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July 4, 1865: a Nation in Search of Itself University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 2015 July 4, 1865: A Nation in Search of Itself Sorn A. Jessen University of Montana - Missoula Follow this and additional works at: https://scholarworks.umt.edu/etd Part of the Cultural History Commons, Intellectual History Commons, and the United States History Commons Let us know how access to this document benefits ou.y Recommended Citation Jessen, Sorn A., "July 4, 1865: A Nation in Search of Itself" (2015). Graduate Student Theses, Dissertations, & Professional Papers. 4419. https://scholarworks.umt.edu/etd/4419 This Thesis is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. JULY 4, 1865: A NATION IN SEARCH OF ITSELF By Sorn A. Jessen B.A. History and Classical Studies, Carroll College, Helena, MT, 2011 Thesis presented in partial fulfillment of the requirements for the degree of Master of Arts in History The University of Montana Missoula, MT May 2015 Approved by: Sandy Ross, Dean of The Graduate School Graduate School Kyle Volk, Chair History Anya Jabour History Dave Beck Native American Studies i Jessen, Sorn, M.A., Spring 2015 History Abstract Committee Chair: Kyle Volk (History) Committee Member: Anya Jabour (History) Committee Member: Dave Beck (Native American Studies) The eighty-ninth anniversary of the declaration of American independence from Britain, on July 4, 1865, caught the nation at a critical time in its history. The great national crisis of civil war was over, but the nation had not yet re-united. The thesis argues that in the aftermath of the Civil War, American nationalism could not be reconstituted on neither an ethnic nor a civic model. Rather, on the eighty-ninth anniversary of Independence, the course of American Nationalism fell out along lines decreed by historical memory. The narrative construction of the past in the present constituted the only common thread on which to build a sense of national identity. In short, the thesis represents an in-depth study of national identity on the first anniversary of independence after the end of the Civil War. ii Acknowledgements The present work of scholarship is an homage to many people. First, to my teachers I owe a debt of gratitude that I could never repay in several lifetimes. At every stage of my career I have been carried by individuals whose scholarship I envy, whose character I admire, and whose dedication to craft is an inspiration to try and do the impossible. As was the case with my time at Carroll College, both of my undergraduate mentors deserve mention. To Gillian Glaes, who introduced me to the work of Liah Greenfield and the question of nationalism in Europe, I must once again send thanks. Her transition from Carroll College to the University of Montana enabled me to once again take advantage of her extensive knowledge concerning the workings of nationalism in Europe. At every stage of my career I have benefited from her insights. To Robert Swartout, who in 2013 suggested that the project was an exploration of the dreams of an American nation on July 4, 1865, I also must relay my gratitude and remit my hopes that he will forgive the allusion to Theodore H. White in the subtitle. But, my greatest expressions of gratitude must necessarily go to my mentors and teachers who bore with me through three arduous years at the University of Montana. To Kyle Volk, who has patiently endured my absent-mindedness, served as a constant critical guide as I formulated my thoughts, and been a wonderful model of insight, I owe the greatest debt. Through three wonderful years: first as a guide through how to be a teaching assistant, second as a teacher, and last as an advisor he has guided my steps and shown me the way in which I should walk. To Jeff Wiltse, who also served as a teacher and a mentor through the transition from student to aspiring journeyman and shepherded me through a tough transitional semester, I also remit my thanks. To Tobin Shearer, whose kind and patient commitment to teaching and professionalism has taught me many lessons, it should be said that truly the diligent stand before kings. To Richard Drake, the soul of kindness and encouragement, I must say that his conversations and classes have been the best model of history in the old school. As Plutarch said of music, for historians to create harmony they must first investigate discord, and Richard Drake has shown me the worth of these words in the modern age. To Robert Greene, who read drafts of the first and second chapters, I can only say that he opened a door to the works of Adam Mickiewicz, and helped me to further place the problem of American nationalism in a global context. To Anya Jabour, who gave me a list of books that will prove invaluable in further work on this project, agreed to serve as a reader despite a busy schedule, and bore with me through my first semester in graduate school, I shall say