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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. -
George Washington Papers, Series 2, Letterbooks 1754-1799
George Washington Papers, Series 2, Letterbooks 1754-1799 To LUND WASHINGTON February 28, 1778. …If you should happen to draw a prize in the militia , I must provide a man, either there or here, in your room; as nothing but your having the charge of my business, and the entire confidence I repose in you, could make me tolerable easy from home for such a length of time as I have been, and am likely to be. This therefore leads me to say, that I hope no motive, however powerful, will induce you to leave my business, whilst I, in a manner, am banished from home; because I should be unhappy to see it in common hands. For this reason, altho' from accidents and misfortunes not to be averted by human foresight, I make little or nothing from my Estate, I am still willing to increase your wages, and make it worth your while to continue with me. To go on in the improvement of my Estate in the manner heretofore described to you, fulfilling my plans, and keeping my property together, are the principal objects I have in view during these troubles; and firmly believing that they will be accomplished under your management, as far as circumstances and acts of providence will allow, I feel quite easy under disappointments; which I should not do, if my business was in common hands, 38 liable to suspicions. I am, etc. 38. Extract in “Washington's Letter Book, No. 5.” Lund answered (March 18): “By your letter I should suppose you were apprehensive I intended to leave you. -
David Library of the American Revolution Guide to Microform Holdings
DAVID LIBRARY OF THE AMERICAN REVOLUTION GUIDE TO MICROFORM HOLDINGS Adams, Samuel (1722-1803). Papers, 1635-1826. 5 reels. Includes papers and correspondence of the Massachusetts patriot, organizer of resistance to British rule, signer of the Declaration of Independence, and Revolutionary statesman. Includes calendar on final reel. Originals are in the New York Public Library. [FILM 674] Adams, Dr. Samuel. Diaries, 1758-1819. 2 reels. Diaries, letters, and anatomy commonplace book of the Massachusetts physician who served in the Continental Artillery during the Revolution. Originals are in the New York Public Library. [FILM 380] Alexander, William (1726-1783). Selected papers, 1767-1782. 1 reel. William Alexander, also known as “Lord Sterling,” first served as colonel of the 1st NJ Regiment. In 1776 he was appointed brigadier general and took command of the defense of New York City as well as serving as an advisor to General Washington. He was promoted to major- general in 1777. Papers consist of correspondence, military orders and reports, and bulletins to the Continental Congress. Originals are in the New York Historical Society. [FILM 404] American Army (Continental, militia, volunteer). See: United States. National Archives. Compiled Service Records of Soldiers Who Served in the American Army During the Revolutionary War. United States. National Archives. General Index to the Compiled Military Service Records of Revolutionary War Soldiers. United States. National Archives. Records of the Adjutant General’s Office. United States. National Archives. Revolutionary War Pension and Bounty and Warrant Application Files. United States. National Archives. Revolutionary War Rolls. 1775-1783. American Periodicals Series I. 33 reels. Accompanied by a guide. -
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. -
A Republican Abroad: John Adams and the Diplomacy of the American Revolution
W&M ScholarWorks Dissertations, Theses, and Masters Projects Theses, Dissertations, & Master Projects 1991 A Republican Abroad: John Adams and the Diplomacy of the American Revolution Robert Wilmer Smith College of William & Mary - Arts & Sciences Follow this and additional works at: https://scholarworks.wm.edu/etd Part of the International Relations Commons, and the United States History Commons Recommended Citation Smith, Robert Wilmer, "A Republican Abroad: John Adams and the Diplomacy of the American Revolution" (1991). Dissertations, Theses, and Masters Projects. Paper 1539625694. https://dx.doi.org/doi:10.21220/s2-ggdh-n397 This Thesis is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Dissertations, Theses, and Masters Projects by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. A REPUBLICAN ABROAD: JOHN ADAMS AND THE DIPLOMACY OF THE AMERICAN REVOLUTION A Thesis Presented to The Faculty of the Department of History The College of William and Mary in Virginia In Partial Fulfilment Of the Requirements for the Degree of Master of Arts By Robert W. Smith, Jr. 1991 APPROVAL SHEET This thesis is submitted in partial fulfillment the requirements for the degree of Master of Arts Robert W.Smith, Jy. Approved, April 1991 Joh: . Selbv Edward P. Crapcjl Thomas F. Sheppa TABLE OF CONTENTS Page ACKNOWLEDGMENTS................................ iv ABSTRACT......................................... v INTRODUCTION.....................................2 PART I. A VIRTUOUS REPUBLIC.....................5 PART II. A COMMERCIAL REPUBLIC................ 16 PART III. THE DIPLOMACY OF A SHORT WAR......... 27 PART IV. JOHN ADAMS IN PARIS...................38 PART V. -
