Benjamin Franklin on Slavery

“Neither the federal Constitution nor the new state constitution reflected Franklin’s own wishes.  And they both violated a belief that he had come to only late in life, namely that the enslavement of human beings could not be justified.  It is not clear when he had reached this belief.  When he first went to England in 1757, he brought two household slaves with him, as we learn only in a casual reference in a letter to Deborah in 1760.  By the time he returned for the last time to Philadelphia in 1785, he was ready to join his Quaker friends there in trying to make an end to slavery in the United States.  In April, 1787, he was elected president of a Pennsylvania Society for Promoting the Abolition of Slavery.

Much of his correspondence during the remainder of his life was devoted to this subject.  See, for example, his exchanges with Granville Sharp, the English abolitionist.  In February, 1790, the Society petitioned the new United States Congress under the Constitution for a federal prohibition of slavery [see Petition below].  When Congress declined to hear the petition, Franklin responded with one of his most biting satirical hoaxes in the Federal Gazette of March 23, 1790.  Speaking as one Sidi Mehemet Ibrahim, a member of the Algerian governing council, he gave the arguments against a supposed petition for granting freedom to Christians held in slavery in Africa.  They were, of course, the same arguments used in the United States Congress against the petition presented by the Pennsylvania abolition society.  It was, appropriately, Franklin’s last public statement.  He died less than a month later, on April 17, 1790.”
--Edmund S. Morgan

http://franklinpapers.org/franklin/morgan.jsp

Petition from the Pennsylvania Society for the Abolition of Slavery

Signed by Benjamin Franklin, President of the Pennsylvania Society, February 3, 1790
To the Senate & House of Representatives of the United States,
The Memorial of the Pennsylvania Society for promoting the Abolition of Slavery, the relief of free Negroes unlawfully held in bondage, & the Improvement of the Condition of the African Races.
Respectfully Sheweth,

That from a regard for the happiness of Mankind an Association was formed several years since in this State by a number of her Citizens of various religious denominations for promoting the Abolition of Slavery & for the relief of those unlawfully held in bondage. A just & accurate Conception of the true Principles of liberty, as it spread through the land, produced accessions to their numbers, many friends to their Cause, & a legislative Co-operation with their views, which, by the blessing of Divine Providence, have been successfully directed to the relieving from bondage a large number of their fellow Creatures of the African Race. They have also the Satisfaction to observe, that in consequence of that Spirit of Philanthropy & genuine liberty which is generally diffusing its beneficial Influence, similar Institutions are gradually forming at home & abroad.

That mankind are all formed by the same Almighty being, alike objects of his Care & equally designed for the Enjoyment of Happiness the Christian Religion teaches us to believe & the Political Creed of America fully coincides with the Position. Your Memorialists, particularly engaged in attending to the Distresses arising from Slavery, believe it their indispensable Duty to present this Subject to your notice. They have observed with great Satisfaction that many important & salutary Powers are vested in you for "promoting the Welfare & Securing the blessings of liberty to the "People of the United States." And as they conceive, that these blessings ought rightfully to be administered, without distinction of Colour, to all descriptions of People, so they indulge themselves in the pleasing expectation, that nothing, which can be done for the relive of the unhappy objects of their care, will be either omitted or delayed.

From a persuasion that equal liberty was originally the Portion, It is still the Birthright of all men, & influenced by the strong ties of Humanity & the Principles of their Institution, your Memorialists conceive themselves bound to use all justifiable endeavours to loosen the bounds of Slavery and promote a general Enjoyment of the blessings of Freedom. Under these Impressions they earnestly entreat your serious attention to the Subject of Slavery, that you will be pleased to countenance the Restoration of liberty to those unhappy Men, who alone, in this land of Freedom, are degraded into perpetual Bondage, and who, amidst the general Joy of surrounding Freemen, are groaning in Servile Subjection, that you will devise means for removing this Inconsistency from the Character of the American People, that you will promote mercy and Justice towards this distressed Race, & that you will Step to the very verge of the Powers vested in you for discouraging every Species of Traffick in the Persons of our fellow men.

