Few Americans in the 1790S Would Have Predicted That the Subject Of
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Victors of the Nile
Victors of the Nile The Battle of the Nile (1 August 1798) was Nelson’s most elegant and dramatic naval victory. It wreaked a devastating impact on the French Mediterranean fleet, destroying 11 of their 13 warships, including their flagship L’Orient, which exploded at 10 p.m. in a mighty firestorm that halted the battle for ten minutes. The French were anchored at the mouth of the Nile when Nelson’s fleet found them around 5 p.m. Dividing into two lines, the Goliath, captained by Thomas Foley, led one line between the French and the shore, catching them in a pincer movement and enabling Nelson’s fleet to unleash a devastating crossfire. The English victory decisively altered the balance of power in the Mediterranean, enabling the Royal Navy to dominate it for the duration of the Napoleonic War. As Nelson said after the Battle of the Nile in 1798, ‘Victory is not a name strong enough for such a scene’. His captains are all commemorated in this celebratory engraving published five years later; Thomas Foley, Samuel Hood, Sir James Saumarez, David Gould, Ralph Miller, Sir Edward Berry, Thomas Louis, John Peyton, Henry Darby, George Westcott (killed in the battle), Thomas Thompson, Alexander Ball, Benjamin Hallowell, Thomas Troubridge and Thomas Hardy. Nelson was made Baron Nelson of the Nile, and adopted the motto Palmam qui meruit ferat (Let he who has earned it bear the Palm). Object ref PY5671 National Maritime Museum, Copyright Greenwich, London Date made 1803 Artist / Maker Robert Bowyer . -
Recession of 1797?
SAE./No.48/February 2016 Studies in Applied Economics WHAT CAUSED THE RECESSION OF 1797? Nicholas A. Curott and Tyler A. Watts Johns Hopkins Institute for Applied Economics, Global Health, and Study of Business Enterprise What Caused the Recession of 1797? By Nicholas A. Curott and Tyler A. Watts Copyright 2015 by Nicholas A. Curott and Tyler A. Watts About the Series The Studies in Applied Economics series is under the general direction of Prof. Steve H. Hanke, co-director of the Institute for Applied Economics, Global Health, and Study of Business Enterprise ([email protected]). About the Authors Nicholas A. Curott ([email protected]) is Assistant Professor of Economics at Ball State University in Muncie, Indiana. Tyler A. Watts is Professor of Economics at East Texas Baptist University in Marshall, Texas. Abstract This paper presents a monetary explanation for the U.S. recession of 1797. Credit expansion initiated by the Bank of the United States in the early 1790s unleashed a bout of inflation and low real interest rates, which spurred a speculative investment bubble in real estate and capital intensive manufacturing and infrastructure projects. A correction occurred as domestic inflation created a disparity in international prices that led to a reduction in net exports. Specie flowed out of the country, prices began to fall, and real interest rates spiked. In the ensuing credit crunch, businesses reliant upon rolling over short term debt were rendered unsustainable. The general economic downturn, which ensued throughout 1797 and 1798, involved declines in the price level and nominal GDP, the bursting of the real estate bubble, and a cluster of personal bankruptcies and business failures. -
'Deprived of Their Liberty'
'DEPRIVED OF THEIR LIBERTY': ENEMY PRISONERS AND THE CULTURE OF WAR IN REVOLUTIONARY AMERICA, 1775-1783 by Trenton Cole Jones A dissertation submitted to Johns Hopkins University in conformity with the requirements for the degree of Doctor of Philosophy Baltimore, Maryland June, 2014 © 2014 Trenton Cole Jones All Rights Reserved Abstract Deprived of Their Liberty explores Americans' changing conceptions of legitimate wartime violence by analyzing how the revolutionaries treated their captured enemies, and by asking what their treatment can tell us about the American Revolution more broadly. I suggest that at the commencement of conflict, the revolutionary leadership sought to contain the violence of war according to the prevailing customs of warfare in Europe. These rules of war—or to phrase it differently, the cultural norms of war— emphasized restricting the violence of war to the battlefield and