On The Rising Glory Of America

After the fall of British colonial rule on America, there was a desire to detach Americans to their British parental rule. Many desired to establish an “American Culture,” one that was to be defined by its promotion and support for the engaged, citizen who performed their republican duties. From inventing an American language and its own literature, to an American education, as well as the writings for the nation’s history were to establish this sense of “American Culture,” in which numerous individuals passionately advocated for. Unfortunately, these advocates for creating a sense of a national culture in America did not fully succeed due to the strong sentiments towards British and European culture, as well as the downplay of the role in
which women and indigenous Americans played in defining America. During the early years of America, the culture of the nation could be described as one that was regionally diverse and one with strong ties to both British and European culture as they had set the norms in the nation. Despite Americans sentiment for the British and European culture, key individuals and groups would go on to provide the stepping stones for establishing a sense of “American Culture” were put into place. The key themes found in Kornfield’s Creating an American Culture (1775-1800) focuses on the following topics: Inventing an American Language and Literature, Educating American Citizens, Narrating Nationhood, Contesting Popular Culture, and Encountering the Other. Topics such as “Inventing an American Language and Literature,” “Educating American Citizens,” and “Narrating Nationhood” emphasize on establishing a culture that focused on promoting the ideals of republicanism , romanticizing of historical events with epic poetry, and a national system of education, all while also being separate and distinct from its British predecessor. Others who tried to establish a national culture were met to contest with the popular culture of the time. After the Revolution, many women read fiction novels that created a, “portrait of male sexuality as vice [which] naturally led to the second subversive element of American popular culture: the insistence that women be vigilant and active in the perseveration of virtue,” (59). Another element focused on creating a national culture was “Encountering the Other,” or the creation of an American identity that held included, “its negative image, or everything that it was not,” (66). These key themes establish a well-rounded approach that is overarching to the key individuals and groups who advocated for an idealistic culture for the new nation. When examining the topic of “Inventing an American Language and Literature,” it is important to note that there were several key individuals who advocated for the nation to have its own language and literature that deviated away from Britain’s.
American poets Philip Freneau and Hugh Henry Brackenridge were authors of the poem, “On the Rising Glory of America,” a poem that emphasized that while, “Britain’s imperial sun was setting…another was rising in America,” (12). Poet Timothy Dwight took inspiration from classic epic poetry in his works while integrating biblical elements with notes of American heroism. Another poet, Joel Barlow, also took inspiration from epic poetry that focused on Columbus’ voyage while also citing the names of American heroes and places. Dwight also includes a scene of divine intervention with an angel that guides Columbus by, “insist[ing] that a glimpse of the millennium would blind him. He must be content himself with this world, transformed by American law, commerce, and literature,” and also goes to assure Columbus that, “[t]he divine ‘progressive plan’ will unfold…through cooperative (secular) efforts of bold political and commercial ‘chiefs like thee, with preserving soul’,” (18). Dwight also urged for the adoption of a “pure language” that was also universal. In comparison to Dwight, lexicographer Noah Webster devoted his life to, “studying and lecturing about American pronunciation, spelling and grammar,” (19). Webster’s success was in his The American Spelling Book and Compendious Dictionary. Webster’s goal was to create an American language was both pure and simple to reflect American virtue and independence, as “American independence would not be complete…until Americans began to speak and write in a language of their own,” (20). Emphasizing that America’s independence was dependent upon cultural independence from Britain, Webster (who had strong support from Benjamin Franklin) wanted to bring the English language back to a
form that was pure and simplistic and wanted a form of spelling, pronunciation, and usage that was both uniform and national (26). It became a popular belief that culture, at its core, was relative to language and its literature. Therefore, if Americans did not establish their own language and literature that inherently promoted American values and greatness, then the nation will never truly be independent. However, language in America at this time already varied upon one’s education and most importantly where they lived. Literature that promoted American civic virtues, were limited to free white men that owned a sufficient amount of property, a small margin of the nation’s population. In addition to inventing an American language and culture, the topic of educating American citizens also played a vital role in the attempts to create a national culture. Popular supporters for a national education included Thomas Jefferson, Benjamin Rush, Noah Webster, Robert Coram, Samuel Knox, and Samuel Harrison Smith. These intellectuals pushed for a campaign to establish a uniform system of public education, but it can also be noted that, “none of these men believed that education was limited to the class,” (27). Through a uniform education, it would be easier to spread the republican vision as this was to be, “an education for citizenship,” (28). Believing that educating (white male) citizens provided the necessary tools to help the fight against poverty and would prove to liberating. However, the most important ingredient to promote republican citizenry was to promote, “civic virtue, or the willingness to sacrifice self-interest for the public good,” (29). An obstacle to be faced if public education was to be implemented, would be the regional and local discrepancies and prejudices. This concern was to be addressed by establishing a national university that would serve as a “cap” for the national system of education. It is established that the national education would serve to promote moral education within the republican vision as, “low moral character led to the poverty, crime, and other social ills; and character was shaped by some extent, by the environment,” (32). While primary and civic education was to be provided for young boys, Rush focused attention on educating girls as well. However, girls would not receive the same education nor the same civic privileges as men. Rush stressed that female education should be inclusive of a limited instruction on the principles of liberty and government so that they in the future can instruct their sons on such republican principles. In contrast, women like Judith Sargent Murray would challenges that if girls were provided, “the freedom and nourishment they need to develop,” then one can properly, “measure the intellectual equality of women and men,” (35). She also believed that, “[e]xpanded female education would benefit American society…and should be embraced for the sake of women themselves, in the name of equality and justice,” (35). While Murry’s views on female education would be seen as radical for the time, it was an overwhelming theme that education in America at its core was to be devoted to American republicanism ideals and civic virtue for the benefit and protection of the nation.