Why Did President Polk Want War with Mexico?

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Reading the News from Mexico
Question

Can anyone please tell me what were President James K. Polk's motivations about the war with Mexico? What were his views on the war as opposed to the general American public view in the 1840s?

Answer

George Bancroft, Secretary of the Navy under Polk, recalled many years later that Polk had announced in 1845 near the beginning of his presidency that the acquisition of California was one of "four great measures" he hoped to accomplish while in office. Historian Sam W. Haynes has identified Polk as a "fitting representative" of the "expansionist impulse" known as Manifest Destiny. As a condition of the Treaty of Guadalupe Hidalgo, which ended the Mexican War, the government of Mexico ceded to the U.S. a vast amount of territory that included the present state of California.

Manifest Destiny

The term Manifest Destiny appeared in print for the first time a few months following Polk's inauguration in an editorial published in the Jacksonian United States Magazine and Democratic Review calling for an end to political strife regarding the recent vote in Congress over the annexation of Texas, a hotly contested issue that figured prominently in the election Polk won. The author of the piece, the journal's editor, John L. O'Sullivan, pointed out that England and France had interfered with the process of annexation "for the avowed object of thwarting our policy and hampering our power, limiting our greatness and checking the fulfillment of our manifest destiny to overspread the continent allotted by Providence for the free development of our yearly multiplying millions." In a diary entry recorded later in 1845, Polk, a Jacksonian Democrat, identified this view with that of the general public, writing that "the people of the United States would not willingly permit California to pass into the possession of any new colony planted by Great Britain or any foreign monarchy."

Manifest Destiny remained inchoate, undefined, an effusive, bumptious spirit rather than a clearly articulated agenda for empire.

Haynes writes, "In 1845, for both President Polk and the public at large, Manifest Destiny remained inchoate, undefined, an effusive, bumptious spirit rather than a clearly articulated agenda for empire." In addition to reflecting anxieties over European nations controlling parts of the American West, Manifest Destiny, as interpreted in the works of numerous historians, expressed a number of other diverse fears, beliefs, visions, goals, and interests of divergent segments of the population. Surveying the work of a number of scholars, John C. Pinheiro states in a recent book that while one prominent historian of Manifest Destiny, Frederick Merk, identified "a belief in a religious-like republican mission as the primary motivation for American expansion," others have posited that many Americans imbued with the spirit of Manifest Destiny "desired only to ensure freedom for themselves or to encourage the United States's development as a white, Anglo-Saxon, and Protestant republic." Some historians have argued that desires for specific diplomatic and economic outcomes were the prime motivations for Manifest Destiny, while others have emphasized racism, anti-Catholicism, and Jacksonian doctrines derived from Jeffersonian principles as dominant factors.

Many historians agree that the doctrine spread quickly, especially throughout the North and West, through the institution of the penny press, which had begun to proliferate during the previous decade. Some historians, however, have objected to the use of such a vaguely defined term to adequately characterize U.S. expansionism during this period.

Public Opposition to the War

While the public's fear of foreign involvements in continental North America may have concurred with Polk's agenda, the war he fought against Mexico that began in May 1846 and concluded in February 1848 sparked widespread criticism throughout political, journalistic, and literary circles in addition to strong support. Following the annexation of Texas, the Mexican government had severed diplomatic relations with the U.S. Polk subsequently sent an envoy, former Louisiana congressman John Slidell, to Mexico to try to resolve disputes over the Texas boundary and over damages that the Mexican government owed to U.S. citizens but could not pay. Polk instructed Slidell to make an offer that the U.S. would pay off Mexico's debt in order to acquire "Upper California and New Mexico" and would spend as much as $40 million to purchase the land.

. . . the war he fought against Mexico . . . sparked widespread criticism throughout political, journalistic, and literary circles in addition to strong support.

