Patents as Primary Sources

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Photo, Isaac Singer's 1854 Patent Model...
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Ever tried teaching with technology? No, we don't mean Twitter, Facebook, iPods, cutting-edge interactive whiteboards, or even video and DVD players.

We mean patents.

The U.S. Patents and Trademark Office and Google Patents stockpile millions of patents, dating from 1790 to the present. In a July 2010 Organization for American Historians article, Chemical Heritage Foundation fellow Cai Guise-Richardson suggests ways to mine these historical document collections for classroom use.

Maybe you're studying Eli Whitney's cotton gin. What did the original patent look like? Can students decipher what the device does and how it works from the diagrams alone, or is it unclear? What sort of language does Whitney use to describe his invention, and how does he think it will help society?

Ask your students to think about the technology they encounter every day. Do laptops, MP3 players, cars, phones, household appliances—even toys—ever stop changing? No—there's always a new model or a different brand to buy. Inventions in the past developed in the same way. Try a Google Patent search for "cotton gin" to discover just how many variations and improvements on Whitney's invention eager inventors have developed since 1794, when Whitney first patented his design.

Try an advanced search using a word and a date. In 1901, were there any patents containing the word "genetics?" Probably not. What about in 1954, the year after scientists Watson, Crick, and Franklin discovered the structure of DNA? How about in 1990?

Think of other terms that might show up frequently in patents in different time periods. Is "bomb shelter" more frequent after World War II? How were radioactive substances used before they were proved dangerous? Consider this 1925 patent suggesting that rendering food and water radioactive will help prevent disease and preserve freshness. Do students think we're using any inventions today that we'll wish we hadn't in the future? What sorts of words and phrases do they think would show up frequently in patents today?

Pick a phrase or an invention and start exploring! Refer to Guise-Richardson's article for more suggestions if you have difficulty searching or run dry of ideas.

American Experience: We Shall Remain

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In April 2009, the award-winning PBS series, American Experience launches an immersive look at the Native American experience with the five-episode series We Shall Remain.

Watch the series trailer and film clips to get an idea of content and concept. Actor Benjamin Bratt narrates this documentary that explores how Native peoples valiantly resisted expulsion from their lands and fought the extinction of their culture. The chronological range is impressive—from the Wampanoags of New England in the 1600s who used their alliance with the English to weaken rival tribes, to the bold new leaders of the 1970s who harnessed the momentum of the Civil Rights Movement to forge a pan-Indian identity. We Shall Remain represents a collaboration between Native and non-Native filmmakers and involves Native advisers and scholars at all levels of the project.

A teacher's guide is forthcoming in April and promises to offer techniques to integrate Native American history into the school curricula—including film-specific questions for analysis and comprehension, discussion questions, and classroom activities.

The film website includes additional resources and a bibliography of books and digital resources tied to each episode.

Local PBS stations, libraries, and educational institutions also plan events related to We Shall Remain, and an Event Calendar lists what, when, and where.

Register for Your Virtual Seat: Smithsonian Education Online Lincoln Conference

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Register now for the free Abraham Lincoln: a Smithsonian Education Online Conference, airing February 4–5, 2009. The conference takes place completely over the internet, so tune in from wherever you are. The Smithsonian promises opportunities to meet peers, share information, expand professional networks, and learn from talented colleagues.

Topics include One Life: The Mask of Lincoln conducted by Historian Dave Ward of the National Portrait Gallery; Public and Private Photography During the Civil War with Shannon Perch, Associate Curator at the National Museum of American History; and The Enduring Emancipation: From President Lincoln to President Obama led by Lonnie Bunch, Founding Director of the Smithsonian National Museum of African American History and Culture.

The five 50-minute sessions scheduled for each day will be recorded to accommodate all participant time zones, and schedules will be available online after the conference as well. Each day concludes with a session exploring classroom application of workshop content.

The conference program and speaker biographies are available online to enable you to plan your schedule. Technical information necessary for participation arrives after registration.

Save the Date! National Teach-In on Lincoln!

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The History Channel and the Abraham Lincoln Bicentennial Commission are offering a National Teach-In on the life and legacy of Abraham Lincoln on Thursday, February 12, 2009, at 1:30EST. (The History Channel also publishes a minisite including videos and essays on Lincoln.)

The Teach-In features two Lincoln Scholars: Matthew Pinsker and Harold Holzer. They will share their expertise and answer student questions from throughout the country. Content recommended for middle through high school, with an emphasis on eighth grade.

Questions? Please email lincoln@aetn.com.

