384
North
and
South
1820–1860
Why It Matters
At the same time that national spirit and pride were growing throughout the country, a
strong sectional rivalry was also developing. Both North and South wanted to further their
own economic and political interests.
The Impact Today
Differences still exist between the regions of the nation but are no longer as sharp. Mass
communication and the migration of people from one region to another have lessened
the differences.
The American Republic to 1877 Video The chapter 13 video, “Young
People of the South,” describes what life was like for children in the South.
1820
U.S. population
reaches 10 million
1826
The Last of
the Mohicans
published
1834
McCormick
reaper patented
1820
Antarctica
discovered
1825
World’s first public
railroad opens in
England
Monroe
1817–1825
1837
Steel-tipped
plow invented
CHAPTER 13 North and South
J.Q. Adams
1825–1829
Jackson
1829–1837
Van Buren
1837–1841
W.H. Harrison
1841
1820
1830 1840
385
1845
Alexander Cartwright
sets rules for baseball
1860
U.S. population
climbs to over
30 million
1848
Revolution in
Austrian Empire
1859
Darwin’s On the
Origin of Species
published
1857
Sepoy Rebellion
begins in India
HISTORY
Chapter Overview
Visit
and click on Chapter 13—
Chapter Overviews to pre-
view chapter information.
tarvol1.glencoe.com
The Oliver Plantation by unknown artist During the mid-1800s,
plantations in southern Louisiana were entire communities in themselves.
CHAPTER 13 North and South
Buchanan
1857–1861
Tyler
1841–1845
Polk
1845–1849
Taylor
1849–1850
Pierce
1853–1857
Fillmore
1850–1853
1845
Beginning of Irish
potato famine
1850 1860
1849
Thoreau writes
“Civil Disobedience”
Northern
Southern
Economy & People
Economy & People
Step 1 Mark the midpoint of the side edge of
a sheet of paper.
Step 2 Turn the paper and fold the outside edges
in to touch at the midpoint.
Step 3 Turn and label your foldable as shown.
Compare-and-Contrast Study Foldable
Make this foldable to help you analyze the
similarities and differences between the
development of the North and the South.
Reading and Writing As you read the chapter,
collect and write information under the
appropriate tab that will help you compare
and contrast the people and economics of the
Northern and Southern states.
Draw a mark
at the midpoint.
1834
Cyrus McCormick
patents reaper
1844
Samuel Morse sends
first telegraph message
1846
Elias Howe patents
a sewing machine
1860
About 3,000
steamboats
are operating
Main Idea
During the 1800s, advances in tech-
nology and transportation shaped the
North’s economy.
Key Terms
clipper ship, telegraph, Morse code
Reading Strategy
Organizing Information As you read
the section, re-create the diagram
below and list examples of advances
in transportation and technology.
Read to Learn
how advances in technology
shaped the economy of the North.
how new kinds of transportation
and communication spurred
economic growth.
Section Theme
Economic Factors Advances in tech-
nology and transportation shaped the
North’s economy.
The North’s
Economy
In the 1840s, telegraph wires and railroads began to cross the nation. But traveling
by rail had its discomforts, as writer Charles Dickens describes: “[T]here is a great deal
of jolting, a great deal of noise, a great deal of wall, not much window, a locomotive
engine, a shriek, and a bell. . . . In the center of the carriage there is usually a stove . . .
which is for the most part red-hot. It is insufferably close; and you see the hot air flut-
tering between yourself and any other object you may happen to look at, like the ghost
of smoke. . . .”
Technology and Industry
In 1800 most Americans worked on farms. Items that could not be made at
home were manufactured—by hand, one at a time—by local blacksmiths, shoe-
makers, and tailors. By the early 1800s, changes took place in the Northern
states. Power-driven machinery performed many tasks that were once done by
hand. Industrialization and technology were changing the way Americans
worked, traveled, and communicated.
Samuel Morses
telegraph key
386
CHAPTER 13 North and South
Advances
Preview of Events
Guide to Reading
1830
1840
1850
1860
CHAPTER 13 North and South
Productive Resources
New methods in technology and business
allowed the country to tap its rich supply of nat-
ural resources, increase its production, and raise
the money needed for growth. The United States
had the resources needed for a growing economy.
Among these resources are productive resources
often called the factors of production. These are
land, labor, and capital. The first factor of pro-
duction, land, means not just the land itself but
all natural resources. The United States held a
variety of natural resources that were useful for
industrial production.
The second production factor is labor. Large
numbers of workers were needed to turn raw
materials into goods. The third production fac-
tor, capital, is the equipment—buildings,
machinery, and tools—used in production. Land
and labor are needed to produce capital goods.
These goods, in turn, are essential for the pro-
duction of consumer goods.
The terms “capital” is also used to mean
money for investment. Huge amounts of money
were needed to finance industrial growth. One
source of money was the selling of stock by cor-
porations. Another was corporate savings, or
businesses investing a portion of their earnings
in better equipment.
Improved Transportation
Improvements in transportation contributed
to the success of many of America’s new indus-
tries. Between 1800 and 1850, construction crews
built thousands of miles of roads and canals. The
canals opened new shipping routes by connect-
ing many lakes and rivers. The growth of the
railroads in the 1840s and 1850s also helped to
speed the flow of goods. Inventor Robert Fulton
demonstrated a reliable steamboat in 1807.
Steamboats carried goods and passengers more
cheaply and quickly along inland waterways
than could flatboats or sail-powered vessels.
In the 1840s canal builders began to widen
and deepen canals to accommodate steamboats.
By 1860 about 3,000 steamboats traveled the
major rivers and canals of the country as well as
the Great Lakes. Steamboats spurred the growth
of cities such as Cincinnati, Buffalo, and Chicago.
In the 1840s sailing ships were improved. The
clipper ships—with sleek hulls and tall sails—
were the pride of the open seas. They could sail
300 miles per day, as fast as most steamships of
the day. The ships got their name because they
“clipped” time from long journeys. Before the
clippers, the voyage from New York to Great
Britain took about 21 to 28 days. A clipper ship
could usually make that trip in half the time.
A clipper ship, the Flying Cloud,
set a new record by sailing from
New York to California in less
than 90 days.
How did clipper
ships get their name?
History
Boston
New York City
Philadelphia
Baltimore
Washington, D.C.
Richmond
Wilmington
Charleston
Savannah
Montgomery
Jackson
Atlanta
Memphis
Vicksburg
New Orleans
Jackson
Chattanooga
Cincinnati
La Crosse
Louisville
St. Louis
Quincy
St. Joseph
Cairo
Lynchburg
Pittsburgh
Buffalo
Cleveland
Toledo
Indianapolis
Chicago
Detroit
Albany
Hamburg
O
h
i
o
R
.
M
i
s
s
i
s
s
i
p
p
i
R
.
M
i
s
s
o
u
r
i
R
.
P
E
N
N
S
Y
L
V
A
N
I
A
B
A
L
T
I
M
O
R
E
A
N
D
O
H
I
O
N
E
W
Y
O
R
K
C
E
N
T
R
A
L
L
a
k
e
E
r
i
e
L
a
k
e
M
i
c
h
i
g
a
n
L
a
k
e
O
n
t
a
r
i
o
Lake
Huron
Gulf of Mexico
Atlantic
Ocean
40°N
30°N
70°W80°W90°W
300 kilometers0
300 miles0
Albers Conic Equal-Area projection
N
S
E
W
In 1833 the 136-mile Charleston
and Hamburg line was the longest
railroad in the world.