Philadelphia February 3, 1790
B. Franklin
President of the Society
_____________________________________

Benjamin Franklin's Thirteen Virtues

“…I conceiv'd the bold and arduous project of arriving at moral perfection. I wish'd to live without committing any fault at any time; I would conquer all that either natural inclination, custom, or company might lead me into. As I knew, or thought I knew, what was right and wrong, I did not see why I might not always do the one and avoid the other. But I soon found I had undertaken a task of more difficulty than I bad imagined. While my care was employ'd in guarding against one fault, I was often surprised by another; habit took the advantage of inattention; inclination was sometimes too strong for reason. I concluded, at length, that the mere speculative conviction that it was our interest to be completely virtuous, was not sufficient to prevent our slipping; and that the contrary habits must be broken, and good ones acquired and established, before we can have any dependence on a steady, uniform rectitude of conduct. For this purpose I therefore contrived the following method.

In the various enumerations of the moral virtues I had met with in my reading, I found the catalogue more or less numerous, as different writers included more or fewer ideas under the same name. Temperance, for example, was by some confined to eating and drinking, while by others it was extended to mean the moderating every other pleasure, appetite, inclination, or passion, bodily or mental, even to our avarice and ambition. I propos'd to myself, for the sake of clearness, to use rather more names, with fewer ideas annex'd to each, than a few names with more ideas; and I included under thirteen names of virtues all that at that time occurr'd to me as necessary or desirable, and annexed to each a short precept, which fully express'd the extent I gave to its meaning.

These names of virtues, with their precepts, were: 

1. Temperance: Eat not to dullness. Drink not to elevation.

2. Silence: Speak not but what may benefit others or yourself. Avoid trifling conversation.

3. Order: Let all your things have their places. Let each part of your business have its time.

4. Resolution: Resolve to perform what you ought. Perform without fail what you resolve.

5. Frugality: Make no expense but to do good to others or yourself: i.e., Waste nothing.

6. Industry: Lose no time. Be always employed in something useful. Cut off all unnecessary actions.

7. Sincerity: Use no hurtful deceit. Think innocently and justly; and if you speak, speak accordingly.

8. Justice: Wrong none by doing injuries, or omitting the benefits that are your duty.

9. Moderation: Avoid extremes. Forbear resenting injuries so much as you think they deserve.

10. Cleanliness: Tolerate no uncleanness in body, clothes, or habitation.

11. Tranquility: Be not disturbed at trifles, or at accidents common or unavoidable.

12. Chastity: Rarely use venery but for health or offspring; never to dullness, weakness, or the injury of your own or another's peace or reputation.

13. Humility: Imitate Jesus and Socrates.”

Source: The Autobiography of Benjamin Franklin

"I Have a Dream" -- Favorite Quotes from Martin Luther King, Jr.

“An individual has not started living until he can rise above the narrow confines of his individualistic concerns to the broader concerns of all humanity.”

“Life's most persistent and urgent question is, 'What are you doing for others?'”

"Freedom is never voluntarily given by the oppressor; it must be demanded by the oppressed.”

“Human progress is neither automatic nor inevitable... Every step toward the goal of justice requires sacrifice, suffering, and struggle; the tireless exertions and passionate concern of dedicated individuals.”

“I am not interested in power for power's sake, but I'm interested in power that is moral, that is right and that is good.”

“If we are to go forward, we must go back and rediscover those precious values - that all reality hinges on moral foundations and that all reality has spiritual control.”

“Means we use must be as pure as the ends we seek.”

“Science investigates, religion interprets. Science gives man knowledge which is power, religion gives man wisdom which is control.”

“The time is always right to do what is right.”

“The ultimate measure of a man is not where he stands in moments of comfort and convenience, but where he stands at times of challenge and controversy.”

“We are not makers of history. We are made by history.”

“I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin, but by the content of their character.”

“I have a dream that one day every valley shall be exalted, every hill and mountain shall be made low, the rough places will be made straight and the glory of the Lord shall be revealed and all flesh shall see it together.”

 “I have a dream that one day on the red hills of Georgia, the sons of former slaves and the sons of former slave owners will be able to sit together at the table of brotherhood.”

"When we let freedom ring, when we let it ring from every village and every hamlet, from every state and every city, we will be able to speed up that day when all of God's children, black men and white men, Jews and Gentiles, Protestants and Catholics, will be able to join hands and sing in the words of the old Negro spiritual, "Free at last! free at last! Thank God Almighty, we are free at last!"

