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.

Did Benjamin Franklin Bring Pornography to America?

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Franklin's gaze
Question

Is it true that Ben Franklin brought pornography to America?

Answer

Benjamin Franklin was "the primary publisher . . . in America from the start of his business in 1729 until he retired early in 1748" at age 42, according to J. A. Leo Lemay, the author of a projected seven-volume biography of the founding father. During this period, Franklin was a prominent bookseller as well publisher and printer, and as such, sold many books imported from Europe.

Lemay has reprinted a selection of titles that Franklin desired to sell, listed in published advertisements from 1739 and 1740, a few of which might seem from their titles to include salacious content, e.g. "Arraignment of lewd women" and "Garden of Love." Lemay, however, refrains from categorizing these works or any others sold by Franklin as pornographic. Likewise, no respected biographer of Franklin has asserted that he imported pornography for sale.

no respected biographer of Franklin has asserted that he imported pornography for sale.
Franklin as Reader

Numerous authors nevertheless have repeated the claim that Franklin was one of the first or in some accounts the first American to own a copy of John Cleland's Fanny Hill; or the Memoirs of a Woman of Pleasure, an English novel containing explicit descriptions of sexual encounters and historically considered to be one of the most widely read erotic texts.

The first installment of that book, however, was not published until November 1748, some 10 months after Franklin had retired as a bookseller, and although Lemay notes that Franklin did continue until 1757 "to guide the choice of pamphlets and books issued" by the publishing firm that he had founded, importation of Fanny Hill into America did not occur until much later in the 18th century, according to Joseph W. Slade, author of a reference work on the history of pornography.

Just when the sale of pornographic novels began to thrive in Europe is a matter of contention among historians. Many scholars, including Donald Thomas and Steven Marcus, identify the latter part of the 18th century as the period of its flourishing, while Peter Wagner contends "the pornographic novel and related fiction were in full bloom" prior to the publication of Fanny Hill.

Cathy N. Davidson reports "some evidence to suggest" that Isaiah Thomas, a claimant to the title of publisher of the "first American novel," in addition was the first American publisher to import Fanny Hill, but she also notes that an English bookseller wrote to Thomas that he did not send that book "to my Customers if I can possibly avoid it." Davidson concludes that Thomas, had he imported the novel, "would have gone to considerable lengths to hide that fact." We might conclude that Franklin, had he imported pornography, would have done the same.

Franklin as Author

A few of Franklin's own writings have been categorized as potentially obscene, though none was published under his own name during his lifetime. A federal circuit court judge in a concurring opinion to the 1957 obscenity case United States v. Roth (which became the basis for the landmark Supreme Court case Roth v. United States) cited Franklin's "Advice to a Young Man on the Choice of a Mistress" and "The Speech of Miss Polly Baker," as two works "which a jury could reasonably find 'obscene,' according to the judge's instructions in the case at bar." The judge concluded, "On that basis, if tomorrow a man were to send those works of Franklin through the mails, he would be subject to prosecution and (if the jury found him guilty) to punishment under the federal obscenity statute."

Bibliography

J. A. Leo Lemay, The Life of Benjamin Franklin, vol. 4, Printer and Publisher, 1730-1747 (Philadelphia: University of Pennsylvania Press, 2006), 378, 392, 401.

Stacy Schiff, A Great Improvisation: Franklin, France, and the Birth of America (New York: Henry Holt, 2005), 236; Joseph W. Slade, Pornography and Sexual Representation: A Reference Guide (Westport, CT: Greenwood Press, 2001), 3: 834.

Peter Wagner, Eros Revived: Erotica of the Enlightenment in England and America (London: Secker & Warburg, 1988), 231-32.

Cathy N. Davidson, Revolution and the Word: The Rise of the Novel in America (New York: Oxford University Press, 1986), 84, 88-89; United States v. Roth, 237 F. 2d 796 (2d Cir. 1957).

Max Hall, Benjamin Franklin & Polly Baker: The History of a Literary Deception (Chapel Hill: University of North Carolina Press, 1960).