Trains clipped along at 20 to 30
miles per hour by 1860.
Americans loved their
railroads in spite of
irregular schedules,
frequent breakdowns,
and being showered
with sparks from the
locomotives.
A Railway Network
In 1840 the United States had almost 3,000
miles of railroad track. By 1860 it had almost
31,000 miles, mostly in the North and the
Midwest. One railway linked New York City
and Buffalo. Another connected Philadelphia
and Pittsburgh. Yet another linked Baltimore
with Wheeling, Virginia (now West Virginia).
388
CHAPTER 13 North and South
Locomotives
The development of railroads in the United
States began with short stretches of tracks that
connected mines with nearby rivers. Early trains
were pulled by horses rather than by locomotives.
The first steam-powered passenger locomotive,
the Rocket, began operating in Britain in 1829.
Peter Cooper designed and built the first
American steam locomotive in 1830. Called the
Tom Thumb, it got off to a bad start. In a race
against a horse-drawn train in Baltimore, the To m
Thumb’s engine failed. Engineers soon improved
the engine, and within 10 years steam locomo-
tives were pulling trains in the United States.
Major Railroads, 1860
Shippers could send large quantities of goods faster over
railroads than they could over earlier canal, river, and wagon
routes.
1. Location To what westernmost city did the railroads
extend by 1860?
2. Location What cities might a train traveler pass through
on a trip from Chicago to New Orleans?
CHAPTER 13 North and South
389
Railway builders connected these eastern
lines to lines being built farther west in Ohio,
Indiana, and Illinois. By 1860 a network of rail-
road track united the Midwest and the East.
Moving Goods and People
Along with canals, the railways transformed
trade in the nation’s interior. The changes began
with the opening of the Erie Canal in 1825 and
the first railroads of the 1830s. Before this time
agricultural goods were carried down the Mis-
sissippi River to New Orleans and then shipped
to other countries or to the East Coast of the
United States.
The development of the east-west canal and
the rail network allowed grain, livestock, and
dairy products to move directly from the Mid-
west to the East. Because goods now traveled
faster and more cheaply, manufacturers in the
East could offer them at lower prices.
The railroads also played an important role
in the settlement and industrialization of the
Midwest. Fast, affordable train travel brought
people into Ohio, Indiana, and Illinois. As the
populations of these states grew, new towns
and industries developed.
Faster Communication
The growth of industry and the new pace of
travel created a need for faster methods of com-
munication. The
telegraph—an apparatus that
used electric signals to transmit messages—
filled that need.
Samuel Morse, an American inventor, had
been seeking support for a system of telegraph
lines. On May 24, 1844, Morse got the chance to
demonstrate that he could send messages
instantly along wires. As a crowd in the U.S. cap-
ital watched, Morse tapped in the words, “What
hath God wrought!” A few moments later, the
telegraph operator in Baltimore sent the same
message back in reply. The telegraph worked!
Soon telegraph messages were flashing back and
forth between Washington and Baltimore.
Morse transmitted his message in Morse
code,
a series of dots and dashes representing
the letters of the alphabet. A skilled Morse code
operator could rapidly tap out words in the dot-
and-dash alphabet. Americans adopted the tele-
graph eagerly. A British visitor marveled at the
speed with which Americans formed telegraph
companies and erected telegraph lines. Ameri-
cans, he wrote, were driven to “annihilate [wipe
out] distance” in their vast country. By 1852 the
United States was operating about 23,000 miles
of telegraph lines.
Explaining How did canals and rail-
ways change transportation?
Samuel Morse
The defeat of the train Tom Thumb in 1830 did not mean
the end of the steam engine. The first successful use of a
steam locomotive in the United States took place in South
Carolina in 1831.
In 1860 which regions of the United
States had the most miles of railroad track?
History
Checking for Understanding
1. Key Terms Use each of these terms
in a sentence that will help explain its
meaning:
clipper ship, telegraph,
Morse code.
2. Reviewing Facts Identify and
describe the three phases of industri-
alization in the North.
Reviewing Themes
3. Economic Factors How did improve-
ments in transportation affect the
price of goods?
Critical Thinking
4. Determining Cause and Effect How
did the steel-tipped plow aid settlers
on the Great Plains?
5. Analyzing Consequences How
might failure to improve transporta-
tion have affected the economic and
social development of the nation?
Re-create the diagram below and list
the possible effects.
Analyzing Visuals
6. Geography Skills Study the map on
page 388, then answer this question:
Through what two cities in Missis-
sippi did major rail lines pass?
Agriculture
The railroads gave farmers access to new
markets to sell their products. Advances in tech-
nology allowed farmers to greatly increase the
size of the harvest they produced.
In the early 1800s, few farmers had ventured
into the treeless Great Plains west of Missouri,
Iowa, and Minnesota. Even areas of mixed forest
and prairie west of Ohio and Kentucky seemed
too difficult for farming. Settlers worried that
their wooden plows could not break the prairie’s
matted sod and that the soil was not fertile.
Revolution in Agriculture
Two revolutionary inventions of the 1830s
changed farming methods and encouraged set-
tlers to cultivate larger areas of the West. One
was the steel-tipped plow that John Deere
invented in 1837. Far sturdier than the wooden
plow, Deere’s plow easily cut through the hard-
packed sod of the prairies. Equally important
was the mechanical reaper, which sped up the
harvesting of wheat, and the thresher, which
quickly separated the grain from the stalk.
McCormick’s Reaper
Born on a Virginia farm, Cyrus McCormick
became interested in machines that would
ease the burden of farmwork. After years of
tinkering, McCormick designed and con-
structed the mechanical reaper and made
a fortune manufacturing and selling it.
For hundreds of years, farmers had harvested
grain with handheld sickles. McCormick’s
reaper could harvest grain much faster than a
hand-operated sickle. Because farmers could
harvest wheat so quickly, they began planting
more of it. Growing wheat became profitable.
McCormick’s reaper ensured that raising
wheat would remain the main economic activity
in the Midwestern prairies. New machines and
railroads helped farmers plant more acres in
“cash” crops—crops planted strictly for sale.
Midwestern farmers began growing more wheat
and shipping it east by train and canal barge.
Farmers in the Northeast and Middle Atlantic
states increased their production of fruits and
vegetables that grew well in Eastern soils.
Despite improvements in agriculture, how-
ever, the North turned away from farming and
increasingly toward industry. It was difficult
making a living farming the rocky soil of New
England, but industry flourished in the area.
The number of people who worked in factories
continued to rise—and so did problems con-
nected with factory labor.
Identifying What innovation sped
the harvesting of wheat?
390
CHAPTER 13 North and South
Math Research the number of
acres of wheat harvested in the
United States before and after
McCormick introduced his reaper.
Then create a chart or graph to
illustrate your findings.
Effects
Social Economic
Study Central
TM
To review this section, go to
and click on Study Central
TM
.tarvol1.glencoe.com
391
Main Idea
Many cities grew tremendously during
this period.
Key Terms
trade union, strike, prejudice,
discrimination, famine, nativist
Reading Strategy
Determining Cause and Effect As
you read the section, re-create the
diagram below and list two reasons
for the growth of cities.
