St. Louis Circuit Court Historical Records Project

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Case, State of Missouri v. Walker, John K. (jailor of St Louis)...
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Part of a larger project involving 4 million pages of St. Louis court records dating between 1804 and 1875, this website was designed to preserve and make accessible the freedom lawsuits filed in the St. Louis Circuit Court. In January 2001, the freedom suits brought by Dred Scott and his wife Harriet in 1846 became the first cases to go online. There are now more than 280 freedom suits are available. These case files consist of legal petitions for freedom by people of color originally filed in St. Louis courts between 1814 and 1860. They make up the largest corpus of freedom suits currently available to researchers in the United States. The images of original handwritten documents in which black men, women, and children petitioned the courts for freedom offers a glimpse at what some argue was the beginning of America's civil rights movement.

The short Macromedia Flash film "Freedom Suits" offers a glimpse into the pursuit of freedom by African Americans in St. Louis during the 19th century. This online archive will help researchers understand the length of enslaved African American's struggles and the historical significance of the lawsuits.

American Resistance to a Standing Army

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Print, Life Magazine, 1951, James Madison, New York Public Library
Question

Quote from Madison: "The means of defence against foreign danger, have been always the instruments of tyranny at home. Among the Romans it was a standing maxim to excite a war, whenever a revolt was apprehended. Throughout all Europe, the armies kept up under the pretext of defending, have enslaved the people."

I understand what he means, but can you give some specific examples of which events Madison was talking about. Can you give other ancient examples where foreign wars are used as a type of diversion?

Answer

In June of 1787, James Madison addressed the Constitutional Convention in Philadelphia on the dangers of a permanent army. “A standing military force, with an overgrown Executive will not long be safe companions to liberty,” he argued. “The means of defense against foreign danger, have been always the instruments of tyranny at home. Among the Romans it was a standing maxim to excite a war, whenever a revolt was apprehended. Throughout all Europe, the armies kept up under the pretext of defending, have enslaved the people.” That Madison, one of the most vocal proponents of a strong centralized government—an author of the Federalist papers and the architect of the Constitution—could evince such strongly negative feelings against a standing army highlights the substantial differences in thinking about national security in America between the 18th century and the 21st.

While polls today generally indicate that Americans think of the military in glowing terms (rightly associating terms like “sacrifice,” “honor,” “valor,” and “bravery” with military service), Americans of the 18th century took a much dimmer view of the institution of a professional army. A near-universal assumption of the founding generation was the danger posed by a standing military force. Far from being composed of honorable citizens dutifully serving the interests of the nation, armies were held to be “nurseries of vice,” “dangerous,” and “the grand engine of despotism.” Samuel Adams wrote in 1776, such a professional army was, “always dangerous to the Liberties of the People.” Soldiers were likely to consider themselves separate from the populace, to become more attached to their officers than their government, and to be conditioned to obey commands unthinkingly. The power of a standing army, Adams counseled, “should be watched with a jealous Eye.”

Experiences in the decades before the Constitutional Convention in 1787 reinforced colonists’ negative ideas about standing armies. Colonials who fought victoriously alongside British redcoats in the Seven Years’ War concluded that the ranks of British redcoats were generally filled with coarse, profane drunkards; even the successful conclusion of that conflict served to confirm colonists’ starkly negative attitudes towards the institution of a standing army. The British Crown borrowed massively to finance the conflict (the war doubled British debt, and by the late 1760s, fully half of British tax pokiesaustralian.com revenue went solely to pay the interest on those liabilities); in an effort to boost its revenues, Parliament began to pursue other sources of income in the colonies more aggressively. In the decade before the Declaration of Independence, Parliament passed a series of acts intended to raise money within the colonies.

The power of a standing army, Adams counseled, “should be watched with a jealous Eye.”

That legislation further aggravated colonists’ hostility towards the British Army. As tensions between the colonies and the crown escalated, many colonists came to view the British army as both a symbol and a cause of Parliament’s unpopular policies. Colonists viewed the various revenue-generating acts as necessitated by the staggering costs associated with maintaining a standing army. The Quartering Act, which required colonists to provide housing and provisions for troops in their own buildings, was another obnoxious symbol of the corrupting power represented by the army. Many colonists held the sentiment that the redcoats stationed in the colonies existed not to protect them but to enforce the king’s detestable policies at bayonet-point.