Please consult A New Look at Abraham Lincoln and Lincoln Bicentennial for previous articles on classroom resources for the bicentennial.

Keep Your Top Eye Open

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Theodore Parker, Ballous Pictorial, November 6, 1858
Question

I have a copy of a poster from 1851 that warns the “Colored People of Boston” to stay away from constables and policemen as they are required to enforce the Fugitive Slave Law. The last sentence reads, “Keep A Sharp Look Out for Kidnappers and have TOP EYE open.” What is the reference to the “Top Eye”? What does “Top Eye” mean in this case?

Answer

The original of this handbill is in the Boston Public Library’s Rare Book collection. It is part of the papers, manuscripts, and diaries of abolitionist and controversial Unitarian clergyman Theodore Parker, who composed it and had it printed and distributed.

Boston Vigilance Committee

At the time he posted it around Boston, Parker was the head of the Boston Vigilance Committee, a group of white and black abolitionists, eventually numbering more than 200, who agitated in various legal and extra-legal ways to frustrate slaveholding. The committee set up a secret network of operators on the Underground Railroad, who transported escaped slaves through the area. The committee also looked for slave-catchers in Boston who had come north to search for fugitive slaves. Parker and his fellow committee members alerted the sympathetic white and black community in the area, and sometimes threatened the slave-catchers and scared them off, and even rushed the jail to free captured slaves.

The committee’s semi-secretive efforts increased in intensity after the 1850 passage of the Fugitive Slave Act (part of the Compromise of 1850), which specifically required Northern states to remit or return fugitive slaves to their Southern owners. The committee’s collective outrage peaked during the 1851 trial and return to Georgia of escaped slave Thomas Sims (the handbill is from this period), the capture and freeing of fugitive slave Shadrach Minkins in 1851, and the riots during the capture and return under Federal guard of fugitive slave Anthony Burns to Virginia in 1854.

Top Eye Open

Having or keeping your top eye open simply meant keeping a careful watch, no matter what else you were doing. It most often carried the idea that you had to keep a lookout for threatening intruders, enemies, or competitors.

The phrase appears to be an Americanism. I see written evidence for its use, among both uneducated and educated and among both whites and African Americans, as early as 1828 and as late as 1911. Those who used it probably felt it to be a bit unusual because it often appeared with quotation marks around it, as if they understood it as slang.

Today, we would say something like “keep your eyes peeled” or “keep one eye open” or “sleep with one eye open.” When you lie down to sleep, one eye is uppermost and is therefore your “top eye,” the one with the slightly better vantage point. “Top” probably also connoted “best,” so that your “top eye” was the one that could see farther and clearer.

Having or keeping your top eye open simply meant keeping a careful watch, no matter what else you were doing.

John S. Skinner, for example, in an 1828 issue of The American Farmer, counseled his readers, “So that as small sands form the mountain, and economy is said to be wealth, perhaps it would be as well to keep our top-eye open a little sharper towards those smaller items of family expenses.” The satirist John S. Robb, in a backwoods story he published in an 1845 issue of The Spirit of the Times, had one of his rustic characters say: “You, Mike, keep your eye skinned for Ingins, ‘cause ef we git deep in a yard here, without a top eye open, the cussed varmints ‘ll pop on us unawars, and be stickin’ some of thur quills in us—nothing’ like havin’ your eye open and insterments ready."

The phrase was a warning to keep your guard up, but also simply to pay close attention to what was happening so that you could forestall a threat as it arose and even shrewdly turn the situation into a favorable opportunity for your own success or profit.

Theodore Parker’s Use of the Phrase

Theodore Parker certainly understood the phrase in this way. In a speech he gave to the annual meeting of the Massachusetts Anti-Slavery Society in 1853, he said, “I am glad that a ‘top eye’ is open to scrutinize the acts of public men—an eye that never slumbers nor sleeps—an eye that does not spare a friend when he falters more than a foe when he is false; I am glad of that.” And in a letter he wrote in 1854, Parker facetiously chided fellow abolitionist Samuel J. May for having tried to argue that the Bible was a pacifist tract, when there was plenty of evidence to the contrary: “But all this, O father! is a delusion of Satan, who will deceive the very elect if they do not keep a top-eye open and a bright look-out.”

The phrase also had currency among other abolitionists, who used it to describe slaves who carried on with their normal activities, but constantly watched for the moment when they could act by making their escape. The Provincial Freeman in its issue of April 21, 1855, for example, used the phrase:

The cook (a colored man) having his “top eye open,” kept quiet till the steamer had fairly reached New York, then quietly procured a carriage, and apprised the property [that is, a slave onboard] that it was at liberty to assume a more independent air; consequently, it was not unconscious of the value of time; and lo! to the utter amazement of the Mate, it was seen making quick paces in the direction of the carriage.

