The Selected Papers of John Jay, 1760–1779 Volume 1 Table of Contents the Jay Family Editorial Note Education Editorial Note
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William Jay of Frederick County Virginia 2019
To Family History Enthusiasts, This has been years in the making and as such has been a great labor of love. As you may note, this manuscript is laid out in book format and it is the intention of the authors to continue with additional publications of the children of William Jay... William, James, Joseph, John, Mary, Rachel, Lydia and David. Some of these are already in the works. It is hoped that one day the combined works will be published in printed format. As for now, we are sharing them with the public on the Jay Family Association website. This is a copyrighted work. Please do not download and publish on any other site like Ancestry.com. That would violate our copyright. Below you are given a citation to use if you desire to quote passages from this work. We hope all will enjoy. Copyright © 2019 by Arthur V. King and Christy L Jay All rights reserved. No part of this book may be reproduced in any form on by an electronic or mechanical means, including information storage and retrieval systems, without permission in writing from the publisher, except by a reviewer who may quote brief passages in a review. When quoting brief passages they should be cited as follows: King, Arthur V. and Jay, Christy L. William Jay of Frederick Co. VA. 2019. www.jayfamily.org William Jay of Frederick Co. VA______ Introduction Introduction The Purpose The intent of this book is to document and explore the life and times of William Jay ca (1711-1773) who migrated out of Frederick County Virginia ca 1751 with his family. -
The Meaning of the Federalist Papers
English-Language Arts: Operational Lesson Title: The Meaning of the Federalist Papers Enduring Understanding: Equality is necessary for democracy to thrive. Essential Question: How did the constitutional system described in The Federalist Papers contribute to our national ideas about equality? Lesson Overview This two-part lesson explores the Federalist Papers. First, students engage in a discussion about how they get information about current issues. Next, they read a short history of the Federalist Papers and work in small groups to closely examine the text. Then, student pairs analyze primary source manuscripts concerning the Federalist Papers and relate these documents to what they have already learned. In an optional interactive activity, students now work in small groups to research a Federalist or Anti-Federalist and role-play this person in a classroom debate on the adoption of the Constitution. Extended writing and primary source activities follow that allow students to use their understanding of the history and significance of the Federalist Papers. Lesson Objectives Students will be able to: • Explain arguments for the necessity of a Constitution and a bill of rights. • Define democracy and republic and explain James Madison’s use of these terms. • Describe the political philosophy underpinning the Constitution as specified in the Federalist Papers using primary source examples. • Discuss and defend the ideas of the leading Federalists and Anti-Federalists on several issues in a classroom role-play debate. (Optional Activity) • Develop critical thinking, writing skills, and facility with textual evidence by examining the strengths of either Federalism or Anti-Federalism. (Optional/Extended Activities) • Use both research skills and creative writing techniques to draft a dialogue between two contemporary figures that reflects differences in Federalist and Anti-Federalist philosophies. -
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 -
Hudson Valley Ring
Peekskill, NY -- A Site on a Revolutionary War Road Trip http://revolutionaryday.com/usroute9/peekskill/default.htm Books US4 NY5 US7 US9 US9W US20 US60 US202 US221 Canal On March 23, 1777, 500 British troops disembarked from 10 ships sent up the Hudson to attack the storehouse at Peekskill. 