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. -
French Bread Riot of 8 Septemeber 1778
The 'French-Bread Riot' of 8 September 1778: The French Fleet and Boston's Food Supply Michael Donnay Introduction On the evening of 8 September 1778, a group of French bakers toiled along the waterfront in Boston baking bread for the French fleet anchored offshore. The French had arrived a little over a week before, battered by a hurricane and desperately short of supplies after the failed attempt to capture Newport, Rhode Island. Upon arriving at Boston, one of the first things Jean-Charles, chevalier de Borda, Major of the French Squadron, did was to establish bakeries on shore to supply biscuit, a hard-baked bread, for the fleet.1 On that particular evening, a boisterous crowd approached the bakers and demanded bread. Adhering to their orders from Major Borda, the bakers refused to hand over any of the biscuit. The crowd, “being refused…fell upon the bakers with clubs, and beat them in a most outrageous manner.”2 Two French officers, Lieutenant Grégoire Le Henault de Saint-Sauveur and Lieutenant Georges-René Pléville Le Pelley, were nearby and rushed to investigate the disturbance. Coming upon the scene, they attempted to restore order and the crowd proceeded to assault them as well. Both were seriously wounded, Saint-Sauveur so seriously that he died from his wounds a week later. Major General William Heath, commander of the Eastern Military District headquartered in Boston, quickly become aware of the situation and dispatched the city guard to suppress the rioters. However, by the time the guard arrived the rioters had already dispersed. As the sun rose on the morning of 9 September, the situation appeared very serious indeed. -
The Financial Crisis That Contributed to the French Revolution by Walter S
The Financial Crisis that Contributed to the French Revolution By Walter S. Zapotoczny Jr. “The revolution that was to sweep away the political institutions of France did not begin on 14 July 1789,” writes William Doyle in Origins of the French Revolution. On 20 August 1786 the comptroller-general of the royal finances, Charles-Alexandre de Calonne, went to King Louis XVI and informed him that France was on the brink of financial collapse. According to Calonne, the 1786 deficit would be 112 million livres (currency of France until 1795). This represented about a quarter of the annual revenue of France. When Louis XVI had come to power in 1774 the deficit had been 40 million, and had even fallen over the next two years. Since 1777, however, the deficit had risen steadily, largely due to an enormous rise in state borrowing and consequently in the annual interest and repayments that the treasury was obligated to disburse. While costs associated with the upkeep of King Louis XVI’s extravagant palace at Versailles and the frivolous spending of the queen, Marie Antoinette were high approximately 5 percent of public expenditures in 1788, the main reason for the overload of the government was the cost of war. In 1774, Louis XVI appointed Jacques Turgot to be the comptroller-general of the royal finances. Turgot believed that subsidies, regulations, and tariffs were crippling productivity and enterprise in France. He advised the king to end them, believing that business would thrive and revenues would increase. He proposed an ambitious reform program that included taking down internal custom barriers, lifting price controls on grain, abolishing the guilds and the forced labor service, and giving political power to newly created provincial assemblies. -
Course Name: HIST 4 Title: History of Western Civilization Units