Image of Franklin reading: Detail of 1766 painting by David Martin, now at the Pennsylvania Academy of Fine Arts, Philadelphia.

On a Journey Through Hallowed Ground

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Photo, Of the Student, For the Student, By the Student, Chris Preperato
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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.

Portal to Texas History

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

Jonathan Edwards Online

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Portrait, Jonathan Edwards
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This website will eventually offer the comprehensive writings and publications of American theologian John Edwards, including correspondence, miscellanies, and sermons. Currently, scholarly resources on Edwards's writings are limited to PDF files of the Center's master sermon index, miscellanies index, and indices of Edwards's correspondence. A bibliography lists 183 secondary and published primary resources on Edwards and a chronological bibliography lists 106 key articles and essays about Edwards.

There are also nine essays on Edwards, including a biography, examinations of his legacy and family life, and essays on Edwards as a man of letters, a missionary, a philosopher, a preacher, and a theologian. The website also offers 16 short descriptions of his major works, a chronology of Edwards's life with dates of his major works, and an exhibit on the difficulties of transcribing Edwards's manuscripts. This website is a useful starting point for researching Edwards, with the promise of becoming an important resource for research on his writings.

History of American Education Web Project

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Introductory graphic, History of American Education Web Project
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Provides 55 images and 60 short essays, ranging in length from a few sentences to approximately 1,500 words, on significant topics in the history of American education. The essays were prepared by undergraduates and edited by their professor, Robert N. Barger, who holds a Ph.D. in the history of education. Organized into five chronological categories from the colonial era to the present, with an additional essay on European influences. Covers such topics as hornbooks, primers, McGuffey Reader's, normal schools, kindergarten, high school, African-American education, adult education, prayer in schools, student rights, and education of the handicapped. Includes essays on such personages as Freidrich Froebel, Herbert Spenser, Benjamin Franklin, Thomas Jefferson, Benjamin Rush, Horace Mann, and G. Stanley Hall. Also offers information on recent topics such as the Committee on Excellence in Education's 1983 study, A Nation at Risk, and the Goals 2000: Educate America Act, signed into law in 1994. Professor Barger's warning that he did not add balance to the "triumphalist" perspective that some of his students adopted should be remembered by those using this site. Nevertheless, it provides a useful introduction to high school students and undergraduates studying the history of American education.

Do History: Martha Ballard's Diary Online

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This interactive case study explores the 18th-century diary of midwife Martha Ballard and the construction of two late 20th-century historical studies based on the diary: historian Laurel Thatcher Ulrich's book A Midwife's Tale and Laurie Kahn-Leavitt's PBS film by the same name.

The site provides facsimile and transcribed full-text versions of the 1,400-page diary. An archive offers images of more than 50 documents on such topics as Ballard's life, domestic life, law and justice, finance and commerce, geography and surveying, midwifery and birth, medical information, religion, and Maine history. Also included are five maps, present-day images of Augusta and Hallowell, ME, and a timeline tracing Maine's history, the history of science and medicine, and a history of Ballard and Hallowell. The site offers suggestions on using primary sources to conduct research, including essays on reading 18th-century writing and probate records, searching for deeds, and exploring graveyards. A bibliography offers nearly 150 scholarly works and nearly 50 websites.

Archiving Early America

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Portrait, George Washington
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Presents about 50 facsimile reproductions and transcriptions of original documents, newspapers, books, autobiographies, biographies, portraits, and maps from the 18th and early 19th centuries. Examples include the Declaration of Independence, the Jay Treaty, George Washington's journal of his trip to the Ohio Valley, published in the 1754 Maryland Gazette, and 15 contemporary obituaries of well-known figures. Portraits include 24 statesmen and 12 "notable women." The site also furnishes guidelines for deciphering early American documents; seven "short films of noteworthy events," including a 35-minute feature entitled "The Life of George Washington"; four discussion forums; a collection of interactive crossword puzzles; the online journal, The Early America Review; and a news-ticker relating events that occurred "On This Day in Early America." Includes an "Early American Digital Library" from which visitors can view more than 200 digital images from early American engravings of people, places, and events (full-size images are available for purchase). Created by a collector of early Americana.

