Sectionalism, Nationalism, and the Agrarian Revolt, 1877-1892

University of Mississippi eGrove Electronic Theses and Dissertations Graduate School 2014 Sectionalism, Nationalism, And The Agrarian Revolt, 1877-1892 Benjamin Houston Turner Purvis University of Mississippi Follow this and additional works at: https://egrove.olemiss.edu/etd Part of the History Commons Recommended Citation Purvis, Benjamin Houston Turner, "Sectionalism, Nationalism, And The Agrarian Revolt, 1877-1892" (2014). Electronic Theses and Dissertations. 642. https://egrove.olemiss.edu/etd/642 This Dissertation is brought to you for free and open access by the Graduate School at eGrove. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of eGrove. For more information, please contact [email protected]. SECTIONALISM, NATIONALISM, AND THE AGRARIAN REVOLT, 1877-1892 A Dissertation presented in partial fulfillment of requirements for the degree of Doctor of Philosophy in the Department of History The University of Mississippi by BENJAMIN HOUSTON TURNER PURVIS MAY 2014 Copyright Benjamin H.T. Purvis 2014 ALL RIGHTS RESERVED ABSTRACT The Southern Farmers’ Alliance led the largest coalition of late-nineteenth-century farmers’ and urban reformers. The reform movement called for laws opposing speculation on agricultural prices, restricting the powers of business trusts, regulating railroad freight rates, and increasing the circulation of currency based on silver. Advocates also strongly opposed the proponents of sectionalism who emphasized differences and conflicts between the primary sections of the country, the North and the South. Differences between the North and South largely revolved around the issue of slavery and emerged shortly after the founding of the nation. Tension accelerated in the years following the Mexican-American War and reached a climax during the American Civil War and post-war Reconstruction. Although the Civil War and Reconstruction ceased by 1877, for decades the legacy of sectionalism continued to heavily influence regional identities and politics. Because of its continued prevalence in the late- nineteenth century, Alliance supporters identified sectionalism as a major barrier to national economic and political reform. Agrarian supporters depicted regional, gender, and racial identities as artificial compared to shared interests of the producer class. Reformers described the producer class as the vast majority of Americans who labored in urban and rural settings to create tangible goods of value for sale. The Southern Alliance led this coalition of the producer class by 1890. In its efforts to mobilize a national movement, the Alliance consistently emphasized sectional reconciliation. This work shows that sectionalism ultimately played a great role in the destruction of the farmers’ reform crusade by 1896. ii DEDICATION This dissertation is dedicated to my wife, Rachel, whose support and encouragement pushed this project to conclusion. I also dedicate the dissertation to my grandparents, Mary Nell and McDowell Turner. Grandma Turner proofread the dissertation. Grandpa Turner always loved “the land.” iii ACKNOWLEDGEMENTS The project would not have been completed without the unrelenting support that I received from family, friends, and professors. There was considerable overlap between these categories. Without the support of Rachel Smith Purvis this project would not be complete. Rachel provided the encouragement needed to keep writing the dissertation. She also listened to my ideas and allowed me to complain, which I greatly appreciate. My parents, Susan and Joe Purvis, also gave me lots of support during the dissertation. They also raised me in an environment that greatly valued curiosity about the world outside of our home. Coupled with the influence of my grandparents, Mary Nell and McDowell, “Mac,” Turner, I was immersed in a family that cherished history and learning. My grandmother, Mary Nell, generously spent her time proof-reading the dissertation. After teaching journalism to high school students, her work continues. She consistently tried to get me to use commas correctly. Any errors that remain are certainly mine alone. My grandfather, Mac, provided me with a great appreciation for nature and he continues to teach me the values of patience and persistence. Born on a farm, his family moved to town when he was young. Grandpa Mac never lost his desire to have some land in the countryside. While providing lots of laughs and happiness, my sister Elizabeth never lets me forget that whatever toughness I possess, I owe it to her. I am fortunate to have a great group of friends that helped get me through graduate school. Throughout graduate school, Audrey Uffner shared my obsession with details. Audrey set a high standard for learning and teaching