Read to Learn
how working conditions in indus-
tries changed.
how immigration affected American
economic, political, and cultural life.
Section Theme
Geography and History Growth of
industry and an increase in immigra-
tion changed the North.
The North’s
People
CHAPTER 13 North and South
1827
Freedom’s Journal,
first African American
newspaper, is published
1833
The General Trades
Union of New York is
formed
1854
American Party
(Know-Nothings)
forms
1860
Population of New
York City passes
800,000
“At first the hours seemed very long, but I was so interested in learning that I
endured it very well; when I went out at night the sound of the mill was in my ears,” a
Northern mill worker wrote in 1844. The worker compared the noise of the cotton mill
to the ceaseless, deafening roar of Niagara Falls. The roar of machinery was only one
feature of factory life workers had to adjust to. Industrialization created new challenges
for the men, women, and children who worked in the nation’s factories.
Northern Factories
Between 1820 and 1860, more and more of America’s manufacturing shifted
to mills and factories. Machines took over many of the production tasks.
In the early 1800s, in the mills established in Lowell, Massachusetts, the
entire production process was brought together under one roof—setting up the
factory system. In addition to textiles and clothing, factories now produced such
items as shoes, watches, guns, sewing machines, and agricultural machinery.
12-year-old
factory worker
Growth of
cities
Preview of Events
Guide to Reading
1820
1840
1830
1860
1850
CHAPTER 13 North and South
Working Conditions
As the factory system developed, working
conditions worsened. Factory owners wanted
their employees to work longer hours in order
to produce more goods. By 1840 factory work-
ers averaged 11.4 hours a day. As the workday
grew longer, on-the-job accidents became more
and more common.
Factory work involved many dangerous con-
ditions. For example, the long leather belts that
connected the machines to the factory’s water-
powered driveshaft had no protective shields.
Workers often suffered injuries such as lost fin-
gers and broken bones from the rapidly spin-
ning belts. Young children working on
machines with powerful moving parts were
especially at risk.
Workers often labored under unpleasant con-
ditions. In the summer, factories were miserably
hot and stifling. The machines gave off heat, and
air-conditioning had not yet been invented. In
the winter, workers suffered because most facto-
ries had no heating.
Factory owners often showed more concern
for profits than for the comfort and safety of
their employees. Employers knew they could
easily replace an unhappy worker with someone
else eager for a job. No laws existed to regulate
working conditions or to protect workers.
Attempts to Organize
By the 1830s workers began organizing to
improve working conditions. Fearing the
growth of the factory system, skilled workers
had formed
trade unions—organizations of
workers with the same trade, or skill. Steadily
deteriorating working conditions led unskilled
workers to organize as well.
In the mid-1830s skilled workers in New York
City staged a series of
strikes, refusing to work
in order to put pressure on employers. Workers
wanted higher wages and to limit their workday
to 10 hours. Groups of skilled workers formed
the General Trades Union of New York.
In the early 1800s going on strike was illegal.
Striking workers could be punished by the law,
or they could be fired from their jobs. In 1842 a
Massachusetts court ruled that workers did have
the right to strike. It would be many years, how-
ever, before workers received other legal rights.
African American Workers
Slavery had largely disappeared from
the North by the 1830s. However, racial
prejudice—an unfair opinion not based on
facts—and
discrimination—unfair treatment
of a group—remained in Northern states. For
example, in 1821 New York eliminated the
requirement that white men had to own prop-
erty in order to vote—yet few African Ameri-
cans were allowed to vote. Both Rhode Island
and Pennsylvania passed laws prohibiting free
African Americans from voting.
Most communities would not allow free
African Americans to attend public schools and
barred them from public facilities as well. Often
African Americans were forced into segregated,
or separate, schools and hospitals.
Young Man in White Apron by John Mackie
Falconer The artist of this painting was known for
his watercolors depicting New York City workers
such as this African American clerk.
How did
prejudice affect the lives of African Americans
in the North?
History Through Art
392
393
CHAPTER 13 North and South
A few African Americans rose in the business
world. Henry Boyd owned a furniture manufac-
turing company in Cincinnati, Ohio. In 1827
Samuel Cornish and John B. Russwurm
founded Freedom’s Journal, the first African
American newspaper, in New York City. In 1845
Macon B. Allen became the first African Ameri-
can licensed to practice law in the United States.
The overwhelming majority of African Ameri-
cans, however, were extremely poor.
Women Workers
Women had played a major role in the devel-
oping mill and factory systems. However,
employers discriminated against women, pay-
ing them less than male workers. When men
began to form unions, they excluded women.
Male workers wanted women kept out of the
workplace so that more jobs would be available
for men.
Some female workers attempted to organize
in the 1830s and 1840s. In Massachusetts the
Lowell Female Labor Reform Organization,
founded by a weaver named Sarah G. Bagley,
petitioned the state legislature for a 10-hour
workday in 1845. Because most of the petition’s
signers were women, the legislature did not con-
sider the petition.
Most of the early efforts by women to achieve
equality and justice in the workplace failed. They
paved the way, however, for later movements to
correct the injustices against female workers.
Describing How did conditions for
workers change as the factory system developed?
The Rise of Cities
The growth of factories went hand in hand
with the growth of Northern cities. People look-
ing for work flocked to the cities, where most of
the factories were located. The population of New
York City, the nation’s largest city, passed 800,000,
and Philadelphia, more than 500,000 in 1860.
Between 1820 and 1840, communities that had
been small villages became major cities, including
St. Louis, Pittsburgh, Cincinnati, and Louisville.
All of them profited from their location on the
Mississippi River or one of the river’s branches.
These cities became centers of the growing trade
that connected the farmers of the Midwest with
the cities of the Northeast. After 1830 the Great
Lakes became a center for shipping, creating
major new urban centers. These centers included
Buffalo, Detroit, Milwaukee, and Chicago.
Immigration
Immigration—the movement of people into a
country—to the United States increased dramat-
ically between 1840 and 1860. American manu-
facturers welcomed the tide of immigrants,
many of whom were willing to work for long
hours and for low pay.
The largest group of immigrants to the United
States at this time traveled across the Atlantic
from Ireland. Between 1846 and 1860 more than
1.5 million Irish immigrants arrived in the coun-
try, settling mostly in the Northeast.
The Irish migration to the United States was
brought on by a terrible potato famine. A
famine is an extreme shortage of food. Potatoes
were the main part of the Irish diet. When a dev-
astating blight, or disease, destroyed Irish
potato crops in the 1840s, starvation struck the
country. More than one million people died.
Although most of the immigrants had been
farmers in Ireland, they were too poor to buy
land in the United States. For this reason many
Irish immigrants took low-paying factory jobs in
Cities grow along fall lines A “fall line” is the boundary
between an upland region and a lower region where
rivers and streams move down over rapids or waterfalls
to the lower region. Cities sprang up along fall lines for a
number of reasons. Boats could not travel beyond the
fall line, so travelers and merchants had to transfer their
goods to other forms of transportation there. Early man-
ufacturers also took advantage of the falls to power
their mills. Fall-line cities include Richmond, Virginia;
Trenton, New Jersey; and Augusta, Georgia.