Abolitionist activist and writer William Still, in his 1872 history, The Underground Rail Road, described the rescue of a slave, Jane Johnson, and her children, using the phrase—“Jane had her ‘top eye open,’ and in that brief space had appealed to the sympathies of a person whom she ventured to trust, saying, ‘I and my children are slaves, and we want liberty!’”

The phrase “keep (or have) your top eye open” had this meaning all during the time it was current, through the first decade of the 20th century.

Another Later Meaning of the Phrase

For about 15 years, from about 1885 to 1900, long after Parker had written his handbill, the phrase briefly developed another meaning before it dropped out of currency altogether. Liberal reformers and spiritual progressives, especially from New England, used it to refer to cultivating a new and higher angle of vision on the world. To keep or have your top eye open meant to look a little deeper into the reasons of things or to look behind the surface of everyday things, to take your eyes off the ground and look into the air, up to heaven, to look there for subtle signs and omens, to be high-minded, to be spiritual rather than materialistic, to be focused on the true and lasting rather than the false, the sensual, and the transitory, on the intuitive rather than the calculating.

Parker’s use of the phrase in 1851 has nothing in it, even implicitly, that connects it to this later meaning. However, the distant origins of the image that this later meaning captures probably lay in Parker’s friend and fellow Transcendentalist Ralph Waldo Emerson’s essay, “Nature,” written in 1836, where he described an “exaltation” he experienced one day at twilight staring into snow puddles: "Standing on the bare ground—my head bathed by the blithe air and uplifted into infinite space—all mean egotism vanishes. I become a transparent eyeball; I am nothing; I see all; the currents of the Universal Being circulate through me; I am part or parcel of God."

"I become a transparent eyeball"

The “top eye” was the “skylight of the soul,” like the oculus at the top of the Pantheon in Rome. It saw, not the waves, but “Him who walks upon the waves,” in the words of ex-Quaker, Temperance worker and suffragist Hannah Whitall Smith. For her, opening one’s top eye was a mystical experience, a religious conversion, a reception of holiness and sanctification into one’s life. In 1883, Smith’s coworker and friend, Frances Elizabeth Willard, the President of the Woman’s Christian Temperance Union, described Mrs. Smith’s home and family:

There is no fear of the “next thing,” because it is the next and not the last. There is no looking back, after the puerile fashion of Lot’s wife, but, with earnest gaze forward and upward, this family group moves forward, blessing and blessed. “Keep your top eye open,” is the mother’s constant motto for her children.

About the same time, Congregationalist lecturer, Joseph Cook, at one of his weekly prayer meetings at Boston’s Tremont Temple, told his audience:

British advanced thought believes in its frontal eye, but not in its coronal eye. This is a defect of the English mind and of the American. When you reach India, in your tour of the globe, you will find people who believe in their coronal eye; who see God in an intuitive way, as Emerson did. … The Scotch have an eye in the dome of their souls; but they have such an immense front window that they are chiefly occupied in gazing out of it. Rarely, except in periods of mighty religious fervor, do they look aloft through the dome. … In general, Scotchmen, Englishmen, and Americans believe in experience, observation, definition, induction, the scientific method, and nothing else. You notice thus one of the defects of Anglo-Saxon advanced thought, that it sees with its front eye, and not with its top eye.

For more information

The Boston Public Library Anti-Slavery Collection.

Archer Taylor, Bartlett Jere Whiting, A Dictionary of American Proverbs and Proverbial Phrases, 1820-1880. Cambridge, Mass.: Belknap Press, 1958.

Bibliography

John S. Robb (pseudo. Solitaire), “Fun with a ‘Bar,’ A Night Adventure on the Missouri,” in Streaks of Squatter Life, and Far-West Scenes, Philadelphia: Carey and Hart, 1846, p. 105. Published first in The Spirit of the Times (New York), Dec 20, 1845.

“Speech of Theodore Parker at the Annual Meeting of the Massachusetts A. S. Society, Friday Evening, Jan. 28, 1853,” The Liberator, Feb 25, 1853, p. 2.

Theodore Parker, correspondence to Samuel J. May, March 1854, in Octavius Brooks Frothingham, Theodore Parker: A Biography, Boston: R. Osgood, 1874, p. 289.