250 American troops manned the storehouse at Peekskill under the command of Alexander McDougall. McDougall withdrew into the town and asked for support from Fort Montgomery across the river. Col Marinus Willett arrived with 80 men and with the General's permission led an attack on the British who were burning military supplies. Willett fired on the British and charged with bayonets forcing the British to retreat. On June 24, 1781, Washington set up camp in Peekskill and waited for French forces that left Newport, RI on June 9th under the command of General Rochambeau. When the French arrived, the combined armies performed exercises and demonstrations to intimidate the British in New York City. However, Washington and Rochambeau decided that a larger force would be necessary to lay siege to the city. Instead, Washington abandoned his efforts in New York and took half of his forces and the French forces to surround and overwhelm Cornwallis in the south. Clinton in New York would not figure out what Washington was up to for over two weeks and would not send a force out to rescue Cornwallis for another month. Clinton was informed of the surrender enroute and turned back to New York City. Today, there’s a beautiful park on the Hudson at Peekskill. -
The Governors of New Jersey' Michael J
History Faculty Publications History Summer 2015 Governing New Jersey: Reflections on the Publication of a Revised and Expanded Edition of 'The Governors of New Jersey' Michael J. Birkner Gettysburg College Follow this and additional works at: https://cupola.gettysburg.edu/histfac Part of the American Politics Commons, Political History Commons, and the United States History Commons Share feedback about the accessibility of this item. Birkner, Michael J. "Governing New Jersey: Reflections on the Publication of a Revised and Expanded Edition of 'The Governors of New Jersey.'" New Jersey Studies 1.1 (Summer 2015), 1-17. This is the publisher's version of the work. This publication appears in Gettysburg College's institutional repository by permission of the copyright owner for personal use, not for redistribution. Cupola permanent link: https://cupola.gettysburg.edu/histfac/57 This open access article is brought to you by The uC pola: Scholarship at Gettysburg College. It has been accepted for inclusion by an authorized administrator of The uC pola. For more information, please contact [email protected]. Governing New Jersey: Reflections on the Publication of a Revised and Expanded Edition of 'The Governors of New Jersey' Abstract New Jersey’s chief executive enjoys more authority than any but a handful of governors in the United States. Historically speaking, however, New Jersey’s governors exercised less influence than met the eye. In the colonial period few proprietary or royal governors were able to make policy in the face of combative assemblies. The Revolutionary generation’s hostility to executive power contributed to a weak governor system that carried over into the 19th and 20th centuries, until the Constitution was thoroughly revised in 1947. -
Alexander Hamilton to John Jay on African-American Soldiers (March, 14, 1779)
Alexander Hamilton to John Jay on African-American Soldiers (March, 14, 1779) On March 14, 1779, Alexander Hamilton wrote this letter to John Jay regarding the recruitment of black soldiers. Hamilton expressed his opinion that former slaves might prove even better soldiers than the whites. Unlike many of his contemporaries, he rejected prejudices about the natural abilities of African-Americans and attributed any of their deficiencies to their social condition as slaves. As you read the letter, consider why Hamilton advocated giving the slaves "their freedom with their muskets" and what effect he thought this would have on slaves throughout the South. How did he propose to overcome the objections of slaveowners? Why was his plan rejected by congress? Col Laurens, who will have the honor of delivering you this letter, is on his way to South Carolina, on a project, which I think, in the present situation of affairs there, is a very good one and deserves every kind of support and encouragement. This is to raise two three or four batalions of negroes; with the assistance of the government of that state, by contributions from the owners in proportion to the number they possess. If you should think proper to enter upon the subject with him, he will give you a detail of his plan. He wishes to have it recommended by Congress to the state; and, as an inducement, that they would engage to take those batalions into Continental pay. It appears to me, that an expedient of this kind, in the present state of Southern affairs, is the most rational, that can be adopted, and promises very important advantages. -
Introduction to the Ratification of the Constitution in New York
