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5/3/2021 CogBooks' Course Activity
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4.1. Creating Republican Governments, 1776-1790
100% 15 of 15 goals completed
Common Sense: From Monarchy to an American Republic
Activity: Benjamin Franklin's "Thirteen Virtues for Character Development"
Feedback to Activity: Benjamin Franklin's "Thirteen Virtues for Character Development"
How Much Revolutionary Change? The Status of Women
The Meaning of Race in Post-Revolutionary America
From Middle Ground to Battle Zone: Impact on Native Peoples
Religion and the State in the Early Republic
State Constitutions in the Early Republic
The Articles of Confederation
Shays' Rebellion: Causes and Consequences
The 1787 Constitutional Convention
The Fight over Rati�cation of the Federal Constitution
Activity: James Madison on the Bene�ts of Republicanism
Feedback to Activity: James Madison on the Bene�ts of Republicanism
Exercise: Events in the US History from 1776 to 1789
Common Sense: From Monarchy to an
American Republic
While monarchies dominated 18 century Europe, American revolutionaries were determined to �nd an alternative to this method of government. Radical pamphleteer Thomas Paine, whose enormously popular essay Common Sense was �rst published in January 1776, advocated a republic – a state without a king.
Six months later, Je�erson’s Declaration of Independence a�rmed the break with England but did not suggest what form of government should replace monarchy, the only system most English colonists had ever known. In the late 18 century, republics were few and far between.
Genoa, Venice, and the Dutch Republic provided examples of states without monarchs, but many European Enlightenment thinkers questioned the stability of a republic. Nonetheless, after their break from Great Britain, Americans turned to republicanism for their new government.
Republicanism as a political philosophy
Monarchy rests on the practice of dynastic succession, in which the monarch’s child or other relative inherits the throne. Contested dynastic succession produced chronic con�ict and warfare in Europe. In the 18 century, well- established monarchs ruled most of Europe and, according to tradition, were obligated to protect and guide their subjects.
However, by the mid - 1770s, many American colonists believed that George III, the King of Great Britain, had failed to do so. Patriots believed the:
British monarchy under George III had been corrupted King had been turned into a tyrant who cared nothing for the traditional liberties a�orded to members of the British Empire
The disa�ection from monarchy explains why a republic appeared a better alternative to the revolutionaries.
American revolutionaries looked to the past for inspiration for their break with the British monarchy and their adoption of a republican form of government. The Roman Republic provided guidance. Much like the Americans in their struggle against Britain, Romans had thrown o� monarchy and created a republic in which Roman citizens would appoint or select the leaders who would represent them.
Republicanism vs. democracy
While republicanism o�ered an alternative to monarchy, it was also an alternative to democracy, a system of government characterized by majority rule, where the majority of citizens have the power to make decisions binding upon the whole.
To many revolutionaries, especially wealthy landowners, merchants, and planters, democracy did not o�er a good replacement for monarchy. Indeed, conservative Whigs de�ned themselves in opposition to democracy, which they equated with anarchy. In the 10 in a series of essays later known as The Federalist Papers, Virginian James Madison wrote:
“Democracies have ever been spectacles of turbulence and contention; have ever been found incompatible with personal security or the rights of property; and have in general been as short in their lives as they have been violent in their deaths.”
Many shared this perspective and worked hard to keep democratic tendencies in check. It is easy to understand why democracy seemed threatening: majority rule can easily overpower minority rights, and the wealthy few had reason to fear that a hostile and envious majority could seize and redistribute their wealth.
While many now assume the United States was founded as a democracy, history, as always, is more complicated with:
conservative Whigs believing in government by a patrician class, a ruling group composed of a small number of privileged families radical Whigs favoring broadening the popular participation in political life and pushed for democracy
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The great debate after independence was secured centered on this question: Who should rule in the new American republic?
Republicanism as a social philosophy
According to political theory, a republic requires its citizens to cultivate virtuous behavior. If the people:
are virtuous, the republic will survive become corrupt, the republic will fall
Whether republicanism succeeded or failed in the United States would depend on civic virtue and an educated citizenry. Revolutionary leaders agreed that the ownership of property provided one way to measure an individual’s virtue, arguing that:
property holders had the greatest stake in society and therefore could be trusted to make decisions for it by the same token, non-property holders, should have very little to do with government
In other words, unlike a democracy, in which the mass of non-property holders could exercise the political right to vote, a republic would limit political rights to property holders. In this way, republicanism exhibited a bias toward the elite, a preference that is understandable given the colonial legacy. During colonial times, wealthy planters and merchants in the American colonies had looked to the British ruling class, whose social order demanded deference from those of lower rank, as a model of behavior. Old habits die hard.
Blend of political and social philosophy
George Washington served as a role model par excellence for the new republic, embodying the exceptional talent and public virtue prized under the political and social philosophy of republicanism. He:
did not seek to become the new King of America retired as Commander in Chief of the Continental Army returned to his Virginia estate at Mount Vernon to resume his life among the planter elite
Washington modeled his behavior on that of the Roman aristocrat Cincinnatus, a representative of the patrician or ruling class, who had also retired from public service in the Roman Republic and returned to his estate to pursue agricultural life.
The aristocratic side of republicanism—and the belief that the true custodians of public virtue were those who had served in the military—found expression in the Society of the Cincinnati, of which Washington was the �rst president general. Founded in 1783, the Society admitted only o�cers of the Continental Army and the French forces not militia members or minutemen Following the
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4.1. Creating Republican Governments, 1776-1790
100% 15 of 15 goals completed
Common Sense: From Monarchy to an American Republic
Activity: Benjamin Franklin's "Thirteen Virtues for Character Development"
Feedback to Activity: Benjamin Franklin's "Thirteen Virtues for Character Development"
How Much Revolutionary Change? The Status of Women
The Meaning of Race in Post-Revolutionary America
From Middle Ground to Battle Zone: Impact on Native Peoples
Religion and the State in the Early Republic
State Constitutions in the Early Republic
The Articles of Confederation
Shays' Rebellion: Causes and Consequences
The 1787 Constitutional Convention
The Fight over Rati�cation of the Federal Constitution
Activity: James Madison on the Bene�ts of Republicanism
Feedback to Activity: James Madison on the Bene�ts of Republicanism
Exercise: Events in the US History from 1776 to 1789
Activity: Benjamin Franklin's "Thirteen
Virtues for Character Development"
In the 1780s, Benjamin Franklin carefully de�ned 13 virtues to help guide his countrymen in maintaining a virtuous republic. His choice of 13 is telling since he wrote for the citizens of the 13 new American republics.
