LAD #21: Carnegie's Gospel of Wealth

A photo of Andrew Carnegie

The administration of wealth was the main problem in Carnegie's day. He thinks the differences between the conditions of the rich and poor should be celebrated and that it's essential to progress that some people have luxury and all the refinements of civilization and it's better than no one having them.

He then poses the question of what the best way to administer wealth would be. He gives three ways to dispose of surplus wealth: leaving it with decedents, left for public purposes (as in a will), or administered by possessors during their lives. The first isn't very fair, as everything is usually left to the first son, and they usually become impoverished because the value of the land falls or they act foolishly. The second mode would only be used if a person was content to wait until they died before it does good in the world, without changing during their actual lifetime.

The third was to let the few rich take care of the problems of the poor even without distributing their own wealth among them, because the surplus wealth of the few would become the property of many, and, passing through the hands of rich people, would further progress more than distributing wealth to all poor people would. Carnegie thought people should see that the enormous amount of money owned by few rich people who spend for public purposes would be more beneficial to them all than if it were scattered throughout the hands of poorer people.

He concludes by saying it's the duty of man to live modestly, provide for the legitimate wants of people dependent on him, and administer his wealth, by his judgment, for the most beneficial result possible in the community.

LAD #20 - The Emancipation Proclamation

The reading of the Emancipation Proclamation to the Cabinet

Lincoln says the people held as slaves in the states of rebellion are declared free; the government and the military will maintain the freedom of these people. It must be decided by conclusive evidence whether a state is in rebellion or not. He lists the states that are designated as "in rebellion," including Virginia, Mississippi, Alabama, Florida, Texas, etc., and declares that all slaves in those areas are free. He hopes that the people set free will abstain from violence except in the case of self-defense and recommends they labor for wages if possible. People in the right condition can also be received into the army. He closes by saying he believes this is an act of justice and invoking the favor of God.

LAD #19 - Lincoln's 2nd Inaugural Address

Abraham Lincoln delivering his second Inaugural Address

There is no reason for this speech to be as long as the first, as there is little new information to be presented. Four years ago, the nation had been seeking to avoid war - the North wanting to save it without war and the South wanting to secede peacefully. But the would rather have war than have the nation die and the South would rather have war than stay in the Union so they went to war anyway. The slaves in the South were of interest - from the beginning, some saw they would have a core connection to the war. Neither side expected the war to have lasted as long as it has or that the goal of the war would change so much. Both sides invoke God's aid against the other, which seems a strange thing to ask God. But whatever God decides, so be it. Let us continue, meanwhile, with our work and heal the Union and strive for the peace we want.

LAD #18: Dred Scott Decision

A portrait of Dred Scott

In the 1857 case Dred Scott v. Sanford, the Supreme Court ruled in favor of Sanford but didn't consider larger issues like citizenship for African-Americans and the constitutionality of the Missouri Compromise. Justice Nelson was asked to write on these issues, but the rest of the court did not agree with his opinion. The court chose Chief Justice Roger B. Taney to write the majority opinion instead. By February, some people were aware that a conclusion was soon to be reached; James Buchanan found out the results beforehand and supported the Supreme Court in his inaugural address.

Taney questioned whether any African Americans - even free blacks - could be considered citizens and protected under the Constitution; as such, Dred Scott didn't even have the power to sue, as he was not a citizen, but was considered Sanford's property. He then reasoned that since the Missouri Compromise deprived slaveholders of property, it was unconstitutional, then ruled that Scott was still a slave.

LAD #17: Ain't I A Woman?

A photo of Sojourner Truth, who gave a speech, "Ain't I A Woman?"

Truth noticed that men, when referring to women, never included any woman but the white one. She asks again and again - "And ain't I a woman?" She can do things white men can't do; she gives birth just like a white woman, only her children are sold into slavery. 

Intellect should not be used to judge women any more than men, nor black people any more than white people. The idea that women can't have as many rights as men because Christ is a man is stupid; Christ was born from God and a woman; man had nothing to do with it. If the first woman could change the world all herself, her day's women together can turn it back and make it right again.

LAD #16: Fredereick Douglass' Speech

An artist's rendition of Frederick Douglass giving a speech.

Douglass asks why he is called upon to give a speech, for African-Americans were not included in the celebration of Independence Day. The day only shows the incredible difference between black people and whites. The blessings of freedom and justice are only shared among whites. He asks if they were mocking him when they asked him to speak when they know they "[dragged] a man in fetters into the grand illuminated temple of liberty" to celebrate the day that black people didn't have. 