Growth of Cities
Ireland 35%
Sources of U.S. Immigration
Annual Immigration, 1820–1860
1820–1840
1841–1860
All other
nations 29%
Great Britain
14%
Germany
22%
Great Britain
16%
Ireland 39%
Germany
32%
All other
nations 13%
Annual Immigration (in thousands)
0
100
200
300
1820
400
Year
1830 1840 1850 1860
Immigration to the United States increased
dramatically between 1820 and 1860.
1. Identifying Which country provided the
most immigrants between 1840 and 1860?
2. Analyzing information From the graph,
in which years did immigration surpass
100,000?
Northern cities. The men who came from Ireland
worked in factories or performed manual labor,
such as working on the railroads. The women,
who accounted for almost half of the immi-
grants, became servants and factory workers.
The second-largest group of immigrants in the
United States between 1820 and 1860 came from
Germany. Some sought work and opportunity.
Others had left their homes because of the failure
of a democratic revolution in Germany in 1848.
Between 1848 and 1860 more than one
million German immigrants—many in family
groups—settled in the United States. Many
arrived with enough money to buy farms or
open their own businesses. They prospered in
many parts of the country, founding their own
communities and self-help organizations. Some
German immigrants settled in New York and
Pennsylvania, but many moved to the Midwest
and the western territories.
The Impact of Immigration
The immigrants who came to the United
States between 1820 and 1860 changed the
character of the country. These people brought
their languages, customs, religions, and ways of
394
CHAPTER 13 North and South
Immigration
Newcomers came to America from many
different countries in the mid-1800s, but
the overwhelming majority came from
Ireland and Germany.
Motion
In
Checking for Understanding
1. Key Terms Use each of these terms
in a complete sentence that will help
explain its meaning:
trade union,
strike, prejudice, discrimination,
famine, nativist.
2. Reviewing Facts What was the
nation’s largest city in 1860?
Reviewing Themes
3. Geography and History How did
German and Irish immigrants differ
in where they settled?
Critical Thinking
4. Making Inferences How do you
think nativists would have defined a
“real” American?
5. Determining Cause and Effect
Re-create the diagram below and
list reasons workers formed labor
unions.
Analyzing Visuals
6. Graph Skills Study the graphs on
page 394. What country provided
about 1 of 4 immigrants to the U.S.
between 1820 and 1840?
CHAPTER 13 North and South
395
Geographic Patterns Study the
graphs on page 394. Create a quiz
for your classmates based on the
geographic patterns of immigration
to the U.S. as shown on the graphs.
Trade quizzes with a classmate and
answer those questions.
life with them, some of which filtered into
American culture.
Before the early 1800s, the majority of immi-
grants to America had been either Protestants
from Great Britain or Africans brought forcibly
to America as slaves. At the time, the country
had relatively few Catholics, and most of these
lived around Baltimore, New Orleans, and St.
Augustine. Most of the Irish immigrants and
about one-half of the German immigrants were
Roman Catholics.
Many Catholic immigrants settled in cities of
the Northeast. The Church gave the newcomers
more than a source of spiritual guidance. It also
provided a center for the community life of the
immigrants.
The German immigrants brought their lan-
guage as well as their religion. When they
settled, they lived in their own communities,
founded German-language publications, and
established musical societies.
Immigrants Face Prejudice
In the 1830s and 1840s, anti-immigrant
feelings rose. Some Americans feared that
immigrants were changing the character of the
United States too much.
People opposed to immigration were known
as
nativists because they felt that immigration
threatened the future of “native”—American-
born—citizens. Some nativists accused immi-
grants of taking jobs from “real” Americans and
were angry that immigrants would work for
lower wages. Others accused the newcomers of
bringing crime and disease to American cities.
Immigrants who lived in crowded slums served
as likely targets of this kind of prejudice.
The Know-Nothing Party
The nativists formed secret anti-Catholic soci-
eties, and in the 1850s they joined to form a new
political party: the American Party. Because
members of nativist groups often answered
questions about their organization with the
statement “I know nothing,” their party came to
be known as the Know-Nothing Party.
The Know-Nothings called for stricter citizen-
ship laws—extending the immigrants’ waiting
period for citizenship from 5 to 21 years—and
wanted to ban foreign-born citizens from hold-
ing office.
In the mid-1850s the Know-Nothing move-
ment split into a Northern branch and a
Southern branch over the question of slavery. At
this time the slavery issue was also dividing the
Northern and Southern states of the nation.
Identifying What two nations pro-
vided the largest number of immigrants to the United States
during this era?
Effect:
Workers organize
Cause
Cause
Cause
Study Central
TM
To review this section, go to
and click on Study Central
TM
.tarvol1.glencoe.com
396
Reading a Circle Graph
Why Learn This Skill?
Have you ever watched someone
dish out pieces of pie? When the pie
is cut evenly, everybody gets the
same size slice. If one slice is cut a
little larger, however, someone else
gets a smaller piece. A circle
graph is like a pie cut in slices.
Often, a circle graph is called a
pie chart.
Learning the Skill
In a circle graph, the complete
circle represents a whole group—
or 100 percent. The circle is
divided into “slices,” or wedge-
shaped sections representing parts
of the whole.
The size of each slice is deter-
mined by the percentage it
represents.
To read a circle graph, follow these steps:
Study the labels or key to determine what the
parts or “slices” represent.
Compare the parts of the graph to draw conclu-
sions about the subject.
When two or more circle graphs appear together,
read their titles and labels. Then compare the
graphs for similarities and differences.
Practicing the Skill
Read the graphs on this page. Then answer the fol-
lowing questions.
1
What do the four graphs represent?
2
What percentage of workers were in agriculture
in 1840? In 1870?
3
During what decade did the percentage of work-
ers in manufacturing increase the most?
4
What can you conclude from the graphs about
the relationship between manufacturing and
agricultural workers from 1840 to 1870?
Social Studies
Social Studies
Agricultural and Nonagricultural Workers, 1840–1870
1840 1850
1860 1870
Agricultural Manufacturing Other
Source: Historical Statistics of the United States.
59%
69%
15%
16%
16%
20%
26%
21%
18%
23%
53%
64%
Applying the Skill
Reading a Circle Graph Find a circle graph
related to the economy in a newspaper or maga-
zine. Compare its sections. Then draw a conclusion
about the economy.
Glencoe’s
Skillbuilder Interactive
Workbook CD-ROM, Level 1,
provides
instruction and practice in key social
studies skills.
397
Main Idea
Cotton was vital to the economy of
the South.
Key Terms
cotton gin, capital
Reading Strategy
Comparing As you read the section,
re-create the diagram. In the ovals,
give reasons why cotton production
grew while industrial growth was
slower.
Read to Learn
how settlement expanded in the
South.
why the economy of the South
relied on agriculture.
Section Theme
Science and Technology Technol-
ogy, a favorable climate, and rising
demand led to the cotton boom in the
Deep South.
Southern
Cotton Kingdom
CHAPTER 13 North and South
1793
Eli Whitney invents
cotton gin
1800s
Removal of Native Americans spurs
expansion of cotton production
1860
The South remains largely rural
and dependent on cotton
Cotton was “king” in the South before 1860. “Look which way you will, you see it;
and see it moving,” wrote a visitor to Mobile, Alabama. “Keel boats, ships, brigs,
schooners, wharves, stores, and press-houses, all appeared to be full.” Cotton was
also the main topic of conversation: “I believe that in the three days that I was there . . .
I must have heard the word cotton pronounced more than 3,000 times.”
