Utopian Reform Movements

Democracy, in short, is a government for the people, ran by the people. Democratic ideals refer to standards and persons who look to not only expand democracy, but expand it to the whole of the population. Democracy was the keystone to the budding America; it was what set her apart from other nations. However, citizens looked to improve the coverage and quality of democracy. Throughout the early 1800s to around 1850, reform movements began to sweep the nation. Change was brought upon the nation both by force and by personal whim, but did the perpetrators really want to expand democratic ideals for the public or to benefit themselves? The validity of the statement is only partially true. Reform movements in the years 1825-1850 had good intention

Its impacts included the formation and growth of many Christian denominations like Mormons, Baptists, and Methodists. Religious figures flooded the United States all preaching their good word and trying to convert others to it. Utopian reformation was also up and coming. The 1841 Constitution of the Brook Farm Association is discussed in Document F. This document describes the Utopian reformers calling upon a brotherly connection in the eyes of their religion. However, these communities were inclusive to only those who believed what they did. Many failed because there was lack of law and order. In Document B, Charles G. Finney that “the salvation of sinners will follow, going through the same stages of conviction, repentance, and reformation.” He claims that putting religion upon assumed “sinners” would break down and change their wicked hearts, turning them into righteous beings instead. Evangelicalism bored through the country, uniting believers in the crucifixion of Jesus Christ. Many believed their idea was the right one, leading to opposition between branches of the church. Groups were not welcome around other groups and in one of the more extreme cases, the Mormons were forced all the way out to Utah. The religious reform movement was beneficial to those who actually wanted to be a part of religion rather than to all of the citizens of America. The high and mighty

Document E by William H. McGuffey conveys the ethics and morals taught by school which are later incorporated into their adult lives. “... my parents are very good to save some money in order that I may learn to read and write.” This reformation brought schooling to the poor rather than to solely the rich and elite. However, there was still a difference between public schooling and specialized schooling. Also, parents feared that education might corrupt their children or take them away from the farms they worked on at home. This was especially true in the South. Education is not completely reserved to a schoolhouse in this scenario. During this time period, officers and legislation also wanted to teach criminals how to act. In penitentiaries and juvenile detention centers, education was used as a form of reformation for convicts. Document A says “... and by giving them industrious and orderly habits, rescuing them from vice and rendering them valuable members of society.” Teaching criminals to do good for their community is of course a good thing, but they were taught through religion. Forcing a religion onto another is stripping them of their own freedom of religion. Not to mention the state of the prisons were not amazing in the slightest. The education reformation had potential, but