Philadelphia's Economy in the
Era of the American Revolution

An NEH Summer Seminar for Teachers
to be held in Philadelphia from June 21 to July 15, 2004

Cathy Matson, Professor of History, University of Delaware and
Director of the Program in Early American Economy and Society
Appointments and discussion: cmatson@udel.edu or 302-453-0275



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What you will find below:

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Fellows participating in the Seminar:

Fred Bjornstad 239 Chestnut St. Haddonfield, NJ 08033 (856) 795-0357 fbjornstad@mtps.com Moorestown High School	Margaret Guerra 1207 Wharton St. Philadelphia,PA19147 215-755-9977 mguerra@abingtonfriends.net Abington Friends School	Dave Sennerud 573 Bayfield Rd. Rockton, IL 61072 815-624-2747 dsennerud@charter.net Hononegah High School
Richard Delgado PSC 94, Box 778 APO AE 90-322-457-0455 Richard_Delgado@eu.odedodea.edu Incirlik American High School	Daryl Lloyd 77 Holstone Lane Wilingboro, NJ 08046 609-871-5152 bizniz.dl@verizon.net Memorial Middle School	Donna Sharer 5712 Erdrick St. Philadelphia, PA 19135 215-533-1584 dalsharer@juno.com Northeast High School
Blake Ferreira 8616 Diver Ct. Bristow,VA20136 703-346-8880 ferreibt@pwcs.edu Stonewall Jackson High School	Jackie Lonergan P.O. Box 202 Chelsea, VT 05038 802-685-3069 knitwit@together.net Chelsea Public School	Shannon Shelton 5050 Pioneer Place Pueblo, CO 81008 719-568-1025 lillieskunk@yahoo.com Cesar Chavez Academy
Frank Fisher 105 E. Franklin Ave. Collingswood, NJ 08108 856-858-5549 ffisher@mfriends.org Moorestown Friends School	William McCracken 4694 Pine Green Trail Sarasota, FL 34241 941-377-4993 Bill_McCracken@sarasota.k12.fl.us Pine View School	Ed Weiss 208 Glen Arbor Rd. Havertown, PA 19083 610-449-5234 edweiss@comcast.net Haverford High School
	Kathleen Montville 3660 Bayou Place Holt, MI 48842 517-882-3847 kamontville@msn.com Riley Elementary School

 

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2.  Getting Started

Directions to Penn Graduate Dorms nd the Library Company:

The University of Pennsylvania campus is located primarily between 32nd and 42nd, and Pine and Chestnut Streets. NEH summer seminar fellows will be housed at “Hamilton College House” located on Locust Walk between 39th and 40th Streets, at 3901 Locust Walk.

 Nearest Subway Stops:

The nearest mass transit stops are the GREEN trolley line located at 36th andSansom Streets (next to the Institute of Contemporary Art) and the BLUE Market-Frankford subway line at 34th and Market Streets. These stops are easily accessible and will provide access to the downtown area and the Library Company.

To get to Hamilton College House, keep walking straight past Chestnut Street and then take a right at the next major intersection ontoWalnut Street. From there, walk straight until 36th Street and then take a left onto a brick pathway across the street from the Penn Bookstore, continuing down the path until you reach the Penn campus “green”. Take the right pathway onto Locust Walk and continue walking straight and cross an overpass. After crossing the overpass, walk about 35 more paces past the KellyWriter’s House, and Hamilton College House should be on your right.
• Or... transfer from the Market/Frankford Subway Line at30th Street Station, to the GREEN trolley line (routes #11, #13, #34 or #36) and get off at 36th &Sansom Street stop. The fare is $2 (exact change is required) and the transfer is free.

For cheap travel from New Jersey or New York, one may make reservations at www.njtransit.com for the R7, Northeast Corridor Route, from New York to Trenton and then transfer to get fromTrenton to the30th St. Station, Philadelphia.

SEPTA Airport Express Train

The Airport Express Train (R1) leaves 9 minutes after every half hour, and will take you to30th Street Station, which is the nearest stop to campus. The fare is $6.00 and the ride takes 18 minutes to the University City Station.

 If you are taking the trolley to Hamilton College House,
Exit the trolley stop and walk straight on 36th toWalnut Street. Cross the street and continue walking straight down a pathway towards the Penn campus “green”. Take a right onto Locust Walk and continue walking straight across an overpass. After crossing the overpass, walk about 35 more paces past the KellyWriter’s House, and Hamilton College House should be on your right.

• A metered cab costs about $12.00 from the airport. You should ask to be dropped off on 40th and Locust Streets. From there, take a left onto Locust Walk and walk straight down a pathway past a huge orange sculpture overhead. Hamilton College House should be on your left.
• You can also walk from the 30th Street Station down Market Street until 36th Street.
• If you are being housed at Sansom Place West, take a left on 36th Street, and then a right at the next intersection onto Chestnut Street. You should pass a “Wawa” grocery store and Korean restaurant on the left. The two high-rise dorms will appear on the left side of the street on “Steve Murray’s Way”. The walk takes about 15 minutes.
• If you are being housed at Hamilton College House, take a left on 36th and continue walking straight for two blocks until to Walnut Street. Cross Walnut and continue walking straight down a pathway towards the Penn campus “green”. Take a right onto Locust Walk and continue walking straight across an overpass. After crossing the overpass, walk about 35 more paces past the Kelly Writer’s House, and Hamilton College House should be on your right. The walk takes about 25 minutes.
• You may also catch a cab from 30th Street Station for about $6 to the dorms on Chestnut Street between 36th and 37th Streets. It should only take about 5 minutes.

Driving to the Campus:

From the Northeast:

Take the New Jersey Turnpike to exit 4 for Route 73 North. Proceed on Route 73 North to I-295 South. From I-295 South, take exit 26 of I-76 West. Cross over toPhiladelphia via the Walt Whitman Bridge. This section of I-76 is also called the Schuylkill Expressway. Take exit 346A forSouth Street, and turn left ontoSouth Street to enter campus. Note: Exit 346A is a LEFT LANE EXIT.

From the Northeast Extension, Pennsylvania Turnpike (I-476):

Take thePensylvania Turnpike Northest Extension, South to the PA Turnpike, East-West Interchange. Remain on I-476 (The PA TP, northeast extension portion of I-476, terminates at the PA TP east-west interchange). Continue on I-476 South, approximately 3.6 miles to Exit 16A, I-76 East (Schuylkill Expressway). Take I-76 East approximately 12.6 miles to Exit 346A, South Street, which EXITS ON THE LEFT. Turn right ontoSouth Street to enter the campus.

From the Northwest:

Take thePennsylvania Turnpike to Exit 326,Valley Forge Interchange. Take I-76 East (Schuylkill Expressway) approximately 17 miles to Exit 346A,South Street, which EXITS ON THE LEFT. Turn right ontoSouth Street to enter the campus.

From the North:

Take I-95 South to I-676 Westbound toward Center City. From I-676 exit in less than two miles taking "exit only" ramp towards the airport marked I-76 East. Proceed less than a mile to Exit 346A, South Street, which EXITS ON THE LEFT. Turn right ontoSouth Street to enter the campus.

From the South:

Take I-95 North to Exit 15 signed "291 West to I-76". Follow 291 West across (Platt) Bridge to 26th Street, which leads directly onto I-76 West. Take I-76 West 3 miles to Exit 346A,South Street, which EXITS ON THE LEFT. Turn left onto South Street to enter the campus.

Parking on Campus

There are ten, public pay parking facilities around the campus. Metered pay parking is available on many city streets. Additional parking information and policy is available at the Office of Transportation and Parking., located at3401 Walnut Street, 447A, #6228 or email parking@pobox.upenn.edu.

Getting to the Library Company From Campus:

It is quite easy to travel from the Penn dorms to the Library Company. The Library Company and adjoining “Cassatt House” at which the seminar will be hosted is located downtown at1314 Locust Street between Broad and 13th Streets.

The easiest way to get to the Library Company from campus would be to take the Market/Frankford BLUE Subway Line at 34th & Market Streets east towardCenterCity and get off at the13th Street stop. From there, take a right and walk down 13th past Chestnut and Walnut Streets until Locust. Take another right onLocust Street. The Library Company should be half way down the block on the left.

Dorms:

You have reserved space from the night of June 20, 2004 to July 16, 2004, with the option of staying in the Penn Dorms three nights longer at the beginning of your stay and/or at the end of it. You must make prior arrangements to do this, so please do not wait until you arrive to make this decision. Your room in the Penn Dorms will be in a suite of four bedrooms with a common area in the center. You will be paying $35 a night for accommodations, which includes the room, linens,PennNet Ethernet connection for your laptops, a University ofPennsylvania Guest ID card, and local telephone service. You must guarantee 26 nights stay, or $910.00 unless you extend your stay, in which case you will guarantee a higher total payment. Check in time is 2:00 p.m. and check out time is11:00 a.m. You will need to pay for your room with a check – the Library Company cannot accept charge cards.

When you are certain about your arrival time in Philly, please be sure to let Cathy know (contact information is below) and we will arrange for you to obtain your room key and temporary Penn ID, plus any other initial information you will need.

Please remember to bring two things with you in order to secure your room: a photo ID and your check book!!

We will notify you later about the name of your dorm, and provide specific instructions about how to get to it, and whom to see for check-in.

Seminar schedule: 

We will start promptly at 9:00 a.m. each scheduled day of the seminar (please see the syllabus in this packet and on the website); we will meet in theCassatt House next door to the LCP, and you will need to enter through the front door there. All seminar meetings will take place on the second floor, in the front, of theCassatt House. You may bring in your breakfast if you do not have time to eat before9 a.m., and we will take a break at10:30 with refreshments provided by the LCP.

We will be going on site visits on three Thursdays. The specific instructions about where our transportation leaves from, what time we will leave and what time you can expect to return, plus all particulars about lunch and rest, will be provided during the seminar meetings. If you have any concerns, please do not hesitate to contact me – we will make every effort to accommodate everyone so that we can all get the most out of these visits.

Seminar Readings:

We will be using computer websites for some of the assignments during the seminar. Please bring your laptop if you have one, and if you do not, there will be access at both LCP and Penn libraries during the afternoons. There will be no charge for this usage, but there are a limited number of computers so having your laptop with you would be a considerable asset. Website assignments are in this packet, but please be sure to adjust them according to any changes we might make in class.

