Volume 1: To 1877

Kevin B. Sheets State University of New York, College at Cortland

Bedford/St. Martin’S Boston ◆ new York

Sources for america’s History

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For Bedford/St. Martin’s Publisher for History: Mary V. dougherty Senior Executive Editor for History and Technology: William J. Lombardo Director of Development for History: Jane Knetzger Developmental Editor: robin W. Soule Publishing Services Manager: andrea Cava Production Supervisor: Steven dowling Executive Marketing Manager: Sandra McGuire Editorial Assistant: Victoria royal Project Management: Books By design, inc. Text Design: Lily Yamamoto, LMY Studios Cover Design: Marine Miller Cover Photo: Emigrants Moving with Covered Wagon © Bettmann/Corbis Composition: Jouve Printing and Binding: rr donnelley and Sons

President, Bedford/St. Martin’s: denise B. Wydra Director of Marketing: Karen r. Soeltz Production Director: Susan W. Brown Director of Rights and Permissions: Hilary newman

Copyright © 2014 by Bedford/St. Martin’s

all rights reserved. no part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, except as may be expressly permitted by the applicable copyright statutes or in writing by the Publisher.

Manufactured in the United States of america.

8 7 6 5 4 3 f e d c b a

For information, write: Bedford/St. Martin’s, 75 arlington Street, Boston, Ma 02116 (617-399-4000)

iSBn 978-1-4576-2890-0

Acknowledgments Acknowledgments and copyrights are continued at the back of the book on page A-1, which constitutes an extension of the copyright page. It is a violation of the law to reproduce these selections by any means whatsoever without the written permission of the copyright holder.

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iii

Preface

Historians are fond of quoting L. P. Hartley’s famous line: “the past is a foreign country; they do things differently there.” it is a helpful image that emphasizes the distance, remoteness, and inscrutability of the past. Visiting a country whose language you do not speak can be disorienting until you start deciphering the gestures, unlocking the meaning behind facial expressions, and picking apart the cultural practices natives take for granted. for many students, the past is equally disorienting, and to seek safe harbor they ignore differences to emphasize com- monalities. “those people in the past are just like me, except they wear funny clothes.” Stripped down, they do resemble us, but more often they encountered their world in radically different ways. Understanding these differences is what makes the study of history so compelling.

My goal in compiling Sources for America’s History is to help students encoun- ter this different past in its most raw and visceral form. designed to accompany America’s History, eighth edition, and America: A Concise History, Sixth edition, the sources collected here put students in unmediated contact with those whose experiences shaped our past. each chapter includes a variety of both obscure and well-known voices, whose testimony highlights key themes of the period. the sources in each chapter give competing perspectives on leading events and ideas. this purposeful tension between sources is not intended to frustrate the reader. instead, the differing viewpoints introduce students to the challenge that histori- ans face in sifting through the evidence left to us. How do we make sense of the large body of primary sources that we have related to america’s half millennium of lived experience?

textbook authors present an argument about the past, something historians refer to as a “narrative.” those arguments, of course, are based on historians’ interpretation and assessment of primary sources. this document collection makes its own argument based on the specific sources selected for inclusion, but invites debate by encouraging the reader to interpret sources in different ways. Sources for America’s History is designed to encourage a productive intellectual give-and-take, enabling students of history to offer their own perspective on the past. in this way, students join the ongoing discussion among the community of scholars seeking to understand the long and complex history of what became the United States.

to facilitate this effort, Sources for America’s History includes a number of key features. each chapter in the collection includes five or six documents that

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iv Preface

support the periodization and themes of the corresponding parent text chapter. every chapter begins with an introduction that situates the documents within their wider historical context. individual documents follow, each accompanied by its own headnote and a set of reading and discussion Questions designed to help students practice historical thinking skills. the variety of readings, ranging from speeches and political cartoons by celebrated historical figures to personal letters and diary entries by ordinary people, offers students the opportunity to compare and contrast different types of documents. each chapter concludes with Comparative Questions designed to encourage students to recognize con- nections between documents and relate the sources to larger historical themes. to further support the structure of the parent text, unique Part document Sets at the end of every part section present five or six sources chosen specifically to illustrate the major themes and developments covered in each of the parent text’s nine thematic parts, allowing students to make even broader comparisons and connections across time and place.