No event crystallized colonists’ antagonism towards the British army more clearly than what became known as the Boston Massacre. In March 1770, British regulars fired into a crowd of civilians, killing five. That event provided all the proof the colonists needed of the true nature of the redcoats’ mission in the colonies. Six years later, the final draft of the Declaration of Independence contained numerous references to King George’s militarism (particularly his attempts to render the army independent of civilian authority, his insistence on quartering the troops among the people, and his importation of mercenaries to “compleat the works of death, desolation, and tyranny”); by the end of the War of Independence, hatred of a standing army had become a powerful and near-universal tradition among the American people; the professional British army was nothing less than a “conspiracy against liberty.”

Colonists’ experiences with British troops, and the convictions that sprang from them, help explain Madison’s reference to armies having traditionally “enslaved” the people they were commissioned to defend. After winning their political independence, the victorious colonies faced the difficult task of providing for their own security in the context of a deep-seated distrust of a standing military.

Madison’s language reflected a common concern that the maintenance of a standing army in the new United States would place [financial] burdens on the young government [of the United States].

Madison’s use of the imagery of slavery points to the multiple meanings of that term in the 18th century. In Madison’s statement to the Convention, it referred not to the literal notion of armies marching the citizenry through the streets in shackles but to a kind of metaphorical slavery. The immense costs necessary to raise and maintain a standing army (moneys required for pay, uniforms, rations, weapons, pensions, and so forth) would burden the populace with an immense and crippling tax burden that would require the government to confiscate more and more of the citizenry’s wealth in order to meet those massive expenses. Madison’s language reflected a common concern that the maintenance of a standing army in the new United States would place similar burdens on the young government; their experiences with the British army under Parliament in the 1760s and 1770s likewise led to concerns that the executive would use a standing army to force unpopular legislation on an unwilling public in similar fashion.

Other members of the founding generation worried that an armed, professional force represented an untenable threat to the liberty of the people generally. Throughout history, the threat of military coup—governments deposed from within by the very forces raised to protect them—has been a frequent concern. In 1783, Continental Army officers encamped at Newburgh circulated documents that leveled a vague threat against Congress if the government continued its refusal to pay the soldiers. Historians generally conclude that a full-blown coup d’etat was never a realistic possibility, but the incident did little to assuage contemporary concerns about the dangers posed by a standing army.

The experience with professional armies during the 40 years before the Constitutional Convention, and the values that sprang from those experiences, helps explain why the founders never seriously considered maintaining the Continental Army past the end of the War of Independence. The beliefs that grew organically from their experiences with the British also help explain Madison’s passionate anti-military rhetoric (he would later refer to the establishment of a standing army under the new Constitution as a “calamity,” albeit an inevitable one); together, they cast a long shadow over the debates surrounding the kind of military the new nation would provide for itself.

For more information

Watch Professor Whitman Ridgway analyze the Bill of Rights in an Example of Historical Thinking

Kohn, Richard H. Eagle and Sword: The Federalists and the Creation of the Military Establishment in America, 1783-1802. New York: Free Press, 1975.

The Library of Congress. The Federalist Papers. Last accessed 6 May, 2011.

The National Archives. The Constitution. Last accessed 6 May, 2011.

The Policy of Polygamy

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Nauvoo, Illinois, house of Mormon prophet, Joseph Smith, Library of Congress
Question

When did Joseph Smith abandon the policy of polygamy? How did he rationalize this shift in church policy?

Answer

Joseph Smith never abandoned the practice of polygamy; however, in the February 1, 1844 issue of the Latter-day Saints newspaper Times and Seasons, Smith and his brother Hyrum, co-presidents of the church, did publish a notice stipulating that Hiram Brown, a church elder in Michigan, had been cut off from the church for "preaching Polygamy, and other false and corrupt doctrines."

The renowned scholar Richard L. Bushman, who identifies himself as a "believing historian," asserts that rather than indicating a shift in church policy, the February 1844 edict comported with Smith's sermons and public statements of the period. On the pulpit, Smith vigorously denounced "adultery fornication" and polygamy, while in private, he revealed to trustworthy individuals and small groups within the church a revelation he had experienced that served to encourage and sanctify plural marriages that had been commanded by God, drawing on Old Testament practices as precedents. Smith ritualized the practice of polygamy through the institution of "sealing" couples together by priests of the church for eternity, thus allowing them to procreate eternally and achieve celestial glory. Smith denounced as adulterous polygamous practices that had not been sanctified by the church. Bushman concedes, "The distinction between priesthood calls to take additional wives and unlicensed indulgence was clear to him [Smith] if not always to others."