In this binder there is a page listing the books that are required for this seminar. You should purchase them in advance; Amazon.com or Barnesandnoble.comare two good places to get discounted prices, but you may know of others. These books are the core of your reading for the seminar; but they will be supplemented with computer assignments related to the topics we are covering as well as the tours we will be taking, and there are some articles and primary source readings in this packet. All three components should be considered “required reading.”

Navigating the City

Philadelphia is organized on a grid system: numbered streets run north to south, and the numbers increase as they move west, away from theDelaware River. Market Street marks the city's north/south division, andBroad Street divides east and west. These two streets intersect at City Hall. (See attached map)

The University of Pennsylvania campus is located inWest Philadelphia, west of the Schuykill Rriver and across from the main downtown area. The campus is located primarily between 32nd and 42nd, and Pine and Chestnut Streets.

NEH summer seminar fellows will be housed at “Sansom Place West” and the “Nichols House” located across from each other between 36th and 37th onChestnut Street. Their addresses are 3650 Chestnut St. and3600 Chestnut St., respectively.

From the Airport:

SEPTA Airport Express Train

The Airport Express Train (R1) leaves 9 minutes after every half hour, and will take you to 30th Street Station, which is the nearest stop to campus. The fare is $6.00 and the ride takes 18 minutes to the University City Station.

Cars, Taxis and Limousines at the Airport

A metered taxicab costs about $20.00 from the airport to theU.Penn campus and takes about 20 minutes.

Shuttle Services

You may want to contact Penn Tower Hotel Limousines which leave every 20 minutes and cost $8.00 or call Lady Liberty Airport Shuttle at (215) 724-8888 which run 24 hours and also charge $8.00 each way.

From Greyhound Trailways Bus Terminal:

Philadelphia’s main Bus Terminal is located at 11th & Filbert Streets in Center City.

• Exit the terminal and walk 1 block south, to Market Street to board the Market/Frankford BLUE Subway Line to 34th & Market Streets. The fare is $2 (exact change is required). After departing the subway, take a right on 34th Street (away from the Drexel campus and towards U.Penn) until you arrive at Chestnut Street. From there, take another right and continue to walk down Chestnut St. for two blocks until you arrive at two high rise dorms on the left between 36th and 37th Streets.
• Or... transfer from the Market/Frankford Subway Line at 30th Street Station, to the GREEN trolley line (routes #11, #13, #34 or #36) and get off at 36th &Sansom Street stop. The fare is $2 (exact change is required) and the transfer is free. After exiting the trolley stop, walk past theICA down Sansom Street one block and take a right on “SteveMurray’s Way”. The dorms are located at the end of the block (before Chestnut St.) on opposing sides of the street.
•A metered cab costs about $12.00.

Arriving by Amtrak or SEPTA trains @30th Street Station:

All Amtrak Northeast Corridor trains and all SEPTA Regional trains stop at the30th Street Station.
•At 30th Street Station, you may choose to either transfer to a trolley, walk, or take a cab.
• To transfer you must find the SEPTA station and take the GREEN Trolley Line (Routes # 10, 11, 13, 34, or 36) until the 36th and Sansom Street stop, where dorms are located. After exiting the trolley stop, walk past the ICA down Sansom Street one block and take a right on “SteveMurray’s Way”. The dorms are located at the end of the block (before Chestnut St.) on opposing sides of the street.
• You can also walk from the 30th Street Station down Market Street until 36th Street, taking a left onto 36th Street, and then a right on Chestnut Street. You should pass a “Wawa” grocery store and Korean restaurant on the left. The two high-rise dorms will appear on the left side of the street on “SteveMurray’s Way”. The walk takes about 15 minutes.
•You may also catch a cab from 30th Street Station for about $6 to the dorms onChestnut Street between 36th and 37th Streets. It should only take about 5 minutes.

Driving to the Campus:
From the Northeast:
Take the New Jersey Turnpike to exit 4 for Route 73 North. Proceed on Route 73 North to I-295 South. From I-295 South, take exit 26 of I-76 West. Cross over toPhiladelphia via theWaltWhitmanBridge. This section of I-76 is also called the Schuylkill Expressway. Take exit 346A forSouth Street, and turn left ontoSouth Street to enter campus. Note: Exit 346A is a LEFT LANE EXIT.
From the Northeast Extension,Pennsylvania Turnpike (I-476):
Take thePensylvania TurnpikeNorthest Extension, South to the PA Turnpike, East-West Interchange. Remain on I-476 (The PA TP, northeast extension portion of I-476, terminates at the PA TP east-west interchange). Continue on I-476 South, approximately 3.6 miles to Exit 16A, I-76 East (Schuylkill Expressway). Take I-76 East approximately 12.6 miles to Exit 346A,South Street, which EXITS ON THE LEFT. Turn right ontoSouth Street to enter the campus.
From the Northwest:
Take thePennsylvania Turnpike to Exit 326,Valley Forge Interchange. Take I-76 East (Schuylkill Expressway) approximately 17 miles to Exit 346A,South Street, which EXITS ON THE LEFT. Turn right ontoSouth Street to enter the campus.
From the North:
Take I-95 South to I-676 Westbound towardCenterCity. From I-676 exit in less than two miles taking "exit only" ramp towards the airport marked I-76 East. Proceed less than a mile to Exit 346A,South Street, which EXITS ON THE LEFT. Turn right ontoSouth Street to enter the campus.
From the South:
Take I-95 North to Exit 15 signed "291 West to I-76". Follow 291 West across (Platt) Bridge to26th Street, which leads directly onto I-76 West. Take I-76 West 3 miles to Exit 346A,South Street, which EXITS ON THE LEFT. Turn left ontoSouth Street to enter the campus.
Parking on Campus: There are ten, public pay parking facilities around the campus. Metered pay parking is available on many city streets. Additional parking information and policy is available at the Office of Transportation andParking., located at3401 Walnut Street, 447A, #6228 or email parking@pobox.upenn.edu.

Getting to the Library Company From Campus:
The Library Company and adjoining “Cassatt House” at which the seminar will be hosted is located downtown at 1314 Locust Street between Broad and 13th Streets. The easiest way to get to the Library Company from campus would be to take the Market/Frankford BLUE Subway Line at 34th & Market Streets east towardCenterCity and get off at the13th Street stop. From there, take a right and walk down 13th past Chestnut and Walnut Streets until Locust. Take another right onLocust Street. The Library Company should be half way down the block on the left.
SEPTA (the Southeastern Pennsylvania Transportation Authority) provides bus, trolley, and high-speed lines. You can get fromUPenn to the Library Company in about 20 minutes by taking the trolley (green line) from the stops at 36th or 37th to Juniper, or by taking the high-speed line (called variously the El, the blue line, the Market-Frankford line, and the subway) from 34th and Market to 13th Street. Tokens are available at theUPenn bookstore and at most transit stops, and cost $1.30 each (minimum purchase is two); a single ride fare without a token is $2.00. For more information and a SEPTA map, go to: www.septa.org.

3.  Academic resources:

Participants in the seminar will be meeting at the LibraryCompany’s newly renovated and immediately adjacent Cassatt House for morning discussions. During afternoon hours, you will have access to high-speed internet connections to both the Library Company’s collections. Once the Library Company closes at 4:45 Monday through Friday, dorm residents will be able to use the collections of the University of Pennsylvania, as well as its air-conditioned reading rooms, for further study. Participants are welcome to bring their own laptop computers for use at the Library Company while it is open; and you will be able to use the Penn Ethernet system at extended hours into the evening. You may be interested to know that the there are over 500,000 printed volumes, 75,000 graphics, and 160,000 manuscripts in the Library Company. Most of the printed sources are accessible via the online catalogue,Wolfpac, which is accessible at www.librarycompany.org. In addition, ambitious participants may wish to use the collections of the American Philosophical Society, www.amphilsoc.org, the Historical Society of Pennsylvania, www.hsp.org, the Athenaeum www.philaathenaeum.org, or The College of Physicians, www.collphyphil.org, all of which are within walking distance of the Library Company.
The Library Company hours are 9:00 to 4:45 Monday through Friday. 
The Library Company's computer system allows on-site access to highly useful subscription-based electronic resources, including  Digital Evans (pre-1801 American imprints), and a text-searchable version of the eighteenth-century Philadelphia newspaper the Pennsylvania Gazette on CD-Rom.

4.  Cultural Resources while you are in Philly:

Philadelphia offers a wide variety of cultural and recreational opportunities. Most are within walking or driving distance or accessible via public transportation.
The main newspapers are the Philadelphia Inquirer and Daily News (both also accessible online at: www.philly.com). The Philadelphia Weekly (available every Wednesday) and the City Paper (available every Thursday) are the city's two free papers and highlight the upcoming week's activities in the region. They list movies, theater performances, art openings and ongoing exhibits, lectures and book readings, special festivals, and other events. They also list area restaurants by location and food genre and print restaurant reviews.

A good all-purpose website for information onPhiladelphia tourism and travel is: http://www.gophila.com/.
Recommended highlights are below:

Philadelphia Museum of Art (www.philamuseum.org)
Benjamin Franklin Parkway at 26th Street, Philadelphia
Rodin Museum (www.rodinmuseum.org) - Benjamin Franklin Parkway at 22nd Street
Institute of Contemporary Art (www.ica.phila.org) - 118 South 36th St. atSansom
Barnes Foundation (www.barnesfoundation.org) - 300 North Latch's Lane, Merion, PA
Winterthur Museum (www.winterthur.org)
- gardens, library, and museum of decorative arts
Mutter Museum (www.collphyphil.org/muttpg1.shtml) - 19 S. 22nd St., Philadelphia
Franklin Institute (sln.fi.edu/) - 222 N. 20th St., Philadelphia
Eastern State Penitentiary (www.easternstate.org) - 22nd St. and Fairmount U. of Pennsylvania Museum of Archaeology and Anthropology - www.museum.upenn.edu, 3260 South St., West Philadelphia
Mercer Museum (www.mercermuseum.org), 84 South Pine St., Doylestown, PA
Philadelphia City Hall (www.ajaxelectric.com/cityhall/tour1.htm), Broad and Market Sts., Philadelphia - on a clear day the Tower affords a remarkable view of the city
Philadelphia Zoo (www.phillyzoo.org), 34th & Girard, Philadelphia
Fairmount Park (www.phila.gov.fairpark)
Longwood Gardens (www.longwoodgardens.org), Route 1, Kennett Square, PA
Reading Terminal Market, 12th and Filbert Sts., Philadelphia
The Gallery, 9th and Market Sts., Philadelphia - the largest inner-city mall in the US; Shops at Liberty Place, 16th and Chestnut Sts., Philadelphia
"Antique Row" - from 8th to 11th Sts. on Pine, various antique shops
South Street - our "littleSoho," from 2nd to 8th Sts.
Italian Market, 9th Sts. from Washington to Christian
Chinatown area, 8th to 11th, Market to Vine Sts.

