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Friday, July 16, 2021

Emancipation Proclamation

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Emancipation Proclamation
Seal of the President of the United States
Henry Lewis Stephens (c. 1863) untitled watercolor of a black man reading a newspaper with headline "Presidential Proclamation/Slavery"
 
Emancipation Proclamation WDL2714.jpg
The five-page original document, held in the National Archives Building - until 1936 it had been bound with other proclamations in a large volume held by the Department of State

The Emancipation Proclamation, or Proclamation 95, was a presidential proclamation and executive order issued by United States President Abraham Lincoln on September 22, 1862, during the Civil War. The Proclamation read:

That on the first day of January in the year of our Lord, one thousand eight hundred and sixty-three, all persons held as slaves within any State, or designated part of a State, the people whereof shall then be in rebellion against the United States shall be then, thenceforward, and forever free; and the executive government of the United States, including the military and naval authority thereof, will recognize and maintain the freedom of such persons, and will do no act or acts to repress such persons, or any of them, in any efforts they may make for their actual freedom.

On January 1, 1863, the Proclamation changed the legal status under federal law of more than 3.5 million enslaved African Americans in the secessionist Confederate states from enslaved to free. As soon as a slave escaped the control of the Confederate government, either by running away across Union lines or through the advance of federal troops, the person was permanently free. Ultimately, the Union victory brought the proclamation into effect in all of the former Confederacy.

The proclamation was directed to all of the areas in rebellion and all segments of the executive branch (including the Army and Navy) of the United States. It proclaimed the freedom of enslaved people in the ten states in rebellion. Even though it excluded areas not in rebellion, it still applied to more than 3.5 million of the 4 million enslaved people in the country. Around 25,000 to 75,000 were immediately emancipated in those regions of the Confederacy where the US Army was already in place. It could not be enforced in the areas still in rebellion, but as the Union army took control of Confederate regions, the Proclamation provided the legal framework for the liberation of more than three and a half million enslaved people in those regions. Prior to the Proclamation, in accordance with the Fugitive Slave Act of 1850, escaped enslaved persons were either returned to their masters or held in camps as contraband for later return. The Emancipation Proclamation outraged white Southerners and their sympathizers, who saw it as the beginning of a race war. It energized abolitionists, and undermined those Europeans that wanted to intervene to help the Confederacy. The Proclamation lifted the spirits of African Americans both free and enslaved; it led many to escape from their masters and get to Union lines to obtain their freedom, and to join the Union Army. The Emancipation Proclamation became a historic document because it "would redefine the Civil War, turning it from a struggle to preserve the Union to one focused on ending slavery, and set a decisive course for how the nation would be reshaped after that historic conflict."

The Emancipation Proclamation was never challenged in court. To ensure the abolition of slavery in all of the U.S., Lincoln also insisted that Reconstruction plans for Southern states require abolition in new state laws (which occurred during the war in Tennessee, Arkansas, and Louisiana); Lincoln encouraged border states to adopt abolition (which occurred during the war in Maryland, Missouri, and West Virginia) and pushed for passage of the Thirteenth Amendment. Congress passed the 13th Amendment by the necessary two-thirds vote on January 31, 1865, and it was ratified by the states on December 6, 1865. The amendment made chattel slavery and involuntary servitude illegal.

Authority

Abraham Lincoln

The United States Constitution of 1787 did not use the word "slavery" but included several provisions about unfree persons. The Three-Fifths Compromise (in Article I, Section 2) allocated Congressional representation based "on the whole Number of free Persons" and "three-fifths of all other Persons". Under the Fugitive Slave Clause (Article IV, Section 2), "no person held to service or labour in one state" would be freed by escaping to another. Article I, Section 9 allowed Congress to pass legislation to outlaw the "Importation of Persons", but not until 1808. However, for purposes of the Fifth Amendment—which states that, "No person shall... be deprived of life, liberty, or property, without due process of law"—slaves were understood as property. Although abolitionists used the Fifth Amendment to argue against slavery, it became part of the legal basis for treating slaves as property with Dred Scott v. Sandford (1857). Socially, slavery was also supported in law and in practice by a pervasive culture of white supremacy. Nonetheless, between 1777 and 1804, every Northern state provided for the immediate or gradual abolition of slavery. No Southern state did so, and the slave population of the South continued to grow, peaking at almost four million people at the beginning of the American Civil War, when most slave states sought to break away from the United States.

Lincoln understood that the Federal government's power to end slavery in peacetime was limited by the Constitution which before 1865, committed the issue to individual states. Against the background of the American Civil War, however, Lincoln issued the Proclamation under his authority as "Commander-in-Chief of the Army and Navy" under Article II, section 2 of the United States Constitution. As such, he claimed to have the martial power to free persons held as slaves in those states that were in rebellion "as a fit and necessary war measure for suppressing said rebellion". He did not have Commander-in-Chief authority over the four slave-holding states that were not in rebellion: Missouri, Kentucky, Maryland and Delaware, and so those states were not named in the Proclamation. The fifth border jurisdiction, West Virginia, where slavery remained legal but was in the process of being abolished, was, in January 1863, still part of the legally recognized, "reorganized" state of Virginia, based in Alexandria, which was in the Union (as opposed to the Confederate state of Virginia, based in Richmond).

Coverage

The Proclamation applied in the ten states that were still in rebellion in 1863, and thus did not cover the nearly 500,000 slaves in the slave-holding border states (Missouri, Kentucky, Maryland or Delaware) which were Union states. Those slaves were freed by later separate state and federal actions.

The state of Tennessee had already mostly returned to Union control, under a recognized Union government, so it was not named and was exempted. Virginia was named, but exemptions were specified for the 48 counties then in the process of forming the new state of West Virginia, and seven additional counties and two cities in the Union-controlled Tidewater region of Virginia. Also specifically exempted were New Orleans and 13 named parishes of Louisiana, which were mostly under federal control at the time of the Proclamation. These exemptions left unemancipated an additional 300,000 slaves.

The moment the proclamation was signed, portrayed by Lee Lawrie in Lincoln, Nebraska

The Emancipation Proclamation has been ridiculed, notably in an influential passage by Richard Hofstadter for "freeing" only the slaves over which the Union had no power. These slaves were freed due to Lincoln's "war powers". This act cleared up the issue of contraband slaves. It automatically clarified the status of over 100,000 now-former slaves. Some 20,000 to 50,000 slaves were freed the day it went into effect in parts of nine of the ten states to which it applied (Texas being the exception). In every Confederate state (except Tennessee and Texas), the Proclamation went into immediate effect in Union-occupied areas and at least 20,000 slaves were freed at once on January 1, 1863.

The Proclamation provided the legal framework for the emancipation of nearly all four million slaves as the Union armies advanced, and committed the Union to end slavery, which was a controversial decision even in the North. Hearing of the Proclamation, more slaves quickly escaped to Union lines as the Army units moved South. As the Union armies advanced through the Confederacy, thousands of slaves were freed each day until nearly all (approximately 3.9 million, according to the 1860 Census) were freed by July 1865.

While the Proclamation had freed most slaves as a war measure, it had not made slavery illegal. Of the states that were exempted from the Proclamation, Maryland, Missouri, Tennessee, and West Virginia prohibited slavery before the war ended. In 1863, President Lincoln proposed a moderate plan for the Reconstruction of the captured Confederate State of Louisiana. Only 10% of the state's electorate had to take the loyalty oath. The state was also required to accept the Proclamation and abolish slavery in its new constitution. Identical Reconstruction plans would be adopted in Arkansas and Tennessee. By December 1864, the Lincoln plan abolishing slavery had been enacted in Louisiana, as well as in Arkansas and Tennessee. In Kentucky, Union Army commanders relied on the proclamations offer of freedom to slaves who enrolled in the Army and provided freedom for an enrollee's entire family; for this and other reasons the number of slaves in the state fell by over 70% during the war. However, in Delaware and Kentucky, slavery continued to be legal until December 18, 1865, when the Thirteenth Amendment went into effect.

