Jefferson, Then and Now: Part One

Description

According to Backstory: "From FDR to Sarah Palin, leaders on both sides of the political aisle have long claimed Thomas Jefferson as their own. So what did Jefferson really stand for? That’s the question at the root of this special podcast, produced in conjunction with HISTORY.com.

The History Guys take on the perennial debate over the appropriate role of central government. Did Jefferson think it should be pared-down and limited, or robust enough to confront external threats if and when they arise?"

This podcast continues in Jefferson, Then and Now: Part Two.

Morris-Jumel Mansion [NY]

Description

The 1765 Palladian-style Morris-Jumel Mansion is the oldest residence in Manhattan. It served as the headquarters of George Washington between September and October 1776. Given its location on high ground, the residence was attractive to military commanders; and it was used by a number of Englishmen and Hessians for that reason. After the Revolutionary War, the home became an inn; and the interior was decorated in the French Imperial style in the early 19th-century. John Adams, John Quincy Adams, Thomas Jefferson, Henry Knox, and Alexander Hamilton all dined at the site in 1790.

The mansion offers period rooms, self-guided tours, one-hour guided group tours of the home, one hour guided group tours of the neighborhood, art workshops, lectures, an annual classical music series, and 90-minute educational programs which meet state educational standards. Reservations are required for group tours, and 10 or more visitors must be present. The website offers a teacher's guide.

Thomas Jefferson Foundation [VA]

Description

The Thomas Jefferson Foundation is dedicated to the preservation of Thomas Jefferson's home, Monticello. The foundation puts on a variety of events in the mansion, and also holds an extensive collection of materials available for researchers.

The home offers guided tours, field trip plans, traveling exhibits, summer camps, and resource packets for teachers. The website offers a brief history of the home, visitor information, and a calendar of events. In order to contact the website via email, use the "contact us" link located at the top of the webpage.

Berkeley Plantation [VA] Anonymous (not verified) Tue, 01/08/2008 - 13:36
Description

Berkeley Plantation is the birthplace of Benjamin Harrison V (1726-1791), Governor of Virginia and signer of the Declaration of Independence, and William Henry Harrison (1773-1841) or "Old Tippecanoe", ninth President of the United States. The plantation lands were also the site of the first official Thanksgiving in 1619 and of the composition of "Taps" in 1862. The structure itself is Georgian in style and dates to 1726. Collections include 18th-century decorative arts, Civil War artifacts, and paintings by Sydney King.

The plantation offers house tours led by guides in period dress, period rooms, exhibits, an audio-visual program, self-guided tours of the grounds, and guided student tours. Student tour topic options include the life of children in the 18th century, William Henry Harrison, and Civil War Major General George McClellan (1826-1885) and Harrison's Landing circa 1862.

Thomas Jefferson's Poplar Forest [VA]

Description

Poplar Forest is one of two structures which Thomas Jefferson personally designed to serve as his own residence. Unlike Monticello, this location was designed as a retreat for his later years, beginning in 1809 when he was 66 years of age; and, as such, was created exclusively to his personal tastes. The structure is based on the Roman villa with Renaissance Palladian, 18th-century French, and contemporary British and Virginian architectural influences. The floor-to-ceiling windows, alcove beds, skylight, and indoor privy were all based on French styles which Jefferson had witnessed abroad.

The site offers exhibits; a 15-minute video on the restoration and archaeological work being conducted; guided house tours; self-guided grounds tours; an annual opportunity for students to interview Thomas Jefferson and other historical figures; and a summer archaeology, history, and restoration camp. Group tours are available by appointment. The website offers lesson plans and suggested reading for students and for teachers.

Burr-Hamilton Duel

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detail from illustration of Hamilton funeral procession, 1804
Question

I am teaching AP American History. We are talking about the Burr Hamilton Duel. I am having a lot of trouble finding information regarding the legality of the duel. Was it against the law in New Jersey? Why was New York able to indict Burr if it happened in New Jersey?

Answer

A review of the secondary literature on the Burr-Hamilton duel does indeed reveal some inconsistency on whether the duel was illegal. Perhaps the inconsistency is partly the result of conflicting personal and political judgments contemporary to the event: Burr and Hamilton were leaders of opposing political factions.

