Posts Tagged ‘Thomas Jefferson’

Founding Fathers’ papers to be accessible online

Friday, October 22nd, 2010


Washington, DC…The National Historical Publications and Records Commission (NHPRC), the grantmaking arm of the National Archives, is pleased to announce a cooperative agreement with The University of Virginia (UVA) Press to make freely available online the historical documents of the Founders of the United States of America.

The NHPRC and UVA Press will create a new web site which provides access to the fully annotated published papers of key figures in the nation’s Founding era. The project is designed to include the papers of George Washington, John Adams, Thomas Jefferson, James Madison, Alexander Hamilton, and Benjamin Franklin. The National Historical Publications and Records Commission will provide funding in the amount of up to $2 million for the UVA Press to undertake the work on the published papers.

Through this web resource, users will be able to read, browse, and search tens of thousands of documents from the Founding Era. A prototype web site including the contents of 154 volumes drawn from print editions of the papers of Washington, Adams, Jefferson, and Madison will be prepared by October 2011. The fully public version will be launched by June 2012 and will also include the 27 volumes of the Papers of Alexander Hamilton. By June 2013, the Founders Online expects to add the 39 published volumes of the Papers of Benjamin Franklin. The new resource will include the complete contents of 242 printed volumes, including all of the existing document transcriptions and the editors’ explanatory notes.

“This new archive of the Founding Era will revolutionize our understanding,” said David S. Ferriero, Archivist of the United States, “by creating for the first time a free and fully searchable collection of the Founders’ own words in the context of their time. As scholars and statesmen debate the meaning of documents such as the Constitution and Bill of Rights, they can turn to the originals and the wit and wisdom of the Founders’ own debates. And we can only express our gratitude for the effort of dedicated editors and scholars to create this work, a national monument to the founding of our nation.”

This award to help the University of Virginia Press create a new online presence for the papers of our nation’s founders is great news for the University and for scholars everywhere,” said University President Teresa Sullivan. “For ten years, the Press has built on the pioneering vision of U.Va. faculty to harness digital technology in the service of scholarship and education through the Rotunda imprint. As a public university, we applaud the leadership of the National Archives in bringing this important archive to life. Making these materials available to the public for free reflects the core values of the University and indeed of our nation’s founding generation, whose words will now be readily available to teachers, students, and citizens.”

Historian Ron Chernow, author of the recent biography Washington: A Life, said, “Unfortunately, the Founders have become remote and abstract, when in fact they are rich, full-blooded, and fiery characters. This new site will not only help students learn more deeply and develop a visceral love and respect for this era, but it will stimulate interest in history for teachers, too, and will reconnect them to primary sources.”

In conjunction with entering into the cooperative agreement, Archivist David S. Ferriero also announced the appointment of three leading scholars to a special Founding Fathers Advisory Committee. The three members are Edward L. Ayers, President of University of Richmond, and leading scholar on the Civil War and American South; Mary Beth Norton,Professor of American History at Cornell University, and leading scholar on the social and political era of the 17th and 18th century America; and David Hackett Fisher, Professor of History at Brandeis, a leading scholar on the colonial era and Pulitzer Prize-winner author of Washington’s Crossing (2004). The Committee will advise the Archivist on the progress of the Founders’ editorial projects, and it is scheduled to meet at the National Archives on December 13, 2010.

# # #

For press information, contact NHPRC Communications Director Keith Donohue at 202.357-5365 or Keith.Donohue@nara.gov. See more information about the NHPRC[www.archives.gov/nhprc/].

Read the National Archives Press Release.

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“The Age of Experiments”: The United States, 1789-1845

Monday, August 30th, 2010

History 4720

The Lewis and Clark Expedition sights the Grea...

Lewis and Clark

Professor Michelle Orihel

Southern Utah University

Fall 2010

Tuesdays and Thursdays, 10-11:20 a.m.

Location: SC 225

―This I hope will be the age of experiments in government, and that their basis will be founded on principles of honesty, not of mere force. We have seen no instance of this since the days of the Roman republic, nor do we read of any before that.‖

Thomas Jefferson to John Adams, February 28, 1796

Course Description

From catalog: ―A study of the new nation, the War of 1812, the Jacksonian era, placing special emphasis on the political, social, and economic democratization of the United States, together with the difficulties created by change.‖

In an era dominated by monarchical powers, a group of British North American colonists in 1776 declared their independence from King George III. They established a republic, a government based on the consent of the people. This republican experiment was a bold move, a ―leap in the dark,‖ as historian John Ferling has called it. Throughout history, most republics had failed. Never before did a people attempt to establish a republican government over such a large and expanding territory. How did Americans confront the challenge of establishing and securing a republican form of government? How did they adjust to their new roles as republican citizens rather than monarchical subjects? What other challenges did Americans face during the early years of the new republic, a period marked by tremendous political, economic, social, and cultural change?

This course will examine these and other questions about the nature of the early republic, providing an overview of the major political, social, economic, and cultural developments in the United States from roughly the late eighteenth to the mid-nineteenth century. We will cover such topics as the creation of a new national government, the development of conflict between Federalists and Jeffersonian-Republicans during the 1790s, the Jeffersonian Presidency, the Lewis and Clark expedition, the War of 1812, the development of a market economy, religious revivalism, the growth of reform movements and abolitionism, the expansion of slavery in the South, the rise of sectional conflict, Jacksonian democracy, and western expansion. As an upper-division course, this course will combine lectures with discussions. Active student participation is encouraged and expected for students to gain the most from taking the course. Ultimately, this course aims to provide students with an opportunity to enter into an ongoing and vibrant debate about the revolutionary origins of the early republic, the nature of the American founding, and its implications for the United States today.

Learning Objectives.

Students will be able to identify and understand better the main issues, themes, events, and historical actors in the United States from 1789 to 1845.

Through readings in the primary sources and through a variety of active learning exercises, students will gain a vivid understanding of what it meant to live through such a period of tremendous social, economic, and political change.

In this reading-intensive course, readings in primary and secondary sources will help students to develop such practical skills as interpreting evidence, making arguments based on that evidence, and evaluating other historians‘ arguments.

Class discussions and written assignments will further help students to hone the habits of critical thinking, reading, and writing.