Image (http://c7.static�ickr.com/4/3913/14597618950_efa11d457b_n.j Benjamin / �ickr
(https://www.�ickr.com/photos/internetarchivebookimages/145976189 ouE3dQ-oeWBxm-owqz3m-ouFNeU-oeZRev-oy5A3g-ou1SF1-oeZqFo-ow ouTdMx-ousyDf-oupGdm-owrAMe-od5f7F-oewrta-ouFWr5-ouFWH7-ow
oy3jY2-ocnH37-oxCSbv-ouVZey-osA4Zj-ovxi5e-xmdv99-wMxLa4-xG4M odavgC)
Benjamin Franklin’s 13 Virtues for Character Development:
1. Temperance. Eat not to dullness; drink not to elevation.
2. Silence. Speak not but what may bene�t others or yourself; avoid tri�ing conversation.
3. Order. Let all your things have their places; let each part of your business have its time.
4. Resolution. Resolve to perform what you ought; perform without fail what you resolve.
5. Frugality. Make no expense but to do good to others or yourself; i.e., waste nothing.
6. Industry. Lose no time; be always employ’d in something useful; cut o� all unnecessary actions.
7. Sincerity. Use no hurtful deceit; think innocently and justly, and, if you speak, speak accordingly.
8. Justice. Wrong none by doing injuries, or omitting the bene�ts that are your duty.
9. Moderation. Avoid extremes; forbear resenting injuries so much as you think they deserve.
10. Cleanliness. Tolerate no uncleanliness in body, cloaths, or habitation.
11. Tranquillity. Be not disturbed at tri�es, or at accidents common or unavoidable.
12. Chastity. Rarely use venery but for health or o�spring, never to dullness, weakness, or the injury of your own or another’s peace or reputation.
13. Humility. Imitate Jesus and Socrates.
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Check how well you are demonstrating all 13 of Franklin’s virtues (http://openstaxcollege.org/l/13virtues) on thirteenvirtues.com, where you can register to track your progress.
Test your understanding on this topic by answering the following questions.
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4.1. Creating Republican Governments, 1776-1790
100% 15 of 15 goals completed
Common Sense: From Monarchy to an American Republic
Activity: Benjamin Franklin's "Thirteen Virtues for Character Development"
Feedback to Activity: Benjamin Franklin's "Thirteen Virtues for Character Development"
How Much Revolutionary Change? The Status of Women
The Meaning of Race in Post-Revolutionary America
From Middle Ground to Battle Zone: Impact on Native Peoples
Religion and the State in the Early Republic
State Constitutions in the Early Republic
The Articles of Confederation
Shays' Rebellion: Causes and Consequences
The 1787 Constitutional Convention
The Fight over Rati�cation of the Federal Constitution
Activity: James Madison on the Bene�ts of Republicanism
Feedback to Activity: James Madison on the Bene�ts of Republicanism
Exercise: Events in the US History from 1776 to 1789
Feedback to Activity: Benjamin
Franklin's "Thirteen Virtues for
Character Development"
In the 1780s, Benjamin Franklin carefully de�ned 13 virtues to help guide his countrymen in maintaining a virtuous republic. His choice of 13 is telling since he wrote for the citizens of the 13 new American republics.
Image (http://c7.static�ickr.com/4/3913/14597618950_efa11d457b_n.jpg) by Franklin, Benjamin / �ickr
(https://www.�ickr.com/photos/internetarchivebookimages/14597618950/in/photolist- ouE3dQ-oeWBxm-owqz3m-ouFNeU-oeZRev-oy5A3g-ou1SF1-oeZqFo-owgPNU-odoxbA-
ouTdMx-ousyDf-oupGdm-owrAMe-od5f7F-oewrta-ouFWr5-ouFWH7-owtpN4-ode3PH-oy3jY2- ocnH37-oxCSbv-ouVZey-osA4Zj-ovxi5e-xmdv99-wMxLa4-xG4MHq-wYamVw-odavgC)
Benjamin Franklin’s 13 Virtues for Character Development:
1. Temperance. Eat not to dullness; drink not to elevation.
2. Silence. Speak not but what may bene�t others or yourself; avoid tri�ing conversation.
3. Order. Let all your things have their places; let each part of your business have its time.
4. Resolution. Resolve to perform what you ought; perform without fail what you resolve.
5. Frugality. Make no expense but to do good to others or yourself; i.e., waste nothing.
6. Industry. Lose no time; be always employ’d in something useful; cut o� all unnecessary actions.
7. Sincerity. Use no hurtful deceit; think innocently and justly, and, if you speak, speak accordingly.
8. Justice. Wrong none by doing injuries, or omitting the bene�ts that are your duty.
9. Moderation. Avoid extremes; forbear resenting injuries so much as you think they deserve.
10. Cleanliness. Tolerate no uncleanliness in body, cloaths, or habitation.
11. Tranquillity. Be not disturbed at tri�es, or at accidents common or unavoidable.
12. Chastity. Rarely use venery but for health or o�spring, never to dullness, weakness, or the injury of your own or another’s peace or reputation.
13. Humility. Imitate Jesus and Socrates.
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Compare your response to the model response below. Note that since there is no single correct answer to this question, the model response is to allow you to compare your own input to the model response and decide how close you have been. Remember that your instructor will have access to your responses and may want to decide later to incorporate some of the best samples as new, improved model response - for other students to compare against.
When reading the following virtues, consider these questions:
What factors does Franklin ignore? How would he likely address a situation in which children inherit great wealth rather than working for it? How do Franklin’s values help to de�ne the notion of republican virtue?
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4.1. Creating Republican Governments, 1776-1790
100% 15 of 15 goals completed
Common Sense: From Monarchy to an American Republic
Activity: Benjamin Franklin's "Thirteen Virtues for Character Development"
Feedback to Activity: Benjamin Franklin's "Thirteen Virtues for Character Development"
How Much Revolutionary Change? The Status of Women
The Meaning of Race in Post-Revolutionary America
From Middle Ground to Battle Zone: Impact on Native Peoples
Religion and the State in the Early Republic
State Constitutions in the Early Republic
The Articles of Confederation
Shays' Rebellion: Causes and Consequences
The 1787 Constitutional Convention
The Fight over Rati�cation of the Federal Constitution
Activity: James Madison on the Bene�ts of Republicanism
Feedback to Activity: James Madison on the Bene�ts of Republicanism
Exercise: Events in the US History from 1776 to 1789
How Much Revolutionary Change?
The Status of Women
In 18 century America, as in Great Britain, the legal status of married women was de�ned as coverture, meaning a married woman (or feme covert) had no legal or economic status independent of her husband. She could not conduct business or buy and sell the property. Her husband controlled any property she brought to the marriage, although he could not sell it without her agreement.
Married women’s status as femes covert did not change as a result of the Revolution, and wives remained economically dependent on their husbands. The women of the newly independent nation did not call for the right to vote but some, especially the wives of elite republican statesmen, began to agitate for equality under the law between husbands and wives, and for the same educational opportunities as men.
Abigail Adams
Image
(http://cnx.org/resources/a40f4f827290b06bbc8503befc63cf6a974f524 / openstax (http://cnx.org/contents/[email protected]:x0HgaV8w@3/How-Mu
(http://cnx.org/contents/[email protected]:x0HgaV8w@3/How-Much-Revolutionary-Change)Abig Benjamin Blythe, is best remembered for her eloquent letters to her husband, John Adams (b),
of the United States.