Background

Military action prior to emancipation

The Fugitive Slave Act of 1850 required individuals to return runaway slaves to their owners. During the war, Union generals such as Benjamin Butler declared that slaves in occupied areas were contraband of war and accordingly refused to return them. This decision was controversial because it implied recognition of the Confederacy as a separate, independent sovereign state under international law, a notion that Lincoln steadfastly denied. As a result, he did not promote the contraband designation. In addition, as contraband, these people were legally designated as "property" when they crossed Union lines and their ultimate status was uncertain.

Governmental action toward emancipation

In December 1861, Lincoln sent his first annual message to Congress (the State of the Union Address, but then typically given in writing and not referred to as such). In it he praised the free labor system, as respecting human rights over property rights; he endorsed legislation to address the status of contraband slaves and slaves in loyal states, possibly through buying their freedom with federal taxes, and also the funding of strictly voluntary colonization efforts. In January 1862, Thaddeus Stevens, the Republican leader in the House, called for total war against the rebellion to include emancipation of slaves, arguing that emancipation, by forcing the loss of enslaved labor, would ruin the rebel economy. On March 13, 1862, Congress approved a "Law Enacting an Additional Article of War", which stated that from that point onward it was forbidden for Union Army officers to return fugitive slaves to their owners. Pursuant to a law signed by Lincoln, slavery was abolished in the District of Columbia on April 16, 1862, and owners were compensated.

On June 19, 1862, Congress prohibited slavery in all current and future United States territories (though not in the states), and President Lincoln quickly signed the legislation. By this act, they repudiated the 1857 opinion of the Supreme Court of the United States in the Dred Scott Case that Congress was powerless to regulate slavery in U.S. territories. This joint action by Congress and President Lincoln also rejected the notion of popular sovereignty that had been advanced by Stephen A. Douglas as a solution to the slavery controversy, while completing the effort first legislatively proposed by Thomas Jefferson in 1784 to confine slavery within the borders of existing states.

In July, Congress passed and Lincoln signed the Confiscation Act of 1862, containing provisions for court proceedings to liberate slaves held by convicted "rebels", or slaves of rebels that had escaped to Union lines. The Act applied in cases of criminal convictions, to those who were slaves of "disloyal" masters, and to slaves in rebel territory that was captured by the Union forces. Unlike the first Confiscation Act, the second one explicitly said that all slaves covered under the law would be permanently freed, stating "all slaves of persons who shall hereafter be engaged in rebellion against the government of the United States, or who shall in any way give aid or comfort thereto, escaping from such persons and taking refuge within the lines of the army; and all slaves captured from such persons or deserted by them and coming under the control of the government of the United States; and all slaves of such person found on [or] being within any place occupied by rebel forces and afterwards occupied by the forces of the United States, shall be deemed captives of war, and shall be forever free of their servitude, and not again held as slaves." However, Lincoln's position continued to be that Congress lacked the power to free all slaves within the borders of rebel held states, but Lincoln as commander in chief could do so if he deemed it a proper military measure, and that Lincoln had already drafted plans to do.

Public opinion of emancipation

Medical examination photograph of Gordon, widely distributed by abolitionists to expose the brutality of slavery

Abolitionists had long been urging Lincoln to free all slaves. In the summer of 1862, Republican editor Horace Greeley of the highly influential New York Tribune wrote a famous editorial entitled "The Prayer of Twenty Millions" demanding a more aggressive attack on the Confederacy and faster emancipation of the slaves: "On the face of this wide earth, Mr. President, there is not one ... intelligent champion of the Union cause who does not feel ... that the rebellion, if crushed tomorrow, would be renewed if slavery were left in full vigor and that every hour of deference to slavery is an hour of added and deepened peril to the Union." Lincoln responded in his Letter To Horace Greeley from August 22, 1862, in terms of the limits imposed by his duty as president to save the Union:

If there be those who would not save the Union, unless they could at the same time save slavery, I do not agree with them. If there be those who would not save the Union unless they could at the same time destroy slavery, I do not agree with them. My paramount object in this struggle is to save the Union, and is not either to save or to destroy slavery. If I could save the Union without freeing any slave I would do it, and if I could save it by freeing all the slaves I would do it; and if I could save it by freeing some and leaving others alone I would also do that. What I do about slavery, and the colored race, I do because I believe it helps to save the Union; and what I forbear, I forbear because I do not believe it would help to save the Union... I have here stated my purpose according to my view of official duty; and I intend no modification of my oft-expressed personal wish that all men everywhere could be free.

Lincoln scholar Harold Holzer wrote in this context about Lincoln's letter: "Unknown to Greeley, Lincoln composed this after he had already drafted a preliminary Emancipation Proclamation, which he had determined to issue after the next Union military victory. Therefore, this letter, was in truth, an attempt to position the impending announcement in terms of saving the Union, not freeing slaves as a humanitarian gesture. It was one of Lincoln's most skillful public relations efforts, even if it has cast longstanding doubt on his sincerity as a liberator." Historian Richard Striner argues that "for years" Lincoln's letter has been misread as "Lincoln only wanted to save the Union." However, within the context of Lincoln's entire career and pronouncements on slavery this interpretation is wrong, according to Striner. Rather, Lincoln was softening the strong Northern white supremacist opposition to his imminent emancipation by tying it to the cause of the Union. This opposition would fight for the Union but not to end slavery, so Lincoln gave them the means and motivation to do both, at the same time. In his 2014 book, Lincoln's Gamble, journalist and historian Todd Brewster asserted that Lincoln's desire to reassert the saving of the Union as his sole war goal was, in fact, crucial to his claim of legal authority for emancipation. Since slavery was protected by the Constitution, the only way that he could free the slaves was as a tactic of war—not as the mission itself. But that carried the risk that when the war ended, so would the justification for freeing the slaves. Late in 1862, Lincoln asked his Attorney General, Edward Bates, for an opinion as to whether slaves freed through a war-related proclamation of emancipation could be re-enslaved once the war was over. Bates had to work through the language of the Dred Scott decision to arrive at an answer, but he finally concluded that they could indeed remain free. Still, a complete end to slavery would require a constitutional amendment.

Conflicting advice, to free all slaves, or not free them at all, was presented to Lincoln in public and private. Thomas Nast, a cartoon artist during the Civil War and the late 1800s considered "Father of the American Cartoon", composed many works including a two-sided spread that showed the transition from slavery into civilization after President Lincoln signed the Proclamation. Nast believed in equal opportunity and equality for all people, including enslaved Africans or free blacks. A mass rally in Chicago on September 7, 1862, demanded immediate and universal emancipation of slaves. A delegation headed by William W. Patton met the president at the White House on September 13. Lincoln had declared in peacetime that he had no constitutional authority to free the slaves. Even used as a war power, emancipation was a risky political act. Public opinion as a whole was against it. There would be strong opposition among Copperhead Democrats and an uncertain reaction from loyal border states. Delaware and Maryland already had a high percentage of free blacks: 91.2% and 49.7%, respectively, in 1860.

Drafting and issuance of the proclamation

Eastman Johnson (American, 1824–1906) - A Ride for Liberty – The Fugitive Slaves (recto), ca. 1862

Lincoln first discussed the proclamation with his cabinet in July 1862. He drafted his "preliminary proclamation" and read it to Secretary of State William Seward, and Secretary of Navy Gideon Welles, on July 13. Seward and Welles were at first speechless, then Seward referred to possible anarchy throughout the South and resulting foreign intervention; Welles apparently said nothing. On July 22, Lincoln presented it to his entire cabinet as something he had determined to do and he asked their opinion on wording. Although Secretary of War Edwin Stanton supported it, Seward advised Lincoln to issue the proclamation after a major Union victory, or else it would appear as if the Union was giving "its last shriek of retreat".