Required Books

1. Bookstore: Sean Wilentz, ed., Major Problems in the Early Republic, 1787-1848. 2nd edition. Boston: Houghton Mifflin Company, 2004. (ISBN-13: 978-0-618-52258-3)

2. Bookstore: Gunther Barth, ed., The Lewis and Clark Expedition: Selections from the Journals Arranged by Topic. Boston: Bedford/ St. Martins, 1998. (ISBN-13: 978-0-312-11118-2)

3. Online: Lance Banning, ed., Liberty and Order: The First American Party Struggle. Indianapolis: Liberty Fund, 2004. (ISBN: 0-86597-418-7)

Note: This textbook is available to download for free as a complete pdf file at the Liberty Fund‘s ―Online Library of Liberty‖ website; go to the following webpage: http://oll.libertyfund.org/?option=com_staticxt&staticfile=show.php%3Ftitle=875&Itemid=27

4. Online: Various items on electronic reserve at the library‘s website

Evaluation

Participation/ Effort: 15%

Reading Journal: 10%

Annotated Bibliography: 10%

Peer Review of Gerrit Smith Document Analysis: 5%

Gerrit Smith Final Document Analysis: 30%

Final Exam: 30%

Assignments

Reading Journal

Over the course of the semester, students will keep a journal that records their reactions to and assessments of the assigned readings for each class. For some classes, the instructor will provide a question for the student to focus on in their reflection. For other classes, the student will decide what question or issues seem most pressing from that day‘s reading. These entries should be between one and two pages. They should demonstrate that you have read and understood the assigned course materials. Students should particularly write about what intrigues them the most about the reading and how that reading helps to advance their understanding of the early American republic. The instructor will collect journal entries at the end of each class. Late entries will not be accepted. These entries will be graded on a Pass/ Fail basis. Therefore, the only grades for this assignment will be 100 (pass) and 0 (fail). These grades will then be tallied at the end of the semester for the final reading journal grade. However, students can opt out of turning in up to three journal entries without it adversely affecting their final grade.

Other Assignments

Information and instructions on the annotated bibliography, the Gerrit Smith essay assignment (peer review and essay), as well as on the final, take-home exam will be forthcoming.

Weekly Schedule of Topics and Readings (Subject to Revision)

Unless marked as optional, all readings are required.

Abbreviations:

MP = Sean Wilentz, ed., Major Problems in the Early Republic, 1787-1848.

LO = Lance Banning, ed. Liberty and Order: The First American Party Struggle

Week One—Aug 23

TUESDAY:

From Subjects to Citizens: Introduction to the History of the Early American Republic

THURSDAY:

The Revolutionary Origins of the Early Republic

Reading:

1. The Declaration of Independence (you can download and print a transcript of the D of I at this website: http://www.archives.gov/exhibits/charters/declaration.html )

2. MP, chapter 3, essay by Waldstreicher

3. Online Exhibition: ―Declaring Independence: Creating and Re-Creating America‘s Document, organized by the Albert and Shirley Small Special Collections Library, University of Virginia, (http://www2.lib.virginia.edu/exhibits/declaration/index.html)

Week Two – Aug 30

TUESDAY:

The Constitutional Settlement of 1787-88

Reading:

1. MP, chapter 2: documents 1-4, 6, essay by Wood

2. LO, chapter 1: pp. 3-9

3. (Optional) Online Exhibition: Library of Congress, online exhibition on ―Madison‘s Treasures,‖ which illuminates Madison‘s role in drafting the constitution, in the subsequent debates over ratification, and in producing the Bill of Rights: http://www.loc.gov/exhibits/madison/

4. (Optional) Podcast Listening: Monticello podcasts, ―Jefferson‘s Worlds: Three Letters on the New Constitution,‖ listed at: http://www.monticello.org/podcasts/index.html

THURSDAY:

Understanding the Process of Historical Change: Interpreting the Early Republic

Reading:

1. MP, chapter 1: essays by Wilentz, Rossiter, Pasley, Perkins 5 5

Week Three—Sept 6

TUESDAY:

Forming a New National Government and George Washington’s Leadership

Reading:

1. MP, chapter 3: documents 1, 2

2. LO, chapter 2: TBA

3. Simon P. Newman, ―Principles or Men?: George Washington and the Political Culture of National Leadership, 1776-1801,‖ Journal of the Early Republic 12, 4 (Winter, 1992), 477-507. (Electronic Reserve)

4. Online Exhibition: ―Alexander Hamilton and the Creation of the United States,‖ organized by the Gilder Lehrman Institute of American History:

http://www.gilderlehrman.org/collection/online/hamilton/index.html

THURSDAY:

The Impact of the French Revolution on America: Popular Politics and Partisan Conflict

Reading:

1. LO, chapter 3: pp. 141-150; 169-170

2. Handout of newspaper articles that covered celebrations of the French Revolution

3. Albrecht Koschnik, ―The Democratic Societies of Philadelphia and the Limits of the American Public Sphere, circa 1793-95, ‖ William and Mary Quarterly 58, 3 (2001): . (Electronic Reserve)

Week Four – Sept 13

TUESDAY:

The Deepening of Political Divisions: From Jay’s Treaty to Washington’s Farewell

Reading:

1. MP, chapter 3: documents 5-7

2. LO, chapter 3: 188-197; 203-221

3. Todd Estes, ―Shaping the Politics of Public Opinion: Federalists and the Jay Treaty Debate,‖ Journal of the Early Republic 20, 3 (Fall 2000), 393-422. (Electronic Reserve)

THURSDAY:

The Presidency of John Adams

Reading:

1. MP, chapter 3: documents 8-11 6 6

2. LO, chapter 4: TBA

3. James Morton Smith, ―The ‗Aurora‘ and the Alien and Sedition Laws: Part I: The Editorship of Benjamin Franklin Bache, Pennsylvania Magazine of History and Biography, 77, 1 (Jan 1953), 3-23. (Electronic Reserve)

Week Five—Sept 20

TUESDAY:

The Second American Revolution?: The Election of 1800

Reading:

1. MP, chapter 3, documents 12-13; two essays in chapter

2. Handout of newspaper editorials on the election

3. Douglas R. Egerton, ―Gabriel‘s Conspiracy and the Election of 1800,” Journal of Southern History 56, 2 (May 1990), 191-214. (Electronic Reserve)

THURSDAY:

Thomas Jefferson: His Presidency and Political Thought

Reading:

1. MP, chapter 4, documents 1-3; 5-10, essays by Appleby, McDonald, Gordon-Reed

2. LO, TBA

3. Website Viewing (Spend some time viewing ONE of the two links from the Monticello website):

For links about Monticello (a virtual tour of the house and images), go to the following website: http://www.monticello.org/house/index.html

For links about the lives of enslaved African Americans who lived and worked at Monticello, go to the following website:

http://www.monticello.org/plantation/index.html

4. (Optional) Website Viewing for additional information:

For links to such topics as ―A Day in the Life of Thomas Jefferson,‖ A ―Brief Biography of Thomas Jefferson,‖ A ―Timeline of Jefferson‘s Life,‖ and ―The Thomas Jefferson Encyclopedia,‖ go to the following website: http://www.monticello.org/jefferson/index.html

For an online exhibition of Jefferson‘s life and works organized by the Library of Congress, go to: http://www.loc.gov/exhibits/jefferson/

Week Six—Sept 27

TUESDAY

The First American West: The Settlement of the Ohio Valley

Reading:

1. Gail S. Terry, ―Sustaining the Bonds of Kinship in a Trans-Appalachian Migration, 1790-1811: The Cabell-Breckinridge Slaves Move West,‖ Virginia Magazine of History and Biography (October 1994): 455-476. (Electronic Reserve)