John C. Bennett, the co-founder with Smith of the Latter-day Saint town of Nauvoo, Illinois, and its first mayor, had been excommunicated two years earlier after telling numerous women in the community "that illicit sexual intercourse was acceptable if kept secret," according to Bushman. The February 1844 edict implied an attempt to disassociate the church from such rogue missionaries as Bennett and Brown, especially during a period in which Smith had become a candidate for the presidency of the United States. The church doctrine of sanctified plural marriages was not acknowledged publicly until 1852, eight years after Smith's assassination. In 1890, due to pressure from the federal government, the church issued a manifesto announcing that it no longer sanctioned plural marriages. Subsequent edicts in 1904 and 1910 threatened excommunication to church members and priests who entered into or performed new plural marriages.

Bibliography

Richard L. Bushman, with the assistance of Jed Woodworth, Joseph Smith: Rough Stone Rolling. New York: Knopf, 2005.

Donna Hill, Joseph Smith, The First Mormon. Salt Lake City, Utah: Signature Books, 1977.

Kathryn M. Daynes, More Wives Than One: Transformation of the Mormon Marriage System, 1840–1910. Urbana, Ill. and Chicago: University of Illinois Press, 2001.

Eckley Miners' Village [PA]

Description

Eckley is one of the hundreds of company mining towns or "patches" built in the anthracite region of Pennsylvania during the 19th century. In 1854, the mining firm of Sharpe, Leisenring, and Company, later known as Sharpe, Weiss, and Company, leased land from the Tench Coxe Estate of Philadelphia and began work on the Council Ridge Colliery and the village of Eckley. The village, built near the colliery where the coal was mined and processed, provided housing for the miners and their families. Its stores, schools, and churches supplied the economic, educational, and religious needs of the villagers. By owning the village, the company had greater control over the lives of their workers.

The site offers exhibits, tours, and occasional recreational and educational events (including living history events).

Lincoln Archives Digital Project

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Carte de Visite, Abraham Lincoln and Son Tad, The Henry Ford, Flickr
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The private organization behind this website is in the process of digitizing millions of records from the Lincoln Administration (March 4, 1861, through April 15, 1865), drawing from collections at the National Archives; the State Treasury, Justice, and War Departments; and other federal offices and agencies.

These records include pardon case files, applications for Federal jobs, the papers of Generals Ambrose Burnside and Henry Halleck, records on the capture of Jefferson Davis and the John Surratt trial, and numerous telegrams and letters about all aspects of Presidential business, as well as maps, photographs, and newspaper articles.

Though the majority of these records are accessible by subscription only ($150/year for individuals, more for school districts and libraries), a few are freely available at the website: thumbnails of 35 photographs (most available in higher quality elsewhere), and roughly 50 political cartoons (too small to read).

More useful for the non-subscriber is the inclusion of 100-200 word descriptions of many of the newspaper publications included in the archive, as well as video footage of several scholarly conferences and presentations about Lincoln.

An interactive timeline of Lincoln's entire life is also included, interspersed with video footage of scholars discussing important events, as well as staged audio recordings of several of Lincoln's letters and speeches, such as a letter he wrote to Mary Owens in 1837 before she broke off their courtship.

For teachers, the website presents a list of 20 links to outside lesson plans covering many themes in Lincoln's life and Presidency.

Death and the Civil War

Description

From the Library of Congress:

"In conjunction with the landmark exhibit The Civil War in America, the Library presented Harvard University President Drew Gilpin Faust in conversation with filmmaker Ric Burns for this commemoration of the Civil War Sesquicentennial. Sen. Elizabeth Warren introduced the event, which explored how death in the Civil War permanently transformed the character of American society. The program featured a clip from the PBS documentary "Death and the Civil War," produced by Burns and based upon Faust's book "This Republic of Suffering: Death and the American Civil War.""

On a Journey Through Hallowed Ground

Date Published
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Photo, Of the Student, For the Student, By the Student, Chris Preperato
Article Body

How do you engage your students in history? Do you introduce them to the lives of other children and students in the past? Explore local history with them? Bring digital media and tools into the classroom? The Journey Through Hallowed Ground Partnership's education program combines all three techniques to support students in better understanding the past.

In 2008, Congress recognized the Journey Through Hallowed Ground Heritage Area, a strip of land encompassing 15 counties and more than 10,000 registered historic sites in Virginia, Maryland, West Virginia, and Pennsylvania. Formed to raise awareness of the area and its resources, the Journey Through Hallowed Ground Partnership focuses on encouraging not just tourism, but education and historical engagement.

What major events anchor local history in your area? How did young people participate in those events?

