States' rights: The ongoing debate

"Treason against the United States shall consist only in levying war against them, or in adhering to their enemies, giving them aid and comfort."

- Article 3, Section 3, Paragraph 1 of the Constitution

States' rights was a major issue in the Civil War

In the 1860's, the United States fought a bloody civil war with itself, where 624,000 Americans (more than half a million people) died in a major rebellion. Slavery may have been the root cause of the Southern states' desire for secession, but the "states' rights" arguments were the ones that they used to try and prove their legal right to do so. This was, of course, a "right" that they believed that they were entitled to. Regardless of whether they were right or not (and I believe they weren't myself), they were symptoms of a deep-rooted debate within American society over states' rights, which had roots going back far before the Civil War and into the Constitutional Convention - perhaps even to the Declaration of Independence. States thought that they had the right to nullify federal laws, and considered themselves as independent nations bound into a mere league of nations, rather than mere provinces of a larger nation. They saw the "United States of America" much like we see the "United Nations" - a collection of independent nations that work together when convenient, and which would never surrender their sovereignty when they work together.

Confederate dead at Antietam, 1862

People were willing to fight and die for their views on the subject

When the United States was no longer perceived to be useful to the Southern states, they believed they had the right to secede from it, and win that secession by bloodshed. The Northern states believed with equal fervor that they had no such right to secede, and were willing to suppress this by bloodshed. Thus both sides were willing to fight and die for their own view of states' rights, and a bitter civil war was fought partially over that divisive issue about the role of states. (Although I should acknowledge that there were other factors at work here, and there are other root causes of this war.) The debate continues in full force today (although without the "bloodshed" part), as we continue to define the role of states in the Union. Thus, a closer look at how "states' rights" works might be useful here; answering what responsibilities states have to each other, what rights they still retain at this time, and what advantages they derive from the Union in the 21st century.

A review of “The Greeks: Crucible of Civilization” (PBS Empires)

"Had the Greeks, says the Abbe Milot, been as wise as they were courageous, they would have been admonished by experience of the necessity of a closer union, and would have availed themselves of the peace which followed their success against the Persian arms, to establish such a reformation. Instead of this obvious policy, Athens and Sparta, inflated with the victories and the glory they had acquired, became first rivals and then enemies; and did each other infinitely more mischief than they had suffered from Xerxes. Their mutual jealousies, fears, hatreds, and injuries ended in the celebrated Peloponnesian war; which itself ended in the ruin and slavery of the Athenians who had begun it."

- Alexander Hamilton and James Madison, in the Federalist Papers (Federalist No. 18)

So I once read a book history of Ancient Greece, and I've even been learning the Ancient Greek language since 2013 (as some of you already know). I'm almost done reading my intro textbook on the subject, actually, and so I've spent many hours studying this topic over these past few years. (Update, 2017: I actually finished the intro textbook recently.) Nonetheless, I actually learned a lot from this three-hour TV program on this topic; since it is well-researched, well-presented, and it interviews the experts. I've gotten pretty deep into their culture already through these language exploits, but I nonetheless learned much from this documentary, and not just because it shows pictures of the actual places and artifacts from the time. (Although it does do plenty of that, and supplements my reading with the visuals.)

Temple of Olympian Zeus in Athens

So how did I learn something from this, you might be asking? What was it that was so new to me that my textbooks hadn't shown me this information before? Why was it that I learned something from a medium that is usually brief, and occasionally superficial?

Greek statesman Cleisthenes

Reflections on learning about history of Ancient Egypt

"Written by a team of pioneering archaeologists and acknowledged experts working at the cutting edge of Egyptology ... "

- The back cover of "The Oxford History of Ancient Egypt" (2000), edited by Ian Shaw

The Rosetta Stone: The key to Egypt

In 1799, one of Napoleon's soldiers discovered a mysterious stone in the Nile Delta, during the French campaigns into Egypt that year - a stone that would prove the key to Egyptology and its modern practice. The mysterious object was the Rosetta Stone, and it bore an inscription in three different writing systems - Egyptian hieroglyphics, a later Egyptian script called "Demotic," and an ancient variety of Greek that was well-known already to Europeans. Although this soldier didn't know it then, this bilingual inscription would allow a young scholar named Jean-François Champollion to decipher the pronunciations when he reached adulthood, since he was only nine years old at the time that his fellow Frenchman discovered this.