In September 1862, the Battle of Antietam gave Lincoln the victory he needed to issue the Emancipation. In the battle, though the Union suffered heavier losses than the Confederates and General McClellan allowed the escape of Robert E. Lee's retreating troops, Union forces turned back a Confederate invasion of Maryland, eliminating more than a quarter of Lee's army in the process. On September 22, 1862, five days after Antietam occurred, and while living at the Soldier's Home, Lincoln called his cabinet into session and issued the Preliminary Emancipation Proclamation. According to Civil War historian James M. McPherson, Lincoln told Cabinet members that he had made a covenant with God, that if the Union drove the Confederacy out of Maryland, he would issue the Emancipation Proclamation. Lincoln had first shown an early draft of the proclamation to Vice President Hannibal Hamlin, an ardent abolitionist, who was more often kept in the dark on presidential decisions. The final proclamation was issued on January 1, 1863. Although implicitly granted authority by Congress, Lincoln used his powers as Commander-in-Chief of the Army and Navy, "as a necessary war measure" as the basis of the proclamation, rather than the equivalent of a statute enacted by Congress or a constitutional amendment. Some days after issuing the final Proclamation, Lincoln wrote to Major General John McClernand: "After the commencement of hostilities I struggled nearly a year and a half to get along without touching the "institution"; and when finally I conditionally determined to touch it, I gave a hundred days fair notice of my purpose, to all the States and people, within which time they could have turned it wholly aside, by simply again becoming good citizens of the United States. They chose to disregard it, and I made the peremptory proclamation on what appeared to me to be a military necessity. And being made, it must stand."

1864 reproduction of the Emancipation Proclamation from the Library of Congress Prints and Photographs Division

Initially, the Emancipation Proclamation effectively freed only a small percentage of the slaves, those who were behind Union lines in areas not exempted. Most slaves were still behind Confederate lines or in exempted Union-occupied areas. Secretary of State William H. Seward commented, "We show our sympathy with slavery by emancipating slaves where we cannot reach them and holding them in bondage where we can set them free." Had any slave state ended its secession attempt before January 1, 1863, it could have kept slavery, at least temporarily. The Proclamation only gave the Lincoln Administration the legal basis to free the slaves in the areas of the South that were still in rebellion on January 1, 1863. It effectively destroyed slavery as the Union armies advanced south and conquered the entire Confederacy.

The Emancipation Proclamation also allowed for the enrollment of freed slaves into the United States military. During the war nearly 200,000 blacks, most of them ex-slaves, joined the Union Army. Their contributions gave the North additional manpower that was significant in winning the war. The Confederacy did not allow slaves in their army as soldiers until the last month before its defeat.

Though the counties of Virginia that were soon to form West Virginia were specifically exempted from the Proclamation (Jefferson County being the only exception), a condition of the state's admittance to the Union was that its constitution provide for the gradual abolition of slavery (an immediate emancipation of all slaves was also adopted there in early 1865). Slaves in the border states of Maryland and Missouri were also emancipated by separate state action before the Civil War ended. In Maryland, a new state constitution abolishing slavery in the state went into effect on November 1, 1864. The Union-occupied counties of eastern Virginia and parishes of Louisiana, which had been exempted from the Proclamation, both adopted state constitutions that abolished slavery in April 1864. In early 1865, Tennessee adopted an amendment to its constitution prohibiting slavery.

Implementation

Areas covered by the Emancipation Proclamation are in red, slave-holding areas not covered are in blue

The Proclamation was issued in two parts. The first part, issued on September 22, 1862, was a preliminary announcement outlining the intent of the second part, which officially went into effect 100 days later on January 1, 1863, during the second year of the Civil War. It was Abraham Lincoln's declaration that all slaves would be permanently freed in all areas of the Confederacy that had not already returned to federal control by January 1863. The ten affected states were individually named in the second part (South Carolina, Mississippi, Florida, Alabama, Georgia, Louisiana, Texas, Virginia, Arkansas, North Carolina). Not included were the Union slave states of Maryland, Delaware, Missouri and Kentucky. Also not named was the state of Tennessee, in which a Union-controlled military government had already been set up, based in the capital, Nashville. Specific exemptions were stated for areas also under Union control on January 1, 1863, namely 48 counties that would soon become West Virginia, seven other named counties of Virginia including Berkeley and Hampshire counties, which were soon added to West Virginia, New Orleans and 13 named parishes nearby.

Union-occupied areas of the Confederate states where the proclamation was put into immediate effect by local commanders included Winchester, Virginia, Corinth, Mississippi, the Sea Islands along the coasts of the Carolinas and Georgia, Key West, Florida, and Port Royal, South Carolina.

Immediate impact

A photograph of two children who likely, were recently emancipated - circa 1870

It has been inaccurately claimed that the Emancipation Proclamation did not free a single slave; historian Lerone Bennett Jr. alleged that the proclamation was a hoax deliberately designed not to free any slaves. However, as a result of the Proclamation, many slaves were freed during the course of the war, beginning with the day it took effect; eyewitness accounts at places such as Hilton Head Island, South Carolina, and Port Royal, South Carolina record celebrations on January 1 as thousands of blacks were informed of their new legal status of freedom. Estimates of how many thousands of slaves were freed immediately by the Emancipation Proclamation are varied. One contemporary estimate put the 'contraband' population of Union-occupied North Carolina at 10,000, and the Sea Islands of South Carolina also had a substantial population. Those 20,000 slaves were freed immediately by the Emancipation Proclamation." This Union-occupied zone where freedom began at once included parts of eastern North Carolina, the Mississippi Valley, northern Alabama, the Shenandoah Valley of Virginia, a large part of Arkansas, and the Sea Islands of Georgia and South Carolina. Although some counties of Union-occupied Virginia were exempted from the Proclamation, the lower Shenandoah Valley, and the area around Alexandria were covered. Emancipation was immediately enforced as Union soldiers advanced into the Confederacy. Slaves fled their masters and were often assisted by Union soldiers.

Booker T. Washington, as a boy of 9 in Virginia, remembered the day in early 1865:

As the great day drew nearer, there was more singing in the slave quarters than usual. It was bolder, had more ring, and lasted later into the night. Most of the verses of the plantation songs had some reference to freedom. ... Some man who seemed to be a stranger (a United States officer, I presume) made a little speech and then read a rather long paper—the Emancipation Proclamation, I think. After the reading we were told that we were all free, and could go when and where we pleased. My mother, who was standing by my side, leaned over and kissed her children, while tears of joy ran down her cheeks. She explained to us what it all meant, that this was the day for which she had been so long praying, but fearing that she would never live to see.

Winslow Homer 1876 - "A Visit from the Old Mistress" depicts a tense meeting between a group of newly freed slaves and their former slaveholder - Smithsonian Museum of American Art

Runaway slaves who had escaped to Union lines had previously been held by the Union Army as "contraband of war" under the Confiscation Acts; when the proclamation took effect, they were told at midnight that they were free to leave. The Sea Islands off the coast of Georgia had been occupied by the Union Navy earlier in the war. The whites had fled to the mainland while the blacks stayed. An early program of Reconstruction was set up for the former slaves, including schools and training. Naval officers read the proclamation and told them they were free.

Slaves had been part of the "engine of war" for the Confederacy. They produced and prepared food; sewed uniforms; repaired railways; worked on farms and in factories, shipping yards, and mines; built fortifications; and served as hospital workers and common laborers. News of the Proclamation spread rapidly by word of mouth, arousing hopes of freedom, creating general confusion, and encouraging thousands to escape to Union lines. George Washington Albright, a teenage slave in Mississippi, recalled that like many of his fellow slaves, his father escaped to join Union forces. According to Albright, plantation owners tried to keep the Proclamation from slaves but news of it came through the "grapevine". The young slave became a "runner" for an informal group they called the 4Ls ("Lincoln's Legal Loyal League") bringing news of the proclamation to secret slave meetings at plantations throughout the region.

Robert E. Lee saw the Emancipation Proclamation as a way for the Union to bolster the number of soldiers it could place on the field, making it imperative for the Confederacy to increase their own numbers. Writing on the matter after the sack of Fredericksburg, Lee wrote "In view of the vast increase of the forces of the enemy, of the savage and brutal policy he has proclaimed, which leaves us no alternative but success or degradation worse than death, if we would save the honor of our families from pollution, our social system from destruction, let every effort be made, every means be employed, to fill and maintain the ranks of our armies, until God, in his mercy, shall bless us with the establishment of our independence."

Political impact

"Abe Lincoln's Last Card; Or, Rouge-et-Noir (Red and Black)", a cartoon by John Tenniel printed by Punch after the London Times wrote in October 1862 that Lincoln had played his "last card" in issuing the Proclamation. Lincoln's hair is in points, suggesting horns. The cartoon was reprinted often in the Copperhead press.

