A Republican Abroad: John Adams and the Diplomacy of the American Revolution
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The American Experience with Diplomacy and Military Restraint I
PART I: THE AmERICAN EXPERIENCE WITH DIPLOMACY AND MILITARY RESTRAINT i. Orphaned Diplomats: The American Struggle to Match Diplomacy with Power Jeremi Suri E. Gordon Fox Professor of History and Director, European Union Center of Excellence, University of Wisconsin, Madison Benjamin Franklin spent the American Revolution in Paris. He had helped to draft the Declaration of Independence in the summer of 1776, one of the most radical documents of the eighteenth century—sparking rebellion on both sides of the Atlantic Ocean. Serving as a representative for the Continental Congress in France during the next decade, Franklin became a celebrity. He was the enlightened idealist from the frontier, the man of principled action who enthralled onlookers in the rigid European class societies of the 1770s and ’80s. Franklin embodied the American critique of Old World society, economy, and diplomacy. He was one of many American revolutionaries to take aim at the degenerate world of powdered wigs, fancy uniforms, and silver-service dinners where the great men of Europe decided the fate of distant societies. Franklin was a representative of the enduring American urge to replace the diplomacy of aristocrats with the openness and freedom of democrats.1 Despite his radical criticisms of aristocracy, Franklin was also a prominent participant in Parisian salons. To the consternation of John Adams and John Jay, he dined most evenings with the most conservative elements of French high society. Unlike Adams, he did not refuse to dress the part. For all his frontiers- man claims, Franklin relished high-society silver-service meals, especially if generous portions of wine were available for the guests. -
John Adams Contemporaries
17 150-163 Found2 AK 9/13/07 11:27 AM Page 150 Answer Key John Adams contemporaries. These students may point out that Adams penned defenses Handout A—John Adams of American rights in the 1770s and was (1735–1826) one of the earliest advocates of colonial 1. Adams played a leading role in the First independence from Great Britain. They Continental Congress, serving on ninety may also mention that his authorship committees and chairing twenty-five of of the Massachusetts Constitution and these.An early advocate of independence Declaration of Rights of 1780 makes from Great Britain, in 1776 he penned him a champion of individual liberty. his Thoughts on Government, describing 5. Some students may suggest that gov- how government should be arranged. ernment may limit speech when the He headed the committee charged public safety requires it. Others may with writing the Declaration of Inde- suggest that offensive or obscene pendence. He served on the commis- speech may be restricted. Still other sion that negotiated the Treaty of Paris, students will argue against any limita- which ended the Revolutionary War. tions on freedom of speech. 2. Adams was not present at the Consti- tutional Convention. However, while serving as an American diplomat in Handout B—Vocabulary and London, he followed the proceedings. Context Questions Adams and Jefferson urged Congress 1. Vocabulary to yield to the Anti-Federalist demand a. disagreed for the Bill of Rights as a condition for b. caused ratifying the proposed Constitution. c. until now 3. The Alien and Sedition Acts gave the d. -
Construction of the Massachusetts Constitution
Construction of the Massachusetts Constitution ROBERT J. TAYLOR J. HI s YEAR marks tbe 200tb anniversary of tbe Massacbu- setts Constitution, the oldest written organic law still in oper- ation anywhere in the world; and, despite its 113 amendments, its basic structure is largely intact. The constitution of the Commonwealth is, of course, more tban just long-lived. It in- fluenced the efforts at constitution-making of otber states, usu- ally on their second try, and it contributed to tbe shaping of tbe United States Constitution. Tbe Massachusetts experience was important in two major respects. It was decided tbat an organic law should have tbe approval of two-tbirds of tbe state's free male inbabitants twenty-one years old and older; and tbat it sbould be drafted by a convention specially called and chosen for tbat sole purpose. To use the words of a scholar as far back as 1914, Massachusetts gave us 'the fully developed convention.'