Restaurants: 
Philadelphia is a terrific restaurant town offering a variety of good ethnic and American food in all price ranges. Check the free weeklies for full listings. Below are highlights of places (all moderately priced) in areas where you'll be spending a lot of your time.

Near Penn:
Dahlak
4708 Baltimore Ave., West Philadelphia
- Ethiopian food
Abyssinia
229 S. 45th St., West Philadelphia
- Ethiopian food
The Carrot Cake Man
601 S. 47th St., West Philadelphia
ThaiSingha House
3936 Chestnut St., West Philadelphia
- good basic Thai food
New Delhi
4004 Chestnut St., West Philadelphia
Sitar India
60 S. 38th St., West Philadelphia

Center City:
Bellevue Hotel food court
Basement, Bellevue Hotel, Broad and Walnut Sts.
Samosa, 1214 Walnut St.
- all-you-can-eat vegetarian Indian buffet; terrific rice pudding
Passage to India, Juniper and Walnut Sts.
- all-you-can-eat Indian buffet; offerings change daily
Minar Palace, 1605Sansom St.
- some of the best (and cheapest) Indian food in the city; no frills
Sahara Grill, 1334 Walnut St.
- Middle Eastern cuisine
Maccabeam, 128 S. 12th
- kosher Middle Eastern food
Zio's Pizza, S. 13th St.
- good white pizza,stromboli, etc.
Italian Bistro, 211 S. Broad St.
- pasta dishes and salads
More Than Just Ice Cream, 1119 Locust St.
- sandwiches, salads, and, yes, ice cream
Mixto, 1141-43 Pine St. - authentic Spanish cuisine
12th Street Cantina - Reading Terminal Market and Bellevue Hotel Food Court
Santa Fe Burritos, 212 S. 11th St. and Food Court of Liberty Place
V.I.P., 1314 Walnut St.

Music:
Check the free weekly papers for information on local shows at smaller venues. Larger concerts regularly take place at theKimmelCenter, theAcademy ofMusic, theMannCenter, Penn's Landing, theWachoviaCenter, and theTweeterCenter (inCamden).

Theaters:
The weekly papers also provide theater reviews and schedules of new and ongoing performances. Many theaters are located near the Library Company along the Avenue of the Arts (a.k.a.South Broad St.), Walnut Street, and theOldCity area.

Movies:
Ritz Theaters
- 3 locations in Old City to see art house films
- shows all day Wednesday are $5.50
The Riverview
- on Delaware Ave., first-run movies
The Bridge
40th and Walnut Sts., West Philadelphia
new state-of-the-art movie theater nearUPenn showing first-run and art house films

Sports:
Camden River Sharks
Campbell Field,Camden,New Jersey
PhiladelphiaPhillies (www.phillies.com)
Citizens' Bank Ballpark
Wilmington Blue Rocks (www.bluerocks.com)
Trenton Thunder (www.trentonthunder.com)
One Thunder Road,Trenton,New Jersey
ReadingPhillies (www.readingphillies.com)
First Energy Stadium,Reading,Pennsylvania

5.  Preparing for the First Week:

Our discussions will be most fruitful if we hit the ground running in the first week of the seminar. In order to make the most of our brief time together, then, please do the following before you arrive for our first meeting on June 21st.

1. Please look over the initial pages of your seminar binder to get a good sense of what resources are available in Philadelphia, begin to orient yourself to the city and our seminar neighborhood, and soak up information about the topics we will be covering. There is a wealth of contact information, maps, and other aids in these pages, as well as web site references to find out more about the city and its history.

2. Please purchase all the books assigned for the course. Be sure to bring these books with you toPhiladelphia (but youdon’t have to drag them all to seminar meetings, of course!).

3. Please read the page, “Keeping Your Journals,” and acquire a spiral notebook or paper for this.

4. Begin reading the pages assigned for the first week of the seminar. I know you are all busy with your teaching and families, but in order for us to have good discussions and take best advantage of our time, we will begin covering the readings in our seminar meetings starting the second day. The “Calendar of Seminar Meetings” gives the assignments for Tuesday, July 22. The readings are heavy at the beginning of the seminar, but they will – I guarantee – taper off a bit as the weeks go by; front-loading our reading will help us have good discussions from the beginning of our time together.

5. Explore the web sites suggested to you in the “Bibliography of Seminar Sources” under “C. TheDelawareValley in the Revolutionary Era.” There is a little gold mine of information in these sites that each of you will find interesting and useful in different ways. Besides containing valuable information for our discussions, much of it complementary to the book assignments, you will probably find many gems to use in the classroom.

6. The pages in your binder of readings from a textbook, The American Experiment, for which I wrote the first 600pages will have useful background information about the American Revolution. You are not required to read this, but you may find it useful for reference or as a good starting point for understanding the Revolution before you delve into the books and web sites.

7. I have also included a list of study questions,a which we will use in class during our first two days. Please use these to guide your thinking as you read the assignments in the books. Clearly, there are many other directions to take our discussions, and we are not bound to these questions alone. On the “Keeping Your Journals” page, there is another very large question I will be askingyour about on our very first day.



6.  BOOKS EVERY SEMINAR FELLOW WILL NEED:

1. Thomas Doerflinger, A Vigorous Spirit of Enterprise (Chapel Hill, 1986, or later reprint, paperback)

2. Billy G. Smith, ed., Life in EarlyPhiladelphia: Documents from the Revolutionary and Early National Periods (Penn State Press, 1995)

3. Eric Foner, Tom Paine and Revolutionary America (Oxford, any edition in paperback)

4. Gary Nash, Forging Freedom: The Formation ofPhiladelphia’s Black Community, 1720-1840 (Harvard, 1988)

5. Rosalind Remer, Printers and Men of Capital (Penn Press, 1996)

6. WayneBodle, TheValley Forge Winter (PennState Press, 2001).




7.  Keeping Your Journals:

Keeping a journal of your thoughts about readings, your questions for seminar meetings, things you wish to explore more as time permits, and whatever you wish to record for yourself about the seminar experience, will be an integral part of your daily work. I will be giving you study questions, and lead the discussions each day, but you will discover that your own written record of daily progress is a valuable tool for making sense of a rich era of our history. From time to time, I will ask each of the fellows in the seminar to share particular answers to questions, or paragraphs summarizing what we have done, or reflections on the readings – so you need to bring your journal with you every day.

These journals can be a simple three-hole punched spiral notebook of some 80 or 100 pages, or loose leaf paper that you keep with the binder of other information.

Date each page, and write in a way that will enable you to go back and review your thoughts or share them with others in the group.


On your first page of reflections, please write a few sentences (a paragraph or so) answering the questions:
What is a revolution? How do we know what its goals are, who formulates these goals, who is affected, who mobilizes, who rejects revolutionary objectives, who benefits and who loses? 





8.  Outline of Class Meetings and Readings:

Week of June 21:

Sunday: Arrivals of participants at University of Pennsylvania dorms

Monday:
9:00 to 10:00
Reception on first floor of theCassatt House with staff and fellows of the Library Company

10:00 to 12:00
Opening discussion of fellows and director, second floor of CH
Introductions
Housekeeping
Assignments for the seminar reviewed
Expectations for reading assignments and class preparation.
Discussion about journals you will keep.
Discussion about definitions and the nature of revolutions, as well as our views of the American Revolution's goals and outcomes.

Tuesday: Philadelphia and the Revolutionary Crisis, 1750 to 1781: War, mobilization, mobs, shortages and supply movements, and the Army.

9:00 to 12 (with our daily brief break):
Discussion of readings and study questions:
Study questions in your photocopy packet;
Eric Foner, Thomas Paine and Revolutionary America, chapters 1-5;
Cathy Matson, The American Experiment, chapter 5 (in study packet);
Thomas Doerflinger, A Vigorous Spirit of Enterprise, pp. 1-134, 167-250;
And Billy Smith, Life in Early Philadelphia, chap. 9.

Exploring Web Sites on the American Revolution – lists are below

Wednesday: 9:00 to 10:15:
Continue discussion of above sources,
Plus WayneBodle, Valley Forge Winter (2001), introduction, chaps. 1, 3, 4, 7, and 11

10:30 to 12: Guest visit by WayneBodle

Instructions about site visit on Thursday toCliveden.
Continue with web site exploration after morning session.
FinishCliveden readings in the afternoon

Thursday: Site visit to Cliveden and neighborhood locations in Germantown

Week of June 28 to July 1:

Monday: Philadelphia and the Atlantic World of Goods and Economic Relations: 1760s to 1790s: Commerce, Retailing, Manufacturing – Regulating, Liberating, Organizing – the Political Economy of the Revolution and Post-War years.

Discussion of readings:
Thomas Doerflinger, A Vigorous Spirit of Enterprise, p.251-334;
Eric Foner, chapter 6 (pp. 183-209);
Brooke Hunter, “The Prospect of Independent America: The Grain Trade and Economic Development During the 1780s.”

“An Essay on Credit, in which the Doctrine of Banks is Considered . . ..” (1786);
“The True Interest of the United States, and Particularly of Pennsylvania, Considered, Etc.” (1786);
Documents related to the China Trade;

Tuesday: Continue discussion of questions and readings assigned for Monday
Questions about Bank of North America and financing the Revolution and post-War recovery

Wednesday: 9:00 to 10:15:
Continue Exploring Documents and Readings:
Selections from arguments for and against luxury, for and against banking and insurance, for and against regulation of trade, role of government in economic development.

10:30 to 12: Guest visit by James Green
Discussion of readings by Matthew Carey in your packet, pp. 210a-210m

Instructions about site visits on Thursday
Instructions about web sites to review for Thursday tour.

