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Massachusetts Historical Society, Adams Papers Editorial Project
Narrative Section of a Successful Application The attached document contains the grant narrative of a previously funded grant application, which conforms to a past set of grant guidelines. 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 application guidelines 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, 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: Adams Papers Editorial Project Institution: Massachusetts Historical Society Project Director: Sara Martin Grant Program: Scholarly Editions and Translations Program Statement of Significance and Impact The Adams Papers Editorial Project is sponsored by and located at the Massachusetts Historical Society (MHS). The Society’s 300,000-page Adams Family Papers manuscript collection, which spans more than a century of American history from the Revolutionary era to the last quarter of the nineteenth century, is consulted during the entire editing process, making the project unique among large-scale documentary editions. The Adams Papers has published 52 volumes to date and will continue to produce one volume per year. Free online access is provided by the MHS and the National Archives. -
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. -
The Causes of the American Revolution
Page 50 Chapter 12 By What Right Thomas Hobbes John Locke n their struggle for freedom, the colonists raised some age-old questions: By what right does government rule? When may men break the law? I "Obedience to government," a Tory minister told his congregation, "is every man's duty." But the Reverend Jonathan Boucher was forced to preach his sermon with loaded pistols lying across his pulpit, and he fled to England in September 1775. Thomas Jefferson wrote in the Declaration of Independence that when people are governed "under absolute Despotism, it is their right, it is their duty, to throw off such a Government." Both Boucher and Jefferson spoke to the question of whether citizens owe obedience to government. In an age when kings held near absolute power, people were told that their kings ruled by divine right. Disobedience to the king was therefore disobedience to God. During the seventeenth century, however, the English beheaded one King (King Charles I in 1649) and drove another (King James II in 1688) out of England. Philosophers quickly developed theories of government other than the divine right of kings to justify these actions. In order to understand the sources of society's authority, philosophers tried to imagine what people were like before they were restrained by government, rules, or law. This theoretical condition was called the state of nature. In his portrait of the natural state, Jonathan Boucher adopted the opinions of a well- known English philosopher, Thomas Hobbes. Hobbes believed that humankind was basically evil and that the state of nature was therefore one of perpetual war and conflict. -
Life, Liberty, and . . .: Jefferson on Property Rights
Journal of Libertarian Studies Volume 18, no. 1 (Winter 2004), pp. 31–87 2004 Ludwig von Mises Institute www.mises.org LIFE, LIBERTY, AND . : JEFFERSON ON PROPERTY RIGHTS Luigi Marco Bassani* Property does not exist because there are laws, but laws exist because there is property.1 Surveys of libertarian-leaning individuals in America show that the intellectual champions they venerate the most are Thomas Jeffer- son and Ayn Rand.2 The author of the Declaration of Independence is an inspiring source for individuals longing for liberty all around the world, since he was a devotee of individual rights, freedom of choice, limited government, and, above all, the natural origin, and thus the inalienable character, of a personal right to property. However, such libertarian-leaning individuals might be surprised to learn that, in academic circles, Jefferson is depicted as a proto-soc- ialist, the advocate of simple majority rule, and a powerful enemy of the wicked “possessive individualism” that permeated the revolution- ary period and the early republic. *Department Giuridico-Politico, Università di Milano, Italy. This article was completed in the summer of 2003 during a fellowship at the International Center for Jefferson Studies, Monticello, Va. I gladly acknowl- edge financial support and help from such a fine institution. luigi.bassani@ unimi.it. 1Frédéric Bastiat, “Property and Law,” in Selected Essays on Political Econ- omy, trans. Seymour Cain, ed. George B. de Huszar (Irvington-on-Hudson, N.Y.: Foundation for Economic Education, 1964), p. 97. 2E.g., “The Liberty Poll,” Liberty 13, no. 2 (February 1999), p. 26: “The thinker who most influenced our respondents’ intellectual development was Ayn Rand. -
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. -
Carlton Fw Larson
