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The Limits Oj Republicanism: the Reverend Charles Nisbety Benjamin Franklin Bache, and the French Revolution
The Limits oj Republicanism: The Reverend Charles Nisbety Benjamin Franklin Bache, and the French Revolution OR MORE THAN TWO DECADES, a great transformation has been taking place in our understanding of the nature and F evolution of late eighteenth-century American republicanism. Before the late 1960s, historians generally saw early Americans as natural republicans, pragmatically free of ideology. Insofar as phil- osophical ideas intruded on a republican ethos, they did so primarily through a common Lockean source. It was assumed that ideas were tangible, employed by individuals who consciously and deliberately embraced them in order to resolve real political issues and problems.1 With the work of the republican revisionists—notably Bernard Bailyn, Gordon Wood, J.G.A. Pocock, Lance Banning, and Drew McCoy—the emphasis on things merely republican gave way to a more encompassing notion of an ideological essence of republicanism. At one level, these scholars substituted for the simplistic Lockean universe that formerly prevailed a complex causal link of republican ideas that ran from Aristotle to Machiavelli to Harrington to Mon- tesquieu and Hume, with many stops in between and many per- mutations and combinations of ideas. Subsequently, there has been much disagreement at the primary level of essential philosophical roots, comparable disagreement at a secondary level over the influence of bodies of ideas interacting, and still further disagreement at the tertiary level over which holistic republican ideology best explains The author gratefully acknowledges the aid and advice given him by Professors B.D. Shaw, I.D.C. Newbould, M. Greenshields, and Ian Dyck in completing this paper. -
A Pelican in the Wilderness: Charles Nisbet on Pennsylvania Frontier Life
Cultural and Religious Studies, Mar.-Apr. 2015, Vol. 3, No. 2, 106-117 doi: 10.17265/2328-2177/2015.02.005 D DAVID PUBLISHING A Pelican in the Wilderness: Charles Nisbet on Pennsylvania Frontier Life Jonathan Yeager University of Tennessee, Chattanooga, USA This article is based on original research and analysis of multiple manuscript letters written by the Scottish Presbyterian minister Charles Nisbet (1736–1804), who emigrated to America in 1785 to become the first principal of Dickinson College in Carlisle, Pennsylvania. As an outspoken advocate for the American cause during the War of Independence, and a friend and colleague of John Witherspoon, Nisbet was the favorite choice for Benjamin Rush and the other trustees at Dickinson College. But soon after his arrival in Pennsylvania, Nisbet’s relationship with Rush and the other trustees deteriorated. The new principal resented the absolute control of the trustees over the college, and quarreled with them for years about the late payments of his salary. Nisbet found America to be an overall distasteful place to live, especially for a man of letters living on the Pennsylvania frontier. Ignored by the trustees and feeling like an exile, Nisbet used his letters to lash out at the sources of his frustrations. This alleviated some of the tensions of living in America while also irritating the trustees at Dickinson College. Keywords: Charles Nisbet, Dickinson College, Carlisle, Pennsylvania, Presbyterian, Benjamin Rush Introduction Psalm 102:6: I am like a Pelican of the wilderness: I am like an owl of the desert (KJV) Derived from Psalm 102:6, the pelican became a common Christian image in the Middle Ages. -
Charles V^Qsbet: Second Thoughts on a Revolutionary (Generation
Charles V^Qsbet: Second Thoughts on a Revolutionary (generation URING the next few years in connection with the celebration of the Bicentennial of the American Revolution of 1776 we shall be asked to remember and praise the famous men whose lives, fortunes, and sacred honor were spent, or made, in a cause which some of them felt to be for the humanization of life in the eighteenth century and for posterity. Already there has been a vigorous protest in the American Historical Association News- letter that the emphasis is too much on Great White Men to the exclusion of Women, Blacks, Indians and the "dirty people with no name."1 In remembering Charles Nisbet, we recall a forgotten man. Who was Charles Nisbet? He was the first president of Dickinson College, Carlisle, Pennsylvania, and he held that position from 1785, when he immigrated from Scotland, to 1804, the year of his death.2 Nisbet was born in 1736, son of a poor Scottish school- master. He entered the University of Edinburgh in 1752 during golden years of Scottish education, and studied there for two years. He spent six years more at Divinity Hall, completing the course at the age of twenty-four with a license to preach in 1760. He had a gargantuan appetite for books, and an elephant's memory for what he found in them. As a student he bought books and parts of 1 Jesse Lemisch, "The American Revolution Bicentennial and the Papers of Great White Men," AHA Newsletter, IX, 5 (November, 1971), 7-21. 2 There is no adequate biography of Charles Nisbet. -
Pennsylvania Magazine of HISTORY and BIOGRAPHY
THE Pennsylvania Magazine OF HISTORY AND BIOGRAPHY Anticipating the Brethren: The Reverend Charles Nisbet Critiques the French Revolution HARLES NISBET,THE SCOTS-PRESBYTERIAN MINISTER who came to America in 1785 to become principal of Dickinson College in CCarlisle, Pennsylvania, abhorred the French Revolution from the moment he learned of it in 1789. Nearly fifty when he immigrated, Nisbet had for twenty years been pastor in the Church of Scotland at Montrose on the northeast coast. Although he was a conservative in religious matters, he had while in Scotland been an advocate of political reform and a supporter of the American Revolution. But he did not countenance the French upris- ing. In private letters and occasional public pronouncements he criticized the French popular movement so thoroughly that, by early 1793, fully two years before his fellow American clergy began to speak out against it, he had an- ticipated virtually every argument they would make. Charles Nisbet's antipathy toward the French Revolution would prove prophetic. After 1795 many other American ministers deplored the anarchy, the destruction, the fiscal, social, and diplomatic damage that the Revolution I wish to thank Lance Banning, Gordon Wood, and James Tagg for their helpful commentary on previous versions of this essay. THE PENNSYLVANIA MAGAZINE OF HISTORY AND BIOGRAPHY Vol. CXXI, No. 4 (October 1997) 304 DAVID W ROBSON October run to riot would bring to Europe. Moreover, like Nisbet, they came to fear that its contagion of infidelity and social and political disorder threatened the American Republic, and they also often cast their concerns in the familiar terms of the jeremiad. -