acknowledgments

as with any big undertaking, many hands helped craft the book you are holding. thanks go to rebecca edwards from Vassar College, one of the lead authors of America’s History, for her confidence in me. Several instructors at the college, community college, and high school levels offered insightful suggestions based on their teaching experiences. they will see here many of the suggestions they recommended, though i could not accommodate all of the excellent ideas they shared. Particular thanks go to Matthew Babcock, University of north texas at dallas; edwin Benson, north Harford High School; Christine Bond-Curtright, edmond Memorial High School; Kyle t. Bulthuis, Utah State University; Jennifer Castillo, denver School of the arts; William decker, anderson Preparatory academy; angela dormiani, aSteC Charter High School; donald W. Maxwell, indiana State University; neil Prendergast, University of Washington–Stevens Point; erica ryan, rider University; Paul rykken, Black river falls High School; Sheila L. Skemp, University of Mississippi; Michael Smith, San Gorgonio High School; Geoffrey Stewart, University of Western ontario; John Struck, floyd Central High School; and felicia Viator, San francisco State University.

My editor, robin Soule, kept me focused while tutoring me through my first experience of textbook publishing. Her improvements on the text make me sound smarter than i really am. the following colleagues at Bedford/St. Martin’s helped in innumerable ways, most of which occurred silently and behind the scenes: Bill Lombardo, Sandi McGuire, Laura arcari, Jen Jovin, and Victoria royal. thanks also to andrea Cava, and especially to nancy Benjamin, who oversaw the copyediting and saved countless embarrassments. Her contribution reminds me to practice a bit of humility next time i am grading my own students’ papers.

My colleagues in the history department at the State University of new York, College at Cortland, have always provided an intellectually enriching

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Preface v

environment in which to work and live. Special thanks go to my wife, Laura Gathagan, a medieval historian who resisted the temptation to smirk at the efforts of a nineteenth-century U.S. historian to write intelligibly about the fif- teenth and sixteenth centuries. in the middle of this long process, she began call- ing herself the “Bedford widow” for the many evenings she spent alone while i toiled away. finally, to my boys, William and alexander: daddy’s done. Let’s go play ball.

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vi

IntroductIon for StudentS

i was this close to wearing eisenhower’s pajamas. during my junior year in col- lege, i interned at the Smithsonian’s national Museum of american History in Washington, d.C. every now and again, when i had a few minutes of free time, i poked around the collection of artifacts in storage. there was Lincoln’s top hat. on a high shelf was the table where Lee surrendered to Grant. a pullout metal rack filled with paintings also housed a disturbing framed collection of hair from the first sixteen presidents. one day i spied a box containing President dwight d. eisenhower’s pajamas. these were the PJs ike wore while recovering in denver from his 1955 heart attack. oh, the temptation to slip them on, but reason and self-preservation prevailed. Back on the shelf they went.

those whom the past enchants were often first beguiled by the stuff of his- tory. touching those objects helps collapse time, putting us in the immediate presence of someone else at some other time. i once held John Brown’s gun and while peering down the long barrel wondered who or what he was aiming at. His trigger finger and mine overlapped and briefly spirited me back to 1850s Pottawatomie, Kansas, where Brown waged his own civil war against slavery. the past is contained in those leavings, the letters and diaries, the political car- toons and music, the paintings and the guns and pajamas. Primary sources bring alive the past and help us to understand its significance and meaning.

this collection of primary sources aims to engage you in a conversation with the past. there will be times when you burst out laughing. Some sources will make you so mad you’ll want to throw the book across the room. (Please don’t. i spent a lot of time writing it, but i share your frustration.) other times, you’ll shake your head in disbelief. (Yes, they really thought that back then!) You are about to enter an amazing world of difference populated with people some of whom you will admire, many of whom you won’t like, and others whom you will despair of ever really knowing or understanding. Good. i hope you laugh. i hope you get mad. i even hope you get confused at times and scratch your head wondering what on earth these people were talking about. out of your responses to these texts comes insight.

