Why Was the Boston Tea Party Not Stopped by British Troops?

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Destruction of Tea at Boston Harbor, lithograph N. Currier, 1846
Question

Why were the Sons of Liberty not stopped by British troops as they boarded three ships in Boston Harbor on Dec. 16, 1773 (Boston Tea Party)? Were there no Redcoats patrolling the area? How long did the Boston Tea Party last? An hour, two hours? Why weren't they apprehended?

Answer

The tea was on three privately owned merchant ships. One hundred and fourteen chests were on board the Dartmouth, the first ship to arrive in port. The other two ships, the Eleanor and the brig Beaver carried 228 chests between them, along with other cargo. As the ships sailed into Boston Harbor, they each passed by Castle William to the south, which was under the command of a British officer and had upwards of a hundred cannon. When the ships came into the harbor, but before they docked, port officials boarded them. That meant that they had officially reached port and that their movements were now under the command of port officials instead of their captains.

Behind the tea-laden ships, British Admiral John Montagu brought a squadron of warships to prevent the colonists from forcing the ships back out to sea before they were unloaded. This put the captains (and the ships' owners) in a bind. If the tea wasn't unloaded, customs weren't paid. And if the ships tried to sail back out of port, Montagu would stop them and charge them with failing to pay customs on their cargo that was due, according to him, because they had already entered port.

After a few days, the colonists had the ships come in close to Griffin's Wharf. The Sons of Liberty organized a continuous watch of the vessels. Twenty-five men on each shift ensured that the ships were not unloaded under the cover of darkness, or at least to sound an alarm if there was an attempt. The ships' captains came ashore and left the mates on board. The situation remained the same for more than two weeks.

Inside Castle William

Thomas Hutchinson, the royal governor of colonial Massachusetts, clearly understood that the colonists were angry, but he did not anticipate that they would damage the cargo. He was counting on the fact that after 20 days without having paid customs, the customs authorities—with the assistance of British sailors and soldiers—could legally impound the tea from the ships, and then, from Castle William, disburse it in small amounts to a few merchants who could resell it. This would circumvent the colonists' effort to make sure that the tea did not enter Massachusetts. Hutchinson and the apprehensive merchants who were willing to receive the tea had holed up with the troops in Castle William.

Boston was not under martial law, so soldiers were not policing the city, although Hutchinson could have brought a detachment of soldiers in, had he known beforehand the particulars of a threat. He did not post a military guard at the wharf, however, perhaps to avoid provoking a confrontation with the crowds keeping watch there.

On December 14th, when the 20 days of waiting were almost up, Hutchinson wrote his brother Elisha about the excited Bostonians, "I hardly think they will attempt sending the tea back, but am more sure it will not go many leagues: it seems probable they will wait to hear from the southward, and much may depend on what is done there." (Hutchinson, 96) Yet Hutchinson also believed the colonists might take some form of direct action if an attempt was made to land the tea onto the wharf.

Down at the Wharf

Just after six o'clock on the night of December 16, 1773, a group of about 60 men daubed their faces with burnt cork, coal dust, or donned other makeshift disguises, armed themselves with hatchets, and formed a raiding party. Some of them styled themselves "Indians."

They made their way to the wharf. The Sons of Liberty's watch was already there, and still others joined them, either to assist or simply to see what was happening. The raiding party formed three groups of 50 each, and boarded all of the nearly deserted ships at about the same time. They met no resistance.

Lendall Pitts, the commander of the group that boarded the brig Beaver, "sent a man to the mate, who was on board, in his cabin, with a message, politely requesting the use of a few lights, and the brig's keys—so that as little damage as possible might be done to the vessel;—and such was the case. The mate acted the part of a gentleman altogether. He handed over the keys without hesitation, and without saying a single word, and sent his cabin-boy for a bunch of candles, to be immediately put in use." (Thatcher, 181–2).

The moon shone brightly too, so their work was well lit. The night was very quiet and neither the crowd on the wharf nor the raiding party spoke much. Onlookers at the wharf, as well as the men on some of the closer British ships, however, quite distinctly heard the sounds of the chests being staved in.

The party quickly brought the 342 chests of tea (a total of 90,000 lbs.) onto the deck. They split them open and threw the tea and the chests overboard into the harbor. The party took care that no other property on board the ships was harmed, and that none of the raiders took away any of the tea. They even swept the decks clean of loose tea when they were done. They worked quickly, apprehensive of a possible attack from Admiral Montagu's squadron, part of which was only a quarter of a mile away.