"Of the Student, For the Student, and By the Student"—the name of the partnership's award-winning educational program sums up its philosophy. Starting with Harpers Ferry, moving on to Monticello, and then beginning a multi-year project set on the Heritage Area's Civil War national parks, Of the Student, For the Student, By the Student gives middle school students and teachers the knowledge and tools to engage with local historic sites.

At each historic site, teachers, staff, and volunteers introduce students to the site's rich history. Armed with new knowledge and enthusiasm, small groups of students create their own mini-documentary or historical fiction scripts and film "on location" at the historic site. Working together as writers, directors, and actors, students come away from the program with a sense of ownership and a deeper connection to the history of their communities.

Do you have access to a video camera or two? What major events anchor local history in your area? How did young people participate in those events? How were they affected by them? On a smaller scale, you and your students may be able to create historical mini-movies of your own. Check out The Journey Through Hallowed Ground's YouTube channel for more than 40 "vodcasts" created by Of the Student, For the Student, and By the Student participants, or learn more about the project from Teachinghistory.org's peek into student filming at Manassas National Battlefield Park. Does anything inspire you (or your students)?

For more information

Learn more about The Journey Through Hallowed Ground on its official website. Its Education section includes more on Of the Student, For the Student, By the Student and other programs, as well as more than 13 lesson plans.

Think your students are too young for film-making? Think again! Award-winning teacher Jennifer Orr describes how she uses video cameras with her 1st-grade students.

Reading Abraham Lincoln: A Case Study in Contextualized Thinking

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Abraham Lincoln statue from the Lincoln Memorial. NHEC
Article Body

Teaching history is not only about teaching students what happened in the past; it’s about teaching them how to think about the past. Many students instinctively employ modern perspectives when reading historical documents—a practice historians call "presentism." Students have to be taught to "think contextually," learning to recognize how the past differed from the present. In a significant study, Sam Wineburg revealed that even among teachers contextual thinking is a unique skill that needs to be intentionally developed.

Wineburg and his colleagues worked with 12 pre-service teachers participating in a fifth-year certification program at the University of Washington. They asked those teachers to "think aloud" and make visible how the teachers thought about six historical documents from the nineteenth century.

In this small study, being a history major turned out not to be a reliable predictor of being able to contextualize historical documents. Even college students with strong history content knowledge can fall prey to presentism. The most sophisticated historical readers, on the other hand, build a social context for the historical documents they are reading, drawing inferences from each document, establishing a spectrum of ideas for the period, and reading multiple documents in conversation with each other.

Drawing Inferences from Documents

Historical documents tell readers something not only about their author, but also about the world in which he or she lived. One document from the study, for instance, is a campaign speech made by Abraham Lincoln, in which Lincoln seemingly reveals deep bigotry toward African-Americans. But Lincoln’s words cannot be separated from the occasion on which they were uttered, the location of the debate, or the kinds of people who were in attendance. In short, the speech may tell us something about Lincoln, but it may tell us even more about middle America in 1858.

Establishing a Spectrum of Ideas

In order to build a social context for understanding historical documents, students need to have a general understanding of what people thought about particular issues at that time. In the case of Lincoln’s comments on race, students can better understand the context in which he made them by reading documents written by defenders and opponents of slavery. Examining excerpts from white supremacist John Bell Robinson and abolitionist William Lloyd Garrison, for instance, helped successful readers understand how slavery was understood in Lincoln’s own time.

Reading Across Documents

Looking at the ways in which different documents from the same period inform each other is another way of building the social context of the past. The technique, which historians call "intertextual reading," involves reading each document with the others as backdrop, weaving them together to bring to life the world of the past.

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Image of bust, Abraham Lincoln, 1809-1865, New York Public Library
In the Classroom

The past, as L.P. Hartley wrote, is a "foreign country," which means that people thought, spoke, dressed, and lived in different ways than we do today.

  • Think about how you can help your students understand this strange place, where people lived differently, had different rights, and believed different things.
  • Begin by asking students to figure out where they stand on a particular issue. Then, reminding them that they are dealing with a different time and place, give them a number of documents focusing on a particular historical issue.
  • Have students make lists of what they can infer about the time period from these documents. How was it different from our world today?
  • See if students can use the documents to establish a spectrum of ideas for the period, and ask them if modern perspectives fall within the poles established by that spectrum.
  • Reminding them that they should be reading across the various documents, ask them to paint a general picture of this past world.
Sample Application

The two excerpts below are from think aloud exercises with two participants in the study. While those participants were teachers rather than students, they nevertheless reflect the same strengths and weaknesses exhibited by younger readers. Take a look at the first one:

Lincoln was not so much...working in the interest of the black man, for altruistic sense. . . he’s not giving them equality in personhood.

