Capitalism, politics, and railroads in Jacksonian New England
Bibliographic record
Abstract
In this engaging new study, Michael J. Connolly seeks to understand the interrelationships among political change, economic interests, and railroad development in northern New England prior to the Civil War. He analyzes the political thought of the region as it involved the growth of party confrontations - among the Radical Democrats in New Hampshire, the Whigs and Conservative Democrats in New Hampshire, and the Whigs in Essex County, Massachusetts - and the rise of voting activity. An assortment of antebellum demographic data on the various railroad lines is made clear by the maps in the book. New England was an older region with settled patterns of political economy, and innovations like the railroad forced antebellum citizens to alter their patterns of life. Jacksonian Democrats debated among themselves the wisdom of railroad technology, its influence on political power, and its effect on regional economies, remaining skeptical about how this invention would improve their lives. They voiced serious concern that railroads would shrink private rights against the government and destroy the existing liberal capitalist economy, all the while making northern New Englanders the minions of business interests far away in Boston and Canada. These concerns separated them from the Whigs. Whigs remained ebullient over how railroads would transform their political and economic lives, improve the lot of every New Englander in the long run, and rescue a dying region from social oblivion. They believed that danger came in not developing railroads. Whigs were willing to extend public power to a remarkable extent: bridges were destroyed, courthouses demolished, land and buildings taken to make way for railroads. Less sophisticated in economic understanding than the Jacksonians, Whigs never worried over illiberal capitalism; they welcomed it. The great consensus between Jacksonians and Whigs was capitalism. No one opposed markets. The antebellum conflict was not about whether America should be a market society, but about what shape those markets should take; not about whether government should have power over private rights, but about to what extent states could impose on private citizens. At the center of this debate was the railroad. Providing an excellent view of the economics of railroad development and how it affected the factory and farm world of northern New England, Capitalism, Politics, and Railroads in Jacksonian New England makes a major contribution to our full understanding of the coming of the Civil War.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".