10/22/2015 CURRENCY, CREDIT, AND CRISIS. Some more volleys, and historiographical reflection. Professor Rael, class of Mon. 10/19:

Similar documents
An Essay Review on William E. Leuchtenburg s Franklin D. Roosevelt and the New Deal ( ) Eli Hersberger. Dr.

History of American Parties

United States History

Name: Abraham Lincoln. by Cynthia Sherwood

Chapter 13 More Like the TVA?

Addendum: American History I: The Founding Principles

Deposit Insurance Reform: State of the Debate

Rhode Island Slavery and the University Jennifer Betts, University Archivist, Brown University Society of American Archivists, NOLA 2013

FISCAL POLICY* Chapter. Key Concepts

HISTORY AT YOUR FINGERTIPS & SPIRIT OF THE NATION FEDERAL RESERVE BANK OF BOSTON

Credit-by-Exam Review - US History A

Radical Reconstruction Lesson Plan. Central Historical Question: Why was the Radical Republican plan for Reconstruction considered radical?

History. Programme of study for key stage 3 and attainment target (This is an extract from The National Curriculum 2007)

How did the New Deal change the relationship of the American People to their federal government? SHOR

A BEGINNERS GUIDE TO INVESTING IN PRECIOUS METALS

Reconstruction SAC Lesson Plan

Southern Culture and Slavery

This activity will work best with children in kindergarten through fourth grade.

Presidential Election 1824 The Corrupt Bargain

Sample Set Boston Tea Party Grade 4

Cllr Laing Oil and Gas Summit speech 2 nd February 2015 (AECC)

GRADE 7 SOCIAL STUDIES. History

Immigration. The United States of America has long been the world s chief receiving

What Do We Mean by Democracy and Freedom? (Speech scheduled for a Boston America First rally on December 12, 1941 that was never delivered)

The Stock Market Crash of 1929, Great Depression, Dust Bowl, Franklin Roosevelt and the New Deal

Striking it Richer: The Evolution of Top Incomes in the United States (Update using 2006 preliminary estimates)

History. Bachelor of Arts Major in History. Objectives. Degree Offered. Major Offered. Minor Offered. International Studies.

Murder at the Fair: The Assassination of President McKinley (SEPTEMBER 6, 1901)

5th social studies core skills (5thsocstud_coreskills)

Rise of the Roman Republic Timeline

Social Security Lesson Plan. Central Historical Question: Which historical account of Social Security is more accurate?

Oppression and Resistance: American Slavery in the 19 th Century

UNIVERSAL ADULT FRANCHISE AND THE METHODS OF REPRESENTATION

Georgetown Preparatory School Agency History

Lecture notes, Chapter 11 1

Ten Tips for Facilitating Classroom Discussions on Sensitive Topics

Addendum: American History II:

A CHARTER OF EUROPEAN IDENTITY. Foreword

Second Grade The War of 1812 Assessment

The French Revolution Created by Ms. Rida

3. addition of the elastic clause to the. 4. start of the first political parties

Thomas Jefferson in the American Government

S.Y.B.COM. (SEM-III) ECONOMICS

Business. Democratic Socialism. Sponsoring Faculty Member: Professor Cindi Bearden. Levi Evans

DOCUMENT BASED QUESTION: AMERICAN IMPERIALISM

To Ratify or Not To Ratify: Federalists v Anti-Federalists Debates

CALLING. II International Conference With All and for the Good of All

Interest rate volatility in historical perspective

Starting point for theatrical production Entity that remains intact after production Blueprint for production or for reader s imagination

The Panic of America s First Great Depression

Chapter 11 Quiz- The Roaring 1920s

African American Civil Rights and the Republican Party. by Timothy Thurber State University of New York at Oswego

CERTIFICATION EXAMINATIONS FOR OKLAHOMA EDUCATORS (CEOE )

AP U.S. History Readiness Questions

The Tudor Myth. and the Place of the Stage

Bettyann Foley Final Project: Book review, The Radical and the Republican, by James Oakes A More Perfect Union Year Two September 15, 2010

Summary of key points & outcomes

McCulloch v. Maryland 1819

Grade Level Expectations for the Sunshine State Standards

Chapter 15, Section 5. Turning the tide of the War

Juvenile Justice. CJ 3650 Professor James J. Drylie Chapter 2

American Studies Analysis and Discussion Transition to Contextual Analysis of Longfellow s Paul Revere s Ride Teacher Instructions

THE ROADBLOCK TO A SOVEREIGN BANKRUPTCY LAW Jeffrey D. Sachs

FP1. HiSET TM Social Studies Practice Test

LEAGUE OF WOMEN VOTERS: OBJECTIVES

Today, we re going to tackle your GUM U7, L2 & L3 Cause and Effect Essay! Chat me your best sentence using the word conscientious.