The troubles of black people are worsened now, knowing they must still suffer from the troubles of slavery on a day meant to celebrate liberty; the cheer is insulting. Douglass proclaims that his words will be full of anger, but always right and just. 

It should not be surprising that black people, who do all the same things white people do, should be considered people as well. He would not spend time arguing that the slavery system was wrong, but he asks, what was an Independence Day to slaves?

He answers: It is a day that shows the slave, even more than any other day, the injustices done to him. The United States' practices are the most shocking upon the Earth. Search through the world, and the nation will realize its own barbarism and hypocrisy.

LAD #15: The Gettysburg Address

An artist's rendition of Lincoln delivering the Gettysburg Address

Years ago, the Founding Fathers said that all men were created equal. We are now standing here where our soldiers are buried, dead as a result of a great civil war. We must honor the lives of the soldiers who fought for our nation. Just as important is the need for those still living to continue the work they started, to make sure their lives weren't wasted, to continue their efforts in order to preserve the order and existence of the country.

LAD #14 - Lincoln's First Inaugural Address

Lincoln delivering his first inaugural address

In his first inaugural address, Lincoln does not discuss any matters or administration, believing it to be unnecessary. He reassures the South that he has no intent to abolish slavery, believing it's not within his rights to do so. He points out the part of the Constitution that was essentially a fugitive slave law, saying they did not have to worry - the promise made in the Constitution would be kept. The Constitution also binds the states together, so the country cannot legally be divided; if all of the states do not agree on dissolving the union, no part of it can be dissolved. Any resistance from the South on this matter would be met by force. Mail would continue to be delivered to all parts of the country "unless repelled."

Also, although the Constitution doesn't answer the question of whether slavery will be allowed or not, as no law can define provisions applicable to every situation, it will be decided by a majority - the Supreme Court.

One part of the country is against slavery, and one is for it, but the two parts cannot separate. He asks why they are not confident in "the ultimate justice of the people," and he advises them to think long and hard about what they want to do. He assures that the government will not attack them, but if they become aggressive, they have to respond.

He closes by expressing his wish that the government and the people will never become enemies.

LAD #13: John C. Calhoun's Speech

A portrait of John C. Calhoun, author of The Clay Compromise Measures

Calhoun had believed that the issue of slavery would disunite the nation, but no one had taken any action until a point was reached where the union was in danger. He asks, how can the union be preserved? To answer this, we must know: what is it that is endangering the union? He believed that it was the discontent of the southern states, caused by the slave question and the dominance of the North in the government. The anticipated addition of more states to the North would give them even more senators and power in the government, but none were predicted to be added in the South. This would further destroy the equilibrium between the two halves of the country. The North also tried to take gained territory for itself, leaving none for the South, and took a greater portion of revenue from tariffs. If something isn't done to ease tensions between the North and South, the union will break in two. The only way to save it is to satisfy the South so they wouldn't decide to secede. The North must help in this by conceding territory, easing the agitation surrounding the slavery question, and restore political equilibrium. The South couldn't accomplish this by itself.

LAD #12: Polk's War Message

A portrait of President James K. Polk.

Polk wanted peace with Mexico and sent an envoy to come to a diplomatic conclusion, but the Mexican Government refused to listen and instead invaded the U.S. The envoy, John Slidell, was received by the government under General Herrera, but the revolutionary party overthrew them and Herrera was replaced by General Paredes, who refused to admit Mr. Slidell, even though the Mexican government had been bound to receive him. Mexico threatened to invade America if Texas was annexed, so Polk stationed a military force on the boundary. The troops were later moved to the Del Norte River in between Texas and Mexico. At Matamoras, Mexican forces demanded that General Taylor's camp be broken up and retreated, and on April 24, some Americans were killed as they tried to see if Mexicans were attempting to cross the border. Polk said these things had gone on long enough while the U.S. tried to reconcile all the while, so war with Mexico was necessary and it's the people's duty to ensure the vindication of the rights and honor of the country.

LAD #11: Seneca Falls Declaration

Elizabeth Cady Stanton at the Seneca Falls Convention.

The Seneca Falls Declaration starts off just like the Declaration of Independence, though it replaces "men" with "men and women" in the preamble. It then further parallels the Declaration by going into a list of "grievances" against men, listing things such as women's inability to vote; civil violations of their rights once married, like rights to property / wages; the denial of their educations; men's general power over women; and the destruction of women's self-respect to make them more dependent upon men. It declares that women will have the inalienable rights set in the Constitution and that they will make every effort to make it so, no matter how much they're ridiculed.

