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 Contents vii

Debating the Past: Did the Frontier Change 14.3 Political Parties Fracture over Slavery  307
Women’s Roles?  267 14.3.1 The Repeal of the Missouri
12.2 Expansion by Negotiation and War  268 Compromise  308
12.2.1 First, the Acquisition of Oregon  268 14.3.2 The Rise of the Know-Nothings and the
Republicans  309
12.2.2 Second, Fighting for Texas—Across the
Rio Grande  269 14.4 Hopes for Compromise Wane  310
12.3 New Territories: Slave or Free?  273 14.4.1 “Bleeding Kansas”  310
12.3.1 The Wilmot Proviso versus Popular 14.4.2 A Martyr for Abolitionism: Charles
Sovereignty  273 Sumner  311
12.3.2 1848: Rise of the Free Soil Party  274 14.4.3 The Election of 1856: Buchanan Tries His
Hand as President  312
12.3.3 The Gold Rush  275
14.4.4 The Dred Scott Decision  312
12.4 Clay’s Welcome Compromise of 1850  276
14.4.5 The Lecompton Constitution  313
12.4.1 Congress Debates Clay’s Proposal  276
14.5 The Antislavery Lincoln Emerges  314
12.4.2 The Union Preserved—For Now  277
14.5.1 Lincoln-Douglas Debates  315
13 The Sections Go Their Own Ways  280 14.5.2 Lincoln’s Revitalized Career  316
14.6 On the Brink of Disunion  316
13.1 The South  281
14.6.1 John Brown’s Raid on Harpers Ferry  317
13.1.1 Slavery Rules Southern Economy—and
14.6.2 The Election of 1860  318
Thus the South  281
14.6.3 Secession Sentiment Ripens  320
13.1.2 Plantation Life for Slave and Master  283
13.1.3 The Sociology of Slavery  284
15 The War to Save the Union  325
Debating the Past: Did Slaves and Masters Form
Emotional Bonds?  285 15.1 War Commences (1861)  326
13.1.4 The Psychological Imprint of Slavery on 15.1.1 Fort Sumter: The First Shot  326
Personality and Character  287 15.1.2 Preparing for Battle  327
13.1.5 Manufacturing—and Lack of It—in 15.1.3 Bull Run and Its Aftermath  328
the South  288 15.1.4 Financing the Union  329
13.2 The Northern Industrial Juggernaut  288 15.1.5 Political Divisions within the Union  329
American Lives: Sojourner Truth  289 15.1.6 Organizing the Confederacy  330
13.2.1 Northern Technology Explodes  290 15.2 Stalemate and Slaughter (1862)  332
13.2.2 European Immigrants “Welcomed” to Industry  290 15.2.1 War in the West: Shiloh  332
13.2.3 Immigrants—Especially Irish—Take Over 15.2.2 McClellan (Finally) Invades Virginia  333
Industrial Jobs  291 15.2.3 Lee Counterattacks: Antietam  335
13.2.4 A Wage Earner’s Life  292 15.3 Lincoln Frees (Some) Slaves to Win the War  336
13.2.5 The Rise of Labor Unions  292 15.3.1 The Emancipation Proclamation  336
13.2.6 Rich and Poor: A Growing Divide  293 15.3.2 The Draft Riots  337
13.3 Building a Global Transportation Web  294 15.3.3 African American Soldiers  338
13.3.1 Steam Conquers the Atlantic  294 15.4 Turning Point (1863)  338
13.3.2 The Rise of Railroads  295 Re-Viewing the Past: Glory  339
13.3.3 Complexities of Financing Railroads  296 15.4.1 Lee Defeated at Gettysburg  340
13.4 The Economic Surge on the Eve of the Civil War  297 15.4.2 Grant Wins in the West at Vicksburg  342
13.4.1 The West Responds to Economic Spurs  297 15.5 Strangling the South (1864)  343
13.4.2 The Growth of Cities  297 15.5.1 Grant Moves on Richmond  343
13.4.3 Rising Tensions among the Sections  298 15.5.2 Sherman Slashes through Georgia and the
Carolinas  343
14 The Coming of the Civil War  301 15.6 Final Reckoning (1865)  344
14.1 Antislavery Sentiment Deepens  302 15.6.1 Surrender at Appomattox  345
14.1.1 Slave Catchers Inflame Abolitionists  302 15.6.2 Economic and Social Effects, North
14.1.2 Uncle Tom’s Cabin Shifts Public Opinion  304 and South  345
14.2 Slavery Crisis Temporarily Evaded  305 15.6.3 Women and the War  347
14.2.1 Stephen A. Douglas and the Young America 15.6.4 Winners, Losers, and the Future  348
Movement  306 Debating the Past: Why Did the South Lose
14.2.2 American Expansion into the Caribbean the Civil War?  349
and East Asia  306
viii Contents

16 Reconstruction and the South  353 16.3 The Southern Economy during Reconstruction 
16.3.1 “Black Republican” Reconstruction:
364

16.1 Presidential Reconstruction  354 Scalawags and Carpetbaggers  364

16.1.1 Reconstruction under Lincoln: The Ten 16.3.2 The Ravaged Land  365
Percent Plan  354 Debating the Past: Were Reconstruction
16.1.2 Lincoln Assassinated, Johnson President 355 Governments Corrupt?  366
Re-Viewing the Past: Spielberg’s Lincoln 356 16.3.3 Sharecropping and the Crop-Lien System  367
16.1.3 Reconstruction under Johnson: Amnesty 16.4 The End of Reconstruction  369
by Proclamation  357 16.4.1 Grant Struggles as President  369
16.2 Radical Republicanism  358 16.4.2 The Disputed Election of 1876  370
16.2.1 Radical Republicans Get Tough  358 16.4.3 The Compromise of 1877  371
16.2.2 Congress Rejects Johnsonian
Reconstruction  359
16.2.3 The Fourteenth Amendment  360 Appendix375
16.2.4 The Reconstruction Acts  360 Glossary387
16.2.5 Congress Is Boss: Johnson Is Impeached  361 Credits393
16.2.6 The Fifteenth Amendment  362 Index396
16.2.7 White Backlash and the Ku Klux Klan  362
Maps and Graphs
Maps Map 10.2 Indian Removals 225
Map 10.3 Osceola’s Rebellion 226
Map 1.1 Earliest Routes to the Americas 4 Map 11.1 Fertility and Population Density, 1850 240
Map 1.2 Major Indian Cultures, ad 1–1500 8 Map 11.2 New England Roots of Utopian
Map 1.3 Population of Major Civilizations of Europe, Asia, Communities 243
and Africa, ad 1500 11 Map 12.1 Trails West 266
Map 2.1 European Voyages of Discovery 22 Map 12.2 The War with Mexico, 1846–1848 270
Map 2.2 Great English Migration, 1630–1650 30 Map 12.3 Comparison of Two Compromises 277
Map 2.3 European Footholds along the Atlantic, Map 13.1 Cotton and Slaves in the South, 1860 282
1584–1650 35
Map 13.2 The Potato Famine and Irish Emigration 291
Map 2.4 Columbian Exchange 38
Map 13.3 Railroads, 1860 296
Map 3.1 Spain’s North American Frontier, c. 1750 49
Map 13.4 Agriculture, 1860 298
Map 3.2 English Colonies on the Atlantic Seaboard 50
Map 14.1 Escape Itineraries of Some Prominent Fugitive
Map 3.3 Atlantic Slave Trade, 1451–1870 52 Slaves 303
Map 3.4 Ethnic Groups of Eastern North America, 1750 65 Map 14.2 Free Blacks in 1850 305
Map 4.1 British Successes, 1758–1763 83 Map 14.3 “Bleeding Kansas” 310
Map 4.2 European Claims in North America after British Map 14.4 Presidential Election, 1860 319
Victory, 1763 85
Map 14.5 Secession of the South, 1860–1861 321
Map 4.3 Proclamation of 1763 87
Map 15.1 War in the West, 1862 333
Map 5.1 New York and New Jersey Campaigns,
Map 15.2 War in the East, 1861–1862 334
1776–1777 105
Map 15.3 Gettysburg Campaign, 1863 341
Map 5.2 Saratoga Campaign, September 19 to
October 17, 1777 107 Map 15.4 Vicksburg Campaign, 1863 342

Map 5.3 Campaign in the South, 1779–1781 110 Map 15.5 Toward Lee’s Surrender in Virginia, 1864–1865 344

Map 5.4 The Yorktown Campaign, April to Map 15.6 Sherman Pierces the Heart of the South,
September 1781 111 1864–1865 345

