John Adams: Great or Not?

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Engraving, Presidents of the United States. . . , Thomas Gimbrede, NYPL
Question

Was John Adams considered to have been a great president? How have historians assessed greatness in presidents?

Answer

A number of presidential historians have come to a consensus regarding the qualities that so-called great presidents have exhibited. For example, Arthur Schlesinger, Jr. distinguishes great presidents as those who "possess, or are possessed by, a vision of an ideal America." Another historian, Robert Dallek, similarly states "every effective president had a vision or even a series of visions about where he wished to lead the country." In addition to possessing a vision for the nation, great presidents have succeeded in establishing what Schlesinger describes as "a deep psychic connection with the needs, anxieties, dreams of people." They have achieved this bond using education and persuasion to convince Americans to consent to their own vision of the nation's future. Dallek correspondingly writes that effective presidents have needed to found their policies "on a shared national perception of what served the country's well-being." James MacGregor Burns likewise links leadership to the creation of a "collective purpose" measured "by the satisfaction of human needs and expectations."

In addition to vision, Schlesinger observes that while moments of crisis have presented presidents with "opportunities for bold and imaginative action," even without such crises, "forceful and persuasive presidents—Jefferson, Jackson, Theodore Roosevelt, Ronald Reagan—are able to impose their own priorities on the country." Dallek adds pragmatism and credibility as essential qualities of the most effective presidents.

The Traditional Assessment
Much of the lingering criticism of Adams can be traced to his re-election campaign of 1800. . .

Using the above mentioned criteria, John Adams has not traditionally been viewed as one of the great presidents of the United States. Much of the lingering criticism of Adams can be traced to his re-election campaign of 1800, which he lost to Thomas Jefferson, becoming the nation's first one-term president. During the campaign, he was criticized by both the Republicans, who supported Jefferson, and his own party, the Federalists. Popular historian David McCullough has described the campaign, which resulted in Thomas Jefferson's ascendancy to the presidency, as "a contest of personal vilification surpassing any presidential election in American history." During the 1800 campaign, Adams was called a monarchist, a warmonger, and an indecisive leader during wartime. He was tarred as a vain eccentric with an "ungovernable temper." He was attacked for his conservative outlook and for his tendency to act irresponsibly and capriciously without consulting his cabinet and advisors. His enemies spread rumors that he was insane, and like Jefferson, he was branded as a libertine.

Adams was also blamed both for actions he took during his term in office and for a supposed turn in political philosophy to favor aristocracy and monarchy over republicanism and democracy due to his opposition to the French Revolution. During the subsequent "quasi-war" with France, Adams's signing into law the Alien and Sedition Acts, which he did not initiate, became a liability that tarnished his reputation. His call for new taxes and the creation of a standing army alienated many at the time. With Jefferson's victory characterized as the "Revolution of 1800," Adams's association with the extinguished Federalist party has been proof for many that he was on the wrong side of history.

Recent Redemption

However, recent biographies have sought to reconsider Adams and his legacy. One biographer, John Patrick Diggins, believes that the assessment of Adams "as something of a loser" stems from a misunderstanding of the legacies of both Adams and Jefferson. Another, C. Bradley Thompson, contends that Adams was consistent in his political thought and did not adopt anti-republican views as his enemies had charged. In addition, John Ferling emphasizes Adams's decision to send a peace mission to France despite opposition within his administration and party—an action that many believe cost him the 1800 election—as not only "a courageous deed, an act of statesmanship that saved countless lives," but as an act that "spared the new nation unimaginable dangers—dangers to the survival of its republican experiment as well as to the very existence of the Union." These authors and others assert that Adams's success at preserving the nation's liberty despite his failings as a political leader point to his enduring legacy. However, some of the lingering criticism stems from Adams himself, writing, "I am not, never was, & never shall be a great man."

Bibliography

Burns, James MacGregor. Leadership. New York: Harper & Row, 1978.

Dallek, Robert. "Splendid Misery." Review of The American Presidency: An Intellectual History, by Forrest McDonald. Reviews in American History 22 (December 1994): 561-66.

Diggins, John Patrick. John Adams. New York: Times Books, 2003.

Ferling, John. John Adams: A Life. Knoxville: University of Tennessee Press, 1992.

Knott, Stephen. "Review Essay: The Legacy of John Adams." Review of John Adams, by David McCullough, and John Adams and the Founding of the Republic, edited by Richard Alan Ryerson. Presidential Studies Quarterly 32 (June 2002): 428-31.

McCullough, David. John Adams. New York: Simon & Schuster, 2001.

Schlesinger, Arthur M., Jr. "Editor’s Note." In Diggins, John Patrick. John Adams. New York: Times Books, 2003, xvii-xx.

Thompson, C. Bradley. John Adams and the Spirit of Liberty. Lawrence, KS: University Press of Kansas, 1998.

A Very British Revolution

Description

From the Colonial Williamsburg: Past and Present Podcasts website—

"The American Revolution came from an old British tradition. Hear how the English were in the habit of rebelling in “A Very British Revolution,” a tour at The Colonial Williamsburg Art Museums led by Emma Ross."