Christmas at Mount Vernon

 “Christmas was primarily a religious holiday in 18th century Virginia, described by one colonist in 1774 as 'the day set apart to remember the Nativity of our Lord and Saviour Jesus Christ.'  It was also, however, a festive occasion marked by visits between friends and relatives, parties, and public assemblies.  A great deal has been written about the Washingtons and Christmas, much of it greatly embellished and characterized by wishful thinking.  As evidenced by George Washington's correspondence, his diaries and cash accounts, Christmas at Mount Vernon followed the typical Virginia pattern, which was far more simple than twentieth century Americans may feel comfortable with.

Religion played a part in the observance of the holiday at Mount Vernon, for the Washingtons occasionally attended church on Christmas day. In 1770, Christmas was a Tuesday and after going to nearby Pohick Church in the morning, the family returned to Mount Vernon for dinner.  Similar patterns were followed in 1771 and 1772, when December 25th fell on a Wednesday and Friday, respectively.  During his first year as president, Washington attended St. Paul's Church in New York City on Christmas day, a Friday, and later a number of 'respectable' visitors came to see Martha Washington at her regular weekly levee.  Records from other years are not always complete, so the Washingtons could easily have gone to church on other Christmases for which there is no documentation.

While they preferred to spend the holiday with family and friends, George and Martha Washington themselves were seldom the guests of others at Christmas.  The surviving records are not complete, however, except for the years of the French & Indian and Revolutionary Wars, when George Washington was with the army, 1769 was one Christmas he and Martha spent away from home.  The whole family went to Williamsburg that fall.  While George Washington attended the House of Burgesses, his wife and her two children amused themselves in Virginia's capital city and in visits to Martha's sister at Eltham Plantation.  The family headed for home on December 22nd, but spent several days in Fredericksburg with George Washington's sister's family at Kenmore and with his mother.  They arrived at Mount Vernon on the 28th in time for dinner.  A letter from Martha Washington to her granddaughter makes an even stronger case for the family's usual holiday practice.  During the presidency, while Nelly Custis spent the winter of 1795-96 with her mother in Virginia, her grandmother tried to keep her apprised of social events in Philadelphia, writing shortly after the start of the new year:  ‘The President and myself are much obliged to you my dear for your good wishes to us & we have spent our Christmas at home as we always have done....’”

http://www.mountvernon.org/visit/plan/index.cfm/pid/355/

John Adams: "Thoughts on Government"

“Thoughts on Government” was written by John Adams during the spring of 1776 in response to a resolution of the North Carolina Provincial Congress which requested Adams's suggestions on the establishment of a new government and the drafting of a constitution. Adams says that "Politics is the Science of human Happiness -and the Felicity of Societies depends on the Constitutions of Government under which they live." Many of the ideas put forth in Adams's pamphlet were adopted in December 1776 by the framers of North Carolina's first constitution.  Adams describes the purpose (or end) of government, which is happiness, and the source of happiness, which is virtue, which provides the only sure foundation for government.  Following are excerpts from his essay:

“MY DEAR SIR,--If I was equal to the task of forming a plan for the government of a colony, I should be flattered with your request, and very happy to comply with it; because, as the divine science of politics is the science of social happiness, and the blessings of society depend entirely on the constitutions of government, which are generally institutions that last for many generations, there can be no employment more agreeable to a benevolent mind than a research after the best…

We ought to consider what is the end of government, before we determine which is the best form. Upon this point all speculative politicians will agree, that the happiness of society is the end of government, as all divines and moral philosophers will agree that the happiness of the individual is the end of man. From this principle it will follow, that the form of government which communicates ease, comfort, security, or, in one word, happiness, to the greatest number of persons, and in the greatest degree, is the best.

All sober inquirers after truth, ancient and modern, pagan and Christian, have declared that the happiness of man, as well as his dignity, consists in virtue. Confucius, Zoroaster, Socrates, Mahomet, not to mention authorities really sacred, have agreed in this.

If there is a form of government, then, whose principle and foundation is virtue, will not every sober man acknowledge it better calculated to promote the general happiness than any other form?

Fear is the foundation of most governments; but it is so sordid and brutal a passion, and renders men in whose breasts it predominates so stupid and miserable, that Americans will not be likely to approve of any political institution which is founded on it.

Honor is truly sacred, but holds a lower rank in the scale of moral excellence than virtue. Indeed, the former is but a part of the latter, and consequently has not equal pretensions to support a frame of government productive of human happiness.

