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Thomas Jefferson to Isaac McPherson, 13 August 1813
Thomas Jefferson to Isaac McPherson, 13 August 1813
In this letter Jefferson explains how an idea is like the light from a candle flame, how it can be passed from one person to another without diminishing the flame. This letter commonly comes up in IP discussions - who owns ideas? It could also be related to plagiarism - which Jefferson is guilty of if this same analogy is found in Cicero's De Officiis
he who recieves an idea from me, recieves instruction himself, without lessening mine; as he who lights his taper at mine, recieves light without darkening me. that ideas should freely spread from one to another over the globe, for the moral and mutual instruction of man, and improvement of his condition, seems to have been peculiarly and benvolently designed by nature, when she made them, like fire, expansible over all space, without lessening their density in any point; and like the air in which we breathe, move, and have our physical being, incapable of confinement, or exclusive appropriation. inventions then cannot in nature be a subject of property. society may give an exclusive right to the profits arising from them as an encouragement to men to pursue ideas which may produce utility. but this may, or may not be done, according to the will and convenience of the society, without claim or complaint from any body
·founders.archives.gov·
Thomas Jefferson to Isaac McPherson, 13 August 1813
From Thomas Jefferson to John Norvell, 11 June 1807
From Thomas Jefferson to John Norvell, 11 June 1807
Jefferson's anti-newspaper screed has complaints that sound just as true today as they did more than 200 years ago
nothing can now be believed which is seen in a newspaper.
I will add that the man who never looks into a newspaper is better informed than he who reads them; inasmuch as he who knows nothing is nearer to truth than he whose mind is filled with falsehoods & errors. he who reads nothing will still learn the great facts, and the details are all false.
Perhaps an editor might begin a reformation in some such way as this. divide his paper into 4. chapters, heading the 1st. Truths. 2d. Probabilities. 3d. Possibilities. 4th.
. Lies.
h. Lies.
4th. should be professedly for those readers who would rather have lies for their money than the blank paper they would occupy.
·founders.archives.gov·
From Thomas Jefferson to John Norvell, 11 June 1807
From James Madison to Thomas Jefferson, 26 April 1802
From James Madison to Thomas Jefferson, 26 April 1802
In the footnote to this letter at the National Archives is evidence of the missing link in any discussion about the Trail of Tears. Although many high school history lessons focus on the role of Andrew Jackson, they ignore the deeper history of Native American removal. When the state of Georgia ceded claims to western lands (the north half of what would become Mississippi and Alabama) to the federal government, the federal government pledged to remove the Indians from Georgia
that the U.S. extinguish all Indian claims to land within the state of Georgia
·founders.archives.gov·
From James Madison to Thomas Jefferson, 26 April 1802
slave's friend. - NYPL Digital Collections
slave's friend. - NYPL Digital Collections
From 1836 to 1839, the American Anti-Slavery Society published The Slave’s Friend, a juvenile periodical edited by abolitionist Lewis Tappan. Each issue, specially sized to fit small hands, was 16 pages in length and featured a mix of stories, news items, and poems meant to gently but firmly tell white children about the evils of slavery. Sending students into this collection will make them feel more like historians than students
·digitalcollections.nypl.org·
slave's friend. - NYPL Digital Collections
What Things Cost in an American Country Store in 1836
What Things Cost in an American Country Store in 1836
Insight into the daily American life for the people whose lives never made it into a textbook. Could students craft a reasonable budget for an average a 1936 Connecticut household with this information? What else would they need? How would they know?
Connecticut in 1836.
<div class="text text-1 parbase section"><p>The list gives sample prices for the stock that a clerk in a country store might buy in order to flesh out a typical inventory.</p> </div> <div class="text-2 text parbase section"> <p>In setting up this hypothetical store, the author of <em>Practical and Mental</em></p></div>
Remember this later
·slate.com·
What Things Cost in an American Country Store in 1836
Africans in America/Part 4/Garnet's "Call to Rebellion"
Africans in America/Part 4/Garnet's "Call to Rebellion"
National Negro Convention of 1843 Buffalo NY
In a few years the colonists grew strong, and severed themselves from the British Government. Their independence was declared, and they took their station among the sovereign powers of the earth. The declaration was a glorious document. Sages admired it, and the patriotic of every nation reverenced the God-like sentiments which it contained. When the power of Government returned to their hands, did they emancipate the slaves? No; they rather added new links to our chains.
Brethren, the time has come when you must act for yourselves. It is an old and true saying that, "if hereditary bondmen would be free, they must themselves strike the blow."
·pbs.org·
Africans in America/Part 4/Garnet's "Call to Rebellion"
Charles Ball. Fifty Years in Chains, or, The Life of an American Slave.