Thursday: Walking tour of Philadelphia’s Old City, including merchants coffee house, oldest residential neighborhoods, early financial district, Independence Hall area, early debtor's prison, earliest inns and taverns, free African-American community and French refugee community

Afternoon: visit Federal Reserve Bank of Philadelphia for site tour and talk about early financial history of city.

    See list of websites, below, on coins and currency -- these are a valuable addition to the printed readings about the Bank of North America and First Bank of the U.S..

    For those of you who would like more background about the problems of credit, reputation, currency, and counterfeiting (esp. this latter), see the article by Stephen Mihm in "Common-Sense," an on-line magazine about early American History in the Spring 2004 issue:   http://www.common-place.org


Ideas for July 4 weekend in the city
see: http://www.constitutioncenter.org/
Google "Lights ofLiberty"




Week of July 5:

Monday: Where Worlds Intersected: Waterfront, Shop, and Home in the City during the Revolutionary Era and Early National Years; Making a Living, Starting Businesses, Becoming Entrepreneurs.

Discussion of selections and study questions distributed last week: 

Documents on Samuel Wetherill:  Pennsylvania Gazette, Feb. 21, 1788; Oct. 22, 1800; August 21, 1776, p.1; January 14, 1784 ("To the Public"); July 4, 1787 (reward for runaway servant); April 16, 1800 ("Culture of the Vine"); August 4, 1784 (executor of a will and ad for a public vendue).  See the image at http://www.librarycompany.org/Economics/RiskyBusiness/images/ (scroll to image of "Wetherill & Bros. White Lead Manufactory").

Selections from the “American Museum”; 


See the images in the "Risky Business" exhibit site at http://www.librarycompany.org  that show insides of retailers' shops, and merchants' counting houses.  As you look at the picture of the Lewis family store in Philadelphia, think about what Doerflinger says about the China trade in his book -- the Lewis's made a fortune in the China trade.  Compare the relative modesty of the store to the lavish houses we looked at last week.  See other images of stores in this Risky Business exhibit.


Patricia Cleary, "'She will be in the shop:' Women's Sphere of Trade in Eighteenth-Century Philadelphia andNew York." 

Billy Smith, Life in Early Philadelphia, 3-23, 29-128, 155-174, 219-232; (eliminating the pages on your handout).

Study the pictures in your readings and the assigned web sites! 

Review previous week’s documents on banking and the relationship of banks to credit, reputation, commerce and agriculture.



Tuesday: Discussion of above sources continued.
Recommended:  Jan de Vries, "The Industrial Revolution and the Industrious Revolution," Journal of Economic History, 1994 -- copies will be supplied; also available at University of Delaware's JSTOR.

Readings on early mills and manufacturing:
Read the pages on Oliver Evans and water power, and look at image of Evans technology, at:
www.greenbank.org

Further on Philadelphia and milling:
Pennsylvania Gazette, March 28, 1792; May 13, 1795; February 24, 1796 -- to be found in JSTOR

An excellent contemporary statement about the importance of manufactures, protection, and national identity after the Revolution is at:  Pennsylvania Gazette, October 29, 1788 -- to be found in JSTOR.

Wednesday: 9:00 to 10:15:
Continue discussion of readings and questions in your photocopy packet


10:30 to 12: Guest visit with Rosalind Remer
Read: Rosalind Remer, Printers and Men of Capital, pp. 1-68 are required; pp. 69-124 are recommended.

Instructions about site visit for Thursday.



Thursday: Site visit to the BrandywineValley’s Greenbank Mill and Hagley Museum machine shop for tours of early industrialization and transformation of work and production environments.
See information below on both of these sites.



Week of July 12:

Monday: Philadelphia and the Rebellious Caribbean: The French and Haitian Revolutions, Refugees to Philadelphia, Impact of External Events on the City of Brotherly Love, the Yellow Fever Epidemics

Discussion of Selections and questions in your photocopy packet, which will include:
J.H. Powell, Bring out Your Dead: The Great Plague of Yellow Fever in Philadelphia in 1793; pages included in your packet;
Gary Nash, Forging Freedom: The Formation of Philadelphia's Black Community, 1720-1840; chapters 2, 3, 5;
Alec Dun, “What Avenues of Commerce, will you, Americans, not explore!”, paper included in your packet;
Cathy Matson, “Trading Places: Philadelphia and NewYork’s Trade with the West Indies during the Haitian Revolutionary Era,” paper included in your packet;
The Pennsylvania Gazette; assignments will be made;

Time permitting, some pages from the following may be added:
David Geggus, Haitian Revolutionary Studies;
Susan Branson, These Fiery Frenchified Dames: Women and Political Culture in Early National Philadelphia;
Peter Linebaugh and Marcus Rediker, The Many-Headed Hydra;

Tuesday: Exploring Documents: Selections from materials about the Haitian Revolution; from the microfilm collections of Stephen Girard Papers; on piracy andprivateering in the Caribbean; on views of the French and French influences on Philadelphia and the Caribbean. All assignments will be provided.

Wednesday: Continue discussion of readings and questions.

Thursday: Presentation of pages from your journals, reflecting on readings and discussions.
Final discussion of readings covered in the seminar.

Lunch at the City Tavern, 1 p.m.
    Menu will be provided in advance


 

9.  Questions that Need Posing at the Start:

What is a Revolution?

What made the American Revolution different from others?

When did it begin and end?
Social timeline?
Constitutional timeline?
Military timeline?

How did the Revolution develop?
What phases?
Who became patriots?Loyalists?
Why so long?
How did people talk about it?
How did people organize it?

Seven Years’ War,
French and Indian War,
Great War for the Empire – all names given to the war 

Three lessons learned:
Taxation is the people’sgift
Merchants have self-interest;
Public will is weak
Standing army, citizen-soldier ideal 

Imperial debt

Divisions between city and country, coastline and frontier

Cherokee War

Pontiac’s Rebellion

Paxton Boys
Hatred of Catholics

Resent impressments

Desire for land – “dominion” and “freehold”

Depression and need for theWest Indies – 1764 ff.

Beginnings were slow, hesitant
First questions were about commerce and “selfishness”

Nonimportation
Petitions, appeals
Luxury and manufactures – homespun

Who won repeal of Stamp Act?

First organization of resistance:

Tarring and feathering
Stamp masters hung in effigy
Sons of Liberty –
Who in it? What want?

Still a small number of Americans in 1766




10.  Study Questions for Week 1 Readings:

1. What was the city of Philadelphia like at the end of the colonial era? What were the first steps toward Revolution?

2. Was Philadelphia typical of other cities during the 1750s and 1760s? How? How not?

3. How can we understand the ways that different people lived in the city – consider artisans, merchants, free African-Americans and slaves, women, and other groups separately, and in communication with each other.

4. How was daily life transformed into revolutionary activity? By whom? For what reasons?

5. What was the Sons of Liberty like in Philadelphia? What were the differences between this group, and the Continental Congress? What did the CC hope to achieve in 1774-5?In 1776-7?

6. How did the city become transformed by war? What was life like for soldiers? For citizens?

7. Discuss the differences between militia members and the standing army recruits. Discuss the range of social life atValley Forge, and in the moving Army generally. What was fighting like? How much of the time did soldiers engage in military activities? What is their relationship to citizens of the countryside? To suppliers? Discuss foraging, scavenging, disease, prisoners, spies, torturing, prisoners, looting,scarcities.

8. What kinds of differences existed between cities andcountrysides? Where was the line between them – how firm and clear was it?

9. What is the “moral economy” and how did it work in Philadelphia? Why was it important? What happened to the traditions of regulation and the possibilities for economic “freedom” that arose inPhiladelphia during the war?



Study Questions for Week 2:

Please leave the Patricia Clearly article for week 3
You may omit the following pages from your reading:
An Essay on Credit: omit pamphlet pages 27 to top of 41
The True Interest of the U.S. : omit p.7, after first par., p.8-9; 17 to mid-19; 22 to mid-27.

Term to think about:
Critical Period, 1781-1788 (compared to Imperial Crisis of 1763-1775, or Revolutionary War of 1775-1781). What made it critical?

1. What affects did the Revolution have on Philadelphia?
Occupation: civilians and soldiers together; Whigs, Loyalists, and Redcoats together; who stays behind and who leaves?
Scarcities
Price-fixing
Blockades
Radical new government, and tensions it produced
The weather; diseases
Spies

2. Congress and the city – what is the role of money, banking, credit during the war, and then in the first years after 1781?
What are the tensions in the ideas of Americans about finance, credit, banks? – use the two pamphlets, in addition to secondary sources, to ferret out arguments pro and con.

3.Was the revolutiontransformative? What did it change? What changes did it spur, but not necessarily initiate? What are the economic limitations of the war?

4. How and when did commercial recovery occur during the Critical Period?
5.related to this, what was the role of commercial farming, milling, flour manufacturing in this commercial recovery? How do these activities relate to the economic preeminence of thePhiladelphia region during this era?

6. Think once again about how we explain the causes of the Revolution – the view that colonists rebelled against British oppression (however we measure that) vs. the view that colonists had rising expectations in a period of relative prosperity. How do we square either/both of these views with the warfare of 1775 to 1781?

Study Questions for Week 3:

In the Billy Smith book, read chapters 1, 2, 6, 8, 9, omitting the following:
p. 14 bot, to p.23
p. 162-174,
p. 233-242;
However, please look at all the pictures
And read samples in the pages 38-56.

See above under the outline of readings week by week, for the rest of the readings for this week.


1. What role did disease and viral epidemics play in Philadelphia during the years after the Revolution? Documents in Billy Smith will help you understand possible answers; also see the ushistory.org website for information about small pox and yellow fever.

2.  What was manufacturing like during the 1780s and 1790s?  How can we relate its development to issues we have been discussing, including commerce, debt/credit, banking, raising capital, mobilizing skills, transformaing labor relations?  Think, also, about the idea we have been skirting around related to "networks" to the interior, and networks of commerce abroad.  Related to this, what changes most rapidly, and what changes most imperceptibly?


3.  How as Philadelphia's social structure changing during and just after the Revolution?  We have talked about new and old merchants, what happens to craftsmen/journeymen, and somewhat about the changing appearance of the city.  Let's add elements such as immigrantion, epidemics, rising crowding and poverty, the lives of women who enter business and markets.


