri into the Union, on a certain condition. Resolved, That Missouri shall be admitted into this union on an equal footing with the original states, in all respects whatever, upon the fundamental condition, that the fourth clause of the twenty-sixth section of the third article of the constitution [that is, "To permit the owners of slaves to emancipate them, saving the right of creditors, where the person so emancipating will give security that the slave so emancipated shall not become a public charge. It shall be their duty, as soon as may be, to pass such laws as may be necessary—1. To prevent free negroes end (and) mulattoes from coming to and settling in this State, under any pretext whatsoever; . . ."] submitted on the part of said state to Congress, shall never be construed to authorize the passage of any law, and that no law shall be passed in conformity thereto, by which any citizen, of either of the states in this Union, shall be excluded from the enjoyment of any of the privileges and immunities to which such citizen is entitled under the constitution of the United States: Provided, That the legislature of the said state, by a solemn public act, shall declare the assent of the said state to the said fundamental condition, and shall transmit to the President of the United States, on or before the fourth Monday in November next, an authentic copy of the said act; upon the receipt whereof, the President, by proclamation, shall announce the fact; whereupon, and without any further proceeding on the part of Congress, the admission of the said state into this Union shall be considered as complete. [From United States Statutes at Large, 3:545ff, 645.] PLEASE ANSWER THE FOLLOWING QUESTIONS. Observation 1. What type of document is this? (Ex. Newspaper, telegram, map, letter, memorandum, congressional record) 2. For what audience was the document written? Expression 3. What do you find interesting or important about this document? 4. Is there a particular phrase or section that you find particularly meaningful or surprising? Connection 5. What does this document tell you about life in this culture at the time it was written? 
Observation 1. Which individual items within the image are drawn to your attention? 2. List the characters, objects, and / or action.
3. What is your overall impression of this image? 4. What is this image attempting to convey to the viewer?
5. What does this image tell you about this period in America History? Nationalism And Sectionalism Focus Questions 1. How did economic policies after the War of 1812 reflect the nationalism of the period? 2. What characterized the Era of Good Feelings? 3. What were the various issues that promoted sectionalism? 4. How did the Supreme Court under John Marshall strengthen the federal government and the national economy? 5. What were the main diplomatic achievements of these years? The Jacksonian Era Chapter Study Outline I. A new era A. Population and economic growth B. Shift from local to national and international markets C. A democratized society D. Limited boundaries of Jacksonian equality II. Jackson the man A. A violent upbringing B. A combative temperament C. Jackson’s presidential agenda III. The Jacksonian presidency A. Nature of appointments B. Political rivalry between Van Buren and Calhoun C. The Peggy Eaton affair IV. Policies of conflict with Calhoun A. Internal improvements 1. Jackson’s veto of the Maysville Road bill, 1830 2. Attitude toward other internal improvements B. The nullification issue 1. South Carolina’s concern about the tariff 2. Calhoun’s theory of nullification 3. The Webster-Hayne debate a. Original issue of the debate b. Views of Hayne and Webster 4. Jackson’s toast at the Jefferson Day dinner C. The final break with Calhoun 1. Crawford’s letter relating to Calhoun’s disciplining of Jackson 2. Cabinet shake-up 3. Van Buren’s appointment to Britain killed by Calhoun 4. Calhoun takes lead of nullifiers V. The nullification crisis A. The tariff problem B. South Carolina’s actions of nullification C. Jackson’s response 1. Nullification proclamation 2. Troop reinforcements 3. “Force bill“ 4. Compromise tariff D. Resolution of the crisis—who won? VI. Jackson’s Indian policy A. Jackson’s attitude B. Indian Removal Act and treaties C. Indians in the Old Southwest D. Black Hawk War E. Seminole War F. Cherokees’ Trail of Tears 1. Georgia’s legal actions against the Indians 2. Supreme Court rulings 3. Jackson’s reaction 4. Cherokee removal VII. The bank controversy A. The bank’s opponents B. Jackson’s views C. Biddle’s effort to recharter D. Jackson’s grounds for veto E. The election of 1832 