2. Online Reading Assignment: TBA–selected documents from ―The First American West: The Ohio River Valley, 1750-1820,‖ American Memory Project, Library of Congress: http://memory.loc.gov/ammem/award99/icuhtml/

THURSDAY

Library Instruction Session (preparation for the annotated bibliography)

Week Seven – Oct 4

TUESDAY and THURSDAY :

The Corps of Discovery: the Lewis and Clark Expedition

Reading:

1. Gunther Barth, ed., The Lewis and Clark Expedition: Selections from the Journals Arranged by Topic.

2. (Optional) Website Viewing:

To browse through primary sources on the Lewis and Clark expedition at the American Philosophical Society, including images of the original journals, go to the following website: http://www.amphilsoc.org/library/digcoll/landc

For background on Jefferson‘s role in the expedition, go to:

http://www.monticello.org/jefferson/lewisandclark/index.html

Week Eight—Oct 11

TUESDAY:

The Second War for American Independence: The War of 1812

Reading:

1. MP, chapter 5

THURSDAY:

The Market Revolution: The Modernization of the American Economy

Reading:

1. MP, chapter 7 8 8

2. Online Exhibition: ―Risky Business: Winning and Losing in the Early American Economy, 1780-1850,‖ organized by the Library Company of Philadelphia: http://www.librarycompany.org/Economics/RiskyBusiness/index.htm

3. (Optional) Website Viewing: For maps and historical images of the Erie Canal, go to: http://www.eriecanal.org

Week Nine, Oct 18

TUESDAY

The Expansion of Slavery in the South

Reading:

1. MP, chapter 8, documents 1-2; 4-6; 8-10; essays by Johnson and McCurry

2. MP, chapter 13, essay by Genovese

THURSDAY (Instructor will be away at a conference) The Experiences of Enslaved African Americans

1. Film Viewing (in–class): ―Solomon Northup‘s Odyssey‖

2. Optional Reading: Solomon Northup, Twelve Years a Slave: Narrative of Solomon Northup, a Citizen of New York, Kidnapped in Washington City in 1841, and Rescued in 1853. Electronic edition available at the website, ―Documenting the American South: Primary Resources for the Study of Southern History, Literature, and Culture,‖ University of North Carolina at Chapel Hill: http://docsouth.unc.edu/fpn/northup/northup.html

3. Optional Listening: To listen to recordings of interviews with former slaves, go to the Library of Congress American Memory Project, ―Voices from the Days of Slavery: Former Slaves Tell Their Stories‖: http://memory.loc.gov/ammem/collections/voices/

Week Ten – Oct 25

TUESDAY

Finish viewing ―Solomon Northup‘s Odyssey‖ and discuss the experience of slavery

THURSDAY

The Missouri Crisis and the Rise of Sectionalism

Reading:

1. MP, chapter 10

Week Eleven – Nov 1

TUESDAY

Jacksonians, Whigs, and 1830s Politics

Reading:

1. MP, chapter 11 9 9

THURSDAY Native Americans, Western Expansion, and the Trail of Tears

Reading:

1. MP, chapter 9

2. (Optional) Website Viewing:

For an exhibition on eastern Indian wars organized by the Smithsonian Museum of American History, go to: http://americanhistory.si.edu/militaryhistory/printable/section.asp?id=3

For information about the Trail of Tears National Historic Trail, go to: http://www.nps.gov/trte/index.htm

For a link to the Museum of the Cherokee Indian, go to: http://www.cherokeemuseum.org/html/collections_tot.html

3. Optional Audio Interview:

For an interview with documentary film maker Philip Coulter who traveled along the Trail of Tears, go to http://www.cbc.ca/ideas/features/trail-of-tears/index.html

Week Twelve – Nov 8

TUESDAY:

Antebellum Reform Movements

Reading:

1. MP, chapter 12

THURSDAY Abolitionism and the Underground Railroad

Reading:

1. MP, chapter 13, documents 1-5; 10; essay by Jeffrey

2. Website Viewing:

Online exhibition from the Special Collections Research Center, Syracuse University Library: ―‘That laboratory of abolitionism, libel, and treason‘: Syracuse and the Underground Railroad,‖ http://libwww.syr.edu/digital/exhibits/u/undergroundrr/

Week Thirteen—Nov. 15

The Literature of Politics, Reform, and Abolition: The Gerrit Smith Broadside Collection

To view the various pamphlets contained in the Gerrit Smith Broadside collection, go to: http://libwww.syr.edu/information/spcollections/digital/gerritsmith/

TUESDAY

Writing workshop 10 10

Reading:

George Orwell, ―Politics and the English Language,‖ (Electronic Reserve)

THURSDAY

Bring draft of your Gerrit Smith document analysis to class

Peer Review

Week Fourteen – Nov. 22

TUESDAY:

The Second Great Awakening

Reading:

1. MP, chapter 6

2. Website Viewing:

Library of Congress, online exhibition on ―Religion and the Founding of the American Republic,‖ http://www.loc.gov/exhibits/religion/rel07.html

THURSDAY:

THANKSGIVING

Week Fifteen – Nov. 29

TUESDAY:

Manifest Destiny, Slavery, and the Politics of Western Expansion

Reading:

1. MP, chapter 15

THURSDAY Final Assessment and Review

December 10, 2010: 11am-12:50pm.: Final Exam

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The Constitution FAQ

Friday, August 20th, 2010

From The National Archives

Questions & Answers Pertaining to the Constitution

Robert R. Livingston

The Convention

Q. How were deputies to the Constitutional Convention chosen?
A. They were appointed by the legislatures of the different States.

Q. Were there any restrictions as to the number of deputies a State might send?
A. No.

Q. Which State did not send deputies to the Constitutional Convention?
A. Rhode Island and Providence Plantations.

Q. Were the other twelve States represented throughout the Constitutional Convention?
A. No. Two of the deputies from New York left on July 10, 1787, and after that Hamilton, the third deputy, when he was in attendance did not attempt to cast the vote of his State. The New Hampshire deputies did not arrive until July 23, 1787; so that there never was a vote of more than eleven States.

Q. Where and when did the deputies to the Constitutional Convention assemble?
A. In Philadelphia, in the State House where the Declaration of Independence was signed. The meeting was called for May 14, 1787, but a quorum was not present until May 25.

Q. About how large was the population of Philadelphia?
A. The census of 1790 gave it 28,000; including its suburbs, about 42,000.

Q. What was the average age of the deputies to the Constitutional Convention?
A. About 44.

Q. Who were the oldest and youngest members of the Constitutional Convention?
A. Benjamin Franklin, of Pennsylvania, then 81; and Jonathan Dayton, of New Jersey, 26.

Q. How many lawyers were members of the Constitutional Convention?
A. There were probably 34, out of 55, who had at least made a study of the law.

Q. From what classes of society were the members of the Constitutional Convention drawn?
A. In addition to the lawyers, there were soldiers, planters, educators, ministers, physicians, financiers, and merchants.

Q. How many members of the Constitutional Convention had been members of the Continental Congress?
A. Forty, and two others were later members.