treating enemy prisoners humanely. Only six years later, however, captured British soldiers and seamen, as well as civilian loyalists, languished on board noisome prison ships in Massachusetts and New York, in the lead mines of Connecticut, the jails of Pennsylvania, and the camps of Virginia and Maryland, where they were deprived of their liberty and often their lives by the very government purporting to defend those inalienable rights. My dissertation explores this curious, and heretofore largely unrecognized, transformation in the revolutionaries' conduct of war by looking at the experience of captivity in American hands. Throughout the dissertation, I suggest three principal factors to account for the escalation of violence during the war. From the onset of hostilities, the revolutionaries encountered an obstinate enemy that denied them the status of legitimate combatants, labeling them as rebels and traitors. -
Signers of the United States Declaration of Independence Table of Contents
SIGNERS OF THE UNITED STATES DECLARATION OF INDEPENDENCE 56 Men Who Risked It All Life, Family, Fortune, Health, Future Compiled by Bob Hampton First Edition - 2014 1 SIGNERS OF THE UNITED STATES DECLARATION OF INDEPENDENCE TABLE OF CONTENTS INTRODUCTON Page Table of Contents………………………………………………………………...………………2 Overview………………………………………………………………………………...………..5 Painting by John Trumbull……………………………………………………………………...7 Summary of Aftermath……………………………………………….………………...……….8 Independence Day Quiz…………………………………………………….……...………...…11 NEW HAMPSHIRE Josiah Bartlett………………………………………………………………………………..…12 William Whipple..........................................................................................................................15 Matthew Thornton……………………………………………………………………...…........18 MASSACHUSETTS Samuel Adams………………………………………………………………………………..…21 John Adams………………………………………………………………………………..……25 John Hancock………………………………………………………………………………..….29 Robert Treat Paine………………………………………………………………………….….32 Elbridge Gerry……………………………………………………………………....…….……35 RHODE ISLAND Stephen Hopkins………………………………………………………………………….…….38 William Ellery……………………………………………………………………………….….41 CONNECTICUT Roger Sherman…………………………………………………………………………..……...45 Samuel Huntington…………………………………………………………………….……….48 William Williams……………………………………………………………………………….51 Oliver Wolcott…………………………………………………………………………….…….54 NEW YORK William Floyd………………………………………………………………………….………..57 Philip Livingston…………………………………………………………………………….….60 Francis Lewis…………………………………………………………………………....…..…..64 Lewis Morris………………………………………………………………………………….…67 -
Thomas Jefferson and the Ideology of Democratic Schooling
Thomas Jefferson and the Ideology of Democratic Schooling James Carpenter (Binghamton University) Abstract I challenge the traditional argument that Jefferson’s educational plans for Virginia were built on mod- ern democratic understandings. While containing some democratic features, especially for the founding decades, Jefferson’s concern was narrowly political, designed to ensure the survival of the new republic. The significance of this piece is to add to the more accurate portrayal of Jefferson’s impact on American institutions. Submit your own response to this article Submit online at democracyeducationjournal.org/home Read responses to this article online http://democracyeducationjournal.org/home/vol21/iss2/5 ew historical figures have undergone as much advocate of public education in the early United States” (p. 280). scrutiny in the last two decades as has Thomas Heslep (1969) has suggested that Jefferson provided “a general Jefferson. His relationship with Sally Hemings, his statement on education in republican, or democratic society” views on Native Americans, his expansionist ideology and his (p. 113), without distinguishing between the two. Others have opted suppressionF of individual liberties are just some of the areas of specifically to connect his ideas to being democratic. Williams Jefferson’s life and thinking that historians and others have reexam- (1967) argued that Jefferson’s impact on our schools is pronounced ined (Finkelman, 1995; Gordon- Reed, 1997; Kaplan, 1998). because “democracy and education are interdependent” and But his views on education have been unchallenged. While his therefore with “education being necessary to its [democracy’s] reputation as a founding father of the American republic has been success, a successful democracy must provide it” (p. -