1. Innovations of the Anti-Masonic party 2. National conventions of the National Republicans and the Democrats 3. Results of the election F. Contentious politics G. Campaign innovations H. Jackson’s removal of deposits 1. Basis for his actions 2. Changes in the secretary of the treasury 3. Removals to pet banks I. Economic reaction to the removal 1. Contraction of credit in Biddle’s bank 2. Speculative binge 3. Increase in land sales 4. State indebtedness J. Bursting the bubble 1. Distribution Act 2. Specie Circular 3. International complications a. Specie from Britain, France, and Mexico b. Decrease in British investments 4. Banks in crisis VIII. Van Buren and the new party system A. Emergence of the Whigs 1. Sources of support 2. Whig philosophy B. Van Buren, the Democratic nominee C. Whig candidates D. The 1836 election IX. Van Buren’s administration A. Van Buren characterized as the Little Magician B. The panic of 1837 1. Causes and effects 2. Government reaction C. Proposal for an independent Treasury 1. Basis for the concept 2. Passage in 1840 D. Other issues of the times 1. Slavery in the District of Columbia 2. The northern boundary X. The election of 1840 A. The Whigs pick Harrison B. Nature of the campaign C. Results of the election XI. Assessing the Jackson years A. Voter participation increased B. Historical interpretations C. A closing assessment The Jacksonian Era Focus Questions 1. To what extent did Andrew Jackson’s election in 1828 initiate a new era in American politics? 2. What was Jackson’s attitude toward federal involvement in the economy? 3. How did Jackson respond to the nullification controversy? 4. What happened to the Indians living east of the Mississippi River by 1840? 5. Why did a new party system of Democrats and Whigs emerge?  King Andrew the First
Observation 1. Which individual items within the image are drawn to your attention? 2. List the characters, objects, and / or action. Expression 3. What is your overall impression of this image? 4. What is this image attempting to convey to the viewer? Connection 5. What does this image tell you about this period in America History? Chapter 11 The Old South Focus Questions 1. How diverse was the Old South’s economy, and what was its unifying feature? 2. How did dependence on agriculture and slavery shape the distinctive culture of the Old South? Why did southern whites who did not hold slaves defend the “peculiar institution”? 3. How did enslaved people respond to their bondage during the antebellum period? How did free persons of color fit into southern society? 4. How did expansion into the Southwest influence slavery and its defense? Chapter Study Outline I. Myth and reality in the Old South A. Southern mythology 1. Gone with the Wind vs. Uncle Tom’s Cabin B. Southern distinctiveness: differences from other U.S. regions 1. Environmental factors a. Geography b. The weather 2. The presence of slavery 3. High percentage of native-born population 4. Architecture, penchant for the military, agrarian ideal 5. Preponderance of farming C. Diversity within the South 1. Lower a. Dependence on cotton production and slave labor b. Led efforts to transport slavery west 2. Middle a. More diversified agricultural economy b. Large areas without slavery 3. Upper (or border) a. Fewer slaves than other parts of the South b. Moral ambivalence about slavery D. Southern religion 1. Dominance of Protestantism 2. Defense of slavery by ministers E. Staple crops and agricultural variety 1. Cotton a. Most profitable cash crop 2. Tobacco in Upper South a. First staple crop of the South 3. Indigo a. Once significant, but vanished during Colonial Era 4. Rice in tidewater area a. Primarily in the Carolinas and Georgia 5. Sugar along the lower Mississippi River 6. Voracious demand for cotton 7. The reality of high proportions of other agricultural products a. Grains, potatoes, and general crops b. Livestock 8. Exhaustion of the soil F. Manufacturing and trade 1. South far less industrialized than the North 2. Factors limiting southern industrial development a. Traditional claims (1) Claims that blacks were unsuited to factory work (2) Contention that aristocratic prestige precluded trade ventures b. Profitability of slaves and cotton reducing motivation for industrialization II. White society in the South A. The planter elite 1. Definition of planter 2. Percentage of the southern population 3. The plantation mistress B. The white middle class 1. Who was middle class? 