Course Name: HIST 4 Title: History of Western Civilization Units: 3 Course Description: This course is a survey of western civilization from the Renaissance to the present, emphasizing the interplay of social, political, economic, cultural, and intellectual forces in creating and shaping the modern world. The focus is on the process of modernization, stressing the secularization of western society and examining how war and revolution have served to create our world. Course Objectives: Upon completion of this course, the student will be able to: identify and correctly use basic historical terminology distinguish between primary and secondary sources as historical evidence compare and evaluate various interpretations used by historians to explain the development of western civilization since the Renaissance evaluate multiple causes and analyze why a historical event happened identify the major eras and relevant geography of western civilization since the Renaissance evaluate major economic, social, political, and cultural developments in western civilization since the Renaissance evaluate the experiences, conflicts, and connections of diverse groups of people in western civilization since the Renaissance draw historical generalizations about western civilization since the Renaissance based on understanding of the historical evidence describe and evaluate the major movements and historical forces that have contributed to the development of western civilization. Course Content: 4 hours: Introduction to the Study of Western Civilization, Historiography; Age of Transition: The Early Modern Period. 3 hours: The Nature and Structure of Medieval Society; those who work, those who pray, those who fight, the Great Chain of Being, manorialism; Decline of the Medieval Synthesis; The Renaissance and the Question of Modernity: humanism, individualism, secular spirit, Petrarch, Bruni, Pico, Castiglione, Machiavelli, etc., literature, art, and politics. -
The Foreign Service Journal, June 1935
g/,t AMERICAN FOREIGN SERVICE ★ * JOURNAL * * VOL. XII JUNE, 1935 No. 6 IT'S NO PLACE LIKE HOME.. JUWACAelv/ While we’ve never seen the statistics, we’ll wager fast in your room, it quietly appears (with a flower and there’s no home in the country staffed with such reti¬ the morning paper on the tray). If you crave in-season nues of valets and butlers, chefs and secretaries, maids or out-of-season delicacies, you'll find them in any of and men servants, as our hotel. That’s why we say the our restaurants. Prepared with finesse and served with New Yorker is "no place like home" — purposely. We finesse.You may have your railroad or air-line ortheatre know that everyone secretly longs for and enjoys the tickets ordered for you and brought to you. You may luxury of perfect hotel service. And you have your shirts and suits speeded back know it is yours at the New Yorker, with¬ from laundry or valet, with buttons sewed out luxurious cost. • It is unobtrusive ser¬ 25^0 reduction on and rips miraculously mended. You may vice, too, that never gets on your nerves. to diplomatic and have all this service by scarcely lifting a fin¬ Everyone—front the doorman to the man¬ consular service ger. • You will find the Hotel New Yorker NOTE: the special rate ager—is always friendly, always helpful— reduction applies only conveniently located, its staff pleasantly at¬ to rooms on which the but never effusive. If you want a lazy break¬ rate is $4 a day or more. -
Trophies and Plunder: After the Battle of Bennington
Trophies and Plunder: After the Battle of Bennington The seizure of “plunder” and its sale for distribution to troops routinely occurred during the Revolutionary War. The Battle of Bennington provides a closer look at how “plunder” worked and some of the complications it entailed. By Michael P. Gabriel1 s night fell on August 16, 1777, General John Stark’s militia and Green Mountain Boys army had won a resounding victory near Walloomsac, New York, defeating two German forces in what is known as the Battle of Bennington. In addition to capturing over seven hundred prisoners, Stark and his men recovered an enor- mous amount of equipment that littered the battlefield. While the main details of the battle are well known, what became of this equipment is less so. Many soldiers kept trophies of their participation in the victory, while Stark presented some items to Massachusetts, Vermont, and New Hampshire to commemorate the battle. He also sent some military equipment to the Continental Army. However, most of the items were sold as “plunder” at public auctions or vendue and the proceeds distrib- . Michael P. Gabriel is Professor of History at Kutztown University. He is the author or editor of three books on the American Revolutionary War, including The Battle of Bennington: Soldiers and Civilians (2012). Vermont History Vol. 87, No. 2 (Summer/Fall 2019): 111–125. © 2019 by the Vermont Historical Society. ISSN: 0042-4161; on-line ISSN: 1544-3043 112 . Southeast view from the Bennington Battlefield circa 1900. Note the Bennington Battle Monument on the far right. (From the author’s collection).