My advice? read these texts with a fist full of questions. Historians do some- thing called “sourcing” when they first encounter a primary text, and it is a good practice for you, too. Start with the author. Who wrote or created the source? What do you know about this person? Was he rich, poor, or middling? Was she edu- cated? Where was he or she born and to what sort of family? You might know the

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introduction for Students vii

answers to some of these questions, but even if you do not, keeping the questions in mind might help you understand where the author is coming from. When was this source created? While it is important to know the date, it can also be revealing to know when in the person’s life he or she created the source. Was she a young girl or an older woman raising children? Was he at the beginning of his career or already famous? What was happening when the source was created? We call this “context,” and it is an important element in making sense of the source you are reading. (You will encounter the word context often in the reading and dis- cussion Questions and Comparative Questions following the sources and at the end of each chapter.) in addition to author and context, consider audience and purpose. Who was this source for, and why was it created? Was the source intended for a public or private audience? Was the source created to persuade or to inform? Was the author talking to allies or foes? What did he or she assume about their audience? a final and related point touches upon the format of the source. What type of source is it? Historians think about and interpret sources differently. You might be more honest in a private letter to your spouse than you would be in a letter to a political opponent, for example. Similarly, a campaign poster for a par- ticular candidate has a different purpose than a portrait of a politician commis- sioned for a private residence. as these examples show, the format of a source is often linked to audience and purpose.

What a source tells a historian is not always self-evident. Very few of the sources that historians use were created for historians. (no one writes letters that begin: “dear Historian of a hundred years from now, here is what i am thinking about the obama presidency.”) Historians need to “read between the lines” to derive meaning. as you read the documents in this book, you can unearth the meaning in these sources by asking questions, thinking about context, paying attention to vocabulary and cultural references, and comparing them to other sources related to the same topic or event.

this form of active reading takes a bit more time than it would if you were to simply read starting at the first word and running through to the end. to truly think like a historian, be an active reader. engage the texts. ask them questions. Write in the book. draw circles around important words or phrases. Write “key point” in the margins where you think the author is hitting his mark. don’t be afraid to throw in a few question marks where you get confused. if you have a furrowed brow, chances are someone else in class is confused, too. Bring it up in discussion and you’ll be the class superhero. take advantage of the questions i pose at the end of each source and chapter. i wrote them to inspire you to go back to the texts and think about what you read. the end-of-chapter Comparative Questions encourage you to see connections between and among multiple texts.

remember, the past is about having a conversation. these texts speak to one another. it is oK to eavesdrop on their discussions. in fact (here’s me being bold), i think you have an obligation to listen in on their chatter. Many of the issues these sources address, though sometimes distant to us in time, remain relevant: What is just? What kind of society do we want to live in? How should we treat

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viii introduction for Students

each other? How do we balance rights and responsibilities? these enduring questions are not solved by the authors included in this book. But they all have a perspective that helps to clarify our own responses.

My hope is that you will engage these texts to understand how different people, in different places and different times, constructed the specific world they inhabited. i hope, too, that you find your voice and come to know that you have an opportunity and a responsibility to engage in the conversation. the thrill of history is to know that you are part of a very long conversation about mean- ing. So, the next time you are wearing ike’s PJs while shouldering John Brown’s gun, think about the contribution to that conversation you want others to remem- ber you by. What will you say?

