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1. Thomas Jefferson’s Statute for Religious Freedom

By Joy Hakim


Surprisingly, in a country that cares about its founding history, few Americans know of Thomas Jefferson’s Statute for Religious Freedom, a document that Harvard’s distinguished (emeritus) history professor, Bernard Bailyn called, “the most important document in American history, bar none.”

Yet that document is not found in most school standards, so it’s rarely taught. How come? Maybe because it is a Virginia document, passed by Virginia’s General Assembly. Or maybe because its ideas found their way directly into the Constitution’s First Amendment and that seems enough for most Americans.

Why do Bailyn and some others think it so important? Because it was radical, trailblazing, and uniquely American: no government before had ever taken the astonishing stand that it takes. In essence it says that religious belief is a personal thing, a matter of heart and soul, and that government has no right to meddle with beliefs, or tax citizens to support churches they may disavow. That wasn’t the way governments were expected to operate.

503px-Official_Presidential_portrait_of_Thomas_Jefferson_(by_Rembrandt_Peale,_1800)

Imagine you live in 18th century Virginia: According to a law on the books you have to go to church—every day–usually for both morning and evening prayer. If you don’t go you could be whipped, sentenced to work on an oceangoing galley, or worse. And you don’t have a choice of churches. In Virginia the established church is Anglican. That means you are assessed taxes to support that church whether you believed in it or not. You couldn’t be a member of the legislature unless you are a member of the Established Church. So the legislation of the House of Burgesses reflect the world of its Anglican delegates.

But the colonies are home to independent folk who braved a turbulent ocean to be able to think for themselves. Roger Williams, kicked out of Puritan Massachusetts, talks of “freedom of conscience” and lets anyone who wishes settle in the colony he founds on Rhode Island. The Long Island town of Flushing has a charter that promises settlers freedom of conscience, so leaders there petition New York Governor Peter Stuyvesant concerning the public torturing of Quaker preacher Robert Hodgson. In the Flushing Remonstrance they write, “We desire in this case not to judge lest we be judged.” In Virginia, Jemmy Madison stands outside the Orange County jail and listens as a Methodist preacher, behind bars, spreads the word of the Gospel. Why are Methodists, Baptists and Presbyterians being put in jail, Madison asks?

In 1777 Jefferson writes the eloquent Statute for Religious Freedom, introducing it into the legislature in 1779. This is a Revolutionary time and England’s church has to go. Will an established American church succeed it?

Patrick Henry, popular and powerful, introduces a bill that seems enlightened: it calls for public assessments to support all Christian worship. James Madison counters in his remarkable Memorial and Remonstrance Against Religious Assessments, arguing the case for full religious freedom. Most legislators are perplexed. Every nation has its state church. George Washington is on the fence. If citizens are not forced to go to church will they sink into immorality? What is the role of government?

John Locke has written a famous letter on religious tolerance, but Jefferson and Madison are clear: this statute is not about tolerance, it is about full acceptance — and jurisdiction. Jefferson’s point is that governments have no business telling people what they should believe. In his Notes on Virginia he says,

“The legitimate powers of government extend to such acts only as are injurious to others. But it does me no injury for my neighbor to say there are twenty gods or one god. It neither picks my pocket nor breaks my leg. […] To suffer the civil magistrate to intrude his powers into the field of opinion. . .is a dangerous fallacy, which at once destroys all religious liberty.”

Meanwhile Patrick Henry’s bill passes its first two readings. A third and it becomes law. Jefferson writes to Madison from Paris where he is ambassador, “What we have to do is devotedly pray for his death.” (He’s talking about Henry.) Madison takes a pragmatic path. He gets Patrick Henry kicked upstairs into the governor’s chair, where he has no vote. Then he reintroduces Jefferson’s bill for establishing religious freedom. It finally passes, on 16 January 1786.

It turns out that Virginians are no more, nor less, moral than they were when they were forced to go to church. George Washington becomes one of the biggest fans of the idea of religious freedom. In a famous letter to the Hebrew Congregation in Newport Rhode Island, he says,

“The citizens of the United States of America have a right to applaud themselves for having given to mankind examples of an enlarged and liberal policy–a policy worthy of imitation. . .It is now no more that toleration is spoken of as if it were the indulgence of one class of people that another enjoyed the exercise of their inherent natural rights, for, happily, the Government of the United States, which gives to bigotry no sanction, to persecution no assistance, requires only that they who live under its protection should demean themselves as good citizens.”

