Articles of Confederation| an Examination of Current Misconceptions
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' ' ., ,�- NONIMPORTATION AND THE SEARCH FOR ECONOMIC INDEPENDENCE IN VIRGINIA, 1765-1775 BRUCE ALLAN RAGSDALE Charlottesville, Virginia B.A., University of Virginia, 1974 M.A., University of Virginia, 1980 A Dissertation Presented to the Graduate Faculty of the University of Virginia in Candidacy for the Degree of Doctor of Philosophy Corcoran Department of History University of Virginia May 1985 © Copyright by Bruce Allan Ragsdale All Rights Reserved May 1985 TABLE OF CONTENTS Introduction: 1 Chapter 1: Trade and Economic Development in Virginia, 1730-1775 13 Chapter 2: The Dilemma of the Great Planters 55 Chapter 3: An Imperial Crisis and the Origins of Commercial Resistance in Virginia 84 Chapter 4: The Nonimportation Association of 1769 and 1770 117 Chapter 5: The Slave Trade and Economic Reform 180 Chapter 6: Commercial Development and the Credit Crisis of 1772 218 Chapter 7: The Revival Of Commercial Resistance 275 Chapter 8: The Continental Association in Virginia 340 Bibliography: 397 Key to Abbreviations used in Endnotes WMQ William and Mary Quarterly VMHB Virginia Magazine of History and Biography Hening William Waller Hening, ed., The Statutes at Large; Being� Collection of all the Laws Qf Virginia, from the First Session of the Legislature in the year 1619, 13 vols. Journals of the House of Burgesses of Virginia Rev. Va. Revolutionary Virginia: The Road to Independence, 7 vols. LC Library of Congress PRO Public Record Office, London co Colonial Office UVA Manuscripts Department, Alderman Library, University of Virginia VHS Virginia Historical Society VSL Virginia State Library Introduction Three times in the decade before the Revolution. Vir ginians organized nonimportation associations as a protest against specific legislation from the British Parliament. -
To Sail on to Boston, Leaving No Aid to Sullivan's Army. in the End It Seems
71 to sail on to Boston, leaving no aid to Sullivan’s army. In the end it seems d’Estaing couldn’t help but agree with his men. The French felt it was their first duty to preserve the fleet to fight another day.118 They also felt victory was not a mere few days away as Sullivan insisted.119 The Americans’ high hopes had grown higher at the sight of the French, only to be dashed. This abandonment hit the troops’ morale exceedingly hard. The French had “…left us in a most Rascally manner…” wrote Colonel Israel Angell of the Continental Army.120 Several days later, in a letter to Washington, Greene recounted “…it struck such a panic among the Militia and Volunteers that they began to desert by shoals. The fleet no sooner set sail than they began to be alarm’d for their safety. This misfortune damp’d the hopes of our Army and gave new Spirits to that of the Enemy.”121 Additionally, d’Estaing’s decision revived old prejudices against their former enemy turned ally.122 The anti-French sentiments went all the way to the top. Sullivan was furious and insinuated the French were traitors, nearly coming to blows with Lafayette, who bore the brunt of the army’s bitterness.123 Sullivan went on to write a strongly worded letter of protest to d’Estaing detailing why he should not quit the campaign, which further fueled tensions between the allies.124 America’s new alliance was now turning into a diplomatic disaster. Under the circumstances at hand, and after calming down, Sullivan did his best to assure the army to put their trust in him. -
Alexander Hamilton: the Inaugural American Dream by Jack Stuart
Alexander Hamilton: The Inaugural American Dream By Jack Stuart Wauwatosa East High School One’s psychological state is often compounded in the breeding ground of one’s childhood, and Alexander Hamilton’s inveterate habits were no different. His birthplace in the West Indies “vastly outweigh[ed] the northern colonies,” economically, but Hamilton experienced little of this wealth.1 Both of his parents were struck with downward social and economic mobility, depriving him of a first-class life, and instilling in him the necessity of personal achievement. The departure of his father and death of his mother in his pre-pubescent years only served to further his self-reliance. This modest upbringing led Hamilton to dream of little but lasting glory, writing his friend about his utmost desire for war.2 At the age of 17, he wrote a newspaper article describing the devastation of a recent hurricane that was avidly received by his neighbors, who collected funds to send him to college on the mainland hoping he would return as a doctor. This kindness not only provided for his future, but furthered his understanding of the importance of money. This grasp of economics can be seen later in his life as the basis for many of his proposals, from his founding of the Bank of New York and the Bank of the United States to his financial plan as Secretary of the Treasury. Hamilton believed that Great Britain had the best government possible, but the temporary failures of Parliament prompted him to believe that, “to usurp dominion over a people can . -
Tribal-State Relations