William Still, The Underground Rail Road. Philadelphia: Porter & Coates, 1872, p. 91.

Frances Elizabeth Willard, Woman and Temperance; or, the work and workers of the Woman’s Christian Temperance Union. Hartford: James Betts, 1883, p. 198.

Joseph Cook, “Advanced Thought in England and Scotland,” Christian Advocate, Jan 18, 1883, p. 37.

Innovation and Technology in the 19th Century

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Genius of Electricity, statue by Evelyn Beatrice Longman
Question

How did innovation and technology change life in the 19th century?

Answer

There were two technological innovations that profoundly changed daily life in the 19th century. They were both “motive powers”: steam and electricity. According to some, the development and application of steam engines and electricity to various tasks such as transportation and the telegraph, affected human life by increasing and multiplying the mechanical power of human or animal strength or the power of simple tools.

Those who lived through these technological changes, felt them to be much more than technological innovations. To them, these technologies seemed to erase the primeval boundaries of human experience, and to usher in a kind of Millennial era, a New Age, in which humankind had definitively broken its chains and was able, as it became proverbial to say, to “annihilate time and space.” Even the most important inventions of the 19th century that were not simply applications of steam or electrical power, such as the recording technologies of the photograph and the phonograph, contributed to this because they made the past available to the present and the present to the future.
The 1850 song, “Uncle Sam’s Farm,” written by Jesse Hutchinson, Jr., of the Hutchinson Family Singers, captured this sense that a unique historical rupture had occurred as a result of scientific and social progress:

Our fathers gave us liberty, but little did they dream
The grand results that pour along this mighty age of steam;
For our mountains, lakes and rivers are all a blaze of fire,
And we send our news by lightning on the telegraphic wires.

Apart from the technological inventions themselves, daily life in the 19th century was profoundly changed by the innovation of reorganizing work as a mechanical process, with humans as part of that process. This meant, in part, dividing up the work involved in manufacturing so that each single workman performed only one stage in the manufacturing process, which was previously broken into sequential parts. Before, individual workers typically guided the entire process of manufacturing from start to finish.

This change in work was the division or specialization of labor, and this “rationalization” (as it was conceived to be) of the manufacturing process occurred in many industries before and even quite apart from the introduction of new and more powerful machines into the process. This was an essential element of the industrialization that advanced throughout the 19th century. It made possible the mass production of goods, but it also required the tight reorganization of workers into a “workforce” that could be orchestrated in various ways in order to increase manufacturing efficiency. Individuals experienced this reorganization as conflict: From the viewpoint of individual workers, it was felt as bringing good and bad changes to their daily lives.

On the one hand, it threatened the integrity of the family because people were drawn away from home to work in factories and in dense urban areas. It threatened their individual autonomy because they were no longer masters of the work of their hands, but rather more like cogs in a large machine performing a limited set of functions, and not responsible for the whole.

On the other hand, it made it possible for more and more people to enjoy goods that only the wealthy would have been able to afford in earlier times or goods that had never been available to anyone no matter how wealthy. The rationalization of the manufacturing process broadened their experiences through varied work, travel, and education that would have been impossible before.

For more information

J. D. Bernal, Science and Industry in the Nineteenth Century. Bloomington: Indiana University Press, 1970. First edition published 1953.

Thomas Parke Hughes, American Genesis: A History of the American Genius for Invention. New York: Penguin Books, 1989.

Jack Larkin, The Reshaping of Everyday Life: 1790-1840. New York: Harper Perennial, 1989. First edition published 1988.

Walter Licht, Industrializing America: The Nineteenth Century. Baltimore: Johns Hopkins University Press, 1995.

Carroll Pursell, The Machine in America: A Social History of Technology. Baltimore: Johns Hopkins University Press, 1995.

Trade Routes and Emerging Colonial Economies

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Newsprint, Sale of Africans from the Windward Coast, New York Public Library
Question

“What was the impact of trade routes on emerging colonies in the Americas?”

Answer

Good question and one that is often answered a bit too narrowly. The key issue is whether trade routes promoted resource extraction and/or economic development, and if the latter, what sort of development. Of course, the most famous route, with the greatest impact on New World colonies, was the Triangular Trade, which had some variants. In addition, though, there were several versions of a simpler two-way transatlantic trade, from the UK to the northern colonies, from France to Quebec, and from Spain/Portugal to Latin American places. Last, and less known, a transpacific trade took shape in the 17th century, connecting the Philippines with Mexico through the west coast port of Acapulco. So here we have at least half dozen routes to assess in terms of impacts.