Social Life in the Early Republic: a Machine-Readable Transcription
Library of Congress Social life in the early republic vii PREFACE peared to them, or recall the quaint figures of Mrs. Alexander Hamilton and Mrs. Madison in old age, or the younger faces of Cora Livingston, Adèle Cutts, Mrs. Gardiner G. Howland, and Madame de Potestad. To those who have aided her with personal recollections or valuable family papers and letters the author makes grateful acknowledgment, her thanks being especially due to Mrs. Samuel Phillips Lee, Mrs. Beverly Kennon, Mrs. M. E. Donelson Wilcox, Miss Virginia Mason, Mr. James Nourse and the Misses Nourse of the Highlands, to Mrs. Robert K. Stone, Miss Fanny Lee Jones, Mrs. Semple, Mrs. Julia F. Snow, Mr. J. Henley Smith, Mrs. Thompson H. Alexander, Miss Rosa Mordecai, Mrs. Harriot Stoddert Turner, Miss Caroline Miller, Mrs. T. Skipwith Coles, Dr. James Dudley Morgan, and Mr. Charles Washington Coleman. A. H. W. Philadelphia, October, 1902. ix CONTENTS Chapter Page I— A Social Evolution 13 II— A Predestined Capital 42 Social life in the early republic http://www.loc.gov/resource/lhbcb.29033 Library of Congress III— Homes and Hostelries 58 IV— County Families 78 V— Jeffersonian Simplicity 102 VI— A Queen of Hearts 131 VII— The Bladensburg Races 161 VII— Peace and Plenty 179 IX— Classics and Cotillions 208 X— A Ladies' Battle 236 XI— Through Several Administrations 267 XII— Mid-Century Gayeties 296 xi ILLUSTRATIONS Page Mrs. Richard Gittings, of Baltimore (Polly Sterett) Frontispiece From portrait by Charles Willson Peale, owned by her great-grandson, Mr. D. Sterett Gittings, of Baltimore. Mrs. Gittings eyes are dark brown, the hair dark brown, with lighter shades through it; the gown of delicate pink, the sleeves caught up with pearls, the sash of a gray shade. -
Chapter 5 the Americans.Pdf
Washington (on the far right) addressing the Constitutional Congress 1785 New York state outlaws slavery. 1784 Russians found 1785 The Treaty 1781 The Articles of 1783 The Treaty of colony in Alaska. of Hopewell Confederation, which Paris at the end of concerning John Dickinson helped the Revolutionary War 1784 Spain closes the Native American write five years earli- recognizes United Mississippi River to lands er, go into effect. States independence. American commerce. is signed. USA 1782 1784 WORLD 1782 1784 1781 Joseph II 1782 Rama I 1783 Russia annexes 1785 Jean-Pierre allows religious founds a new the Crimean Peninsula. Blanchard and toleration in Austria. dynasty in Siam, John Jeffries with Bangkok 1783 Ludwig van cross the English as the capital. Beethoven’s first works Channel in a are published. balloon. 130 CHAPTER 5 INTERACT WITH HISTORY The year is 1787. You have recently helped your fellow patriots overthrow decades of oppressive British rule. However, it is easier to destroy an old system of government than to create a new one. In a world of kings and tyrants, your new republic struggles to find its place. How much power should the national government have? Examine the Issues • Which should have more power—the states or the national government? • How can the new nation avoid a return to tyranny? • How can the rights of all people be protected? RESEARCH LINKS CLASSZONE.COM Visit the Chapter 5 links for more information about Shaping a New Nation. 1786 Daniel Shays leads a rebellion of farmers in Massachusetts. 1786 The Annapolis Convention is held. -
Bear Stearns Companies
Strategic Report JPMorgan Chase Acquisition of The Bear Stearns Companies Harkness Consulting Innovation through Collaboration Sayre Craig Jason Cincotta Jennifer Wilcox April 14, 2008 Table of Contents Project Overview ………………………………….…………………..3 Acquisition Overview ……………………………….………………..3 Corporate Histories ……………………………………………………5 Financial Analysis ….…………………………………………………12 Bear Stearns’s Business Segments……………………….…….17 JPMorgan Chase-Bear Stearns Integration…………………..21 Strategic Recommendations……...