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Cato, Roman Stoicism, and the American 'Revolution'

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Cato, Roman Stoicism, and the American 'Revolution' Cato, Roman Stoicism, and the American ‘Revolution’ Katherine Harper A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy. Arts Faculty, University of Sydney. March 27, 2014 For My Parents, To Whom I Owe Everything Contents Acknowledgements ......................................................................................................... i Abstract.......................................................................................................................... iv Introduction ................................................................................................................... 1 Chapter One - ‘Classical Conditioning’: The Classical Tradition in Colonial America ..................... 23 The Usefulness of Knowledge ................................................................................... 24 Grammar Schools and Colleges ................................................................................ 26 General Populace ...................................................................................................... 38 Conclusions ............................................................................................................... 45 Chapter Two - Cato in the Colonies: Joseph Addison’s Cato: A Tragedy .......................................... 47 Joseph Addison’s Cato: A Tragedy .......................................................................... 49 The Universal Appeal of Virtue ............................................................................ 55 The Hour of Death ................................................................................................ 59 The Legitimacy of Suicide ..................................................................................... 65 Theatre in the American Colonies ............................................................................ 68 Why Did Cato Appeal to the Colonists? ................................................................... 75 American ‘Liberty’ Plays ........................................................................................... 92 The Popularity of Plutarch ....................................................................................... 97 Conclusions ............................................................................................................. 104 Chapter Three - Old Man Liberty: Cato and the Stamp Act Crisis ...................................................... 106 Background to the Stamp Act ................................................................................. 108 The Passage of the Stamp Act .................................................................................. 111 Cato’s Letters ....................................................................................................... 118 Pseudonyms and Pamphlets ............................................................................... 123 Soliloquies ........................................................................................................... 126 Liberty Funerals .................................................................................................. 127 Repeal of the Stamp Act ......................................................................................... 129 Descent into War .................................................................................................... 133 Conclusions ............................................................................................................. 139 Chapter Four - Colonial Catos: Americans Performing Politics .......................................................... 141 Joseph Warren ........................................................................................................ 142 Patrick Henry .......................................................................................................... 162 Nathan Hale ............................................................................................................. 171 George Washington: A Lifetime of Catonian Performances .................................. 178 Newburgh Speech ............................................................................................... 188 Valley Forge......................................................................................................... 190 Eulogies ............................................................................................................... 195 Conclusions ............................................................................................................. 198 Chapter Five - Roman Matrons: Substituting Cato for Women ....................................................... 200 Classical Education and Women ............................................................................203 Female Worthies .................................................................................................... 209 The Rise of the Roman Matron .............................................................................. 214 Roman Matrons in Action ...................................................................................... 226 Abigail Adams and Mercy Otis Warren .............................................................. 229 Mercy Otis Warren and Hannah Winthrop ........................................................ 246 Conclusions ............................................................................................................. 249 Epilogue: Cato to Cincinnatus .................................................................................................... 251 New Epilogue to Cato ............................................................................................. 252 Cincinnatus ............................................................................................................. 257 Washington and Cincinnatus ................................................................................ 260 Conclusions ............................................................................................................. 266 Bibliography ............................................................................................................... 271 Acknowledgements Handing up a PhD thesis marks the end of a very long journey. I am simultaneously overjoyed and saddened that this time has come to a conclusion. This PhD has been at times the most fulfilling and exciting project, yet gruelling and frustrating at other moments. I cannot believe that for the last three and a half years I have been able to indulge in researching and writing about a moment of history that fascinates me – it does not get much better than that! Many people have been crucial to this process, and without their support, particularly that of the select few I’m about to mention, I may not have gotten to where I am today, at least not sanely! First and foremost, the most resounding ‘thank you’ goes to my supervisory team Prof. Alastair Blanshard and A/Prof. Andrew Fitzmaurice. Having heard horror stories from other PhD candidates about their supervisors I can only be even more grateful for the incredible supervision that I have received over the last three and a half years. Alastair, you have endlessly read and revised my work, making me laugh at some of the most bizarre renderings of the English-language that I have at times constructed. I thank you for your mentoring, encouragement, and sheer hard work that has made this process smooth and relatively stress free. I also cannot thank you enough for all the tedious administration that you have done – filling out forms, writing references, and doing general battle with the Arts Faculty and HR. Andrew, I am forever grateful that you even took me on as a student. Your insights into eighteenth-century intellectual history have been invaluable to the shaping of this project. Your guidance, encouragement, and consistent belief in my project have continually reassured me. I feel privileged to have received such outstanding supervision from both of you. This project would not be what it is without your help, and the words ‘thank you’ are not strong enough to express the gratitude I have for the time and effort you have both put in. My gratitude also extends more generally to the University of Sydney. I am thankful for the numerous scholarships that have enabled me to undertake this research, including the Australian Postgraduate Award, Arts Faculty Research Grant, Postgraduate Research Support Scheme Grant, Kath O’Neil Scholarship, and Sydney University Graduates Union of North America Alumni Scholarship. I would also like i to thank the Department of Classics and Ancient History for providing a supportive environment, and for granting me the Classics and Ancient History Travel Bursary. I would like to thank the Massachusetts Historical Society, where I spent five months doing archival research. Archiving was a phenomenal experience that truly brought to life the America Revolution as I saw the war through the eyes of Abigail Adams, Hannah Winthrop, Elbridge Gerry, and many many others. My time at the MHS could not have gone as smoothly as it did without their fantastic team of library assistants. I’d like to thank them all – Dan, Betsy, Anna, Sabina, and Liz - but a special mention must go to Andrea Cronin for your friendship and the last minute double checking of references. It was at the Massachusetts Historical Society that I met Sam Forman, whom I
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