Map 5.5 The United States under the Articles of Map 16.1 Sharecropping, 1880 368
Confederation, 1787 118 Map 16.2 The Disputed Election of 1876 371
Map 6.1 Geography of Ratification, 1787–1790 134
Map 6.2 The United States and Its Territories, Graphs
1787–1802 143
Figure 4.1 Colonial Trade with England, 1700–1774 74
Map 7.1 The Wild Election of 1800 151
Figure 7.1 American Foreign Trade, 1790–1812 165
Map 7.2 Louisiana Purchase 158
Figure 9.1 Cotton Production and Slave Population,
Map 7.3 Route of Lewis and Clark 162
1800–1860 202
Map 8.1 The War of 1812 179
Figure 9.2 Prices for Cotton and for Slaves, 1802–1860 204
Map 8.2 The United States, 1819 182
Figure 11.1 Rural versus Urban Population,
Map 8.3 The Missouri Compromise, 1820 188 1820–1860 238
Map 8.4 Passage of the “Tariff of Abominations,” 1828 190 Figure 11.2 Decrease in Fertility, 1800–1900 241
Map 9.1 Increasing Separation of Masters and Workers 198 Figure 15.1 Men Present for Service during the Civil War 329
Map 9.2 The Journey to Work, Philadelphia, 1850 199 Figure 15.2 Casualties of the Civil War 350
Map 9.3 Population Density, 1790 206
Map 9.4 Population Density, 1820 206
Map 9.5 Canals and Roads, 1820–1850 208
Map 10.1 The Rise of the Second American Party
System, 1828 218

ix
Features
Debating the Past The Patriot 121
The Alamo 263
How Many Indians Perished with European Settlement? 20
Glory 339
Was the American Revolution Rooted in Class Struggle? 101
Spielberg’s Lincoln 356
Was There a “Market Revolution” in the Early 1800s? 210
For Whom Did Jackson Fight? 219
Did the Frontier Change Women’s Roles? 267
American Lives
Did Slaves and Masters Form Emotional Bonds? 285 Eunice Williams, or Gannenstenhawi 80
Why Did the South Lose the Civil War? 349 Davy Crockett 228
Were Reconstruction Governments Corrupt? 366 Sojourner Truth 289

Re-Viewing the Past

Black Robe 40
The Crucible 62

x
Preface
“Relevant History” Telling the story of “the American nation” in a single

Y
book—even one as big as this—is no easy matter. The jour-
ou are the American nation. This book is your story.
ney is long and demanding. Sometimes, too, the past is a
“How can that be?” you might ask. You don’t wear a
strange land, bearing little resemblance to the world we
powdered wig, ride in a steam-powered vehicle, or
know. You may ask: Why should I make a detour in my
serve in a platoon fighting the Nazis.
busy life to visit “Jeffersonian Democracy” (Chapter 7) or
Powdered wigs aside, in many respects you are very
“American Society in the Industrial Age” (Chapter 19)?
much like the Americans who came before you. Like you,
The past is past. Why not just move on? This book con-
they worried about finding friends and future mates,
tends that, though we live upon the shores of the present,
struggled to make a living and cope with debt, complained
the waves of the past, often originating far in the distance,
about taxes, voted in elections, and otherwise sought to
continuously touch our lives. Sometimes they ebb and
make something of their lives. They resembled you; and
flow so gently we can scarcely perceive them. Sometimes
you, them.
they form huge breakers that come crashing down on us.
To be sure, many history books similarly assert a con-
We may ignore history; but we cannot escape it, for it is a
nection between past and present, but The American Nation
part of us.
embodies this central idea in its very structure. Each chapter
The American Nation seeks to prove this assertion.
begins with a question of significance to today’s students:

• “Do you have too much debt?” New to This Edition

• “Are you a leader?” REVEL™
• “Should you ignore laws you think illegal?” Educational technology designed for the way today’s
• “Do you party too much?” students read, think, and learn
• “What will happen to you?” When students are engaged deeply, they learn more effec-
tively and perform better in their courses. This simple fact
And every chapter explains how such questions also shaped
inspired the creation of REVEL: an immersive learning ex-
the lives of past Americans.
perience designed for the way today’s students read, think,
Other features of The American Nation further under-
and learn. Built in collaboration with educators and stu-
score the links between present and past. “Re-Viewing the
dents nationwide, REVEL is the newest, fully digital way to
Past” essays, which assume that Hollywood movies have
deliver respected Pearson content.
supplied many of our most memorable evocations of Amer-
REVEL enlivens course content with media inter-
ican history, compare “Hollywood history” with the actual
actives and assessments—integrated directly within
past. “Debating the Past” articles, which demonstrate how
the authors’ narrative—that provide opportunities for
historical interpretations of the past change from decade to
students to read about and practice course material in
decade, remind us that historians today regard the past dif-
tandem. This immersive educational technology boosts
ferently from the people who lived it.
student engagement, which leads to better understand-
The American Nation not only asserts a strong bond be-
ing of concepts and improved performance throughout
tween present and past but also employs a rich mix of con-
the course.
tent to promote four principal learning outcomes to ensure
that students can Learn More about REVEL
• Demonstrate knowledge of the key events, people, http://www.pearsonhighered.com/revel/
institutions, and chronology in U.S. history.
Rather than simply offering opportunities to read about and
• Examine how the nation’s past influences contempo-
study U.S. history, REVEL facilitates deep, engaging inter-
rary issues.
actions with the concepts that matter most. By providing
• Analyze and interpret primary and secondary sources opportunities to improve skills in analyzing and interpret-
and other forms of historical evidence. ing primary and secondary sources of historical evidence,
• Distinguish the role and particularity of individual for example, REVEL engages students directly and imme-
action and experience in U.S. history. diately, which leads to a better understanding of course

xi
xii Preface

material. A wealth of student and instructor resources and Updated Content

interactive materials can be found within REVEL. Some of
our favorites are mentioned in the paragraphs that follow. In addition to the immersive learning experience offered
by REVEL, we’ve refined and updated the content in this
Interactive Maps new edition of The American Nation in a number of signifi-
Custom-built interactive maps, with contextual hotspots, cant ways:
animated routes, chronological layers, and panning and Chapter Openers. All chapter openers are either entirely
zooming functionality, provide students with multiple new or have been updated; nearly all pertain to events or
ways of engaging with map visualizations. developments since 2012.

Making History Videos “Re-Viewing the Past.” This edition includes two new
A series of sixty-four short videos, aptly named Making “Re-Viewing the Past” essays on Academy Award–winning
History, challenge students to problem-solve right along- films Lincoln (2012) and Argo (2012). Because movies on his-
side the kinds of Americans, both the famous and the or- torical themes figure prominently in how we think about the
dinary, whose decisions and actions made U.S. history. past, a third of the chapters in The American Nation feature
Each Making History video is accessible at a key historical essays that contrast Hollywood’s contemporary renderings
decision point in the narrative and is bundled with a cor- of history with events that really happened. The juxtaposi-
relating writing prompt for leading students to draw out tion of “art” and “history,” an obvious preoccupation of The
inferences from the experiences of others. While viewing American Nation, is particularly evident in its “Re-Viewing
a “Making History” segment, students may be asked to the Past” essays, which consider how film directors enhance
imagine themselves as real historical figures, such as An- (and often undermine) historical understanding. The mov-
drew Jackson or Thurgood Marshall. At other times they ies selected for review and analysis range from those with
may be asked to think as an anonymous young nineteenth- obvious “historical” themes, such as The Alamo, Lincoln, and
century woman, calculating the advantages and challenges Saving Private Ryan, to those with human interest themes set
of emigrating to the United States in the decades before the in specific historical times, such as Chicago, a Jazz Age musi-
Civil War. They may be asked to “be” president, deciding cal, and Titanic, a courtship dramatization among rich and
whether to preserve peace of go to war. poor aboard the fateful ocean liner that sank to the bottom
of the ocean on April 15, 1912.
Social Explorer Activities
“American Lives.” A third of the chapters include “American
Embedded Social Explorer activities wrap side-by-side Lives” essays, which focus on the young adulthood of
mapping, historical demographic data, custom annota- unique and inspiring actors in U.S. history, on subjects rang-
tions, and audio narration into a powerful storytelling tool ing from Eunice Williams, a young girl who was captured
that relates the details of key events and periods in U.S. and raised by Indians, to contemporary figures such as Bill
history, such as English colonization, the trans-Atlantic Gates and Barack Obama. Their lives, choices, and agency
slave trade, the Civil War, and the civil rights movement, distinguish the role and particularity of individual action
in a rich-media environment. and experience in U.S. history.

Integrated Writing Opportunities “Debating the Past.” A third of the chapters include “De-
To help students reason more logically and write more bating the Past” essays, which demonstrate how historians
clearly, each chapter offers two varieties of writing themselves disagree over fundamental issues of interpreta-
prompts. The Journal prompt elicits free-form topic-spe- tion and fact, an acknowledgment that historical “truths”
cific responses addressing topics at the module level, and are just as elusive to historians as to any beginning student
the Shared Writing prompt encourages students to address of history. Disputes are so central to the historian’s task that
multiple sides of an issue by sharing and responding to students may fairly ask the question posed in this book’s
each other ’s viewpoints, encouraging all to interpret a final “Debating the Past” feature (Chapter 32): “Do Histo-
historical event or text as would people of the time. Like rians Ever Get It Right?” Readers of The American Nation
other elements of The American Nation, writing prompts must supply their own answers. What The American Nation
encourage identification with the past. Often students will argues, however, is that the exploration of the past itself is
be asked to respond to an event or to a text as did various as relevant as any particular facts that may be discerned
Americans at a specific point in time. along the way.
For more information about all of the tools and Artwork. Because art and photographs can carry deep
resources in REVEL and access to your own REVEL account truths about the human experience, many of the illustra-
for The American Nation, Fifteenth Edition, go to www. tions in The American Nation illuminate the past while con-
pearsonhighered.com/REVEL.
 Preface xiii

