I. Creating a Virtuous Republic

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I. Creating a Virtuous Republic

    A. Varieties of Republicanism

1. Of the three forms of republicanism fostered, the first was held chiefly by members of the educated elite – this form of republicanism asked the people to forgo personal profit and work solely for the benefit of the nation.

2. The second version of republicanism was held by some members of the elite and some skilled craftsmen; this appeal of republicanism described emphasizing the individual’s pursuit of “rational self-interest”

3. The third form of this pitched government was to open the participation of man in the political process. This form of government should listen to and operate with the ordinary folk to mold the nation.

    B. Virtue and the Arts

1. Citizens of the United States expected the morals and ideas of republican government to be evident elsewhere, such as in art, architecture, poetry, novels, culture, and other parts of society.

2. A high emphasis was placed on art and architecture to show the greatness and virtuousness of the United States.

3. Despite the efforts by creators of poetry, dramas, books, art, and architecture, many people saw these lavish luxuries as signs of corruption and inadequateness.

    C. Educational Reform

1. The deeply rooted concern of Americans with the future, led them to enhance and put a greater emphasis on education for the “rising generations.”

2. This stress on education led to two changes in the system. It caused education to become public for the elementary stage of it. The tax money paid by the citizens supported it.

3. The second change in education was that it improved the learning system for girls. Girls were now allowed to attend public schools and learn the crafts that were needed. This change in female education stemmed from the fact that women shaped the minds of children.

    D. Judith Sargent Murray

1. Early in the republic stage of the United States, Judith Sargent Murray was the main theorist of women’s education.

2. Murray explained that women were just as smart as men, however the unequal opportunities of learning for the two genders made it seem that there was a difference in the two.

3. Murray mainly argued that boys and girls be given the same opportunities in school, and the same ability to attend school, as some girls were not allowed.

    E. Women and the Republic

1. Abigail Adams also was an advocate for the equal participation of women in society. Abigail Adams focused more on the representation of women in government and affairs. She argued her points by using the same ideas that the revolutionary leaders used when fighting their parliamentary opponents.

2. Abigail Adams also expressed that the colonial marriage laws be reformed, because they subordinated wives to their husbands, which gave the property to men and denied women any legal action.

3. Due to the fact that women were not involved in government and could not own property, they were seen as the embodiment of the self-sacrificing, disinterested republicanism.

II. The First Emancipation and Growth of Racism

     A. Emancipation and Manumission

1. After the Revolutionary War, the North saw the gradual abolition of slavery, which came to be known as “the first emancipation.”

2. In 1777, Vermont was the first state to abolish slavery through its state constitution.

3. Although none of the southern states actually abolished slavery, some of the states did alter laws that before had prohibited/ restricted slave-owners from freeing their bondspeople.

    B. Growth of Free Black Population

1. Though the process of abolishing slavery was slow, in the first years after the revolution the number of free African Americans increased dramatically.

2. Many bondspeople who participated in the war, were emancipated by their owners or by the states were now free.

3. In the Chesapeake, the increase of freed slaves was an economic choice; the land’s infertility and the need for not as many slaves due to a shift from tobacco to grain led many to release some of their slaves. Antislavery sentiments by Methodists and Baptists also influenced this decision in the Chesapeake.

    C. Development of Racist Theory

1. The years after the war for independence also developed racist ideologies throughout the states.

2. To prevent contradiction in the United States’ morals, people argued that African Americans were less than fully human. This had to be addressed because the Declaration of Independence asserted, “all men are created equal.”

3. The concepts of race and color, began to spread widely in relation to Europeans, Indians, and African Americans.

    D. A White Men’s Republic

1. Political leaders and large masses of the states agreed that the republic was a white male enterprise. Therefore, from the 1770s on, whiteness was linked to the male citizenship rights.

2. The exclusion of women as well from political holdings or voice, gave all the participation to men.

    E. State Constitutions

1. The states sought direct authorization from the people (the sovereigns) before forming new governments.

2. The framers of the state constitutions focused heavily on distributing and limiting the power of government. This seemed crucial in the balance of power and prevention of tyranny.

3. Due to this, the power of governors was restricted and their abilities in office were limited. They also gave the governors little independent authority, and increased the power of the legislature.

    F. Limiting State Governments

1. To protect against tyrants and other harmful acts by government, limitations on government were placed to prevent the retraction of the inalienable rights of the people.

2. Generally, the framers of the state constitutions put more emphasis on preventing governments from becoming to powerful, than making them effective political authorities.

    G. Articles of Confederation

1. The Articles did not give the national government the ability to raise revenue effectively or to create uniform commercial policies.

2. The unicameral (one-house) legislature under the Confederation Congress was too inefficient and “unwieldy” to govern properly.

3. Under the Articles of Confederation, the national government went from crisis to crisis due to its flaws.

III. Trials of the Confederation

    A. Financial Affairs

1. State governments tried to fight inflation by regulating wages and prices, and requiring the acceptance of paper currency which has “equal footing” with coins.

2. Congress also attempted to stop printing paper money and work with the currency already out in the states.

3. After creating a department of finance, it asked the states to accept a 5 percent national duty on imported goods.

    B. Foreign Affairs

1. Because the Articles denied Congress the power to create a national commercial policy, another weakness in the government was seen in foreign trade.

2. Immediately after the war, Britain, Spain, and France restricted American trade with their colonial possessions.

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