2. The yeomanry—largest group of whites 3. General style of life C. Poor whites 1. Who were they? 2. The “lazy diseases“ D. Honor and violence in the Old South III. Black society in the South A. Growth of slave population and value 1. Development of the institution of slavery B. Free blacks 1. Methods of obtaining freedom 2. Occupations C. Slaves 1. Domestic slave trade replaces foreign slave trade 2. Rural vs. urban slavery 3. The experience of slave women a. Motherhood b. Labor c. Sexual abuse (1) Celia, a slave girl (a) White owner attacked her repeatedly (b) She killed him and was executed 4. The slave family and community a. Lack of legal status for slave marriages b. The importance of the nuclear family c. The significance of the larger African American community 5. African American religion and folklore a. Syncretic nature of the religion b. Value, purpose, and role of religion 6. Slave rebellions a. Challenges of rebellion b. 1811 slave revolt c. Denmark Vesey d. Nat Turner e. Safer forms of resistance IV. The culture of the southern frontier A. The Old Southwest 1. Largely unsettled until 1820s 2. A “land of promise“ B. The decision to migrate 1. For men, East had decreasing economic opportunity 2. Women hesitant to move a. White and black women underrepresented among migrants 3. Forced migration for slaves a. Harsh conditions b. Break-up of families C. A masculine culture 1. Violence and alcoholism 2. Abuse of women UNCLE TOM'S CABIN, HARRIET BEECHER STOWE Please read this document and answer the following questions. Long after dusk, the whole weary train, with their baskets on their heads, defiled up to the building appropriated to the storing and weighing the cotton. Legree was there, busily conversing with the two drivers. "Dat ar Tom's gwine to make a powerful deal o'trouble; kept a puttin' into Lucy's basket.—One o'these yer dat will get all der niggers to feelin' 'bused, if Mas'r don't watch him!" said Sambo. "Hey-dey! The black cuss!" said Legree. "He'll have to get a breakin' in, won't he boys?" Both negroes grinned a horrid grin at this intimation. "Ay, ay! Let Mas'r Legree alone, for breakin in! De debil heself couldn't beat Mas'r at that!" said quimbo. "Wal, boys the best way is to give him the flogging to do, till he gets over his notions. Break him in!" "It'll have to come out of him, though!" said Legree, as he rolled his tobacco in his mouth. "Now, dar's Lucy,—de aggravatinest, ugliest wench on de place!" pursued Sambo. "Take care, Sam; I shall begin to think what's the resaon for your spit agin Lucy." "Well, Mas'r knows she sot herself up agin Mas'r and wouldn't have me, when he telled her to." "Id a flogged her into 't," said Legree, spitting, "only there's such a press o' work, it don't seem wuth a while to upset her jist now. She's slender; but these yer slender gals with bear half killin' to get their own way!" "Wal, Lucy was real aggravatin' and lazy, sulkin' round; wouldn't do nothin',—and Tom he tuck up for her." "He did eh! Wal, then, Tom shall have the pleasure of floggin her. It'll be a good practice for him, and he won't put it on to the gal like you devils, neither." "Ho, ho! haw! haw! haw!" laughed both to the sooty wretches; and the diabolical sounds seemed, in truth, a not unapt expression of the fiendish character which Legree gave them. "Wal, but, Mas'r, Tom and Misse Cassy, and dey among 'em, filled Lucy's basket. I ruther guess der weight's in it, Mas'r!" "I do the weighing!" said Legree, emphatically. Both the drivers laughed again their diabolical laugh. "So!" he added, "Misse Cassy did her day's work." "She picks like de debil and all his angels!" She's got 'em all in her, I believe!" said Legree; and growling a brutal oath, he proceeded to the weighing room. Slowly, the weary dispirited creatures wound their way into the room, and, with crouching reluctance, presented their baskets to be weighed. Legree noted on a slate, on the side of which was pasted a list of names, the amount. Tom's basket was weighed and approved; and he looked, with an anxious glance, for the success of the woman he had befriended. Tottering with weakness, she came forward, and delivered her basket. It was of full weight, as Legree well perceived; but, affecting anger, her said,— "What, you lazy beast! short again! stand aside, you'll catch it pretty soon!" The woman gave a groan of utter despair, and sat sown on a board. The person who had been called Misse Cassy now came forward, and, with a haughty, negligent air, delivered her basket. As she delivered it, Legree looked in her eyes with a sneering yet inquiring glance. She fixed her black eyes steadily on him, her lips moved slightly, and she said something in French. What it was, no one know, but Legree's face became perfectly demoniacal in its expression