^ Some of tbe provisions of the resulting constitu- tion were original, but tbe framers borrowed heavily as well. Altbough a number of historians have written at length about this constitution, notably Prof. Samuel Eliot Morison in sev- eral essays, none bas discussed its construction in detail.^ This paper in a slightly different form was read at the annual meeting of the American Antiquarian Society on October IS, 1980. ' Andrew C. McLaughlin, 'American History and American Democracy,' American Historical Review 20(January 1915):26*-65. 2 'The Struggle over the Adoption of the Constitution of Massachusetts, 1780," Proceedings of the Massachusetts Historical Society 50 ( 1916-17 ) : 353-4 W; A History of the Constitution of Massachusetts (Boston, 1917); 'The Formation of the Massachusetts Constitution,' Massachusetts Law Quarterly 40(December 1955):1-17. -
Social Studies
201 OAlabama Course of Study SOCIAL STUDIES Joseph B. Morton, State Superintendent of Education • Alabama State Department of Education For information regarding the Alabama Course of Study: Social Studies and other curriculum materials, contact the Curriculum and Instruction Section, Alabama Department of Education, 3345 Gordon Persons Building, 50 North Ripley Street, Montgomery, Alabama 36104; or by mail to P.O. Box 302101, Montgomery, Alabama 36130-2101; or by telephone at (334) 242-8059. Joseph B. Morton, State Superintendent of Education Alabama Department of Education It is the official policy of the Alabama Department of Education that no person in Alabama shall, on the grounds of race, color, disability, sex, religion, national origin, or age, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program, activity, or employment. Alabama Course of Study Social Studies Joseph B. Morton State Superintendent of Education ALABAMA DEPARTMENT OF EDUCATION STATE SUPERINTENDENT MEMBERS OF EDUCATION’S MESSAGE of the ALABAMA STATE BOARD OF EDUCATION Dear Educator: Governor Bob Riley The 2010 Alabama Course of Study: Social President Studies provides Alabama students and teachers with a curriculum that contains content designed to promote competence in the areas of ----District economics, geography, history, and civics and government. With an emphasis on responsible I Randy McKinney citizenship, these content areas serve as the four Vice President organizational strands for the Grades K-12 social studies program. Content in this II Betty Peters document focuses on enabling students to become literate, analytical thinkers capable of III Stephanie W. Bell making informed decisions about the world and its people while also preparing them to IV Dr. -
Pen & Parchment: the Continental Congress
Adams National Historical Park National Park Service U.S. Department of Interior PEN & PARCHMENT INDEX 555555555555555555555555555555555555555555555555555555555555 a Letter to Teacher a Themes, Goals, Objectives, and Program Description a Resources & Worksheets a Pre-Visit Materials a Post Visit Mterialss a Student Bibliography a Logistics a Directions a Other Places to Visit a Program Evaluation Dear Teacher, Adams National Historical Park is a unique setting where history comes to life. Our school pro- grams actively engage students in their own exciting and enriching learning process. We hope that stu- dents participating in this program will come to realize that communication, cooperation, sacrifice, and determination are necessary components in seeking justice and liberty. The American Revolution was one of the most daring popular movements in modern history. The Colonists were challenging one of the most powerful nations in the world. The Colonists had to decide whether to join other Patriots in the movement for independence or remain loyal to the King. It became a necessity for those that supported independence to find ways to help America win its war with Great Britain. To make the experiment of representative government work it was up to each citi- zen to determine the guiding principles for the new nation and communicate these beliefs to those chosen to speak for them at the Continental Congress. Those chosen to serve in the fledgling govern- ment had to use great statesmanship to follow the directions of those they represented while still find- ing common ground to unify the disparate colonies in a time of crisis. This symbiotic relationship between the people and those who represented them was perhaps best described by John Adams in a letter that he wrote from the Continental Congress to Abigail in 1774. -