necting it, through intriguing and relevant juxtapositions, to seventeen chapters, with the last chapter updated to the sec-
the present. For example, the discussion of the slave trade ond Obama administration. Instructors familiar with previ-
in Chapter 3 includes a photograph of President Barack ous editions will note important streamlining and regroup-
Obama at Cape Coast Castle, in Ghana, delivering a speech ing of material in Chapters 25 and 26 and in Chapters 30–32,
on race where Africans were once held in captivity before making everything easier to cover and to learn.
they were shipped to the Americas as slaves. Chapter 6, on
Maps. Over 100 maps convey not only factual information
the American Revolution, displays the famous painting of
to enhance comprehension but new ideas. Many maps are
Washington crossing the Delaware in a longboat juxtaposed
unique to this book, created to illuminate important themes:
with a photograph of modern Americans, dressed in Patriot
the populations of Eurasian civilizations in 1500; the ex-
garb, struggling to re-enact his accomplishment more than
change of animals, bacteria, plants, and technologies caused
two hundred years later.
by the linkage of the Americas with Eurasia after Colum-
This edition includes nearly 600 photographs of paint-
bus’s voyage; Osceola’s rebellion against the removal of the
ings, sculpture, movies, and architecture. Too often, how-
Seminole Indians from Florida; Socialist Party successes in
ever, art is added to history texts uncritically. Artistic ren-
rural Oklahoma and in Milwaukee, Wisconsin, during the
derings of the past do not always coincide with historical
early twentieth century; rural African Americans’ move-
accounts. For that reason, most captions for the artwork in
ment to cities in the South during the 1920s; white flight
The American Nation examine the historical credibility of
from downtown St. Louis to the suburbs in the 1950s; and
those works. Much of the art, too, is the work of actual par-
the spread of AIDS in Ohio during the 1980s. Other maps
ticipants or observers of the phenomena they depict. Soldier
focus on the Middle East: the dismantling of the Ottoman
artists, for example, painted many of the battle scenes re-
Empire in the 1920s and the wars in Iraq and Afghanistan
produced in The American Nation. Such portrayals may not
in recent decades. This last point warrants expansion: the
be factually accurate but they are “primary sources” that
maps focusing on the Arab world are part of a more gen-
reflect the views of historical participants.
eral emphasis on global themes and on the Middle East, in
New Scholarship. Each chapter has been revised to reflect particular.
new scholarship, offer new perspectives, and streamline
and sharpen the prose. A new series of secondary headings “Conceptual” Tables. This edition of The American Nation
adds a structural dimension to the narrative, and newly for- concedes the difficulty of internalizing so many complex
mulated focus questions open a dialogue with students on concepts and materials. To assist in this task, nearly ev-
the fundamental curiosities that make history so interesting. ery chapter includes at least one “conceptual” table illu-
An almost entirely new chapter, “From Boomers to Millen- minating key themes and issues. For example, a table in
nials” (Chapter 31), draws an explicit comparison between Chapter 10 summarizes the chief elements of the Second
the social and cultural foundations of young modern Amer- American Party System by comparing the fundamental
icans and their parents; it especially explores the culture of ideas of the Democrats and Whigs; a table in Chapter 31
consumption and the impact of the Internet. All the “De- outlines the “victories” of gender activists in the 1960s
bating the Past” essays are informed by recent scholarship. and 1970s and shows the subsequent conservative re-
The first few chapters reflect new insights unearthed (liter- sponse to these events. These tables are not mere sum-
ally) by archaeologists and anthropologists concerning the maries but instruments to promote deeper learning and
“pre-historic” period and also feature more detailed com- comprehension.
parisons of the civilizations of the Americas with those of Chapter Reviews. Organized around the focus questions
the “Old World”—Europe, Africa, and Asia. that open each chapter, chapter reviews encapsulate key
Improved Structure and Balance. To improve narrative historical content in a question-and-answer format.
structure and accessibility, chapters are now divided into
Timelines. Brief histories of the period under consideration
major subsections, with a newly formulated focus question
in each chapter are captured as timelines that clarify the
leading off each subsection. These changes help students ap-
chronology of that period.
prehend key topics and important thematic units, fostering
deeper understanding of the past. To better balance cover- Key Terms. To encourage and facilitate study and review,
age across a standard two-semester sequence, the midpoint each chapter now ends with a list of key terms and defini-
of the narrative now comes at Chapter 16 (Reconstruction tions. The key terms are also compiled in the glossary that
and the South). The second half of the book now comprises appears at the end of the text.
Acknowledgments
I thank the many friends, colleagues, and students who have thank Prakhar Sharma for similarly leading me through the
helped me in writing this edition of The American Nation. My shrouded landscape of con- temporary Iraq and Afghanistan.
debt to John A. Garraty— teacher, colleague, co-author—war- Modern publishing, too, is a world of labyrinthine com-
rants many paragraphs of acknowledgment. But his scorn for plexity. I thank the expert team at Pearson for sharing their
wordiness obliges me to acknowledge that he taught me the mastery of its many arcane and demanding arts, especially Ed
art of writing. Parsons, Executive Editor; Seanna Breen, Program Manager;
Mary Elin Korchinsky has lived this book (and nearly Beth Brenzel (rights and permissions), Debbie Coniglio (digi-
­everything else) with me. My journey with her is a joy. For this tal acquisitions); Wendy Albert, Executive Field Marketer;
edition, our particular challenge has been to relate the American Jeremy Intal, Product Marketer. Emsal Hasan (project man-
nation’s past to college students today. Much of the creativity in agement), Liz Roden Hall (digital production and manage-
the chapters that follow—”Do you vote for American Idol?” “Do ment), and Judy O’Neill (content and editorial development).
you illegally download?” “Do you space out during political Although they left me plenty of thread to find my way out,
debates?”—has been a product of her special genius. they also showed good sense in sometimes getting behind me
My daughter, Stephanie, read the book carefully and criti- and pushing. For that, and everything else, I am grateful. And
cally; her comments have proven invaluable. My goal of con- I thank the families of the American heroes, featured in Chap-
necting with younger readers was surely influenced by her own ter 32, for sharing the stories of their children who served and
immense capacity for sharing love with her parents. The dedica- died in the wars in Afghanistan and Iraq.
tion of this book is an acknowledgment of that special gift. Mark C. Carnes
I especially thank E. Ward Smith for guidance through Barnard College, Columbia University
the murky depths of modern banking and finance. And I

xiv
About the Authors

M
ARK C. CARNES received his undergraduate informed by classic texts. (For more on Reacting, see: www.
degree from Harvard and his PhD in history from barnard.edu/reacting.) Carnes is author, most recently, of a
Columbia University. He has chaired both the his- book on history and pedagogy entitled, Minds on Fire: How
tory and American studies departments at Barnard College, Role-Immersion Games Transform College (2014).
Columbia University. Carnes and Garraty were General Edi- The late JOHN A. GARRATY¸ formerly Gouverneur
tors of the 26-volume American National Biography, for which Morris Professor Emeritus of History at Columbia Uni-
they were awarded the Waldo Leland Prize of the Ameri- versity, received his PhD from Columbia University and
can Historical Association. Carnes has published numerous an LHD from Michigan State University. He authored and
books on American social and cultural history, including edited scores of books, among them biographies of Silas
Secret Ritual and Manhood in Victorian America (1989), Past Im- Wright, Henry Cabot Lodge, Woodrow Wilson, George
perfect: History According to the Movies (1995), Novel History: W. Perkins, and Theodore Roosevelt. Garraty’s The New
Historians and Novelists Confront America’s Past (2001), and In- Commonwealth, included in the new American Nation se-
visible Giants: 50 Americans That Shaped the Nation but Missed ries, challenged earlier dismissals of what was commonly
the History Books (2002). Carnes also pioneered the Reacting to known as “the Gilded Age.” His The Great Depression
the Past pedagogy, winner of the Theodore Hesburgh Award, argued that political leaders throughout the world hap-
sponsored by TIAA-CREF, as the outstanding pedagogical pened upon “solutions” much like those proposed by
innovation in the nation (2004). In Reacting to the Past, col- Franklin D. Roosevelt. Garraty was co-General Editor with
lege students play elaborate games, set in the past, their roles Mark Carnes of the American National Biography.

xv
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xvi
Chapter 1
Beginnings

First Lady Michelle Obama has spearheaded a campaign to fight the “epidemic” of childhood obesity by encouraging physical fitness and
changing eating habits. She has especially sought to reduce consumption of corn syrup. “There’s high-fructose corn syrup in everything that
we’re eating,” she observed. “Every jelly, every juice.” This chapter shows that our fondness for corn goes back to the dawn of civilization in the
Western Hemisphere.

Contents and Focus Questions

1.1 The First Peoples p. 2 1.4 Eurasia and Africa versus North
Who were the first Americans, and how did they live? America p. 10
How did the major civilizations of North America
1.2 The Maize Revolution p. 6 differ from those of the Old World (Europe, Asia, and
How did the development of corn transform the Africa) before ad 1500?
Americas?

1.3 The Collapse of Urban Centers p. 9

Why did Indian urban centers, located in what is now
the United States, decline after ad 1200?