Leadership: What Is
CCHHAAPPTTEERR 51 LLeeaaddeerrsshhiipp:: WWhhaatt IIss IItt?? Leadership is, most fundamentally, about changes. What leaders do is create the systems and organizations that managers need, and, eventually, elevate them up to a whole new level or ...change in some basic ways to take advantage of new opportunities. —John P. Kotter 1 ary Yukl (2006) defines leadership as “the process of influencing others to understand and agree about what needs to be done and how to do it, and the process of facilitat - Ging individual and collective efforts to accomplish shared objectives” (p. 8). Peter Northouse (2010) defines leadership as “a process whereby an individual influences a group of individuals to achieve a common goal” (p. 3). These definitions suggest several compo - nents central to the phenomenon of leadership. Some of them are as follows: (a) Leadership is a process, (b) leadership involves influencing others, (c) leadership happens within the context of a group, (d) leadership involves goal attainment, and (e) these goals are shared by leaders and their followers. The very act of defining leadership as a process suggests that leadership is not a characteristic or trait with which only a few certain people are endowed at birth. Defining leadership as a process means that leadership is a transactional event that happens between leaders and their followers. Viewing leadership as a process means that leaders affect and are affected by their follow - ers either positively or negatively. It stresses that leadership is a two-way, interactive event between leaders and followers rather than a linear, one-way event in which the leader affects the followers but not vice versa. -
American Conceptions of Materialism in the Nineteenth Century by Holly E. Rapp a Dissertation Submi
The Material and the Real: American Conceptions of Materialism in the Nineteenth Century by Holly E. Rapp A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (History) in the University of Michigan 2015 Doctoral Committee: Professor Howard Brick, Co-Chair Professor James W. Cook, Jr., Co-Chair Professor John Carson Professor Gregg D. Crane © Holly Elizabeth Rapp 2015 For Chad and Daisy ii Acknowledgements This dissertation could not have been written without several individuals from the University of Michigan community. Jay Cook, who served as my advisor from the first day of graduate school, was an extraordinary mentor. It is hard to imagine a better model for graduate advising, a sentiment readily echoed by many of Jay's advisees. Jay offered generous support and advice every step of the way. I am very thankful for the opportunity to work so closely with such an incredible historian, teacher, and person. It was Jay who encouraged me to take a graduate seminar with Howard Brick during his first year at UM and I am very glad I took his advice. I quickly learned Howard is not only one of the smartest people I've ever known, but also one of the kindest. Howard's ability to "think big" and take subjects like "the world" seriously as a unit of historical analysis is nothing short of astounding. His exceptional work in intellectual history showed me that my interests in theory and philosophy did not have to remain separate from my historical endeavors. I was also fortunate enough to work with John Carson, another remarkable intellectual historian whose almost unimaginably ambitious work I admire greatly, to say the least. -
Creating a 'Civilized Nation': Religion, Social Capital, and the Cultural
Creating a ‘Civilized Nation’: Religion, Social Capital, and the Cultural Foundations of Early American State Formation DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Mark Boonshoft Graduate Program in History The Ohio State University 2015 Dissertation Committee: Professor John L. Brooke, Advisor Professor Margaret Newell Professor Randolph A. Roth Copyright by Mark Boonshoft 2015 Abstract From the very founding of the United States, education’s actual influence on American society has not measured up to Americans’ belief in education as a vehicle of meritocracy. Shortly after the American Revolution, the lexicographer, editor, and would-be education reformer, Noah Webster noted that in the United States “The constitutions are republican and the laws of education are monarchical.” For Webster, this paradox threatened to destroy the American republic. He and many others believed that education inculcated societal morals that were the foundation of republican government. Americans did not adopt any of Webster’s proposed solutions—namely a public school system—until the nineteenth century. Yet the republic survived anyway. This dissertation argues that Americans’ very desire for geopolitical independence explains their continued deference to European education. Rather than revolutionizing American social order, education became a primary means for reconciling traditional hierarchy with the republican political culture born of revolution. Based on archival research in over twenty libraries in eight states, this dissertation explains the origins of “monarchical education” in colonial America and explores the consequences of its persistence into the early republic. In particular, this dissertation focuses on academies, high-level secondary schools, in the mid-Atlantic and upper South from 1730 to 1810.