Founding-Era Jus Ad Bellum and the Domestic Law of Treaty Withdrawal
DANIEL J. HESSEL Founding-Era Jus Ad Bellum and the Domestic Law of Treaty Withdrawal ABSTRACT. The Constitution provides no textual guidance for how, as a matter of domestic law, the United States can withdraw from an Article II treaty. The Supreme Court has not clarified matters. In the face of this uncertainty, government officials and scholars alike have long debated whether the President may unilaterally withdraw from a treaty or whether Congress has a role to play. This Note contributes to the debate by examining the relationship between treaty withdrawal and war powers through an originalist lens. Through close assessment of the contemporaneous jus ad bellum, the Note concludes that, at the Founding, treaty withdrawal presented a clear justification for war. Treaty withdrawal therefore implicates the War Powers Clause, which assigns primary responsibility for initiating war to Congress. Because the Founders and their contemporaries likely saw treaty withdrawal as a matter of war and peace, and because the Constitution entrusts Congress with the power to commence war, this Note concludes that the original understanding of the Constitution supports a role for Congress in treaty withdrawal. AUTHO R. Yale Law School, J.D. 2016. I am indebted to Professors Oona Hathaway and Lea Brilmayer for their supervision and guidance. I am grateful to Rebecca Crootof and Professors Bruce Ackerman, Curtis Bradley, Harold Hongju Koh, and Michael Reisman for their insights, and to my family members and friends who read early drafts of this Note. For their constructive feedback, careful editing, and patience, I thank Alexander Kazam, Elizabeth Ingriselli, Charlie Bridge, Rebecca Lee, Michael Clemente, and the editors of the Yale Lawjournal. -
The Stamp Act Crisis (1765)
Click Print on your browser to print the article. Close this window to return to the ANB Online. Adams, John (19 Oct. 1735-4 July 1826), second president of the United States, diplomat, and political theorist, was born in Braintree (now Quincy), Massachusetts, the son of John Adams (1691-1760), a shoemaker, selectman, and deacon, and Susanna Boylston. He claimed as a young man to have indulged in "a constant dissipation among amusements," such as swimming, fishing, and especially shooting, and wished to be a farmer. However, his father insisted that he follow in the footsteps of his uncle Joseph Adams, attend Harvard College, and become a clergyman. John consented, applied himself to his studies, and developed a passion for learning but refused to become a minister. He felt little love for "frigid John Calvin" and the rigid moral standards expected of New England Congregationalist ministers. John Adams. After a painting by Gilbert Stuart. Adams was also ambitious to make more of a figure than could Courtesy of the Library of Congress (LC- USZ62-13002 DLC). be expected in the local pulpits. So despite the disadvantages of becoming a lawyer, "fumbling and racking amidst the rubbish of writs . pleas, ejectments" and often fomenting "more quarrels than he composes," enriching "himself at the expense of impoverishing others more honest and deserving," Adams fixed on the law as an avenue to "glory" through obtaining "the more important offices of the State." Even in his youth, Adams was aware he possessed a "vanity," which he sought to sublimate in public service: "Reputation ought to be the perpetual subject of my thoughts, and the aim of my behaviour." Adams began reading law with attorney James Putnam in Worcester immediately after graduation from Harvard College in 1755. -
John Adams and the Diplomacy of the American Revolution