Concurrently, the administration-controlled newspaper, the Washington Union, stated that resistance by Mexico would result in an invasion and occupation by U.S. troops. When Mexico refused to sell, Polk began to prepare a declaration of war, but before its completion he learned that Mexican forces had killed or wounded 16 U.S. soldiers in the disputed territory. On May 11, 1846, Polk presented a special message to Congress announcing that "war exists" between the two countries because the Mexican government has "at last invaded our territory and shed the blood of our fellow-citizens on our own soil."

Although the next day Congress passed a war resolution by overwhelming margins in both the House and Senate to the delight of many Americans clamoring for war, adverse reaction to Polk's war message quickly was expressed in Congress and the press. Many Whigs, deeming the conflict "Mr. Polk's War," charged that the president and members of his party in Congress had employed stampede tactics to ensure the resolution's passage and to foment public hysteria. Polk, they contended, had provoked the Mexicans to attack in order to start a war against a weak neighbor so that the U.S. could acquire with relative ease the desired western territory. Radical members of the Whig party stated that Polk's primary goal in instigating war was to expand slavery in order to increase the political power of slaveholding states. The Massachusetts legislation passed resolutions charging that the war "was unconstitutionally commenced by the order of the President . . . with the triple object of extending slavery, of strengthening the slave power, and of obtaining the control of the Free States."

Historians disagree about the extent of public opposition to the war.

Democratic Senator John C. Calhoun, while abstaining from the vote on the war resolution, vehemently objected to stampede tactics and argued for "dispassionate consideration" to be given to the issue of war. In addition to the attacks on Polk by politicians and members of the press, antiwar sentiments were expressed by the American Peace Society, the American Anti-Slavery Society, and by literary and religious figures such as James Russell Lowell, Henry David Thoreau, Ralph Waldo Emerson, William Ellery Channing, Theodore Parker, and Wendell Phillips.

As fighting intensified, calls for U.S. forces to capture all of Mexico increased in the penny presses of the urban Northeast and in Illinois, but by the time the Treaty of Guadalupe Hidalgo was ratified, Frederick Merk has written, "the nation was utterly weary of the war." Merk argues that had there been less dissent during the course of the war, more Mexican territory would have been acquired. In a recent article, however, Piero Gleijeses criticizes historians for failing to examine the relative lack of dissent during the period leading up to war. He posits that a broad consensus existed for acquiring land from Mexico, but contends that the fierce opposition to Polk following the war resolution derived from the belief that the desired land could have been easily acquired without going to war.

Bibliography

Charles Sellers, James K. Polk, Constitutionalist, 1843-1846 (Princeton: Princeton University Press, 1966), 213, 416-421.

Sam W. Haynes, James K. Polk and the Expansionist Impulse, 3d ed. (New York: Pearson Longman, 2006), 114.

[John L. O’Sullivan], "Annexation," United States Magazine and Democratic Review, July-August 1845, 5.

Thomas R. Hietala, Manifest Design: Anxious Aggrandizement in Late Jacksonian America (Ithaca: Cornell University Press, 1985), 84.

John C. Pinheiro, Manifest Ambition: James K. Polk and Civil-Military Relations during the Mexican War (Westport, Conn.: Praeger Security International, 2007), 151.

Frederick Merk, with the collaboration of Lois Bannister Merk, Manifest Destiny and Mission in American History: A Reinterpretation (New York: Knopf, 1963).

Reginald Horsman, Race and Manifest Destiny: The Origins of American Racial Anglo-Saxonism (Cambridge, Mass.: Harvard University Press, 1981).

Norman A. Graebner, Empire of the Pacific: A Study in American Continental Expansion (New York: Ronald Press, 1955).

Sean Wilentz, The Rise of American Democracy: Jefferson to Lincoln (New York: W. W. Norton, 2005), 577-586.

"James Polk's Request to Congress," 11 May 1846, http://xroads.virginia.edu/~CAP/smithson/declarwar.html (accessed 4 May 2009).

John H. Schroeder, Mr. Polk's War: American Opposition and Dissent, 1846-1848 (Madison: University of Wisconsin Press, 1973).

