Great Expectations for the Civil War

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B&W photo, McCormick harvester-thresher, New York Public Library
Question

What happened to Civil War farmers who went home to take care of the crops and then came back to fight?

Answer

Very few Civil War farmers went home to take care of the crops and then returned to fight. The American Civil War was far longer and more destructive than virtually anyone expected. At the outset of the war, many eager volunteers signed 90-day papers, evidence of the widespread belief that the war would be brief and nearly bloodless. Instead, the struggle stretched nearly four full years. Between 1861 and 1865, the Union and Confederacy mobilized more than three million men for the fighting and suffered some 600,000 deaths. The war remains the bloodiest conflict America has ever fought.

One of the reasons for the dramatic increase in the length of the war, the size of the armies, and the magnitude of the casualty rolls was the technological improvements in agricultural production that occurred in the decades leading up to the war. In the eighteenth century, the food demands of the population at large served as an important limit on the amount of manpower that could be mobilized into the army and on the length of time those armies could be maintained in the field. In those years, a nation that diverted a large proportion of its agricultural labor force to the military and kept it in the field for months at a time risked deprivation and starvation on the home front.

The war remains the bloodiest conflict America has ever fought

A bevy of technological improvements that appeared in the first half of the eighteenth century—iron and steel plows, seed drills, cultivators and, most importantly, mechanical reapers and threshers—made it possible to increase the amount of food that could be produced manyfold. By the mid-1800s, two men equipped with a horse and the new agricultural machinery could produce as much grain in a day as twenty men could harvest by hand using sickles in the late 1700s. Together, these changes dramatically altered the proportion of the population required for agricultural production. Three-quarters of American workers labored on farms in 1820; by 1860, fewer than three in five worked in agriculture.

The massive shift in the demographics of food production helps explain how the Civil War armies could place so many men under arms and keep them in the field for years on end. The massive armies that contested the huge battles between 1861 and 1865 could fight so long in part because their members were not needed at home to plant and harvest crops: the divisions could stay on campaign without threatening the larger society with starvation. And the substitution of mechanical advantage and animal effort for human muscle meant that farm labor no longer required adult men. Younger children and women could now perform many of the tasks that formerly demanded male workers. In the south, the labor of four million African-American slaves helped support the armies in the field and freed the white population to continue fighting. While neither side offered exemptions to farmers, the South did institute the Twenty-Negro Law, which released a plantation owner or overseer whom managed more than twenty slaves from military service—powerful evidence not just of slavery’s importance in maintaining the Southern economy and war effort but of the persistent fears of slave insurrection.

This is not to say that soldiers never returned to their homes and farms during the war. Furloughs for the troops were not uncommon, often doled out as a reward for service. (In the winter of 1863-1864, a Union Army desperate for reenlistments offered a 30-day furlough to any soldier willing to sign on for an additional three-year term.) But those furloughs rarely coincided with the agricultural cycle: campaigning season usually ran from the spring to late fall—precisely the months of planting and harvesting—and armies found it easiest to grant furloughs once the armies had gone into winter quarters. Soldiers generally viewed furloughs as a chance to visit loved ones and to escape the stifling discipline of army life for a brief moment.

Many soldiers elected to leave the ranks and return home to provide for their families, officially a capital crime in the eyes of the military system

In the South, the deprivations of war affected individual soldiers more acutely. Non-slaveholding white farmers—those who farmed small parcels of land for sustenance, as opposed to large planters growing cash crops—frequently joined the army in the belief that they were defending homes and families from Yankee invasion. As the war dragged on, and Federal troops pushed deeper into the Confederacy seizing crops and blocking transportation lines, many of those families suffered intensely from the scarcity of basic supplies. When letters arrived from home telling of wives, children, and siblings threatened with starvation, many of those rebel soldiers elected to leave the ranks and return home to provide for their families. Those desertions—officially a capital crime in the eyes of the military system—became more and more widespread in the last years of the war; historians estimate that as many as one in three Confederate soldiers had deserted by the final months of the war. Very few of those deserters returned voluntarily to continue the fight.