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ix

Contents

Preface iii

Introduction for Students vi

Part 1 traNSFOrMatIONS OF NOrtH aMErICa

(1450–1700) 1

CHaPtEr 1 Colliding Worlds 1450–1600 1

1-1 | an Englishman Describes the algonquin People THOMAS HARIOT, A Briefe and True Report of the New Found Land of Virginia (1588) 2

1-2 | Peasants Working a Lord’s Estate LIMBOURG BROTHERS, March: Peasants at Work from the “Très Riches Heures du Duc de Berry” (15th Century) 5

1-3 | Columbus Encounters Native Peoples CHRISTOPHER COLUMBUS, Journal of the First Voyage (1492) 6

1-4 | Las Casas Describes European atrocities BARTOLOME DE LAS CASAS, A Brief Account of the Destruction of the Indies (1552) 9

1-5 | Huejotzingo Petitions the Spanish King for relief COUNCIL OF HUEJOTZINGO, Letter to the King of Spain (1560) 12

1-6 | Debating the Morality of Slavery BROTHER LUIS BRANDAON, Letter to Father Sandoval (1610) 16

COMParatIVE QUEStIONS 18

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CHaPTEr 2 american Experiments 1521–1700 19

2-1 | Indians resist Spanish Control Testimony of Acoma Indians (1599) 19

2-2 | “City Upon a Hill” Sermon JOHN WINTHROP, A Model of Christian Charity (1630) 23

2-3 | The Limits of the Puritan Community The Trial of Anne Hutchinson (1637) 28

2-4 | Maryland Protects religious Belief Maryland Act of Religious Toleration (1649) 30

2-5 | Slave Labor on the rise EDMUND WHITE, Letter to Joseph Morton (1687) 33

2-6 | Spreading the Gospel among the Iroquois REV. FATHER LOUIS CELLOT, Letter to Father François Le Mercier (1656) 35

COMParaTIVE QUESTIONS 38

ParT 1 DOCUMENT SET Developing Patterns of atlantic World Exchange 1450–1700 39

P1-1 | The aztec God Tlaloc with Maize Meal of Maize and Beans, the Sixth Month of the Aztec Solar Calendar (c. 1585) 40

P1-2 | Florida Natives Welcome the returning French THEODORE DE BRY, The Natives of Florida Worship the Column Erected by Commander on His First Voyage (1591) 41

P1-3 | a European Encounters the algonquin Indians THOMAS MORTON, Manners and Customs of the Indians (of New England) (1637) 42

P1-4 | The Trade in Goods and Slaves THOMAS PHILLIPS, A Journal of a Voyage Made in the Hannibal (1693–1694) 45

P1-5 | Making the Case for Colonization RICHARD HAKLUYT, A Discourse of Western Planting (1584) 52

COMParaTIVE QUESTIONS 57

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Contents xi

ParT 2 BrITISH NOrTH aMErICa aND THE aTLaNTIC WOrLD

(1660–1763) 59

CHaPTEr 3 The British atlantic World 1660–1750 59

3-1 | Bostonians Welcome the Glorious revolution The Declaration of the Gentlemen, Merchants and Inhabitants of Boston, and the Country Adjacent (1689) 60

3-2 | The Onondaga Pledge Support to Colonies CANASSATEGO, Papers Relating to an Act of the Assembly of the Province of New York (1742) 65

3-3 | Virginia Tightens Slave Codes THE GENERAL ASSEMBLY OF VIRGINIA, An Act for Suppressing Outlying Slaves (1691) 67

3-4 | Gentility and the Planter Elite WILLIAM BYRD II, Diary Entries (1709–1712) 69

3-5 | Trade Creates Dynamic Commercial Economy JOHN BARNARD, The Autobiography of the Rev. John Barnard (1766) 73

3-6 | Colonists assert Their rights LORD CORNBURY, Letter to the Lords of Trade (1704) 74

COMParaTIVE QUESTIONS 79

CHaPTEr 4 Growth, Diversity, and Conflict 1720–1763 80

4-1 | a revivalist Warns against Old Light Ministers GILBERT TENNENT, Dangers of an Unconverted Ministry (1740) 81

4-2 | Sarah Osborn on Her Experiences During the religious revivals SARAH OSBORN, Memoirs of the Life of Mrs. Sarah Osborn (1814) 85

4-3 | anglican Minister on the Manners and religion of the Carolina Backcountry CHARLES WOODMASON, Journal (1766–1768) 87

