Team of Rivals_ The Political Genius of Abraham Lincoln - Doris Kearns Goodwin [55]
In later years, Seward told the story of a carriage ride he took from Albany shortly after his election. He had struck up a lively conversation with the coachman, who eventually asked him who he was. When Seward replied that he was governor of New York, the coachman laughed in disbelief. Seward said they had only to consult the proprietor of the next tavern along the road to confirm the truth. When they reached the tavern, Seward went in and asked, “Am I the Governor of the State of New York or not?” The man did not hesitate. “No, certainly not!” “Who is, then?” queried Seward. “Why…Thurlow Weed!” the man replied.
The youthful governor’s inaugural address on New Year’s Day, 1839, laid out an ambitious agenda: a vast expansion of the public school system (including better schools for the black population), the promotion of canals and railways, the creation of a more humane system for the treatment of the insane, and the abolition of imprisonment for debt. His vision of an ever-expanding economy, built on free labor, widespread public education, and technological progress, offered a categorical rejection of the economic and cultural malaise he had witnessed on his Southern trip in 1835.
“Our race is ordained to reach, on this continent, a higher standard of social perfection than it has ever yet attained; and that hence will proceed the spirit which shall renovate the world,” he proclaimed to the New York legislature in the year of his election. If the energy, ingenuity, and ambitions of Northern free labor were “sustained by a wise and magnanimous policy on our part,” Seward promised, “our state, within twenty years, will have no desert places—her commercial ascendancy will fear no rivalry, and a hundred cities will enable her to renew the boast of ancient Crete.”
Looking once more to broaden the appeal of the Whig Party, Seward advocated measures to attract the Irish and German Catholic immigrants who formed the backbone of the state Democratic Party. He called on his fellow Americans to welcome them with “all the sympathy which their misfortunes at home, their condition as strangers here, and their devotion to liberty, ought to excite.” He argued that America owed all the benefits of citizenship to these new arrivals, who helped power the engine of Northern expansion. In particular, he proposed to reform the school system, where the virulently anti-Catholic curriculum frightened immigrants away, dooming vast numbers to illiteracy, poverty, and vice. To get these children off the streets and provide them with opportunities to advance, Seward hoped to divert some part of the public school funds to support parochial schools where children could receive instruction from members of their own faith.
Seward’s school proposal provoked a violent reaction among nativist Protestants. They accused him of plotting “to overthrow republican institutions” by undoing the separation of church and state. Handbills charged that Seward was “in league with the Pope” and schemed to throw Protestant children into the hands of priests. In the end, the legislature passed a compromise plan that simply expanded the public school system. But the nativists, whose strength would grow dramatically in the decades ahead, never forgave Seward. Indeed, their opposition would eventually prove a fatal stumbling block to Seward’s hopes for the presidential nomination in 1860.
If Seward’s progressive policies on education and immigration made him an influential and controversial figure in New York State,