A Crucial Element of Democracy

This is a blog by Robert Gutierrez ...
While often taken for granted, civics education plays a crucial role in a democracy like ours. This Blog is dedicated to enticing its readers into taking an active role in the formulation of the civics curriculum found in their local schools. In order to do this, the Blog is offering a newer way to look at civics education, a newer construct - liberated federalism or federation theory. Daniel Elazar defines federalism as "the mode of political organization that unites separate polities within an overarching political system by distributing power among general and constituent governments in a manner designed to protect the existence and authority of both." It depends on its citizens acting in certain ways which Elazar calls federalism's processes. Federation theory, as applied to civics curriculum, has a set of aims. They are:
*Teach a view of government as a supra federated institution of society in which collective interests of the commonwealth are protected and advanced.
*Teach the philosophical basis of government's role as guardian of the grand partnership of citizens at both levels of individuals and associations of political and social intercourse.
*Convey the need of government to engender levels of support promoting a general sense of obligation and duty toward agreed upon goals and processes aimed at advancing the common betterment.
*Establish and justify a political morality which includes a process to assess whether that morality meets the needs of changing times while holding true to federalist values.
*Emphasize the integrity of the individual both in terms of liberty and equity in which each citizen is a member of a compacted arrangement and whose role is legally, politically, and socially congruent with the spirit of the Bill of Rights.
*Find a balance between a respect for national expertise and an encouragement of local, unsophisticated participation in policy decision-making and implementation.
Your input, as to the content of this Blog, is encouraged through this Blog directly or the Blog's email address: gravitascivics@gmail.com .
NOTE: This blog has led to the publication of a book. The title of that book is TOWARD A FEDERATED NATION: IMPLEMENTING NATIONAL CIVICS STANDARDS and it is available through Amazon in both ebook and paperback versions.

Tuesday, July 6, 2021

THE PEOPLE’S ROLE

 

Where does a culture lie?  Does one find it among the leaders of a people, or does it predominately reside within the common folks of a society at a given time?  The latter intuitively seems to be a better source.  The culture of ancient Rome, for example, is best answered by collecting information as to how typical Romans lived.  Their daily travails and successes and how they reacted to both reflect what that culture was all about in terms of its values, attitudes, modes of behavior, and what its people strove to accomplish.  Those qualities are the elements of a culture.

          But for historians to be able to delve into that level analysis before the institutionalization of descriptive research that mostly surveys the opinions or views of common people became common, it was quite the challenge.  Upon what could such historians rely on to gather the information that reveals those qualities of those people? 

There are the contemporary commentaries of writers of the time – usually the comments of educated people (mostly elites) – or there are records that reflect common behaviors (e.g., tax records) or found communication artifacts (letters, diaries, journalistic accounts or notes, etc.) or logically based evidence attached to known developments (such as conducting wars that relied on the participation of many from the lower classes).  But all of these sources and their use are subject to bias, not only on the part of those who produced the evidence but on the part of those who choose to analyze it.

Of course, this sort of bias is what led, in part, to political science and the other social sciences to choose behavioral approaches to their studies. But that is of relatively recent vintage and given the availability of limited sources of information, one is left with studies that can proceed only with that sort of potentially biased materials and/or biased analyses.

In the opinion of this blogger, one such study is the very insightful work of Ray Raphael[1] as he looked at such sources in attempting to relay the role the common folk played in the American Revolution.  While one can readily judge that this study is limited as indicated above, one is also readily taken by the detail his work portrays.

The purpose here is not to give a definite critique of this study, but to pass on the major findings Raphael reports – that is:  what can one say, generally, was the role of the common person in that war and how does that behavior give one insight as to the cultural makeup of Americans during those years?  What follows is a rundown of Raphael’s take-aways regarding that role and this blogger’s interpretation as to the significance of each point.

The first take-away is that the war meant the average American had to work a lot harder than he/she did before the war and was willing to do so.  The main reason for this extra effort resulted from the interruptions the war created in terms of trade.  One needs to remember that the American economy still depended highly on imported goods since the goods were not produced domestically.  The British instituted an effective blockade that cut off that trade. 