4.  What is an industrial revolution?  What does it take to begin one, and have it unfold over time?  What is an "industrious revolution?"  (see the Jan de Vries article)  


5.  What is a factory?  Is it essential for the transformation of labor and manufacturing?


6.  Who favors more -- and who favors less -- government involvement in the economy?  Why?  Can we bgin to think about nationalism, or a national identity that is promoted by certain kinds of Philadelphians?  What happens to ideas about custom, tradition, price-fixing, and other cultural economic explanations of social relations once the structure of work and commerce begin to change?


7.  Review the tables on economic change for the period 1760 to 1820 given in the longman.awl website below.

11.  GOING TO CLIVEDEN

WALKING IN THE OLD CITY, PHILADELPHIA

GOING TO HAGLEY

GOING TO GREENBANK MILL

12.  VALUABLE WEB SITES ABOUT THE AMERICAN REVOLUTION

The list of web sites below does not exhaust the possibilities for you and yourstudents – far from it! But they include many valuable documents, readings, maps, and other materials that you can use to prepare classes on the Revolution, or assign students at various levels.

A. General Sites that include documents, images, and scholarly articles:


http://edsitement.neh.gov/

http://odur.let.rug.nl/


A very large site with perhaps the largest existing compilation of documents about the American Revolution. Among the many gems in this site, you will find, e.g.:
Seven Years' War – various kinds of documents
Boston Tea Party, Boston Massacre, Stamp Act – original documents and scholarly commentary
Tom Paine writings – including the entire Common Sense
Articles of Confederation
Documents about loyalists
Albany Plan
Correspondence during the revolutionary war
Journal of A. Waldo, a war surgeon
ETC.

http://www.longman.awl.com/nash/ --- a long, good site that gives you maps, quizzes, links to other sites, study guides for your textbook, etc.

http://www.nara.gov/education/cc/main.html --- images of the American Revolution, including maps

http://www.americanrevoluton.org/
has numerous letters, excerpts from documents, journals of soldiers, etc.
see, e.g., the Journal of DanielFlohr
the Journal ofDeorge Ewing (linked from this site)
documents about black loyalists
stories from the front
George Washington letters from Trenton
Letters from spies
Tom Paine's Common Sense
Nonimportation agreements
Articles of Confederation
The Newburgh Address
The Paris Peace Treaty
Autobiography of Ben Franklin
And more . . .

http://www.ushistory.org/
-- numerous links to Valley Forge information, Diary ofAlbigence Waldo, occupation of Philadelphia and the social nature of army life and warfare; also the "Touring the Old City" pages.
--also has the Birch illustrations and information about images of theOldCity

http://u-s-history.com/
-- fornonimportation

http://www.earlyamerica.com/
this site grows by leaps and bounds, so keep checking it.
Many 18th century newspapers, maps, magazines, portraits.
Also includes a discussion forum and bulletin boards where you can see historians at work, and magazine articles that you can print see, also, "notable women of early America", including short bios of Molly Pitcher, Abigail Adams, Mercy Otis Warren, and others in "Archiving Early America," see article on scalping from Spring 1998; article on spies from Winter 2004; and article on New York City fire of 1776 from Fall 2003.

http://www.revolution.h-net.msu.edu/

http://www.sin.fi.edu/franklin
this site is constantly changing, but is sponsored by the Franklin Institute in Philly, and highlights Ben Franklin materials – so given that his birthday tercentenary approaches, you will find lots of new material going onto the site

http://www.clements.umich.edu/spies/
some good letters from spies are reproduced at this site.

Google “The Avalon Project”: --- a treasure trove of documents!From earliestfoundings to the present. On the AmericanRevolutin, see, for example:
An Act for the Gradual Abolition of Slavery, 1780
Paine, The American Crisis
Alien and Sedition Acts
Barbary Treaties
Albany Plan
Constitutions and Charters of all colonies and states
The Federalist Papers
Documents of diplomacy and foreign affairs
Opinions on the Constitutionality of the BUS
Treaties with native Americans
Documents of the Whiskey Rebellion

http://%20www.mountvernon.org/
virtual tour of GeorgeWashington’s mansion,
archaeological sources, educational resources,
materials about farming and plantations in the era, and grist mills

http://www.historyplace.com/
for everything from Stamp Act to Congresses, Tea Parties, Patrick Henry, etc.
has the best timelines for the Revolution, too

For the Stamp Act, see Colonial Williamsburg's called "Teaching Resources" for documents and commentary that cover both north and south during 1765.

http://www.law.umkc.edu/ --
for valuable information about the Boston Massacre, and a complete transcription of the depositions of witnesses, the trial testimony, and biographies of key players in this event. Good pictures as well. This is the best site on the event.

http://www.bostonteaparty.nl/ --
for a pretty good site on this event. There are no excellent ones, but some prove adequate.

http://anza.uoregon.edu/archives.html --California andOregon during the 1770s, much of it in Spanish; timelines, biographies, maps, diaries and letters of two expeditions of the Spanish to colonizeCalifornia in 1774-1776

http://www.msstate.edu/archives/history --- many different topics, mostly revolution era
http://www.memory.loc.gov/ --- Library of Congress collections; some excerpts from Jefferson and Washington papers, and from other early republic events.

http://www.fisher.lib.virgina.edu/ -- early census data
http://www.libertynet.org-/- revolutionary era and its aftermath; esp. from collections of the David Library of the Amer. Rev.
http://www.h-net.msu.edu/
http://www.h-net.msu.edu/

http://www.oup.usa.org/anb -- American National Biography

http://www.digitalhistory.org/--- good documents on the 7 Years' War and Revolution beginnings; excellent place to read about daily life of soldier; includes some items related to life inside a fort on the frontier during the 7 Years' War.

http://www.ccs.neu.edu/home/bcortez/rev%20war --- mostly military history
http://www.lives/gwlife/--Washington biography; use to link to other bios of the era's leaders

http://www.accessible.com/ --- to sample the Pennsylvania Gazette on line
http://teachpol.tcnj.edu/ --- excellent trove of graphics on the Rev.
http://www.angelfire.com/ --- esp. good on the economics of the Rev.
http://www.plpsd.mb.ca/amhs/history-- linksto many events, and esp. good on Loyalists

http://memory.loc.gov/ammen/gwhtml/.
For the complete Library of Congress collection of George Washington Papers; the original and first part of the released papers included his writings through 1799, a great source for teaching how to use documents in multiple different ways.


http://www.maritime-scotland.org.uk/
For Scottish in the Atlantic World, settling to North America, and links to secondary scholarship on Scottish





Websites on money and banking in the Revolutionary era:

http://www.coins.nd.edu/ColCoin/ColCoinContents/Contents01.html
-- a very large site with articles and numerous pictures, colonial, Revolutionary, and early national
http://www.cal-neva.com/money/coinage1.htm

http://www.cal-neva.com/money/coinage1.htm

http://www.cal-neva.com/money/coinage1.htm

http://www.cal-neva.com/money/coinage1.htm

http://www.common-place.org/vol-04/no-04/mihm/
A good article by Stephen Mihm on counterfeiting in early American history -- is in four segments.


Websites on loyalism:

http://www.revolution.h-net.msu.edu/essays/wulf.html
-- a good article about Quakers and indecision, divisions

http://earlyamerica.com/review/winter2000/loyalists.html
-- “Why theloyalists lost”

http://earlyamerica.com/review/fall96/loyalists.html
-- reply to Paine, and onloyalism inMaryland

http://www.pbs.org/wgbh/aia/part2/2narr4.html
-- African-Americanloyalism – good documents and commentary

http://www.ilt.columbia.edu/k12/history/blacks/dunmore.html
--Dunmore’s Proclamation

www.americanrhetoric.com
-- Patrick Henry’s speech – good comparison to loyalist rationales

www.earlyamerica.com/review/2003
-- on NYC occupation, spies, warships, and early arrival of runaways

www.plpsd.mb.ca/amhs/history
United Empire Loyalists

http://collections.ic.gc.ca/blackloyalists

                    southernloyalism

if you “google” “loyalists” or “loyalism” you will come up with over 100,000 sites – be careful! Narrow the search!



Websites on Slavery, slave trade, abolition in the Revolutionary era:

Websites on agriculture, early manufactures, and the "industrious revolution" in Revolutionary era America:

Diary of Martha Ballard online, with a number of pages about how historians work and bibliography related to women's economy:
http://www.dohistory.org

Websites on French Revolution and Haitian Revolution in the Atlantic World:

Films about the Revolution:
Mary Silliman’s War
Martha Ballard
JohnnyTremain
Revolution!
Liberty!
Last of theMohicans
The Crossing
A Little Rebellion now and Then



13.  BIBLIOGRAPHY OF USEFUL AND IMPORTANT SOURCES FOR STUDYING THE AMERICAN REVOLUTION

Manuscript sources in the Philadelphia area to start with:

    William Bingham Papers, Library Company
    Thomas Coombe Papers, HSP
    Joseph Donath & Co. Letterbook, Hagley
    Stephen Girard Papers, APS
    Simon Gratz Collection, HSP
    Levi Hollingsworth Papers, HSP
    Logan Family Papers, HSP
    Ledger of Thomas Samuel and Miers Fisher, HSP
    Margaret Moulder Ledger, 1794-1799, HSP
    Powell Collection, HSP
    Ester de Berdt Reed, Sentiments of an American Women (Philadelphia, 1780)
    Elizabeth Drinker Diaries

A few newspapers and pamphlets:

    See supplementary handout on newspapers available with commercial information, slave runaway ads, store goods displayed in the city, etc.   The Pennsylvania Gazette is available through JSTOR.