Frederick Merk, "Dissent in the Mexican War," in Samuel Eliot Morison, Frederick Merk, and Frank Freidel, Dissent in Three American Wars (Cambridge, Mass.: Harvard University Press, 1970), 33-64.

Piero Gleijeses, "A Brush with Mexico," Diplomatic History 29 (April 2005): 223-254.

David M. Pletcher, The Diplomacy of Annexation: Texas, Oregon, and the Mexican War (Columbia, Mo.: University of Missouri Press, 1973).

Images:
Detail of engraving made from R.C. Woodville's painting, "Mexican news," ca. 1851, Prints and Photographs Division, Library of Congress.

Detail of daguerreotype, "James K. Polk," Prints and Photographs Division, Library of Congress.

Princeton Battlefield State Park and Clarke House [NJ]

Description

On January 3, 1777, the peaceful winter fields and woods of Princeton Battlefield were transformed into the site of what is considered to be the fiercest fight of its size during the American Revolution. During this desperate battle, American troops under General George Washington surprised and defeated a force of British Regulars. Coming at the end of "The Ten Crucial Days" which saw the well-known night crossing of the Delaware River and two battles in Trenton, the Battle of Princeton gave Washington his first victory against the British Regulars on the field. The battle extended over a mile away to the College of New Jersey (now Princeton University). Also in the park stands the Clarke House. Built by Thomas Clarke in 1772, the house was the scene of heavy fighting during the Battle of Princeton. General Hugh Mercer was mortally wounded nearby and was carried to the Clarke House, where he died nine days after the battle.

A second website for the site, maintained by the Princeton Battlefield Area Preservation Society, can be found here.

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

Witness and Response: September 11 Acquisitions at the Library of Congress

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Collage, Patriotism Starts at Home, December 2001, Steven Dana, LoC
Annotation

The Library of Congress is a well-known and respected content source for the classroom. However, given the wide variety of collections, searching for items on a given topic can be time-consuming. This website links visitors to the library's September 11 resources by collection, so there's no need to run multiple searches.

First and foremost, the website is dated. However, this is no reason to assume that it is without worthwhile content. The exhibit and memorial events it advertises are long past, so the exhibition overview and public programs sections are only useful as primary sources. That said, the collection links are the heart of the site. The American Folklife Center offers a video presentation on the Library of Congress's personal account collection and three drawings by children. For a small collection of chapbooks, a poster, and newspaper clippings, try the Area Studies/Overseas Field Offices collection. The Geography and Map Division provides aerial and fly-through views of the Twin Towers site, while the Prints and Photographs Division's offerings are the most extensive, with posters, fine art, photography, architectural proposals for new World Trade Center designs, political cartoons, and comic book art. Rare Book and Special Collections houses only two photographs of Kitty Caparella's book art, The Message; while the Serial and Government Publications Division's page holds three U.S. newspaper pages announcing the attacks and a video on the Library of Congress's 9/11 newspaper collection.

While the resources are limited, educators who need to find 9/11 materials quickly should consider taking a few minutes on this Library of Congress portal site, particularly if they are interested in items from the Prints and Photographs Division.

Red Cross: Exploring Humanitarian Law

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Photo, Type of German Prisoner Captured in the New Push, c. 1918, Flickr Commons
Annotation

The first question likely on your mind is, "How can I mesh humanitarian law with history? It's a bit off-topic, isn't it?" You may be interested in the topic, and see its merit, but not know how to include it in your classroom.

The Red Cross makes a point of listing ways that history and humanitarian law intersect. Their examples include

  • Prisoners of War: Andersonville and British POW ships of the Revolutionary War
  • Banned weapons: As part of the history of science and technology
  • Human dignity and bystander action: Las Casas, citizens against Native American removal in the 1830s, Helen Hunt Jackson, World War II, and women's and civil rights movements
  • Refugees: How have they impacted our history and culture?