that it was a pleasure to learn from the teacher of one of my teachers. To Dave Beck, from Native American Studies, who understands better than anyone how hard it is for people from reservation communities to go to graduate school, thank you so much for serving as an outside reader. To my fellow graduate students Chelsea Chamberlain, Patrick O’Connor, Clinton Lawson, Dylan Huisken, Jeff Meyer, I thank you for your conversation and insights. To Susan Caro, reference librarian at the Mansfield Library, more is thy due than all can pay. To Dan Flores, who enriched my knowledge of western history beyond measure, I owe a great debt. To my oldest friend Jeff Bristol, a doctoral candidate in Anthropology at Boston University, who listened to me talk about this project for three years, I must say that his friendship has been a lodestar since 2003. Finally, to Stacia Denton there are no words to express what your kindness and generosity have meant in the course of all this. I am deeply humbled by the selfless gifts of so many people. Truly it has iii taken a village to raise this scholar to the modest attainment of a Master’s Thesis, and I owe everyone at the University of Montana my deepest gratitude. iv Table of Contents Introduction: To Create a People ............................................................................ 1 Chapter One: Memory, History, and Nationalism on the Eighty-Ninth Anniversary of Independence ...................................................................................................... 19 Chapter Two: Story, Citizenship, and the Framing of the Fourteenth Amendment on July 4, 1865 ........................................................................................................ 47 Chapter Three: The Meaning of American Nationalism for First Nation’s Peoples on July 4, 1865 ........................................................................................................ 80 Epilogue: The Legacies of July 4, 1865.................................................................. 106 Bibliography ........................................................................................................... 115 v Introduction: To Create A People Nationalism creates narratives of peoplehood. Behind every nation lies a story, and these foundation myths act as the engine of communal creation. Within each national community people both define and are defined by the telling of tales designed to recount their origins and imagine their future possibilities.1 In the aftermath of their civil war, Americans on July 4, 1865 embarked on a nationalistic, narrative quest to redefine their nation. Before the newly reunited nation could behave according to the tenets of its national creed it first needed to define the beliefs that formed the basis of a national consciousness. 2 Across the nation in the letters and diaries of individuals, in public speeches and ceremonies, Americans seemed to ask themselves in the words of Union General James Sanks Brisbin: “What is my future duty toward a union that has cost so much, and how can I transmit untarnished to my children the glorious liberties which I have enjoyed?” 3 In order to understand their duties and transmit their contested ideas of liberty Americans first needed to gather up their stories and evaluate the meaning of their history. The process of national re-definition during the Civil War began long before the eighty- ninth anniversary of Independence. For some northern Americans, like Union General Oliver Otis Howard, Lincoln embodied meaning of the new nation at Gettysburg in 1863, and Howard quoted the martyred president’s words in full.4 For others, such as Pennsylvania Congressman Russell Thayer, the nation received its rebirth with the emancipation proclamation and he quoted 1. Benjamin David Lieberman, Remaking Identities: God, Nation, and Race in World History (New York: Rowman and Littlefield, 2013), 1-10. 2. Eric Foner, Reconstruction: America's Unfinished Revolution, 1863-1877 (New York: Harper & Row, 1988), xxvii. 3. James S. Brisbin, Speech of Jas. S. Brisbin at Louisville, Ky., July 4, 1865 (Louisville: [N.P], 1865), 2. 4. O. O. Howard and Andrew Gregg Curtin, Oration of Major-General O.O. Howard and Speech of His Excellency A.G. Curtin, Governor of Pennsylvania: At the Laying of the Corner Stone of the Monument in the Soldiers' National Cemetery, at Gettysburg, July 4, 1865, with the Other Exercises of the Occasion (Gettysburg: Aughinbaugh and Wible, Book and Job Printers, 1865), 37. 1 its words that “all persons” are “and henceforward shall be free.” 5 Still other Unionists looked to Sumter as the promise of a revolution commenced, and to the surrender of Vicksburg on July 4, 1863, the siege of Petersburg, and Sherman’s march as the revolution’s fulfillment. 6 Additionally, for many Northerners the life and the image of Lincoln took on a religious meaning on July 4, 1865.
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