A few Printed Primary sources:

    The American Museum
    Thomas Balch, ed., Thomas Willing Letters and Papers, 1922
    William Barton, various pamphlets on the BNA
    Ann Bezanson, et al., ecs., Prices and Inflation During the American Revolution, 1770-1790 (1936)
    Mathew Carey
    Tench Coxe
    Elaine F. Crane, et al, eds., The Diary of Elizabeth Drinker, 3 vols. (1991)
    Sarah Logan Fisher, A Diary of Trifling Occurrences: Philadelphia, 1776-1778, ed. Nicholas B. Wainwright, Pen. Mag. of History and Biography (1958)
    Mary Heaton, Bucks County Women in Wartime, Bucks County Historical Society (1926)
    Edmund Hogan, The Prospect of Philadelphia, 1795
    Francis Hopkinson, An Account of the Grand Federal Procession, Performed at Philadelphia on Friday, the 4th of July 1788, printed by M. Carey, 1788
    Henrietta Liston, A Diplomat's Wife in Philadelphia: Letters of Henrietta Liston, 1779-1880, ed. Bradford Perkins, WMQ, Oct. 1954, 592-632.
    Milcah Martha Moore, A Commonplace Book from Revolutionary America.  Ed. CLa Courreye Blecki and Karin A. Wulf.  Penn State Press, 1997.
    Benjamin Rush, Writings.
    John Swanwick, Some Observations on the State of the Commerce of U.S. in General in 1796.
    Paul Smith, ed., Letters of Delegates to Congress, 12 volumes to 1982.
    Theodore G. Tappert, The Journals of Henry M. Muhlenberg.  3 vols.  Phila: 1942-58.
    John Fanning Watson, Annals of Philadelphia, and Pennsylvania in the Olden Time, 3 vols. (1809).
    Peletiah Webster, various
    William Young, Journal of Sergeant William Young, PMHB, 1884.

Select Secondary Sources on the Economy of Revolutionary Philadelphia:

For a full series of citations to different topical areas, see Atlantic World reading list, American Revolution reading list, and Early Republic reading list -- available on request.

    John K. Alexander, Render them Submissive: Responses to Poverty in Philadelphia, 1760-1800 (1980).
    Wayne Bodle, The Valley Forge Winer (2001)
    Susan Branson, These Fiery Frenchified Dames . . . National Philadelphia (2001)
    Richard Buel, In Irons: Britain's Naval Supremacy and the American Revolutionary Economy (1998)
    Edward Carter, II, A Wild Irishman Under Every Federalist's Bed: Naturalization in Philadelphia, 1789-1806, PMHB, 94 (1970), 331-46.
    Marion Channing, The Textile Tools of Colonial Homes (1978).
    Patricia Cleary, She will be in the shop: Women's Sphere of Trade in Eighteenth-Century Phila. and New York, PMHB (1995).
    John E. Crowley, The Sensibility of Comfort, American Historical Review, June 1999.
    Thomas Doerflinger, A Vigorous Spirit of Enterprise, 1986.
    Thomas Doerflinger, "Farmers and Dry Goods in the Philadelphia Market Area, 1750-1800," in Hoffman, et al., Economy of Early Americva, p. 166-95 (1988).
    Marc Egnal, The Changing Structure of Phildelphia's Trade with the British West Indies, 1750-1775 PMHB, 99 (April 1975), 156-179.
    Eugene Ferguson, Oliver Evans: Inventive Genious of the American Industrial Revolution, 1980.
    Carolyn Fick, The Making of Haiti: The Saint Domingue Revolution from Below. 1990.
    Ritchie Garrison et al., eds., After Ratification: Material Life in Delaware, 1789-1820 (1988).
    David Geggus, Haitian Revolutionary Studies, 2002.
    James Green, Mathew Carey: Publisher and Patriot, 1985
    Sheryllynne Haggerty, The Structure of the Philadelphia Trading Community on the Transition from Colony to State.  Working Paper.  Harvard Seminar . . . 2002.
    Brooke Hunter, The Prospect of an Independent America . . . 1780s, Explorations in Early American Culture, 2001
    Catherine Hutchins, ed., Shaping a National Culture: The Philadelphia Experience, 1750-1800 (1994).
    Cyril James, The Bank of North America and the Financial History of Philadelphia, PMHB, 44 (1940), 56-96.
    Arthur Jensen, The Maritime Commerce of Colonial Philadelphia, 1963.
    Susan Klepp, Philadelphians in Trnasition: A Demographic History of the City and Its Occupational Groups, 1720-1830 (1989).
    Peggy Liss, Atlantic Empires: The Network of Trade and Revolution, 1713-1826 (1983)
    Susan Klepp, Rough Music on Independence Day: Philadelphia, 1778, in William Pencak and Roger Abrahams, eds., Riot and Revelry in Early America, 2002, pp. 156-178.
    Franklin Knight and Peggy Liss, eds., Atlantic Port Cities: Economy, Culture, and Society in theAtlantic World, 1650-1850 (1991).
    John McCusker and Russell Menard, The Economy of British America, 1607-1789 (1985).
    Bruce Mann, Republic of Debtors, Bankruptcy in the Age of American Independence. (2002)
    Cathy Matson, mss. material on West Indies trade of New York and Philadelphia -- just ask.
    Gary Nash, Forging Freedom: The Formation of Philadelphia's Black Community, 1720-1840.
    Gary Nash, The Urban Crucible: Social Change, Political Consciousness, and the Origins of the American Revolution (1979).
    Gary Nash and Jean Soderlund, Freedom by Degrees: Emancipation in Pennsylvania and its Aftermath (1991)
    Debra Newman, They Left With the British: Black Women in the Evacuatin of Philadelphia, 1778, Penna. Heritage (1977), 20-23.
    Mary Beth Norton, Liberty's Daughters: The Revolutionary Experience of American Women, 1750-1800 (1980)
    Robert Oaks, Philadelphia Merchants and the First Continental Congress, Pennsylvania History (1973), 149-168.
    idem., Philadelphia Merchants and the Origins of American Independence, Proceedings of the American Philosophical Society, 121 (1977), 407-436.
    Charles Olton, Philadelphia's Mechanics in the First Decade of Revolution, 1765-1775, Journal of American History, 59 (1972), 311-326.
    idem., Artisans for Independence: Philadelphia Mechanics and the American Revolution
    Rosalind Remer, Printers and Men of Capital: Philadelphia Book Publishers in the New Republic (1996).
    Steven Rosswurm, Arms, Country, and Class: The Philadelphia Militia and the Lower Sort During the American Revolution (1987)
    Richard Ryerson, Political Mobilization and the American Revolution: The Resistance Movement in Philadelphia, 1765 to 1776, WMQ, 31 (1974), 565-588.
    idem., The Revolution is Now Begun: The Radical Committees of Philadelphia, 1765-1776.
    Robert Blair St. George, ed., Material Life in America, 1600-1800 (has the pictures of Philly housing) (1988).
    Sharon Salinger, Artisans, Journeymen, and the Transformation of Labor in Late Eighteenth-Century Philadelphia, WMQ, 1983, 63-84,
    Linda Salvucci, Anglo-American Merchants and Strategems for Success in Spanish Imperial Markets, 1783-1807, in Jacques Barbier and Allan Kuethe, eds., The North American Role in the Spanish Imperial Economy, 1760-1819, (1984).
    Philip Scranton, Propretary Capitalism, The Textile Manufacture at Philadelphia, 1800-1885 (1984)
    Ronald Schultz, The Republic of Labor: Philadelphia Artisans and the Politics of Class, 1720-1830 (1993).
    John Seymour, The Forgotten Crafts: A Practical Guide to Traditional Skills -- somewhat hard to get, but any large library will have it.  (Portland House, NY, 1984).
    Cynthia Shelton, The Mills of Manayunk: Industrialization and Social Conflict in the Philadelphia Region, 1787-1837 (1986).
    James Shepherd and Gary M. Walton, Shipping, Maritime Trade, and the Economic Development of Colonial North America, (1972).
    Thomas Slaughter, Crowds in Eighteenth-Century America: Reflections and New Directions, PMHB, 115 (Winter 1991).
    Billy Smith, The Material Lives of Laboring Philadelphians, 1750-1860, WMQ, 41 (1984), 629-45.
    idem., The Lower Sort: Philadelphia's Laboring People, 1750-1800 (1990).
    Philip Chadwick Foster Smith, The Empress of China (Philadelphia Maritime Museum, 1984).
    Charles Stille, Major General Anthony Wayne and the Pennsylvania Line in the Continental Army (1893).
    Laurel Thatcher Ulrich, A Midwife's Tale (1990);
    idem., The Age of Homespun (2001).
    Joseph E. Walker, Hopewell Village (1966, 1967).
    Anthony Wallace, Rockdale (1978).
    Sam Bass Warner, The Private City: Philadelphia in Three Periods of its Growth (1968).
    Russell Weigley, ed., Philadelphia: A 300-Year History (1982)
    Peter Welsh, The Brandywine Mills: A Chronicle of an Industry, 1762-1816, Delaware History, 1956, 17-36.
    idem., Merchants, Millers and Ocean Ships: The Components of an Early American Industrial Town, Delaware History, 1957, 319-36.
    Stephanie Grauman Wolf, Urban Village: . . . Germantown, Pennsylvania
    Michael Zakim, Sartorial Ideologies: From Homespun to Ready-Made, American Historical Review, December 2001.

13a.  Selected Readings about the Caribbean in the American Revolutionary Era

14.  Notes about Loyalists: 

Adams on “one thirds”
Somewhere between one third and one half changed sides
Or, fought on British side
Or, chose not to have a side
Or, cynically took oaths for both sides
Maybe 80,000 loyalists left between 1774-1780
Another 100,000 or more actively opposed Patriots within America
Another 500,000 waffled, were Quakers, or undecided
Presence of loyalists constantly, everywhere, made the revolution a civil war.

Who were they?
All walks of life
See Rafael book and Christopher Moore book for examples
Merchants, officials, career officers, lawyers
Highlanders (Gaelic speaking) in upstate NY, Hessians, agents in Indian country
Catholics, Jacobites – Palatine Germans
Newcomers who were not yet integrated into American society,
Or shut out of opportunities, whether with former status or poor
Frontier regulators – chose opposite of what Patriot planters chose
Moses Kirkland, e.g.,
N. Car. And S. Car;
MohawkValley of NY
Tenants ofNew Jersey andMaryland

50,000 slaves [more below]
women left at home, and fearful of patriot militia and army

How identify them?
Search and seizure
Declarations of point of view
Oaths – a promise, though often disingenuous
Committees of Safety rounded up and tried suspected loyalists
Sent to ships, mines, work camps
Confined to houses

What ideas? What say?
Fear of disorder, disdain for mobs
Thought of lower orders as sheep, reptiles, dogs
Negotiation should always be possible, not violent protest
Old order was best – deference, appointment not election
Why fight a bloody revolution, when England had protected Americans within the empire from French, and protected commerce and institutions?
Feared self-interest, smugglers, rapid change (seeJacksonian era later)
patriots were weak, unorganized, bound to fail – opportunists
republicanism was a horrible prospect; utopian,democratical, against the wisdom of the ages, would destroy family order and high rank, etc.
Paine’s writings,
Feared merchants had taught loose economic values – overextension of credit, over-investment in new manufactures and trade – favored land holdings as best
Being a loyalist was not necessarily being pro-British army or its tactics; many loyalists had legitimate grievances against the empire
Violence was persistent, and all-sided
Loyalists were perceived, rightly, as actively or potentially violent
Were over 40 loyalist ranger units –DeLancey’s Cowboys, e.g.