1
2 Chapter 1

Is corn making us fat? foods, it may be worth remembering, too, that we are who
we were.
So let’s begin at the beginning.
In 2010 Princeton researchers fed one group of rats water
sweetened with high-fructose corn syrup in addition to
their usual diet; other rats in the Princeton study ate the
same food plus water sweetened with table sugar (sucrose). 1.1 The First Peoples
Although the two diets had the same number of calo-
Who were the first Americans, and how did they live?
ries, the rats swigging corn syrup gained 48 percent more
weight than those that drank sucrose-flavored water. Did The first human beings emerged over 3 million years
corn syrup make the rats fat? ago, probably in Africa. Some eventually devised stone
The Centers for Disease Control and Prevention affirms tools, thus inaugurating the Paleolithic revolution, a life
that obesity has become far more common in America since based on hunting and gathering nuts, berries, and edible
the 1970s, when corn syrup replaced sugar as the most plants. About 40,000 years ago human beings of a different
common sweetener for soda, fruit juice, cereal, and many sort—people similar to us in their aptitude for tools and
other American foods. In 1970, 15 percent of Americans ­language—appeared in Africa, Europe, and Asia, displac-
were obese; by 2013, the rate of obesity in the United States ing those humans who had preceded them.
had risen to 40 percent. Although the American Medical Paleolithic hunters craved big game—especially
Association and many scientists insist that corn syrup is woolly mammoths. Weighing nearly 16,000 pounds, about
no worse than sugar in causing obesity, nearly everyone as much as a large elephant, a single mammoth provided
agrees that obesity has become a major threat to public enough meat to feed two dozen hunters nearly all win-
health and the reason why the current generation of young ter. Moreover, its fur could be worn as clothing and its fat
people, for the first time in the nation’s history, is projected could be burned for heat. Its bones, when stretched with
to live shorter lives than their parents. fur, functioned as simple tents. A woolly mammoth was a
Why begin a book on American history with a dis- kind of movable mall, and Paleolithic hunters regarded it
cussion of corn and obesity? Because the roots of every with the avidity of shoppers at a clearance sale.
issue now confronting the American nation grow out of As the supply of big game diminished in Asia, Paleolithic
its past. The relationship between corn and public health hunters pushed farther north and east. But their northward
illustrates this point. For hundreds of thousands of years, advance was halted by immense sheets of ice, some as broad
the earliest humans in America struggled to find enough as Australia and over 10,000 feet thick—the height of ten
nuts and seeds to fend off starvation during the winter Empire State buildings. Nevertheless, some hunters even-
months. But about 10,000 years ago some people learned tually crossed from Siberia into what is now Alaska over
how to plant and harvest grains and cereals whose high Beringia, a land bridge that once connected northeastern
caloric content enabled them to survive long winters. In Asia with northwestern North America (see Map 1.1).
the Americas, in ancient Mexico, the grain that farmers Eventually these Paleo-Indians (hereafter, simply
cultivated was corn. Indians), moving south, happened upon lush grasslands on
The body metabolizes corn into fat that is stored
as a hedge against famine. Early American civiliza-
tions were, as a consequence, quite literally built
on corn. Although most tilled the soil, some early
Americans became priests or rulers because corn
generated a caloric surplus that led to occupational
specialization. With occupational specialization,
towns and cities emerged. But corn cultivation also
led to overpopulation, degraded the environment,
and gave rise to increasingly lethal forms of warfare.
When corn crops failed, famine and political insta-
bility ensued. Corn, at once essential to the rise of
Native American civilizations, also precipitated new
problems of social organization. These weaknesses
would become especially evident after 1492, when
European invaders arrived in the Americas.
It may be true that we are what we eat. But as A woolly mammoth consumed about 400 pounds of grass a day. This mam-
we scrutinize the labels on our soda cans and snack moth skeleton is thirteen feet high.
 Beginnings 3

which grazed vast herds of large mammals: mammoths and like rabbits and beaver, that had previously not been worth
equally enormous mastodons, with massive legs and stout the bother; or they learned to find stealthy animals like bear
feet; giant beavers the size of bears; twenty-foot-long ground and caribou or to sneak up on skittish ones like elk and deer.
sloths weighing over 6,000 pounds; glyptodonts, strange On the Great Plains, Indians thrived on bison, among the
monsters that resembled armadillos but weighing over a ton; few large mammals that had not become extinct.
and countless camels, horses, cheetahs, caribou, and deer. Some Archaic peoples discovered rich habitats that
could sustain them throughout the year. Indians liv-
1.1.1 The Demise of the Big ing along the coast and rivers of the Pacific Northwest
and Alaska found fish to be so plentiful that they could
Mammals be scooped up in baskets. These people made nets and
Loosed upon unwary herds, Indians slaughtered the big ­fishhooks. Eventually they built boats out of bark and ani-
mammals of North and South America with knives—­ mal skins. Those living along the New England coast dis-
chiseled stone blades especially designed to penetrate thick covered a seemingly inexhaustible supply of shellfish. But
hides—or by stampeding them over cliffs. Archaeologists for even these people, survival was a full-time job: it takes
have named these hunters the Clovis complex culture, 83,000 clams to provide as much fat as a single deer.
after their ingenious blades, first found at Clovis, New As tribes remained longer in one area, they began to
Mexico. Clovis blades have been found in nearly every U.S. regard it as their own. They built more substantial habita-
state and even at the southernmost tip of South America. tions, developed pottery to carry water and cook food, and
By around 12,000 years ago, big mammals were disap- buried the dead with distinctive rituals in special places,
pearing from the Western Hemisphere. Thirty-three species often marked with mounds. One of the earliest seden-
became extinct, including mammoths, mastodons, saber- tary communities in North America was located at what
toothed cats, giant beavers, horses, and camels. Perhaps is now Poverty Point, on the Mississippi River floodplains
hunters killed them off; perhaps, as heavily furred animals, north of Delhi, Louisiana. It was founded 3,700 years ago.
they were ill-suited to a warming trend in the climate. The Poverty Point peoples filled countless grass baskets with
disappearance of these mammals nearly coincided with earth and dumped them onto enormous mounds. One
the closing of the route from Beringia to the Americas. As mound, shaped like an octagon, had six terraced levels
melting ice worldwide raised ocean levels hundreds of feet on which were built some 400 to 600 houses. Another was
and flooded the low-lying land that had joined Asia and more than 700 feet long and 70 feet high. Viewed from
Alaska, no more big mammals could make their way into above, it resembled a hawk. In all, the mounds consisted of
the Americas (refer to Map 1.1). over a million cubic yards of dirt.
These two factors profoundly influenced the course The enormity of their construction projects reveals
of human development in the Americas. The absence of much about Poverty Point peoples. They could not have
big mammals deprived Indian peoples not only of ready diverted so much time and energy to construction if they
sources of food but of draft animals, and the geographi- were not proficient at acquiring food. Moreover, while
cal isolation of the Americas meant that Indians were not most Archaic bands were egalitarian, with little differen-
exposed to the waves of biological diversity—plants, ani- tiation in status, the social structure of Poverty Point was
mals, bacteria, and viruses—that repeatedly washed over hierarchical. Leaders conceived the plans and directed the
Europe, Asia, and Africa. labor to build the earthworks.
After about a thousand years, Poverty Point was aban-
doned. No one knows why. Several hundred years later,
1.1.2 The Archaic Period: Surviving
scores of smaller mound communities, known as Adena,
without Big Mammals sprouted in the Ohio and Mississippi River valleys. The
With the big mammals gone, Indians struggled to find inhabitants of these communities, which lasted several
alternative sources of food. Prolonged droughts or severe hundred years, were hunters and foragers, and they culti-
winters resulted in starvation. North of Mexico, in what is vated plants in their spare time.
now the United States, population levels likely remained Around 2200 bp another cluster of mound build-
stagnant. Garbage pits from archaeological sites show that ers, known as Hopewell, flourished in Ohio and Illinois.
diets lacked sufficient fats and proteins to promote fertility. Hopewell mounds were often shaped into squares, circles,
But over time, these Indians—termed Archaic culture— and cones; some, viewed from above, resembled birds or
adapted to conditions of scarcity. They migrated south dur- serpents. Around ad 400, however, Hopewell sites were
ing winter and north during summer, often returning to the abandoned.
same campsites year after year. In woodland areas east of The impermanence of these communities serves as a
the Mississippi River, they learned to hunt small animals, reminder that the transition from a nomadic existence of
4 Chapter 1

Map 1.1 Earliest Routes to the Americas

Scientists have determined that many of the oldest skeletons in the Americas are genetically similar to ancient skeletons found in the Lake
Baikal region of Siberia, and this discovery is the basis of the hypothetical routes illustrated here. Scholars hypothesize that people from the
Baikal area of Asia moved north and east about 30,000 years ago, during the last Ice Age, likely in pursuit of big mammals, and eventually
crossed the Bering Strait to Alaska. The discovery of ancient skeletons along the Pacific coast has given rise to the thesis that the first Paleo-
Indians made their way down the Pacific coast, not inland across the continent. This conclusion is strengthened by DNA analysis that suggests
that Paleo-Indian bones found along the Pacific coastline are from a different population pool than the bones of Paleo-Indians found in the
Midwest and in the eastern United States. The chief problem with the coastal-route theory—the relative absence of much evidence of early
human habitation—is explained by the fact that these earliest Americans would have traveled along routes that were subsequently flooded as
global warming raised the level of the Pacific Ocean.