The duel was fought on the early morning of July 11, 1804. Burr and Hamilton, and their seconds, had rowed out separately from New York City across the Hudson River to a narrow spot just below the Palisades at Weehawken, New Jersey. It was a secluded grassy ledge, only about six feet wide and thirty feet long above the river, with no footpath or road leading to it. Cedar trees growing on the ledge partially obscured it from across the river.

It was a place where duelists from New York City could go to settle their affairs in secret as dueling per se was not illegal in New Jersey. Duels took place at the Weehawken spot from about 1799 to 1837, when the last determined pair of duelists were interrupted in their preparations by a police constable, who put them in jail to await the action of the grand jury.

Hamilton’s 18-year-old son Philip had been killed in a duel there on January 10, 1802, just two years previously. After that, Hamilton had successfully helped pass a New York law making it illegal to send or accept a challenge to a duel. Those convicted were liable to lose the right to vote and were barred from holding public office for 20 years, but no duelist had yet been prosecuted. Public sentiment supporting the duty to uphold one’s honor if it had been questioned was still strong and could not easily be ignored, even by those who questioned the practice of dueling.

The participants in a duel—including the principals and their seconds—also typically arranged things in order to make it difficult to convict them. For example, they ensured that none of the participants actually saw the guns as they were being transported to the dueling ground, they kept silent about their purpose, and they had the seconds turn their backs while the shots were exchanged. This would allow them to later deny having heard or seen specific things, decreasing the chance that they might be held as accessories to a crime.

After the duel, Burr and Hamilton were each transported back across the river by their seconds, Burr having mortally wounded Hamilton, who died at his physician’s home the following day.

Burr was apparently surprised at the public outrage over the affair

In New York City, a coroner’s jury of inquest was called on the 13th of July, the day after Hamilton’s death. Although Hamilton was shot in New Jersey, he died in New York, and therefore, Burr (his enemies said) could be prosecuted in New York. The jury sat intermittently until August 2, and considered, among other evidence, the contents of the letters that Hamilton and Burr had exchanged before the duel. These letters suggested to some on the jury that Burr had in fact enticed or even forced Hamilton into the duel, pushing the affair over the line from one of settling honor to one of deliberate murder which was a capital offense.

The coroner’s jury returned a verdict that Burr had murdered Hamilton, and that Burr’s seconds were accessories to the murder. New York then indicted Burr not only for the misdemeanor of “challenging to a duel,” but also for the felony of murder.

In November, Burr was also indicted for murder—which is to say, not for dueling—by a grand jury in Bergen County, New Jersey, because the duel had taken place there.

After the duel, Burr was apparently surprised at the public outrage over the affair. Fearing imminent arrest, he fled to New Jersey, then to Philadelphia, and then to Georgia.

He wrote to his daughter Theodosia: "There is a contention of a singular nature between the two States of New York and New Jersey. The subject in dispute is, which shall have the honor of hanging the Vice-President. You shall have due notice of time and place. Whenever it may be, you may rely on a great concourse of company, much gayety, and many rare sights."

He was still the Vice President, however, and he determined to go back to Washington to act as President of the Senate during its upcoming session and preside over the debate and vote concerning the impeachment of Supreme Court justice Samuel Chase. The impeachment proceedings were part of a partisan struggle between Jeffersonian Republicans and Federalists, and Burr might be expected to influence the outcome if he were allowed to preside over the Senate. A large group of Congressmen signed a letter to New Jersey Governor Joseph Bloomfield describing the Hamilton-Burr affair as a fair duel and asking him to urge the Bergen County prosecutor to enter a nolle prosequi in the case of the indictment, in other words, to drop the case. This is what eventually happened.

The murder charge in New York was eventually dropped as well, but Burr was convicted of the misdemeanor dueling charge, which meant that he could neither vote, practice law, nor occupy a public office for 20 years.

For more information

Ryan Chamberlain, Pistols, Politics, and the Press: Dueling in 19th-Century American Journalism. Jefferson, NC: McFarland, 2009.

Joseph J. Ellis, Founding Brothers: The Revolutionary Generation. New York: Random House, 2000.

Arnold A. Rogow, A Fatal Friendship: Alexander Hamilton and Aaron Burr. New York: Hill and Wang, 1998.

Bibliography

Irving Gaylord, Burr-Hamilton Duel: with correspondence preceding same. New York, 1804.