The war forced Americans to begin and sustain the needed production of such goods.  Generally, American “Artisan and laborers made tools and weapons.”[2]  Plus, the corps of workers who usually made what was produced domestically found themselves fighting the war.  So, those new artisan and laborers included the efforts of women, freemen, slaves who stepped in to replace the labor, ingenuity, and skills of the missing soldiers who numbered in the thousands.

Second, the common folk had to do with a lot less in terms of goods and services or to do without them.  This ranged from luxury goods to the bare necessities – food, clothing, housing materials, etc.  For example, salt became highly scarce as the military requisitioned a great portion of what was available.  Of course, such scarcities led to significant price hikes. 

And scarcity was in many cases the least of it as the citizenry was exposed to the ravages one associates with war including rapes, houses being taken over – commandeered – or burned or otherwise destroyed.  While people of means were sparred the more outrageous occurrences of such acts, they did share in significant sacrifices.  And native Americans did not escape negative consequences as many lost their agricultural lands.  Unfortunately, the war seemed to justify white Americans taking over these fields.

And finally, the slave population did not go unaffected.  Fearful their slaves would escape, slave owners clamped down on their slaves to avoid such eventuality and those slaves who did escape often met up with diseases that ended in death.  There were many incidences where large number of blacks met with death such as at Yorktown where they were cast out and ended up between enemy lines.

Third, among whites, the native population, and African Americans, their source of motivation in whatever they did was not spurred on by any allegiance to the British Crown or to some dedication to republican beliefs.  According to Raphael, they were pursuing their self-interest. 

This is not to say that initially they lacked in “patriotic” zeal, but as the pains of war had their effects, the vast majority began to look inward to what was best for each in attempting to get through it with the least cost.  And if afforded with some opportunity, they were prone to take advantage of it.  A better motto became, “charity begins at home.”

Fourth, the fact is the fighting was done by the common folk.  Most of that happened by them joining and remaining as members of militias.  One of George Washington’s adjustments in fighting the war was to accommodate, after some experience, to count not on his standing army, but on the utilization of the more localized militias that existed in the various colonies/states.

Yes, many of the poorer people fought because of not being able to buy their way out of service upon being “called,” a choice available to the rich.  So, many poorer people were paid by the rich to take their places and fight in their respective militias.  Raphael follows, in his overall narrative, the fates of several soldiers who stayed with the struggle through the long war. 

It should be remembered that the war lasted from 1775 to 1783 and Raphael states, “Independence was declared by wealthy merchants, planters, and lawyers; independence was won by poor men and boys while those who were better off gave but grudging assistance.”[3]  As one passes judgements on these discoveries, one is well served to remember the difference between ideals and how people normally do not live up to ideals – especially under stress – something Raphael seems to forget.

This posting will stop here with this book’s list of conclusions.  The next posting will share with the reader the remaining four take-aways the historian claims in his work.  They comment on the various levels of support the war garnered, how the war tested authority, methods of supervision and repression, and how the population rose and rebelled.  It will also share this blogger’s judgement on whether that historian is too critical – perhaps justifying the opinion that he is a critical theorists/historian. 

To give the reader a teaser, this blogger does not believe he is, but the overall judgement is not that easy.  For one thing, Raphael’s book is one of a series edited by Howard Zinn.  Zinn is described by right wing journalists as a socialist.  He died in 2010, but the books in this series have sold over two million copies and seem to be regularly assigned on college campuses.[4]



[1] Ray Raphael, A People’s History of the American Revolution:  How Common People Shaped the Fight for Independence (New York, NY:  Perennial, 2001).

[2] Ibid., 382.

[3] Ibid., 384.  This quote summarizes Raphael’s main point.  In the next posting, this blogger will comment on this general editorial message.

[4] For example, see Naomi Schaefer Riley, “Reclaiming History from Howard Zinn,” Wall Street Journal (May 17, 2019), accessed July 5, 2021, https://www.wsj.com/articles/reclaiming-history-from-howard-zinn-11558126202 .

 

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