Approximate coastline
during maximum
Laurentide
glacial extent
Ice Sheet NO
AM
ARCTIC
ASIA
4 0 ,000 BP OCEAN Ice-free corridor
passable about
12,000 BP
Si beri a

Lake Baikal C ordilleran

Ice Sheet
Fairbanks
Bering Alaska

La nd Bridg e Kennewick
( Bering ia ) Washington F
12,000 BP N
1

JAPAN
 Beginnings 5

NORTH
A MERI CA
Overland
Coastal
Meadowcroft
PA.
16,000 BP Cactus Hill
VA.
17,000 BP

Topper
S.C.
17,000 BP

Taima-Taima
Folsom VENEZUELA
N.M. 15,000 BP
12,000 BP
Clovis
N.M.
13,000 BP

SOUTH
MEXI C O
A M E R I CA

A n d e
s
M
o
u
n
t
a
i n
s

Monte Verde
CHILE
14,000 BP
6 Chapter 1

hunting and foraging to a settled life based on agriculture

was slow and uneven. For the Indians living north of the
Rio Grande, this was about to change. For people living in
what is now Central America, it already had.

1.2 The Maize Revolution

How did the development of corn transform the
Americas?
Maize did not exist 7,000 years ago. But around that time,
perhaps far earlier, Indians in southern Mexico interbred
various species of grasses, exploiting subtle changes and
perhaps significant mutations. Eventually they created
maize. A geneticist writing in Science in 2003 declared this
to be “arguably man’s first, and perhaps his greatest, feat
of genetic engineering.” The original ears were too small
to provide much food, but within several thousand years
farmers in Central America had developed maize, which
resembles modern corn.  statue of a corn goddess of the Moche peoples of coastal Peru,
A
The Neolithic revolution—the transition from hunt- around 400 bp. Within several centuries, corn cultivation would
spread into North America.
ing and gathering to farming—had come to Central
America. Soon most valleys in central Mexico bristled
classical period, which would culminate in the great corn-
with cornstalks. Women had more children, and more of
growing civilizations of the Mayans and Aztecs.1
them survived to adulthood. Populations grew and cities
Around 2500 bp—which was a few centuries after
emerged. By ad 100 Teotihuacan, forty miles north of what
Socrates had been executed in Athens and after Confucius
is now Mexico City, had a population approaching 100,000
was proposing a new ethical system for China, but several
and featured miles of paved streets and a pyramid as
centuries before Jesus was preaching in Jerusalem—corn
large as those of Egypt. Mesoamerica was approaching its
cultivation leapfrogged the deserts of northern Mexico
and was adopted by the Indians of the Southwest: the
Hohokam and Mogollon of Arizona and New Mexico and
the Anasazi of the Colorado Plateau (refer to Map 1.2).
Abandoning their nomadic life, these Indians settled near
rivers, built trenches and canals to channel water to the
crops, dammed gullies to capture runoff from flash floods,
and constructed homes near the cornfields.
Their culture revolved around corn. Sun and water
became the focus of their religious beliefs, symbols of
life and rebirth. Priest-astronomers carefully observed
seasonal changes. If corn was planted too early, it might
shrivel before the late summer rains; if planted too late, it
might be destroyed by frost. Corn Mother symbolism, sug-
gesting a relationship between the fertility of the earth and
of women, dominated religious practices. Control of the
corn surplus was a key to political power.
Despite the arid heat of the Southwest, corn-­
cultivating peoples increased in number after ad 800. The
Chaco Canyon, a twenty-two-mile-long gorge in west-
ern New Mexico, witnessed the development of a most
improbable human habitat. The Anasazi carved entire

 ome scientists believe that thousands of years ago Indian farmers

S 1Less relevant to the development of the peoples of North America

­genetically engineered the transformation of teosinte, a wild grass was the remarkable potato-cultivating Incan civilization that took
with tiny seeds (left), to evolve into maize. root in Peru and other highland regions of South America.
 Beginnings 7

villages into the canyon’s sandstone and shale cliffs. or sealed in underground pits, could sustain many people
As the Anasazi increased, they built dozens of towns and over many months. Corn cultivators might not have had
villages that were linked by an elaborate system of roads. a particularly nutritious diet, but they were more likely to
The largest of these cliff towns, Pueblo Bonito, had build- survive a long, hard winter.
ings more than five stories tall. The Hohokam constructed The more sedentary lifestyle associated with an agri-
an irrigation canal system that spanned hundreds of miles cultural society as opposed to a nomadic one promoted
and contained an intricate network of dams, sluices, and population growth in other ways. Infants and toddlers
headgates. Snaketown, a Hohokam village near modern were a nuisance on the trail, which helps explain why
Phoenix, had a population of several thousand. hunting and foraging Indians often practiced abortion or
These communities were far less populous than those even infanticide to ensure mobility and reduce the num-
of their mightier neighbors in what is now Mexico. But ber of mouths to feed. But farming Indians nearly always
the triumph of the corn-growing Anasazi, Hohokam, and could make use of additional hands, even young ones,
Mogollon is measured not by wealth and population fig- to help with plowing, hoeing, weeding, and harvesting.
ures but by the magnitude of the environmental challenges Because farmers rarely moved, they built more perma-
they overcame. nent homes and more successfully sheltered infants from
inclement weather and other physical dangers.
As in the Southwest, the corn-cultivating peoples of the
1.2.1 The Diffusion of Corn Mississippi Valley responded to increasing population by
Corn cultivation spread east and north. By ad 200, corn- clearing more woodland and planting more corn. At first,
fields dotted the southern Mississippi River valley. corn cultivators and hunting and foraging peoples success-
Thereafter, the advance of corn slowed. Farther north, fully cohabited within the same ecosystem. Hunters traded
early cold snaps killed existing varieties of the plant. Corn for corn, essential for survival during winter, and corn cul-
cultivation in forested regions required unremitting labor, tivators traded for game, a source of complex protein. But
and few Indians were eager to subject themselves to its over time the two groups often came into conflict, and when
incessant demands. Fields had to be cleared, usually by they did, the more numerous corn cultivators prevailed.
burning away the undergrowth. Then the soil was hoed Corn-cultivating societies expanded west into the
using flat stones, clamshells, or the shoulder blades of Dakotas, east through the Carolinas, south into Florida,
large animals. After planting, the fields required constant and north into Wisconsin (see Map 1.2). Their villages
weeding. Compared to the thrill of the hunt, the taste of consisted of clusters of homes, surrounded by cornfields.
game, and the varied tasks associated with hunting and They shared a constellation of beliefs and ritual practices
gathering, farming held little appeal. Males regarded it as known as Mississippian culture. Like the Hopewell, they
a subsidiary activity, a task best relegated to women. built burial mounds, but those of the corn cultivators
Over time this view changed as many Indians learned were much larger. Some villages became towns and even
that the alternative to agricultural labor was starvation. small cities. Large temples and granaries and the homes
Fields farther north and east were cleared and planted of the governing elite were located on top of mounds. The
with corn, beans, and squash. Old skeletons provide a most important and populous of these communities was
precise means of tracking corn’s advance. When corn is located in the vicinity of St. Louis. Archaeologists call it
chewed, enzymes in the mouth convert its carbohydrates Cahokia.
to sugar, a major cause of dental cavities. Radiocarbon dat-
ing of skeletons from the vicinity of what is now St. Louis
1.2.3 Cahokia: The Hub of
first shows dental cavities around ad 700 and those from
southern Wisconsin, around ad 900. Skeletons dating from Mississippian Culture
around ad 1000 throughout the Midwest and the East have By ad 1000, Cahokia was a major center of trade, shops
teeth with cavities. Corn had become king. and crafts, and religious and political activity. It was the
first true urban center in what is now the United States. By
1.2.2 Population Growth 1150, at the height of its development, Cahokia covered six
square miles and had more than 15,000 inhabitants.
after ad 800 The earthworks at Cahokia included some twenty
Corn stimulated population growth. An acre of wood- huge mounds around a downtown plaza, with another
lands fed two or three hunters or foragers; that same hundred large mounds in the outlying areas. The largest
acre, planted in corn, provided food for as many as 200 mound was 110 feet high, covered 14 acres, and contained
people. Although hunting and foraging Indians usually 20 million cubic yards of earth. It was probably the largest
found enough to eat in summer and fall, in winter, food earthen structure in the Americas. Atop the mound was a
sources might disappear. Dried corn, stored in glazed pots 50-foot-high wood-framed temple.
8 Chapter 1

Map 1.2 Major Indian Cultures, ad 1–1500

Thousands of Indian tribes existed in North America before 1500. Little is known about most of them, but five farming civilizations left a deep
imprint on the historical record. In the desert Southwest lived (1) the Mogollon to the south; (2) the Hohokam farther north and west; and (3) the
Anasazi of the cliff regions and high plateaus farther north. To the east, the principal farming civilizations were (4) the Adena–Hopewell mound
builders of the Mississippi and Ohio valleys and (5) the Mississippian civilization, the successor of the Adena–Hopewell peoples, who inhabited
much of what would eventually be the eastern United States. Each civilization mastered agriculture, ceramics, textiles, and metalworking,
although each did so in different ways. Their surviving artifacts provide clues to their distinctive cultures.

u pe rior
L. S

Mogollon 200–1400
L.
Hohokam 1–1450

Hu
nt ario

L . Mic h iga n

ro n
Anasazi 500–1300 L. O
Adena-Hopewell 1(or earlier) –500
ie
Mississippian 800–1500 Er
Aztalan L.
Modern city

Cahokia

Mesa Verde
Chaco Canyon
ra d o R .