Some women hoped to overturn coverture. From her home in Braintree, Massachusetts, Abigail Adams wrote to her husband, Whig leader John Adams, in 1776:
“In the new code of laws which I suppose it will be necessary for you to make, I desire you would remember the ladies and be more generous and favorable to them than your ancestor. Do not put such unlimited power in the husbands. Remember, all men would be tyrants if they could.”
Abigail Adams ran the family homestead during the Revolution, but she could not conduct business without her husband’s consent. Elsewhere in the famous 1776 letter quoted above, she speaks of the di�culties of running the homestead when her husband is away. Her frustration grew when her husband responded in an April 1776 letter:
“As to your extraordinary Code of Laws, I cannot but laugh. We have been told that our struggle has loosened the bands of Government everywhere. That Children and Apprentices were disobedient—that schools and Colleges were grown turbulent—that Indians slighted their Guardians and Negroes grew insolent to their Masters. But your Letter was the �rst Intimation that another Tribe more numerous and powerful than all the rest were grown discontented. . . . Depend on it, we know better than to repeal our Masculine systems.”
Mercy Otis Warren
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Another privileged member of the revolutionary generation, Mercy Otis Warren, also challenged gender assumptions and traditions during the revolutionary era.
Born in Massachusetts, Warren actively opposed British reform measures before the outbreak of �ghting in 1775 by publishing anti-British works. In 1812, she published a three-volume history of the Revolution, a project she had started in the late 1770s. By publishing her work, Warren stepped out of the female sphere and into the otherwise male-dominated sphere of public life.
Judith Sargent Murray
Image (http://cnx.org/resources/cea6860b8cafcb4f8c10c4fc20d38e475eabc4ec/C
(http://cnx.org/contents/[email protected]:x0HgaV8w@3/How-Much-Revolutionary-Change)John Murray (a) and 1763 portrait of Mercy Otis Warren (b) show two of America’s earliest advoca
dresses telegraph their privileged social statu
Inspired by the Revolution, Judith Sargent Murray of Massachusetts advocated:
equal educational opportunities for men and women women’s economic independence
Murray, who came from a well-to-do family in Gloucester, questioned why boys were given access to education as a birthright while girls had very limited educational opportunities. She began to publish her ideas about educational equality beginning in the 1780s, arguing that God had made the minds of women and men equal.
Murray’s more radical ideas championed woman’s economic independence. She argued that a woman’s education should be extensive enough to allow her to maintain herself—and her family—if there was no male breadwinner. Indeed, Murray was able to make money of her own from her publications. Her ideas were both radical and traditional, however: Murray also believed that women were much better at raising children and maintaining the morality and virtue of the family than men.
Impact of revolution on women
Adams, Warren, and Murray all came from privileged backgrounds. All three were fully literate, while many women in the American republic were not. Their literacy and station allowed them to push for new roles for women in the atmosphere of unique possibility created by the Revolution and its promise of h F l th h bli h d th i k id id f h
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4.1. Creating Republican Governments, 1776-1790
100% 15 of 15 goals completed
Common Sense: From Monarchy to an American Republic
Activity: Benjamin Franklin's "Thirteen Virtues for Character Development"
Feedback to Activity: Benjamin Franklin's "Thirteen Virtues for Character Development"
How Much Revolutionary Change? The Status of Women
The Meaning of Race in Post-Revolutionary America
From Middle Ground to Battle Zone: Impact on Native Peoples
Religion and the State in the Early Republic
State Constitutions in the Early Republic
The Articles of Confederation
Shays' Rebellion: Causes and Consequences
The 1787 Constitutional Convention
The Fight over Rati�cation of the Federal Constitution
Activity: James Madison on the Bene�ts of Republicanism
Feedback to Activity: James Madison on the Bene�ts of Republicanism
Exercise: Events in the US History from 1776 to 1789
The Meaning of Race in Post-
Revolutionary America
By the time of the Revolution, slavery had been �rmly in place in America for over 100 years. In many ways, the Revolution served to reinforce the assumptions about race among white Americans. They viewed the new nation as a white republic; blacks were slaves, and Indians had no place. Racial hatred of blacks increased during the Revolution because many slaves �ed their white masters for the freedom o�ered by the British. The same was true for Native Peoples who allied themselves with the British with:
Je�erson writing in the Declaration of Independence that separation from the Empire was necessary because George III had incited “the merciless Indian savages” to destroy the white inhabitants on the frontier Thomas Paine arguing in Common Sense that Great Britain was guilty of inciting “the Indians and Negroes to destroy us” Benjamin Franklin writing in the 1780s that, in time, alcoholism would wipe out the Indians, leaving the land free for white settlers
Slavery and Je�erson
Slavery o�ered the most glaring contradiction between the idea of equality stated in the Declaration of Independence (“all men are created equal”) and the reality of race relations in the late 18 century.
Racism shaped white views of blacks. Although he penned the Declaration of Independence, Thomas Je�erson owned more than 100 slaves, of whom he freed only a few either during his lifetime or in his will. He thought blacks were inferior to whites, dismissing enslaved poet Phillis Wheatley by arguing, “Religion indeed has produced a Phillis Wheatley; but it could not produce a poet.” White slaveholders took their female slaves as mistresses, as most historians agree that Je�erson did with one of his slaves, Sally Hemings. Together, they had several children.
Je�erson understood the contradiction fully, and his writings reveal hard-edged racist assumptions. In his Notes on the State of Virginia in the 1780s, Je�erson urged the:
end of slavery in Virginia removal of blacks from that state
Image (http://cnx.org/resources/a5ba6a836f7a5b83bc8dc96949bf53261709ce1b/CNX_History_07_02
openstax (http://cnx.org/contents/[email protected]:x0HgaV8w@3/How-Much-Revolutionar (http://cnx.org/resources/a5ba6a836f7a5b83bc8dc96949bf53261709ce1b/CNX_History_07_02_
page, taken from one of Thomas Je�erson’s record books from 1795, lists his slav
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He wrote:
“It will probably be asked, why not retain and incorporate the blacks into the supplying, by importation of white settlers, the vacancies they will leave? Dee the whites; ten thousand recollections, by the blacks, of the injuries they have real distinctions which nature has made; and many other circumstances, will convulsions which will probably never end but in the extermination of the on objections, which are political, may be added others, which are physical and
Je�erson envisioned an “empire of liberty” for white farmers and relied on the ar United States, even if doing so would completely destroy the slaveholders’ wealth
Southern planters strongly objected to Je�erson’s views on abolishing slavery an When Je�erson was a candidate for president in 1796, an anonymous “Southern P
“If this wild project succeeds, under the auspices of Thomas Je�erson, Presid 300,000 slaves are set free in Virginia, farewell to the safety, prosperity, the im existence of the Southern States.”