Q. Were there any members of the Constitutional Convention who never attended any of its meetings?
A. There were nineteen who were never present. Some of these declined, others merely neglected the duty.

Q. Were the members of the Constitutional Convention called “delegates” or “deputies,” and is there any distinction between the terms?
A. Some of the States called their representatives “delegates”; some, “deputies”; and some, “commissioners,” the terms being often mixed. In the Convention itself they were always referred to as “deputies.” Washington, for example, signed his name as “deputy from Virginia.” The point is simply that whatever they called themselves, they were representatives of their States. The general practice of historians is to describe them as “delegates.”

Q. Who was called the “Sage of the Constitutional Convention”?
A. Benjamin Franklin, of Pennsylvania.

Q. Who was called the “Father of the Constitution”?
A. James Madison, of Virginia, because in point of erudition and actual contributions to the formation of the Constitution he was preeminent.

Q. Was Thomas Jefferson a member of the Constitutional Convention?
A. No. Jefferson was American Minister to France at the time of the Constitutional Convention.

Q. What did Thomas Jefferson have to do with framing the Constitution?
A. Although absent from the Constitutional Convention and during the period of ratification, Jefferson rendered no inconsiderable service to the cause of Constitutional Government, for it was partly through his insistence that the Bill of Rights, consisting of the first ten amendments, was adopted.

Q. Who presided over the Constitutional Convention?
A. George Washington, chosen unanimously.

Q. How long did it take to frame the Constitution?
A. It was drafted in fewer than one hundred working days.

Q. How much was paid for the journal kept by Madison during the Constitutional Convention?
A. President Jackson secured from Congress in 1837 an appropriation of $30,000 with which to buy Madison’s journal and other papers left by him.

Q. Was there harmony in the Convention?
A. Serious conflicts arose at the outset, especially between those representing the small and large States.

Q. Who presented the Virginia Plan?
A. Edmund Randolph.

Q. What was the Connecticut Compromise?
A. This was the first great compromise of the Constitutional Convention, whereby it was agreed that in the Senate each State should have two members, and that in the House the number of Representatives was to be based upon population. Thus the rights of the small States were safeguarded, and the majority of the population was to be fairly represented.

Q. Who actually wrote the Constitution?
A. In none of the relatively meager records of the Constitutional Convention is the literary authorship of any part of the Constitution definitely established. The deputies debated proposed plans until, on July 24, 1787, substantial agreement having been reached, a Committee of Detail was appointed, consisting of John Rutledge, of South Carolina; Edmund Randolph, of Virginia; Nathaniel Gorham, of Massachusetts; Oliver Ellsworth, of Connecticut; and James Wilson, of Pennsylvania, who on August 6 reported a draft which included a Preamble and twenty-three articles, embodying fifty-seven sections. Debate continued until September 8, when a new Committee of Style was named to revise the draft. This committee included William Samuel Johnson, of Connecticut; Alexander Hamilton, of New York; Gouverneur Morris, of Pennsylvania; James Madison, of Virginia; and Rufus King, of Massachusetts, and they reported the draft in approximately its final shape on September 12. The actual literary form is believed to be largely that of Morris, and the chief testimony for this is in the letters and papers of Madison, and Morris’s claim. However, the document in reality was built slowly and laboriously, with not a piece of material included until it has been shaped and approved. The preamble was written by the Committee of Style.

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Missouri, Slave or Free?

Sunday, August 15th, 2010

From American Heritage.com

Over the question of whether Missouri should be admitted to the Union as a free or slave state in 1820, creative moderates brokered an ingenious compromise that averted civil war

By Daniel Walker Howe

On February 13, 1819, 35-year-old Congressman William Cobb unfolded his six-foot frame from his chair in the chamber of the Old Brick Capitol building in Washington, D.C., and locked his gray eyes on James Tallmadge Jr. of New York. There was little love lost between the grandson of Georgia’s most famous patriarch and the accomplished city lawyer. They had tangled on issues before, Cobb eloquently if savagely attacking Andrew Jackson over his campaign in Florida against the Seminoles; Tallmadge had defended the general with equal vigor.

At the moment, Congress was in the midst of discussing Missouri statehood, by now a normal expectation whenever a frontier territory attained the qualifying number of white settlers. Suddenly Tallmadge had electrified the proceedings by introducing a controversial proposal: statehood should only be granted, he insisted, if the further importation of slaves was prohibited. In addition, emancipation would come to all children born to slaves when they reached 25. Cobb and other Southern congressmen were outraged.

“You have kindled a fire which all the waters of the ocean cannot put out, which seas of blood can only extinguish,” Cobb told Tallmadge, his eyes blazing. The 41-year-old veteran of the War of 1812 was not one to back down: “If a dissolution of the Union must take place, let it be so! If civil war, which gentlemen so much threaten, must come, I can only say, let it come!” In a moment the smoldering coals of the slavery issue threatened to catch fire and burn out of control.

But at the same time other Americans were determined to transcend sectionalism and create an “era of good feelings.” Creative moderates such as President James Monroe, Rep. Henry Clay of Kentucky, and Secretary of War John C. Calhoun seized the initiative away from the truculent sectional extremists to avoid civil war. They worked out one of the most memorable compromises of American history.

Tallmadge’s proposal resembled the one New York State had adopted two years earlier. Slave owners could hardly complain that their vested interests were disregarded; the plan would have freed no one already enslaved. But what might have proven a step toward peaceful emancipation provoked national consternation.

On behalf of the Tallmadge amendment, Northern congressmen were quick to bring up that many of the South’s most revered statesmen, including Thomas Jefferson, had often expressed a desire to find a way out of perpetuating slavery. Yet now the South presented a virtually solid opposition (in which the aged Jefferson himself joined) to forcing emancipation upon a new state. Through days of rancorous debate, the two sides rehearsed arguments that would be used by the North and South for many years to come. Before it was over, not just the consolidation of slavery on the frontier but its existence throughout the whole Union would be challenged. Like the overture to an operatic drama, the Missouri controversy prefigured the coming 45 years of recurring sectional conflict.

While many Southerners had long regretted the introduction of black slavery, they feared that emancipation would invite race war, at least in areas with substantial African American populations. The economic impact of losing western slave markets was one thing, but the palpable fear of living among an ever-increasing population of potential rebels—“dammed up in a land of slaves” was how Virginia judge Spencer Roane put it—was something else again. Besides, how would the federal government continue to enforce gradual emancipation in Missouri over the decades after the territory had become a state?

Southern statesmen such as Jefferson, who had publicly deplored slavery for a long time, now found themselves arguing that it would be better were the institution dispersed ever more thinly into newly settled areas rather than concentrated in the older states. “Diffusion” of slaves “over a greater surface,” as Jefferson rationalized it, would “facilitate the accomplishment of their emancipation” by better preparing the local whites to see them freed by spreading the burden of compensating slaveholders. So the extension of slavery, claimed the man who had assured the world that all men were created equal, would actually enhance the long-term prospects of ending slavery. Not surprisingly, Northerners found the argument unconvincing. But even those white Southerners who regretted their problematic institution and hoped to eliminate it would not tolerate Northern participation in planning how to do so.