Rise of the Cotton Kingdom
In 1790 the South seemed to be an underdeveloped agricultural region with
little prospect for future growth. Most Southerners lived along the Atlantic coast
in Maryland, Virginia, and North Carolina in what came to be known as the
Upper South.
By 1850 the South had changed. Its population had spread inland to the states
of the Deep South—Georgia, South Carolina, Alabama, Mississippi, Louisiana,
and Texas. The economy of the South was thriving. Slavery, which had disap-
peared from the North, grew stronger than ever in the South.
Cotton
production
Industry
Stem of cotton
Preview of Events
Guide to Reading
1780
1800
1820
1840
1860
Cotton Rules the Deep South
In colonial times, rice, indigo, and tobacco
made up the South’s main crops. After the
American Revolution, demand for these crops
decreased. European mills, however, wanted
Southern cotton. But cotton took time and labor
to produce. After harvest, workers had to
painstakingly separate the plant’s sticky seeds
from the cotton fibers.
Cotton production was revolutionized when
Eli Whitney invented the cotton gin in 1793. The
cotton gin was a machine that removed seeds
from cotton fibers, dramatically increasing the
amount of cotton that could be processed.
A worker could clean 50 pounds of cotton a day
with the machine—instead of 1 pound by hand.
Furthermore the gin was small enough for one
person to carry from place to place.
Whitney’s invention had important conse-
quences. The cotton gin led to the demand for
more workers. Because the cotton gin processed
cotton fibers so quickly, farmers wanted to grow
more cotton. Many Southern planters relied on
slave labor to plant and pick the cotton.
1800 1820
1840 1860
Source: Historical Statistics of the United States.
7.1%
32%
Cotton Production as a
Percentage of U.S. Exports
57.5%51.6%
398
CHAPTER 13 North and South
250 kilometers
0
Albers Conic Equal-Area projection
250 miles
0
N
S
E
W
90°W
85°W
80°W
25°N
30°N
35
°N
Gulf of
Mexico
ATLaNTIC
OCEaN
ARK.
LA.
MISS.
ALA.
TENNESSEE
GEORGIA
FLA.
S.C.
N.C.
VIRGINIA
KENTUCKY
250 kilometers
0
Albers Conic Equal-Area projection
250 miles
0
N
S
E
W
90°W
85°W
80°W
25°N
30°N
ATLaNTIC
OCEaN
Gulf of
Mexico
ARK.
LA.
MISS.
ALA.
GEORGIA
S.C.
FLA.
TENN.
N.C.
VIRGINIA
KENTUCKY
Area produces up to 45
bales per square mile
Area produces more than
45 bales per square mile
Area produces up to
45 bales per square mile
Cotton Production, 1820–1860
1820
1860
1. Human-Environment Interaction What states
included areas that produced more than 45 bales of cotton
per square mile?
2. Human-Environment Interaction Describe the
changes in South Carolina's areas of cotton production from
1820 to 1860.
Motion
In
399
CHAPTER 13 North and South
By 1860 the economies of the Deep South and
the Upper South had developed in different
ways. Both parts of the South were agricultural,
but the Upper South still produced tobacco,
hemp, wheat, and vegetables. The Deep South
was committed to cotton and, in some areas,
to rice and sugarcane.
The value of enslaved people increased
because of their key role in producing cotton
and sugar. The Upper South became a center for
the sale and transport of enslaved people
throughout the region.
Describing What effect did the
cotton gin have on the South’s economy?
Industry in the South
The economy of the South prospered between
1820 and 1860. Unlike the industrial North,
however, the South remained overwhelmingly
rural, and its economy became increasingly dif-
ferent from the Northern economy. The South
accounted for a small percentage of the nation’s
manufacturing value by 1860. In fact, the entire
South had a lower value of manufactured goods
than the state of Pennsylvania.
Barriers to Industry
Why was there little industry in the South?
One reason was the boom in cotton sales.
Because agriculture was so profitable, Southern-
ers remained committed to farming rather than
starting new businesses.
Another stumbling block was the lack of
capital—money to invest in businesses—in the
South. To develop industries required money,
but many Southerners had their wealth invested
in land and slaves. Planters would have had to
sell slaves to raise the money to build factories.
Most wealthy Southerners were unwilling to do
this. They believed that an economy based on
cotton and slavery would continue to prosper.
In addition the market for manufactured
goods in the South was smaller than it was
in the North. A large portion of the Southern
The
Cotton Gin
In 1793 Eli Whitney visited
Catherine Greene, a Georgia
plantation owner. She asked
him to build a device that
removed the seeds from cot-
ton pods. Whitney called the
machine the cotton gin—
”gin” being short for engine.
How did the invention of
the cotton gin affect
slavery?
Cotton bolls are
dumped into the
hopper.
Slots in the grate
allow the cotton but not
its seeds to pass through.
1
2
3
A second cylinder
with brushes pulls
the cotton off the
toothed cylinder and
sends it out of the gin.
4
grate
hopper
crank
brushes
A hand crank turns a
cylinder with wire teeth.
The teeth pull the cotton
past a grate.
1
2
cylinder
2
3
4
Eli Whitney
Checking for Understanding
1. Key Terms Use each of these terms
in a sentence that will help explain its
meaning:
cotton gin, capital.
2. Reviewing Facts How did the lack of
capital affect industrial growth?
Reviewing Themes
3. Science and Technology Why did
the invention of the cotton gin
increase the demand for enslaved
Africans?
Critical Thinking
4. Predicting Consequences If slavery
had been outlawed, how do you
think it would have affected the
South’s economy?
5. Comparing How did agriculture in
the Upper South differ from agricul-
ture in the Deep South? Re-create the
diagram below and describe the
differences.
Analyzing Visuals
6. Geography Skills Look at the maps
and the graphs on page 398. What
area of Florida specialized in cotton?
Did cotton make up more than 50
percent of U.S. exports in 1820?
400
CHAPTER 13 North and South
Informative Writing Research and
write a report on a machine men-
tioned in the chapter—perhaps the
steam locomotive, steamboat, or
another steam-driven machine.
Illustrate your report if you wish.
Keep the report in your portfolio.
population consisted of enslaved people with no
money to buy merchandise. So the limited local
market discouraged industries from developing.
Yet another reason for the lack of industry is
that some Southerners did not want industry to
flourish there. One Texas politician summed up
the Southerners’ point of view this way:
We want no manufactures; we desire no
trading, no mechanical or manufacturing
classes. As long as we have our rice, our sugar,
our tobacco and our cotton, we can command
wealth to purchase all we want.
Southern Factories
While most Southerners felt confident about
the future of the cotton economy, some leaders
wanted to develop industry in the region. They
argued that, by remaining committed to cotton
production, the South was becoming dependent
on the North for manufactured goods. These
Southerners also argued that factories would
revive the economy of the Upper South, which
was less prosperous than the cotton states.
One Southerner who shared this view was
William Gregg, a merchant from Charleston,
South Carolina. After touring New England’s
textile mills in 1844, Gregg opened his own tex-
tile factory in South Carolina.
In Richmond, Virginia, Joseph Reid Ander-
son took over the Tredegar Iron Works in the
1840s and made it one of the nation’s leading
producers of iron. Years later during the Civil
War, Tredegar provided artillery and other iron
products for the Southern forces.