The Rosetta Stone

What is Egyptology?

The Napoleonic campaigns in general - and the decipherment of the Rosetta Stone in particular - ignited a wave of true "Egyptomania" back in Europe, which grew into the modern discipline of Egyptology. Many great discoveries have been made in this area by archaeological digs at various sites, and some of these have uncovered information that was not known to anyone for centuries. Perhaps because of this, the discipline of Egyptology is sometimes considered a subfield of archaeology - a field broad enough to include sites from Greece to Rome to China to Central America. This classification points out that the excavations done in Egypt are just some of the many across the world that attract the attention of archaeologists; and there is truth in this claim. Nonetheless, the study of Egyptology encompasses more than just "digging in the dirt," and embraces written records as well; with languages whose grammar must be seriously studied and understood before a proper and complete history of the Egyptian past can be written. Thus, the Europeans classify Egyptology as a philological discipline (or in other words, a "linguistic" discipline). This controversy over its classification continues today.

The complicated legacy of the “Three-Fifths Clause”

"Representatives and direct taxes shall be apportioned among the several States which may be included within this Union, according to their respective numbers, which shall be determined by adding to the whole number of free persons, including those bound to service for a term of years, and excluding Indians not taxed, three-fifths of all other persons."

- Article 1, Section 2, Paragraph 3 of the Constitution (later changed by constitutional amendments, as I will describe in detail later)

It appeared on the surface to be one kind of racism, but in reality was another ...

A review of Ken Burns’ “Jazz” (PBS series)

"Jazz is the assassination, the murdering, the slaying of syncopation. I would even go so far as to confess that we are musical anarchists."

- Nick La Rocca, leader of the first jazz band to make a record

An opinion from a longtime fan and (amateur) musician ...

I should preface this review by saying that I am a longtime fan of jazz music, as well as a longtime fan of both history and the Ken Burns documentaries about it. I freely acknowledge that I am not an expert on music history (jazz or otherwise), and do not consider myself to be a true musician - much as I would like to call myself by this distinguished title. I have played piano for a long time, it is true, and I have played jazz (and other styles) by ear. But I am neither a professional musician nor particularly talented in my performance, and consider myself only an enthusiastic fan with a sometime musical hobby. That being said, I am entitled to my opinion about it as much as anyone else, and so offer this review to any who might enjoy it.

Japanese American soldiers in World War II

"Now, therefore, by virtue of the authority vested in me as President of the United States, and Commander in Chief of the Army and Navy, I hereby authorize and direct the Secretary of War, and the Military Commanders whom he may from time to time designate, whenever he or any designated Commander deems such action necessary or desirable, to prescribe military areas in such places and of such extent as he or the appropriate Military Commander may determine, from which any or all persons may be excluded, and with respect to which, the right of any person to enter, remain in, or leave shall be subject to whatever restrictions the Secretary of War or the appropriate Military Commander may impose in his discretion."

- "Executive Order No. 9066," issued by President Franklin Delano Roosevelt on 19 February 1942

Japanese American children pledging allegiance to the United States in 1942, shortly before the internment started

Japanese American soldiers served with great distinction in World War II

Most Americans today have heard the story of Japanese American internment in World War II (at least in outline form), which was unquestionably one of the sadder episodes in this country's history (at least in the last century). But most Americans have not heard of the story of the Japanese American soldiers in World War II, who served with great distinction in the war. This is a part of the story that our schools have not told as well, and so I thought I'd venture to offer some coverage of it on my blog here. (This necessarily involves some background about the story of Japanese internment, I should note here; but I intend to focus this post on the military contributions of the Japanese American soldiers.)

"Instructions to all persons of Japanese ancestry," under Executive Order 9066

25 more things about me

Focusing on things that I've not talked about - at least, not as extensively - in my previous "25 things about me" post