4-4 | Franklin Calls for Colonial Unity BENJAMIN FRANKLIN, Albany Plan of Union (1754) 90

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4-5 | Colonists argue for an alliance with Indians against the French State of the British and French Colonies in North America (1755) 93

4-6 | The North Carolina regulators Protest British Control Petition from the Inhabitants of Orange County, North Carolina (1770) 96

COMParaTIVE QUESTIONS 99

ParT 2 DOCUMENT SET The Causes and Consequences of the Peopling of North america 1660–1763 100

P2-1 | The Horrors of the Middle Passage OLAUDAH EQUIANO, The Interesting Narrative of the Life of Olaudah Equiano, or Gustavus Vassa, the African. Written by Himself (1794) 101

P2-2 | German Immigrant Describes Carolina Opportunities Letter from Christen Janzen to His Family (1711) 105

P2-3 | an Indentured Servant Confesses to Murder The Vain Prodigal Life and Tragical Penitent Death of Thomas Hellier (1680) 109

P2-4 | Celebrating an Indian Defeat A Ballad of Pigwacket (1725) 112

P2-5 | Colonial Settlements raise Indian alarms Journal of James Kenny (1761–1763) 115

COMParaTIVE QUESTIONS 118

ParT 3 rEVOLUTION aND rEPUBLICaN CULTUrE

(1763–1820) 119

CHaPTEr 5 The Problem of Empire 1763–1776 119

5-1 | a Virginia Planter Defends the Natural rights of Colonies RICHARD BLAND, Inquiry into the Rights of the British Colonies (1766) 120

5-2 | Colonists Protest Parliament’s acts STAMP ACT CONGRESS, Declaration of Rights (1765) 124

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5-3 | a Loyalist Decries the Boston Mob PETER OLIVER, Origin and Progress of the American Rebellion (1781) 126

5-4 | Worcester Loyalists Protest the Committee of Safety A Protest by the Worcester, Massachusetts, Selectmen (1774) 131

5-5 | The Danger of Too Much Liberty THOMAS HUTCHINSON, Letter to Thomas Whately (1769) 133

5-6 | Thomas Paine attacks the Monarchy THOMAS PAINE, Common Sense (1776) 134

COMParaTIVE QUESTIONS 138

CHaPTEr 6 Making War and republican Governments 1776–1789 140

6-1 | Democratic Spirit Empowers the People Instructions to the Delegates from Mecklenburg to the Provincial Congress at Halifax in November (1776) 141

6-2 | a Call to “remember the Ladies” ABIGAIL AND JOHN ADAMS, Correspondence (1776) 145

6-3 | Enslaved Blacks adopt the Cause of Liberty PRINCE HALL, Petition for Freedom to the Massachusetts Council and the House of Representatives (1777) 151

6-4 | a republican Hero Emerges JAMES PEALE, General George Washington at Yorktown (c. 1782) 152

6-5 | a Shaysite Defends the “risings of the People” DANIEL GRAY, Address to the People of Several Towns (1786) 154

6-6 | Madison Defends the Constitution JAMES MADISON, Federalist No. 10 and Federalist No. 51 (1787) 155

COMParaTIVE QUESTIONS 163

CHaPTEr 7 Hammering Out a Federal republic 1787–1820 164

7-1 | Hamilton Diverges from Jefferson on the Economy ALEXANDER HAMILTON, Letter to Edward Carrington (1792) 165

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7-2 | Jefferson’s agrarian Vision for the New republic THOMAS JEFFERSON, Notes on the State of Virginia (1781) 170

7-3 | a Federalist Warns against French Influence on american Politics FISHER AMES, Foreign Politics (c. 1801–1805) 172

7-4 | anxiety Over Western Expansion THE PANOPLIST AND MISSIONARY HERALD, Retrograde Movement of National Character (1818) 175

7-5 | a Shawnee Chief Calls for Native american Unity TECUMSEH, “Sleep Not Longer, O’ Choctaws and Chickasaws” (1811) 176