For more information

Burns, Ken. The Civil War. WETA, 2002.

Farmer's Museum[NY]

McPherson, James. For Cause and Comrades: Why Men Fought in the Civil War. Oxford University Press, USA, 1998.

Bibliography

Civil War Preservation Trust. Civil War Primary Sources 2009.

McPherson, James. The Civil War Era Collection 2002.

St. John de Crèvecoeur, J. Hector and Albert E. Stone. Letters from an American Farmer and Sketches of Eighteenth-Century America New York: Penguin Books Ltd., 1984.

Typical in the 1930s

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Leathers family of Clarendon, Texas
Question

Who was the Typical American Family of the 1930s?

Answer

The Leathers family of Clarendon, Texas.

At least that was the conclusion of a panel of judges enlisted by the New York World’s Fair Corporation to make the choice out of forty-six families who had been selected by local newspapers across the United States as “typical” in their area. The contest was a promotional effort by the World’s Fair, which was in its second season. As research by Jon Zachman shows, the families chosen hardly represented a cross-section of America. None, for example, were African Americans; the largest group of winners by far were white, Anglo-Saxon Protestants. Moreover, the ground rules of the contest mandated a very traditional notion of “family” as a nuclear family with two parents, headed by a male breadwinner.

Whatever the obvious biases of the contest and the selection process, the quest for the “average family” was itself quite representative of 1930s American culture. As historian Warren Susman points out, the thirties were the heyday of the notion of “the people,” which suggested “that a basic unity underpinned the social and culture structure of America.” Out of the quest for “the people”—the single voice that united American society—came the birth of “the concept of the average,” what Susman calls “a kind of statistical accounting of the people seen as a unit.” Whereas American culture had previously venerated individualism, it now celebrated the Average American and the Average American Family. This search for the average American reflects a deeply conservative impulse within a decade that is often mistakenly seen as largely radical—a “red decade,” as it is sometimes called.

And what were the “average” Leathers like? Mr. Leathers was a thirty-nine-year-old stock farmer; Mrs. Leathers was a thirty-eight-year-old housewife. Both were Baptists of English descent. Their teenage son, Johnny, was president of the 4-H Club; their sixteen-year-old daughter, Margaret Jean, belonged to the Pep Squad as well as the Home Making and Natural Music clubs. Mr. Leathers’s ambition was “to become a more useful citizen and raise more and better Hereford cattle.” His wife wanted “to give my children the very best education possible and teach them to be good American citizens.” At the end of a decade of great social turmoil, what could be more reassuring than to consider the Leathers as the average American family.

Bibliography

Warren Susman, Culture as History: The Transformation of American Society in the Twentieth Century. Pantheon Books, 1984.

Jon B. Zachman, “The Typical American Family during the Great Depression,”unpublished paper, George Mason University, 1996.

Oregon Trail

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Logo, The Oregon Trail website
Annotation

This site was created by Idaho State University professors Mike Trinklein and Steve Boettcher as a companion to their PBS documentary, The Oregon Trail. The website describes the history of the Trail and the settlers who used it to migrate to the Oregon Territory beginning in the early 1840s. It is divided into five sections: general information about the history of the Oregon Trail; historic sites along the Trail; facts and statistics; full-text archive; and "Shop the Oregon Trail." The archive includes full texts of seven diaries, two letters, nine memoirs, and five period books about journeys along the Trail.

The site also contains roughly 30 video clips of historians discussing the history of the Trail and a virtual field trip of the Trail's top sites. There is an online teacher's guide that was designed as a companion to the documentary video, but its discussion topics and activities can be adapted for classroom use. The site is easy to navigate and has a keyword search feature.