It resolves that men and women are equal and that laws that put women inferior to men have no authority and women should realize their situation is unsatisfactory, and advocates that women should have more freedom in general. There would need to be great effort put forth by both men and women to accomplish this. And since all people are created equal, anything or anyone that suggests otherwise is "at war with mankind."

LAD #10: Monroe Doctrine

A cartoon portraying Uncle Sam standing protectively over the Western hemisphere with the Monroe Doctrine

1. What did the issuing of the Monroe Doctrine express from an American perspective post War of 1812?
It showed their confidence, almost arrogance, after the War of 1812, when nationalism was high in America after not-losing the war. They wanted the U.S. to be recognized as an independent and strong country. At the same time, they didn't want European countries to continue to expand into central and South America. The peoples in that area had recently won their independence from Europe, and America, who supported their ideas, wanted them to keep it because of their more Republican views.

2. What was Secretary of State Adams' hope when he wrote the Monroe Doctrine?
He wanted to keep the Americas from falling under European control again, after they had already declared their independence. He didn't want to mix the Old and New Worlds' political ideas. One line in the doctrine was, "the American continents, by the free and independent condition which they have assumed and maintain, are henceforth not to be considered as subjects for future colonization by any European powers..." showing his hope for the Americas to break completely with the Old World.

3. "Our policy in regard to Europe... is, not to interfere in the internal concerns of any of its powers; to consider the government de facto as the legitimate government for us; to cultivate friendly relations with it, and to preserve those relations by a frank, firm, and manly policy, meeting in all instances the just claims of every power, submitting to injuries from none." This sentence shows the desire of Americans to remain neutral and untangled from European politics and to try to maintain a good relationship with those countries while not tolerating any rights violations.

Columbus Blog #8

Columbus meeting Native Americans.

Though Columbus could easily be considered both a hero and a villain, I believe he shows the qualities of a villain to a greater extent. He is often seen as a great man who discovered America, even though the discovery was accidental and there had been other Europeans before him who had reached it - he is just known for it. According to Zinn, he even should be considered as bad as the Spanish conquistadores, Pizarro and Cortés, for exploiting the Native Americans for the sake of glory and for his own country's gain. He killed and attempted to enslave and manipulate them. He said, “They do not bear arms, and do not know them, for I showed them a sword, they took it by the edge and cut themselves out of ignorance... They would make fine servants... With 50 men we could subjugate them all and make them do whatever we want.” He was very insensitive towards the lives of these other humans. Also, had he not happened to stumble upon America on his quest to find a better trade route, another European would undoubtedly still have found it; it would be later than 1492, but it would have happened anyway. The near eradication of a people can't be forgiven by discovering something that would have been found anyway.

LAD #9

Thomas Jefferson making a speech

Thomas Jefferson's First Inaugural Address

He thanks the people who supported him, saying he was humbled by the great task of leading such a powerful and awe-inspiring nation and that he wasn't good enough to be their president though he would try. He tells them he would despair if it weren't for the reliable guidance of the Constitution and of the legislators he addresses. Then he expresses his wish for them all to unite as one nation even though the will of the majority will prevail, saying it would be for the common good. He says that getting rid of religious intolerance wouldn't do much good if they got as politically bad ("capable of wicked and bloody persecutions") as they had been religiously, then that those who opposed the union of the nation and Republicanism should be tolerated as part of the minority. Answering those who think the government system wasn't strong enough, he stated his opinion that it was really the strongest government on earth, and that it was the only thing missing out of the people's lives.

He then lists things that he deemed the most important principles of the government, including equality and justice, friendship with all nations (but no alliances), rights for all state governments, listening to the cares of the majority in elections and otherwise, a good army and economy, freedom of religion, press, and person, and fair trials by jury. He emphasizes that they must be stuck to.

He tells the people again that he won't be a perfect president and asks for their support and forgiveness of his errors. He closes by saying he hopes he and the government will be able to improve the lives of all.

LAD #7: Washington's Farewell Address

Summary
Washington politely declines the proposition that he's to be among the people considered to lead their new government. He emphasizes that it wasn't because he didn't care about them or because he wasn't grateful for what they'd done, but because he thought it would be in their better interest for the future. He says he didn't really want to come out of retirement anyway, but the foreign situation and the fact people wanted him as a leader made him feel obligated to do it. He wants to leave politics and lead a relaxed life. He praises the stability and effectiveness of the federal government. He also issues several warnings: one, that a political party system might divide America because of conflicting interests; two, that the United States should remain neutral in foreign issues and shouldn't form permanent alliances, lest it lead to war; and three, that a large army isn't necessary to the preservation of the nation. He asks for forgiveness of any mistakes he may have made while in office, and closes with a remark on his anticipation of the relaxation he would be able to have under the new, good federal government.