These ventures, plus those made by Spanish and Portuguese slavers extracted over nine million Africans from their home terrains between the 16th and 19th centuries

The core of the triangular trade, ca. 1600-1800, was the exchange of slaves for materials and goods – African captives brought to eastern Atlantic ports, exchanged for gold or British manufactured products, then transshipped brutally to colonial depots – Charleston, New Orleans, the Caribbean islands, and in smaller numbers, New York, for example. There, captives were again sold, for cash or goods (sugar, tobacco, timber) which returned to a UK starting point (often Liverpool). Yet this sequence was not the only one, particularly in New England, where merchants sent rum and other North American goods to Africa, secured slaves for auction to sugar plantations in the Caribbean, and brought liquid sugar (molasses) to American shores for distillation into more rum. Though this sounds tidy, actually, rarely was either triangle completed by one ship in one voyage; each triangle stands more as a mythical model than a description of standard practice. Nonetheless these ventures, plus those made by Spanish and Portuguese slavers extracted over nine million Africans from their home terrains across the 16th through the 19th centuries. That’s quite an impact, creating slave economies from Virginia to Trinidad to Brazil. Another three-sided trade involved slavery indirectly, as when Yankees sent colonial goods to the sugar islands, shipped to Russia to exchange sugar for iron, which returned to New England.

Trade did not automatically translate into sustained development

Bilateral trade is simpler to grasp, and yet may depart from our current notions of exchange. The Kingdom of Spain extracted precious metals from Latin America, sending back goods for colonizers, especially through Veracruz, which became Mexico’s principal east coast harbor. By contrast, French trade with Quebec was a constant drain on the monarchy’s funds; often goods sent to sustain some 50,000 settlers cost more than double the value of furs gathered and sold. However, Virginia tobacco sold to Britain at times created high profits, but this single-crop economy proved vulnerable to commodity price fluctuations (Cotton’s southern surge came after the American Revolution.). Clearly trade did not automatically translate into sustained development, though port cities did prosper, not least because they became anchors for coastal shipping within and among colonies. At times, expanding trade could irritate the colonizing state, as when Mexican merchants created a long-distance 16th-18th century trans-Pacific route from Acapulco, trading an estimated 100 tons of silver annually for Chinese silks, cottons, spices, and pottery – resources the Crown thought should be sent to Madrid instead. Overall, my sense is that colonial trade routes deepened exploitation of people and nature appreciably more than they fostered investment and economic development.

For more information

Bailey, Anne. African Voices of the Atlantic Slave Trade. Boston: Beacon, 2006.

Bjork, Katherine. “The Link That Kept the Philippines Spanish: Mexican Merchant Interests and the Manila Trade, 1571-1815.” Journal of World History 9 (1998): 25-50.

Bravo, Karen. “Exploring the Analogy between Modern Trafficking in Humans and the Transatlantic Slave Trade.” Boston University Int’nl Law Journal 25 (2007), 207-95.

Evans, Chris and Goran Ryden. Baltic Iron in the Atlantic World Leiden: Brill, 2007.

Hart, Michael. A Trading Nation: Canadian Trade Policy from Colonialism to Globalization. Vancouver: University of British Columbia Press, 2002.

Jamestown-Yorktown Foundation, Jamestown Settlement, and Yorktown Victory Center[VA]

Ostrander, Gilman. “The Making of the Transatlantic Slave Trade Myth,” William and Mary Quarterly 30 (1973): 635-44.

Rawley, James and Stephen Behrendt. “The Coastal Trade of the British North American Colonies,” Journal of Economic History 34 (1972): 783-810.

Bibliography

Canny, Nicholas. “Writing Atlantic History; or, Reconfiguring the History of Colonial British America,” Journal of American History 86 (1999): 1093-1114.

Price, Jacob and Paul Clemens. “A Revolution of Scale in Overseas Trade: British Firms in the Chesapeake Trade, 1675-1775.” Journal of Economic History 47(1987): 1-43.

Rawley, James and Stephen Berendt. The Transatlantic Slave Trade: A History. Lincoln: University of Nebraska Press, 2005.

Spanish Colonial Trade Routes

Bank Notes of the Second Bank of the United States

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Nicholas Biddle, New York Public Library
Question

How many bank notes of the Second Bank of the United States were left after 1836 when the bank lost its charter?

Answer

The charter of the Second Bank of the United States, granted in 1816, expired in 1836 (President Jackson vetoed Congress' effort to recharter the bank), after which banking and the issuing of bank notes was not done by a central bank, but devolved upon thousands of state-chartered banks with minimal federal regulation. State laws were often so lax that almost anyone could issue bank notes.