Montagu watched the affair from the fleet, but he took no action because of the cargo ships' position next to the wharf. "I could easily have prevented the Execution of this Plan," he wrote the following day in a report, "but must have endangered the Lives of many innocent People by firing upon the Town." (Labardee, 145) Instead, he rowed ashore and watched from a building nearby, even briefly exchanging taunts with the Indians.

The tea party lasted three hours, finishing around nine o'clock. The raiding party then formed in rank and file by the wharf, and, shouldering their hatchets, marched, accompanied by a fifer, back into town, dispersed, and went home.

The next morning a large, winding mound of loose tea still floated in the harbor, and a party of colonists rowed out in boats and sank it down into the waters with their oars. The British fleet witnessed this, too, but did not interfere.

The disguised men's identities were kept secret by their fellow Bostonians, and Governor Hutchinson was unable to charge the members of the raiding party, but Parliament responded five months later (news traveled back and forth across the ocean very slowly then) with a series of measures meant to force Boston to heel.

Bibliography

Benjamin Bussey Thatcher ("A Bostonian") et al, Traits of the Tea Party; being a memoir of George R. T. Hewes, one of the last of its survivors; with a history of that transaction; reminiscences of the massacre, and the siege, and other stories of old times (New York: Harper & Brothers, 1835).

Peter Orlando Hutchinson, The Diary and Letters of His Excellency Thomas Hutchinson, Esq. (Boston: Houghton, Mifflin, & Co., 1884). Benjamin Woods Labaree, The Boston Tea Party (New York: Oxford University Press, 1964).

African-American Perspectives: Pamphlets from 1818-1907

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Image, Pamphlets from the Daniel A. P. Murray Collection, 1818-1907
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Nineteenth-century African American pamphlets and documents, most produced between 1875 and 1900, are presented on this website. These 350 works include sermons, organization reports, college catalogs, graduation orations, slave narratives, Congressional speeches, poetry, and play scripts.

Topics cover segregation, civil rights, violence against African Americans, and the African colonization movement. Authors include Frederick Douglass, Booker T. Washington, Ida B. Wells-Barnett, Benjamin W. Arnett, Alexander Crummel, and Emanuel Love. Publication information and short content descriptions accompany each pamphlet.

The site also offers a timeline of African American history from 1852 to 1925 and reproductions of original documents and illustrations. A special presentation "The Progress of a People," recreates a meeting of the National Afro-American Council in December 1898. This is a rich resource for studying 19th- and early 20th-century African American leaders and representatives of African American religious, civic, and social organizations.

Africans in America

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Image for Africans in America
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Created as a companion to the PBS series of the same name, this well-produced site traces the history of Africans in America through Reconstruction in four chronological parts. The site provides 245 documents, images, and maps linked to a narrative essay.

"The Terrible Transformation" (1450–1750) deals with the beginning of the slave trade and slavery's growth. "Revolution" (1750–1805) discusses the justifications for slavery in the new nation. "Brotherly Love" (1791–1831) traces the development of the abolition movement. "Judgment Day" (1831–1865) describes debates over slavery, strengthening of sectionalism, and the Civil War. In addition to the documents, images, maps, and essay (approximately 1,500 words per section), the site presents 153 brief (150-word) descriptions by historians of specific aspects on the history of slavery, abolition, and war in America. The site provides a valuable introduction to the study of African-American history through the Civil War.

American Originals Part II

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Speech notes, John F. Kennedy, Remarks of June 26, 1963
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A presentation of more than 25 "of the most treasured documents in the holdings of the National Archives" with 10 contextual essays of up to 300 words in length. Arranged in chronological sections, corresponding to eras suggested by the National Standards for History, this site provides facsimile reproductions of important documents relating to diplomacy, presidents, judicial cases, exploration, war, and social issues. Includes the Treaty of Paris ending the American Revolutionary War (1783); receipts from the Lewis and Clark expedition (1803); the judgment in the Supreme Court's Dred Scott Decision (1857); Robert E. Lee's demand for the surrender of John Brown at Harper's Ferry in 1859; the Treaty of 1868 with the Sioux Indians; an 1873 petition to Congress from the National Woman Suffrage Association for the right of women to vote, signed by Susan B. Anthony, Matilda Joslyn Gage, and Elizabeth Cady Stanton; and a 1940 letter from student Fidel Castro to Franklin D. Roosevelt asking for a ten-dollar bill. Provides links to teaching suggestions for two of the documents. A good site for introducing students to a variety of the forms of documentation accumulated in the collections of the Archives.