The foundation of every government is some principle or passion in the minds of the people. The noblest principles and most generous affections in our nature, then, have the fairest chance to support the noblest and most generous models of government…

You and I, my dear friend, have been sent into life at a time when the greatest lawgivers of antiquity would have wished to live. How few of the human race have ever enjoyed an opportunity of making an election of government, more than of air, soil, or climate, for themselves or their children! When, before the present epocha, had three millions of people full power and a fair opportunity to form and establish the wisest and happiest government that human wisdom can contrive? I hope you will avail yourself and your country of that extensive learning and indefatigable industry which you possess, to assist her in the formation of the happiest governments and the best character of a great people.”

The Good and Bad Magistrate

Algernon Sidney (1622-1683) wrote his Discourses Concerning Government in argument against the divine right of Kings, and in support of individual liberty and representative government. Discourses was first published in England in 1698 (with several later printings), and was first in America in 1805.  Thomas Jefferson cited Algernon Sidney’s writings as one of the sources for the “authority” of the Declaration of Independence. He endorsed Sidney's "Discourses Concerning Government" as "a rich treasure of republican principles" and "probably the best elementary book of the principles of government, as founded in natural right which has ever been published in any language." In Discourses, Sidney reviews the history of governments from Biblical, through Greek, Roman and English eras.  In one of its most significant passages, he discusses and analyzes the characteristics of "Good and Bad Magistrates."  This selection is quoted verbatim by Trenchard and Gordon in their Cato's Letters (published as pamphlets in Great Britain from 1720-1723) which were popular in the American colonies at the time of the revolution.  Sidney's insights into what makes a magistrate (a government leader) "good" or "bad" are still applicable today:

"Reason and experience instruct us, that every man acts according to the end he proposes to himself. The good magistrate seeks the good of the people committed to his care, that he may perform the end of his institution: and knowing that chiefly to consist in justice and virtue, he endeavors to plant and propagate them; and by doing this he procures his own good as well as that of the public. He knows there is no safety where there is no strength, no strength without union, no union without justice; no justice where faith and truth, in accomplishing public and private contracts, is wanting. This he perpetually inculcates, and thinks it a great part of his duty, by precept and example, to educate the youth in a love of virtue and truth, that they may be seasoned with them, and filled with an abhorrence of vice and falsehood, before they attain that age which is exposed to the most violent temptations, and in the which they may, by their crimes, bring great mischiefs upon the public. He would do all this, tho' it were to his own prejudice. But as good actions always carry a reward with them, these contribute in a high measure to his own advantage. By preferring the interest of the people before his own, he gains their affection, and all that is in their power comes with it; whilst he unites them to one another, he unites all to himself: in leading them to virtue, he increases their strength, and by that means provides for his own safety, glory, and power.

"On the other side, such as seek different ends must take different ways. When a magistrate fancies he is not made for the people, but the people for him; that he does not govern for them, but for himself; and that the people live only to increase his glory, or furnish matter for his pleasures; he does not inquire what he may do for them, but what he may draw from them. By this means he sets up an interest of profit, pleasure, or pomp, in himself, repugnant to the good of the public, for which he is made to be what he is. These contrary ends certainly divide the nation into parties; and whilst every one endeavors to advance that to which he is addicted, occasions of hatred for injuries every day done, or thought to be done, and received, must necessarily arise. This creates a most fierce and irreconcilable enmity, because the occasions are frequent, important, and universal, and the causes thought to be most just. The people think it the greatest of all crimes, to convert that power to their hurt, which was instituted for their good; and that the injustice is aggravated by perjury and ingratitude, which comprehend all manner of ill; and the magistrate gives the name of sedition or rebellion to whatsoever they do for the preservation of themselves, and their own rights. When men's spirits are thus prepared, a small matter sets them on fire; but if no accident happens to blow them into a flame, the course of justice is certainly interrupted, the public affairs are neglected; and when any occasion, whether foreign or domestic arises, in which the magistrate stands in need of the people's assistance, they, whose affections are alienated, not only shew an unwillingness to serve him with their persons and estates, but fear that by delivering him from his distress, they strengthen their enemy, and enable him to oppress them; and he, fancying his will to be unjustly opposed, or his due more unjustly denied, is filled with a dislike of what he sees, and a fear of worse of the future. Whilst he endeavors to ease himself of the one, and to provide against the other, he usually increases the evils of both and jealousies are on both sides multiplied. Every man knows that the governed are in a great measure under the power of the governor; but as no man, or number of men, is willingly subject to those who seek their ruin, such as fall in so great a misfortune continue no longer under it than force, fear, or necessity, may be able to oblige them. But as such a necessity can hardly lie longer upon a great people, than till the evil be fully discovered and comprehended, and their virtue, strength, and power, be united to expel it; the ill magistrate looks upon all things, that may conduce to that end, as so many preparatives to his ruin; and by the help of those, who are of his party, will endeavor to prevent that union, and diminish that strength, virtue, power, and courage, which he knows to be bent against him. And as truth, faithful dealing due performance of contracts, and integrity of manners, are bonds of union, and helps to good, he will always by tricks, artifices, cavils, and all means possible, endeavor to establish falsehood and dishonesty; whilst other emissaries and instruments of iniquity, by corrupting the oath, and seducing such as can be brought to lewdness and debauchery, bring the people to such a pass, that they may neither care nor dare to vindicate their rights, and that those who would do it, may so far suspect each other, as not to confer upon, much less to join in, any action tending to the public deliverance.

