THE JEFFERSONIAN ERA CHAPTER 2

1. THE JEFFERSONIAN ERACHAPTER 2 Political Economy, Ideology, and Schooling

2. Thomas Jefferson1743-1826 • Member of the Continental Congress (1775-1776), (1783-1784) • Served in the Virginia Legislature (1776-1779) • Wrote the Declaration of Independence (1776) • Governor of Virginia (1779-1781) • Minister to France (1784-1789) • Secretary of State (1790-1793) • Vice President of the United States (1796-1800) • President of the United States (1800-1809) • Founded the University of Virginia (1819) • Believed that Democracy could only be sustained through education • Died on July 4, 1826, the 50th anniversary of the Declaration of Independence

3. State control of economy State religion Divine right of kings Capitalism Separation of church and state Republicanism-representative government From FEUDALISM to LIBERALISM

4. Political Economy • Decentralized Republican government • “Communities” were like local government. • Regulated families and activities • Defined participants role in marriage • Intervened if child-rearing was thought to be failing • Family was the basic social and economic unit • Nation separated into 3 regions • -New England- fishing, shipping and mercantile • -Mid Atlantic- rich farmland, rivers and excellent ports • -Southern States- agriculture—tobacco, rice and indigo and later cotton

5. Agrarian Economy(of land, of agricultural groups and their welfare) • 90% of the population depended on agriculture as their source of income • Population included slaves, free men and women and indentured servants • Family • Values and vocations learned through daily life on the farm • Patriarchal • Men were role models for hard work, duty, self-sufficiency and temperance • Husbands provided economic necessities, wisdom, and love • Wives roles included wife, mother, chef and clothes maker • Wives were expected to conform/obey husband’s values and wishes • Jefferson believed that a wife’s principal vocation was to bear children • Government • Based upon “the rights of English-men” to be represented in the government. This excluded women, African-Americans and Native Americans.

6. Key Question:What do you think happened to the families when farming in the 19th and 20th centuries declined? Developed into a moral, social, political and educational crisis.

7. IDEOLOGY 6 Central and Fundamental Ideas of Classical Liberalism • Faith in Reason • Commitment to human reason vs. feudal beliefs that human reason was frail and incapable of guiding human action • Viewed mind as a blank slate that sensory perceptions from the environment could fill • Development and exercise of reason was the key to the future • Advances in science inspired this belief

8. Natural Law • A belief in a universe governed by natural law • Newton’s Publication, Mathematical Principles of Natural Philosophy, began the revolution that science replace theology as the reliable guide to action and authority of reason • Virtue • Conception of human virtue fulfilling one’s duties to God was an important part of their view of nature • Work ethic was an important past of virtue • Women and Men’s virtues differed • Men- virtues found in commerce and politics • Women—virtues exercised in the home bearing children and taking care of the home

9. Progress • Belief in the inevitability of progress • Through human reason and virtue, it was believed that individuals as well as society as a whole could progress toward perfection • Liberal faith in progress promised improvements here on earth rather than only faith in a better life after death • Revolution was an important vehicle for progress • Nationalism • Growing sense of Nationalism, a commitment to a national state • Embodied in national policies in defense, trade, and acquisition of new land to the south and west

10. Freedom • Negative freedom was the belief in freedom from government • Multidimensional • Intellectual-free from the chains of the state and church • Political-freedom from the monarchy or aristocracy--only way to ensure this was through self-government—representative republic • Civil-guarantees like the Bill of Rights—protected citizens from government interference in their right to speak as they saw fit, to assemble, to bear arms, etc… • Economic- Liberals opposed most government action in the economic sphere. Laissez Faire (allow to act) demanded protection of private property from government regulation (therefore leaving out the rights of the poor)

11. SCHOOLING • Through education, reason and virtue would develop • Mind was made up of faculties---memory, reason and imagination • Mind was a muscle which needed exercise for development and was an empty vessel which needed filling through education • Democracy could only be sustained through education

12. TIER ONE Divide states into small districts/wards that would become schools as well as local governments Each district would have an “overseer” responsible for: Hiring/Firing of teachers 10 schools Examination of students Supervise curriculum 3 year curriculum Reading, writing, arithmetic Free for all children Smartest boys were then chosen to continue grammar school—screened for future leaders TIER TWO Grammar schools/district colleges or schools Boarding schools Preparing for the university 6 year curriculum Greek, Latin, English grammar, advanced arithmetic, geometry, geography and navigation Believed ages 10-15 were the best for memorization and learning language Graduates provided leadership in business, transportation, surveying, the militia and local government. This is where teachers for the elementary schools would be drawn Jefferson’s Plan for Education

13. TIER THREE University Believed education was a prerequisite for leadership Original Plan-Professorships Ancient Language Modern Language Pure mathematics Physico-mathematics Natural philosophy Chemistry and Mineralogy Botany and Zoology Medicine and anatomy Government and law Ideology—grammar, ethics, rhetoric, belles lettres, and fine arts Private tuition in religion, gymnastics, military, manual arts, dancing, music and drawing TIER FOUR Self-education…lifelong learning Plans for libraries Provide annual allotments for the purchase of books, paintings and statues for the libraries

14. GOALS FOR ELEMENTARY EDUCATION Information sufficient to transact business Writing skills Calculation skills Reading skills Improved morals Understanding of duties Knowledge of rights Ability to vote intelligently Ability to judge office holder’s conduct Ability to fulfill social relationships

15. GOALS FOR UNIVERSITY EDUCATION • Political Leaders • Knowledge leading to political freedom • Understanding to improve the economy • Reason, morals, virtue and order • Understanding of science and math to promote the general health, security and comfort • Habits of reflection and correct actions in students which render them examples of virtue to others and bring happiness to themselves

16. KEY QUESTION Do you agree with Thomas Jefferson when he says that democracy can only be sustained through education?