Northern opposition to the extension of slavery reflected both moral disapproval and jealousy of the slaveholders’ power. The North had a larger population than the South, and consequently more members of the House of Representatives; but there was an equal number of slave and free states, and therefore an even balance between the sections in the Senate. If slavery were on the road to ultimate extinction in Missouri, Northerners hoped the state’s senators might forsake the proslavery bloc.

Voting on the Tallmadge amendment registered sectional polarization. The House of Representatives narrowly approved gradual emancipation 80 Northern votes to 14, the South casting just two votes against 64. But the slave states had greater strength in the Senate; furthermore, three of the four senators from Illinois and Indiana reflected the sentiment of settlers from the South and voted against the amendment. The Senate refused to accept any restriction on slavery. With the two houses deadlocked, the prospects for Missouri statehood looked bleak.

Monroe, Clay, and Senate leaders worked behind the scenes to devise a compromise and break the deadlock. It would center on what is now the state of Maine, which had been part of Massachusetts since colonial times. In June 1819 the Massachusetts legislature consented to separate statehood for what had been its northern “district.” The Senate leadership promptly joined the two admissions into a single bill, which if passed would preserve the concise balance of sections in the Senate.

But the Northern majority in the House remained determined to enforce gradual emancipation, making a further concession necessary. So Sen. Jesse Thomas of Illinois, who had been voting with the proslavery side, proposed that slavery should be prohibited not in Missouri but in all the rest of the Louisiana Purchase lying north of 36 degrees and 30 minutes of latitude, that is, the southern boundary of Missouri. This would seriously restrict the expansion of slavery, even if not into the land originally in question.

The Thomas proviso passed the House with the support of 95 out of 100 Northern representatives, and even the Southern members supported it, 39 to 37. It is remarkable how many of the Southern congressmen of 1820 were willing to prohibit slavery in what was then the greater part of the territories. Given the Thomas proviso, 18 Northern representatives then either voted for Missouri statehood without restrictions on slavery or else abstained—enough for it to pass with the support of a solid South. In the Senate all the compromise measures were voted on together as a package: the South voted 20 to 2 in favor; the North, 18 to 4 against.

Although most Northern congressmen at the time would have preferred Tallmadge’s policy of gradual emancipation, in practice the Missouri Compromise helped stabilize sectional competition for 34 years. Its repeal in 1854 by the Kansas-Nebraska Act, which revived the specter of slavery’s extension westward, constituted a monumental legislative blunder. The Northern public had counted on the Thomas proviso of the Missouri Compromise to hold the Great Plains safe for family farms and keep out slave-operated plantations. Abraham Lincoln, who had reconciled himself to private law practice, reentered politics to denounce the act. The new Republican Party that he would lead to victory six years later was born in reaction to what its members saw as the overreaching aggression of slavery expansionists. The Republicans reaffirmed the principle that had been maintained by the Missouri Compromise for more than a generation: congressional power to restrict the extension of slavery into new areas.

Daniel Walker Howe, winner of the 2008 Pulitzer Prize for What Hath God Wrought: The Transformation of America 1815–1848 (Oxford 2007), is the Rhodes Professor of American History Emeritus at Oxford University and Professor of History Emeritus at the University of California, Los Angeles.

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Philadelphia Story: Professor Ellis on Constitutional Compromise

Sunday, July 18th, 2010

From American Heritage.com

President James Madison served as the second R...

Madison

Without major compromises by all involved and the agreement to avoid the contentious issue of slavery, the framers would never have written and ratified the Constitution

By Joseph J. Ellis

In September 1789, at the end of the Constitutional Convention, James Madison wrote in dismay to his old friend Thomas Jefferson, who was an ocean away in Paris. “I hazard an opinion,” he lamented, “that the plan should it be adopted will neither effectively answer the national object nor prevent the local mischiefs which everywhere excite disgust against the state governments.”

Madison had come to Philadelphia four months earlier determined to create a fully empowered national government designed to replace the state-based system under the Articles of Confederation. Despite his own best efforts, however, the delegates to the convention, so he thought, had proved unequal to the task, producing a document that finessed the core issues behind a veneer of willfully ambiguous compromises. Madison regarded these political accommodations as loose knots that would soon unravel, predicting that the Constitution would be lucky to last a decade.

At the same time, Benjamin Franklin was expressing his own frustration with the document’s final draft but doing so in an upbeat tone that contrasted sharply with Madison’s stark sense of failure. No one—and certainly not Madison—could turn a phrase as deftly as Franklin, and his open-ended verdict was a classic statement of political wisdom in the wait-and-see mode:

I confess that I do not entirely approve of this Constitution at present: but, Sir, I am not sure I shall never approve it; for having lived long, I have experienced many instances of being obliged, by better information or fuller consideration, to change my opinion even on important subjects, which I once thought right, but found to be otherwise . . . Thus I consent, Sir, to this Constitution, because I expect no better and because I am not sure that it is not the best.

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Michael Barone Speech to JMC SI Featured In “The American”

Wednesday, July 14th, 2010

Michael Barone’s address to the 2010 Jack Miller Center Summer Institute in Charlottesville, Virginia was cited as the inspiration for Mr. Barone’s most recent article in “The American,” the journal of the American Enterprise Institute:

We are once again—as in the days of the early republic and not in the heyday of the Progressives and the New Dealers—a republic of property owners.