undergraduates. She also formed part of a writing group that offered an opportunity to discuss ideas and accelerate the writing process. I also iv formed a highly appreciated friendship with another graduate student, Calvin White. Calvin and I spent a lot of valuable time talking about historical and non-historical topics. He provided highly appreciated advice and encouragement throughout the graduate school process. He continues to do so. Jack Carey, Will Hustwit, and Dave Ray furthered my thinking about many topics and provided much needed humor during the degree-seeking process. Ben Vogelgesang, David Heister, Stewart Irving, Ryan Alverson, Jeremy Spann, Holt Short, David Spatz, and Donna Foster also deserve great thanks for their support during various stages of the dissertation. Dr. Charles Reagan Wilson deserves much credit for seeing the project through to completion, providing guidance and patience throughout the process. Dr. Wilson’s graduate seminars shaped much of my thinking related to this project. Dr. John Neff graciously gives much of his time to students. He gave me some of this time and I am grateful. I was lucky to benefit from his model as a scholar and teacher. This project began in his Civil War Memory Research Seminar. Dr. Ted Ownby also shaped much of my thinking about U. S. Southern History. Dr. Ownby always provided probing questions that led to much contemplation. Dr. Katie McKee kindly agreed to serve on the dissertation committee. Like Dr. Ownby, Dr. McKee provided a perspective that pushed me to think about topics and themes that I had not considered. Throughout my educational training, I benefited from excellent guidance, advice, and instruction from teachers at all levels of the education system. Although rarely acknowledged, teachers at Gibbs Magnet Elementary, Pulaski Heights Junior High, and Central High guided me through the learning process and stimulated my thinking on many issues. I would not be here with out their help and instruction. Mary Jones, Kathy Buford, Wayne Knight, Sara Gadberry, and v Charlie Brown deserve special thanks. Dr. Charles Sallis of Millsaps College and Dr. Jeannie Whayne at the University of Arkansas served as mentors during my undergraduate education. Their example, as scholars and teachers, provided me with excellent models for emulation. Both greatly influenced my decision to pursue graduate studies in History. I owe professors Charles Ross, Charles Eagles, Nancy Bercaw, and Winthrop Jordan special recognition for going out of their way to assist and encourage me during graduate school. Financial assistance allowed me to start and complete this project. I thank the University of Mississippi Department of History, Graduate School, and Office of Financial Aid for providing graduate assistantships. Funds provided by the Graduate School Summer Research Assistantship, Department of History Chair, Dr. Joe Ward, and from my parents and grandparents, allowed me to conduct research trips to the University of North Carolina, the University of Texas, and the Kansas Historical Society. Without their contributions, I could not start or finish this task. I am forever grateful. vi TABLE OF CONTENTS ABSTRACT……………………………………………………………………………………....ii DEDICATION……………………………………………………………………………………iii ACKNOWLEDGMENTS…………………………………………………………………..........iv INTRODUCTION………………………………………………………………………………...1 CHAPTER ONE: UNIFYING FOR THE CAUSE: THE ALLIANCE HONEYMOON PERIOD, 1877-1889………………………………………………………………………………………..14 CHAPTER TWO: “UNION IT IS”: THE SOUTHERN FARMERS’ ALLIANCE GOES NATIONAL……………………………………………………………………………………...46 CHAPTER THREE: THE SOUTHERN ALLIANCE AND NATIONAL IDENTITY………...81 CHAPTER FOUR: “PATRIOTIC DEVOTION” OR “SECTIONAL BITTERNESS”: RECONCILIATION, PRODUCERISM, AND POLITICS……………………………………128 CHAPTER FIVE: OCALA, POLITICS, AND SECTIONALISM…………………………….174 CHAPTER SIX: SECTIONAL POLITICS AND THE SEEDS OF DESTRUCTION………..212 BIBLIOGRAPHY………………………………………………………………………………..269 VITA……………………………………………………………………………………………281 vii INTRODUCTION In December 1889, the National Farmers’ Alliance and Industrial Union, or Southern Alliance, met in St. Louis, Missouri to discuss reforms and mutual issues. The meeting involved the Knights of Labor and a host of agrarian organizations, including the National Farmers’ Alliance, or Northern Alliance, the Farmers’ Mutual Benefit Association and the National Colored Farmer’s Alliance. The meeting represented the culmination of efforts to build a national agrarian campaign that would improve the economic and political welfare of American farmers and laborers. Delegates agreed to support laws opposing speculation on agricultural prices, restricting the powers of business trusts, regulating railroad freight rates, and increasing

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