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CHAPTER TWELVE: THE MEANING OF FREEDOM:

THE PROMISE OF RECONSTRUCTION, 1865-1868

CHAPTER SUMMARY

African Americans went to great lengths to change and improve their lives after freedom. Families remained an important priority, and blacks frequently expended great effort to locate relatives separated by slavery over the years. Economic needs were also a priority. Some government policies, including Special Field Order #15 and the experiment at Port Royal, South Carolina, proved beneficial to blacks in gaining property. The Freedman’s Bureau, although often a conservative force with insufficient resources, assisted the newly freed slaves with labor contracts, food, medical care and obtaining land. The Freedman’s Bureau also assisted with education, which, along with establishing separate churches, remained an important priority for African Americans. Although many blacks decided to become teachers, black schools suffered because teachers frequently lacked an education and had to face a rising tide of violence by whites in the South. After Lincoln’s assassination, however, Andrew Johnson proved very reluctant to assist blacks in any way, allowing Southern states to establish a discriminatory legal system. Although the “black codes” gave blacks some legal rights, its primary purpose was to institute a harsh, subordinate economic status on blacks. As a reaction against Johnson’s policies, the Republicans gained control of both houses of Congress, and pushed through legislation and the 14th Amendment to the Constitution, guaranteeing black rights. Radical Reconstruction also contained elements allowing blacks political participation, both through voting and holding office. White Southerners, however, refused to allow even temporary black gains to stand.

LEARNING OBJECTIVES

Understand the differing reactions of former slaves to freedom.

Understand the varying methods the military and the federal government employed with respect to newly freed slaves during the war.

Understand the role of the Freedman’s Bureau in former slaves’ movement to freedom.

Understand the realities of black life in the South during Reconstruction, including aspects of sharecropping and the development of churches and schools.

Understand the facets of Reconstruction under Lincoln, Johnson, and the Radical Republicans as well as the South’s reaction to their plans.

Understand black efforts to participate in politics and gain their civil rights through the Republican party and direct action tactics.

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CHAPTER OUTLINE I. Introduction - Meaning of Freedom II. The End of Slavery

A. New Attitudes B. Differing Reactions of Former Slaves C. Reuniting Black Families

1. Importance of Advertisements 2. Varying Results

III. Land

A. Special Field Order No. 15 1. Directive 2. Effect

B. The Port Royal Experiment IV. The Freedman’s Bureau

A. Responsibilities B. Limitations C. Accomplishments D. Land Grants E. Reversal By Johnson F. Reaction By Freedmen G. Southern Homestead Act H. Sharecropping

1. Contracts 2. Terms of Agreements

V. The Black Church

A. Development of Separate Institutions B. Content of Sermons C. African Methodist Episcopal Growth D. Methodist Split E. Class and Color Differences

VI. Education

A. Importance B. Early Efforts C. Freedman’s Bureau Influence D. Black Teachers

1. Preference over whites 2. Motivations 3. Lack of formal education 4. Frustration of students

E. Black Colleges 1. By Church/Religious Society 2. By Military

F. Response of White Southerners 1. Negative Views

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2. Violence/Destruction of Property 3. Refusal to Integrate

VII. Violence

A. Reasons for Widespread Nature B. Violence Against Indians {?} C. Large Scale Violence

VIII. The Crusade for Political and Civil Rights

A. Syracuse Convention B. 1864 Republican National Convention C. Lincoln’s Reaction

IX. Presidential Reconstruction Under Johnson

A. Promises B. Views of Blacks C. Pro-Secessionist Actions

X. Black Codes

A. Labor Restrictions B. Rights/Limitations

XI. Black Conventions

A. Membership B. Requests

XII. The Radical Republicans

A. Disagreement with Johnson B. Radical Proposals

1. Land 2. Voting 3. Reaction 4. Northern objections to white Southerners

C. The Freedman’s Bureau Bill and the Civil Rights Bill D. Johnson’s Vetoes

XII. The Fourteenth Amendment

A. Terms B. Opposition

XIV. Radical Reconstruction

A. Gaining Political Power B. Universal Manhood Suffrage C. Black Politics D. Enthusiasm E. Union Leagues F. Sit-Ins and Strikes

1. Increase with expectations of vote 2. Protests

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XV. Reaction of White Southerners XVI. Conclusion

TEST MATERIALS MAP QUESTIONS (Locate the following regions, geographical features or political entities on a map) South Carolina Georgia Sea Islands Port Royal, South Carolina Edisto Island Syracuse, New York IDENTIFICATIONS (For each of the following, identify by answering the questions – who? what? when? where? And describe the significance by answering the question – why is this important? Why do we study this?) Special Field Order No. 15 Port Royal Experiment General Oliver O. Howard Bureau of Refugees, Freedmen and Abandoned Lands Freedman’s Bureau Circular 11 Edisto Island Andrew Johnson Southern Homestead Act sharecropping African Methodist Episcopal (AME) Church Front Street Methodist Church St. Mark’s Protestant Episcopal Church Laura Towne Charlotte Forten Savannah Educational Association Rev. Richard H. Cain Lydia Maria Child The Freedman’s Book American Missionary Association Berea College Hampton College Tougaloo College Avery College Charlotte Ray Lincoln Institute Aaron Bradley Henry Highland Garnet Frances W. Harper William Wells Brown Robert Smalls