ISSUE BRIEF August 2012 Tribal-State Relations What’s Inside: • Key factors affecting The United States Congress and Tribal governments Tribal-State relations in have articulated the importance of protecting the safety, child welfare permanency, and well-being of American Indian and Alaska • Components of Native children. Through the Indian Child Welfare Act (ICWA) successful Tribal-State of 1978, Congress stated that there is “no resource that is relations more vital to the continued existence and integrity of Indian tribes than their children” (25 U.S.C. Sec. 1901). • Promising practices in Tribal-State relations This brief is intended to help States, Tribes, and related from across the country jurisdictions find ways to work together more effectively to • Conclusion meet the goals of ICWA. • Resources Child Welfare Information Gateway Children’s Bureau/ACYF 1250 Maryland Avenue, SW Eighth Floor Washington, DC 20024 800.394.3366 Email: [email protected] Use your smartphone to http://www.childwelfare.gov access this issue brief online. Tribal-State Relations http://www.childwelfare.gov • State jurisdiction over Tribal affairs, for Key Factors Affecting Tribal- instance, through Public Law 280 (P.L. 280), initially enacted in 1953 in six “mandatory” State Relations in Child Welfare States and other “optional” States in 1968 that elected to assume full or partial State jurisdiction on Indian reservations, and Tribal child welfare has had a particularly eliminating Federal jurisdiction for Indian poignant history in the past century. Country (Gardner & Melton, n.d.) Thousands of Indian children were forcibly removed from their homes, families, and • Tribal-State disagreements, especially those Tribes and placed in boarding schools where that end up in court and result in a “winner” a policy of assimilation left them unable to and a “loser” speak their Native language or participate • Availability of funding for child welfare in their Native culture. -
First Founding Father: Richard Henry Lee and the Call for Independence'
H-Nationalism Miller on Unger, 'First Founding Father: Richard Henry Lee and the Call for Independence' Review published on Monday, January 4, 2021 Harlow Giles Unger. First Founding Father: Richard Henry Lee and the Call for Independence. New York: Da Capo Press, 2017. 336 pp. $28.00 (cloth), ISBN 978-0-306-82561-3. Reviewed by Grace Miller (Independent Scholar) Published on H-Nationalism (January, 2021) Commissioned by Evan C. Rothera (University of Arkansas - Fort Smith) Printable Version: https://www.h-net.org/reviews/showpdf.php?id=54369 In First Founding Father, Harlow Giles Unger credits another historical figure with the founding of American democracy—Richard Henry Lee. Unger, a prolific scholar of US history, has published twenty-seven books, ten of which are biographies of the Founding Fathers. Through correspondence, autobiographies, memoirs, and relevant artwork, Unger brings Lee’s role and his experience during the American Revolution to life. Unger traces Lee’s life alongside the story of US independence and argues for the critical, yet unacknowledged, role that Lee played in uniting the thirteen colonies and shaping the first democratic government. Incorporating Lee into the pantheon of the Founding Fathers challenges a popular historical record, but also adds nuance and complexity to the story of US independence. First Founding Father contains a beginning, middle, and end of sorts: before the war, during the war, and after the war. During these critical phases, Unger makes clear that Richard Henry Lee was among the first to call for three important ideas—independence before the war, a union during the war, and a bill of rights after the war. -
Delaware: Allan Mclane
Delaware: Allan McLane Born in Philadelphia, PA on August 8, 1746, Allan McLane was one of George Washington’s boldest soldiers, but most reluctant U.S. marshals. By the time the American Revolution began, McLane had moved to Delaware, where he had a trading business, and immediately enlisted as a lieutenant in Caesar Rodney's Delaware Regiment. McLane’s company numbered about one hundred men, and included some Oneida Indian scouts. So devoted was he to his troops, that McLane used much of his inherited fortune for their pay and equipment. McLane participated in Washington’s disastrous New York Campaign of 1776.109 During this military campaign and the Battle of Princeton in January 1777, McLane earned a promotion to captain and began a legendary career as a cavalryman and spy.110 McLane utilized different disguises to infiltrate British camps and gather vital information that contributed to the success of American forces at the battles of Monmouth Courthouse (June 28, 1778) and Stoney Point (July 16, 1779).111 On another occasion, a wounded McLane personally killed two British soldiers and escaped capture, despite being abandoned by his three companions. Collectively, McLane’s courage and daring personality helped him earn the rank of colonel by the end of the war in 1783.112 Portrait of Allan McLane. Courtesy of the State of Delaware Office of Historical and Cultural Affairs 109 He was also one of the first offices to question Benedict Arnold’s loyalty. 110 “History - The First Generation of United States Marshals/The First Marshal of Delaware: Allan McLane,” U.S. -
Columbia Law Review