……………………………….23 Harkness Consulting 2 Project Overview JPMorgan Chase asked Harkness Consulting to devise an appropriate strategy concerning the acquisition and integration of the various divisions of The Bear Stearns Companies Inc. The following report will give a background on the acquisition, a history of both the acquirer and the acquiree, analyze the financial condition of the acquiree, examine the various divisions of the acquiree, determine an appropriate integration strategy, and make strategic recommendations to Mr. Jaime Dimon, CEO of JPMorgan Chase, based on the aforementioned analysis. Acquisition Overview On Sunday March 16, 2008, JPMorgan Chase (JPM) announced that it would purchase The Bear Stearns Companies Inc. (BSC) for $2 a share and assume all of its liabilities and obligations outstanding as of that time. At the same time, JPMorgan announced that the Federal Reserve Bank of New York (FRBNY) planned to establish a $30 billion non‐recourse lending facility to JPMorgan for the purpose of the acquisition in which the FRBNY would assume $30 billion of illiquid securities as collateral for the loan. On Monday March 24, JPMorgan, in the wake of widespread protest by Bear Stearns shareholders and employees over the $2 per share purchase price, increased its offering price to $10 per share. At the same time, FRBNY revised the terms of the special lending facility so that JPM would assume the first billion dollars of losses on the $30 billion of illiquid securities with the FRBNY assuming the next $29 billion of losses. -
Narrative Section of a Successful Application
Narrative Section of a Successful Application The attached document contains the grant narrative and selected portions of a previously funded grant application. It is not intended to serve as a model, but to give you a sense of how a successful application may be crafted. Every successful application is different, and each applicant is urged to prepare a proposal that reflects its unique project and aspirations. Prospective applicants should consult the Research Programs application guidelines at http://www.neh.gov/grants/research/scholarly-editions-and-translations-grants for instructions. Applicants are also strongly encouraged to consult with the NEH Division of Research Programs staff well before a grant deadline. Note: The attachment only contains the grant narrative and selected portions, not the entire funded application. In addition, certain portions may have been redacted to protect the privacy interests of an individual and/or to protect confidential commercial and financial information and/or to protect copyrighted materials. Project Title: The Papers of Thomas Jefferson Institution: Princeton University Project Director: Barbara Bowen Oberg Grant Program: Scholarly Editions and Translations 1100 Pennsylvania Ave., N.W., Rm. 318, Washington, D.C. 20506 P 202.606.8200 F 202.606.8204 E [email protected] www.neh.gov Statement of Significance and Impact of Project This project is preparing the authoritative edition of the correspondence and papers of Thomas Jefferson. Publication of the first volume of The Papers of Thomas Jefferson in 1950 kindled renewed interest in the nation’s documentary heritage and set new standards for the organization and presentation of historical documents. Its impact has been felt across the humanities, reaching not just scholars of American history, but undergraduate students, high school teachers, journalists, lawyers, and an interested, inquisitive American public. -
Jefferson's Failed Anti-Slavery Priviso of 1784 and the Nascence of Free Soil Constitutionalism
MERKEL_FINAL 4/3/2008 9:41:47 AM Jefferson’s Failed Anti-Slavery Proviso of 1784 and the Nascence of Free Soil Constitutionalism William G. Merkel∗ ABSTRACT Despite his severe racism and inextricable personal commit- ments to slavery, Thomas Jefferson made profoundly significant con- tributions to the rise of anti-slavery constitutionalism. This Article examines the narrowly defeated anti-slavery plank in the Territorial Governance Act drafted by Jefferson and ratified by Congress in 1784. The provision would have prohibited slavery in all new states carved out of the western territories ceded to the national government estab- lished under the Articles of Confederation. The Act set out the prin- ciple that new states would be admitted to the Union on equal terms with existing members, and provided the blueprint for the Republi- can Guarantee Clause and prohibitions against titles of nobility in the United States Constitution of 1788. The