Where go?
Most stayed
Canada received the most – promise of land and trade – but confronted a raw wilderness and much local hostility when arrived
West Indies was much more difficult – warfare there after1780, planters had the system sewed up.
England received some, but it, too, was not very promising for starting over unless one had connections;
Frontier was good; andFloridas – ideal of landholding; Indian confiscations

Mass exodus of 1783:
From Charleston
From New York: 50,000 left in a very short time –Canada mostly – thousands of slaves

Slavery and loyalism:
Slaves and freeAfr-Amers fought on both sides; both sides had all-black regiments or corps, but most blacks fought mixed in with regiments already organized.
Pioneers was an all-black unit, e.g.
Runaways comprised huge groups of ex-slaves – to cities and frontier
LordDunmore’s Proclamation: 1775 – royalgov of Virginia; offered freedom to slaves who agreed to fight for the British side – risk of arming slaves, but alternative was for patriots to do so; some 800 chose to flee plantations and join up; calledDunmore’s Ethiopian Regiment. Promise of land, guns, uniforms, and FREEDOM – a literal concept, not abstract.
After the revolution, slaves were mostly not returned to masters, but went with fleeing loyalists and troops – West Indies (where some went back into slavery there), Canada (where suffered along with white loyalists) – Ontario with the Irish groups; or Nova Scotia with the urban New England and New York loyalists;Leewards with fleeing South Carolina troops, where blacks remained soldiers for awhile, and then incorporated into West Indies regiments after 1795 to fight revolting slaves!
[be careful not to confuse these events of the revolution/loyalism with manumission by individual masters – which also happened in the revolution and right afterwards –Washington, e.g., gave his slaves freedom upon his death, but not because of their role in the revolution.]
[much of our information aboutloyalism comes from the Loyalist Claims filed after the revolution to recover property – including land, businesses, and slaves – and especially from the testimony in those claims given by widows, who recounted their difficult lives on the run and inCanada orEngland.
[sources are often difficult treatises and snippets of information here and there – is hard for students to get at the ideas and social fabric ofloyalism – but so important;
so you will need to TELL them a lot of the information, but you can also get them to simply IMAGINE a cross-section of the population and all the reasons anyone could have to agree or disagree about such momentous events – using present day wars, e.g., might help – or tie-ins to the Civil War in other units




15.  A Sample Course Outline from History 319 at UD in a previous year:

The American Revolution

This course will incorporate lectures, readings, writing, and regular discussion of particular problems about the American Revolution. We cannot cover all themes related to the Revolution, but we will study some of the most important causes and consequences of this momentous era. Part of the time we will work as a whole class to explore issues, and part of the time you will work in small groups that we will form the first week of class. In both whole-class exercises and small-group problem solving you will engage directly in discovering documents AND historians’ reflections and scholarship that -- taken together -- shape our understanding of the Revolution. In addition to the handouts, books, slides, films, overhead lists of terms and concepts, etc., that will be a regular part of our coursework, you will be guided toward discovering sources on your own which you and your small group of classmates believe are significant aspects of our understanding of the Revolution.

Outline of Course Requirements and Goals:

What do we want to know? A discussion about why you are taking this course, and what we will achieve during the semester

To study major transformations of the Revolutionary era, 1750-1800, usingPhiladelphia as a case study; to reconstruct an anatomy of a revolution – why did it happen? What happened at various stages of the revolution? What were its effects and outcomes? What are the differences between private commitment and public actions? What were the individual stakes in revolution, what were the political goals of large numbers of people? How was political and public commitment organized and sustained? How did people negotiate their differences and adjust to new circumstances over the course of the war? How shall we assess the years after the war? To studyPhiladelphia as a laboratory of the Revolution, and to use a wide array of primary sources to understand the city: private correspondence, newspapers, maps, public documents, visual materials, etc. from the era. –how do historians know certain things about the Revolution? What tools do historians use to investigate the Revolution? How do they analyze sources?

To explore primary materials in groups, report to the class, and write about our mutual findings in the primary materials. This will include, among other things, locating and readingdocments, writing vignettes about the historical context and about the connections from one document toanother, and writing reflections on the meanings found in the documents. Working in small groups is an important way to improve skills in researching, analyzing, and communicating ideas. Group work will improve your ability to find solutions, understand issues and historical connections, and teach others about historical problems; it improves your critical thinking and gives you valuable skills that apply to many other parts of your life.

To communicate these findings and their meanings to each other in small groups and to the whole class, and, time permitting, to create a web site that assembles theclass’s major findings and presents one of the possible "stories" – ours -- of one Revolutionary city to a wide audience electronically.

Work Groups:
Why they are good to have
How we will constitute them, and when; naming the groups
What we will do with the groups – see handouts
What the groups will do with the "problems" – see handouts
Writing group rules – see handout
Group names

Documents Analyses:
Eight times this semester you will be required to read a document, prepare to discuss it in class, and write a summary of it. Your summary will be collected at the beginning of class -- and because we will be discussing the documents in class as well, you may not turn in late assignments. See handout for instructions.

Quizzes:
There will be four quizzes this semester, and they are marked on the course outline below. They will cover readings and lectures together.

Diaries/Journals:
They are required, and will be collected twice during the semester for grading. You will need to purchase a spiral notebook -- size 8 1/2" X 11" -- no more than 50 sheets of paper. You will write on both sides of the paper. These diaries will be collected for grading twice during the semester; please write neatly and follow instructions on the handout.

Binders:
You will need a one-inch loose leaf binder to keep documents, handouts, and other material in
Binders will be checked periodically

Required readings: You will be given reading assignments that will come directly from internet sites -- these are not merely supplemental; they arerequire. You may read and take notes directly from the sites; or you may copy them and have them for study. If you do not bring printed copies of the documents to class, you will be expected to bring your reading notes.

Grading:
8 documents analyses 40% total (20 points each)
4 quizzes 20% total (20 points each)
2 diary submissions 20% total (40 points each)
Final exam 20% total (80 points)


Outline of Class Meetings:

Feb. 6 Getting started: requirements and goals in the course

Feb. 8 Lecture: Late Colonial Society.American life on the eve of the Revolution
Internet assignment for first analysis and discussion.

Feb. 13 Lecture: Seven Years’ War, 1754-1763, down to 1765
First document analysis is due at beginning of class
Discussion of documents

Feb. 15 Lecture: Reorganization of the empire, and imperial discussion about the meaning of colonies.First salvos of the Imperial Crisis.
Internet assignment for second analysis and discussion

Feb. 20 Lecture: The Revenue Act and the Stamp Act, 1764 to 1766
Discussion of documents

Feb. 22 Lecture: Sons ofLiberty and Organizing Dissent from the Empire; Also: The Constitutional Arguments; Petitions, Merchant leaders;nonimportation

Feb. 27 Quiz #1
Lecture: The Crisis Intensified, 1767-1770

Mar. 1 Lecture: The Boston Massacre
Internet assignments for third document analysis

Mar. 6 Lecture: Colonial Divisions and Imperial Tightening, 1772-1774
Analysis due, and class discussion of documents

Mar. 8 Lecture: The Decision forIndependence, 1774-1776
Internet assignments for fourth document analysis

Mar. 13 Lecture: Creating and Sustaining the War: Army, Militia,Citizenry; the Meaning and Duties of the Continental Congress; The Association Agreement
Analysis due, and class discussion of documents

Mar. 20 Quiz #2
Lecture: Families and households at war

Mar. 22 Diaries due
Lecture: Scarcities, supply movements, public commitment, secret committees, foreign trade
Internet assignments for fifth document analysis

Mar.22-
Mar.29 UD Spring Break

Apr. 3 Diaries returned to you
Lecture: The Loyalists, spies, and runaways
Document analysis due, and discussion of documents

Apr. 5 Lecture: The Frontier during the War: a multicultural arena

Apr. 10 Quiz #3
Lecture: Surviving in the Cities during the War

Apr. 12 Lecture:Canada, theWest Indies, and Spanish North America
Internet assignments for sixth document analysis

Apr. 17 Lecture: Internal change during the war: new states, new institutions, new roles, newopportunities, disrupted lives
Document analysis is due; class discussion of document

Apr. 19 No class

Apr. 24 Lecture: The Critical Period -- A New Nation or a Collection of 13 Republics? The Price of Independence and the Promise of Change -- the great public debate
Internet assignment for seventh document analysis

Apr. 26 Lecture: The Critical Period (continued) -- New States and Articles of Confederation
Documents analysis is due; class discussion of documents

May 1 Quiz #4
Lecture: The Critical Period (continued): Debt, Northwest Ordinance, Orders in Council, trade toChina,California, and elsewhere

May 3 Lecture: The Critical Period (continued): Shays ' Rebellion,Annapolis, Frontier dangers
Internet assignment for eighth document analysis

May 8 Lecture: The Nationalists go to Philadelphia
Document analysis is due; class discussion of documents

May 10 Diaries due
Lecture: What Got Done at the Convention?

May 15 Assessing the accomplishments and limitations of the Revolution
Study guides for final exam
Course evaluations
Final exam time and date TBA

A Sample Final Exam

A. Choose one of the following questions andwrite an essay of three or four paragraphs, with full sentences and a convincing argument. Take 30 to 40 minutes.

1. Revolutionary Americans used both local militias and the Continental Army to win their war for independence, but they did not feel the same about each of these fighting forces. What were the pros and cons of each?

2. Choose to be either a loyalist or a patriot, and explain your views about the events and ideas leading up to the Revolution (covering the years of the Imperial Crisis).