Spain in the American Revolution

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Bernardo de Galvez
Question

Why didn't Spain fight in the American Revolutionary War? I would have thought that they would have assisted the colonies, and then taken advantage of their post-war weakness to add North America to their empire.

Answer

Spain was not a bystander to the American Revolutionary War, although that fact is rarely mentioned in cursory historical surveys. Spain's motivation to help the American colonists was driven by a desire to regain the land it had lost to Britain and, with other European powers, make incremental gains against British possessions in other parts of the world. Although some dreamers in Spain perhaps envisioned its eventual possession of the entire New World, I have found no evidence that such an idea guided its assistance to the American colonists.

Spain was not a bystander to the American Revolutionary War

France and Spain were at that time both under Bourbon kings, Louis XVI and Carlos III, respectively, whose American possessions had been significantly reduced by the 1763 Treaty of Paris that ended the Seven Years' (the French and Indian) War. At the beginning of the American War of Independence, American commissioners were sent to Europe by the Continental Congress to seek support for their cause. John Jay, American representative in Spain, found success. Americans promised both France and Spain the restoration of much of the land they had lost to the British in America. In April 1779, Spain committed to helping the Americans.

Financial Support

This help did not consist of Spanish troops to fight alongside Americans, but it was extensive nevertheless. The Spanish and French kings provided large loans and outright contributions of money to the Americans. Spain laundered this money, as we would say today, through a fictitious private trading company, Roderique Hortalez and Company, operating out of the Lesser Antilles, which sent both money and war material directly to the Americans. The money helped support the Americans' new currency, the Continental, and also made it possible for the Americans to bring in foreign military officers, such as Augustus von Steuben, Casimir Pulaski, and Thaddeus Kosciuszko, to fight for them.

Land Battles

Spain began a military campaign of its own against the British in Florida and Louisiana. From 1779 through 1782, the Spanish Governor of Louisiana, Don Bernardo de Gàlvez, conducted a series of military actions against the British to retake forts that Spain had earlier lost to the British, succeeding in the Mississippi River Valley, and at Baton Rouge, Natchez, Mobile, and Pensacola. In 1782, Spain also succeeded in wresting back the Bahamas from the British.

Naval Support

A very substantial form of Spain's support for the Americans involved a strategy of joining Britain's other European competitors in tying up British naval resources by engaging them elsewhere than in Britain's American colonies. Spain did this, for example, against Gibraltar and Minorca, and together with France sent a fleet into the English Channel to menace the British coast and tie up more British ships. Most of the European maritime powers, including Spain, united against Britain's effort to interrupt their trade with America. With both France and Spain (and Holland) indirectly in the fray, Britain's navy was outmatched and could not effectively concentrate its military force in America. Spanish ships joined with French ships in the naval blockade of the British army at Yorktown in 1781, preventing General Cornwallis's resupply by the British navy, resulting in his surrender.

Bibliography

Thomas E. Chàvez, Spain and the Independence of the United States: An Intrinsic Gift (Albuquerque: University of New Mexico Press, 2002).

Light Townsend Cummins, Spanish Observers and the American Revolution, 1775-1783 (Baton Rouge: Louisiana State University Press, 1991).

Winston De Ville, ed., Yo Solo: The Battle Journal of Bernardo de Gàlvez during the American Revolution (New Orleans: Polyanthos, 1978).

David French, The British Way in Warfare, 1688-2000 (London: Unwin Hyman, 1990).

Images:
"Prise de Pensacola," Illus. in: Recueil d'estampes representant les différents événements de la Guerre qui a procuré l'indépendance aux Etats Unis de l'Amérique ... / Nicolas Ponce. Paris : Ponce et Godefroy, [1784?], Prints and Photographs Division, Library of Congress.

"El Ecsmo Senor Conde De Galves," Museo Nacional de Historia, Castillo de Chapultepec, Mexico.

Detail from A. R. Mengs' 1761 portrait of Carlos III, Museo Nacional del Prado, Madrid.