defeated anti-slavery plank inspired the anti-slavery proviso successfully passed into law with the Northwest Ordinance of 1787. Unlike that Ordinance’s famous anti- slavery clause, Jefferson’s defeated provision would have applied south as well as north of the Ohio River. ∗ Associate Professor of Law, Washburn University; D. Phil., University of Ox- ford, (History); J.D., Columbia University. Thanks to Sarah Barringer Gordon, Thomas Grey, and Larry Kramer for insightful comment and critique at the Yale/Stanford Junior Faculty Forum in June 2006. The paper benefited greatly from probing questions by members of the University of Kansas and Washburn Law facul- ties at faculty lunches. Colin Bonwick, Richard Carwardine, Michael Dorf, Daniel W. -
Francis I. W. Jones Treason and Piracy in Civil War Halifax: the Second Chesapeake Affair Revisited "A Terrible Retribution
Francis I. W. Jones Treason And Piracy In Civil War Halifax: The Second Chesapeake Affair Revisited "A terrible retribution awaits the city of Halifax for its complicity in treason and piracy." From the diary of Rev. N. Gunnison Reverend Nathaniel Gunnison, American Consul at Halifax, wrote to Sir Charles Tupper, provincial secretary of Nova Scotia, 10 December 1863, stating that the Chesapeake "had been seized by a band of pirates and murder committed" (Doyle to Newcastle 23 Dec. 1863; Lieut. Governor's Correspondence, RG 1). 1 The Chesapeake was an American steamer plying between New York and Portland, Maine, which had been captured by a party of sixteen men, led by John C. Braine, who had embarked as passengers at New York. After a foray into the Bay of Fundy and along the south shore of Nova Scotia, the Chesapeake was boarded and captured by a United States gunboat the Ella and Annie in Sambro Harbor fourteen miles from Halifax. She was subsequently towed into Halifax and turned over to local authorities after much diplomatic burly burly (Admiralty Papers 777). The affair raised several interesting points of international maritime law, resulted in three trials before the issues raised by the steamer's seizure, recapture and disposition were resolved and was the genesis of several myths and local legends. It not only provided Halifax with "the most exciting Christmas Week in her history" TREASON AND PIRACY IN CIVIL WAR HALIFAX 473 (McDonald 602), it posed the "most thorny diplomatic problem of the Civil War" (Overholtzer 34)? The story of the capture and recapture of the Chesapeake has been told several times with varying degrees of accuracy. -
Digital 3D Reconstruction of British 74-Gun Ship-Of-The-Line
DIGITAL 3D RECONSTRUCTION OF BRITISH 74-GUN SHIP-OF-THE-LINE, HMS COLOSSUS, FROM ITS ORIGINAL CONSTRUCTION PLANS A Thesis by MICHAEL KENNETH LEWIS Submitted to the Office of Graduate and Professional Studies of Texas A&M University in partial fulfillment of the requirements for the degree of MASTER OF SCIENCE Chair of Committee, Filipe Castro Committee Members, Chris Dostal Ergun Akleman Head of Department, Darryl De Ruiter May 2021 Major Subject: Anthropology Copyright 2021 Michael Lewis ABSTRACT Virtual reality has created a vast number of solutions for exhibitions and the transfer of knowledge. Space limitations on museum displays and the extensive costs associated with raising and conserving waterlogged archaeological material discourage the development of large projects around the story of a particular shipwreck. There is, however, a way that technology can help overcome the above-mentioned problems and allow museums to provide visitors with information about local, national, and international shipwrecks and their construction. 3D drafting can be used to create 3D models and, in combination with 3D printing, develop exciting learning environments using a shipwreck and its story. This thesis is an attempt at using an 18th century shipwreck and hint at its story and development as a ship type in a particular historical moment, from the conception and construction to its loss, excavation, recording and reconstruction. ii DEDICATION I dedicate my thesis to my family and friends. A special feeling of gratitude to my parents, Ted and Diane Lewis, and to my Aunt, Joan, for all the support that allowed me to follow this childhood dream. iii ACKNOWLEDGEMENTS I would like to thank my committee chair, Dr.