Introduction to the Ratification of the Constitution in New York During the decade preceding the War for Independence, New York was divided into two large provincial factions—the Delanceys and the Livingstons. When independence neared, the Delanceys were in power and they remained loyal to the king. The opposition to British imperial policy consisted of three groups—the radical elements led by New York City mechanics who advocated independence from Great Britain, a very conservative group that wanted reconciliation, and another conservative group that wanted to delay independence but would not give up key colonial rights. Because conservatives controlled the third Provincial Congress, that body gave no instructions on the question of independence to New York’s delegates to the Second Continental Congress meeting in Philadelphia. Not being instructed, the New York delegation, standing alone, did not vote on independence on 2 July 1776. Earlier, in response to the Continental Congress’ resolution of 15 May 1776, the third Provincial Congress had called on the electors in the different counties to elect a fourth provincial congress which might draft a constitution creating a state government. The election took place and the new Provincial Congress on 9 July resolved unanimously to join the other colonies in declaring independence. The next day it renamed itself the Provincial Convention. On 1 August the Convention appointed a committee of thirteen to draft a state constitution and to report by 26 August. The committee did not report until 12 March 1777. After almost six weeks of debate, the Convention on 20 April voted “in the name and by the authority of the good people of this State” to adopt the constitution. -
Documents and Letters Intended to Illustrate the Revolutionary
DOCUMENTS AND LETTERS INTENDED TO ILLUSTRATE THE REWOLUTIONARY INCIDENTS OF / QUEENS COUNTY; \ WITH CONNECTING NARRATIVES, EXPLANATORY NOTES, AND ADDITIONS. BY HENRY ONDERDONK, Jr. " ", , , , * * * * * * * * , , , , - - * , . “Posterity delights lº, details. --J., Q, A.D.AMs. : ' ' , ; ; , ; ; ; , , - NEW.YORK; L E A V ITT, T R O W A N D C O M P A NY, 194 B. R O A.D W A Y. 1846. & Jº 16 RISE AND PROGRESS OF visor, f and any other person, by whose backwardness, igno rance, negligence, or remissness, this meeting has been so long delayed.—Gaine, Dec. 19, '74. * Two of the Committee declined serving: one was absent, and one left them in their meditations. t Lieut. Gov. Colden to the Earl of Dartmouth, Oct. 5, 1774: “A great deal of pains has been taken to persuade the counties to choose delegates for the Congress, or to adopt those sent by the city of New York. Several counties have refused. In Queens county, where I have a house, and reside in the summer season, six persons have not been got ! to meet for the purpose, and the inhabitants remain firm in their resolu tion not to join in the Congress.” f “The supervisor, Capt. Benjamin Whitehead, had received a letter from the New-York Committee, but on consulting with the leading men of the town, he concluded to take no notice of it.” 3. January 19th, 1775. Address from the Committee of Correspondence of the Township of Jamaica, presented to the Delegates who represented this Province in the late General Congress : GENTLEMEN: We cheerfully embrace this opportunity of publicly acknowledging, in behalf of ourselves and our con stituents, our most grateful sense of the arduous, faithful, and important services, you have rendered your country in the pre sent alarming conjunction of affairs. -
Orders of George Washington to General John Sullivan, at Head-Quarters May 31, 1779
Orders of George Washington to General John Sullivan, at Head-Quarters May 31, 1779 The Expedition you are appointed to command is to be directed against the hostile tribes of the Six Nations of Indians, with their associates and adherents. The immediate objects are the total destruction and devastation of their settlements, and the capture of as many prisoners of every age and sex as possible. It will be essential to ruin their crops now in the ground and prevent their planting more. I would recommend, that some post in the center of the Indian Country, should be occupied with all expedition, with a sufficient quantity of provisions whence parties should be detached to lay waste all the settlements around, with instructions to do it in the most effectual manner, that the country may not be merely overrun, but destroyed. But you will not by any means listen to any overture of peace before the total ruinment of their settlements is effected. Our future security will be in their inability to injure us and in the terror with which the severity of the chastisement they receive will inspire them.[4] The 1779 Sullivan Campaign A Little-Known Offensive Strategic To The War Breaks The Indian Nations' Power by Stanley J. Adamiak The 1779 Sullivan Campaign emerged as one of the larger of the Continental Army's offensives during the American Revolution, yet remains relatively unknown.1 It was an act of reprisal to break the Iroquois Confederation, a Native American political and military alliance that included the Seneca, Cayuga, Mohawk, Onondaga, 0neida, and Tuscarora tribes. -
