Every man in this Court would have deemed it an act worthy a reward, rather than a punishment.” The reaction of the North was that of respect and veneration because they admired his courage even though they acknowledged that he was a lunatic. Ralph Waldo Emerson even stated the Brown would make "the gallows as glorious as the cross."- He was viewed as a Martyr by the North rather than a terrorist, and this infuriated the Southerners. The Southerners began blaming the Republican Party and insisted that President Lincoln had supported the whole attack. As a result, many in the South could not imagine voting for Lincoln in the upcoming Election of 1860. The Southern States wanted to maintain slavery because it was crucial to their success on their plantations and in their agricultural businesses. The social result of this was a much weaker education for the children in the South opposed to those in the North where it was a systematic requirement. The leading reason for poor education was the expectation for children to work on their family farms, developing “real life” skills that would prepare them to enter into a society which the South
Every man in this Court would have deemed it an act worthy a reward, rather than a punishment.” The reaction of the North was that of respect and veneration because they admired his courage even though they acknowledged that he was a lunatic. Ralph Waldo Emerson even stated the Brown would make "the gallows as glorious as the cross."- He was viewed as a Martyr by the North rather than a terrorist, and this infuriated the Southerners. The Southerners began blaming the Republican Party and insisted that President Lincoln had supported the whole attack. As a result, many in the South could not imagine voting for Lincoln in the upcoming Election of 1860. The Southern States wanted to maintain slavery because it was crucial to their success on their plantations and in their agricultural businesses. The social result of this was a much weaker education for the children in the South opposed to those in the North where it was a systematic requirement. The leading reason for poor education was the expectation for children to work on their family farms, developing “real life” skills that would prepare them to enter into a society which the South