The Proclamation was immediately denounced by Copperhead Democrats who opposed the war and advocated restoring the union by allowing slavery. Horatio Seymour, while running for the governorship of New York, cast the Emancipation Proclamation as a call for slaves to commit extreme acts of violence on all white southerners, saying it was "a proposal for the butchery of women and children, for scenes of lust and rapine, and of arson and murder, which would invoke the interference of civilized Europe". The Copperheads also saw the Proclamation as an unconstitutional abuse of presidential power. Editor Henry A. Reeves wrote in Greenport's Republican Watchman that "In the name of freedom of Negroes, [the proclamation] imperils the liberty of white men; to test a utopian theory of equality of races which Nature, History and Experience alike condemn as monstrous, it overturns the Constitution and Civil Laws and sets up Military Usurpation in their Stead."

Racism remained pervasive on both sides of the conflict and many in the North supported the war only as an effort to force the South to stay in the Union. The promises of many Republican politicians that the war was to restore the Union and not about black rights or ending slavery, were now declared lies by their opponents citing the Proclamation. Copperhead David Allen spoke to a rally in Columbiana, Ohio, stating, "I have told you that this war is carried on for the Negro. There is the proclamation of the President of the United States. Now fellow Democrats I ask you if you are going to be forced into a war against your Brithren of the Southern States for the Negro. I answer No!" The Copperheads saw the Proclamation as irrefutable proof of their position and the beginning of a political rise for their members; in Connecticut, H. B. Whiting wrote that the truth was now plain even to "those stupid thick-headed persons who persisted in thinking that the President was a conservative man and that the war was for the restoration of the Union under the Constitution".

War Democrats who rejected the Copperhead position within their party, found themselves in a quandary. While throughout the war they had continued to espouse the racist positions of their party and their disdain of the concerns of slaves, they did see the Proclamation as a viable military tool against the South, and worried that opposing it might demoralize troops in the Union army. The question would continue to trouble them and eventually lead to a split within their party as the war progressed.

Lincoln further alienated many in the Union two days after issuing the preliminary copy of the Emancipation Proclamation by suspending habeas corpus. His opponents linked these two actions in their claims that he was becoming a despot. In light of this and a lack of military success for the Union armies, many War Democrat voters who had previously supported Lincoln turned against him and joined the Copperheads in the off-year elections held in October and November.

In the 1862 elections, the Democrats gained 28 seats in the House as well as the governorship of New York. Lincoln's friend Orville Hickman Browning told the president that the Proclamation and the suspension of habeas corpus had been "disastrous" for his party by handing the Democrats so many weapons. Lincoln made no response. Copperhead William Javis of Connecticut pronounced the election the "beginning of the end of the utter downfall of Abolitionism in the United States".

Historians James M. McPherson and Allan Nevins state that though the results looked very troubling, they could be seen favorably by Lincoln; his opponents did well only in their historic strongholds and "at the national level their gains in the House were the smallest of any minority party's in an off-year election in nearly a generation. Michigan, California, and Iowa all went Republican... Moreover, the Republicans picked up five seats in the Senate." McPherson states "If the election was in any sense a referendum on emancipation and on Lincoln's conduct of the war, a majority of Northern voters endorsed these policies."

Confederate response

The initial Confederate response was one of expected outrage. The Proclamation was seen as vindication for the rebellion, and proof that Lincoln would have abolished slavery even if the states had remained in the Union. In an August 1863 letter to President Lincoln, U.S. Army general Ulysses S. Grant observed that the Proclamation, combined with the usage of black soldiers by the U.S. Army, profoundly angered the Confederacy, saying that "the emancipation of the Negro, is the heaviest blow yet given the Confederacy. The South rave a great deal about it and profess to be very angry." A few months after the Proclamation took effect, the Confederacy passed a law in May 1863 demanding "full and ample retaliation" against the U.S. for such measures. The Confederacy stated that the black U.S. soldiers captured while fighting against the Confederacy would be tried as slave insurrectionists in civil courts—a capital offense with automatic sentence of death. Less than a year after the law's passage, the Confederates massacred black U.S. soldiers at Fort Pillow.

Confederate General Robert E. Lee called the Proclamation a "savage and brutal policy he has proclaimed, which leaves us no alternative but success or degradation worse than death."

However, some Confederates welcomed the Proclamation, as they believed it would strengthen pro-slavery sentiment in the Confederacy and, thus, lead to greater enlistment of white men into the Confederate army. According to one Confederate man from Kentucky, "The Proclamation is worth three hundred thousand soldiers to our Government at least... It shows exactly what this war was brought about for and the intention of its damnable authors." Even some Union soldiers concurred with this view and expressed reservations about the Proclamation, not on principle, but rather because they were afraid it would increase the Confederacy's determination to fight on and maintain slavery. One Union soldier from New York stated worryingly after the Proclamation's passage, "I know enough of the Southern spirit that I think they will fight for the institution of slavery even to extermination."

As a result of the Proclamation, the price of slaves in the Confederacy increased in the months after its issuance, with one Confederate from South Carolina opining in 1865 that "now is the time for Uncle to buy some negro women and children."

International impact

As Lincoln had hoped, the proclamation turned foreign popular opinion in favor of the Union by gaining the support of anti-slavery countries and countries that had already abolished slavery (especially the developed countries in Europe such as the United Kingdom or France). This shift ended the Confederacy's hopes of gaining official recognition.

Since the Emancipation Proclamation made the eradication of slavery an explicit Union war goal, it linked support for the South to support for slavery. Public opinion in Britain would not tolerate support for slavery. As Henry Adams noted, "The Emancipation Proclamation has done more for us than all our former victories and all our diplomacy." In Italy, Giuseppe Garibaldi hailed Lincoln as "the heir of the aspirations of John Brown". On August 6, 1863, Garibaldi wrote to Lincoln: "Posterity will call you the great emancipator, a more enviable title than any crown could be, and greater than any merely mundane treasure".

Mayor Abel Haywood, a representative for workers from Manchester, England, wrote to Lincoln saying, "We joyfully honor you for many decisive steps toward practically exemplifying your belief in the words of your great founders: 'All men are created free and equal.'" The Emancipation Proclamation served to ease tensions with Europe over the North's conduct of the war, and combined with the recent failed Southern offensive at Antietam, to remove any practical chance for the Confederacy to receive foreign support in the war.

Gettysburg Address

Lincoln's Gettysburg Address in November 1863 made indirect reference to the Proclamation and the ending of slavery as a war goal with the phrase "new birth of freedom". The Proclamation solidified Lincoln's support among the rapidly growing abolitionist element of the Republican Party and ensured that they would not block his re-nomination in 1864.

Proclamation of Amnesty and Reconstruction (1863)

In December 1863, Lincoln issued his Proclamation of Amnesty and Reconstruction, which dealt with the ways the rebel states could reconcile with the Union. Key provisions required that the states accept the Emancipation Proclamation and thus the freedom of their slaves, and accept the Confiscation Acts, as well as the Act banning of slavery in United States territories.

Postbellum

Emancipation from Freedmen's viewpoint, illustration from Harper's Weekly 1865

Near the end of the war, abolitionists were concerned that the Emancipation Proclamation would be construed solely as a war measure, Lincoln's original intent, and would no longer apply once fighting ended. They also were increasingly anxious to secure the freedom of all slaves, not just those freed by the Emancipation Proclamation. Thus pressed, Lincoln staked a large part of his 1864 presidential campaign on a constitutional amendment to abolish slavery uniformly throughout the United States. Lincoln's campaign was bolstered by separate votes in both Maryland and Missouri to abolish slavery in those states. Maryland's new constitution abolishing slavery took effect in November 1864. Slavery in Missouri was ended by executive proclamation of its governor, Thomas C. Fletcher, on January 11, 1865.

Winning re-election, Lincoln pressed the lame duck 38th Congress to pass the proposed amendment immediately rather than wait for the incoming 39th Congress to convene. In January 1865, Congress sent to the state legislatures for ratification what became the Thirteenth Amendment, banning slavery in all U.S. states and territories. The amendment was ratified by the legislatures of enough states by December 6, 1865, and proclaimed 12 days later. There were approximately 40,000 slaves in Kentucky and 1,000 in Delaware who were liberated then.