Charles Ball. Fifty Years in Chains, or, The Life of an American Slave.
Students should know that reading a first hand account of slavery will offer them a better insight into anything they might find in a textbook. Just the same, teachers can find many quotes and descriptions from this narrative to use in DBQs and other lessons. Edward Baptist featured Charles Ball in his "The half has never been told: Slavery and the history of capitalism"
·docsouth.unc.edu·
Charles Ball. Fifty Years in Chains, or, The Life of an American Slave.
The Expansion of Democracy during the Jacksonian Era – America in Class – resources for history & literature teachers
The Expansion of Democracy during the Jacksonian Era – America in Class – resources for history & literature teachers
How did the character of American politics change between the 1820s and the 1850s as a result of growing popular participation? - This lesson answers the questions with three works of art. Although students use political cartoons and images, this lesson provides teachers with background and explanation allowing for a more complete presentation fo the painting.
·americainclass.org·
The Expansion of Democracy during the Jacksonian Era – America in Class – resources for history & literature teachers
Tallmadge Amendment - Contextual Background and four short primary documents
Tallmadge Amendment - Contextual Background and four short primary documents
This lesson provides students with background of the Missouri Compromise with four short documents. It then asks students to prepare an argument for the north and the south using the documents. What's the problem with this? The economic argument of the north, the protection of free white labor, resistance to growing slave owning aristocracy is absent the documents. The moral argument of the north is included, but nothing else. Teachers can use this to show students how the education industry itself is making history.
·digitalhistory.uh.edu·
Tallmadge Amendment - Contextual Background and four short primary documents
Irish Immigration | Stanford History Education Group
Irish Immigration | Stanford History Education Group
In the 1800s Irish immigrants to the United States faced intense discrimination. The treatment of the Irish raises the historical question of whether the Irish were considered "white" in the 19th century. In this lesson, students examine political cartoons, a Know-Nothing party speech, and a historian's account to consider how racial categories may be ambiguous and change over time.
·sheg.stanford.edu·
Irish Immigration | Stanford History Education Group
Indian Removal | Stanford History Education Group
Indian Removal | Stanford History Education Group
The expansion of the United States westward led to conflicts over government policy towards Native Americans. Some white Americans favored assimilation, while others insisted that removal was the only solution. A small minority of Cherokee preferred removal, believing it would offer greater sovereignty to their nation. This lesson plan explores why people in the 1830s supported Indian Removal.
·sheg.stanford.edu·
Indian Removal | Stanford History Education Group
The Columbian Orator: Caleb Bingham (Book)
The Columbian Orator: Caleb Bingham (Book)
The Columbian Orator, was widely used in American schoolrooms in the first quarter of the 19th century to teach reading and speaking. This section of the 1832 publication contains a dialog between a master and a slave, giving insight into how children were taught about this relationship. Frederick Douglas wrote about the impact of learning to read using these books
·archive.org·
The Columbian Orator: Caleb Bingham (Book)
Samuel Morse Fears a Catholic Conspiracy, 1835 |
Samuel Morse Fears a Catholic Conspiracy, 1835 |
Read how Sam Morse thinks Americans "sleep on a mine" of Catholic Conspiracy that will destroy the country. Sam Morse is an example of selective recall - he makes it into the taught narrative canon as an inventor, not a conspiracy populizer. (Notice also how he says that the fake news on't tell Americans about the threat of Catholics.
·americanyawp.com·
Samuel Morse Fears a Catholic Conspiracy, 1835 |
Andrew Jackson to Amos Kendall, August 9, 1835 (Letter)
Andrew Jackson to Amos Kendall, August 9, 1835 (Letter)
Jackson admits to the Postmaster General that until Congress acts, he has no power to stop abolitionists mailing anti-slavery literature into the south. He does, however, suggest that the names of the people who pick up this mail in the post office be advertised and made public - so they can be exposed as monsters.
·loc.gov·
Andrew Jackson to Amos Kendall, August 9, 1835 (Letter)
The Columbian Orator: Containing a Variety of Original and Selected Pieces ... : Caleb Bingham
The Columbian Orator: Containing a Variety of Original and Selected Pieces ... : Caleb Bingham
The Columbian Orator, was widely used in American schoolrooms in the first quarter of the 19th century to teach reading and speaking. This section of the 1832 publication contains a dialog between a master and a slave, giving insight into how children were taught about this relationship. Frederick Douglas wrote about the impact of learning to read using these books
·archive.org·
The Columbian Orator: Containing a Variety of Original and Selected Pieces ... : Caleb Bingham