“No person shall…be deprived of life, liberty, or property without due process of law.” So reads a portion of the Fifth Amendment to the Constitution, part of the Bill of Rights passed by the First Congress and ratified by state legislatures, sponsored originally by Thomas Jefferson’s friend and political ally James Madison. It echoed, of course, Jefferson’s words in the Declaration of Independence: “We hold these truths to be self-evident, that all men are created equal, that they are endowed by their creator with certain unalienable rights, that among these are life, liberty, and the pursuit of happiness.”
Madison and Jefferson followed the tradition of John Locke, the British philosopher whose Two Treatises on Government was taken as the justification for the transfer of power known as the Glorious Revolution of 1688-89—the subject of my 2007 book, Our First Revolution: The Remarkable British Upheaval That Inspired America’s Founding Fathers. Locke believed that men could be free only if their lives, liberty, and property were protected by the rule of law. And he believed that only men with property could be relied on to self-govern.
Locke, therefore, thought that the responsibility for choosing legislators in representative government should be limited to property owners, as it was in elections to the House of Commons. In English counties, the franchise was limited to 40-shilling freeholders—owners of property that brought in two pounds a year. The franchise in the more numerous boroughs was limited in different ways, in some cases to the owners of specific pieces of property.
The American people, the property-owning majority, even in this time of economic distress, seem to be embracing instead a culture of independence, a culture as old as the republic itself.
The Founders anticipated a limited but broader franchise in America. They provided that senators should be chosen by legislatures, whose members were typically selected by a large electorate, and that members of the House should be chosen by voters with “the qualifications requisite for electors of the most numerous branch of the state legislature.”
The Founders had different ideas of the worthiness of commerce. Jefferson envisioned a republic of freeholding egalitarian farmers. Alexander Hamilton envisioned a republic on the path toward commercial and industrial preeminence. But Jefferson’s vision was a more accurate picture of the United States in the early years of the republic, where land was plentiful and labor scarce, where the large majority of white men were farmers and most of them owned the land they worked.
In this freeholders’ republic, it was natural to move toward universal manhood suffrage, to allow every white male adult to vote. Some states took longer than others to reach this goal—South Carolina still had the legislature choose its presidential electors until 1860. But the principle was widely accepted elsewhere: since almost everyone owned property, everyone should be allowed to vote. There was a danger, recognized by Alexis de Tocqueville in the 1830s, that the poor would vote to strip the rich of their wealth and, in President Obama’s words to Joe the Plumber, “Spread the wealth around.”
The New Deal was an attempt to freeze an economy, then in a downward spiral, into one place.
Tocqueville pointed to another danger as well, the danger of what he called “soft despotism,” in which a seemingly benevolent government would channel citizens into docile obedience like a herd of sheep. But that danger seemed distant, even to Tocqueville, in an America whose dominant and more populist party, Andrew Jackson’s Democrats, opposed government spending on public works projects and feared the power of a central bank.
Up through the end of the 19th century there did not seem to be a significant tension between universal democracy and property rights. The Founders’ vision prevailed.
A New Vision Based on Fear
But that was no longer the case in 1910. By then, another vision was being advanced, the vision of the Progressives—the vision of Presidents Theodore Roosevelt and Woodrow Wilson, of political philosophers Herbert Croly and John Dewey.
The Progressives explicitly repudiated the Founders’ vision of limited government. They argued that government needed to redistribute property, to take money from one group of citizens to help others, and to regulate economic activity in ways previously considered unconstitutional. The Constitution, they said, was a “horse and buggy” document, suited perhaps to the simpler society of the 18th century, but dangerously out of date in a complex industrial society which could not expect ordinary citizens to make their way without government guidance and assistance. They were acting, they said, in the interests of the people. Their critics said they were acting out of hunger for power.
I want to advance another thesis: That they actually acted more out of fear than of benevolence. They feared revolution.
I want to advance another thesis: That Progressives actually acted more out of fear than of benevolence. They feared revolution.
They did not know what we know today: that revolution wasn’t going to occur in America, as it had so often in Europe (multiple times in France, in many European countries in 1848, and as recently as 1870-71). Revolution would transform Russia in 1917-18. In the chaos and violence that followed World War I, Marxist revolts broke out in cities as productive and sophisticated as Munich and Budapest; Benito Mussolini’s fascists marched on Rome. The Progressives did not take the Marxist view that revolution was inevitable, but they certainly believed it was possible; Theodore Roosevelt was quite explicit about this threat. And they believed it a serious menace, as avowedly Marxist socialist parties gained millions of adherents in the expanding electorates of Europe.
The Challenges of Urbanity
This is understandable if we go back to 1910, and look at the America the Progressives faced. It was increasingly an urban country with an increasingly industrial economy, a country where great masses of people did not own significant amounts of property.
The United States in 1910 had 92 million people—it would pass the 100 million mark in 1915. This seems like a small number to us, living in a nation of 310 million, but it was an enormous multitude to the Americans of that time, a huge increase over the 3.9 million recorded in the first Census just 120 years before, in 1790.
Alexis de Tocqueville pointed to another danger as well, the danger of what he called “soft despotism,” in which a seemingly benevolent government would channel citizens into docile obedience like a herd of sheep.
It was an America with huge and rapidly growing cities. New York City had 4.8 million people in 1910, nearly half of them in Manhattan—almost a million more than live there today—and half of those lived south of 14th Street. The subways were being built that would spread the city out in the next decade to Brooklyn and the Bronx, each of which gained more than half a million people in the decade, during which the population of New York City rose to 5.6 million. Behind New York in 1910 were Chicago with 2.2 million, Philadelphia with 1.5 million, and St. Louis, Boston, Cleveland, Baltimore, Pittsburgh, and Detroit each with about half a million or more. Altogether, one out of eight Americans lived in these nine cities, America was rapidly moving to a time—reached by the 1920 Census—when a majority lived in cities.
And these cities were filling up with immigrants. In the 1900-1910 decade, America grew from 76 million to 92 million and welcomed some 9 million immigrants. Four million more would arrive in the next four years. More than half of America’s population growth came from immigrants, and for the first time many came from Eastern and Southern Europe, the vast majority of whom settled in big cities. It was a time when America’s giant factories employed great masses of immigrants. Henry Ford’s Highland Park plant was churning out hundreds of thousands of Model Ts—and Ford was organizing English and civics lessons for his workers, many of whom had little command of English.
In America, most farmers owned their farms. But most city dwellers did not own significant property at all. Most city residents rented rather than owned their homes; they cashed their paychecks for cash rather than have bank accounts; they depended on charity if they became disabled or widowed. It was the America of Theodore Dreiser’s Sister Carrie—a very hard America (as I used the term in my 2004 book, Hard America, Soft America), an America with plenty of competition and accountability, but which could be very unforgiving of mistakes and misfortunes. Millions made their way upwards, but most never accumulated significant wealth. They lacked the stake in their communities and in the larger society that property provides.
The Obama Democrats came to power with an assumption that in times of economic distress Americans would be more amenable to or supportive of big government programs.
For the Progressives, this was scary. Who could tame the urban masses? The post-Civil War politicians who built Fort Sheridan and Great Lakes Naval Station located them near Chicago to stamp out revolution if it came. And indeed there was rioting in the streets of Chicago during the Pullman strike of 1893, when President Grover Cleveland superseded the governor of Illinois and mobilized federal troops.
The Progressives and their progeny, the New Dealers—whether acting out of benevolence, hunger for power, or fear—were paternalistic; but they were also precautionary. Give the masses work relief, Social Security, deposit insurance, a floor on wages and prices, they thought, and the masses will not revolt or be attracted to the totalitarian faiths advancing in the Old World—the Communism that many intellectuals championed, the fascism that Anne Morrow Lindbergh wrote was “the wave of the future.”
The Progressives argued that economic freedoms were unimportant because ordinary people, lacking property, didn’t really have much economic freedom anyway. As such, property rights must be subordinated to human rights. It was better to guarantee people education, healthcare, food, housing—the domestic programs that Franklin Roosevelt advanced as victory in World War II neared in 1944 and 1945. Economic growth was a secondary concern at best. Roosevelt seems to have believed, as many Americans did at the time, that the era of economic growth was over and that the postwar years would see a return to economic depression. In any case, he was clearly focused on economic redistribution rather than growth.
The New Deal was an attempt to freeze an economy, then in a downward spiral, into one place. It envisaged not growth but stasis. It was widely believed that capitalism had failed and economic growth was a thing of the past.
Misreading History and the Progressive Overreach
Today we have a presidential administration and a congressional leadership which consciously seeks to expand the size and scope of government in the tradition set out by the Progressives and New Dealers. They came to power assuming that in times of economic distress Americans would be more amenable to or supportive of big government programs. This was a lesson they absorbed directly or secondhand from the great New Deal historians Arthur Schlesinger Jr. and James McGregor Burns, and from Franklin Roosevelt himself.
Progressives argued that government needed to redistribute property, to take money from one group of citizens to help others, and to regulate economic activity in ways previously considered unconstitutional.
But as I argued in my 1990 book, Our Country: The Shaping of America from Roosevelt to Reagan, and as Amity Shlaes argues differently in her book on the 1930s, The Forgotten Man, those lessons were misleading. It’s true that American voters in the 1934 and 1936 elections endorsed the policies of Franklin Roosevelt’s first term. But as the 1930s went on, opinion shifted. By 1937, most Americans opposed Roosevelt’s plan to pack the Supreme Court and were repelled by the sit-down strikes that resulted in unionizing the auto and steel industries. Majorities favored reducing government spending and controls, limiting the power of labor unions, and paring welfare programs—this was when the word “boondoggling” was added to the English language.
It is true that Roosevelt was re-elected in 1940 and that Democrats retained majorities in Congress. But polling suggests that if the 1940 election had been decided on domestic issues, the Republicans would have won. Roosevelt was nominated for a third term weeks after the fall of France, when Hitler and Stalin and Imperial Japan were allies in command of most of the land-mass of Eurasia—the closest the world has ever come to George Orwell’s vision in 1984. Roosevelt was an experienced and tested leader; the Republican candidate, though talented, was a former utility executive who had never held public office and had no experience in foreign or military affairs.
Most Americans have accumulated—or will, during the course of their working years, accumulate— significant amounts of wealth.
The Obama Democrats today believe they have progressed toward the goals Roosevelt outlined for domestic policy in his last year as president, and are puzzled by the adverse public reaction to their programs. But the America we live in is a very different country from the America the Progressives and New Dealers knew and, in part, because of the impact of some of the public policies set in place by the New Dealers and their opponents.
Those policies—as modulated by the Republican Congress in 1947 and 1948, which eliminated wage and price controls, cut taxes, limited the powers of labor unions, and rejected public housing programs—helped to produce the postwar prosperity which neither the New Dealers nor their political opponents predicted. The housing policies of the New Deal helped to make a majority of Americans homeowners while the bipartisan G.I. Bill of Rights, shaped in large part by the American Legion, enabled millions to attend college. These policies helped produce the postwar prosperity that neither Roosevelt’s admirers nor most of his opponents anticipated.
And when macroeconomic policies produced the stagflation of the 1970s, politicians, Democratic as well as Republican, embraced deregulation, which squeezed out huge costs in transportation and communication. This reduced the costs of life’s necessities, which enabled more Americans to accumulate significant wealth over a working lifetime.
John Locke believed that men could be free only if their lives, liberty, and property were protected by the rule of law. And he believed that only men with property could be relied on to self-govern.
We live now in a moment where it is clear that some of these policies went too far. Policies to increase homeownership helped produce the housing-price crash of 2007. Poorly understood innovations in finance led to the financial crisis of 2008. The resulting recession is painful and is, I believe, being prolonged by the economic policies of the Obama Democrats.
But the fact is that we are once again, as in the days of the early republic and not in the heyday of the Progressives and the New Dealers, a republic of property owners. Most Americans have accumulated—or will, during the course of their working years, accumulate— significant amounts of wealth. And that is why, I believe, American voters seem to be rejecting the policies of the Obama Democrats. Those policies, rooted in the Progressive and New Deal tradition, are designed to encourage a culture of dependence. It is the “soft despotism” of which Tocqueville warned us 175 years ago. The American people, the property-owning majority, even in this time of economic distress, seem to be embracing instead a culture of independence, a culture as old as the republic itself.
The major political development of the last 17 months has been an inrush of hundreds of thousands or even millions of Americans into political activity, an inrush symbolized by but not limited to the tea party movement. It is fascinating to me that the tea partiers have adopted the language and in some cases even the costumes of the Founders. While the Progressives’ descriptions of a “horse and buggy” Constitution and their sense that giant auto factories and steel mills were the harbinger of the future seem tinny and out of date, the language of the Founders continues to resonate with the clear timbre of a silver spoon tapping a crystal glass. The majority of the American people seem to firmly agree with the Founders’ insistence that no one should be deprived of life, liberty, or property without due process of law. And so we can take satisfaction that most of our fellow citizens in our freeholders’ republic still hold these truths to be self-evident.
This article is based on a speech delivered at the Jack Miller Center Summer Institute, University of Virginia, Charlottesville, Virginia.