Still not convinced? Try reading their standards guide.

The site contains a curriculum which specifically details factors such as the amount of time needed for each module component and the required preparation.

Maybe a full curriculum won't really fit in your classroom. That doesn't mean the site should be written off. Try their resources page. Here, you can find a glossary, a teaching guide, suggested supplemental films and videos, articles, websites, and examples of student work (art and poetry). Perhaps most useful of all, the site offers a series of lessons on the Civil War, as viewed from a humanitarian perspective.

George Percival Scriven: An American in Bohol, The Philippines, 1899-1901

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Photo, [Native Police, Cebu], Duke University
Annotation

Presents the diary of officer George Percival Scriven (1854-1940), part of the U.S. Army's occupation of Bohol--a Philippine island--from 1900 to 1902. "The journal was written partly as a personal memoir and partly as a draft of notes for a book that he was planning on writing." A background essay of 6,000 words on the occupation and one of 350 words on Scriven furnish the context for this valuable document, which is accompanied by 25 photographs from four other Duke University collections. This site also offers six links to related sites. Useful as a description of Philippine life through the eyes of an American soldier and for its first-hand account of the surrender by the President of the Provisional Republic of Bohol to American troops.

U.S. Brig Niagara and Erie Maritime Museum [PA]

Description

As homeport of U.S. Brig Niagara, the Erie Maritime Museum presents the story of Niagara as the reconstructed flagship of Pennsylvania and the warship that won the Battle of Lake Erie in the War of 1812. Offering a wide range of multimedia and interactive exhibits and coupled with lively interpretive programs, Erie Maritime Museum vividly illustrates Niagara's history and the region's rich maritime heritage. As the premier exhibit at the Erie Maritime Museum in Erie, PA, the Niagara is docked for public viewing September through May and intermittently during the summer each year.

The museum offers exhibits, tours, and educational programs.

Schuyler Mansion State Historic Site [NY]

Description

The Schuyler Mansion State Historic Site preserves the Georgian residence in which the Schuyler family, a prominent Dutch family within the United States, lived between 1763 and 1804. Philip J. Schuyler (1733-1804) served as a Revolutionary War general and U.S. Senator, in addition to pursuing business interests. His daughter married Alexander Hamilton (circa 1755-1804), first U.S. Secretary of the Treasury, on site in 1780.

The site offers guided mansion tours, exhibits, interpretive signs, and outreach programming. Between November and the middle of May tours are available by appointment only.

Knox's Headquarters State Historic Site [NY]

Description

Knox's Headquarters State Historic Site consists of the 1754 Georgian-style Ellison residence, remains of a flour mill, and the Jane Colden Native Plant Sanctuary. The site presents daily life in the 18th-century mid-Hudson Valley. At various times during the Revolutionary War, the home served as the quarters of both Major General Henry Knox (1750-1806), Commander of the America artillery, and Major General Horatio Gates (circa 1727-1806), perhaps best known for his defeat at the Battle of Camden.

The site offers demonstrations, costumed interpreters, gardens, guided tours, educational programs, interpretive signage, and re-enactments.

Afton Historical Society Museum [MN]

Description

The Afton Historical Society Museum presents the history of Afton, Minnesota, originally settled for its proximity to French fur traders. Located within the 1868 Congregational Church, the museum holds vernacular artifacts, military artifacts, costumes, historic toys and games, photographs, and other items.

The museum offers exhibits and vintage loom demonstrations. The website offers brochures for self-guided area walking tours.

Mighty Eighth Air Force Museum [GA]

Description

On January 28, 1942, 53 days after the infamous attack on Pearl Harbor, the Eighth Air Force was officially activated in the National Guard Armory on Bull Street in Savannah, GA. Today, the Museum honors the men and women who helped defeat Nazi aggression by serving in or supporting the greatest air armada the world had ever seen—the Eighth Air Force.

The museum offers exhibits, tours, educational programs, and research library access.