Santa Fe
Las Vegas Etowah

S alt R .

Missi sippi R.
C ol o

Gila R. Phoenix
Moundville
Snaketown ATLANTIC

s
OCEAN

PACIF IC
Gu
lf o

Ri
oG

O CE AN Gulf of
f
Ca

ra

Mexico
nd
lif

e
or
ni
a

Cahokian society was characterized by sharp class divi- women ranging from eighteen to twenty-three years old,
sions. The elite lived in larger homes and consumed a bet- likely sacrifices to the gods. Their bones were ­genetically
ter and more varied diet (their garbage pits included bones different from Cahokian skeletons, suggesting that they
from the best cuts of meat). The corpse of one chieftain were captives in war or tribute sent by vassal states.
was buried upon a bed of 20,000 beaded shells. Near the That the Cahokia had enemies is confirmed by the
chieftain’s bones were a long piece of shaped copper from existence of a three-mile-long wooden palisade sur-
Lake Superior; several bushels of bird and animal sculp- rounding the central core of the city. It consisted of 20,000
tures made of mica; over 1,000 arrows, many with beauti- enormous tree trunks pounded deep into the ground,
ful quartz or obsidian points; and the skeletons of fifty interspersed with several dozen watchtowers from which
defenders could unloose arrows
upon besiegers.
Cahokia dominated a
region of several hundred miles.
Smaller mound-building com-
munities emerged throughout
the eastern woodlands and the
Southeast. Two of the largest
were Moundville, Alabama, and
Etowah, Georgia (refer again to
Map 1.2). Cahokia also estab-
An artist’s rendering shows downtown Cahokia, around ad 1150. Cahokia was surrounded by a pali-
sade made of enormous tree trunks (far left). On the great mounds within, the elite built homes and
lished (or perhaps inspired)
performed the ceremonial tasks of Mississippian culture. The open space in the center was probably distant satellite communities.
filled with the stalls of craftspeople. Around ad 800, Mississippian
Other documents randomly have
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The Project Gutenberg eBook of Retusen
velkojat
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Title: Retusen velkojat

Ilveily 1:ssä näytöksessä

Author: Evald Jakku

Release date: May 4, 2024 [eBook #73539]

Language: Finnish

Original publication: Kuopio: U. W. Telén & Co, 1909

Credits: Tapio Riikonen

*** START OF THE PROJECT GUTENBERG EBOOK RETUSEN

VELKOJAT ***
RETUSEN VELKOJAT

Ilveily 1:ssä näytöksessä

Kirj.

L.E.J. [J. Evald Jakku]

Kuopiossa, U.W. Telén & C:o, 1909.

HENKILÖT:

Pekka Retunen. Kaisa, edellisen vaimo. Mittanen, kauppias. Pikinen,

suutari. Mähönen, maalais-isäntä. Neulanen, ompeliatar. Naukkunen,
ravintoloitsija.

(Näyttämö: Kehnosti sisustettu asuinhuone. Taustalla ja oikealla

kummassakin ovi, vasemmalla ikkuna.)

I:NEN KOHTAUS.

Retunen. Kaisa.

Retunen (Istuu näyttämön etuosassa paikaten vanhaa kenkärajaa.

Itsekseen). Kyllä tämä elämä ei ole puolen palaneen puupennin
arvoinen, ei tottamaariansa olekaan. Toista tuntia jo istun tässä
tuhlaten järkeä ja pikilankaa moiseen rajaan ja jano on että
kurkkuani karvastelee. (Ääneen.) Kaisa! — Kuulepas Kaisa!

Kaisa (Ompelee näyttämön perällä). Mikä taasen hätänä?

 Retunen. Niin, arvelen vaan tässä että kyllä minun täytyy lähteä
viemään tätä sinun kenkääsi suutarin luokse korjauksille.

Kaisa. Mitä, vieläkö se kenkä nyt on korjaamatta ja puolen päivää

jo olet sen kanssa tuhertanut?

Retunen. Korjaamatta on, ja siksipä minun täytyy lähteäkin tästä

sen kanssa korjauksille.

Kaisa. Sinä et mene minnekään, pysyt kauniisti kotona. Suutarille

mukamas menisit — juuri kun ei tuota tietäisi että taasen kapakkaan
tekee mielesi.

Retunen. No, en hitto vieköön minä rupea tässä kenkäraja

kourassa päiväkausia nuokkumaan, kuin suntio sunnuntaisin
kirkossa. (Viskaa kengän lattialle.) Tuosta saat, sanoi pappi kun pirua
iski ja nyt lähden kaupungille.

Kaisa. Kapakkaan, tarkotit kai sanoa.

Retunen. Niin, vaikkapa sitten kapakkaankin. Ja sinä Kaisu,

kullannuppuni, annat kaiketi minulle muutaman kymmenpennisen,
että saan ryypyn kohmelooni. (Koputtaa ohimoitaan sormellaan.)
Täällä on niin riivatusti kupariseppiä.

Kaisa. Kuulepas Pekka.

Retunen. Kuullaan, kuullaan, mikä asiana?

Kaisa. Tiedätkö Pekka mitä sinä oikeastaan pyydät?

Retunen. Josko tiedän — vaan parin vaivaisen ryypyn hintaa.

 Kaisa. Niin kyllä, vaan parin ryypyn hintaa, mutta tiedätkö mihin
tuo ryyppyin hinnan vaatiminen vihdoin johtaa?

Retunen. Mihin johtaa — se johtaa Kaisu-kulta päät'suoraa

kapakkaan ja sieltä vähänpäästä katuojaa myöten raastuvan
kellariin.

Kaisa (Kärsimättömänä). Tuota en tarkoittanut. Se johtaa lopuksi

pohjattomiin velkoihin. Olemme jo velassa — annapas kun muistelen
— kauppias Mittaselle 50 markkaa, suutari Pikiselle 13 markkaa,
ompeliatar Neulaselle 7 markkaa, ravintoloitsija Naukkuselle —

Retunen (Keskeyttäen). Eilen sain häneltä vielä pullon olutta

laskun päälle.

Kaisa. Vai sait! Ja kehtaat senkin ruoja vielä tunnustaakin.

Retunen. Katuvaiselle annetaan anteeksi.

Kaisa. Anteeksi —! mene pyytämään anteeksi.

Retunen. Kunhan annat ensinnä rahat.

Kaisa. Selkääsi annan. Tiedätkö mitä, ellen väärin muista on

meidän lupauksemme mukaan juuri tänään maksettava nuo
velkamme ja mistäpä nyt otamme rahat kun velkojat tulevat?

Retunen. Jaa-a, tuota en Kaisa-kulta tosiaankaan tiedä.

Kaisa. Tietysti et, mutta sen sinä tiedät liiankin hyvin, mistä olutta
lainaksi saadaan. Mokomakin ravintoloitsija — tulkoonpa perimään
täältä saataviaan, niin käsken viedä sinut muassaan velan maksuksi.
 Retunen. Tarkoitatko että hän veisi minut sulhaspojaksi
tyttärelleen?

Kaisa. Pidätkö suusi! — Mutta tosiaan, voitko keksiä keinoa miten

tänään selviydymme velkojista?

Retunen. Minä voin keksiä mitä tahansa ja tuo nyt ei kummaa

suurempi keksintö olisikaan, mutta sille varalle minä vaadin
pakkosovinnon.

Kaisa. Aina niitä tavallisia juoniasi, mutta olkoon menneeksi. Mitkä

ovat vaatimuksesi?

Retunen. Viiden olvipullon hinta ja loppu päivää vapaaksi.

Kaisa. Suostutaan. Minkälainen on tuumasi?

Retunen. Maltahan hetkinen kun mietin. (Kävelee lattialla

edestakaisin tuumien.)

Kaisa (Ilvehtien). Siinä se oli Pekka se sinun järkevyytesi, turhaan

vaivaat päätäsi.

Retunen (Reippaasti). Annahan olla, Kaisa. Jo, jo leimahti nerokas

tuuma päähäni. Muistatko miten Virtasen muija sai viime talvena
kaikki velat anteeksi, kun hänen ukkonsa kuoli?

Kaisa. Miksi en tuota muistaisi, mutta — mutta sinähän et ole vielä

kuollut ja ties sen milloin kuoletkaan.

Retunen. Minä voin kuolla vaikka heti, jos niin tarvitaan. Katsopas!
(Ottaa lakanan, heittäytyy lattialle pitkäkseen ja vetää lakanan
päälleen.) Luuletko ettei minua uskottaisi kuolleeksi?
 Kaisa. Hah, hah, hah, nyt ymmärrän. Tarkotat että sinä tekeytyisit
kuolleeksi, kun velkojat saapuvat tänne.

Retunen. Juuri niin, kullanmuruseni, mutta onko sopimus

vapaapäivästä ja olvipulloin hinnasta varma?

Kaisa. Kyllähän se saa olla sillään, mutta muuten tämä keino —

Retunen. No, no, ei mitään saarnoja, minä vastaan seurauksista.