State laws were often so lax that almost anyone could issue bank notes.

Nevertheless, the state of Pennsylvania did renew the charter of the Second Bank of the United States, with Nicholas Biddle as its president, which issued bank notes under the name of the institution, but which was then only a state-chartered bank, even though the old bank's stock holders (except the U.S. government) voted to transfer the assets and liabilities of the old bank to the new one. The directors of the new bank decided not only to reissue the old bank notes, but also not to close the books of the old bank, but to continue them into the life of the new bank (it continued until 1841), which made it quite difficult later to disentangle the affairs of the defunct bank from those of the new one. One of the consequences was that the new Pennsylvania bank honored the notes issued by the old Bank of the United States. Because of that, other banks and individuals could also honor the old notes because the new bank would redeem them.

Reproductions of 1840 bank notes of the Second Bank of the United States, issued in Philadelphia by the state-chartered bank—the "Bank of the United States of Pennsylvania"—have lately been printed as "souvenirs" but are essentially worthless to numismatic collectors.

The mixture of bill denominations in this total was not recorded, so it seems impossible to be certain of how many bills this represented.

The original 1816 charter of the Second Bank of the United States limited the circulation of notes by the bank to $35 million, and required that no notes be issued in denominations less than $5. In practice, the bank never had more than $25 million in notes circulating, and most of the time much less, averaging for one period about $15 million.

In October 1836 (the Second Bank of the United States closed its doors in March of that year), its records showed that about $12 million notes were still in circulation, down from $24 million one year earlier (Cattrell, pps. 427, 512), with the average circulation for 1836 reckoned to have been about $21 million. The mixture of bill denominations in this total was not recorded, so it seems impossible to be certain of how many bills this represented.

Bibliography

Ralph Charles Henry Catterall, The Second Bank of the United States. Chicago: University of Chicago Press, 1903.

Edward S. Kaplan, The Bank of the United States and the American Economy. Westport, CT: Greenwood Press, 1999.

Peter Temin, The Jacksonian Economy. New York: Norton, 1969.

Quebec City Fire

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Detail of Joseph Legare, The Fire in the Saint-Jean Quarter
Question

Who started the Quebec City fire of June 28, 1845? It was depicted in an 1848 painting by Joseph Légaré called The Fire in the Saint-Jean Quarter, Seen Looking Westward. My art teacher mentioned something about a slave breaking out of her master's home, and being so angry she burnt down their house and started the fire. She wound up being hung. Is this true?

Answer

I have been unable to find anything about an angry slave being responsible for the fire. And what I have found appears to make such a story highly unlikely.

The First Fire

Quebec suffered two major fires in 1845, exactly one month apart.

On the 28th of May, in the late morning of a scorchingly hot day, a fire began at a small tannery owned and overseen by a Mr. Richardson on Arago Street near Saint-Vallière Street in the St.-Roch district. The fire began when a boiler that was used to heat leather dye burst. Church bells in the St.-Roch section began ringing in alarm and a small crowd gathered outside the tannery and started “ill-directed efforts to extinguish the flames,” according to a military officer who happened onto the scene.

The intense heat of the day, combined with a very stiff wind, spread the fire quickly through the streets of St.-Roch, lined with small wooden buildings packed closely together. The district of St.-Roch lies in the lower section of the city between the river and a cliff leading to the upper section of Quebec City. The high wind blew into the heated air above the fire and swirled against the cliff into a shifting vortex that carried sparks in unpredictable directions, seemingly in pursuit of terrified people trying to escape the fire, blocking their escape. The fire was only stopped when the mayor ordered the military to blow up a line of houses as a firebreak to protect the warehouses and commercial district next to the river. In eight hours, the fire of May 28 killed 50 people, destroyed about 3,000 shops and sheds, roughly 1,650 houses, and left many thousands of people homeless. About a third of the city was left in ruin.

The Second Fire

About 11 o’clock on the night of June 28th, another fire broke out in a shed in back of the house of a notary, M. Texsier, on d'Aiguillon Street, near d'Youville Street in the Saint-Jean Baptiste section of the city, which is located next to the St.-Roch section that had been destroyed the month before. According to the Quebec Mercury at the time, the fire “arose from the emptying of a can of hot ashes on a dunghill.” This strongly suggests that the fire was not deliberately set.