Slaveholders and many other Americans protected and defended the institution. (�le:///D:/ASU/March%2009%202016/Unit%204/SPEC 4A
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4.1. Creating Republican Governments, 1776-1790
100% 15 of 15 goals completed
Common Sense: From Monarchy to an American Republic
Activity: Benjamin Franklin's "Thirteen Virtues for Character Development"
Feedback to Activity: Benjamin Franklin's "Thirteen Virtues for Character Development"
How Much Revolutionary Change? The Status of Women
The Meaning of Race in Post-Revolutionary America
From Middle Ground to Battle Zone: Impact on Native Peoples
Religion and the State in the Early Republic
State Constitutions in the Early Republic
The Articles of Confederation
Shays' Rebellion: Causes and Consequences
The 1787 Constitutional Convention
The Fight over Rati�cation of the Federal Constitution
Activity: James Madison on the Bene�ts of Republicanism
Feedback to Activity: James Madison on the Bene�ts of Republicanism
Exercise: Events in the US History from 1776 to 1789
From Middle Ground to Battle Zone:
Impact on Native Peoples
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The 1783 Treaty of Paris, which ended the war for independence, did not addres by the British east of the Mississippi and south of the Great Lakes (except Spani American republic. Though the treaty remained silent on the issue, much of the te boundaries of the United States remained under the control of Native Peoples.
Earlier in the 18 century, a “middle ground” had existed between powerful Nativ French imperial zones, a place where the various groups interacted and accommo in the French and Indian War and Pontiac’s Rebellion, the Revolutionary War turn zone that no one group controlled. (file:///D:/ASU/March%2009%202016/Unit Creating%20Republican%20Governments_Default_01.29.2016_DB_RR_R %20Final.docx#_msocom_1)
Image (http://cnx.org/resources/c671f6847bd290a11a72550a2142a45ba04ada7a/CNX_History_07_02_
/ openstax (http://cnx.org/contents/[email protected]:x0HgaV8w@3/How-Much-Revolutionary-
The 1783 Treaty of Paris divided North America into territories belonging to the United States a European countries, but it failed to address Indian lands at all.
Split in tribes
During the Revolution, a complex situation existed among Indians. Many villages remained neutral. Some Native groups, such as the Delaware, split into factions, with some supporting the British while other Delaware maintained their neutrality. The Iroquois Confederacy, a longstanding alliance of tribes, also split up with:
the Mohawk, Cayuga, Onondaga, and Seneca �ghting on the British side the Oneida and Tuscarora supporting the revolutionaries
Ohio River Valley tribes, such as the Shawnee, Miami, and Mungo who had been �ghting for years against colonial expansion west, supported the British. Some Native Peoples who had previously allied with the French hoped the con�ict between the colonies and Great Britain might lead to French intervention and the return of French rule.
Few Indians sided with the American revolutionaries because almost all revolutionaries in the middle ground viewed them as an enemy to be destroyed. This racial hatred toward Native Peoples found expression in the American massacre of 96 Christian Delawares in 1782. Most of the dead were women and children.
After the war, the Americans turned a deaf ear to Indian claims to what the revolutionaries saw as their hard-won land, and they moved aggressively to assert control over western New York and Pennsylvania.
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4.1. Creating Republican Governments, 1776-1790
100% 15 of 15 goals completed
Common Sense: From Monarchy to an American Republic
Activity: Benjamin Franklin's "Thirteen Virtues for Character Development"
Feedback to Activity: Benjamin Franklin's "Thirteen Virtues for Character Development"
How Much Revolutionary Change? The Status of Women
The Meaning of Race in Post-Revolutionary America
From Middle Ground to Battle Zone: Impact on Native Peoples
Religion and the State in the Early Republic
State Constitutions in the Early Republic
The Articles of Confederation
Shays' Rebellion: Causes and Consequences
The 1787 Constitutional Convention
The Fight over Rati�cation of the Federal Constitution
Activity: James Madison on the Bene�ts of Republicanism
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Exercise: Events in the US History from 1776 to 1789
Religion and the State in the Early
Republic
Prior to the Revolution, several colonies had o�cial, tax-supported churches. Afte the validity of state-authorized churches; the limitation of public o�ce-holding to payment of taxes to support churches. In other states, especially in New England cast a long shadow, religion and state remained intertwined.
Birth of religious liberty
During the colonial era in Virginia, the established church had been the Church o Catholics, Baptists, or followers or other religions. In 1786, as a revolutionary resp the Church of England, Virginia’s lawmakers approved the Virginia Statute for Re Church of England’s hold and allowed religious liberty. Under the statute, no one a speci�c church or be prosecuted for his or her beliefs. (file:///D:/ASU/March%2009%202016/Unit%204/SPEC_4A- Creating%20Republican%20Governments_Default_01.29.2016_DB_RR_R %20Final.docx#_msocom_1)
Image (https://upload.wikimedia.org/wikipedia/commons/4/47/ReligiousFreedomStamp.jpg) by Boles
WIKIPEDIA (https://en.wikipedia.org/wiki/Freedom_of_religion#/media/File:ReligiousFreedomStamp.jp
A U.S. Postage stamp commemorating religious freedom and the Flushing Remonstrance
Pennsylvania’s original constitution limited o�ceholders in the state legislature to those who professed a belief in both the Old and the New Testaments. This religious test prohibited Jews from holding that o�ce, as the New Testament is not part of Jewish belief. In 1790, however, Pennsylvania removed this quali�cation from its constitution.
The New England states were slower to embrace freedom of religion. In the former Puritan colonies, the Congregational Church (established by 17 century Puritans) remained the church of most inhabitants. Massachusetts, Connecticut, and New Hampshire all required the public support of Christian churches. Article III of the Massachusetts constitution blended the goal of republicanism with the goal of promoting Protestant Christianity. It reads:
As the happiness of a people, and the good order and preservation of civil government, essentially depend upon piety, religion and morality; and as these cannot be generally di�used through a community, but by the institution of the public worship of GOD, and of public instructions in piety, religion and morality: Therefore, to promote their happiness and to secure the good order and preservation of their government, the people of this Commonwealth have a right to invest their legislature with power to authorize and require, and the legislature shall, from time to time, authorize and require, the several towns, parishes, precincts, and other bodies-politic, or religious societies, to make suitable provision, at their own expense, for
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4.1. Creating Republican Governments, 1776-1790
100% 15 of 15 goals completed
Common Sense: From Monarchy to an American Republic
Activity: Benjamin Franklin's "Thirteen Virtues for Character Development"
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How Much Revolutionary Change? The Status of Women
The Meaning of Race in Post-Revolutionary America
From Middle Ground to Battle Zone: Impact on Native Peoples
Religion and the State in the Early Republic
State Constitutions in the Early Republic
The Articles of Confederation
Shays' Rebellion: Causes and Consequences
The 1787 Constitutional Convention
The Fight over Rati�cation of the Federal Constitution
Activity: James Madison on the Bene�ts of Republicanism
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Exercise: Events in the US History from 1776 to 1789
State Constitutions in the Early
Republic
In 1776, John Adams urged the 13 independent colonies—soon to be states— to write their own state constitutions. Enlightenment political thought profoundly in�uenced Adams and other revolutionary leaders seeking to create viable republican governments. The ideas of the French philosopher Montesquieu, who had advocated the separation of powers in government, guided Adams’s thinking. Responding to a request for advice on proper government from North Carolina, Adams wrote Thoughts on Government, which in�uenced many state legislatures. Adams did not advocate democracy; rather, he wrote, “there is no good government but what is republican.”