COLUMBIA LAW REVIEW VOL. 99 DECEMBER 1999 NO. 8 GLOBALISM AND THE CONSTITUTION: TREATIES, NON-SELF-EXECUTION, AND THE ORIGINAL UNDERSTANDING John C. Yoo* As the globalization of society and the economy accelerates, treaties will come to assume a significant role in the regulation of domestic affairs. This Article considers whether the Constitution, as originally understood, permits treaties to directly regulate the conduct of private parties without legislative implementation. It examines the relationship between the treaty power and the legislative power during the colonial, revolutionary, Framing, and early nationalperiods to reconstruct the Framers' understandings. It concludes that the Framers believed that treaties could not exercise domestic legislative power without the consent of Congress, because of the Constitution'screation of a nationallegislature that could independently execute treaty obligations. The Framers also anticipatedthat Congress's control over treaty implementa- tion through legislation would constitute an importantcheck on the executive branch'spower in foreign affairs. TABLE OF CONTENTS Introduction .................................................... 1956 I. Treaties, Non-Self-Execution, and the Internationalist View ..................................................... 1962 A. The Constitutional Text ................................ 1962 B. Globalization and the PoliticalBranches: Non-Self- Execution ............................................. 1967 C. Self-Execution: The InternationalistView ................ -
Tennessee Counties Named for Patriots & Founding Fathers
Tennessee Counties named for Patriots & Founding Fathers Photo County amed for Anderson County Joseph Anderson (1757-1837), U.S. Senator from TN, and first Comptroller of the U.S. Treasury. During the Revolutionary War, he was an officer in the New Jersey Line of the Continental Army. Bedford County Revolutionary War Officer Thomas Bedford Bledsoe County Anthony Bledsoe (ca 1795-1793), Revolutionary War Soldier, Surveyer, and early settler of Sumner County. Blount County William Blount (1749-1800) was a delegate to the Constitutional Convention of North Carolina, the first and only Governor of the Southwest Territory, and was appointed as the Regimental Paymaster of the 3rd NC. Regiment during the Revolutionary War. Davidson County William Lee Davidson (1746-1781) a Brigadier General who died in the Revolutionary War Battle of Cowan’s Ford. DeKalb County Johann de Kalb (1721-1780) A German-born baron who assisted the Continentals during the Revolutionary War Fayette County Marquis de La Fayette (1757-1834) a French aristocrat and military officer who was a General in the Revolutionary War Franklin County Founding Father Benjamin Franklin (1706-1790) Greene County Nathaniel Greene (1742-1786) Major General in the Continental Army During the Revolutionary War. Hamilton County Founding Father Alexander Hamilton (ca.1755- 1804) Hancock County John Hancock (1737-1794) President of the Continental Congress Hawkins County Benjamin Hawkins (1754-1816) was commissioned as a Colonel in the Continental Army where he served under George Washington for several years as his main French interpreter. Henry County Revolutionary-era Patriot Patrick Henry (1736- 1799) Jackson County Revolutionary War Veteran and President Andrew Jackson (1767-1845). -
Delaware in the American Revolution (2002)
Delaware in the American Revolution An Exhibition from the Library and Museum Collections of The Society of the Cincinnati Delaware in the American Revolution An Exhibition from the Library and Museum Collections of The Society of the Cincinnati Anderson House Washington, D. C. October 12, 2002 - May 3, 2003 HIS catalogue has been produced in conjunction with the exhibition, Delaware in the American Revolution , on display from October 12, 2002, to May 3, 2003, at Anderson House, THeadquarters, Library and Museum of the Society of the Cincinnati, 2118 Massachusetts Avenue, NW, Washington, D. C. 20008. It is the sixth in a series of exhibitions focusing on the contributions to the American Revolution made by the original 13 he season loudly calls for the greatest efforts of every states and the French alliance. Tfriend to his Country. Generous support for this exhibition was provided by the — George Washington, Wilmington, to Caesar Rodney, Delaware State Society of the Cincinnati. August 31, 1777, calling for the assistance of the Delaware militia in rebuffing the British advance to Philadelphia. Collections of the Historical Society of Delaware Also available: Massachusetts in the American Revolution: “Let It Begin Here” (1997) New York in the American Revolution (1998) New Jersey in the American Revolution (1999) Rhode Island in the American Revolution (2000) Connecticut in the American Revolution (2001) Text by Ellen McCallister Clark and Emily L. Schulz. Front cover: Domenick D’Andrea. “The Delaware Regiment at the Battle of Long Island, August 27, 1776.” [detail] Courtesy of the National Guard Bureau. See page 11. ©2002 by The Society of the Cincinnati. -
The Soul of America by Jon Meacham