As before, the weather had been hot and dry that day and a gale wind once again blew over the city. Throughout the night of June 28th, the fire spread out and by morning the entire St.-Jean section, another third of the city, along with 1,300 houses, churches, and schools, had been destroyed. During the night, thousands of people who had fled the St.-Roch fire and had settled temporarily in the St.-Jean section again had to flee.

Joseph Légaré’s painting of this fire, a copy of which is now in the Art Gallery of Ontario, depicts “an apocalyptic vision of orange flames and fiery sparks heat[ing] up the black sky in an earthly inferno,” as art historian Anne Newlands says in her book, Canadian Art: From Its Beginnings to 2000. Many of the terrified residents the night of that fire did indeed see something like an apocalypse, a providential pursuit of the city. Newspapers reported that many people saw terrible angels of flame in the sky above the city that night, which skeptics attributed to reflected mirages playing across the layers of heated air. One month later, practically the entire city stayed awake and on edge during the day and night of July 28th, on the possibility that Quebec would be revisited by a third and final fire. But that did not happen.

In all, the two fires destroyed two-thirds of the city, but I have found no evidence that either of the fires was caused by anything other than accidents.

For more information

Joseph Légaré, The Fire in the Saint-Jean Quarter, Seen Looking Westward (1848), Art Gallery of Ontario. See also the copy at the Musée national des beaux-arts du Québec.

John Murray, View of Québec, Canada, from the river St. Charles, shewing the conflagration of June 28, 1845, and the ruins of the fire of May 28th, 1845 (1845), colored ink on paper, at the McCord Museum in Montreal.

Bibliography

Royce G. Tennant, Lerisa Huntingford, Canada in the 1840: The Nation’s Illustrated Diary. Victoria, BC: Trafford, 2004.

George Gale, Quebec ‘Twixt Old and New. Quebec: The Telegraph Printing Company, 1915.

“The Late Calamitous Fire at Quebec,” The Albion, A Journal of News, Politics and Literature, September 20 1845, pps. 453-454.

Senatorial Division

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free and slave states map
Question

When Texas became a state, did slave states have a majority in the U.S. Senate until Wisconsin entered the Union as a free state? During the three years in between Texas and Wisconsin becoming states, was the South able to take advantage of their numbers in the Senate? Also, when California entered the Union as a free state, did it send pro- and anti-slavery senators to Washington?

Answer

After the War of 1812, the northern, free states' members in the House of Representatives exceeded those from slave states. The slave states reckoned then that Congress could try to outlaw slavery in the South. Their representatives in the House had tried to stave off attempts by that chamber to legislate the abolition of slavery by instituting a "gag rule" which, for years, had blocked abolitionist petitions from reaching the floor of the House, but which had been rescinded in 1844. The South therefore worked out a strategy to ensure that they would not be outnumbered in the Senate. If they maintained a balance in the Senate, they figured, attempts to force the end of slavery on the southern states could be blocked.

To maintain this balance as new territories were admitted into the Union, slave states and free states were admitted, roughly speaking, in pairs: Mississippi and Indiana, Alabama and Illinois, Missouri and Maine, Arkansas and Michigan, and Florida and Iowa. In some cases, the admission of a state was slowed or sped up in order to pair it with another. This practice was the outcome of a strategy that the South considered essentially defensive. The South's primary aim in this was not so much to spread slavery as it was to protect slavery where it already existed. To do that, it had to protect its strength in the Senate, and for that to happen as northern territories were brought into the Union, the South had to find southern territories to balance them. Eventually, this even led some in the South to look for possible ways to annex Cuba and Nicaragua and bring them into the Union as slave states.

Texas and Wisconsin were considered to be a pair. Partly due to objections of northern abolitionists who feared that the admission of Texas by itself would tilt the Senate balance in favor of the South, the Lone Star State's entrance into the Union was delayed until December 29, 1845, and only happened then because of the successful Democratic campaign of 1844 that succeeded in electing James Polk to the White House on a platform that combined a call for admitting Texas into the Union with an expansionist stance on the question of setting the northern territorial claims of Oregon as far as possible. The northern vote was split in that election, between Whig candidate Henry Clay, Liberty Party candidate James Birney, and James Polk (partly because of his party's position on Oregon), giving the election to Polk.

There was a strong effort to bring Wisconsin into the Union in 1846, along with Iowa, but Wisconsin was not admitted until May 29, 1848. Did that make the Senate balanced in the South's favor between the time of the admission of Texas and the admission of Wisconsin? Not really. For one thing, the balance in fact was volatile.