William Coleman, A Collection of the Facts and Documents, Relative to the Death of Major Alexander Hamilton; together with the various orations, sermons, and eulogies that have been published or written on his life and character. New York: 1804.

Thomas J. Fleming, Duel: Alexander Hamilton, Aaron Burr, and the Future of America. New York: Basic Books, 1999.

Freedom and the National Debt

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1834 gold half-eagle
Question

It can be difficult to teach the important events of the Jacksonian Era, especially the economic events. Please assist me by giving me some insight into Andrew Jackson's ability to lower/pay off national debt as well as other economic events at that time.

Answer

All of the major economic events of the Jacksonian Era can be linked to Andrew Jackson's determination to pay off the national debt. Not only did he enforce the steady shrinking of the debt by paying it off and being strictly frugal with federal funds, but he also established policies to ensure that the government would not incur new debt. As a result, the U.S. actually did become debt free, for the first and only time, at the beginning of 1835 and stayed that way until 1837. It remains the only time that a major country was without debt.

Liberty Threatened by Debt

Jackson and his followers believed that freedom from debt was the linchpin in establishing a free republic. It freed the country and its citizens from burdens and bondage to creditors. It freed the majority from dependence on a minority.

If the government involved itself in the creation and sustaining of credit and debt, it would naturally encourage "public and private profligacy"

As Jefferson had thought of it, debt involved dependence on one's creditors, whoever they might be, domestic or foreign, and, as he famously wrote in Notes on the State of Virginia, "Dependence begets subservience and venality, suffocates the germ of virtue, and prepares fit tools for the designs of ambition." If the government involved itself in the creation and sustaining of credit and debt, it would naturally encourage "public and private profligacy," as Jackson put it in his first inaugural address, which meant that the government would overextend itself into the liberty of its citizens.

The government, then, should insert itself into the lives of its citizens as little as possible, and the government should strive for its own freedom from dependence on creditors. In some respects, this was simply a reading of indebtedness as enslavement and as incompatible with the status of liberty. The determination to abolish America's debt was also of one piece with the other "reform" movements of the early 19th century, the temperance movement, for example.

Alexander Hamilton's 1791 financial plan for the U.S. had included the implicit acceptance of a national debt, along with the establishment of a central bank, and the federal government's assumption of the debts of the individual states. Hamilton saw it as the federal government's duty to promote economic development, including an expansion of the money supply and credit in order to finance investment in economic growth, and even direct government subsidies of businesses.

Jeffersonians were skeptical of this. For them, debt freedom would vindicate the U.S. as an exception among countries, and would demonstrate that the new country was the golden example for the rest of the world to follow. The implication of this was, for Jackson (following Jefferson), that government should stay out of the economy as far as possible.

Tariffs and the Nullification Controversy

When Jackson came into office, the government's economic activities were being conducted along the lines of Whig Senator Henry Clay's "American System," that had two main components—high protective trade tariffs and the funding of domestic "internal improvements," mostly in the form of roads and canal projects.

High protective tariffs protected and promoted the growth of U.S. manufacturing against cheap imports. They also provided most of the federal government's revenue. The South, however, saw protective tariffs as a system of sucking money out of the region (by penalizing them with higher prices, domestic and foreign, for manufactured goods and by encouraging reciprocal tariffs levied by other countries against American agricultural products, such as tobacco and cotton) and funneling it to the North and West, as well as into the pockets of northern manufacturers.

tariffs ... provided most of the federal government's revenue

Provided with an extended rationale by Jackson's own vice president, John C. Calhoun, South Carolina passed an ordinance that "nullified" federal tariffs, based on the argument that the federal government did not have the power to levy them. Jackson responded by threatening South Carolina with force. Both sides eventually compromised, with the passage of a reduced tariff in 1833.

Jackson believed that the federal government did have the power to levy and enforce tariffs and he recognized a need for the revenues that they generated, but for two reasons. The first was to stimulate production of military supplies for national defense, and the second, to raise money to pay off the national debt, resulting primarily from the War of 1812. The debt surpassed $100 million after the war (including carryover from the Revolutionary War), but by the time Jackson entered office in 1829, it had been reduced to $58 million. Jackson did not agree with northern manufacturers that a tariff did much to promote industry and he did not agree with southern planters that it did much to penalize agriculture.