UNITED STATES OF AMERICA

Hobbes, Locke, Montesquieu, and Rousseau on Government

LIMITING GOVERNMENT: THE FAILURE OF STARVE THE BEAST William A. Niskanen

Sample Lesson Handout 1 Symbol and Metaphor

Grade: 11 th grade United State History (1865-Present) mixed ability classroom. Time Required: Two ninety-minute blocks

Introduction 11 Chronology 15. Chapter 1: Background on George Orwell

Readers Theatre Gettysburg and Mr. Lincoln s Speech

The Gender Gap Attitudes on Public Policy Issues

Glass Steagall Legislation

Now Peter sat outside in the courtyard. And a servant girl came to him, saying, You also were with Jesus of Galilee.

The Principle of Federalism: How Has The Commerce Clause Mattered?

CLE On-Demand. View and record the Secret Words. Print this form and write down all the secret Words during the program:

Great Depression - Practice Questions

Southern Baptist Seminary , Gregory A. Wills, 2010

The Civil War and Reconstruction General Background Knowledge for Political Cartoons

Elite Athletes, National Identity and the Olympic Games:

aw&tofrof the TDIC Federal Deposit Insurance Corporation Washington, D.C. 1984

B.A., History, University of Illinois at Springfield, 1991, with Highest Honors.

Sample Lesson Handout 4 Stereotype and Caricature

CURRICULUM VITA (January 15, 2010)

Same-Sex Marriage: Breeding Ground for Logical Fallacies

Democracy: Starting with Solon

WikiLeaks Document Release

Cold War Lesson Plan. Central Historical Question: Who was primarily responsible for the Cold War: The United States or the Soviet Union?

Science and Religion

Social Informatics Today and Tomorrow: Status, Problems and Prospects of Development of Complex Lines in the Field of Science and Education

Contemporary Scholarship. October 20-21, 2011, Springfield, Illinois

JAPAN. Date of Elections: December 27, Characteristics of Parliament

Types of Democracy. Types of Democracy

Who Governs? CHAPTER 22 REVIEWING THE CHAPTER CHAPTER FOCUS STUDY OUTLINE

Fundamental Principles of American Democracy

Fiscal Policy: Structural/Cyclical. Size of government Questions And Business Cycle Smoothing Issues

cold war Short Answer

NCA &TSU Master of Art in History Degree Requirements HISTORY. Olen Cole, Jr., Chairperson 324 Gibbs Hall (336)

Transcription:

Source: Clive Brunskill/Getty Images Europe (Nov. 9, 2013) Some more volleys, and historiographical reflection Professor Rael, class of Mon. 10/19: John C. Calhoun to Virgil Maxcy (Sept. 11, 1830): I consider the tariff act as the occasion, rather than the real cause of the present unhappy state of things. The truth can no longer be disguised, that the peculiar domestick institution of the Southern States and the consequent direction which that and her soil and climate have given to her industry, has placed them in regard to taxation and appropriations in opposite relation to the majority of the Union. Professor Rael, class of Mon. 10/19: John C. Calhoun to Virgil Maxcy (Sept. 11, 1830): I consider the tariff act as the occasion, rather than the real cause of the present unhappy state of things. The truth can no longer be disguised, that the peculiar domestick institution of the Southern States and the consequent direction which that and her soil and climate have given to her industry, has placed them in regard to taxation and appropriations in opposite relation to the majority of the Union. Why the interest in the real cause? 1

Professor Rael, class of Mon. 10/19: John C. Calhoun to Virgil Maxcy (Sept. 11, 1830): I consider the tariff act as the occasion, rather than the real cause of the present unhappy state of things. The truth can no longer be disguised, that the peculiar domestick institution of the Southern States and the consequent direction which that and her soil and climate have given to her industry, has placed them in regard to taxation and appropriations in opposite relation to the majority of the Union. Why the interest in the real cause? o Recall the discussion question of last Wed., 10/14: The Civil War has cast a long shadow over the mantra of states rights. Do you see the same shadow? Professor Rael, class of Mon. 10/19: John C. Calhoun to Virgil Maxcy (Sept. 11, 1830): I consider the tariff act as the occasion, rather than the real cause of the present unhappy state of things. The truth can no longer be disguised, that the peculiar domestick institution of the Southern States and the consequent direction which that and her soil and climate have given to her industry, has placed them in regard to taxation and appropriations in opposite relation to the majority of the Union. Why the interest in the real cause? o Recall the discussion question of last Wed., 10/14: The Civil War has cast a long shadow over the mantra of states rights. Do you see the same shadow? Professor Selinger, class of Wed. 10/7: Thinking about the substantive policy commitments of the parties... [Slavery] was the most accusing, the most tragic and the most dangerous of all questions... like a man banishing a dreaded image from consciousness, [the nation] turned and twisted desperately to suppress and deny and bury the terrible fact. For almost a quarter of a century after the Missouri crisis, slavery was blocked from gaining full embodiment as a specific political issue. The trauma of 1820 was too intense. Yet the question could not be exorcised by repression. It remained ever just out of sight, occasionally flaring up for a moment in an exchange on the floors of Congress... like a wild dream, shaking the night with its burst of anxiety; then disclaimed and forgotten, as the morning came again, and people returned securely to debating the Bank or the tariff. Arthur M. Schlesinger, Jr., The Age of Jackson, 424. 2