Joy Hakim, a former teacher, editor, and writer won the prestigious James Michener Prize for her series, A History of US, which has sold over 5 million copies nationwide. From Colonies to Country, one of the volumes in that series, includes the full text of Jefferson’s statute. Hakim is also the author of The Story of Science, published by Smithsonian Books. A graduate of Smith College and Goucher College she has been an Associate Editor at Norfolk’s Virginian-Pilot, and was Assistant Editor at McGraw-Hill’s World News.

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Image Credit: Official Presidential portrait of Thomas Jefferson. 1800. By the White House Historical Association. Public Domain via Wikimedia Commons.

The post Thomas Jefferson’s Statute for Religious Freedom appeared first on OUPblog.

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2. A History of US: Part I

Julio Torres, Intern

A History of US is the James Michener Prize-winning collection of  books written by Joy Hakim, a former teacher and editor. The series tells the story of the nation through its ten volumes.  For the next six weeks, starting Sunday, the History Channel will air their ambitious chronological series, America: The Story of Us.

Since A History of US and America: The Story of Us, follow the same timeline we thought it would be fun to share some of American history’s  lesser-know facts found along the margins of the books.  Make your way through the nation’s history as we enlighten you with facts and challenge you with trivia questions inspired Hakim’s volumes.

First up, trivia questions from books 2 and 3, Making Thirteen Colonies and From Colonies to Country, corresponding to the History Channel’s first week of the series (premiering April 25th) dedicated to the colonies and the Revolutionary war.  Don’t be discouraged if most of these feel obscure, chances are they were bonus questions back in Middle School. The answers are at the bottom of the post. Be sure to check back in the coming weeks for more fun content related to our nation’s great history.  Read an original post by Hakim here.

What state was its own nation from 1777 to 1791 and became the first state to outlaw slavery?

Which Shakespeare play was inspired by the wreck of the colonist ship, the Sea Venture?

What state name means “at the big hill” in Algonquian?

Which treaty officially ended the French and Indian War?

What famous, brave soldier switched sides from the Patriots to the British in 1780? (He captured Fort Ticonderoga)


Answers: Vermont, The Tempest, Massachusetts, The Treaty of Paris, Benedict Arnold

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3. Let Them Read Whole Books

A former teacher and editor, Joy Hakim won the prestigious James Michener Prize for A 9780195327274History of US.  The books in the A History of US series have been recognized as a break-through tool in teaching history and critical reading skills to young people.  In the original post below Hakim responds to last week’s report that reading scores have stalled.

Yet another national test shows that our kids’ reading scores, already low, are “stagnant.” Why? According to Sam Dillon’s story in Thursday’s New York Times that’s a question that is “much debated.”

Not with me. I know why those scores refuse to move.

Our schools aren’t letting children read whole books. In this information age, when young people are very aware of the real world, we’re keeping any book-driven consideration of it out of classrooms, especially in those crucial middle school years. Studies show that the average American schoolchild never reads a single whole nonfiction books during middle and high school (except maybe a textbook).

What schools are doing—endlessly—is teaching reading “strategies.” Our young students are analyzing paragraphs. I call it “snippet” reading.

Let me explain: My experience may be instructive.

I’m the author of narrative nonfiction books for young readers. Don’t tell my friends in the history and science fields, but I chose to use their subjects with the idea of teaching analytical reading. I began, 15 years ago, with a ten–book series of small readable books that trace U.S. history from the trek over the Bering Strait to 9/11 and beyond. My next books focused on the physics story, from Aristotle to today’s cosmic explorers. I quickly found that children want to be savvy about serious subjects; they love being “smart.” I know, because I hire 10-year-olds to be my editors, I pay them for their editorial comments, and I listen to their suggestions. (I’m now writing about today’s microbiology and its astonishing implications for the world our children will inhabit.) I also have a stack of love letters from young readers.

To get on with this story: 15 years ago, when my history books were first published, schools that adopted them assigned five books a year (they are small books) in a two year sequence. At St. Ann’s in Brooklyn, fifth graders read eight books in a school year. No one complained to me that it was too much. Then the school world got serious about teaching reading.

Today, it is only homeschoolers, and children at a few elite or unusual schools who even read as much as one whole book. Teachers are much too busy teaching reading to actually let their students read a nonfiction book.

What they now do in reading class is learn to analyze paragraphs. They tackle reading “strategies.” In history they do teacher created units. Some are elaborate. The teacher chooses to teach about “immigration.” She may take a chapter, or maybe a few paragraphs from a book, combine it with an original document and an activity—and there you have it. No one has to actually read a book. The teacher has learned a lot putting it all together (unless he buys the unit ready-planned). The students? Well, the activity was fun.

As to science, it’s “hands on” all the way. Is there any compelling reading to complement those terrific experiments?

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