[Larson—April 2019] CARLTON F.W. LARSON Professor of Law School of Law University of California, Davis 400 Mrak Hall Drive Davis, CA 95616 (530) 754-5731 [email protected] EMPLOYMENT HISTORY UC DAVIS SCHOOL OF LAW, Davis, CA 2004- Professor of Law (2009- ); Acting Professor of Law (2004-2009) Courses Taught: Constitutional Law I, Constitutional Law II, Legal History Distinguished Teaching Award recipient, 2019 COVINGTON & BURLING, Washington, D.C. 2001-2004 Litigation Associate JUDGE MICHAEL DALY HAWKINS 2000-2001 UNITED STATES COURT OF APPEALS FOR THE NINTH CIRCUIT Law Clerk JENNER & BLOCK, LLP, Washington, D.C. Summer 2000 Summer Associate DEBEVOISE & PLIMPTON, LLP, New York, NY Summer 1999 Summer Associate STEPTOE & JOHNSON, LLP, Washington, D.C. Summer 1998 Summer Associate U.S. DEPARTMENT OF JUSTICE, Environment and Natural Resources Summer 1998 Division, Environmental Defense Section, Washington, D.C. Summer Law Clerk THE WHITE HOUSE, Office of Presidential Letters Summer 1995 Intern PUBLICATIONS THE TRIALS OF ALLEGIANCE: TREASON, JURIES, AND THE AMERICAN REVOLUTION (forthcoming, Oxford University Press, 2019) 1 [Larson—April 2019] The 1778-1779 Chester and Philadelphia Treason Trials: The Supreme Court as Trial Court, in THE SUPREME COURT OF PENNSYLVANIA: LIFE AND LAW IN THE COMMONWEALTH, 1684-2017, at 315 (John J. Hare ed., 2018) Treason and Cyberwarfare, Take Care Blog, July 27, 2017 Russia and ‘Enemies’ under the Treason Clause, Take Care Blog, July 24, 2017 Op-Ed: Sorry, Donald Trump Jr. is not a Traitor, WASHINGTON POST, July 11, 2017; CHICAGO TRIBUNE, July 13, 2017 Op-Ed: Five Myths about Treason, WASHINGTON POST, Feb. 19, 2017, B3 Op-Ed: Separation of Powers on Trial at High Court, DAILY JOURNAL, Jan. -
His Excellency: George Washington, William M
Naval War College Review Volume 58 Article 20 Number 3 Summer 2005 His Excellency: George Washington, William M. Calhoun Follow this and additional works at: https://digital-commons.usnwc.edu/nwc-review Recommended Citation Calhoun, William M. (2005) "His Excellency: George Washington,," Naval War College Review: Vol. 58 : No. 3 , Article 20. Available at: https://digital-commons.usnwc.edu/nwc-review/vol58/iss3/20 This Book Review is brought to you for free and open access by the Journals at U.S. Naval War College Digital Commons. It has been accepted for inclusion in Naval War College Review by an authorized editor of U.S. Naval War College Digital Commons. For more information, please contact [email protected]. Color profile: Disabled Composite Default screen 154 NAVAL WAR COLLEGE REVIEW Calhoun: His Excellency: George Washington, time when Japan had conquered vast and Australian failings in that battle. swaths of South East Asia and the South Having been a badly wounded partici- West Pacific. pant in the battle, he observes, “My There are chapters devoted to a number arguments against some of those hy- of distinguished wartime Australian potheses were therefore largely based senior naval officers, and others that on an innate belief that we Austra- (re)address some of the perennial mys- lians and our Royal Navy Admiral teries, such as the complete loss (and could not have done as badly as we vanishing) of the cruiser HMAS Sydney were led to believe. At the time I thought on the eve of the Japanese entry into that I had not made much of an im- the war. -
Founders H441 Syllabus
The Founders and Their World: histories (and historians) of the new republic History 441 Spring 2014 Thursdays 1:30-4:20 Shelby Cullum Davis Center Seminar Room (G-14, Dickinson Hall) Alec Dun 137 Dickinson Hall [email protected] Office hours: Mondays, 1:30-3:30 (use WASS to schedule) Overview: This seminar allows students to dig deeply into American history during the early national period, with a particular focus on the period between 1789 and 1808. This is a vibrant and crucial timespan, one in which the ideals of the recent Revolution met the realities of statecraft, when the social institutions of British America were strained through a new national American idiom, and when many of the issues that would prove vital to subsequent American history first cropped up. To explore it, we will read and talk about a diverse array of issues, ranging from the formation of the rules governing debate in the first Congress and George Washington’s social schedule to flaps over Alexander Hamilton’s Whiskey tax and the John Jay’s Anglo-American treaty. As we go, we will assess developments such as the American reaction to the French and Haitian Revolutions and the machinations of foreign diplomats and the outbreak of a little-known naval war in the Caribbean. Through it all, we will witness the birth of partisan politics and the so-called “first party system,” figuring out the divisions and developments and marking its workings in Presidential and Congressional elections. In sum, we will steep ourselves in the political culture of the new nation. -
The American Bill of Rights at Two Hundred and Thirty Years: How Do We Think About the Bill of Rights in the Twenty-First Century?