as she spoke; he half raised his hand as if to strike,—a gesture which she regarded with fierce disdain, as she turned and walked away. "And now: said Legree, "come here, you Tom. You see I telled ye I didn't buy ye jest for the common work; I mean to promote ye, and make a driver of ye; and tonight ye may jest as well begin to get yer hand in. Now, ye jest take this yer gal and flog her; ye've seen enough on't to now how." "I beg Mas'r's pardon," said Tom; "hopes Mas'r won't set me at that. It's what I an't used to,—never did,—and can't do, no way possible." "Ye'll larn a pretty smart chance of things ye never did know, before I've done with ye!" said Legree, taking up a cowhide and striking Tom a heavy blow across the cheek, and following up the infliction by a shower of blows. "There" he said, as he stopped to rest, "now will ye tell me ye can't do it?" "Yes Mas'r,: said Tom, putting up his hand to wipe the blood that trickled down his face. "I'm willin' to work night and day, and work while there's life and breath in me; but this yer thing I can't feel it right to do; and, Mas'r I never shall do it,—never!" Tom had a remarkably smooth, soft voice, and a habitually respectful manner that had given Legree an idea that he would be cowardly, and easily subdued. When he spoke these last words, a thrill of amazement went through everyone, the poor woman clasped her hands and said, "O Lord!" and everyone involuntarily looked at each other and drew in their breath, as if to prepare for the storm that was about to burst. Legree looked stupefied and confounded, but at last burst forth,— "What! Ye blasted black beast ! tell me ye don't think it right to do what I tell ye! What have any of you cussed cattle to do with thinking what's right? I'll put a stop to it! Why, what do ye think ye are? May be ye think ye're a gentleman, master Tom, to be a telling your master what's right and what an't! So you pretend it's wrong to flog the gal!" "I think so, Mas'r," said Tom, "the poor crittur's sick and feeble; 't would be downright cruel, and it's what I never will do, nor begin to. Mas'r if you mean to kill me, kill me, but as to my raising my hand agin anyone here, I never shall,—I'll die first!" Tom spoke in a mild voice but with a decision that could not be mistaken. Legree shook with anger; his greenish eyes glared fiercely and his very whiskers seemed to curl with passion; but, like some ferocious beast that plays with its victim before he devours it, he kept back his strong impulse to proceed to immediate violence and broke out into bitter raillery. "Well, here's a pious dog, at last, let down among us sinners!—a saint, a gentleman, and no less, to talk to us sinners about our sins! Powerful, holy crittur, he must be! Here, you rascal, you make believe to be so pious,—didn't you never hear out of yer Bible, 'Servants, obey yer masters'? An't I yer master? Didn't I pay down twelve hundred dollars, cash, for all there is inside yer old cussed black shell? An't yer mine, now body and soul?" he said, giving Tom a violent kick with his heavy boot. "Tell me!" In the very depth of physical suffering, bowed by brutal oppression, this question shot a gleam of joy and triumph through Tom's soul. He suddenly stretched himself up, and, looking earnestly to heaven, while the tears and blood that flowed down his face mingled, he exclaimed— "No! no! no! my soul an't yours, Mas'r! You haven't bought it,—ye can't buy it. It's been bought and paid for by open that is able to keep it—no matter, no matter, you can't harm me!" "I can't!" said Legree, with a sneer, "we'll see,—we'll see! Here Sambo, Quimbo, give this dog such a breakin' in as he won't get over this month!" The two gigantic negroes that now laid hold of Tom, with fiendish exultation in their faces, might have formed no unapt personification of the powers of darkness. The poor woman screamed with apprehension, and all rose, as by a general impulse, while they dragged him unresisting from the place. [From Harriet Beecher Stowe, Uncle Tom's Cabin, Or Life Among the Lowly (Boston: Houghton Mifflin, 1886), pp. 396–99.] PLEASE ANSWER THE FOLLOWING QUESTIONS. Observation 1. What type of document is this? (Ex. Newspaper, telegram, map, letter, memorandum, congressional record) 2. For what audience was the document written? Expression 3. What do you find interesting or important about this document? 4. Is there a particular phrase or section that you find particularly meaningful or surprising? Connection 5. What does this document tell you about life in this culture at the time it was written?
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