Kaisa. Olkoon sitten niin, mutta (katsoo ikkunasta ulos) tuollahan

näyttää olevankin jo kauppias Mittanen tulossa, arvatenkin meiltä
laskuansa perimään. Lienee parhain, että pysytkin siellä lakanan alla
yhtä kyytiä ja tekeydyt kuolleeksi, minä korjaan hieman ulkoasuasi.
(Noutaa pöytälaatikosta liitujauhoja, joita kaataa Retusen kasvoille.)

Retunen (Nousee istualleen, puhallellen). Phyi saakeli, enhän minä

sentään mikään taikinakaukalo ole?

Kaisa. Hiljaa, eteisestä kuuluu jo kolinaa. Laskeudu pitkäksesi. Kas

noin! (Ovelta kuuluu koputusta. Kaisa rientää etuosalle näyttämöä ja
istuu selin oveen).

II KOHTAUS.

Edelliset. Mittanen.

Kaisa (Äänekkäästi itkien peittää esiliinalla kasvojaan).

Mittanen (Astuu sisään lasku kädessään). Hyvää päivää. Asuuko

tässä talossa herra Retunen?
 Kaisa. Kyllä herra, yhyy-yhyy-uu-uu tuolla hän — (Viittaa kädellään
Retusta kohden).

Mittanen (Huomaa Retusen). Kuollut —! Onko herra Retunen

kuollut?

Kaisa. Kuten näette, hyvä herra, vu-uu —

Mittanen. Sepä ikävää! Minulla olisi tässä ollut hänelle pienonen

lasku, mutta —

Kaisa (Yhä hillitymmin itkien). Lasku — niin, kyllähän se vainaja

olisi ne laskut mielellään maksanut, mutta uu-uu —

Mittanen. Niin maksettavahan se kyllä olisi tämä lasku, mutta

koskapa asiat ovat nyt näin ikäväliä kannalla niin täytynee minun
antaa tuo velka teille anteeksi. (Repii laskun palasiksi).

Kaisa. Voi, tuhansia kiitoksia teille herra Mittanen.

Mittanen. Ei mitään kiittämisiä — huonoahan se olisi kuolleelta

velkoa. (Katselee Retusta.) Lienee hän kärsinyt kovia tuskia — ja
miten kalpeakin hän on! Mihin tautiin hän kuoli?

Kaisa. — Yhyy-yhyy ruttoon, hyvä herra —

Mittanen (Kauhistuneena). Ruttoon! Sehän on tarttuvaa! Herra

varjelkoon! (Syöksyy ulos).

III KOHTAUS.

Rettunen. Kaisa.
 Retunen (Hyppää ylös, tarttuu Kaisaa käsivarsista ja tanssii
nauraen ja meluten). Se oli 50 markkaa se, muijaseni! Enkös sitten
näyttänytkin totiselta kuin potaatti vellissä? Hah, hah, hah —

Kaisa (Jota Retunen tanssittaa lattialla). Kyllä ukkoseni, mutta ne

olivatkin ensimmäiset markat, jotka sinä olet ansainnut kymmeneen
vuoteen.

Retunen. Mutta kylläpä niitä sitten tulikin, hah, hah, hah. (Muuttuu
äkkiä totiseksi.) Ja se olvipulloin hinta, jonka sinä Kaisa-kulta lupasit.
Saanko nyt sen?

Kaisa. Siitä ei vielä mitään puhetta, ovathan toiset velkojat vielä

jälellä.

Retunen (Nyrpeissään). Pitääkö minun sitten vielä edelleenkin olla

kuolleena?

Kaisa. Tietysti, tuoltahan kuulostaakin jo suutari Pikisen jalan ääni,

joutuin lakanan alle!

Retunen (Mutisee lakanan alle kömpiessään). Myötäänsä tässä

kuolla, eikä peijaisten pidosta hiiskasta halaistua sanaa.

Kaisa (Tasotellen lakanaa Retusen päälle). Hst! Ne pidetään sitten

sitä uljaammat.

IV KOHTAUS.

Edelliset. Pikinen.
 Pikinen. Päivää! (Katsoo laskua kädessään. Itsekseen.) Herra
Retunen, 71 Mänty-katu. (Ääneen.) Kaiketi tässä talossa asuu —
onko, onko rouva sairas?

Kaisa (Äänekkäästi itkien). Mi-mi-minun mieheni uu-uu — —

Pikinen. Niin juuri — teidän miehenne. Minulla olisi tässä hänelle

lasku niistä saappaista, jotka hän sai minulta viime kuussa velaksi.
Missä hän nykyään on?

Kaisa. Ta-ta-ivaassa-uu-uu — —

Pikinen. Eikö hän enää asu Mäntykadulla —? (Huomaa Retusen

lattialla). Onko hän ku-kuollut?

Kaisa. On, herrani-uu-uu —

Pikinen. Vai on hän kuollut ja niin reipas kun hän oli vielä viimeksi
tavatessamme. (Katselee epätietoisena laskua. Itsekseen.)
Maksettavahan se olisi ollut tuo laskukin — lemmon hyvät
saappaatkin olivat, mutta — kuka sitä nyt yksien saappaiden vuoksi
suremaan. (Ääneen.) Rouvani, teidän laskunne on kuitattu. (Repii
laskun.)

Retunen (Nostaa toisen polvensa koukkuun).

Pikinen (Kääntyy Retuseen käsin ja huomaa ylösnostetun polven).

Mutta rouvani, ette ole huomannut oikaista hänen jalkojaan. (Menee
Retusen luokse, ja painaa koukistuneen polven alas. Toinen polvi,
nousee samassa ylös ja Pikisen painaessa sitä taasen toinen. Lopuksi
painaa hän alas molemmat polvet, jolloin pää kohoo ylös, päätä
painaessa taasen jalat. Kauhistuneena.) Herranen aika — rouva —
mikä — miten hänen kanssaan oikeastaan on!
 Kaisa (Yhä kiihtyneemmin itkien). Hän kuoli niin äkkiä että-uu-uu
— että ehkä ei hänestä ehtinyt kaikki henkikään lähteä, uu-uu — —

Pikinen. Mihin tautiin hän kuoli?

Kaisa. Ruttoon-uu-uu — —

Pikinen. Ruttoon —! Siunatkoon —!

(Ulos.)

V KOHTAUS.

Retunen. Kaisa.

Retunen (Hyppää meluten ylös). Hah, hah! se käy kuin siimaa.

Lemmon pikikynsi, löysi kerrankin koivet alleen. (Ulkoa kuuluu melua
ja kolinaa.) Mutta kuka riivatun patarumpu tuo on, joka mellastaa
niin että talo vapisee?

Kaisa. Äänestä päättäen lienee se sama maalaisisäntä jolta

viimeviikolla ostit velaksi säkillisen jauhoja. Joutuin lakanan alle.

Retunen. Siitä lemmon aasista taisi saadakin vastuksen. Ja kaiken

muun lisäksi on se vielä kuuro kuin tukki. (Menee lakanan alle.)

VI KOHTAUS.

Edelliset. Mähönen.

Mähönen (Tulee sisään puoleksi päihtyneenä, meluten). Lemmoon

puliisia. Kuin mä tuun hyväkhän tyä ja kysyyn: Tiätääkös pehtuuri
mihnä se Retuusen herrassööringin plassi on, niin rupiaapas sen
kuvaanen änkkäämhän jotta moon joavuksis ja mua kurhun
fänäämhän. Häh, mitä se frouva sanoo?

Kaisa (On yrittänyt puhua jo ennemmin. Itkien.) Sanoin vaan

ettette meluaisi liiaksi. Retunen on kuollut-uu-uu — —

Mähönen. Häh, kuallakko? E-heei frouvakulta sitä pikku tauriista

niiv vain kualla. Hamphan porotusko frouval' on?

Kaisa (Huutaen). Sanoin että Retunen on kuollut.

Mähönen. Niiv vain, niiv vain. Pahoon se poraa meirän äiteekin

hamphansa kans', mutta plaasi se lakaata siitä kun piipunöljyllä
plautathin.

Retunen (Päätään kohottaen, Kaisalle). Viskaa sitä lemmon tolloa

jo kengällä ja aja ulos ovesta.

Mähönen. Tuata, onkos herrassöörinki korolla; meil' olis vähä

praataamista siitä jauhosäkistä?

Kaisa (Huutaa Mähösen korvaan). Retunen on kuollut!

Mähönen. Häh! Retuunenko kuallu? No siunaa ja varjele! Kuka sen

on tappanu? (Hoippuu puhuessaan lattialla edestakasin, astuu
lopuksi Retusen säärelle, jolloin kaatuu pitkäkseen.)

Retunen (Hyppää voihkien ylös, pidellen säärtään). Kirottu

länttäsaapas — polkee ihmisiä kuoliaaksi.

Mähönen (Kömpii ylös). Ka, herrassöörinkikös s'olikin ja niinkun

elääsnänsä — jotta mä lährin lasakantiksi trampata.
 Retunen (Yhä pidellen säärtään). Minä se olin ja nyt on teidän
maksettava minulle katkenneen sääreni hinta.

Kaisa. Niin, se on maksettava.

Mähönen. Niiv vain, niiv vain, sit'häm mä lährin täältä

peräämhänkin. Eikös n'ollutkin hyviä jauhoja, puurokin tuloo niistä
kun Hämhen visaa.

Retunen (Huutaen). Haastan teidät käräjiin sääreni

katkasemisesta.

Mähönen. Häh! Sanooko herrassöörinki käräjhin menövänsä.