For example, although Iowa had been admitted to the Union as a free state on December 28, 1846, political turmoil in its state legislature, almost evenly divided on party lines, and spiced by accusations of bribery, resulted in the state's inability at first to elect U.S. Senators to send to Congress. In addition, party politics factored into votes, with northern Democrats, for example, sometimes voting with their southern colleagues. Nevertheless, a rough parity existed in the Senate, although the South recognized it as tenuous.

South Carolina Senator John C. Calhoun's speech in the Senate on February 19, 1847, described the situation in which the South perceived itself at the time:

Sir, already we are in a minority—I use the word 'we' for brevity sake—already we are in a minority in the other House, in the electoral college, and, I may say, in every department of this government, except at present, in the Senate of the United States—there, for the present, we have an equality. Of the twenty-eight States, fourteen are non-slaveholding and fourteen are slaveholding, counting Delaware, which is doubtful, as one of the non-slaveholding States. But this equality of strength exists only in the Senate. … We, Mr. President, have at present, only one position in the government, by which we may make any resistance to this aggressive policy which has been declared against the South; or any other, that the non-slaveholding States may choose to take. And this equality in this body is of the most transient character. Already, Iowa is a State; but, owing to some domestic calamity, is not yet represented in this body. When she appears here, there will be an addition of two Senators to the Representatives here, of the non-slaveholding States. Already, Wisconsin has passed the initiatory stage, and will be here at next session. This will add two more, making a clear majority of four in this body on the side of the non-slaveholding States, who will thus be enable to sway every branch of this government at their will and pleasure. But, sir, if this aggressive policy be followed—if the determination of the non-slaveholding States is to be adhered to hereafter, and we are to be entirely excluded from the territories which we already possess, or may possess—if this is to be the fixed policy of the government, I ask what will be our situation hereafter?

Calhoun was reacting here to the introduction of the "Wilmot Proviso," an attempt by northern anti-slavery congressmen to ban slavery in all territories that would enter U.S. possession in the future. Far from seeing itself at this point as capable of taking advantage of its senatorial strength, the South—as is clear from Calhoun's speech—saw itself as barely able to hold its defenses against an aggressive North intent on outlawing slavery everywhere. In his speech, Calhoun calculated that if all the territories were thenceforth brought into the Union as free states, the slave states would be outnumbered in the Senate by two to one.

The Wilmot Proviso was defeated in the Senate—that was as close as one could say that the South was able to "take advantage of" its strength there—but the battle over it served to turn opposing political forces further into sectional differences, North versus South, free state versus slave state. By doing this, it also helped to redefine the politics of the time away from party affiliation and loyalty to sectional affiliation. Both the Whigs and the Democrats underwent fragmentation and inner realignments during this period.

When California was admitted on September 9, 1850, its formal admission came only five days after the passage of the bills that formed the Compromise of 1850. As part of the Compromise, California came in as a single free state, rather than divided into two parts, one free and one slave, but Utah and New Mexico territories were organized to allow popular votes in the territories to decide later whether slavery would be permitted. In point of fact, the admission of California did not immediately change the balance of anti- vs. pro-slavery votes in the Senate because California, although a free state, sent one anti-slavery senator and one pro-slavery senator to Washington.

Bibliography

William J. Cooper, Jr. The South and the Politics of Slavery 1828-1856. Baton Rouge: Louisiana State University Press, 1978.

Jonathan Halperin Earle. Jacksonian Antislavery and the Politics of Free Soil, 1824-1854. Chapel Hill: University of North Carolina Press, 2004.

Eric Foner. Free Soil, Free Labor, Free Men: The Ideology of the Republican Party Before the Civil War. New York: Oxford University Press, 1995.

William W. Freehling. The Road to Disunion: Secessionists at Bay 1776-1854. 2 vols. New York: Oxford University Press, 1990-2007.

Michael F. Holt. The Political Crisis of the 1850s. New York: Norton, 1983.

Allan Nevins. Ordeal of the Union: Fruits of Manifest Destiny 1847-1852. 4 vols. New York: Collier Books, 1992.

Leonard L. Richards. The Slave Power: The Free North and Southern Domination 1780-1860. Baton Rouge: Louisiana State University Press, 2000.

Joel H. Silby. Storm over Texas: The Annexation Controversy and the Road to the Civil War. New York: Oxford University Press, 2005.

Images:
Map of the United States, showing the free and slave-holding states, 1857. Slave Heritage Resource Center.

"United States Senate, A.D. 1850," drawn by P. F. Rothermel, 1855. Prints and Photographs Division, Library of Congress.