This short video examines why some Founders have been “forgotten” by subsequent generations. Some individuals, like John Dickinson, found themselves “on the wrong side of history”. Others, like Samuel Adams, played no further role on the national stage. Professor Daniel Dreisbach explains how an early death (e.g. George Mason) or a minimal written record also contributed to some Founders being “forgotten.”
Fame and the Founders
This short video explores the Founders’ understanding of fame. As understood by men like Alexander Hamilton, the pursuit of fame in the 18th century meant the desire to live an honorable life of public service. Professional Daniel Dreisbach presents a clear contrast between the 18th and 21st century’s notion of fame.
Dolley Madison Before James
This short video explores the early life of Dolley Madison. Born into the Virginia gentry, Dolley spent her formative years in Philadelphia where she was married, widowed, and lost one of her children in the yellow fever epidemic of 1793. Professor Catherine Allgor describes James Madison as “smitten” with the 25 year-old widow and speculates why Dolley married James.
Dolley Madison and Constitutional Thinking
This short video assesses the role played by Dolley Madison in promoting the experiment in republican government set in motion by the Constitution. She fully appreciated the 18th century idea of “manners”; i.e. how we treat each other is important. Professor Catherine Allgor contends that, when it came to manners, “women held the whole thing together” and Dolley’s contribution was invaluable as the young nation worked out constitutional precepts in practice.
George Washington and the Revolution
This short video examines the role played by George Washington in the defeat of the British during the American Revolution. From the moment he assumed command, Washington emphasized the importance of union to the war effort, in spite of challenges faced while commanding forces that were ill-fed, ill-supplied, and ill-served by the Confederation Congress. Professor W. B. Allen concludes that Washington’s leadership held both the military and the nation together during this tumultuous period.
George Washington and Ratification
This short video suggests that George Washington’s vision for an American empire was intimately connected to his desire for constitutional ratification. Though he played no public role in the ratification debates, he was in constant contact with the Federalist supporters of the Constitution. As Professor W.B. Allen points out, Washington was aware of all the debates, but his influence was completely invisible to the public.
George Washington and James Madison
This short video tells the story of the “peculiar relationship” between George Washington and James Madison. Throughout their long years of collaboration, they were “intimate yet distant” in their common effort to create and sustain the American republic. Professor W. B. Allen emphasizes that, though their political differences ultimately led to estrangement, they remained united in their chief goal: making the Constitution work.
Constitutional Index – Amendment 14 State Due Process Clause
The Constitutional Index breaks down the U.S. Constitution by Section, Amendment, and Clause and contains broader topics and themes. These are used to cross-reference Library resources in an effort to annotate constitutional history.
#ConstitutionDay2016
Schools across the nation participated in the 2016 Preamble Challenge on Constitution Day. Students pledged to recite the Preamble to the US Constitution in creative ways. Here are some of our favorites. Read More ⟶
Letter to James Madison
This letter from Thomas Jefferson to James Madison in September, 1789 focuses on human rights and the principles of every government. The question: Whether one generation of men has a right to bind another, seems never to have been started either on this or our side of the water. Yet it is a question of such consequences as not only to merit decision, but place also, among the fundamental principles of every government. The course of reflection in which we are immersed here on the elementary principles of society has presented this question to my mind and that no such obligation can be transmitted I think very capable of proof.