“No person shall…be deprived of life, liberty, or property without due process of law.” So reads a portion of the Fifth Amendment to the Constitution, part of the Bill of Rights passed by the First Congress and ratified by state legislatures, sponsored originally by Thomas Jefferson’s friend and political ally James Madison. It echoed, of course, Jefferson’s words in the Declaration of Independence: “We hold these truths to be self-evident, that all men are created equal, that they are endowed by their creator with certain unalienable rights, that among these are life, liberty, and the pursuit of happiness.”

Madison and Jefferson followed the tradition of John Locke, the British philosopher whose Two Treatises on Government was taken as the justification for the transfer of power known as the Glorious Revolution of 1688-89—the subject of my 2007 book, Our First Revolution: The Remarkable British Upheaval That Inspired America’s Founding Fathers. Locke believed that men could be free only if their lives, liberty, and property were protected by the rule of law. And he believed that only men with property could be relied on to self-govern.

Locke, therefore, thought that the responsibility for choosing legislators in representative government should be limited to property owners, as it was in elections to the House of Commons. In English counties, the franchise was limited to 40-shilling freeholders—owners of property that brought in two pounds a year. The franchise in the more numerous boroughs was limited in different ways, in some cases to the owners of specific pieces of property.

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Jefferson changed ’subjects’ to ‘citizens’ in Declaration of Independence

Sunday, July 4th, 2010

By Marc Kaufman from The Washington Post

“Subjects.”

That’s what Thomas Jefferson first wrote in an early draft of the Declaration of Independence to describe the people of the 13 colonies.

But in a moment when history took a sharp turn, Jefferson sought quite methodically to expunge the word, to wipe it out of existence and write over it. Many words were crossed out and replaced in the draft, but only one was obliterated.

Over the smudge, Jefferson then wrote the word “citizens.”

No longer subjects to the crown, the colonists became something different: a people whose allegiance was to one another, not to a faraway monarch.

Scholars of the revolution have long speculated about the “citizens” smear — wondering whether the erased word was “patriots” or “residents” — but now the Library of Congress has determined that the change was far more dramatic.

Using a modified version of the kind of spectral imaging technology developed for the military and for monitoring agriculture, research scientists teased apart the mystery and reconstructed the word that Jefferson banished in 1776.