Critiques

As the years went on and American life continued to be deeply unfair towards blacks, cynicism towards Lincoln and the Emancipation Proclamation increased. Perhaps the strongest attack was Lerone Bennett's Forced into Glory: Abraham Lincoln's White Dream (2000), which claimed that Lincoln was a white supremacist who issued the Emancipation Proclamation in lieu of the real racial reforms for which radical abolitionists pushed. In his Lincoln's Emancipation Proclamation, Allen C. Guelzo noted the professional historians' lack of substantial respect for the document, since it has been the subject of few major scholarly studies. He argued that Lincoln was the US's "last Enlightenment politician" and as such was dedicated to removing slavery strictly within the bounds of law.

Other historians have given more credit to Lincoln for what he accomplished within the tensions of his cabinet and a society at war, for his own growth in political and moral stature, and for the promise he held out to the slaves. More might have been accomplished if he had not been assassinated. As Eric Foner wrote:

Lincoln was not an abolitionist or Radical Republican, a point Bennett reiterates innumerable times. He did not favor immediate abolition before the war, and held racist views typical of his time. But he was also a man of deep convictions when it came to slavery, and during the Civil War displayed a remarkable capacity for moral and political growth.

Kal Ashraf wrote:

Perhaps in rejecting the critical dualism–Lincoln as individual emancipator pitted against collective self-emancipators–there is an opportunity to recognise the greater persuasiveness of the combination. In a sense, yes: a racist, flawed Lincoln did something heroic, and not in lieu of collective participation, but next to, and enabled, by it. To venerate a singular –Great Emancipator' may be as reductive as dismissing the significance of Lincoln's actions. Who he was as a man, no one of us can ever really know. So it is that the version of Lincoln we keep is also the version we make.

Legacy in the civil rights era

Dr. Martin Luther King Jr.

President Barack Obama views the Emancipation Proclamation in the Oval Office hung above a bust of Martin Luther King Jr. in 2010

Dr. Martin Luther King Jr. made many references to the Emancipation Proclamation during the civil rights movement. These include a speech made at an observance of the hundredth anniversary of the issuing of the Proclamation made in New York City on September 12, 1962 where he placed it alongside the Declaration of Independence as an "imperishable" contribution to civilization, and "All tyrants, past, present and future, are powerless to bury the truths in these declarations". He lamented that despite a history where the United States "proudly professed the basic principles inherent in both documents", it "sadly practiced the antithesis of these principles". He concluded "There is but one way to commemorate the Emancipation Proclamation. That is to make its declarations of freedom real; to reach back to the origins of our nation when our message of equality electrified an unfree world, and reaffirm democracy by deeds as bold and daring as the issuance of the Emancipation Proclamation."

King's most famous invocation of the Emancipation Proclamation was in a speech from the steps of the Lincoln Memorial at the 1963 March on Washington for Jobs and Freedom (often referred to as the "I Have a Dream" speech). King began the speech saying "Five score years ago, a great American, in whose symbolic shadow we stand, signed the Emancipation Proclamation. This momentous decree came as a great beacon light of hope to millions of Negro slaves who had been seared in the flames of withering injustice. It came as a joyous daybreak to end the long night of captivity. But one hundred years later, we must face the tragic fact that the Negro is still not free. One hundred years later, the life of the Negro is still sadly crippled by the manacles of segregation and the chains of discrimination."

The "Second Emancipation Proclamation"

In the early 1960s, Dr. Martin Luther King Jr. and his associates developed a strategy to call on President John F. Kennedy to bypass a Southern segregationist opposition in the Congress by issuing an executive order to put an end to segregation. This envisioned document was referred to as the "Second Emancipation Proclamation".

President John F. Kennedy

On June 11, 1963, President Kennedy appeared on national television to address the issue of civil rights. Kennedy, who had been routinely criticized as timid by some of the leaders of the civil rights movement, told Americans that two black students had been peacefully enrolled in the University of Alabama with the aid of the National Guard despite the opposition of Governor George Wallace.

John Kennedy called it a "moral issue". Invoking the centennial of the Emancipation Proclamation he said,

One hundred years of delay have passed since President Lincoln freed the slaves, yet their heirs, their grandsons, are not fully free. They are not yet freed from the bonds of injustice. They are not yet freed from social and economic oppression. And this Nation, for all its hopes and all its boasts, will not be fully free until all its citizens are free. We preach freedom around the world, and we mean it, and we cherish our freedom here at home, but are we to say to the world, and much more importantly, to each other that this is a land of the free except for the Negroes; that we have no second-class citizens except Negroes; that we have no class or caste system, no ghettoes, no master race except with respect to Negroes? Now the time has come for this Nation to fulfill its promise. The events in Birmingham and elsewhere have so increased the cries for equality that no city or State or legislative body can prudently choose to ignore them.

In the same speech, Kennedy announced he would introduce comprehensive civil rights legislation to the United States Congress which he did a week later (he continued to push for its passage until his assassination in November 1963). Historian Peniel E. Joseph holds Lyndon Johnson's ability to get that bill, the Civil Rights Act of 1964, passed on July 2, 1964 was aided by "the moral forcefulness of the June 11 speech" that turned "the narrative of civil rights from a regional issue into a national story promoting racial equality and democratic renewal".

President Lyndon B. Johnson

During the civil rights movement of the 1960s, Lyndon B. Johnson invoked the Emancipation Proclamation holding it up as a promise yet to be fully implemented.

As vice president while speaking from Gettysburg on May 30, 1963 (Memorial Day), at the centennial of the Emancipation Proclamation, Johnson connected it directly with the ongoing civil rights struggles of the time saying "One hundred years ago, the slave was freed. One hundred years later, the Negro remains in bondage to the color of his skin... In this hour, it is not our respective races which are at stake—it is our nation. Let those who care for their country come forward, North and South, white and Negro, to lead the way through this moment of challenge and decision... Until justice is blind to color, until education is unaware of race, until opportunity is unconcerned with color of men's skins, emancipation will be a proclamation but not a fact. To the extent that the proclamation of emancipation is not fulfilled in fact, to that extent we shall have fallen short of assuring freedom to the free."

As president, Johnson again invoked the proclamation in a speech presenting the Voting Rights Act at a joint session of Congress on Monday, March 15, 1965. This was one week after violence had been inflicted on peaceful civil rights marchers during the Selma to Montgomery marches. Johnson said "... it's not just Negroes, but really it's all of us, who must overcome the crippling legacy of bigotry and injustice. And we shall overcome. As a man whose roots go deeply into Southern soil, I know how agonizing racial feelings are. I know how difficult it is to reshape the attitudes and the structure of our society. But a century has passed—more than 100 years—since the Negro was freed. And he is not fully free tonight. It was more than 100 years ago that Abraham Lincoln—a great President of another party—signed the Emancipation Proclamation. But emancipation is a proclamation and not a fact. A century has passed—more than 100 years—since equality was promised, and yet the Negro is not equal. A century has passed since the day of promise, and the promise is unkept. The time of justice has now come, and I tell you that I believe sincerely that no force can hold it back. It is right in the eyes of man and God that it should come, and when it does, I think that day will brighten the lives of every American."

In popular culture

U.S. commemorative stamp, 1963 

In the 1963 episode of The Andy Griffith Show, "Andy Discovers America", Andy asks Barney to explain the Emancipation Proclamation to Opie who is struggling with history at school. Barney brags about his history expertise, yet it is apparent he cannot answer Andy's question. He finally becomes frustrated and explains it is a proclamation for certain people who wanted emancipation. In addition, the Emancipation Proclamation was also a main item of discussion in the movie Lincoln (2012) directed by Steven Spielberg.

The Emancipation Proclamation is celebrated around the world including on stamps of nations such as the Republic of Togo. The United States commemorative was issued on August 16, 1963, the opening day of the Century of Negro Progress Exposition in Chicago, Illinois. Designed by Georg Olden, an initial printing of 120 million stamps was authorized.