Eliminating Subsidies for Transportation Projects

Another part of Clay's "American System" was funding transportation projects, mostly in the north and west. The rationale was to fund development that had a national effect, not a purely local one, and would bind together the different regions of the country. The legislative process for funding these projects, however, often devolved into corrupt "log rolling," with politicians swapping votes and investors gaming the system to advance special privileges through subsidies. In addition, using federal funds in this way meant that fewer funds were available for paying off the debt and so postponed the day when the U.S. would be debt free.

The legislative process ... often devolved into corrupt "log rolling"

Jackson, therefore, began vetoing these bills, deliberately minimizing the government's involvement in the economy. He believed that the government should not be a vehicle for privileged interests and that it should remain small.

Dissolving the Bank of the United States

Out of this belief, Jackson came to oppose the Bank of the United States because it entangled the government, which capitalized it, into protecting the interests of private stockholders. He shocked the bank's president, Nicholas Biddle, as well as many other people, when he vetoed the rechartering bill in 1832. In his veto message to Congress, Jackson summed up his sense of the proper, limited role of government: "If it would confine itself to equal protection, and, as Heaven does its rains, shower its favors alike on the high and the low, the rich and the poor, it would be an unqualified blessing."

Instead, the rechartering of the bank would have required heavy capitalization using public funds that would not simply keep the bank going, but make a profit. To Jackson, the bank's purpose had been only to establish a national currency and to meet interest and principal payments on the national debt. Because the debt was soon to be paid off, much of the bank's original purpose was about to disappear.

Jackson, in fact, believed that the bank was an "abominable institution—the monster, that has grown up out of circumstances, and has attempted to control the government." He had closely read accounts of the disastrous "South Sea Company Bubble" of 1720, which had implicated the English King and his ministers in a series of financial manipulations, aided by the government's executive power. When the speculative bubble burst, it caused widespread loss, debt, and poverty. The fear of such executive power had partially inspired mid- and late-18th century radicals to agitate for a more limited central government. It inspired American revolutionary thinking and informed the Founding Fathers' determination to set up a system of limited government wherein the executive's power would be checked.

From the time that Hamilton's plan was implemented at the very beginning of the republic, opponents—including Jefferson—feared that it would consolidate moneyed interests and threaten individual liberty. That fear came to be focused on the Bank of the United States. Biddle and the like-minded staff of the bank, however, believed that it was a good thing for the government to invest in private enterprises because it would promote industry and business, and would make a profit for the government.

Late 19th-century historian James Parton wrote that, "Financiers of the Biddle school, some of whom proclaimed the national debt a national blessing, regarded the solicitude of the President on this subject as primitive and puerile." As part of his battle against the Bank of the United States, Jackson had the government remove its deposits with the Bank and place them in a number of regional banks, chartered by the various states. Unfortunately for Jackson, however, this only stimulated financial speculation, rather than dampening it, because the state-chartered banks, as a rule, operated under looser lending procedures than the national bank did. The combined debt of individual states, through state-issued bonds meant to finance "internal improvements," had climbed to nearly twice the total of the national debt.

As a result, a speculative balloon grew, based on the relatively unconstrained lending by these newly rich banks to people who were speculating in the sales of the government's western lands. In fact, for the "mercantilists" like Henry Clay and Nicholas Biddle, it was to the government's advantage to keep land prices high in order to generate more government revenue from their sale.

Hard Currency

To try to restrain the growth of this balloon, Jackson issued an executive order, known as the "Specie Circular," in 1836, requiring that payment for western lands be accepted only in the form of gold coin. He also attempted to replace as much paper money as he could with gold coins—eagles ($10), half-eagles ($5), and quarter-eagles ($2.50). In this, he was counseled and supported by his long-time associate, Senator Thomas Hart Benton. Benton gained the nickname "Old Bullion," for this, and the gold coins came to be called "Jackson Yellow Jackets," "Yellow Boys," or "Benton Mint Drops."

The requirement to use gold to buy federal lands suddenly deflated the speculative balloon

The requirement to use gold to buy federal lands suddenly deflated the speculative balloon, resulting in the Panic of 1837, just as Jackson was leaving office. The sudden contraction of credit that was a consequence of Jackson's "tight money" policies continued under his successor, Martin Van Buren, even though the panic made it necessary for the government to begin borrowing money again, and since that time, the United States has never again been without a national debt.