LAD #6: Washington's Proclamation of Neutrality

Summary
Washington said that while Austria, Prussia, Sardinia, Great Britain, and the United Netherlands were at war with France, the U.S. should remain neutral and act respectful towards all those powers. He instructed against aiding either side in the war. He also made it clear that if they were caught aiding any power, they would be subject to punishment from the opposing power and would not receive the protection of the U.S.

LAD #5: Federalist #10

An advertisement for The Federalist newspaper.

1.  Why are factions so difficult to eliminate?

They're strong forces built of people united with by a common impulse of passion. They can theoretically be eliminated by removing its causes (by destroying the liberty it needs to exist, or by giving every citizen the same passions, opinions, or interests); however, these are impossible to achieve, as liberty is essential to political life, and it's in the nature of humans to develop their own independent thoughts on things.

2.  If factions cannot be removed then how can they be controlled?

The effects of factions must be controlled. This can be achieved by outvoting them, if they are a minority. It is harder to control them if they are a majority, so the prevention of the same passion in a majority of people is preferable. If they do constitute a majority of the population, the people in it "must be rendered, by their number and local situation, unable to concert and carry into effect their various schemes of oppression." Basically, they need to be prevented from having a say.

Republican Motherhood Blog

1. What role did the Revolutionary War play in the transformation of housewifery to Republican Motherhood?

Some believed that the service men paid during the Revolutionary War, protecting the rights of the people of America, would be forgotten since the war was so long. They said that, while raiding their sons, a Republican mother should "[watch] the gradual openings of their minds" and teach them about the values the American soldiers defended and thus prepare him to be fit for the next generation of men (Document C).

2. What were the consequences of Republican Motherhood on women?

They were presented as vital to the family, saying that the men couldn't get jobs "without the assistance of the female members of the community" (Document B). However, they were normally confined to the house, as many people believed their duties lay strictly in the home and that it would be the place she could best serve the country, and they believed that nature dictated that home was her "appropriate and appointed sphere of action" (Document A).

3. What is the significance of the ideology of Republican Motherhood as a stage in the process of women's socialization?

They were encouraged to be educated in English and literature, and to be knowledgeable about republicanism, to be able to raise their sons properly and be the "stewards and guardians of their husbands' property." As they were the ones who would raise their children and educate them well about values, they were given more respect since the next generation of men depended on them. Their supposed role was in the home, which was considered the "cradle of the human race," where they bolstered the population with educated sons (Document A).

Mary Gibson Tilghman and her sons; painted by Charles Willson Peale in 1789

1. Describe the setting.

There is a woman on a sofa with her two young sons sitting on her lap / near her. The room is lit and it looks as if they're posing for a picture.

2. Who serves at the center of the portrait and why? How does the woman look? How is she "republican" rather than aristocratic?

Mary Gibson Tilghman is at the center of the portrait because she's the main subject of the piece, and she's being presented as a mother to her two young sons. She looks proud to be a mother, with a small smile. She doesn't appear to be dressed as a wealthy aristocrat would; instead, she is dressed modestly.

3. What values do her sons exhibit?

They both have good posture and appear to be well behaved. Like their mother, they look proud, but are dressed in simpler clothes.

4. Is there a significance to the position of Mrs. Tilghman's arm?

It is placed across her younger son's lap, holding him back gently. It shows the role of women to bring up their sons to be responsible and well-behaved.

Blog #4: Revolution Article

 

The violent Battle of Saratoga

1. A little more than 1% of the American population died in the American Revolution (30,000 out of 2.5 million), about 1 in 4 who fought in the Continental Army. 50,000 British soldiers died, about 1 in 4 who fought.

2. There are many misconceptions about historical events because someone influential remembered it a certain way, influencing others to believe they remembered it that way as well. For example, many believe that Washington "won the war single-handedly."

3. Most people remember it as a revolution and not as a war. They probably wouldn't be able to name any soldiers aside from Washington and a couple others. None of seven famous paintings of the Revolution depict a battle scene. It has been downplayed because it lies between the Revolution/Declaration of Independence and the signing of the Constitution.

4. In the Revolutionary War, weapons were less effective than in the Civil War, so battles were close-range and sometimes led to bayonet charges and close combat rather than just using guns. The casualties were great as they shot from small distances.