University of Kentucky UKnowledge Diplomatic History History 1980 John Adams and the Diplomacy of the American Revolution James H. Hutson Library of Congress Click here to let us know how access to this document benefits ou.y Thanks to the University of Kentucky Libraries and the University Press of Kentucky, this book is freely available to current faculty, students, and staff at the University of Kentucky. Find other University of Kentucky Books at uknowledge.uky.edu/upk. For more information, please contact UKnowledge at [email protected]. Recommended Citation Hutson, James H., "John Adams and the Diplomacy of the American Revolution" (1980). Diplomatic History. 4. https://uknowledge.uky.edu/upk_diplomatic_history/4 JOHN ADAMS AND THE DIPLOMACY OF THE AMERICAN REVOLUTION JAMES H. HUTSON JOHN ADAMS AND THE DIPLOMACY OF THE AMERICAN REVOLUTION THE UNIVERSITY PRESS OF KENTUCKY FOR KATHY Library of Congress Cataloging in Publication Data Hutson, James H John Adarns and the diplomacy of the American Revolution Bibliography: p. Includes Index. 1. United States-Foreign relations-Revolution, 1775-1783 2. Adams, John, Pres. U. S., 1735- 1826. I. Title. E249.H87 973.3'2'0924 79-57575 ISBN 978-0-8 13 1-53 14-8 Copyright@ 1980 by The University Press of Kentucky Scholarly publisher for the Commonwealth serving Berea College, Centre College of Kentucky, Eastern Kentucky University, The Filson Club, Georgetown College, Kentucky Historical Society, Kentucky State University, Morehead State University, Murray State University, Northern Kentucky University, Transylvania University, University of Kentucky, University of Louisville, and Western Kentucky University. Editorial andSaLes Ofices: Lexington, Kentucky 40506 CONTENTS Acknowledgments vii Chapter 1 Formulating an American Foreign Policy 1 Chapter 2 France, 1778-1779 33 Chapter 3 France Again, 1780 5 1 Chapter 4 The Netherlands 75 Chapter 5 Dutch Recognition 102 Chapter 6 Peace Negotiations 117 Chapter 7 John Adarns and Revolutionary Diplomacy 142 Notes 157 A Note on Sources 191 Index 193 ACKNOWLEDGMENTS Edmund S. -
American Political Thought, Spring 2019
San José State University Department of Political Science POLS 163, American Political Thought, Spring 2019 Course and Contact Information Instructor: Kenneth B. Peter Office Location: Clark 449 Telephone: (408) 924-5562 Email: [email protected] Office Hours: Tuesday 2-4, Wednesday 12-1 (selected Wednesdays 2-3 instead), and by appointment Class Days/Time: Monday and Wednesday 10:30-11:45 Classroom: DMH 149A Canvas learning management system Course materials can be found on the Canvas learning management system course website. You can learn how to access this site at this web address: http://www.sjsu.edu/at/ec/canvas/ Course Description This course: Many of the political ideas which Americans take for granted were once new and controversial. This course seeks to reawaken the great debates which shaped our political heritage. American political theory is very different from the more famous tradition of European political theory. While APT has important European roots, it also reflects the unique historical and cultural circumstances of America. For example, Americans have tended to be suspicious of abstract theory (maybe this includes you!) As a result, APT tends to be less abstract, less idealistic, and more practical than European theory. Furthermore, the American experiment was faced from the start with an intense debate over inclusion--who would be included as citizens? The presence of slaves and Native Americans in a nation that was initially dominated by European colonizers led to contradictions within their political theories which they sought to suppress, to explain, or to reform. American Political Thought, Spring 2018 Page 1 of 21 This course focuses primarily on the American constitutional founding period. -
Introduction
Notes INTRODUCTION 1. Harper's, 'Is there Virtue in Profit: Reconsidering the Morality of Capitalism', vol. 273 (December 1986 ), 38. 2. Joyce Appleby, Capitalism and a New Social Order: The Republican Vision of the 1790s (New York, 1984), 25-50. 3. John M. McCusker & Russell R. Menard, The Economy of British America, 1607-1789 (Chapel Hill, 1985), 71. On the importance of overseas trade to individuals' income in the colonies see Alice Hansen Jones, Wealth of a Nation: The American Colonies on the Eve of the Revolution (New York, 1980), 65-66. 4. James A. Field Jr., 'All Economists, All Diplomats', in William H. Becker and Samuel F. Wells Jr., eds, Economic and World Power (New York, 1989), 1. 