"This distinguishes the good from the bad magistrate, that faithful from the unfaithful; and those who adhere to either, living in the same principle, must walk in the same ways. They who uphold the rightful power of a just magistracy, encourage virtue and justice; teach men what they ought to do, suffer, or expect from others; fix them upon principles of honesty; and generally advance every thing that tends to the increase of the valour, strength, greatness, and happiness of the nation, creating a good union among them, and bringing every man to an exact understanding of his own and the public rights. On the other side, he that would introduce an ill magistrate, make one evil who was good, or preserve him in the exercise of injustice when he is corrupted, must always open the way for him by vitiating the people, corrupting their manners, destroying the validity of oaths and contracts, teaching such evasions, equivocations, and frauds, as are inconsistent with the thoughts, that become men of virtue and courage; and overthrowing the confidence they ought to have in each other, make it impossible for them to unite among themselves. The like arts must be used with the magistrate: he cannot be for their turn, till he is persuaded to believe he has no dependence upon, and owes no duty to the people; that he is of himself, and not by their institution; that no man ought to inquire into, nor be judge of his actions; that all obedience is due to him, whether he be good or bad, wise or foolish, a father or an enemy to his country. This being calculated for his personal interest, he must pursue the same designs, or his kingdom is divided within itself, and cannot subsist. By this means those who flatter his humor, come to be accounted his friends, and the only men that are thought worthy of great trusts, whilst such as are of another mind are exposed to all persecution. These are always such as excel in virtue, wisdom, and greatness of spirit: they have eyes, and they will always see the way they go; and, leaving fools to be guided by implicit faith, will distinguish between good and evil, and chose that which is best; they will judge of men by their actions, and by them discovering whose servant every man is, know whether he is to be obeyed or not. Those who are ignorant of all good, careless, or enemies to it, take a more compendious way; their slavish, vicious, and base natures, inclining them to seek only private and present advantages, they easily slide into a blind dependence upon one who has wealth and power; and desiring only to know his will, care not what injustice they do, if they may be rewarded. They worship what they find in the temple, tho' it be the vilest of idols; and always like the best which is worst, because it agrees with their inclinations and principles. When a party comes to be erected upon such a foundation, debauchery, lewdness, and dishonesty, are the true badges of it. Such as wear them are cherished; but the principal marks of favor are reserved for those, who are the most industrious in mischief, either by seducing the people with allurements of sensual pleasures, or corrupting their understandings by false and slavish doctrines. By this means, a man who calls himself a philosopher, or a divine, is often more useful than a great number of tapsters, cooks, buffoons, players, fidlers, whores, or bawds. These are the devil's ministers of a lower order; they seduce single persons; and such as fall into their snares, are for the most part men of the simpler sort; but the principal supporters of this kingdom are they, who by false doctrines poison the springs of religion and virtue, and by preaching or writing (if their falsehood and wickedness were not detected) would extinguish all principles of common honesty, and bring whole nations to be best satisfied with themselves, when their actions are most abominable. And as the means must always be suitable to the end proposed, the governments that are to be established or supported by such ways must needs be the worst of all, and comprehend all manner of evil." (Discourses, III:19:342-45).

