the quartet orchestrating the second american revolution 1783 1789.pdf

Baltimore 1979 despite the title makes a more careful

Info icon This preview shows pages 148–149. Sign up to view the full content.

View Full Document Right Arrow Icon
(Baltimore, 1979), despite the title, makes a more careful case for the survival of a national mentality after the heady days of 1775–76. For the argument that the Constitution created a national framework for an American population that lacked a national identity, see John M. Murrin, “ ‘A Roof Without Walls’: The Dilemma of American National Identity,” in Richard Beeman, Stephen Botein, and Edward C. Carter, eds., Beyond Confederation: Origins of the Constitution and National Identity (Chapel Hill, N.C., 1987), 333–48. 6. Merrill Jensen, The Articles of Confederation: An Interpretation of the Social-Constitutional History of the American Revolution (New York, 1940); Merrill Jensen, The New Nation: The History of the United States During the Confederation (New York, 1950). For a sophisticated analysis of the Progressive School, see Richard Hofstadter, The Progressive Historians (New York, 1968). The Progressive School still has dedicated disciples. See, for example, Woody Holton, Unruly Americans and the Origins of the Constitution (New York, 2007). 7. For an argument along somewhat the same lines, see Max M. Edling, A Revolution in Favor of Government: The U.S. Constitution and the Making of the American State (Oxford, 2003). 8. Full citations of the multivolume editions of the founders’ papers are listed in the key to abbreviations beginning on this page . 9. Gordon S. Wood, The Radicalism of the American Revolution (New York, 1992), makes the strongest case for the egalitarian impact of the revolution, which eroded the hierarchical assumptions prevalent in the colonial era and thereby created the democratic culture that Tocqueville described in the 1830s. My intention here is not to refute Wood’s argument so much as amend it. The democratizing process that Wood describes had only begun its work in the 1780s, so the mentality of the most prominent founders was still embedded in a network of predemocratic assumptions that remained skeptical about the wisdom of the common man and the embrace of majority rule. The Constitution that they crafted, then, accurately reflects their desire to tap the energies of democracy while also controlling its inevitable excesses. 10. Two of the most recent studies of slavery and the Constitution offer good examples of both interpretive options. George William Van Cleve, A Slaveholders’ Union: Slavery, Politics and the Constitution in the Early Republic (Chicago, 2010), leans toward the inevitability of it all. David Waldstreicher, Slavery’s Constitution: From Revolution to Ratification (New York, 2009), is a blistering indictment of the founders for failing to make the moral choice. CHAPTER 1: THE ARTICLES AND THE VISION 1. Thomas Rodney, diary, 1 March 1781, LDC 17:3. 2. Josiah Tucker, Cai Bono (London, 1781), 11–12. See also David C. Hendrickson, Peace Pact: The Lost World of the American Founding (Lawrence, Kan., 2003), 11–12.
Image of page 148

Info icon This preview has intentionally blurred sections. Sign up to view the full version.

View Full Document Right Arrow Icon
Image of page 149
This is the end of the preview. Sign up to access the rest of the document.

{[ snackBarMessage ]}

What students are saying

  • Left Quote Icon

    As a current student on this bumpy collegiate pathway, I stumbled upon Course Hero, where I can find study resources for nearly all my courses, get online help from tutors 24/7, and even share my old projects, papers, and lecture notes with other students.

    Student Picture

    Kiran Temple University Fox School of Business ‘17, Course Hero Intern

  • Left Quote Icon

    I cannot even describe how much Course Hero helped me this summer. It’s truly become something I can always rely on and help me. In the end, I was not only able to survive summer classes, but I was able to thrive thanks to Course Hero.

    Student Picture

    Dana University of Pennsylvania ‘17, Course Hero Intern

  • Left Quote Icon

    The ability to access any university’s resources through Course Hero proved invaluable in my case. I was behind on Tulane coursework and actually used UCLA’s materials to help me move forward and get everything together on time.

    Student Picture

    Jill Tulane University ‘16, Course Hero Intern