Overview
This lecture covers the economic, social, and personal aspects of slavery in the Antebellum South, focusing on the importance of cotton, slave life, resistance, social structure, and the story of Frederick Douglass.
The "Peculiar Institution" and Cotton Economy
- "Peculiar Institution" was a foreign nickname for Southern slavery.
- By the Civil War, the American South produced over half the world's cotton.
- After 1840, cotton comprised half of U.S. exports; by 1860, it was three-fifths.
- The entire U.S. and world economy, including British textile mills, depended on Southern cotton.
- Southern planters believed "King Cotton" provided leverage for secession.
Spread of Cotton and Slavery
- Cotton production expanded west from South Carolina/Georgia to Texas by 1860.
- About 1 million slaves were forcibly moved South (1820–1860), a major internal migration.
- Cotton's profitability hindered Southern economic diversification and industrial development.
Life of Enslaved People
- Slave population increased from 700,000 (1790) to 4 million (1860); one-third of Southern population was Black.
- Slaves were a primary form of Southern wealth, valued at $2 billion in 1860.
- Most slaves worked on plantations; three-quarters were field workers, mainly growing cotton.
- Some slaves could earn extra money or, rarely, buy freedom.
- Slave families were often separated; up to half were broken up by sale.
- Sundays were typically the only day off; most lived in two-parent households on large plantations.
Slave Codes and Resistance
- Slave codes restricted movement, property ownership, congregation, and testimony in court.
- Codes were stricter after rebellions, especially after Nat Turner's 1831 revolt.
- Forms of resistance included slow work, sabotage, theft, and spiritual resilience (e.g., Negro spirituals).
- Notable rebellions: Gabriel Prosser (1800, failed), Denmark Vesey (1822, likely imagined), Nat Turner (1831, real and impactful).
Free Black People in the South
- In 1860, ~250,000 free Blacks lived in both the South and North.
- Free Blacks faced restrictions: registration, curfews, limited movement, and risk of illegal enslavement.
Southern Social Structure
- 76% of white families owned no slaves; 20–25% owned some, mostly a few.
- Planter class (4% of white families) owned 20+ slaves and controlled Southern politics and economy.
- Yeoman farmers (majority) owned no slaves, grew their own food, and often were not anti-slavery.
Frederick Douglass: A Case Study
- Frederick Douglass was born enslaved in Maryland around 1818; likely of mixed race, with his master as father.
- He was separated from his mother as an infant, raised by his grandmother.
- Sent to Baltimore at age 8, where he learned to read with Sophia Auld's help.
- Literacy was seen as a pathway to freedom, discouraged by slaveholders.
- Douglass taught himself further, read the "Columbian Orator," and began teaching other slaves.
- Endured brutal treatment by a slave breaker, Edward Covey, but regained self-worth after resisting him.
- Escaped slavery with help from Anna Murray; settled in the North and became a leading abolitionist.
- Marriage to Anna Murray symbolized a key psychological victory.
Key Terms & Definitions
- Peculiar Institution — euphemism for slavery in the Antebellum South.
- King Cotton — the belief in the economic power of Southern cotton.
- Slave Codes — laws controlling the lives and rights of enslaved people.
- Planter Class — wealthy Southern families owning 20+ slaves.
- Yeoman Farmers — small, non-slaveholding Southern farmers.
- Negro Spirituals — religious songs expressing slaves' hopes and resistance.
- Abolitionist — someone who advocates for ending slavery.
Action Items / Next Steps
- Read Frederick Douglass’s autobiography or assigned excerpts.
- Review slave codes and their historical enforcement.
- Prepare for discussion on abolitionist movements next class.