“Seldom can we re-create a moment in history in such a dramatic and living way,” Library of Congress preservation director Dianne van der Reyden said at Friday’s announcement of the discovery.

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Founding Amateurs?

Wednesday, May 5th, 2010

Jack Miller Teaching Fellow, Gordon Wood, contributed an Op-Ed piece to the New York Times on 5/2/2010

By Gordon Wood

THE American public is not pleased with Congress — one recent poll shows that less than a third of all voters are eager to support their representative in November. “I am not really happy right now with anybody,” a woman from Decatur, Ill., recently told a Washington Post reporter. As she considered the prospect of a government composed of fledgling lawmakers, she noted: “When the country was founded, those guys were all pretty new at it. How bad could it be?”

Actually, our founders were not all that new at it: the men who led the revolution against the British crown and created our political institutions were very used to governing themselves. George Washington, Thomas Jefferson, Samuel Adams and John Adams were all members of their respective Colonial legislatures several years before the Declaration of Independence. In fact, these Revolutionaries drew upon a tradition of self-government that went back a century or more. Virginians ran their county courts and elected representatives to their House of Burgesses. The people of Massachusetts gathered in town meetings and selected members of the General Court, their Colonial legislature.

Of course, women, slaves and men without property could not vote; nevertheless, by the mid-18th century roughly two out of three adult white male colonists could vote, the highest proportion of voters in the world. By contrast, only about one in six adult males in England could vote for members of Parliament.

If one wanted to explain why the French Revolution spiraled out of control into violence and dictatorship and the American Revolution did not, there is no better answer than the fact that the Americans were used to governing themselves and the French were not. In 18th-century France no one voted; their Estates-General had not even met since 1614. The American Revolution occurred when it did because the British government in the 1760s and 1770s suddenly tried to interfere with this long tradition of American self-government.

Of course, a deep distrust of political power, especially executive power, had always been a part of this tradition of self-government. Consequently, when the newly independent Americans drew up their Revolutionary state constitutions in 1776, most states generally limited the number of years their annually elected governors could successively hold office.

“A long continuance in the first executive departments of power or trust is dangerous to liberty,” declared the Maryland Constitution. “A rotation, therefore, in those departments is one of the best securities of permanent freedom.” In addition to specifying term limits for its plural executive, the radical Pennsylvania Constitution of 1776 required that after four annual terms even the assemblymen would have to give way to a new set of legislators so they would “return to mix with the mass of the people and feel at their leisure the effects of the laws which they have made.”

At the same time, the Articles of Confederation also provided that no state delegate to the Congress could serve more than three years out of six.

In the decade after the Declaration of Independence, however, many American leaders had second thoughts about what they had done amid the popular enthusiasm of 1776. Since many of the state legislatures were turning over roughly 50 percent of their membership annually and passing a flood of ill-drafted and unjust legislation, stability and experience seemed to be what was most needed.

As a consequence, many leaders in the 1780s proposed major changes to their constitutional structures, including the abolition of term limits. In Pennsylvania, reformers eliminated rotation in office on the grounds that “the privilege of the people in elections is so far infringed as they are thereby deprived of the right of choosing those persons whom they would prefer.”

The new federal Constitution, itself a reaction to the excessive populism of 1776, also did away with any semblance of term limits, much to the chagrin of Thomas Jefferson and many others uneasy over the extraordinary power of the presidency. Jefferson thought that without rotation in office the president would always be re-elected and thus would serve for life. When he became president he stepped down after two terms and thus affirmed the precedent that Washington had established — a precedent finally made part of the Constitution by the 22nd Amendment in 1951.

Although federal term limits have been confined to the presidency, the fear of entrenched and far-removed political power, as the present anti-incumbency mood suggests, remains very much part of American popular culture. Yet precisely because we are such a rambunctious and democratic people, as the framers of 1787 appreciated, we have learned that a government made up of rotating amateurs cannot maintain the steadiness and continuity that our expansive Republic requires.

Gordon S. Wood, a professor emeritus of history at Brown, is the author, most recently, of “Empire of Liberty: A History of the Early Republic, 1789-1815.”

See Gordon Wood video on the American Founding Fathers.

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What Should the President Read?

Thursday, April 22nd, 2010

A recent Washington Post article gives a brief survey of Presidential reading lists from the John Adams till today:

John Adams’s library had more than 3,000 volumes — including Cicero, Plutarch and Thucydides — heavily inscribed with the president’s marginalia. Thomas Jefferson’s massive book collection launched him into debt and later became the backbone for the Library of Congress. “I cannot live without books,” he confessed to Adams. And it’s likely that no president will ever match the Rough Rider himself, who charged through multiple books in a single day and wrote more than a dozen well-regarded works, on topics ranging from the War of 1812 to the American West.

Library

Library

Needless to say, the type of books Presidents choose to read has changed through the generations, but the Washington Post is soliciting recommendations from readers for the current Oval Office bookshelf:

Readers’ choice: We want to hear which books you think should be at the top of President Obama’s reading list — and what problems that book would help him solve. Submit your nominations in the comments section of this article, and we’ll highlight the best ones on washingtonpost.com and in next week’s Outlook. If you want to be considered for publication in the newspaper, please include your full name and understand that we may contact you for verification purposes.

ttroy@hudson.org

Tevi Troy is a visiting senior fellow at the Hudson Institute and a former senior aide to President George W. Bush. He is the author of “Intellectuals and the American Presidency: Philosophers, Jesters or Technicians?”

What do you think an American President should read?

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Pathway to the Founding

Sunday, April 11th, 2010

Jack Miller Center’s

Pathway to the Founding Online Essays

The Jack Miller Center has begun collecting online introductory essays and book recommendations for topics and themes that broaden understanding of the American Founding. These essays are designed as introductions to the intellectual and political life of American Statesman, our U.S. Constitutional heritage, and the ancient and modern thinkers the Founders drew upon when designing our system of free government.

According to Mike Ratliff, President of the Jack Miller Center, “These essays are intended to convey the richness of the American and Western political tradition, while at the same time presenting often complex ideas in accessible form.  The JMC staff has assembled a stellar list of contributors from many of our country’s leading scholars, and we look forward to seeing their reflections on the ideas and questions of perennial importance to life of a free society.” The essays will appear periodically on the Jack Miller Center website over the next year. A sample of featured essays includes:

Abraham Lincoln (Allen Guelzo, Gettysburg College)

Montesquieu (Thomas Pangle, University of Texas)

Thomas Jefferson (Jeremy Bailey, University of Houston)

James Madison (George Thomas, Claremont-McKenna College)

Adam Smith (Sandra Peart, Jepson School of Leadership)

The American Presidency (Benjamin Kleinerman, Michigan State University)

Benjamin Franklin (Lorraine Pangle, University of Texas)

Alexander Hamilton (Peter McNamara, Utah State University)

David Hume (Scott Yenor, Boise State University)

John Adams (Richard Samuelson, California State San Bernardino)

Publius, Federalist Papers (James Stoner, Louisiana State University)

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