 

Confiscation Acts

From Wikipedia, the free encyclopedia

The Confiscation Acts were laws passed by the United States Congress during the Civil War with the intention of freeing the slaves still held by the Confederate forces in the South.

The Confiscation Act of 1861 authorized the confiscation of any Confederate property by Union forces ("property" included slaves). This meant that all slaves that fought or worked for the Confederate military were confiscated whenever court proceedings "condemned" them as property used to support the rebellion. The bill passed in the United States House of Representatives 60-48 and in the Senate 24-11. The act was signed into law by President Lincoln on August 6, 1861.

The Confiscation Act of 1862 was passed on July 17, 1862. It stated that any Confederate official, military or civilian, who did not surrender within 60 days of the act's passage would have their slaves freed in criminal proceedings. However, this act was only applicable to Confederate areas that had already been occupied by the Union Army.

Though U.S. President Abraham Lincoln was concerned about the practical legality of these acts, and believed that they might push the border states towards siding with the Confederacy, he nonetheless signed them to make them law. The growing movement towards emancipation was aided by these acts, which eventually led to the Preliminary and Final Emancipation Proclamations of September, 1862 and January, 1863.

Background

"The Union defeat at the First Battle of Bull Run on July 21, 1861 jolted Congress into a realization that the Civil War might not be the swift, neat confrontation they hoped for – and that disunionists might need to be held legally liable for their actions. "The Northern armies ran against slavery immediately." Lincoln biographer Robert Morse wrote that "thousands of slaves at Manassas were doing the work of laborers and servants, and rendering all the whites of the Southern army available for fighting. The handicap was so severe and obvious, that it immediately provoked the introduction of a bill freeing slaves belonging to rebels and used for carrying on the war."

"In the first summer of the Civil War, President Abraham Lincoln called the Thirty-seventh United States Congress into special session on July 4, 1861. On August 6, the last day of this short first session, Congress passed and Lincoln signed the First Confiscation Act. This law authorized the federal government to seize the property of all those participating directly in rebellion. Enacted in the wake of the first battle of Bull Run, this hurriedly passed law did not break much new ground. It was essentially a restatement of internationally recognized laws of war and authorized the seizure of any property, including slave property, used by the Confederacy to directly aid the war effort."

When the second session of the Thirty-seventh Congress convened in December 1861, public pressure was mounting in the North for another, more vigorous confiscation bill. Senator Lyman Trumbull, a Republican from Illinois and the chairman of the Judiciary Committee, quickly emerged as the most important figure on confiscation. On December 2, 1861, Trumbull took the floor to introduce a new confiscation bill. This bill envisioned the seizure of all rebel property, whether used directly to support the war, or owned by a rebel a thousand miles away from any battlefield.

After several months of debate, Congress came to a stalemate over the confiscation of rebel property. This paralysis was not the result of incompetence, or because confiscation was considered relatively unimportant; it was instead an issue of ideological differences debated by a country in the midst of war. The debate, to the surprise and ultimate frustration of the legislators themselves, reflected deep-seated, nearly intractable divisions over the social role of property and the extent of sovereign power over property in American law and the Constitution.

Within a few weeks of the introduction of Trumbull's bill, different ideological coalitions emerged. Trumbull took the lead of a group of radicals sponsoring a vigorous confiscation bill, joined by Charles Sumner of Massachusetts and Benjamin Wade of Ohio in the Senate and George Julian of Indiana in the House. To their amazement these confiscation radicals soon faced bitter opposition both from outside and from within their own Republican Party. A group of conservatives soon began to condemn the radical bill as a violation of the Fifth Amendment and the Constitution's prohibition of bills of attainder. Republican senator Orville Browning of Illinois, a powerful friend of President Lincoln, led these conservatives in condemning the radical confiscation plan. As winter turned to spring and spring to summer, Congress argued endlessly over confiscation. Was property confiscation a legitimate power of the national legislature? Was confiscation in violation of the Constitution? Were slaves a type of property subject to confiscation? These basic questions drew intense scrutiny and the congressional debates were remarkable for their sustained consideration, in the midst of war, of the power of government and the rights of property.

Between these two warring camps, a group of confiscation moderates brokered a compromise bill that, unfortunately, proved mostly unworkable. These moderates were led by John Sherman of Ohio, Daniel Clark of New Hampshire, and Henry Wilson of Massachusetts in the Senate, and Republican Thomas Eliot of Massachusetts in the House. The moderates sent Trumbull's bill to a select committee, where they reworked it into a much less radical bill providing a much greater role for the judiciary than the radicals wanted. On July 17, President Lincoln signed the Second Confiscation Act into law, after first insisting that Congress pass an "explanatory resolution" to the act. This resolution reflected President Lincoln's concern that permanent property confiscation was a "corruption of blood" prohibited by the Constitution and provided that property seized from individual offenders under the act could not be seized beyond the lifetime of the offender. President Lincoln had fully intended to veto the bill if Congress did not pass his resolution, and in an effort to ensure his objections were an official part of the congressional record, after signing the bill he also sent the veto message he had prepared to Congress."

Provisions

The First Confiscation Act, signed into law on August 6, 1861 stated that:

  • Weapons must be seized from all citizens with intent to rebel.
  • Weapons are to be retrieved from the field of battle so as not to be returned to rebellious persons.

The Second Confiscation Act was signed into law on July 17, 1862 and contained provisions such as:

  • A final ruling on the permanent status of escaped slaves. While the first act did not make any determination on the final outcome of escaped slaves after the war was over, the second act stated the all slaves owned by people who supported or participated in the rebellion, and all slaves in rebel territory captured by the Union, "shall be forever free of their servitude, and not again held as slaves."
  • The Union Army has the right to take any and all personal property from rebellious persons.
  • Captured fugitive slaves are not to be returned to their owners, but are to be forfeit to the Union Army. The act banned all members of the military from ever returning escaped slaves, including escaped slaves from Union states.

Implementation

The Union Army was given primary control over implementation of the acts. However, Congress reached a stalemate that impeded the implementation of these Acts.

Response

Consequences

"Essentially, the Confiscation Act of 1862 prepared the way for the Emancipation Proclamation and solved the immediate dilemma facing the army concerning the status of slave," even though the act was not heavily enforced.

 

Jingoism

From Wikipedia, the free encyclopedia
The American War-Dog, a 1916 political cartoon by Oscar Cesare, with the dog named "Jingo"

Jingoism is nationalism in the form of aggressive and proactive foreign policy, such as a country's advocacy for the use of threats or actual force, as opposed to peaceful relations, in efforts to safeguard what it perceives as its national interests. Colloquially, jingoism is excessive bias in judging one's own country as superior to others – an extreme type of nationalism.

Etymology

The chorus of a song by the songwriter G. W. Hunt and popularized by the singer G. H. MacDermott – which was commonly sung in British pubs and music halls around the time of the Russo-Turkish War of 1877–78 – gave birth to the term. The lyrics included this chorus:

We don't want to fight but by Jingo if we do
We've got the ships, we've got the men, we've got the money too
We've fought the Bear before, and while we're Britons true
The Russians shall not have Constantinople!

The capture of Istanbul was a long-standing Russian strategic aim, since it would have given the Russian Navy, based in the Black Sea, unfettered access to the Mediterranean Sea through The Bosphorus and the Dardanelles (known as the "Turkish Straits"); conversely, the British were determined to block the Russians, in order to protect their own access to India. At the time when the above song was composed and sung, the Russians were nearing their goal, through the Treaty of San Stefano; eventually, the British were able to push the Russians back by means of diplomatic pressure and the threat of war.

The phrase "by Jingo" was a minced oath, scarcely documented in writing, used in place of "by Jesus". Use in this song of the specific term "jingoism" stems from its coinage by prominent British radical George Holyoake, as a political label, in a letter to the Daily News on 13 March 1878.

Examples

Probably the first uses of the term in the U.S. press occurred in connection with the proposed annexation of Hawaii in 1893, after a coup led by foreign residents, mostly Americans, and assisted by the U.S. minister in Hawaii, overthrew the Hawaiian constitutional monarchy and declared a republic. Republican president Benjamin Harrison and Republicans in the U.S. Senate were frequently accused of jingoism in the Democratic press for supporting annexation.