NANZAN REVIEW OF AMERICAN STUDIES Volume 41 (2019): 43-61 The American Bill of Rights at Two Hundred and Thirty Years: How Do We Think About the Bill of Rights in the Twenty-First Century? Paul FINKELMAN * Two hundred and thirty years ago, in 1789, the United States Congress proposed twelve amendments to the new Constitution. By December 1791 ten of them had been ratified1 and they have since been known as the American Bill of Rights. Since its ratification in 1791 the Bill of Rights has been often lauded as one of the great documents of human liberty̶providing for fa ir trials, prohibiting torture and other barbaric treatment of prisoners, guaranteeing freedom of religion, freedom of expression, and preventing the government from arbitrarily arresting people or taking away their life, liberty, or property. While some of the amendments have very little to do with fundamental liberties2 or are seen as * Paul Finkelman is the President and Professor of History of Gratz College, in metropolitan Philadelphia. He received his BA from Syracuse University and his MA and PhD from the University of Chicago. This paper was originally given at Nanzan University, Nagoya, Japan, June 2019. 1. The states did not ratify the first and second proposed amendments. The original First Amendment would have requ ired that eventually there would be one representative for every fifty thousand people in the nation. Had this amendment passed, today the House of Representatives would have about six thousand members. The proposed Second Amendment prohibited any sitting Congress from raising its own salary. Thus, Congress could only raise the salary for future Congresses. -
Founding Fathers" in American History Dissertations
EVOLVING OUR HEROES: AN ANALYSIS OF FOUNDERS AND "FOUNDING FATHERS" IN AMERICAN HISTORY DISSERTATIONS John M. Stawicki A Thesis Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of MASTER OF ARTS December 2019 Committee: Andrew Schocket, Advisor Ruth Herndon Scott Martin © 2019 John Stawicki All Rights Reserved iii ABSTRACT Andrew Schocket, Advisor This thesis studies scholarly memory of the American founders and “Founding Fathers” via inclusion in American dissertations. Using eighty-one semi-randomly and diversely selected founders as case subjects to examine and trace how individual, group, and collective founder interest evolved over time, this thesis uniquely analyzes 20th and 21st Century Revolutionary American scholarship on the founders by dividing it five distinct periods, with the most recent period coinciding with “founders chic.” Using data analysis and topic modeling, this thesis engages three primary historiographic questions: What founders are most prevalent in Revolutionary scholarship? Are social, cultural, and “from below” histories increasing? And if said histories are increasing, are the “New Founders,” individuals only recently considered vital to the era, posited by these histories outnumbering the Top Seven Founders (George Washington, Thomas Jefferson, John Adams, James Madison, Alexander Hamilton, Benjamin Franklin, and Thomas Paine) in founder scholarship? The thesis concludes that the Top Seven Founders have always dominated founder dissertation scholarship, that social, cultural, and “from below” histories are increasing, and that social categorical and “New Founder” histories are steadily increasing as Top Seven Founder studies are slowly decreasing, trends that may shift the Revolutionary America field away from the Top Seven Founders in future years, but is not yet significantly doing so. -