Panic of 1873

Question

What was the economic and social impact of the Panic of 1873?

Textbook Excerpt

Textbooks differ in their treatment of the Panic in significant ways. Most tie the depression to the national political controversies surrounding Reconstruction. Too often, textbooks combine the Panic with the political scandals which rocked the Grant administration. While certainly a source of the political crisis facing Republicans in the 1870s, the roots of the Panic run far deeper than merely Grant’s poor political skills.

Source Excerpt

Limited by the amount of gold held in the U.S. Treasury, access to currency and credit contracted sharply, interest rates skyrocketed, and investors were forced to pay off their high stakes gambles (made with cheap paper dollars) with hard-earned gold. Sources bring to light the integral nature of bimetallist theory and its effect on the economy rather than the political climate and scandal that surrounded the Federal Government.

Historian Excerpt

The Panic of 1873 stands as the first global depression brought about by industrial capitalism. It began a regular pattern of boom and bust cycles that distinguish our current economic system and which continue to this day. While the first of many such market “corrections,” the effects of the downturn were severe and, in 1873, unexpected. In 1873 modern economic adjustments were unknown and the ability of national authorities to control the money supply was immature. As a result, the Panic of 1873 led to the longest recorded economic downturn in modern history.

Abstract

Most Americans are familiar with the Great Depression, beginning in 1929, and the economic safety nets established in response to the crisis, such as Social Security and the right to collective bargaining, from 1933 to 1938. Some know of the equally dire economic conditions, starting in 1893, and how this spurred federal progressives like Teddy Roosevelt, William Howard Taft, and Woodrow Wilson to strengthen public oversight of corporate trusts, child labor, banking, monetary policy, and tariffs. Yet almost no one knows of the profound economic collapse that struck the United States following the Civil War or its equally substantial effect upon the social and political trajectory of the nation. The Panic of 1873 began in Europe, but quickly spread to the United States producing 65 months of depressed economic conditions.

America on the Move, Part One: Migrations, Immigrations, and How We Got Here

Description

Students and Smithsonian National Museum of American History curators give a tour of the exhibition "America on the Move," which looks at how immigration and migration impacted American history and at the role of various forms of transportation.

To view this electronic field trip, select "America on the Move, Part One: Migrations, Immigrations, and How We Got Here" under the heading "Electronic Field Trips."

IWitness

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Film still, Ellis Lewin, 4 December 1996, IWitness
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IWitness is an incredible resource for educators intent on bringing awareness and analysis of the Holocaust to their classroom. The site offers more than 1,000 video testimony clips from Holocaust survivors, liberators, and others. These videos can be browsed by topic (from "Anti-Jewish Laws" to "Warsaw Ghetto Uprising") or searched by name or topic. Searching provides a few benefits for lesson planning. For one, video search results will play the portion of a clip containing information related to your search, making it easy to decide if the result is actually relevant to your classroom plans. In addition, searches may reveal related materials such as photographs of artifacts in the U.S. Holocaust Memorial Museum collection or encyclopedia articles providing additional information and context.

You can also register as an educator or a student. Educators can assign activities and view student work (only viewable by the specific student and the teacher). Students can watch videos on items such as understanding testimony and archives or editing video interviews in an ethical manner. Activities that call for video editing allow students to save clips into a library for future use in their projects and prepare their own videos using video-editing tools which are part of the website—no download needed.

For a quick introduction to the site, consider watching the six-minute demonstration video linked at the top of the About Us page.

Interested in learning more about IWitness? Read teacher Brandon Haas's Tech for Teachers article.

Swordmaking in the 18th Century

Description

War creates an industry of its own in every century, calling artisans and inventors to bring forth the best of their craft in the fastest way possible. In the Revolutionary War, this burden lay heavily on metalworkers, whose sword blades and gun barrels were in constant demand. Suzie Dye, a journeyman brass founder, discusses the technology of war in the 18th century, particularly the art of swordmaking.

Click here to discover more about colonial gunsmiths and iron workers.

Ironworks at Jamestown

Description

Settlers came to Jamestown in the 1600s looking for natural resources that would make them rich. They were disappointed in their search for gold, but the New World offered a metal nearly as precious: iron. Shel Browder of Colonial Williamsburg discusses early efforts at smelting, and describes the smelting process.

Learn more about ironworks in Virginia by checking out this article by Christopher Geist.