In the 1880s, Henry Hyndman, leader of the Social Democratic Federation, turned against internationalism, and promoted a version of Socialism mixed with nationalism and antisemitism - even to the point of attacking fellow Socialist Eleanor Marx in antisemitic terms, noting that she had "inherited in her nose and mouth the Jewish type from Karl Marx himself". When taking part in the breakaway group which founded the Socialist League, Eleanor Marx wrote polemics in which she characterized Hyndman and his followers as "The Jingo Party".

British artillery major-general Thomas Bland Strange, one of the founders of the Canadian Army and one of the divisional commanders during the 1885 North-West Rebellion, was an eccentric and temperamental soldier who gained the nickname "Jingo Strange" and titled his 1893 autobiography Gunner Jingo's Jubilee.

Theodore Roosevelt was frequently accused of jingoism. In an article on 23 October 1895 in The New York Times, Roosevelt stated, "There is much talk about 'jingoism'. If by 'jingoism' they mean a policy in pursuance of which Americans will with resolution and common sense insist upon our rights being respected by foreign powers, then we are 'jingoes'."

In Homage to Catalonia, George Orwell decries the tactics of political journalists and wishes for introduction of airplanes into war in order to finally see "a jingo with a bullet hole in him."

The policy of appeasement toward Hitler led to satirical references to the disappearance of such jingoistic attitudes when facing German aggression. A cartoon by E. H. Shepard titled "The Old-Fashioned Customer" appeared on 28 March 1938 issue of Punch. Set in a record shop, John Bull asks the record seller (Prime Minister Neville Chamberlain): "I wonder if you've got a song I remember about not wanting to fight, but if we do... something, something, something ... we've got the money too?". On the wall is a portrait of Lord Salisbury.

 

Social constructionism

From Wikipedia, the free encyclopedia

Social constructionism is a theory of knowledge in sociology and communication theory that examines the development of jointly constructed understandings of the world that form the basis for shared assumptions about reality. The theory centers on the notion that meanings are developed in coordination with others rather than separately within each individual.

Social constructs can be different based on the society and the events surrounding the time period in which they exist. An example of a social construct is money or the concept of currency, as people in society have agreed to give it importance/value. Another example of a social construction—however controversial and hotly debated—is the concept of self/self-identity. Charles Cooley stated based on his looking-glass self theory claiming: "I am not who you think I am; I am not who I think I am; I am who I think you think I am." This articulates the view that people in society construct ideas or concepts that may not exist without the existence of people or language to validate those concepts.

There are weak and strong social constructs. Weak social constructs rely on brute facts (which are fundamental facts that are difficult to explain or understand, such as quarks) or institutional facts (which are formed from social conventions). Strong social constructs rely on the human perspective and knowledge that does not just exist, but is rather constructed by society.

Definition

A social construct or construction is the meaning, notion, or connotation placed on an object or event by a society, and adopted by the inhabitants of that society with respect to how they view or deal with the object or event. In that respect, a social construct as an idea would be widely accepted as natural by the society.

A major focus of social constructionism is to uncover the ways in which individuals and groups participate in the construction of their perceived social reality. It involves looking at the ways social phenomena are developed, institutionalized, known, and made into tradition by humans.

Origins

Each person creates their own "constructed reality" that drives their behaviors.

In the 16th century, Michel de Montaigne wrote that, "We need to interpret interpretations more than to interpret things." In 1886 or 1887, Friedrich Nietzsche put it similarly: "Facts do not exist, only interpretations." In his 1922 book Public Opinion, Walter Lippmann said, "The real environment is altogether too big, too complex, and too fleeting for direct acquaintance" between people and their environment. Each person constructs a pseudo-environment that is a subjective, biased, and necessarily abridged mental image of the world, and to a degree, everyone's pseudo-environment is a fiction. People "live in the same world, but they think and feel in different ones." Lippman's "environment" might be called "reality", and his "pseudo-environment" seems equivalent to what today is called "constructed reality".

Social constructionism has more recently been rooted in "symbolic interactionism" and "phenomenology". With Berger and Luckmann's The Social Construction of Reality published in 1966, this concept found its hold. More than four decades later, much theory and research pledged itself to the basic tenet that people "make their social and cultural worlds at the same time these worlds make them." It is a viewpoint that uproots social processes "simultaneously playful and serious, by which reality is both revealed and concealed, created and destroyed by our activities." It provides a substitute to the "Western intellectual tradition" where the researcher "earnestly seeks certainty in a representation of reality by means of propositions."

In social constructionist terms, "taken-for-granted realities" are cultivated from "interactions between and among social agents;" furthermore, reality is not some objective truth "waiting to be uncovered through positivist scientific inquiry." Rather, there can be "multiple realities that compete for truth and legitimacy." Social constructionism understands the "fundamental role of language and communication" and this understanding has "contributed to the linguistic turn" and more recently the "turn to discourse theory." The majority of social constructionists abide by the belief that "language does not mirror reality; rather, it constitutes [creates] it."

A broad definition of social constructionism has its supporters and critics in the organizational sciences. A constructionist approach to various organizational and managerial phenomena appear to be more commonplace and on the rise.

Andy Lock and Tom Strong trace some of the fundamental tenets of social constructionism back to the work of the 18th-century Italian political philosopher, rhetorician, historian, and jurist Giambattista Vico.

Berger and Luckmann give credit to Max Scheler as a large influence as he created the idea of Sociology of knowledge which influenced social construction theory.

According to Lock and Strong, other influential thinkers whose work has affected the development of social constructionism are: Edmund Husserl, Alfred Schutz, Maurice Merleau-Ponty, Martin Heidegger, Hans-Georg Gadamer, Paul Ricoeur, Jürgen Habermas, Emmanuel Levinas, Mikhail Bakhtin, Valentin Volosinov, Lev Vygotsky, George Herbert Mead, Ludwig Wittgenstein, Gregory Bateson, Harold Garfinkel, Erving Goffman, Anthony Giddens, Michel Foucault, Ken Gergen, Mary Gergen, Rom Harre, and John Shotter.

Applications

Personal construct psychology

Since its appearance in the 1950s, personal construct psychology (PCP) has mainly developed as a constructivist theory of personality and a system of transforming individual meaning-making processes, largely in therapeutic contexts. It was based around the notion of persons as scientists who form and test theories about their worlds. Therefore, it represented one of the first attempts to appreciate the constructive nature of experience and the meaning persons give to their experience. Social constructionism (SC), on the other hand, mainly developed as a form of a critique, aimed to transform the oppressing effects of the social meaning-making processes. Over the years, it has grown into a cluster of different approaches, with no single SC position. However, different approaches under the generic term of SC are loosely linked by some shared assumptions about language, knowledge, and reality.

A usual way of thinking about the relationship between PCP and SC is treating them as two separate entities that are similar in some aspects, but also very different in others. This way of conceptualizing this relationship is a logical result of the circumstantial differences of their emergence. In subsequent analyses these differences between PCP and SC were framed around several points of tension, formulated as binary oppositions: personal/social; individualist/relational; agency/structure; constructivist/constructionist. Although some of the most important issues in contemporary psychology are elaborated in these contributions, the polarized positioning also sustained the idea of a separation between PCP and SC, paving the way for only limited opportunities for dialogue between them.

Reframing the relationship between PCP and SC may be of use in both the PCP and the SC communities. On one hand, it extends and enriches SC theory and points to benefits of applying the PCP "toolkit" in constructionist therapy and research. On the other hand, the reframing contributes to PCP theory and points to new ways of addressing social construction in therapeutic conversations.

Educational psychology

Like social constructionism, social constructivism states that people work together to construct artifacts. While social constructionism focuses on the artifacts that are created through the social interactions of a group, social constructivism focuses on an individual's learning that takes place because of his or her interactions in a group.

Social constructivism has been studied by many educational psychologists, who are concerned with its implications for teaching and learning. For more on the psychological dimensions of social constructivism, see the work of Ernst von Glasersfeld and A. Sullivan Palincsar.