The criticism that Lincoln is not giving African-Americans “equality in personhood” is a distinctly modern one that ignores the fact that Lincoln was operating in a very different time in American history. Further, the reader draws conclusions about what Lincoln stood for, ignoring the fact that Lincoln was speaking in the context of a political campaign.

Now take a look at how the second reader approaches a historical text:

. . . I get the feeling that he is wrestling with something that doesn’t really have a good solution. This is the best you can have for now. . . He was real one-dimensional in the first article, kind of a slimy politician. Then he has another side with the letter to Mary Speed, kind of human. And now this is again another, it’s beginning to fill out, but now I see him more as the chief executive and trying to deal with problems, trying to balance a war, thinking ahead, what are we going to do after the war and sort of coming up with—and this is prior to the Emancipation Proclamation. Is this prior to the Emancipation Proclamation? Yes, this is prior. So, I mean he may have had this idea in mind, so he’s thinking forward, and how are we going to deal with this huge number of slaves? Maybe colonizing is certainly a viable option in 1862. It kind of reminds me of what the British did with Australia. Ship all the undesirables down to Australia.

Unlike the first reader, this seasoned one considers the fact that, however distasteful it strikes us today, creating a black colony may have been "a viable option in 1862." Further, instead of taking Lincoln’s words as clear evidence of what the future president believed, the reader notes that different Lincolns appear depending on the context: a "slimy politician" in one, a "human" side in a second, and a "chief executive" in a third.

For more information

Teachinghistory.org's Teaching Guide Structured Academic Controversy (SAC) in the History Classroom further discusses leading students toward synthesized, contextualized understanding.

Avishag Reisman and Sam Wineburg, "Teaching the Skill of Contextualizing in History," The Social Studies 99, no. 5 (Sep-Oct 2008), 202-207.

Bibliography

Sam Wineburg, Historical Thinking and Other Unnatural Acts (Philadelphia: Temple University Press, 2001).

Portal to Texas History

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Postcard, postmarked October 9, 1907, Portal to Texas History
Annotation

This archive offers a collection of more than 900,000 photographs, maps, letters, documents, books, artifacts, and other items relating to all aspects of Texas history, from prehistory through the 20th century. Subjects include agriculture, arts and crafts, education, immigration, military and war, places, science and technology, sports and recreation, architecture, business and economics, government and law, literature, people, religion, social life and customs, and the Texas landscape and nature. Some subjects include sub-categories. For instance, social life and customs, with 694 items, includes 13 sub-categories, such as clothing, families, food and cooking, homes, slavery, and travel. The visitor can also search the collection by keyword.

Resources for educators include seven "primary source adventures," divided into 4th- and 7th-grade levels, with lesson plans, preparatory resources, student worksheets, and PowerPoint slideshows. Subjects of the lessons include Cabeza de Vaca, Hood's Texas Brigade in the Civil War, life in the Civilian Conservation Corps, the journey of Coronado, the Mier Expedition, runaway slaves, the Shelby County Regulator Moderator war, and a comparison of Wichita and Comanche village life. This website offers useful resources for both researching and teaching the history of Texas.

Missouri Digital Heritage

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Painting, Portrait of a Musician, Thomas Hart Benton, 1949
Annotation

This massive mega-website presents thousands of documents and images related to Missouri's social, political, and economic history, linking to collections housed at universities, libraries, and heritage sites across the state. These resources are organized both into archival collections (by topic and source type) and virtual exhibits.

Archival collections include maps, municipal records, government and political records, newspapers, photographs and images, books and diaries, as well as topical collections on agriculture, medicine, women, business, exploration and settlement, art and popular culture, and family, rendering the website's resources as useful for genealogists as for those interested in history.

Exhibits encompass a diverse range of subjects, and include topics of relevance to Missouri history (Miss Carrie Watkins's cookbook from the mid-19th century, several exhibits on life at the University of Missouri and Washington University, Truman's Whistle Stop campaign), and topics outside of Missouri (the body in Medieval manuscripts, Roman imperial coins, propaganda posters from World War II, and drawings documenting dinosaur discovery before the mid-20th century).

Teachers will be especially interested in the large Education section, which includes curricular resources on topics such as African Americans in Missouri, Lewis and Clark's Expedition, Missouri State Fairs, and the history of dueling.