5. Jefferson to James Madison, January 30, 1787; to William Stephen Smith, November 13, 1787, Julian P. Boyd et al. eds, The Papers of Thomas Jefferson, 24 vols to date (Princeton, 1950- , hereafter Jefferson Papers), XI, 93, XII, 356. 6. Richard K. Mathews, The Radical Politics of Thomas Jefferson: A Revisionist View (Lawrence, Kansas, 1984), 122. 7. James Madison toN. P. Trist, May 1832, Gillard Hunted., The Writings of James Madison 9 vols (New York, 1900-1910) IX, 479. 8. Dumas Malone, Jefferson and his Time, 6 vols (Boston 1948-1981), vol. 1: Jefferson the Virginian vol. 2: Jefferson and the Rights of Man; vol. 3: Jefferson and the Ordeal Liberty; vol. 4: Jefferson the President: First Term, 1801-1805; vol. 5: Jefferson the President: Second Term, 1805-1809; vol. 6: The Sage of Monticello. 9. Merrill Peterson, Thomas Jefferson and the new Nation: A Biography (New York, 1970); idem, The Jefferson ]mage in the American Mind (New York, 1960). -
Silence Over Their Tombs
Wickstrom 1 Silence Over Their Tombs: A Microhistory of American Perceptions of Alcoholism in the Late Eighteenth and Early Nineteenth Centuries Using the Adams Family Papers A Senior Project presented to the Faculty of the History Department California Polytechnic State University, San Luis Obispo Dr. Murphy In Partial Fulfillment of the Requirements for the Degree of Bachelor of Arts in History By Lucy Wickstrom June 2020 Wickstrom 2 Abstract The perception of alcohol addiction in the United States of America has changed numerous times throughout the nation’s history, with people accepting it as a mere part of life in the colonial era before preachers and thinkers began to denounce it as a vice and a moral failure. The influential writings of respected patriot Dr. Benjamin Rush, however, initiated a fundamental shift in the way that Americans understood alcoholism, as he was the first to make the argument that it was a disease beyond the control of its sufferers. This paper uses the example of the famous Adams family to illustrate this shift in thought, since both of John Adams’s younger sons, Charles and Thomas, died from complications related to alcoholism. By examining the writings of the family left behind in the Adams Family Papers, as well as other relevant primary documents, I argue that the Adams family was influenced by changing societal ideas as they addressed Thomas’s struggles quite differently from the way they had Charles’s decades earlier. Wickstrom 3 Introduction On March 17, 1777, John Adams wrote a letter to his third child and middle son, Charles. -
The Misunderstood Philosophy of Thomas Paine
THE MISUNDERSTOOD PHILOSOPHY OF THOMAS PAINE A Thesis Presented to The Graduate Faculty of The University of Akron In Partial Fulfillment of the Requirements for the Degree Master of History Jason Kinsel December, 2015 THE MISUNDERSTOOD PHILOSOPHY OF THOMAS PAINE Jason Kinsel Thesis Approved: Accepted: ______________________________ _____________________________ Advisor Dean of the College Dr. Walter Hixson Dr. Chand Midha ______________________________ ______________________________ Faculty Reader Dean of the Graduate School Dr. Martino-Trutor Dr. Chand Midha ______________________________ ______________________________ Department Chair Date Dr. Martin Wainwright ii ABSTRACT The name Thomas Paine is often associated with his political pamphlet Common Sense. The importance of “Common Sense” in regards to the American Revolution has been researched and debated by historians, political scientists, and literary scholars. While they acknowledge that Paine’s ideas and writing style helped to popularize the idea of separation from Great Britain in 1776, a thorough analysis of the entirety of Paine’s philosophy has yet to be completed. Modern scholars have had great difficulty with categorizing works such as, The Rights of Man, Agrarian Justice, and Paine’s Dissertation on First Principles of Government. Ultimately, these scholars feel most comfortable with associating Paine with the English philosopher John Locke. This thesis will show that Paine developed a unique political philosophy that is not only different from Locke’s in style, but fundamentally opposed to the system of government designed by Locke in his Second Treatise of Government. Furthermore, I will provide evidence that Paine’s contemporary’s in the American Colonies and Great Britain vehemently denied that Paine’s ideas resembled those of Locke in any way.