Monarchy and Dynastic Succession (1) PDF

Monarchy rests on the practice of dynastic succession, in which the monarch's child or other relative inherits the throne Contested dynastic succession produced chronic conflict and warfare in Europe. In the eighteenth century, well-established monarchs ruled most of Europe and, according to tradit...

Monarchy rests on the practice of dynastic succession, in which the monarch's child or other relative inherits the throne Contested dynastic succession produced chronic conflict and warfare in Europe. In the eighteenth century, well-established monarchs ruled most of Europe and, according to tradition, were obligated to protect and guide their subjects Conservative Whigs believed in government by a patrician class, a ruling group composed of a small number of privileged families. Radical Whigs favored broadening the popular participation in political life and pushed for democracy According to political theory, a republic requires its citizens to cultivate virtuous behavior; if the people are virtuous, the republic will survive. If the people become corrupt, the republic will fall. Whether republicanism succeeded or failed in the United States would depend on civic virtue and an educated citizenry. George Washington served as a role model par excellence for the new republic, embodying the exceptional talent and public virtue prized under the political and social philosophy of republicanism. He did not seek to become the new king of America; instead, he retired as commander in chief of the Continental Army and returned to his Virginia estate at Mount Vernon to resume his life among the planter elite The aristocratic side of republicanism---and the belief that the true custodians of public virtue were those who had served in the military---found expression in the Society of the Cincinnati, of which Washington was the first president general. Founded in 1783, the society admitted only officers of the Continental Army and the French forces, not militia members or minutemen. In eighteenth-century America, as in Great Britain, the legal status of married women was defined as coverture, meaning a married woman (or feme covert) had no legal or economic status independent of her husband. She could not conduct business or buy and sell property. Some women hoped to overturn coverture. From her home in Braintree, Massachusetts, Abigail Adams (Figure 7.4) wrote to her husband, Whig leader John Adams, in 1776, "In the new code of laws which I suppose it will be necessary for you to make, I desire you would remember the ladies and be more generous and favorable to them than your ancestor. Do not put such unlimited power in the husbands. Remember, all men would be tyrants if they could." Another privileged member of the revolutionary generation, Mercy Otis Warren, also challenged gender assumptions and traditions during the revolutionary era. Born in Massachusetts, Warren actively opposed British reform measures before the outbreak of fighting in 1775 by publishing anti-British works. Inspired by the Revolution, Judith Sargent Murray of Massachusetts advocated women's economic independence and equal educational opportunities for men and women. Murray, who came from a well-to-do family in Gloucester, questioned why boys were given access to education as a birthright while girls had very limited educational opportunities. Murray's more radical ideas championed woman's economic independence. She argued that a woman's education should be\ extensive enough to allow her to maintain herself---and her family---if there was no male breadwinner. Overall, the Revolution reconfigured women's roles by undermining the traditional expectations of wives and mothers, including subservience. In the home, the separate domestic sphere assigned to women, women were expected to practice republican virtues, especially frugality and simplicity. Republican motherhood meant that women, more than men, were\ responsible for raising good children, instilling in them all the virtue necessary to ensure the survival of the republic. By the time of the Revolution, slavery had been firmly in place in America for over one hundred years. In many ways, the Revolution served to reinforce the assumptions about race among White Americans. They viewed the new nation as a White republic; Black people were enslaved, and Native Americans had no place. Racial hatred of Black people increased during the Revolution because many enslaved people fled their enslavers for the freedom offered by the British. Racism shaped White views of Black people. Although he penned the Declaration of Independence, Thomas Jefferson enslaved more than one hundred people, of whom he freed only a few either during his lifetime or in his will.