3. What were the Articles of Confederation, why did they take so long to pass, and what were their limitations?

B. Choose three of the following questions and write a short answer of two or three solid sentences for each. Take 25 to 30 minutes.

1. In your opinion, what was the most important contribution of Tom Paine's Common Sense, and why?

2. What was the Northwest Ordinance and why was it so important?

3. What wasnonimportation and why was it important?

4. What was the Revenue Act (Sugar Act) and what responses did colonists make to it?

5. Why did Shays' Rebellion happen and what was its outcome?




Your Journals

As we discussed at the very beginning of the semester, and I have noted from time to time, one of your assignments this semester is to keep a journal or diary that reflects the life of one person who could have lived during the years of the Imperial Crisis and American Revolution. Your first step in this was to choose what kind of person you wished to "be" for this journal -- age, gender, occupation, place he or she lived, kind of family background, on-going family and community issues that involve you, and -- most importantly -- your reactions to the events that are outlined in lectures and readings. Your character should reflect on political events, but those can be local, far away, and even about Parliament and crown. Your journal should have an entry for each day of class (except for the first day), and should incorporate how your character responds to the issues we raise in class. Your person should grow with the times, change his or her point of view (or become more convinced of it!), or level of commitment to the Revolution, and reflect on family, neighborhood, and general American happenings.

For example, when the French and Indian War began and developed, where was your person, what responses did he or she have, and what consequences were there for his or her life? Did war bring optimism and opportunity, or hardship and fear? Being a merchant or artisan will make a difference; being a man of age to be in the militia will be different from being a young woman thinking about building a home inPhiladelphia or going to city markets. Perhaps you are on the frontier, where you will have different responses to Imperial legislation and the war than if you are in a southern town orBoston.

You should remain rooted in the topics of the lectures, writing an entry for each class day that gives you new information and additional reading assignments. Incorporate the reading material, but also develop a characterwho could have feasibly lived through the events of the lectures and readings, using your imagination to bring the lectures and readings to the life your one individual -- who is this guy, Tom Paine, from the point of view of your journal character, for example? What is the kind of response you would expect your character to make to tarring and feathering? Why does the closing ofBostonPort affect you, or not? Etc.

Of course, you can ask me to look over your entries before they are due (see syllabus for due dates).

16.  Brief Resume

Cathy Matson, Professor
Department of History, University of Delaware
Newark, DE 19716
302-453-0275, cmatson@udel.edu
Ph.D. -- Columbia University, 1985, with distinction
Professor of History, University of Delaware – Graduate and undergraduate teaching of courses in the Eighteenth-Century Atlantic World and Colonial America.

Books:
Trading Places: Commerce in Philadelphia andNew York, 1750-1819, ms. in preparation.
The American Experiment, Volume 1, chapters 1-14 (Houghton-Mifflin, 2001);
Second edition of The American Experiment, 2004.
Merchants and Empire: Trading in Colonial New York (Johns Hopkins University Press, 1997).
Paperback edition, Merchants and Empire, 2003.
A Union of Interests: Politics and Economy in the Revolutionary Era (University Press of Kansas, 1990), with PeterOnuf;
Paperback edition, A Union of Interests, 2002.
America's History, Documents, Vol. 1, to 1877, 2nd edition (The Dorsey Press, 1996).

Major Articles:
“A House of Many Mansions: Trends in American Economic History to 1850,” in The Economy of Early America: Assessments and New Directions, Penn State Press, forthcoming.
“Risky Business: Winning and Losing in the Early American Economy, 1780-1850,” pp. 1-44, Library Company of Philadelphia, 2003.
"Friends or Rivals? The Philadelphia and New York Trading Regions in Comparative Perspective, 1750-1820," in Backcountry Crucibles: The Lehigh Valley from Settlement to Steel, ed. JeanSoderlund and Catherine S.Parzynski, Lehigh University Press, forthcoming.
"Capitalizing Hope: Economic Thought in the Early National Economy," Journal of the Early Republic, 16 (Summer, 1996), 273-92;
reprinted in Wages of Indepencence: Capitalism in theEarlyAmericanRepublic, ed. PaulA.Gilje (Madison House, Madison, WI, 1997), 137-154.
"The Revolution, The Constitution, and the Early National Economy," in Vol. 1, Cambridge Economic History of the United States, ed. Stanley Engerman and Robert Gallman, 3 vols. (Cambridge University Press, 1996), 363-401.
"'Damn'd Scoundrels' and 'Libertisme of Trade': Freedom and Regulation in Colonial New York's Fur and Grain Trades," William and Mary Quarterly, 51 (July 1994), 389-418.
"Liberty, Jealousy, and Union: The New York Economy in the 1780s," in Paul Gilje, ed., New York in the Age of the Constitution, ed. Paul Gilje and William Pencak, (N-YHS and University Press of Virginia, 1992), 112-150.
"Toward a Republican Empire: Interest and Ideology in Revolutionary America," with PeterOnuf,repr.of articlepubl. in 1986, in The New American Nation, 1776-1820, 12 vols., (Garland, 1992), vol. 5.
"Republicanism and Federalism in the Constitutional Decade," with PeterOnuf, in The Republican Synthesis Revisited, ed. Milton Klein, et al., American Antiquarian Society, Proceedings, 102 (Dec. 1992); reprinted in volume of same name, ed. Milton Klein, Richard Brown, and John B.Hench, (Univ. Press of Virginia, 1992), 119-142.
"Commerce and Ideology in 'Dutchified'New York: Enduring Legacies after the Conquest," in A Beautiful and Fruitful Place, ed. Nancy Anne Zeller, (Albany, New York, 1991), 251-268.
"New York City Merchants and the Constitution: A Fragile Consensus," in Stephen L.Schechter and Richard B.Bernstein, eds.,New York and theUnion: Contributions to the American Constitutional Experience,New York State Library, (Albany, New York, 1990), 254-279.
"American Political Economy in the Constitutional Decade," in A. E. Dick Howard and Richard Simmons, eds.,The U.S. Constitution: The First 200 Years, (Manchester University Press, 1989), 16-36.
"Public Vices, Private Benefit: William Duer and His Circle, 1776-1792," in Conrad Wright and William Pencak, eds.,New York and Rise of American Capitalism, (Univ. Press of VA, 1988), 72-133.
"Commerce After the Conquest: Dutch Traders and Goods inNew York City, 1664-1764," de Halve Maen, 59 (Mar. 1987), Part 1, 8-12; continued in ibid., 60 (June 1987), Part 2, 17-22.
"Toward a Republican Empire: Interest and Ideology in Revolutionary America," with Peter Onuf, American Quarterly, 37 (Fall 1986), 496-531.

Books, Articles and Collections in Progress:
1, "White Gold: The West Indies Flour Trade of New York and Philadelphia, 1750 to 1805,” submitted, under review.
2, Researching and writing a monograph comparing the Philadelphia and New York City trading regions, including their agricultural hinterlands and their interdependent commercial relationships with the West Indies and Atlantic World, 1760-1819.
3, Editing and introducing (with RichardSylla), "Financial Revolution: The Transformation of the Early American Economy," a volume of 7 essays, verbally accepted at Cambridge University Press;
4, Writing chapter in ibid., "The Origins of America's Financial Revolution, 1750-1815," in ibid.
5, Editing and introducing, "The Economy of Early America: Assessments and New Directions," a volume of 12 essays, Penn State Press, forthcoming.
6, Researching and writing "The Early American Economy in the Mid-Atlantic Region, 1750 – 1850: A Survey of the Collections," (co-authored with WendyWoloson), a volume of ca. 10 chapters.

Short Articles:
"Colonial Merchants," in The Encyclopedia of New York State, ed. PeterEisenstadt, Syracuse University Press, forthcoming late 2003.
"Mercantilism," and "Liberalism and Republicanism," Encyclopedia of American Cultural and Intellectual History, ed. MaryCayton and Peter Williams, C. Scribner's Sons, 2001, pp. 119-125, 169-185.
"Interests," for Blackwell Companion to the American Revolution, ed. Jack P. Greene and J. R. Pole,OxfordUniversity Press, 2000, 701-707.
"The Colonial Economy," and "The Fur Trade," in Encyclopedia of New York City, New-York Historical Society, ed. Kenneth T. Jackson, Oxford University Press, 1995, 358-64, 445-46.
"Thomas Walker," and "James Duane," in American National Biography, ed. JohnGarraty and the American Council of Learned Societies,CambridgeUniversity Press, 1994.
"Dutch Taxation [in NewNetherland], 1621-1664," in Encyclopedia of the North American Colonies, ed. Alden Vaughan, et al., CharlesScribners' Sons, 1993, pp.381-384.
"Puritanism and the Great Awakening, AHistoriographical Review Essay," WorthPubl., 1994.

Book Reviews and Review Essays: About fifty reviews in about ten major journals.

Series Editor: Studies in Early American Economy and Society, Johns Hopkins Univ. Press.


Research Papers and Professional Presentations: About seventy talks at as many conferences, educational meetings, and public programs.

Conferences Organized:
"The Past and Future of Early American Economic History: Needs and Opportunities," April 20-21, 2001, Philadelphia
"Risk and Reputation: Insecurity in the Early American Economy," October 4, 2002, Philadelphia
"The Atlantic Economy in an Era of 18th Century Revolutions,” Nov.8, 2003, Philadelphia
“Farm, Field, and Household: Women in the Early American Economy, Oct. 1, 2004. 

National/Professional Appointments:
Director, Program in Early American Economy and Society, 1999-present: includes organizing seminars, speaking engagements, publicity; running fellowship program, local colloquia, article awards program; acquiring speakers for and organizing annual conferences; seeking publishers for conference volumes, editing and introducing the volumes and journal forums; co-curating a museum exhibit; outreach and grant-writing; identifying and reading manuscripts for monograph series with JHU Press; etc.
Society for Historians of the Early American Republic (SHEAR), Advisory Council, 2000-2002; re-elected 2002-2004; Development Committee, SHEAR, 2003-2004; Program Committees, 2002-2003, 1996, 1989. Transition Committee, SHEAR, 2001-2002;
Editorial Board, Journal of the Early Republic, 1995-1999, 2003-2006.
Economic History Association: Program Committee; grants committees; local arrangements, various years.
Book manuscripts and journal article reviewing for fourteen presses/journals; NEH reviewer; committees and councils of four other professional organizations; consulting on public programs.