Three wings of Government
Fearing the potential for tyranny with only one group in power, Adams:
suggested a system of checks and balances in which three separate branches of government—executive, legislative, and judicial—would maintain a balance of power proposed that each state remain sovereign, as its own republic
The state constitutions of the new United States illustrate di�erent approaches to addressing the question of how much democracy would prevail in the 13 republics. Some states embraced democratic practices, while others adopted far more aristocratic and republican ones.
Democratic states
The 1776 Pennsylvania constitution and the 1784 New Hampshire constitution both provide examples of democratic tendencies. In Pennsylvania:
the requirement to own property in order to vote was eliminated if a man was 21 or older, had paid taxes, and had lived in the same location for one year, he could vote
This opened voting to most free white male citizens of Pennsylvania.
The 1784 New Hampshire constitution allowed every small town and village to send representatives to the state government, making the lower house of the legislature a model of democratic government.
Image
(http://cnx.org/resources/f1b19b55b24fcb916991b402f132d5291be50cbc/C (http://cnx.org/contents/[email protected]:1ezuXqKH@3/De
The 1776 Pennsylvania constitution, the �rst page of which is shown here, adhered to more de did initially.
Whigs’ reaction
Conservative Whigs, who distrusted the idea of majority rule, recoiled from the abolition of property quali�cations for voting and o�ce holding in Pennsylvania. Conservative Whig John Adams reacted with horror to the 1776 Pennsylvania
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Conservative Whig John Adams reacted with horror to the 1776 Pennsylvania constitution, declaring that it was “so democratical that it must produce confusion and every evil work.”
In his mind and those of other conservative Whigs, this constitution simply put too much power in the hands of men who had no business exercising the right to vote. Pennsylvania’s constitution also eliminated the executive branch (there was no governor) and the upper house. Instead, Pennsylvania had a one-house —a unicameral—legislature.
Limiting the power of democracy
The Maryland and South Carolina constitutions provide examples of e�orts to limit the power of a democratic majority. The 1776 Maryland constitution:
restricted o�ce holding to the wealthy planter class required a man had to own at least £5,000 worth of personal property to be the governor of Maryland required to possess an estate worth £1,000 to be a state senator – this excluded over 90 percent of the white males in Maryland from political o�ce
The 1778 South Carolina constitution also sought to protect the interests of the wealthy. Governors and lieutenant governors of the state had to have:
“a settled plantation or freehold in their and each of their own right of the value of at least £10, 000 currency, clear of debt.”
This provision limited high o�ce in the state to its wealthiest inhabitants. Similarly, South Carolina state senators had to own estates valued at £2,000.
The 1780 Massachusetts constitution
John Adams wrote much of the 1780 Massachusetts constitution, which re�ected his fear of too much democracy. It therefore created:
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4.1. Creating Republican Governments, 1776-1790
100% 15 of 15 goals completed
Common Sense: From Monarchy to an American Republic
Activity: Benjamin Franklin's "Thirteen Virtues for Character Development"
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How Much Revolutionary Change? The Status of Women
The Meaning of Race in Post-Revolutionary America
From Middle Ground to Battle Zone: Impact on Native Peoples
Religion and the State in the Early Republic
State Constitutions in the Early Republic
The Articles of Confederation
Shays' Rebellion: Causes and Consequences
The 1787 Constitutional Convention
The Fight over Rati�cation of the Federal Constitution
Activity: James Madison on the Bene�ts of Republicanism
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Exercise: Events in the US History from 1776 to 1789
The Articles of Confederation
Most revolutionaries pledged their greatest loyalty to their individual states. Recalling the experience of British reform e�orts imposed in the 1760s and 1770s, they feared a strong national government and took some time to adopt the Articles of Confederation, the �rst national constitution.
Image (http://cnx.org/resources/1cadd6e96de0c1863d7e9a730d1636c3b3b5632b/CNX_History_07_03
/ openstax (http://cnx.org/contents/[email protected]:1ezuXqKH@3/Debating-Democra (http://cnx.org/contents/[email protected]:1ezuXqKH@3/Debating-Democracy)The �rst page of Articles of Confederation, printed by Alexander Purdie, emphasized the “perpetual union” be
states.
National Government – Initial Problems
In June 1776, the Continental Congress prepared to announce independence and began to think about the creation of a new government to replace royal authority. Reaching agreement on the Articles of Confederation proved di�cult as members of the Continental Congress:
argued over western land claims; Connecticut, for example, used its colonial charter to assert its claim to western lands in Pennsylvania and the Ohio Territory debated what type of representation would be best and tried to �gure out how to pay the expenses of the new government
Image (http://cnx.org/resources/f6f3d6753994e4047a44a5f0e75ee23b45eee870/CNX_History_07_03_
/ openstax (http://cnx.org/contents/[email protected]:1ezuXqKH@3/Debating-Democr (http://cnx.org/contents/[email protected]:1ezuXqKH@3/Debating-Democracy)Connecticut, like
states, used its state constitution to stake claims to uncharted western lands.
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In lieu of creating a new federal government, the Articles of Confederation created a “league of friendship” between the states. Congress readied the Articles in 1777 but did not o�cially approve them until 1781. The delay of four years illustrates the di�culty of getting the 13 states to agree on a plan of national government. Citizens viewed their respective states as sovereign republics and guarded their prerogatives against other states.
The Articles of Confederation authorized a unicameral legislature, a continuation of the earlier Continental Congress. The people could not vote directly for members of the national Congress; rather, state legislatures decided who would represent the state. In practice, the national Congress was composed of state delegations. There was:
no president or executive o�ce of any kind no national judiciary (or Supreme Court) for the United States
Laws and taxes – initial problems
Passage of any law under the Articles of Confederation proved di�cult. It took the consensus of nine states for any measure to pass, and amending the Articles required the consent of all the states, also extremely di�cult to achieve. Further, any acts put forward by the Congress were non-binding; states had the option to enforce them or not. This meant that while the Congress had power over Indian a�airs and foreign policy, individual states could choose whether or not to comply.
The Congress did not have the power to tax citizens of the United States, a fact that would soon have serious consequences for the republic. During the Revolutionary War, the Continental Congress had sent requisitions for funds to the individual former colonies (now revolutionary states). These states already had an enormous �nancial burden because they had to pay for militias as well as supply them. In the end, the states failed to provide even half the funding requested by the Congress during the war, which led to a national debt in the tens of millions by 1784.