GABRIEL “JACK” CHIN University of California, Davis School of Law 400 Mrak Hall Drive Davis, CA 95616 (520) 401-6586 / [email protected]
GABRIEL “JACK” CHIN University of California, Davis School of Law 400 Mrak Hall Drive Davis, CA 95616 (520) 401-6586 / [email protected] ACADEMIC APPOINTMENTS University of California, Davis School of Law since 2011. Edward L. Barrett Chair in Law since Fall, 2016. Director of Clinical Legal Education since Spring 2017. Martin Luther King Jr. Professor of Law, since 2015. Professor of Law & Martin Luther King Jr. Hall Research Scholar, 2011-15. University of Arizona James E. Rogers College of Law, 2003-2011. Chester H. Smith Professor of Law, 2004-11. Professor of Public Administration and Policy, 2004-11. Professor of Law and Director, Program in Criminal Law and Policy. New York University School of Law Visiting Professor of Law, Spring 2001. University of Cincinnati College of Law, 1998-2003. Rufus King Professor of Law, from 2001. Interim Associate Dean, Spring 2002. Founder, Director, Urban Justice Institute (now Rosenthal Institute for Justice), 2001-03. Professor of Law, Fall 1999 to June 2001. Associate Professor of Law, Fall 1998 to Spring 1999. Western New England University School of Law, Springfield, Massachusetts. Assistant Professor of Law, 1995-98. Teaching/Research: Criminal Law, Criminal Procedure, Evidence, Immigration, Asian Pacific Americans and Law, Race and Law, Voting Rights. PROFESSIONAL APPOINTMENTS Collateral Consequences Resource Center Co-Founder, Board Member, 2012-Present. National Conference of Commissioners on Uniform State Laws Reporter, Uniform Collateral Consequences of Conviction Act, 2005-2010. Enactment Committee Member, 2009-Present. American Bar Association Reporter, ABA Criminal Justice Standards, Collateral Sanctions and Discretionary Disqualification of Convicted Persons, 2001-04. Member, Criminal Justice Section Ad Hoc Committee on Innocence, 2002-06. -
The Jefferson-Hemings Controversy Report of the Scholars Commission
turner 00 fmt auto cx 3 3/17/11 10:54 AM Page iii The Jefferson-Hemings Controversy Report of the Scholars Commission Edited by Robert F. Turner Carolina Academic Press Durham, North Carolina turner 00 fmt auto cx 3 4/15/11 5:36 AM Page iv Copyright © 2001, 2011 Robert F. Turner All Rights Reserved Library of Congress Cataloging-in-Publication Data Scholars Commission on the Jefferson-Hemings Matter. The Jefferson-Hemings controversy : report of the Scholars Commission / edited by Robert F. Turner. p. cm. ISBN 978-0-89089-085-1 (alk. paper) 1. Jefferson, Thomas, 1743–1826--Relations with women. 2. Hemings, Sally. 3. Jef- ferson, Thomas, 1743–1826--Relations with slaves. 4. Jefferson, Thomas, 1743–1826-- Family. I. Turner, Robert F. II. Title. E332.2.S35 2010 973.4'6092--dc22 2010031551 Carolina Academic Press 700 Kent Street Durham, NC 27701 Telephone (919) 489-7486 Fax (919) 493-5668 www.cap-press.com Printed in the United States of America turner 00 fmt auto cx 3 3/17/11 10:54 AM Page v This book is dedicated to the memory of our beloved colleagues Professor Lance Banning Hallam Professor of History University of Kentucky (January 24, 1942–January 31, 2006) and Professor Alf J. Mapp, Jr. Eminent Scholar, Emeritus and Louis I. Jaffe Professor of History, Emeritus Old Dominion University (February 17, 1925–January 23, 2011) turner 00 fmt auto cx 3 3/17/11 10:54 AM Page vii Contents Preface xiii Acknowledgments xv Members of the Scholars Commission xvii Scholars Commission on The Jefferson-Hemings Matter, Report 12 April 2001 3 Summary