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¹ Thomas Jefferson to John Trumbull, 18 January 1789, in "The Papers of Thomas Jefferson," ed. Julian P. Boyd (Princeton: Princeton University Press, 1950), 14:467-68; Thomas Jefferson to Mason Locke Weems, 13 December 1804, in "Catalogue of the Library of Thomas Jefferson," ed. W. Millicent Sowbery (Washington, DC: Library of Congress, 1953), 3:13.

Teaching the Federalist in Secondary Schools

                                                             
John J. Patrick[1] shared the following insights and teaching ideas for The Federalist: “[The] Ideas of The Federalist should be essential elements of civic education, because they are core values and principles of the American heritage and foundations of national unity in a pluralistic society. These ideas are also keys to understanding how American government works.

Recent assessments of the curriculum and of students' knowledge indicate a need to emphasize The Federalist in secondary schools. Secondary school textbooks in history and government tend to avoid detailed examination of political ideas in history and our contemporary society. One analyst writes: "The lack of intellectual history in the texts has had some serious consequences, one of which is that students get a rather profound misunderstanding of the Constitution. ... Rarely have they (the textbooks) mentioned the political philosophy of the Framers.[2] Another deficiency of the textbook-dominated curriculum of secondary schools is neglect of primary sources -- the documents that directly communicate to students the ideas and ways of thinking and writing of Americans in other times. In particular, most students have little or no exposure to documents on American political ideas, including the ideas of the Founding Fathers in such fundamental sources as The Federalist Papers.

There is an obvious need to emphasize ideas of The Federalist Papers in the secondary school curriculum. These ideas certainly fit standard educational goals and curriculum guides for courses in history, government, and civics. They are also core components of the American civic heritage and keys to civic literacy. Finally, they have enduring relevance to contemporary citizenship and government.”[3] 

“Ideas of The Federalist Papers are congruent with the content of standard secondary school courses, such as American history, government, civics, and studies of Western Civilization in world history. Therefore, there is no need to create special courses or units of study on The Federalist Papers because examination of these documents can be infused into standard coursework…

Use The Federalist Papers to teach core concepts of American constitutional government, such as republicanism, federalism, separation of powers, judicial review, national security, civil liberties, popular sovereignty, an energetic executive, limited government, the rule of law, free government, and so forth. Excerpts from selected essays can be used to explicate these civic concepts; for example, essays 47-51 are classic discussions of the American conception of separation of powers; essays 78-83 explain and justify novel American ideas on an independent judiciary and judicial review; essays 9, 10, 37, 39, 51 treat the American idea of federalism in an extended republic.

Show how core concepts of The Federalist are rooted in Western Civilization by teaching connections of the European Age of Enlightenment to the theory and practice of politics in eighteenth-century America. Compare these ideas and the institutions of government around the world in the 18th, 19th, and 20th centuries. Through this global comparative analysis, students can learn how American ideas on constitutional government are related to civic cultures of other times and places.

Encourage deliberation, reflection, and rational decision-making about perennial issues of constitutional government that are raised by The Federalist Papers. These essays can be used to spark debate on questions that have permeated our constitutional history, such as how to have majority rule with protection of minority rights; how to have a powerful national government that is also strictly limited by law; how to maintain national security while protecting civil liberties, including the freedom of dissenters; and how to balance effective national government with meaningful rights for state governments. Discussions of these issues in The Federalist can be assigned in concert with readings about specific instances of these issues in history and current events.”[4] 

U. S. Government and Civics classes serve as the gate to the rising generation’s knowledge of the Constitution and its principles, and The Federalist is the key to that gate.

___________________________
Purchase The Federalist Papers at Amazon.com for $7.95:
http://www.amazon.com/Federalist-Papers-Signet-Classics/dp/0451528816/ref=sr_1_1?ie=UTF8&qid=1287334011&sr=8-1

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[1] Professor, Indiana University, author of The Oxford Guide to the United States Government (2001), ERIC (ED) contributor, the Commission on the Bicentennial of the U.S. Constitution, and the Center for Civic Education.

[2] Frances FitzGerald, America Revised: History Schoolbooks in The Twentieth Century (New York, Vintage Books, 1980), p. 152.

[3] John J. Patrick, Teaching the Federalist Papers (ERIC Clearinghouse for Social Studies/Social Science Education, Bloomington IN, 1988)( http://www.wjmi.org/DOCS/eric.htm).

[4] Id.