Skip to content

Choose a Chapter | Purchase the eBook

1 The Collision Of Cultures
2 Britain And Its Colonies
3 Colonial Ways Of Life
4 The Imperial Perspective
5 From Empire To Independence
6 The American Revolution
7 Shaping A Federal Union
8 The Federalist Era
9 The Early Republic
10 Nationalism And Sectionalism
11 The Jacksonian Impulse
12 The Dynamics Of Growth
13 An American Renaissance: Religion, Romanticism, And Reform
14 Manifest Destiny
15 The Old South
16 The Crisis Of Union
17 The War Of The Union
18 Reconstruction: North And South
19 New Frontiers: South And West
20 Big Business And Organized Labor
21 The Emergence Of Urban America
22 Gilded-age Politics And Agrarian Revolt
23 An American Empire
24 The Progressive Era
25 America And The Great War
26 The Modern Temper
27 Republican Resurgence And Decline
28 New Deal America
29 From Isolation To Global War
30 The Second World War
31 The Fair Deal And Containment
32 Through The Picture Window: Society And Culture, 1945–1960
33 Conflict And Deadlock: The Eisenhower Years
34 New Frontiers: Politics And Social Change In The 1960s
35 Rebellion And Reaction In The 1960s And 1970s
36 A Conservative Insurgency
37 Triumph And Tragedy: America At The Turn Of The Century

Eric Foner Contends That Reconstruction Did Not Go Far Enough (1983)

» Return to Document Reader
» Worksheet

Despite the excellence of recent writing and the continual expansion of our knowledge of the period, historians of Reconstruction today face a unique dilemma. An old interpretation has been overthrown, but a coherent new synthesis has yet to take its place. The revisionists of the 1960s effectively established a series of negative points: the Reconstruction governments were not as bad as had been portrayed, black supremacy was a myth, the Radicals were not cynical manipulators of the freedmen. Yet no convincing overall portrait of the quality of political and social life emerged from their writings.

. . . a new portrait of Reconstruction ought to begin by viewing it not as a specific time period, bounded by the years 1865 and 1877, but as an episode in a prolonged historical process—American society's adjustment to the consequences of the Civil War and emancipation.

. . . the focal point of Reconstruction was the social revolution known as emancipation. Plantation slavery was simultaneously a system of labor, a form of racial domination, and the foundation upon which arose a distinctive ruling class within the South. Its demise threw open the most fundamental questions of economy, society, and politics. A new system of labor, social, racial, and political relations had to be created to replace slavery.

Few modern scholars believe the Reconstruction governments established in the South in 1867 and 1868 fulfilled the aspirations of their humble constituents. While their achievements in such realms as education, civil rights, and the economic rebuilding of the South are now widely appreciated, historians today believe they failed to affect either the economic plight of the emancipated slave or the ongoing transformation of independent white farmers into cotton tenants. Yet their opponents did perceive the Reconstruction governments in precisely this way—as representatives of a revolution that had put the bottom rail, both racial and economic, on top. This perception helps explain the ferocity of the attacks leveled against them and the pervasiveness of violence in the postemancipation South.

The spectacle of black men voting and holding office was anathema to large numbers of Southern whites. Even more disturbing, at least in the view of those who still controlled the plantation regions of the South, was the emergence of local officials, black and white, who sympathized with the plight of the black laborer. . . . During presidential Reconstruction, and after "Redemption," with planters and their allies in control of politics, the law emerged as a means of stabilizing and promoting the plantation system. If Radical Reconstruction failed to redistribute the land of the South, the ouster of the planter class from control of politics at least ensured that the sanctions of the criminal law would not be employed to discipline the black labor force.

An understanding of this fundamental conflict over the relation between government and society helps explain the pervasive complaints concerning corruption and "extravagance" during Radical Reconstruction. Corruption there was aplenty; tax rates did rise sharply. More significant than the rate of taxation, however, was the change in its incidence. For the first time, planters and white farmers had to pay a significant portion of their income to the government, while propertyless blacks often escaped scot-free. Several states, moreover, enacted heavy taxes on uncultivated land to discourage land speculation and force land onto the market, benefiting it was hoped, the freedmen.

As time passed, complaints about the "extravagance" and corruption of Southern governments found a sympathetic audience among influential Northerners. The Democratic charge that universal suffrage in the South was responsible for high taxes and governmental extravagance coincided with a rising conviction among the urban middle classes of the North that city government had to be taken out of the hands of the immigrant poor and returned to the "best men"ัthe educated, professional, financially independent citizens unable to exert much political influence at a time of mass parties and machine politics. Increasingly the "respectable" middle classes began to retreat from the very notion of universal suffrage. The poor were no longer perceived as honest producers, the backbone of the social order; now they became the "dangerous classes," the "mob." As the historian Francis Parkman put it, too much power rested with "masses of imported ignorance and hereditary ineptitude." To Parkman the Irish of the Northern cities and the blacks of the South were equally incapable of utilizing the ballot: "Witness the municipal corruptions of New York, and the monstrosities of negro rule in South Carolina." Such attitudes helped to justify Northern inaction as, one by one, the Reconstruction regimes of the South were overthrown by political violence.

In the end, then, neither the abolition of slavery nor Reconstruction succeeded in resolving the debate over the meaning of freedom in American life. Twenty years before the American Civil War, writing about the prospect of abolition in France's colonies, Alexis de Tocqueville had written, "If the Negroes have the right to become free, the [planters] have the incontestable right not to be ruined by the Negroes' freedom." And in the United States, as in nearly every plantation society that experienced the end of slavery, a rigid social and political dichotomy between former master and former slave, an ideology of racism, and a dependent labor force with limited economic opportunities all survived abolition. Unless one means by freedom the simple fact of not being a slave, emancipation thrust blacks into a kind of no-man's land, a partial freedom that made a mockery of the American ideal of equal citizenship.

Yet by the same token the ultimate outcome underscores the uniqueness of Reconstruction itself. Alone among the societies that abolished slavery in the nineteenth century, the United States, for a moment, offered the freedmen a measure of political control over their own destinies. However brief its sway, Reconstruction allowed scope for a remarkable political and social mobilization of the black community. It opened doors of opportunity that could never be completely closed. Reconstruction transformed the lives of Southern blacks in ways immeasurable by statistics and unreachable by law. It raised their expectations and aspirations, redefined their status in relation to the larger society, and allowed space for the creation of institutions that enabled them to survive the repression that followed. And it established constitutional principles of civil and political equality that, while flagrantly violated after Redemption, planted the seeds of future struggle.

[From Eric Foner, "The New View of Reconstruction," American Heritage 34, no. 6 (October–November 1983): 13–15.]

Section Menu





Norton Gradebook

Instructors now have an easy way to collect students’ online quizzes with the Norton Gradebook without flooding their inboxes with e-mails.

Students can track their online quiz scores by setting up their own Student Gradebook.