The industries that Gregg and Anderson built
stood as the exception rather than the rule in the
South. In 1860 the region remained largely rural
and dependent on cotton.
Southern Transportation
Natural waterways provided the chief means
for transporting goods in the South. Most towns
were located on the seacoast or along rivers.
There were few canals, and roads were poor.
Like the North, the South also built railroads,
but to a lesser extent. Southern rail lines were
short, local, and did not connect all parts of the
region in a network. As a result Southern cities
grew more slowly than cities in the North and
Midwest, where railways provided the major
routes of commerce and settlement. By 1860
only about one-third of the nation’s rail lines lay
within the South. The railway shortage would
have devastating consequences for the South
during the Civil War.
Explaining What is capital? Why is
it important for economic growth?
Agriculture
Upper South Deep South
Study Central
TM
To review this section, go to
and click on Study Central
TM
.tarvol1.glencoe.com
401
Main Idea
The South’s population consisted of
wealthy slaveholding planters, small
farmers, poor whites, and enslaved
African Americans.
Key Terms
yeoman, tenant farmer, fixed cost,
credit, overseer, spiritual, slave code
Reading Strategy
Organizing Information As you read
the section, re-create the diagram
below and describe the work that was
done on Southern plantations.
Read to Learn
about the way of life on Southern
plantations.
how enslaved workers maintained
strong family and cultural ties.
Section Theme
Culture and Traditions Most of the
people in the South worked in agri-
culture in the first half of the 1800s.
The South’s
People
CHAPTER 13 North and South
1808
Congress outlaws the
slave trade
1831
Nat Turner leads
rebellion in Virginia
1859
Arkansas orders free
blacks to leave
1860
Population of Baltimore
reaches 212,000
Planters gathered in the bright Savannah sunshine. They were asked to bid on a
strong slave who could plow their fields. Fear and grief clouded the enslaved man’s
face because he had been forced to leave his wife and children. Later, he wrote this let-
ter: “My Dear wife I [write] . . . with much regret to inform you that I am Sold to a man
by the name of Peterson. . . . Give my love to my father and mother and tell
them good Bye for me. And if we Shall not meet in this world, I hope to meet in
heaven. My Dear wife for you and my Children my pen cannot express the
[grief] I feel to be parted from you all.”
Small Farms
Popular novels and films often portray the South before 1860 as a land of
stately plantations owned by rich white slaveholders. In reality most white
Southerners were either small farmers without slaves or planters with a hand-
ful of slaves. Only a few planters could afford the many enslaved Africans and
Preview of Events
Guide to Reading
1800
1820
1840
1860
Working on a plantation
Plow
the lavish mansions shown in fictional accounts
of the Old South. Most white Southerners fit into
one of four categories: yeomen, tenant farmers,
the rural poor, or plantation owners.
Small Farmers and the Rural Poor
The farmers who did not have slaves—
yeomen—made up the largest group of whites
in the South. Most yeomen owned land.
Although they lived throughout the region, they
were most numerous in the Upper South and in
the hilly rural areas of the Deep South, where
the land was unsuited to large plantations.
A yeoman’s farm usually ranged from 50 to
200 acres. Yeomen grew crops both for their own
use and to sell, and they often traded their pro-
duce to local merchants and workers for goods
and services.
Most Southern whites did not live in elegant
mansions or on large plantations. They lived in
far simpler homes, though the structure of their
homes changed over time. In the early 1800s
many lived in cottages built of wood and plaster
with thatched roofs. Later many lived in one-
story frame houses or log cabins.
Not all Southern whites owned land. Some
rented land, or worked as
tenant farmers, on
landlords’ estates. Others—the rural poor—lived
in crude cabins in wooded areas where they could
clear a few trees, plant some corn, and keep a hog
or a cow. They also fished and hunted for food.
The poor people of the rural South were stub-
bornly independent. They refused to take any
job that resembled the work of enslaved people.
Although looked down on by other whites, the
rural poor were proud of being self-sufficient.
Identifying What group made up
the largest number of whites in the South?
Plantations
A large plantation might cover several thou-
sand acres. Well-to-do plantation owners usually
lived in comfortable but not luxurious farm-
houses. They measured their wealth partly by
the number of enslaved people they controlled
and partly by such possessions as homes, fur-
nishings, and clothing. A small group of planta-
tion owners—about 4 percent—held 20 or more
slaves in 1860. The large majority of slaveholders
held fewer than 10 enslaved workers.
A few free African Americans possessed
slaves. The Metoyer family of Louisiana owned
thousands of acres of land and more than 400
slaves. Most often, these slaveholders were free
African Americans who purchased their own
family members in order to free them.
Wealthy Southerners pose for the camera in front
of an elegant plantation home.
What were the
duties of the wife of a plantation owner?
History
Atlanta, Georgia, business
street, c. 1860
African Americans Whites
Enslaved Slaveholders
Free Not slaveholders
17%32%
49%
Whites
African
Americans
2%
Southern Population, 1860
Total Population = 12 million
African Americans Whites
Enslaved Slaveholders
Free Not slaveholders
403
CHAPTER 13 North and South
Economics
Plantation Owners
The main economic goal for large plantation
owners was to earn profits. Such plantations
had
fixed costs—regular expenses such as hous-
ing and feeding workers and maintaining cotton
gins and other equipment. Fixed costs remained
about the same year after year.
Cotton prices, however, varied from season to
season, depending on the market. To receive the
best prices, planters sold their cotton to agents
in cities such as New Orleans, Charleston,
Mobile, and Savannah. The cotton exchanges, or
trade centers, in Southern cities were of vital
importance to those involved in the cotton econ-
omy. The agents of the exchanges extended
credit—a form of loan—to the planters and held
the cotton for several months until the price
rose. Then the agents sold the cotton. This sys-
tem kept the planters always in debt because
they did not receive payment for their cotton
until the agents sold it.
Plantation Wives
The wife of a plantation owner generally was
in charge of watching over the enslaved workers
who toiled in her home and tending to them
when they became ill. Her responsibilities also
included supervising the plantation’s buildings
and the fruit and vegetable gardens. Some wives
served as accountants, keeping the plantation’s
financial records.
Women often led a difficult and lonely life on
the plantation. When plantation agriculture
spread westward into Alabama and Mississippi,
many planters’ wives felt they were moving into
a hostile, uncivilized region. Planters traveled
frequently to look at new land or to deal with
agents in New Orleans or Memphis. Their
wives spent long periods alone at the plantation.
Work on the Plantation
Large plantations needed many different
kinds of workers. Some enslaved people worked
in the house, cleaning, cooking, doing laundry,
sewing, and serving meals. They were called
domestic slaves. Other African Americans were
trained as blacksmiths, carpenters, shoemakers,
$
or weavers. Still others worked in the pastures,
tending the horses, cows, sheep, and pigs. Most
of the enslaved African Americans, however,
were field hands. They worked from sunrise to
sunset planting, cultivating, and picking cotton
and other crops. They were supervised by an
overseer—a plantation manager.
Explaining Why were many slaves
needed on a plantation?
Life Under Slavery
Enslaved African Americans endured hard-
ship and misery. They worked hard, earned no
money, and had little hope of freedom. One of
their worst fears was being sold to another
planter and separated from their loved ones. In
the face of these brutal conditions, enslaved
African Americans maintained their family life
as best they could and developed a culture all
their own. They resisted slavery through a vari-
ety of ingenious methods, and they looked to
the day when they would be liberated.