At Home in the Heartland

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Logo, At Home in the Heartland Online
Annotation

Visitors can explore family life in Illinois from 1700 to the present in this site based on a 1992 museum exhibit. The site is divided into six time periods, each featuring biographical sketches providing "glimpses into the lifestyles and domestic situations of real people" at critical moments in Illinois and American history.

In addition, each period contains audio components; timelines; maps; examples of material culture; exercises comparing the lifestyles and experiences of various racial, ethnic, and economic groups; methodological explanations; and teaching aides such as grade-specific lesson plans, discussion ideas, classroom activities, and links to related sites.

Activities can be accessed at three levels of difficulty: Level I (grades 3-5), Level II (grades 6-9), and Level III (grades 10-12). A valuable resource for teachers interested in exposing students social history.

The Miller Place - Mount Sinai Historical Society [NY]

Description

The Miller Place - Mount Sinai Historical Society has two historical properties that can be toured in the summer or by appointment at other times of the year. The Miller House was built in 1720 on land bought by Andrew Miller Sr., an English immigrant who worked as a cooper, in 1670. The other property, the 1820 Daniel Hawkins House was home of the Hawkins family from Setauket and is located just east of the Miller house.

Tours are available upon appointment. There is no specific educational programming for school groups so the teacher will have to work with the museum to design a field trip.

Andover Historical Society [MA]

Description

The Andover Historical Society seeks to preserve and share the history of Andover, Massachusetts, founded 1646. To this end, the society operates the 1819 Amos Blanchard House and Barn Museum which illustrates the life of an early 19th-century (1820-1850), middle-class family. The barn contains a variety of vernacular tools. According to the society site, tour topics include "politics, religion, women's roles, economics, banking, youth, education, household management, and agriculture." Extensive archival materials are available for research at the Caroline M. Underhill Research Center.

The society offers exhibits, period rooms, guided tours, educational programs, hands-on activities, and archival access.

Old Governor's Mansion [GA]

Description

The Old Governer's Mansion in Georgia is one of the nation's first examples of High Greek Revival architecture in the nation. The mansion was completed in 1839, and served as the mansion of the governor of Georgia until the Civil War. The building was placed on the national register of historic places in 1973, and currently stands as a historic house museum.

The mansion offers visitors guided tours, curator's tours, interpretive events, and occasional special events. The website offers lesson plans and field trip guides, visitor information, a history of the mansion, a virtual tour, and information regarding upcoming events.

Alexander Dickson House/Orange Co. Visitors Center [NC]

Description

The Alexander Dickson House and Orange Co. Visitors Center are both owned and operated by the Alliance for Historic Hillsborough. The Alliance is made up of seven members, and is dedicated to preserving the local history. The visitors center operates out of the Dickson House, and gives visitors a taste of historic Hillsborough. In addition, the location functions as a historic house museum, featuring an office used by Confederate General Johnston.

The site offers very basic visitor and historic information regarding the home. In addition, the site offers all of the resources of the Alliance for Historic Hillsborough, including a virtual walking tour and information about educational programs offered by the alliance.

Springfield Historical Society [PA]

Description

The Springfield Historical Society owns and operates the Springfield Heritage Museum, which houses an immense collection of vintage maps, memorabilia, historic photographs, deeds, legal documents, historic artifacts, and a "cornucopia" of Springfield Township school milestones and military mementos. In addition to the museum, the society works to preserved historic structures in and around Springfield Township.

The site offers visitor information for the museum, an online gift shop, historical information regarding Springfield Township, and an events calendar.

Mark Twain and the American Character, Part Two

Description

Professor David Foster analyzes Mark Twain's The Adventures of Huckleberry Finn, looking at what the novel, its characters, and the life of its author reveal about the "American character" and views of American ideals and life at the time of its writing.

This lecture continues from the lecture Mark Twain and the American Character, Part One.

For the lecture, follow the link below and scroll down to the second seminar under Wednesday, August 4.

An older version of this lecture can be found here.