Initiation for amendments
By the 1780s, some members of the Congress:
were greatly concerned about the �nancial health of the republic argued that the national government needed greater power, especially the power to tax
This required amending the Articles of Confederation with the consent of all the states. Those who called for a stronger federal government were known as nationalists. The nationalist group that pushed for the power to tax included:
Washington’s chief of sta�, Alexander Hamilton Virginia planter James Madison Pennsylvania’s wealthy merchant Robert Morris (who served under the Confederation government as superintendent of �nance in the early 1780s) Pennsylvania lawyer James Wilson
Debts, dissatisfaction and imports
Two New Yorkers, Governor Morris and James Duane, also joined the e�ort to address the debt and the weakness of the Confederation government.These men proposed a 5 percent tax on imports coming into the United States, a measure that would have yielded enough revenue to clear the debt. However, their proposal failed to achieve unanimous support from the states when Rhode Island rejected it.
Plans for a national bank also failed to win unanimous support. The lack of support illustrates the Americans’ deep suspicion of a powerful national government, a suspicion that originated from the unilateral and heavy-handed reform e�orts that the British Parliament imposed on the colonies in the 1760s and 1770s.
Without revenue, the Congress could not pay back American creditors who had lent it money. However, it did manage to make interest payments to foreign creditors in France and the Dutch Republic, fearful that defaulting on those payments would destroy the republic’s credit and leave it unable to secure loans.
One soldier in the Continental Army, Joseph Plumb Martin, recounted how he received no pay in paper money after 1777 and only one month’s payment in hard currency in 1781. Like thousands of other soldiers, Martin had fought valiantly against the British and helped secure independence, but had not been
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y g p p paid for his service. In the 1780s and beyond, men like Martin would soon express their profound dissatisfaction with their treatment. Their anger found expression in armed uprisings and political divisions.
Establishing workable foreign and commercial policies under the Articles of Confederation also proved di�cult. Each state could decide for itself whether to comply with treaties between the Congress and foreign countries, and there were no means of enforcement.
Both Great Britain and Spain understood the weakness of the Confederation Congress, and refused to make commercial agreements with the United States because they doubted they would be enforced. Without stable commercial policies, American exporters found it di�cult to do business, and British goods �ooded U.S. markets in the 1780s, in a repetition of the economic imbalance that existed before the Revolutionary War.
Land ordinances
The Confederation Congress under the Articles did achieve success through a series of directives called land ordinances, which established rules for the settlement of western lands in the public domain and the admission of new states to the republic. The ordinances were designed to:
prepare the land for sale to citizens raise revenue to boost the failing economy of the republic
In the land ordinances, the Confederation Congress created the Mississippi and Southwest Territories and stipulated that slavery would be permitted there. The system of dividing the vast domains of the United States stands as a towering achievement of the era, a blueprint for American western expansion.
The Ordinances of 1784 and 1785
The Ordinance of 1784, written by Thomas Je�erson and the �rst of what were later called the Northwest Ordinances, directed that:
new states would be formed from a huge area of land below the Great
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4.1. Creating Republican Governments, 1776-1790
100% 15 of 15 goals completed
Common Sense: From Monarchy to an American Republic
Activity: Benjamin Franklin's "Thirteen Virtues for Character Development"
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How Much Revolutionary Change? The Status of Women
The Meaning of Race in Post-Revolutionary America
From Middle Ground to Battle Zone: Impact on Native Peoples
Religion and the State in the Early Republic
State Constitutions in the Early Republic
The Articles of Confederation
Shays' Rebellion: Causes and Consequences
The 1787 Constitutional Convention
The Fight over Rati�cation of the Federal Constitution
Activity: James Madison on the Bene�ts of Republicanism
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Exercise: Events in the US History from 1776 to 1789
Shays' Rebellion: Causes and
Consequences
Despite Congress’ victory in creating an orderly process for organizing new states and territories, land sales failed to produce the revenue necessary to deal with the dire economic problems facing the new country in the 1780s. Each state had issued large amounts of paper money and, in the aftermath of the Revolution, widespread internal devaluation of that currency occurred as many lost con�dence in the value of state paper money and the Continental dollar. A period of extreme in�ation set in. Added to this dilemma was American citizens’ lack of specie (gold and silver coins) to conduct routine business. Meanwhile, demobilized soldiers, many of whom had spent their formative years �ghting rather than learning a peacetime trade, searched desperately for work.
Image (http://cnx.org/resources/64c�ef01efbd1b2e2d9f10ab46325e8ade8d325/CNX_History_07_03_S
/ openstax (http://cnx.org/contents/[email protected]:1ezuXqKH@3/Debating-Democracy)This woodcut,
Bickersta�’s Boston Almanack of 1787, depicts Daniel Shays and Job Shattuck. Shays and Shatt two of the leaders of the rebels who rose up against the Massachusetts government in 1786 to
Revolutionary War veterans, both men wear the uniform of o�cers of the Continental Ar
Farmers’ indebtedness and petition
The economic crisis came to a head in 1786 and 1787 in western Massachusetts, where farmers were in a di�cult position: they faced high taxes and debts, which they found nearly impossible to pay with the worthless state and Continental paper money. For several years after the peace in 1783, these indebted citizens had petitioned the state legislature for redress. Many were veterans of the Revolutionary War who had returned to their farms and families after the �ghting ended and now faced losing their homes.
Their petitions to the state legislature raised economic and political issues for citizens of the new state:
How could people pay their debts and state taxes when paper money proved unstable? Why was the state government located in Boston, the center of the merchant elite? Why did the 1780 Massachusetts constitution cater to the interests of the wealthy?
To the indebted farmers, the situation in the 1780s seemed hauntingly familiar; the revolutionaries had routed the British, but a new form of seemingly corrupt and self-serving government had replaced them.
Revolutionaries’ revolt
In 1786, when the state legislature again refused to address the petitioners’ requests, Massachusetts citizens took up arms and closed courthouses across the state to prevent foreclosure (seizure of land in lieu of overdue loan payments) on farms in debt. The farmers:
wanted their debts forgiven demanded that the 1780 constitution be revised to address citizens beyond the wealthy elite who could serve in the legislature
Many of the rebels were veterans of the war for independence, including Captain Daniel Shays from Pelham Although Shays was only one of many
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Captain Daniel Shays from Pelham. Although Shays was only one of many former o�cers in the Continental Army who took part in the revolt, authorities in Boston singled him out as a ringleader, and the uprising became known as Shays’ Rebellion.
The Massachusetts legislature responded to the closing of the courthouses with a �urry of legislation, much of it designed to punish the rebels. The government o�ered the rebels clemency if they took an oath of allegiance. Otherwise, local o�cials were empowered to use deadly force against them without fear of prosecution. Rebels would lose their property, and if any militiamen refused to defend the state, they would be executed.
Despite these measures, the rebellion continued. To address the uprising, Governor James Bowdoin raised a private army of 4,400 men, funded by wealthy Boston merchants, without the approval of the legislature. The climax of Shays’ Rebellion came in January 1787, when the rebels attempted to seize the federal armory in Spring�eld, Massachusetts. A force loyal to the state defeated them there, although the rebellion continued into February.