Life in the Slave Cabins
Enslaved people had few comforts beyond
the bare necessities. Josiah Henson, an African
American who escaped from slavery, described
the quarters where he had lived.
In 1860 about 400,000 households in the South held slaves.
Nearly 4 million African Americans remained in slavery.
404
CHAPTER 13 North and South
We lodged in log huts and on the bare
ground. Wooden floors were an unknown lux-
ury. In a single room were huddled, like cattle,
ten or a dozen persons, men, women and
children. . . .
Our beds were collections of straw and old
rags, thrown down in the corners and boxed in
with boards, a single blanket the only covering. . . .
The wind whistled and the rain and snow blew
in through the cracks, and the damp earth
soaked in the moisture till the floor was miry
[muddy] as a pigsty.
Family Life
Enslaved people faced constant uncertainty
and danger. American law in the early 1800s
did not protect enslaved families. At any given
time a husband or wife could be sold away, or
a slaveholder’s death could lead to the breakup
of an enslaved family. Although marriage
between enslaved people was not recognized
by law, many couples did marry. Their mar-
riage ceremonies included the phrase “until
death or separation do us part”—recognizing
the possibility that a marriage might end with
the sale of one spouse.
Living Under
Slavery
Enslaved workers reached the fields
before the sun came up, and they stayed
there until sundown. Planters wanted to
keep the slaves busy all the time, which
meant long and grueling days in the fields.
Enslaved women as well as men were
required to do heavy fieldwork. Young
children carried buckets of water. By the
age of 10, they were considered ready for
fieldwork.
When rented to other
masters, enslaved people
wore identification tags.
Enslaved people had few
personal possessions.
Cabins were usually made of small logs,
about 10 to 20 feet square. Often, two or
three families shared a cabin.
Heavy iron leg shackles were used to
punish workers, especially those who
tried to run away.
CHAPTER 13 North and South
To provide some measure of stability in their
lives, enslaved African Americans established a
network of relatives and friends, who made up
their extended family. If a father or mother were
sold away, an aunt, uncle, or close friend could
raise the children left behind. Large, close-knit
extended families became a vital feature of
African American culture.
African American Culture
Enslaved African Americans endured their
hardships by extending their own culture, fel-
lowship, and community. They fused African
and American elements into a new culture.
The growth of the African American popula-
tion came mainly from children born in the
United States. In 1808 Congress had outlawed
the slave trade. Although slavery remained legal
in the South, no new slaves could enter the
United States. By 1860 almost all the enslaved
people in the South had been born there.
These native-born African Americans held on
to their African customs. They continued to prac-
tice African music and dance. They passed tradi-
tional African folk stories to their children. Some
wrapped colored cloths around their heads in
the African style. Although a large number of
enslaved African Americans accepted Christian-
ity, they often followed the religious beliefs and
practices of their African ancestors as well.
African American Christianity
For many enslaved African Americans, Chris-
tianity became a religion of hope and resistance.
They prayed fervently for the day when they
would be free from bondage.
The passionate beliefs of the Southern slaves
found expression in the
spiritual, an African
American religious folk song. The song “Didn’t
My Lord Deliver Daniel,” for example, refers to
the biblical story of Daniel who was saved from
the lions’ den.
Didn’t my Lord deliver Daniel,
deliver Daniel, deliver Daniel,
Didn’t my Lord deliver Daniel,
An’ why not every man?
Spirituals provided a way for the enslaved
African Americans to communicate secretly
among themselves. Many spirituals combined
Christian faith with laments about earthly
suffering.
Slave Codes
Between 1830 and 1860 life under slavery
became even more difficult because the
slave
codes
—the laws in the Southern states that con-
trolled enslaved people—became more severe.
In existence since the 1700s, slave codes aimed
to prevent the event white Southerners dreaded
most—the slave rebellion. For this reason slave
codes prohibited slaves from assembling in
large groups and from leaving their master’s
property without a written pass.
Slave codes also made it a crime to teach
enslaved people to read or write. White South-
erners feared that a literate slave might lead
other African Americans in rebellion. A slave
who did not know how to read and write,
whites believed, was less likely to rebel.
Resistance to Slavery
Some enslaved African Americans did rebel
openly against their masters. One was Nat
Turner, a popular religious leader among his fel-
low slaves. Turner had taught himself to read
and write. In 1831 Turner led a group of follow-
ers on a brief, violent rampage in Southhampton
County, Virginia. Before being captured Turner
and his followers killed at least 55 whites. Nat
Turner was hanged, but his rebellion frightened
white Southerners and led them to pass more
severe slave codes.
Armed rebellions were rare, however. African
Americans in the South knew that they would
only lose in an armed uprising. For the most
part enslaved people resisted slavery by work-
ing slowly or by pretending to be ill. Occasion-
ally resistance took more active forms, such as
setting fire to a plantation building or breaking
tools. Resistance helped enslaved African Amer-
icans endure their lives by striking back at white
masters—and perhaps establishing boundaries
that white people would respect.
405
406
CHAPTER 13 North and South
Born as a slave in
Maryland, Harriet Tub-
man worked in plantation
fields until she was
nearly 30 years old. Then
she made her break for
freedom, escaping to the
North with the help of the
Underground Railroad.
Realizing the risks of
being captured, Tubman
courageously made 19
trips back into the South
during the 1850s to help
other enslaved people
escape. Altogether she
assisted more than 300
individuals—including
her parents—to escape
from slavery.
While she did not
establish the Under-
ground Railroad, she cer-
tainly became its most
famous and successful
conductor. Tubman was
known as the “Moses
of her people.” Despite
huge rewards offered in
the South for her capture
and arrest, Tubman
always managed to
elude her enemies.
Most runaways were captured and returned to
their owners. Discipline was severe; the most
common punishment was whipping.
Explaining How did the African
American spiritual develop?
City Life and Education
Although the South was primarily agricul-
tural, it was the site of several large cities by the
mid-1800s. By 1860 the population of Balti-
more had reached 212,000 and the population
of New Orleans had reached 168,000. The ten
largest cities in the South were either seaports
or river ports.
With the coming of the railroad, many other
cities began to grow as centers of trade. Among
the cities located at the crossroads of the rail-
ways were Columbia, South Carolina; Chat-
tanooga, Tennessee; Montgomery, Alabama;
Jackson, Mississippi; and Atlanta, Georgia. The
population of Southern cities included white
city dwellers, some enslaved workers, and
many of the South’s free African Americans.
Escaping Slavery
Some enslaved African Americans tried to
run away to the North. A few succeeded. Har-
riet Tubman and Frederick Douglass, two
African American leaders who were born into
slavery, gained their freedom when they fled to
the North.
Yet for most enslaved people, getting to the
North was almost impossible, especially from
the Deep South. Most slaves who succeeded in
running away escaped from the Upper South.
The Underground Railroad—a network of
“safe houses” owned by free blacks and whites
who opposed slavery—offered assistance to
runaway slaves.
Some slaves ran away to find relatives on
nearby plantations or to escape punishment.
Rarely did they plan to make a run for the
North. Moses Grandy, who did escape, spoke
about the problems runaways faced:
They hide themselves during the day in the
woods and swamps; at night they travel. . . . [I]n
these dangerous journeys they are guided by
the north-star, for they only know that the land
of freedom is in the north.