The Soul of America By Jon Meacham Answer the following: Chapter 1 (pg. 23-47) 1. What is the difference between The First Charter of Virginia (1606) and A Model of Christian Charity (1630)? How do each represent a contradiction? Pg. 23-24 2. How is Abraham Lincoln an example of “…birth mattered less than it ever had before…” when it came to the American dream of wealth & happiness. Pg. 24 3. Starting on page 24 and continuing through page 27, Meacham explains why the American presidency is important to the American experience. Give an example of why this is so. Also explain how the competing views of Thomas Paine’s Common Sense and practical experience of the Revolutionary War and Confederation period shaped thoughts on government. 4. What fundamental role did president Lyndon Johnson want to accomplish as President? Pg. 27 5. How did Alexander Hamilton curtail his enthusiasm over the role of the President in two of his Federalist essays? Pg. 27-28 6. What began to change in regard to political power by the time of Andrew Jackson’s presidency? Give some examples of how Jackson was “the most contradictory of men”. Pg. 29-31 7. Give examples of how Abraham Lincoln further changed the role of the president by expanded on the ideals of both Jefferson & Jackson, especially after is Gettysburg Address. Pg. 31-32 8. How does Theodore Roosevelt, Woodrow Wilson and Franklin Delano Roosevelt begin to further define the role of the presidency? Pg. 35-40 Chapter 2 (pg. 51-69) 9. After the Civil War, how did the South try to reimagine the purpose of the war in their terms? Why is this a false narrative of the events? Pg. -
The United States and the Articles of Confederation: Drifting Toward Anarchy Or Inching Toward Commonwealth?*
The United States and the Articles of Confederation: Drifting Toward Anarchy or Inching Toward Commonwealth?* On June 7, 1776, Richard Henry Lee proposed to the Second Con- tinental Congress "[t]hat these United Colonies are, and of right ought to be, free and independent States," and "[t]hat a plan of confederation be prepared and transmitted to the respective Colonies for their con- sideration and approbation."' Lee's resolution reflected the linkage between independence and confederation in the public mind.2 The result was the Articles of Confederation, drafted in 1776-1777 and fi- nally ratified on March 1, 1781, which remained in effect until 1789 and represented the first American experiment with a written na- tional charter.3 The conventional view of this period is that it was dominated by deep factional conflict concerning the amount of power that should be vested in the national government. 4 The text of the Articles, ac- cording to this view, represented a victory for the group favoring minimal national authority, 5 and as a result the Articles government * The author acknowledges with gratitude the assistancc of Professor William E. Nelson of the Yale Law School in providing critical guidance and granting permission to make use of unpublished research materials. 1. 5 JOURNALS OF THE CONTINENTAL CONGRESS 425 (W. Ford ed. 1906) [hereinafter cited without cross-reference as JOURNALS]. 2. See NEw JERSEY IN THE AMERICAN REVOLUTION, 1763-1783: A DOCUMENT.ARY HISTORY 402 (L. Gerlach ed. 1975) (issues of independence and confederation were inseparable) [hereinafter cited as DOCUIENTARY HISTORY]; cf. Jensen, The Articles of Confederation, in FUNDAMENTAL TESTAMENTS OF TilE AMERICAN RLvoI.UTIoN 62 (Library of Congress Sym- posium on the American Revolution 1973) (politicians who opposed confederation did so because they saw it as step toward independence) [hereinafter cited as Jensen, TESTA ENTS]. -
Not Another Constitutional Law Course: a Proposal to Teach a Course on the Constitution
Florida International University College of Law eCollections Faculty Publications Faculty Scholarship 1991 Not Another Constitutional Law Course: A Proposal to Teach a Course on the Constitution Thomas E. Baker Florida International University College of Law Follow this and additional works at: https://ecollections.law.fiu.edu/faculty_publications Part of the Constitutional Law Commons, and the Legal Education Commons Recommended Citation Thomas E. Baker, Not Another Constitutional Law Course: A Proposal to Teach a Course on the Constitution , 76 Iowa L. Rev. 739 (1991). Available at: https://ecollections.law.fiu.edu/faculty_publications/173 This Article is brought to you for free and open access by the Faculty Scholarship at eCollections. It has been accepted for inclusion in Faculty Publications by an authorized administrator of eCollections. For more information, please contact [email protected]. Not Another Constitutional Law Course: A Proposal to Teach a Course on the Constitutiont Thomas E. Baker* and James E. Viator** Justice Douglas once railed against law review writing in which "the views presented are those of special pleaders who fail to disclose that they are not scholars but rather people with axes to grind."l Not so here. Authors ofcourse materials, even casebook authors, package their biases in subtle but effective ways, through their selection, organization, and empha sis of materials. By this essay, which is based on the preface to our multilithed course materials, we mean to disclose our own biases to our students and readers. This is the basic question we consider at the outset: How is a course on the.Constitution different from a'course on constitutional law? Our course, "The Framers' Constitution," is about the history and theory of the t ©1991 Thomas E.