H'on. John Alsop King Eighteenth President. Of
M EM ORI AL ' J H ALS K G Tm' H ON. O N O P I N EIGHTEENTH PRESIDENT. OF THE N EW YORK HISTORICAL SOCIETY THE ERY R E — V V . E ' GENE A . I I O FFM AN L L . D . , D . C . L . RE AD ' E F ORE THE S I E T Y FE ' R A Y OC , ' R 5, 1901 N EW YO RK PR I NTED FO R THE S OCI ETY 190 1 T E S TY 1 0 1 . OFFICERS O F H OCIE , 9 P RE S I D ENT, H E V R V G M T R Y E ' . E . E E N E A H O F F A N D D L D . D . L L . , . C . V -P E N FIRST ICE R SIDE T, L ]fl E R P O N T M. O R G A N N V -P EN SECO D ICE RESID T, S K D Y J O H N E N N E . E N P N N E FOR IG CORRES O DI G SECR TARY, N I C H O L A S F I S H . M P N N DO ESTIC CORRES O DI G SECRETARY, F R E D E R I C W E N D E L L J A C K N E RECORDI G SECR TARY, Y D Y H C A R N E Y m EL D S N E . , J , A ' TRE S RER , C R A R M A N H A L E S . -
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LIBRARY EVACUATION DAY. 1783, Sergeant Van ArscLale Tearing Down the British Flag. WITH RECOLLECTIONS OF CAPT. JOHN VAN ARSDALE. OF THE VETERAN CORPS OF ARTILLERY, BY JAMES RIKER. "EVACUATION DAY." 1783, ITS MANY STIRRING EVENTS; WITH RECOLLECTIONS OF CAPT. JOHN VAN AESDALE. OF THE VETERAN CORPS OF ARTILLERY, BY WHOSE EFFORTS ON THAT DAY THE ENEMY WEI|E CIRCUMYEI(TED, AND THE AMERICAN FLAG SUCCESSFULLY RAISED ON THE BATTERY, WITH ILLUSTRATIVE NOTES. BY JAMES RIKER, Author of the Annals of Newtown, and History of Harlem; Life Member of the New York Historical Society, Etc. PRINTED POR THE AUTHOR. NEW YORK 1883. Entered according to Act of Congress, in the year 1883, by JAMES EIKEB, In the office of the Librarian of Congress, at "Washington, D. C. CRICHTON & CO., PRINTERS, 221-225 Fulton St., N. Y. EVACUATION DAY. CHAPTER L r^UR MEMORABLE REVOLUTION, so proMc of grand and glorious themes, presents none more thrilling than is afforded by the closing scene in that stupendous struggle which gave birth to our free and noble Republic. New York City will have the honor of celebrating, on the 25th of November, the hundredth anniversary of this event, the most signal in its history ; and which will add the last golden link to the chain of Revolutionary Centennials, A century ago, on "Evacuation Day," so called in our local calendar, the wrecks of those proud armies,—sent hither by the mother country to enforce her darling scheme of "taxation without representation,"—withdrew from our war-scarred city, with the honors of defeat .thick upon them, but leaving our patriotic fathers happy in the enjoyment of tlieir independence, so gloriously won in a seven years' conflict. -
The Selected Papers of John Jay, 1760-1779 Volume 1 Index
The Selected Papers of John Jay, 1760-1779 Volume 1 Index References to earlier volumes are indicated by the volume number followed by a colon and page number (for example, 1:753). Achilles: references to, 323 Active (ship): case of, 297 Act of 18 April 1780: impact of, 70, 70n5 Act of 18 March 1780: defense of, by John Adams, 420; failure of, 494–95; impact of, 70, 70n5, 254, 256, 273n10, 293, 298n2, 328, 420; passage of, 59, 60n2, 96, 178, 179n1 Adams, John, 16, 223; attitude toward France, 255; and bills of exchange, 204n1, 273– 74n10, 369, 488n3, 666; and British peace overtures, 133, 778; charges against Gillon, 749; codes and ciphers used by, 7, 9, 11–12; and commercial regulations, 393; and commercial treaties, 645, 778; commissions to, 291n7, 466–67, 467–69, 502, 538, 641, 643, 645; consultation with, 681; correspondence of, 133, 176, 204, 393, 396, 458, 502, 660, 667, 668, 786n11; criticism of, 315, 612, 724; defends act of 18 March 1780, 420; documents sent to, 609, 610n2; and Dutch loans, 198, 291n7, 311, 382, 397, 425, 439, 677, 728n6; and enlargement of peace commission, 545n2; expenses of, 667, 687; French opposition to, 427n6; health of, 545; identified, 801; instructions to, 152, 469–71, 470–71n2, 502, 538, 641, 643, 657; letters from, 115–16, 117–18, 410–11, 640–41, 643–44, 695–96; letters to, 87–89, 141–43, 209–10, 397, 640, 657, 705–6; and marine prisoners, 536; and mediation proposals, 545, 545n2; as minister to England, 11; as minister to United Provinces, 169, 425; mission to Holland, 222, 290, 291n7, 300, 383, 439,