The cities provided free African Americans
with opportunities to form their own communi-
ties. African American barbers, carpenters, and
small traders offered their services throughout
their communities. Free African Americans
founded their own churches and institutions. In
New Orleans they formed an opera company.
Although some free African Americans pros-
pered in the cities, their lives were far from
secure. Between 1830 and 1860 Southern states
passed laws that limited the rights of free
African Americans. Most states would not allow
them to migrate from other states. Although
spared the horrors of slavery, free African Amer-
icans were denied an equal share in economic
and political life.
Education
Plantation owners and those who could afford
to do so often sent their children to private
schools. One of the best known was the academy
operated by Moses Waddel in Willington, South
Carolina. Students attended six days a week. The
Bible and classical literature were stressed, but
the courses also included mathematics, religion,
Greek, Latin, and public speaking.
During this era, no statewide public school
systems existed. However, cities such as Charles-
ton, Louisville, and Mobile did establish excel-
lent public schools.
By the mid-1800s,
education was growing.
Hundreds of public
schools were operating
in North Carolina by
1860. Even before that,
the Kentucky legislature
set up a funding system
for public schools. Many
states also had charity schools for students
whose parents could not afford to pay.
Although the number of schools and teachers
in the South grew, the South lagged behind other
sections of the country in literacy, the number of
people who can read and write. One reason for
this was the geography of the South. Even in the
more heavily populated Southern states there
were few people per square mile. Virginia and
North Carolina had fewer than 15 white inhabi-
tants per square mile. In contrast, Massachusetts
had 124 inhabitants per square mile.
It was too great a hardship for many South-
ern families to send their children great dis-
tances to attend school. In addition, many
Southerners believed education was a private
matter, not a state function; therefore, the state
should not spend money on education.
Describing What Southern city had
surpassed 200,000 in population by the year 1860?
Checking for Understanding
1. Key Terms Use the following terms
to create a newspaper article about
life in the South during this period of
time:
yeoman, tenant farmer, over-
seer, spiritual, slave code.
2. Reviewing Facts List two differences
between yeomen and plantation
owners.
Reviewing Themes
3. Culture and Traditions Why were
extended families vital to African
American culture?
Critical Thinking
4. Making Generalizations If you
were a plantation owner, what would
you tell your son or daughter if he or
she asked why you held slaves?
5. Classifying Information Re-create
the diagram below and in the boxes
briefly explain how the slave codes
operated.
Analyzing Visuals
6. Look at the pictures on pages 402
and 404. Write a paragraph explain-
ing what you think the pictures
portray about life in the South.
CHAPTER 13 North and South
407
Geography Research the
economic activity of one of the
Southern states. Draw a map of
the state, and use symbols to
represent each resource and show
its location in the state.
Slave codes
Control education Control assembly
HISTORY
Student Web Activity
Visit
and click on Chapter 13—
Student Web Activities
for an activity on family
life in the South.
tarvol1.glencoe.com
Study Central
TM
To review this section, go to
and click on Study Central
TM
.tarvol1.glencoe.com
Reviewing Key Terms
On graph paper, create a word search puzzle using the
following terms. Crisscross the terms vertically and hori-
zontally, then fill in the remaining squares with extra let-
ters. Use the terms’ definitions as clues to find the words in
the puzzle.
1. telegraph 4. yeoman
2. nativist 5. credit
3. overseer
Reviewing Key Facts
6. How did the development of the canal and rail net-
work alter the trade route between the Midwest and
the East Coast?
7. How did the the telegraph influence long-distance
communication?
8. Provide three reasons why cities grew in the early 1800s.
9. What was the goal of workers going on strike?
10. In what ways were women in the workforce discrimi-
nated against?
11. Why did immigration from Germany increase
after 1848?
12. How did the cotton gin affect cotton production?
13. Why was there little industry in the South?
14. What was the Underground Railroad?
15. What was the purpose of the slave codes?
Critical Thinking
16. Analyzing Themes: Economic Factors How did
improvements in transportation affect the economy of
the North?
17.
Comparing Discuss one advantage and one disadvan-
tage of city life in the North.
18.
Comparing Re-create the diagram below and com-
pare the use of railroads in the North and South
before 1860.
19.
Analyzing Information Describe ways in which
enslaved African Americans held on to their African
customs.
North and South
Way of Life
Growth of industrialization.
Specialization and machin-
ery allow for mass
production.
Cotton is leading cash
crop.
Industry limited due to
lack of capital and
market demand.
Many people move to
cities to find work.
Cities grow crowded and
many live in unhealthy
and unsafe conditions.
African Americans suffer
discrimination and have
few rights.
Plantation owners farm
large tracts of land; planta-
tions are generally self-
sufficient.
Yeomen make up the
largest group of whites.
Tenant farmers farm small
tracts of land.
Enslaved
African Ameri-
cans do most
of the work on
plantations.
Economy
North South
Use of railroads
North South
Transportation
Roads, canals, and rail-
roads being built.
Locomotives improve
during this era.
Natural waterways chief
means of transportation.
Canals and roads are poor.
Railroads are limited.
CHAPTER 13 North and South
409
Directions: Choose the best
answer to the following question.
Organizations of workers having the same skills or
working within the same trade are called
A nativists.
B trade unions.
C yeomen.
D congressional committees.
Test-Taking Tip
Use the process of elimination to answer this question:
Which answers can you rule out as definitely wrong?
Economics Activity
27. Although railroads helped the economy, why might
investors in turnpikes and canals view them as a threat?
Technology Activity
28. Research and Writing Use your text, encyclopedias, and
other library resources for information about the lives of
enslaved and free African Americans during this era.
Write a report at least two pages in length in which you
identify various political, economic, and social factors that
affected their lives. Compare the effects these factors had
on their lives.
Alternative Assessment
29. Portfolio Writing Activity Write a conversation between
a Southerner and Northerner who meet on a train in the
mid-1800s. Have them talk about the differences between
their lives. Use the notes from your journal in the script.
Self-Check Quiz
Visit and click on Chapter 13—
Self-Check Quizzes to prepare for the chapter test.
tarvol1.glencoe.com
HISTORY
Practicing Skills
Reading a Circle Graph Study the circle graphs below; then
answer these questions.
20. What does the information in the two graphs represent?
21. In what part of the country did African Americans make
up more than one-third of the population?
22. Can you use the graphs to draw a conclusion about the
total population of each region? Why or why not?
Geography and History Activity
Study the map on page 388 and answer the questions that
follow.
23. Movement In which direction would a train travel from
Chattanooga, Tennessee, to Lynchburg, Virginia?
24. Location What was the easternmost city on the New
York Central line?
25. Movement What cities would a train passenger pass
through taking the most direct Memphis-to-Baltimore
route?
Citizenship Cooperative Activity
26. Community Issues Working with two other students,
contact the office of your local government to find out
what is being done to solve local problems and how vol-
unteers can help. Find out when the town board or city
council meets. After you obtain the information, interview
people in the neighborhood to find out what they think
about various problems the community faces. Tell them
about the town board or city council meetings, and
encourage them to attend or to become involved in com-
munity activities. Compare your findings about commu-
nity issues with the other groups.
Populations of the North and South in 1860
Source: Historical Statistics of the United States.
98% white 66% white
2% African American 34% African American
North South
Standardized
Test Practice