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4.1. Creating Republican Governments, 1776-1790
100% 15 of 15 goals completed
Common Sense: From Monarchy to an American Republic
Activity: Benjamin Franklin's "Thirteen Virtues for Character Development"
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How Much Revolutionary Change? The Status of Women
The Meaning of Race in Post-Revolutionary America
From Middle Ground to Battle Zone: Impact on Native Peoples
Religion and the State in the Early Republic
State Constitutions in the Early Republic
The Articles of Confederation
Shays' Rebellion: Causes and Consequences
The 1787 Constitutional Convention
The Fight over Rati�cation of the Federal Constitution
Activity: James Madison on the Bene�ts of Republicanism
Feedback to Activity: James Madison on the Bene�ts of Republicanism
Exercise: Events in the US History from 1776 to 1789
The 1787 Constitutional Convention
The economic problems that plagued the 13 states of the Confederation set the stage for the creation of a strong central government under a federal constitution. Although the original purpose of the convention was to amend the Articles of Confederation, some—though not all—delegates moved quickly to create a new framework for a more powerful national government. This proved extremely controversial. Those who attended the convention split over the issue of robust, centralized government and questions of how Americans would be represented in the federal government. Those who opposed the proposal for a stronger federal government argued that such a plan betrayed the Revolution by limiting the voice of the American people.
Annapolis convention – 1786
There had been earlier e�orts to address the Confederation’s perilous state. In early 1786, Virginia’s James Madison advocated a meeting of states to address the widespread economic problems that plagued the new nation.
Heeding Madison’s call, the legislature in Virginia invited all 13 states to meet in Annapolis, Maryland, to work on solutions to the issue of commerce between the states. Eight states responded to the invitation. But the resulting 1786 Annapolis Convention failed to provide any solutions because only �ve states sent delegates. These delegates did, however, agree to a plan put forward by Alexander Hamilton for a second convention to meet in May 1787 in Philadelphia.
Shays’ Rebellion gave greater urgency to the planned convention. In February 1787, in the wake of the uprising in western Massachusetts, the Confederation Congress authorized the Philadelphia convention. This time, all the states except Rhode Island sent delegates to Philadelphia to confront the problems of the day.
Philadelphia convention – 1787
The stated purpose of the Philadelphia Convention in 1787 was to amend the Articles of Confederation. Very quickly, however, the attendees decided to create a new framework for a national government. That framework became the United States Constitution, and the Philadelphia convention became known as the Constitutional Convention of 1787.
Fifty-�ve men met in Philadelphia in secret; historians know of the proceedings only because James Madison kept careful notes of what transpired – from his notes we know:
the delegates knew that what they were doing would be controversial Rhode Island refused to send delegates New Hampshire’s delegates arrived late two delegates from New York, Robert Yates and John Lansing, left the convention when it became clear that the Articles were being put aside and a new plan of national government was being drafted – they did not believe the delegates had the authority to create a strong national government
Representation– the Virginia Plan
One issue that the delegates in Philadelphia addressed was the way in which representatives to the new national government would be chosen:
Would individual citizens be able to elect representatives? Would representatives be chosen by state legislatures? How much representation was appropriate for each state?
James Madison put forward a proposition known as the Virginia Plan, which called for a strong national government that could overturn state laws. The plan featured:
a bicameral or two-house legislature, with an upper and a lower house the people of the states would elect the members of the lower house, whose numbers would be determined by the population of the state state legislatures would send delegates to the upper house where the number of representatives would also be based on the state’s population
This proportional representation gave the more populous states, like Virginia, more political power. The Virginia Plan also called for an executive branch and a judicial branch both of which were absent under the Articles of
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a judicial branch, both of which were absent under the Articles of Confederation. The lower and upper house together were to appoint members to the executive and judicial branches.
Under this plan, Virginia, the most populous state, would dominate national political power and ensure its interests, including slavery, would be safe.
Image (http://cnx.org/resources/d60dce939938a7d1466ae3c869e5ec9c94415879/CNX_History_07_04_
/ openstax (http://cnx.org/contents/[email protected]:g29TnSMj@3/The-Constitutional-Conve James Madison’s Virginia Plan, shown here, proposed a strong national government with pro
state representation
New Jersey Plan – a counterproposal
The Virginia Plan’s call for proportional representation alarmed the representatives of the smaller states. William Paterson introduced a New Jersey Plan to counter Madison’s scheme, proposing that all states have equal votes in a unicameral national legislature. He also addressed the economic problems of the day by calling for the Congress to:
have the power to regulate commerce raise revenue though taxes on imports and through postage enforce Congressional requisitions from the states
Connecticut Compromise
Roger Sherman from Connecticut o�ered a compromise to break the deadlock over the thorny question of representation. His Connecticut Compromise, also known as the Great Compromise:
outlined a di�erent bicameral legislature in which the upper house, the Senate, would have equal representation for all states each state would be represented by two senators chosen by the state legislatures only the lower house, the House of Representatives, would have proportional representation
Slavery
The question of slavery stood as a major issue at the Constitutional Convention because slaveholders wanted slaves to be counted along with whites, termed “free inhabitants,” when determining a state’s total population. This, in turn, would augment the number of representatives accorded to those states in the lower house.
Some northerners, however, such as New York’s Gouverneur Morris, hated slavery and did not even want the term included in the new national plan of government. Slaveholders argued that slavery imposed great burdens upon them and that because they carried this liability they deserved special
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4.1. Creating Republican Governments, 1776-1790
100% 15 of 15 goals completed
Common Sense: From Monarchy to an American Republic
Activity: Benjamin Franklin's "Thirteen Virtues for Character Development"
Feedback to Activity: Benjamin Franklin's "Thirteen Virtues for Character Development"
How Much Revolutionary Change? The Status of Women
The Meaning of Race in Post-Revolutionary America
From Middle Ground to Battle Zone: Impact on Native Peoples
Religion and the State in the Early Republic
State Constitutions in the Early Republic
The Articles of Confederation
Shays' Rebellion: Causes and Consequences
The 1787 Constitutional Convention
The Fight over Rati�cation of the Federal Constitution
Activity: James Madison on the Bene�ts of Republicanism
Feedback to Activity: James Madison on the Bene�ts of Republicanism
Exercise: Events in the US History from 1776 to 1789
The Fight over Ratification of the
Federal Constitution
The draft constitution was �nished in September 1787. The delegates decided that in order for the new national government to be implemented, each state must �rst hold a special ratifying convention. When nine of the 13 had approved the plan, the constitution would go into e�ect.
Federalists vs. Anti-Federalists
When the American public learned of the new constitution, opinions were deeply divided, but most people opposed. To salvage their work in Philadelphia, the architects of the new national government began a campaign to sway public opinion in favor of their blueprint for a strong central government.
In the �erce debate that erupted, the two sides articulated contrasting visions of the American republic and of democracy. Supporters of the 1787 Constitution, known as Federalists, made the case that a centralized republic provided the best solution for the future.