For more information

"Andrew Jackson: American President, an Online Reference Resource" (Miller Center of Public Affairs, University of Virginia).

"Nullification Proclamation: Primary Documents in American History" (Library of Congress).

"Gold Standard," Michael D. Bordo, in The Concise Encyclopedia of Economics.

"Sunk in Lucre's Sordid Charms: South Sea Bubble Resources in the Kress Collection at Baker Library" (Harvard Business School).

Bibliography

Howard Bodenhorn, A History of Banking in Antebellum America (Cambridge: Cambridge University Press, 2000).

John Steele Gordon, Hamilton's Blessing: The Extraordinary Life and Times of Our National Debt (Walker & Company, 1998).

Carl Lane, "For 'A Positive Profit': The Federal Investment in the First Bank of the United States, 1792-1802," The William and Mary Quarterly, Third Series, Vol. 54, No. 3 (July 1997): 601-612.

Bruce H. Mann, Republic of Debtors: Bankruptcy in the Age of American Independence (Cambridge and London, 2002).

James Parton, The Life of Andrew Jackson, vol. 3 (New York: Mason Brothers, 1888).

Charles Sellers, The Market Revolution: Jacksonian America, 1815-1846 (New York & Oxford, 1992).

Herbert E. Sloan, Principle & Interest: Thomas Jefferson & the Problem of Debt (New York & Oxford, 1995).

Robert E. Wright, One Nation under Debt: Hamilton, Jefferson, and the History of What We Owe (New York: McGraw-Hill, 2008).

Itemized federal budget for the 1st year of Jackson's administration, from The American Almanac and Repository of Useful Knowledge for the Year 1830 (Boston, Gray and Bowen, 1830): 200-208.

Image:
"6 cents. Humbug Glory Bank," 1837, mock bank note parody of the shinplasters of the 1837 panic, Prints and Photographs Collection, Library of Congress.

Jefferson and Monticello Lecture Series

Description

This course consists of sessions and lectures by Monticello professional staff members, exploring all aspects of Thomas Jefferson's life, accomplishments, and character. (This is a several-month-long series of lectures, not a live-in intensive course.)

Contact name
Oppenheimer, Jennifer
Contact email
Sponsoring Organization
Monticello
Phone number
1 434-982-5313
Target Audience
General Public
Start Date
Cost
$125.00
Course Credit
None
Duration
Mondays for nine weeks
End Date

Leadership and Life in Revolutionary America

Description

This seminar will "focus on Virginia's political leadership and cultural life in the era of the American Revolution. Participants will gain an understanding of the unique events and dynamics that prevailed in mid-to-late 18th-century Virginia and will be given the tools to incorporate this newfound knowledge directly into their classrooms in order to enrich students' educational experiences."

Contact name
McFarland, Kenneth M.
Contact email
Registration Deadline
Sponsoring Organization
Monticello-Stratford Hall
Phone number
1 804-493-8038
Target Audience
Kindergarten through Twelfth Grade
Start Date
Cost
$650.00
Course Credit
"Upon successful completion of the seminar, six semester hours of graduate credit in history will be awarded by the University of Virginia."
Contact Title
Director of Education
Duration
Three weeks
End Date

Great American Texts: Franklin's "Autobiography" and Jefferson's "Notes on the State of Virginia"

Description

"Franklin's 'Autobiography' and Jefferson's 'Notes on the State of Virginia' are exemplary expressions of the principles that inform the American way of life. The course aims to recover what such a claim means by paying careful attention to what the books say about nature, human desires, reason, education, religion, government, farming, commerce, and several other things. As time permits, we will consider related writings of Franklin and Jefferson."

Registration Deadline
Sponsoring Organization
Ashbrook Center, TeachingAmericanHistory.org
Phone number
1 419-289-5411
Target Audience
Kindergarten through Twelfth Grade
Start Date
Cost
None ($500 stipend)
Course Credit
"Teachers may choose to receive two hours of Master's degree credit from Ashland University. This credit can be used toward the new Master of American History and Government offered by Ashland University or may be transfered to another institution. The two credits will cost $440."
Duration
Six days
End Date