7-6 | New England Federalists Oppose the War of 1812 Report of the Hartford Convention (1815) 179

COMParaTIVE QUESTIONS 183

CHaPTEr 8 Creating a republican Culture 1790–1820 184

8-1 | Building the Economy J. HILL, Junction of Erie and Northern Canal (c. 1830–1832) 185

8-2 | In Praise of Domestic Manufacturing THE WEEKLY REGISTER, Home Influence (1813) 186

8-3 | Warren Discusses Women’s roles MERCY OTIS WARREN, Letter to a Young Friend (1790) and Letter to Catharine Sawbridge Macaulay Graham (1791) 188

8-4 | an argument for the Education of republican Women BENJAMIN RUSH, Thoughts Upon Female Education (1787) 191

8-5 | Jefferson Warns against Slavery’s Expansion THOMAS JEFFERSON, Letter to John Holmes (1820) 196

8-6 | an Egalitarian View of religion LORENZO DOW, Analects Upon the Rights of Man (1816) 197

COMParaTIVE QUESTIONS 200

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ParT 3 DOCUMENT SET The Emergence of Democratic Ideals and a New National Identity 1763–1820 201

P3-1 | rallying americans to the Cause of Freedom JOHN DICKINSON, The Liberty Song (1768) 202

P3-2 | Defining the american Character J. HECTOR ST. JOHN DE CRÈVECOEUR, Letters from an American Farmer (1782) 204

P3-3 | Women’s right to Education in the New republic JUDITH SARGENT MURRAY, On the Equality of the Sexes (1790) 206

P3-4 | a Warning for the Young republic George Washington’s Farewell Address (1796) 210

P3-5 | a Woman’s Perspective on Backcountry america MARGARET VAN HORN DWIGHT, A Journey to Ohio (1810) 214

P3-6 | Democratic Enthusiasm Shapes religion JAMES FLINT, Letters from America (1820) 218

COMParaTIVE QUESTIONS 221

ParT 4 OVErLaPPING rEVOLUTIONS

(1800–1860) 223

CHaPTEr 9 Transforming the Economy 1800–1860 223

9-1 | a Factory Girl remembers Mill Work LUCY LARCOM, Among Lowell Mill-Girls: A Reminiscence (1881) 224

9-2 | Making the Case for Internal Improvements HON. P. B. PORTER, Speech on Internal Improvements (1810) 226

9-3 | a View of the Factory System Repeating Fire-Arms. A Day at the Armory of Colt’s Patent Fire-Arms Manufacturing Company (1857) 229

9-4 | Contrasting Images of Urban Life Frontispiece from Sunshine and Shadow in New York (1868) 232

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9-5 | Taking the Temperance Pledge Preface to The Temperance Manual of the American Temperance Society for the Young Men of the United States (1836) 234

9-6 | Finney Discussing the revival of religion CHARLES GRANDISON FINNEY, Lectures on Revivals of Religion (1835) 238

COMParaTIVE QUESTIONS 241

CHaPTEr 10 a Democratic revolution 1800–1844 242

10-1 | a Professional Politician on the Necessity of Political Parties MARTIN VAN BUREN, The Autobiography of Martin Van Buren (1854) 243

10-2 | Insurgent Democrats Flex Political Power FITZWILLIAM BYRDSALL, The History of the Loco-Foco or Equal Rights Party (1842) 245

10-3 | President Defeats Monopoly Threat ANDREW JACKSON, Veto Message Regarding the Bank of the United States (1832) 248

10-4 | Whig Partisan Describes Party’s Political Economy HENRY CAREY, The Harmony of Interests (1851) 254

10-5 | Decrying Jackson’s Use of Presidential Power King Andrew the First (c. 1833) 256

10-6 | Native american Women Urge resistance to removal Policy CHEROKEE WOMEN, Petition (1821 [1831?]) 258

COMParaTIVE QUESTIONS 259

CHaPTEr 11 religion and reform 1800–1860 260

11-1 | a Transcendentalist View of Women’s rights MARGARET FULLER, Woman in the Ninete

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