Those who opposed it, known as Anti-Federalists, argued that the Constitution would consolidate all power in a national government, robbing the states of the power to make their own decisions. To them, the Constitution appeared to mimic the old corrupt and centralized British regime, under which a far-o� government made the laws. Anti-Federalists argued that:
wealthy aristocrats would run the new national government the elite would not represent ordinary citizens—the rich would monopolize power and use the new government to formulate policies that bene�ted their class—a development that would also undermine local state elites the Constitution did not contain a bill of rights
New York’s ratifying convention
New York’s ratifying convention of 1788 illustrates the divide between the Federalists and Anti-Federalists. When one Anti-Federalist delegate named Melancton Smith took issue with the scheme of representation as being too limited and not re�ective of the people, Alexander Hamilton responded:
It has been observed by an honorable gentleman [Smith], that a pure democracy, if it were practicable, would be the most perfect government. Experience has proven, that no position in politics is more false than this. The ancient democracies, in which the people themselves deliberated, never possessed one feature of good government. Their very character was tyranny; their �gure deformity: When they assembled, the �eld of debate presented an ungovernable mob, not only incapable of deliberation, but prepared for every enormity. In these assemblies, the enemies of the people brought forward their plans of ambition systematically. They were opposed by their enemies of another party; and it became a matter of contingency, whether the people subjected themselves to be led blindly by one tyrant or by another.
The Federalists, particularly John Jay, Alexander Hamilton, and James Madison, put their case to the public in a famous series of essays known as The Federalist Papers. These were �rst published in New York and subsequently republished elsewhere in the United States.
Including all the state ratifying conventions around the country, a total of fewer than 2,000 men voted on whether to adopt the new plan of government. In the end, the Constitution only narrowly won approval. In:
New York, the vote was 30 in favor to 27 opposed Massachusetts, the vote to approve was 187 to 168 Virginia rati�ed by a vote of 89 to 79 Rhode Island by 34 to 32
Some claim supporters of the Constitution resorted to bribes in order to ensure approval. The opposition to the Constitution re�ected the fears that a new national government, much like the British monarchy:
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4.1. Creating Republican Governments, 1776-1790
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Activity: James Madison on the Bene�ts of Republicanism
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Exercise: Events in the US History from 1776 to 1789
Activity: James Madison on the
Benefits of Republicanism
The 10 essay in The Federalist Papers, often called Federalist No. 10, is one of the most famous. Written by James Madison, it addresses the problems of political parties (“factions”). Madison argued that there were two approaches to solving the problem of political parties: a republican government and a democracy.
Image
(http://cnx.org/resources/�26b8d46e91b135d9e1e652ad2d2827af26926f/CNX_History_07_04_Madison.jpg) / ope (http://cnx.org/contents/[email protected]:g29TnSMj@3/The-Constitutional-Convention-)John
Vanderlyn’s 1816 portrait depicts James Madison, one of the leading Federalists who supporte 1787 Constitution.
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Test your understanding on this topic by answering the following questions. Upon submission, you will be given the opportunity to view a sample response to compare to your own and decide whether you need further review before moving on.
After reading the following entry, determine whether Madison recommends republicanism or democracy as the best form of government. What arguments does he use to prove his point?
From this view of the subject, it may be concluded, that a pure Democracy, by which I mean a Society consisting of a small number of citizens, who assemble and administer the Government in person, can admit of no cure for the mischiefs of faction. A common passion or interest will, in almost every case, be felt by a majority of the whole; a communication and concert result from the form of Government itself; and there is nothing to check the inducements to sacri�ce the weaker party, or an obnoxious individual. Hence it is, that such Democracies have ever been spectacles of turbulence and contention; have ever been found incompatible with personal security, or the rights of property; and have in general been as short in their lives, as they have been violent in their deaths. Theoretic politicians, who have patronized this species of Government, have erroneously supposed, that by reducing mankind to a perfect equality in their political rights, they would, at the same time, be perfectly equalized and assimilated in their possessions, their opinions, and their passions.
A Republic, by which I mean a Government in which the scheme of representation takes place, opens a di�erent prospect, and promises the cure for which we are seeking. Let us examine the points in which it varies from pure Democracy, and we shall comprehend both the nature of the cure, and the e�cacy which it must derive from the Union.
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4.1. Creating Republican Governments, 1776-1790
100% 15 of 15 goals completed
Common Sense: From Monarchy to an American Republic
Activity: Benjamin Franklin's "Thirteen Virtues for Character Development"
Feedback to Activity: Benjamin Franklin's "Thirteen Virtues for Character Development"
How Much Revolutionary Change? The Status of Women
The Meaning of Race in Post-Revolutionary America
From Middle Ground to Battle Zone: Impact on Native Peoples
Religion and the State in the Early Republic
State Constitutions in the Early Republic
The Articles of Confederation
Shays' Rebellion: Causes and Consequences
The 1787 Constitutional Convention
The Fight over Rati�cation of the Federal Constitution
Activity: James Madison on the Bene�ts of Republicanism
Feedback to Activity: James Madison on the Bene�ts of Republicanism
Exercise: Events in the US History from 1776 to 1789
Feedback to Activity: James Madison
on the Benefits of Republicanism
The 10 essay in The Federalist Papers, often called Federalist No. 10, is one of the most famous. Written by James Madison, it addresses the problems of political parties (“factions”). Madison argued that there were two approaches to solving the problem of political parties: a republican government and a democracy.
Image (http://cnx.org/resources/ff26b8d46e91b135d9e1e652ad2d2827af26926f/C
/ openstax (http://cnx.org/contents/[email protected]:g29TnSMj@3/The-Cons John Vanderlyn’s 1816 portrait depicts James Madison, one of the leading Federalists wh
Instruction:
Compare your response to the model response below. Note that since there is no single correct answer to this question, the model response is to allow you to compare your own input to the model response and decide how close you have been. Remember that your instructor will have access to your responses and may want to decide later to incorporate some of the best samples as new, improved model response - for other students to compare against.
After reading the following entry, determine whether Madison recommends republicanism or democracy as the best form of government. What arguments does he use to prove his point?
From this view of the subject, it may be concluded, that a pure Democracy, by which I mean a Society consisting of a small number of citizens, who assemble and administer the Government in person, can admit of no cure for the mischiefs of faction. A common passion or interest will, in almost every case, be felt by a majority of the whole; a communication and concert result from the form of Government itself; and there is nothing to check the inducements to sacri�ce the weaker party, or an obnoxious individual. Hence it is, that such Democracies have ever been spectacles of turbulence and contention; have ever been found incompatible with personal security, or the rights of property; and have in general been as short in their lives, as they have been violent in their deaths. Theoretic politicians, who have patronized this species of Government, have erroneously supposed, that by reducing mankind to a perfect equality in their political rights, they would, at the same time, be perfectly equalized and assimilated in their possessions, their opinions, and their passions.
A Republic, by which I mean a Government in which the scheme of representation takes place, opens a di�erent prospect, and promises the cure for which we are seeking. Let us examine the points in which it varies from pure Democracy, and we shall comprehend both the nature of the cure, and the e�cacy which it must derive from the Union.
The two great points of di�erence, between a Democracy and a Republic, are, �rst, the delegation of the Government, in the latter, to a small number
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