Systemic therapy

Systemic therapy is a form of psychotherapy which seeks to address people as people in relationship, dealing with the interactions of groups and their interactional patterns and dynamics. Some of the systemic models that use social constructionism include Narrative Therapy and Solution Focused Therapy

Crime

Potter and Kappeler (1996), in their introduction to Constructing Crime: Perspective on Making News And Social Problems wrote, "Public opinion and crime facts demonstrate no congruence. The reality of crime in the United States has been subverted to a constructed reality as ephemeral as swamp gas."

Criminology has long focussed on why and how society defines criminal behavior and crime in general. While looking at crime through a Social Constructionism lens, we see evidence to support that criminal acts are a social construct where abnormal or deviant acts become a crime based on the views of society. Another explanation of crime as it relates to social constructionism are individual identity constructs that result in deviant behavior. If someone has constructed the identity of a "madman" or "criminal" for themselves based on a society's definition, it may force them to follow that label, resulting in criminal behavior.

Communication studies

A bibliographic review of social constructionism as used within communication studies was published in 2016. It features a good overview of resources from that disciplinary perspective. The collection of essays published in Galanes and Leeds-Hurwitz (2009) should also be useful to anyone interested in how social construction actually works during communication. This collection was the result of a conference held in 2006, sponsored by the National Communication Association as a Summer institute, entitled "Catching ourselves in the Act: A Collaboration to Enrich our Discipline Through Social Constructionist Approaches." Briefly, the basic assumption of the group was that "individuals jointly construct (create) their understandings of the world and the meanings they give to encounters with others, or various products others create. At the heart of the matter is the assumption that such meanings are constructed jointly, that is, in coordination with others, rather than individually. Thus the term of choice most often is social construction." At that event, John Stewart in his keynote presentation, suggested it was time to choose a single term among the set then common (social constructionist, social constructivism, social constructivist), and proposed using the simpler form: social construction. Those present at the conference agreed to that use, and so that is the term most often used in this book, and by communication scholars since then. During discussion at the conference, participants developed a common list of principles:

  • 1. Communication is the process through which we construct and reconstruct social worlds.
  • 2. Communication is constitutive; communication makes things.
  • 3. Every action is consequential.
  • 4. We make things together. We construct the social worlds we share with others as relational beings.
  • 5. We perceive many social worlds existing simultaneously, and we continue to shape them. Other people's social worlds may be different from ours. What we inherit is not our identity.
  • 6. No behavior conveys meaning in and of itself. Contexts afford and constrain meanings.
  • 7. Ethical implications and consequences derive from Principles 1-6.

A survey of publications in communication relating to social construction in 2009 found that the major topics covered were: identity, language, narratives, organizations, conflict, and media.

History and development

Berger and Luckmann

Constructionism became prominent in the U.S. with Peter L. Berger and Thomas Luckmann's 1966 book, The Social Construction of Reality. Berger and Luckmann argue that all knowledge, including the most basic, taken-for-granted common sense knowledge of everyday reality, is derived from and maintained by social interactions. When people interact, they do so with the understanding that their respective perceptions of reality are related, and as they act upon this understanding their common knowledge of reality becomes reinforced. Since this common sense knowledge is negotiated by people, human typifications, significations and institutions come to be presented as part of an objective reality, particularly for future generations who were not involved in the original process of negotiation. For example, as parents negotiate rules for their children to follow, those rules confront the children as externally produced "givens" that they cannot change. Berger and Luckmann's social constructionism has its roots in phenomenology. It links to Heidegger and Edmund Husserl through the teaching of Alfred Schutz, who was also Berger's PhD adviser.

Narrative turn

During the 1970s and 1980s, social constructionist theory underwent a transformation as constructionist sociologists engaged with the work of Michel Foucault and others as a narrative turn in the social sciences was worked out in practice. This particularly affected the emergent sociology of science and the growing field of science and technology studies. In particular, Karin Knorr-Cetina, Bruno Latour, Barry Barnes, Steve Woolgar, and others used social constructionism to relate what science has typically characterized as objective facts to the processes of social construction, with the goal of showing that human subjectivity imposes itself on those facts we take to be objective, not solely the other way around. A particularly provocative title in this line of thought is Andrew Pickering's Constructing Quarks: A Sociological History of Particle Physics. At the same time, Social Constructionism shaped studies of technology – the Sofield, especially on the Social construction of technology, or SCOT, and authors as Wiebe Bijker, Trevor Pinch, Maarten van Wesel, etc. Despite its common perception as objective, mathematics is not immune to social constructionist accounts. Sociologists such as Sal Restivo and Randall Collins, mathematicians including Reuben Hersh and Philip J. Davis, and philosophers including Paul Ernest have published social constructionist treatments of mathematics.

Postmodernism

Social constructionism can be seen as a source of the postmodern movement, and has been influential in the field of cultural studies. Some have gone so far as to attribute the rise of cultural studies (the cultural turn) to social constructionism. Within the social constructionist strand of postmodernism, the concept of socially constructed reality stresses the ongoing mass-building of worldviews by individuals in dialectical interaction with society at a time. The numerous realities so formed comprise, according to this view, the imagined worlds of human social existence and activity, gradually crystallized by habit into institutions propped up by language conventions, given ongoing legitimacy by mythology, religion and philosophy, maintained by therapies and socialization, and subjectively internalized by upbringing and education to become part of the identity of social citizens.

In the book The Reality of Social Construction, the British sociologist Dave Elder-Vass places the development of social constructionism as one outcome of the legacy of postmodernism. He writes "Perhaps the most widespread and influential product of this process [coming to terms with the legacy of postmodernism] is social constructionism, which has been booming [within the domain of social theory] since the 1980s."

Criticisms

The stronger criticism that can be levelled at social constructionism is that it generally ignores the contribution made by physical and biological sciences or misuses them in social sciences. Most notably, social constructionists assume society as both a descriptive and normative term, thereby failing to provide adequate explanation as to what they mean by society, whether it be an ideological concept or a description of any historically located community.

As a theory, social constructionism rejects the influences of biology on behaviour and culture, or suggests that they are unimportant to achieve an understanding of human behaviour, while the scientific consensus is that behaviour is a complex outcome of both biological and cultural influences. Social constructionism has been criticized for having an overly narrow focus on society and culture as a causal factor in human behavior, excluding the influence of innate biological tendencies, by psychologists such as Steven Pinker in The Blank Slate as well as by Asian Studies scholar Edward Slingerland in What Science Offers the Humanities. John Tooby and Leda Cosmides used the term "standard social science model" to refer to social-science philosophies that they argue fail to take into account the evolved properties of the brain.

Social Constructionism equally denies or downplays to a significant extent the role that meaning and language have for each individual, seeking to configure language as an overall structure rather than an historical instrument used by individuals to communicate their personal experiences of the world. This is particularly the case with cultural studies, where personal and pre-linguistic experiences are disregarded as irrelevant or seen as completely situated and constructed by the socio-economical superstructure.

In 1996, to illustrate what he believed to be the intellectual weaknesses of social constructionism and postmodernism, physics professor Alan Sokal submitted an article to the academic journal Social Text deliberately written to be incomprehensible but including phrases and jargon typical of the articles published by the journal. The submission, which was published, was an experiment to see if the journal would "publish an article liberally salted with nonsense if (a) it sounded good and (b) it flattered the editors' ideological preconceptions." In 1999, Sokal, with coauthor Jean Bricmont published the book Fashionable Nonsense, which criticized postmodernism and social constructionism.

Philosopher Paul Boghossian has also written against social constructionism. He follows Ian Hacking's argument that many adopt social constructionism because of its potentially liberating stance: if things are the way that they are only because of our social conventions, as opposed to being so naturally, then it should be possible to change them into how we would rather have them be. He then states that social constructionists argue that we should refrain from making absolute judgements about what is true and instead state that something is true in the light of this or that theory. Countering this, he states:

But it is hard to see how we might coherently follow this advice. Given that the propositions which make up epistemic systems are just very general propositions about what absolutely justifies what, it makes no sense to insist that we abandon making absolute particular judgements about what justifies what while allowing us to accept absolute general judgements about what justifies what. But in effect this is what the epistemic relativist is recommending.

Woolgar and Pawluch argue that constructionists tend to 'ontologically gerrymander' social conditions in and out of their analysis.

 

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