Thomas Jefferson S Military Academy

Although Jefferson feared the potential power of a standing army, the contributors point out he also contended that "whatever enables us to go to war, secures our peace." They take a broad view of Jeffersonian security policy, exploring the ways in which West Point bolstered America's defenses against foreign aggression and domestic threats to the ideals of the American Revolution." "Thomas Jefferson's Military Academy should appeal to scholars and general readers interested in military history and the founding generation."--BOOK JACKET.

In The Mind of Thomas Jefferson, one of the foremost historians of Jefferson and his time, Peter S. Onuf, offers a collection of essays that seeks to historicize one of our nation’s founding fathers. Challenging current attempts to appropriate Jefferson to serve all manner of contemporary political agendas, Onuf argues that historians must look at Jefferson’s language and life within the context of his own place and time. In this effort to restore Jefferson to his own world, Onuf reconnects that world to ours, providing a fresh look at the distinction between private and public aspects of his character that Jefferson himself took such pains to cultivate. Breaking through Jefferson’s alleged opacity as a person by collapsing the contemporary interpretive frameworks often used to diagnose his psychological and moral states, Onuf raises new questions about what was on Jefferson’s mind as he looked toward an uncertain future. Particularly striking is his argument that Jefferson’s character as a moralist is nowhere more evident, ironically, than in his engagement with the institution of slavery. At once reinvigorating the tension between past and present and offering a new way to view our connection to one of our nation’s founders, The Mind of Thomas Jefferson helps redefine both Jefferson and his time and American nationhood.

 Thomas Jefferson’s writings on morality have largely been ignored. His thoughts on the subject, never developed in any formal work, are said to be unsystematic—a judgment reinforced by his shift from Stoicism (intentions are critical) to Utilitarianism (consequences are critical) later in life. Yet his writings and the moral works he recommended reveal much about his moral sense and views on good living. Jefferson valued personal moral improvement, had great respect for moral exemplars and drew inspiration from moralists, sermonizers, novelists, poets, historians and such role models as Professor William Small and his friend George Wythe.

From a Pulitzer Prize–winning historian comes a brilliant, absorbing study of Thomas Jefferson’s campaign to save Virginia through education. By turns entertaining and tragic, this beautifully written history reveals the origins of a great university in the dilemmas of Virginia slavery. It offers an incisive portrait of Thomas Jefferson set against a social fabric of planters in decline, enslaved black families torn apart by sales, and a hair-trigger code of male honor. A man of “deft evasions” who was both courtly and withdrawn, Jefferson sought control of his family and state from his lofty perch at Monticello. Never quite the egalitarian we wish him to be, he advocated emancipation but shrank from implementing it, entrusting that reform to the next generation. Devoted to the education of his granddaughters, he nevertheless accepted their subordination in a masculine culture. During the revolution, he proposed to educate all white children in Virginia, but later in life he narrowed his goal to building an elite university. In 1819 Jefferson’s intensive drive for state support of a new university succeeded. His intention was a university to educate the sons of Virginia’s wealthy planters, lawyers, and merchants, who might then democratize the state and in time rid it of slavery. But the university’s students, having absorbed the traditional vices of the Virginia gentry, preferred to practice and defend them. Opening in 1825, the university nearly collapsed as unruly students abused one another, the enslaved servants, and the faculty. Jefferson’s hopes of developing an enlightened leadership for the state were disappointed, and Virginia hardened its commitment to slavery in the coming years. The university was born with the flaws of a slave society. Instead, it was Jefferson’s beloved granddaughters who carried forward his faith in education by becoming dedicated teachers of a new generation of women.

A Government Out of Sight revises our understanding of the ways in which Americans turned to the national government throughout the nineteenth century.

Military academies have served youth for more than a century with proud traditions of producing graduates who are scholars, leaders, and athletes who adhere to a code of honor and ethical principles as they take the knowledge, skills, and dispositions gained at those academies into higher education, the business world, military service, civic endeavors, and the broader workforce. There is a current gap and need for research that explores the various components of a K-20 military school/college education and how those components successfully produce leaders of character for our military, civic, academic, and business worlds both in the United States and abroad. The Handbook of Research on Character and Leadership Development in Military Schools synthesizes research on the impact of military academies by providing a singular compendium of current academic studies on the graduates of military academies and the communities of which they enter after graduation. The chapters will explore the academics, leadership, character development, citizenship, athletics, and other dimensions of both global and national, and both private and public, military academies. This book is ideal for current leaders, staffs, governing board members, and alumni of military academies both in the United States and internationally along with policymakers, government officials, practitioners, researchers, academicians, and students interested in the implications of character and leadership development on individuals enrolled in or graduated from military schools.

Who was the "real" Thomas Jefferson? If this question has an answer, it will probably not be revealed reading the many accounts of his life. For two centuries biographers have provided divergent perspectives on him as a man and conflicting appraisals of his accomplishments. Jefferson was controversial in his own time, and his propensity to polarize continued in the years after his death as biographers battled to control the commanding heights of history. To judge from their depictions, there existed many different Thomas Jeffersons. The essays in this book explore how individual biographers have shaped history—as well as how the interests and preoccupations of the times in which they wrote helped to shape their portrayals of Jefferson. In different eras biographers presented the third president variously as a proponent of individual rights or of majority rule, as a unifier or a fierce partisan, and as a champion of either American nationalism or cosmopolitanism. Conscripted to serve Whigs and Democrats, abolitionists and slaveholders, unionists and secessionists, Populists and Progressives, and seemingly every side of almost every subsequent struggle, the only constant was that Jefferson’s image remained a mirror of Americans’ self-conscious conceptions of their nation’s virtues, values, and vices. Thomas Jefferson’s Lives brings together leading scholars of Jefferson and his era, all of whom embrace the challenge to assess some of the most important and enduring accounts of Jefferson’s life. Contributors:Jon Meacham, presidential historian * Barbara Oberg, Princeton University * J. Jefferson Looney, Thomas Jefferson Foundation at Monticello * Christine Coalwell McDonald, Westchester Community College * Robert M.S. McDonald, United States Military Academy * Andrew Burstein, Louisiana State University * Jan Ellen Lewis, Rutgers University * Richard Samuelson, California State University, San Bernardino * Nancy Isenberg, Louisiana State University * Joanne B. Freeman, Yale University * Brian Steele, University of Alabama at Birmingham * Herbert Sloan, Barnard College * R. B. Bernstein, City College of New York * Francis D. Cogliano, University of Edinburgh * Annette Gordon-Reed, Harvard University * Gordon S. Wood, Brown University