5. 0.5% of civilians died because of the war in both the Revolutionary and the Civil War. Loyalists were punished greatly, having their possessions and property taken and sold, and 100,000 went into exile.

LAD #3: Declaration of Independence

Signing of the Declaration of Independence

1. Democratic Principles

The Declaration mainly focuses on the idea that humans should be separate and equal. It states some of the peoples' unalienable rights (life, liberty, and the pursuit of happiness) and that the people have the right to abolish any government they find to be against those rights, and create a new one. It emphasizes how the U.S. suffered under British rule and that they therefore have a right to build themselves a new government. 

2. List of grievances

Some of the complaints made against King George were of his refusal to pass laws the people deemed important, his unfair practices relating to politics and refusal of voting, discouraging things like immigration for his own benefit, attempting to control and suppress the American government, trying to control the population with armed people to whom he gave protection, cutting off their trading, and taxing and trying people without good reason. He's also accused of destroying the lives of many Americans.

3. Conclusion

Their petitions to the king before had only been met with injury, and they label the king a tyrant. Finally, it states that they've warned the king multiple times before of the unfair measures they'd been placing over them and they were getting sick of it, and they declared themselves dissolved from any political relationship with Britain.

LAD #2: John Peter Zenger

Depiction of John Peter Zenger's trial, with Alexander Hamilton defending

1. Who was John Peter Zenger?

Zenger was a German immigrant who, after serving an apprenticeship as a printer of the New York Gazette, became a printer of the New York Weekly Journal. He wrote in it in opposition to the colonial governor, William Cosby, who had removed Chief Justice Lewis Morris in favor of James Delaney when he had been unable to agree with him on his salary. His articles criticizing Cosby got him condemned and arrested for seditious libel. 

2. What was the controversy over his charges? Talk about Hamilton's defense.

Zenger was arrested for seditious libel. The prosecution said that the fact he published the offending articles should be enough to convict him of libel, but Hamilton argued that, while it was true that Zenger published stories that criticized Cosby, it could not be considered libel since it could in fact be proved true. He was acquitted.

3. What influence did his case have on American governmental tradition?

It showed that if a statement was true, it could not be considered libel, and established that the truth is "an absolute defense against libel." This affected, and will affect, future cases with similar circumstances.

4. What is the lasting significance of his trial? Explain.

Freedom of the press was affirmed as it promised that articles criticizing someone could be legally published as long as it was true.

LAD #1: Mayflower Compact & Fundamental Orders of Connecticut:

1) What concepts are included in the Mayflower Compact?

The people who wrote it agreed to combine themselves into "a civil Body Politick" to aid in their goal of creating a colony in the northern parts of Virginia and to preserve order. They would enact laws that were agreed upon to be for the good of the colony and promised to abide by these laws.

2) How does the Mayflower Compact reflect an attachment to both the "Old" and "New" worlds?

It shows an attachment to the Old World in its loyalty to the drafters' leader, whom they refer to as "our dread Sovereign Lord King James, by the Grace of God, of Great Britain, France, and Ireland, King, Defender of the Faith." It shows attachment to the New World when it said one body would be formed, which would follow laws they developed, a bit more like democracy. This was different from the monarchy of the Old World.

3) How did the Fundamental Orders of Connecticut differ from the Mayflower Compact?

The Fundamental Orders outlined how the governor and magistrates would be elected or nominated, as well as requirements and restrictions for their election / nominations, while the Compact just gave a general "civil Body Politick." The Orders are purely for setting up the government of Connecticut and establishing processes and taxes and are considered a constitution (possibly the first).

4) What prompted the colonists of Connecticut to take this approach to government, i.e.: use of a written Constitution?

They wanted to set up a government for Connecticut without giving too much power to one person but still enough to be effective and not be able to be ignored, so they laid down all restrictions, requirements, and voting / ballot procedures in a written document that was signed to ensure that people stuck to it. This way, it could be used as a reliable set of "rules" and they wouldn't have to give up their democratic ways in the future.

5) In what significant way(s) does the Fundamental Orders reflect a fear of and safeguard against the usurping of power by one person or a chosen few?

They are in place to ensure that the leaders can't be in charge and carry out whatever they wish without common consent from the people they govern. According to the Orders, all the officials have to be nominated and voted for their positions by the people. If the government officials fail to fulfill their duty, they can be overridden in some situations; for example, if they don't call courts required in the Orders, freemen can petition and call them themselves. This prevents the governor / magistrates from having too much power without repercussions.

The Mayflower Compact

The Fundamental Orders of Connecticut

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