Today s author (and yesteryear s), Schlesinger (1917-2007)! Thinking about the substantive policy commitments of the parties... Arthur M. Schlesinger, Jr., The Age of Jackson, 424. Today s author (and yesteryear s), Schlesinger (1917-2007)! Further on, the same page and the following one: The Jacksonians in the thirties were bitterly critical of abolitionists. The outcry against slavery, they felt, distracted attention from the vital economic questions of Bank and currency, while at the same time it menaced the Southern alliance so necessary for the success of the reform program. A good deal of Jacksonian energy, indeed, was expended in showing how the abolition movement was a conservative plot. Arthur M. Schlesinger, Jr., The Age of Jackson, 424-5. Today s author (and yesteryear s), Schlesinger (1917-2007)! It has been said, unkindly but not wholly unfairly, that every page of The Age of Jackson, his first important work, voted for Franklin Roosevelt. Sean Wilentz, review of Schlesinger s A Life in the Twentieth Century, Dec. 25, 2000. 3

Source: Jessica Lepler, The Many Panics of 1837 (2013), p. 152. Nicholas Biddle (1786-1844), president of the Second Bank of the United States Set-to between Old Hickory and Bully Nick. Library of Congress Prints and Photographs Online collection, LC-USZ62-1570 4

Set-to between the champion old tip & the swell Dutcheman of Kinderhook 1836. Library of Congress Prints and Photographs Online collection, LC-USZ62-1570 The position of locofocos like William Cullen Bryant (1794-1878), editor of the New York Evening Post : The real issue lay not between the people and the Bank of the United States, but between the people and all incorporated institutions. The position of locofocos like William Cullen Bryant (1794-1878), editor of the New York Evening Post : The real issue lay not between the people and the Bank of the United States, but between the people and all incorporated institutions. Kindred Spirits, by Asher Durand. 1849 (Thomas Cole and W. C. Bryant) 5

o Sequence of events: Jackson s veto of bill to recharter the Bank in 1832. Jackson s victory in (re)election of 1832, fought largely on the Bank question. Jackson s removal of federal deposits from the Bank; these deposited in state banks. Credit boom, land speculation: quintupling of public land sales 1834-6. Specie circular of 1836: public lands must be paid in specie. o Schlesinger: In destroying the Bank, Jackson had removed a valuable brake on credit expansion; and in sponsoring the system of deposit in state banks, he had accelerated the tendency toward inflation (218) o Schlesinger: In destroying the Bank, Jackson had removed a valuable brake on credit expansion; and in sponsoring the system of deposit in state banks, he had accelerated the tendency toward inflation (218) o Temin: This story is clear, logical, and unambiguous For those who do not admire Jackson, it has provided ample reason for rejecting his policies. For those who support Jackson, it has represented the dire consequences of good intentions thwarted by the speculative propensities of the American people. In either case, the conviction that Jackson s policies were highly destructive of economic stability is a major starting point for the evaluation of Jacksonian democracy (16) 6

o Schlesinger: In destroying the Bank, Jackson had removed a valuable brake on credit expansion; and in sponsoring the system of deposit in state banks, he had accelerated the tendency toward inflation (218) o Temin: This account is in error at three main points. First, the boom did not have its origins in the Bank War. It resulted from a combination of large capital imports from England and a change in the Chinese desire for silver which together produced a rapid increase in the quantity of silver in the United States Second, the Panic of 1837 was not caused by President Jackson s actions. And third, the depression of the early 1840 s was neither as serious as historians assume nor the fault of Nicholas Biddle. (16) o So what do we learn from the episode? o So what do we learn from the episode? More about the confrontation of ideas in antebellum America, originating in opposing notions of what constitutes a good economic system this time, confronting each other in the sphere of the credit system. Political economist William M. Gouge, as quoted by Schlesinger: If there ever should be a surplus of public funds, we know not what particular merit there is in the banking and speculating interests, that they should lay claim to its exclusive use If any classes of the community deserve the favor of the government, in any country, they are the farmers, mechanics, and other hardworking men (240) 7

o So what do we learn from the episode? Awareness of the contemporary lenses that historians inevitably bring to their subject which implies historical controversy, and swings of opinion on historical subjects. 8