M'ajattelinkin jotta mitä se herrassöörinki keskellä päivää levootteloo.
No, mä lähren sitte kotia, kylhän sitä rookathan muulloonkin. Hyvästi
vain.

(Ulos.)

VII KOHTAUS.

Retunen. Kaisa.

Retunen. Tuommonen riivatun taulapää aasi, kyllä minä hänelle

jauhosäkit maksan.

Kaisa. Menet tuommosilta kuuroilta tolvanoilta jauhosäkkiä

ostamaan.

Retunen. Viisaammat eivät enää anna meille.

Kaisa. Se on sinun syysi, maksaisit velat ajoissa niin ei meidän olisi

tarvis ostaa mitään tuommosilta tyhmeliineiltä kuin tuo oli.
 Retunen. Vai on se minun syyni? Mutta itsepä nuo olen myöskin
tässä velat maksanut kuin pankista vaan ja —

Kaisa (Hätäisesti keskeyttäen). Pekka hyvä. Neiti Neulanen on

tuolla kadulla tulossa tänne käsin, arvatenkin perimään
pukulaskuani. Sinun on mentävä uudelleen lakanan alle.

Retunen. Minä en mene minnekään lakanain alle, menen

kaupungille.

Kaisa. Mutta, Pekka rakas, neiti Neulanen tulee tänne ja — kyllä

sinun on sentään mentävä lakanan alle.

Retunen. Olen siellä jo kolme kertaa maannut kuin lehmä nevassa.

Voithan nyt kerran koettaa itsekin miltä se tuntuu maata siellä
janonsa kanssa tapellen, kait sitä osaan minäkin itkeä piipattaa.

Kaisa. Ihan sinun kanssasi tuskautuu. Minäkö rupeaisin lattialle

pitkäkseni, pilaisinko niin vaan hyvän maineeni!

Retunen. Mitä kuolleen maineesta.

Kaisa. Suusi kiinni tolvana. Mutta hetihän neiti Neulanen mahtanee

olla täällä. Sano hänelle että olen kuollut, juoksen piiloon tuonne
vaatesäiliöön.

(Menee.)

Retunen. Juokse sinä vaan, kyllä täällä asiat hoidetaan.

VIII KOHTAUS.

Retunen. N:ti Neulanen.

 N:ti Neulanen. Hyvää päivää. Rouva Retunen kaiketi asuu tässä
talossa?

Retunen (Äänekkäästi itkien). Bäy-äy-äy-äy tässä talossa asuu

leskimies Retunen äy-äy —

N:ti Neulanen. Missä rouva Retunen sitten on?

Retunen. Hän on — hän on — ku-kuollut — äy-äy —

N:ti Neulanen (Ihmetellen.) Kuollutko! sanotte? Onko rouva

Retunen kuollut, hän joka oli kuin terveys itse?

Retunen. Kuollut on, neiti-kulta ja minä jäin tänne nyt yksinään

kuin kanto kankaalle.

N:ti Neulanen. Samalla kun surkuttelen teitä, herra Retunen, en

voi olla ihmettelemättä. Mihin tautiin hän kuoli?

Retunen. Jaa, että mihinkäkö tautiin hän kuoli? Hän kuoli — hän
kuoli — lempo hänen tautinsa tiesi. Mutta (tarjoo tuolia) eikö neiti
halua istua? (Itsekseen.) Riivatun pulska tyttö.

N:ti Neulanen (Istuu). Minulla olisi ollut joitain keskeneräisiä

asioita rouva Retusen kanssa, mutta miten se nyt niiden kanssa
lienee?

Retunen. Jassoo — tuota — kaunis ilma tänään.

N:ti Neulanen (Veitikkamaisesti hymyillen). Ei tuo liene

pahimpiakaan.

Retunen. Eipä vaan, eipä vaan — (kynsii korvallistaan) tuota —

onko neiti jo naimisissa?
 N:ti Neulanen (Vallattomasti nauraen). — Neiti jo naimisissa? Hah,
hah, hah, olihan tuokin kysymys. Mutta miksi tuota kysytte?

Retunen. Muuten vaan — tuota — (koettaa istua samalle tuolille

n:ti Neulasen kanssa) ilman vaan. (Istuu.)

N:ti Neulanen. Mutta miksi herra Retunen haluaa istua samalla

tuolilla minun kanssani, onhan tuossakin tuoli?

Retunen. Niin, nähkääs, neitiseni — tuo tuoli tuossa on — se

tahtoo sanoa — heikkojalkainen ja tuo tuoli taasen — niin, ettepä
usko kun setäni kerran istui sille ja sai heti hammastaudin.

N:ti Neulanen. Hammastaudin! hah, hah, hah, hah, ehkäpä hän

sen vuoksi lopuksi kuolikin?

Retunen. E-eei hän tuota nyt juuri kuollut, mutta — mutta ihanhan
tästä putoaa lattialle. (Tarttuu n:ti Neulasta kaulasta.)

Kaisa (Joka jo ennemmin on tirkistellyt ovenraosta, syöksyy luuta

kourassa vihaisena sisään). Pekka lurjus! Häpeä! Kun ihan silmäini
edessä kehtaat. —? Voi hyvä isä toki millaisia ne miehet ovat. (N:ti
Neulaselle.) Ja sinäkin muikku-silmä, — kyllä minä sinut höyhennän!

N:ti Neulanen (syöksyy ovesta ulos).

IX KOHTAUS.

Retunen. Kaisa.

Retunen (Seisoo hämillään lattialla). Tarkotin vaan —

 Kaisa (Matkien). Tarkotit vaan — kyllä sinun tarkotuksesi tässä
tiettään, senkin hirtehinen. On sitä aikoihin tässä elettykin kun
aviosäädyssä olevat miehet alkavat näin vaan julkeasti kristillistä
aviojärjestystä rikkoa.

Retunen. Itsehän tuota pakotit — ja tuo tyttö —

Kaisa. — Tuo tyttö — sinä se olit, juuri sinä! (Ulkoa kuuluu

kolinaa.) Mitä eikö tuolla ole taasen yksi karhu tulossa? Mars lakanan
alle!

Retunen (Vetäen lakanaa päälleen). Mieluummin menisin

tillikkaan.

Kaisa. Tillikkaan —! linnaan panetan sinut mokoman avionrikkojan

ja samoin tuommoset kuhertelevat mamsellit kuin tuokin, jotka eivät
tiedä jumalanpelvosta tuon taivaallista.

Retunen. Kaisa, Kaisa; kuka sitä nyt viitsisi kultansa linnaan

lähettää?

Kaisa. Sinut saisi lähettää vaikka Siperiaan.

Retunen. Kenties lähetät sinne tuon äskeisen mamselinkin.

Kaisa (Luo äkäisen katseen Retuseen. Ovelta kuuluu koputusta).

Astukaa sisään.

Retunen. Niin mamseli, tulkaa sisään vaan, huomenna tästä

lähdetään yhdessä Siperiaan.

X Kohtaus.
 Retunen. Kaisa. Naukkunen.

Naukkunen (Astuu sisään, kädessään pieni käsikori, minkä laskee

ovipieleen). Hyvää päivää! Herra Retunen lienee kotosalla.

Kaisa (Itkien). Hän on — hän on — uu-uu —

Naukkunen (Huomaa Retusen). Kuollut! Retunen kuollut — mies

parhaissa voimissaan! Milloin se on tapahtunut?

Kaisa. Tä-tä-nään, uu-uu — —

Naukkunen. Tänään! Sepä nyt oli ikävää, ja etten minäkään

ennemmin sattunut tänne tulemaan. Minulla on tuolla korissani pullo
parhainta Ruotsin konjakkia pormestaria varten ja olenpa varma että
se olisi palauttanut hänet henkiin, jos olisi sitä ollut ajoissa tarjota.

Retunen (Kuullessaan konjakista mainittavan, on kohottanut

päätään ja silmäillyt koriin käsin.)

Kaisa. Viinan puutteeseen tuo taisi ukko-riepu kuollakin-uu-uu —

—

Naukkunen (Istuu selin Remuseen). Sepä oli tosiaan harmillista

etten ennemmin sattunut tänne. Pekka parka!

(Katsoo yli olkansa Retusta, joka sillävälin on noussut puoleksi

ylös, jääden siihen asentoon, Naukkusen katsoessa häntä).

Naukkunen (Peittäen hymyään). Sairastiko hän kauvankin?

(Kääntyy taasen katsomaan Retusta, joka on juuri nousemaisillaan

seisoalleen.)
 Kaisa. Eihän tuo kauvan sairastanut mutta — uu-uu — —

Naukkunen. Sitä ikävämpää. Taisi miesriepu kärsiä kovia tuskia?

Kaisa. Koviahan nuo olivat, uu-uu — —

Retunen (On noussut ylös, hiipinyt korin luokse, ottanut sieltä

pullon ja kaataa sen sisältöä juuri suuhunsa).

Kaisa. Mutta päässythän nyt on ukko-kulta vaivoistaan. (Silmää

taakseen ja huomaa Retusen.). Mitä, joko taasen aijot päihisi juoda?
(Juoksee Retusta kohden.)

Naukkunen (Samoin juosten Retusta kohden). Ja pormestarin

konjakinko veitikka tuumit latkia?

(Esirippu alas.)
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