Teaching the Emancipation Proclamation on Constitution Day

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Print, The day of Jubelo, c. 1865, Edmund Birckhead Bensell, LoC
Article Body

Are you ready for September 17? The National Endowment for the Humanities (NEH) is. This year, the NEH will celebrate Constitution Day by honoring the Constitution together with another pivotal document from U.S. history: the Emancipation Proclamation. With the Proclamation's 150th anniversary approaching, Constitution Day is the perfect time to compare and contrast the promises made in the Constitution and the Emancipation Proclamation.

From the NEH's Emancipation Resource Portal, you can access resources and learn more about planned events. Highlights include:

  • A live, streamed performance on Constitution Day. A panel of Civil War scholars will "recreate the national scene and the dilemmas facing Americans on Sept. 22, 1862." Students will be able to submit questions via Twitter or email. (Register your "watch party" here.)
  • A contest asking students to interpret a primary source from the Freedmen and Southern Society Project or Visualizing Emancipation. (The contest is limited to students 18 years of age or older, but consider adapting the contest concept for your own school or classroom.)
  • Related lesson plans from EDSITEment.
  • An interactive timeline of emancipation from 1850 to 1877.

For more on the Emancipation Proclamation, check out materials highlighted here on Teachinghistory.org. Watch 8th-grade teacher Jason Fitzgerald introduce his students to the Proclamation using letters from Civil War soldiers. (Download the letters here as you listen to historian Chandra Manning analyze their contents.)

Or join historian John Buescher in this Ask a Historian as he considers what makes a document a founding document. Is it a document that stands for part of what the U.S. represents? A document from the country's founding?

As your students prepare for Constitution Day, the NEH's theme gives you the perfect chance to ask, "In what ways are the Constitution and the Emancipation Proclamation both founding documents?" Analyzing them together gives students a unique opportunity to explore the changing definition of "We the People."

Fort Matanzas National Monument

Description

Coastal Florida was a major field of conflict as European nations fought for control in the New World. As part of this struggle, Fort Matanzas guarded St. Augustine's southern river approach. The colonial wars are over, but the monument is still protecting—not just the historic fort, but also the wild barrier island and the plants and animals who survive there amidst a sea of modern development.

The site offers a short film, exhibits, tours, demonstrations, educational programs, and recreational and educational events (including living history events).

Hopewell Furnace National Historic Site

Description

Hot, smoky, noisy—these words describe how Hopewell Furnace looked from 1771 to 1883. Hopewell and other "iron plantations" laid the foundations for America's iron and steel industry. Today, the site stands as an example of America's development during the Industrial Revolution.

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

Claude Moore Colonial Farm [VA]

Description

Visitors to this site can step back in time and experience life on a small farm in northern Virginia. Living history programs and demonstrations offer a glimpse of what life was like for a poor farm family, just before the Revolutionary War.

A second website for this site, maintained by the Friends of Claude Moore Colonial Farm, can be found here.

The site offers demonstrations, educational programs, workshops, and recreational and educational events (including living history events).

Piscataway Park, Accokeek Foundation, and National Colonial Farm [MD]

Description

Piscataway Park is a scenic easement to preserve the view from Mount Vernon. There are many areas open to the public. Visitors can explore the National Colonial Farm, an 18th-century farm, maintained by the Accokeek Foundation, which depicts life for an ordinary tobacco planting family in Prince George's County in the 1770s.

A second website for the park, maintained by the Accokeek Foundation, can be found here.

The park and foundation offers workshops and occasional recreational and educational events; the farm offers demonstrations, workshops, tours, educational programs, and occasional recreational and educational events (including living history events).

Washington Monument National Memorial [DC]

Description

The Washington Monument is the most prominent, as well as one of the older, attractions in Washington, D.C. It was built in honor of George Washington, who led the country to independence, and then became its first President. The Monument is shaped like an Egyptian obelisk, 555' 5/8" high, and averages 30 to 40 miles visibility in clear weather. It was finished on December 6, 1884.

The monument offers elevator rides to its top.

Puukohola Heiau National Historic Site [HI]

Description

Built between 1790–91 by Kamehameha I, Pu'ukohola Heiau displays the skill of chiefs, men, women, and children under the astute leadership of Kamehameha I. With the assistance of two stranded European sailors, John Young and Isaac Davis, Kamehameha I extended his reign over all Hawaiian Islands. The remains of John Young’s homestead may be toured at the site.

The site offers tours, exhibits, educational programs, demonstrations, and occasional recreational and educational events.

Grand Portage National Monument [MN]

Description

For over 400 years Ojibwe families of Grand Portage have tapped maples every spring on a ridge located just off Lake Superior. During the summer, Ojibwe fishermen harvest in the same areas their forefathers have. Before the United States and Canada existed, the trading of furs, ideas, and genes between the Ojibwe and French and English fur traders flourished. From 1778 until 1802, welcomed by the Grand Portage Ojibwe, the North West Company located their headquarters and western supply depot here for business and a summer rendezvous. Today, Grand Portage National Monument and Indian Reservation form a bridge between people, time and culture.

The site offers short films; tours; exhibits; educational programs; demonstrations; and educational and recreational events, including living history events.