This is the tenth of eleven essays written by Hamilton defending the Presidency against the “unfairness†of the Antifederalist “representations.â€
This is the last of eleven essays written by Hamilton defending the Presidency against the “unfairness†of the Antifederalist “representations.â€
This is the first of five essays written by Hamilton on the Judiciary. In this essay, we also find the fifth of six essays in The Federalist that identify specific authors of Antifederalist writings.
In this essay, Alexander Hamilton rejects the call for a mandatory retirement age.
This is the third of five essays written by Hamilton on the Judiciary in relation to the extent of its powers.
This is the fourth of five essays written by Hamilton on the Judiciary in relation to the extent of its powers.
This is the last of five essays written by Hamilton on the Judiciary in relation to the extent of its powers.
Hamilton discusses the objection that “has met with most successâ€: “the want of a constitutional provision for the trial by jury in civil cases.†This is the longest essay in The Federalist and the last of six essays in The Federalist that identify specific authors of Antifederalist writings. Here, it is the “absolutely senseless†Report of the Pennsylvania Minority and the propositions of the Massachusetts Convention on trial by jury.
This second longest essay in The Federalist contains twenty-four paragraphs. Hamilton begins with a discussion of 2) “the most considerable†of the “remaining objectionsâ€: “the plan of the convention contains no bill of rights.†This is contained in 1-12. He then turns in 13-15 to 3) the location of the seat of government. An “extraordinary†objection is 4) “the want of some provision respecting the debts due to the United States.†This is covered in 16. He turns, finally, in 17- 24, to the claim that 5) “the adoption of the proposed government would occasion a considerable increase of expense.â€
Hamilton informs his readers that “that there would appear still to remain for discussion two points {outlined in Federalist 1}: ‘the analogy of the proposed government to your own State constitution.’ And ‘the additional security which its adoption will afford to republican government, to liberty, and to property.'†These topics have been “exhausted†in previous essays. “I never expect to see a perfect work from imperfect man.†Surely the plan of the convention is more perfect than what we have under the Articles? Let’s not call for another convention. Furthermore, isn’t it better to “obtain subsequent amendments than previous amendments to the Constitution?†Remember, “seven out of the thirteen States†have already ratified the plan of the convention.
This resource provides information on Federalist No. 8. The Federalist Papers were originally newspaper essays written by Alexander Hamilton, James Madison, and John Jay under the pseudonym Publius, whose immediate goal was to persuade the people of New York to ratify the constitution.
This resource provides information on Federalist No. 9. The Federalist Papers were originally newspaper essays written by Alexander Hamilton, James Madison, and John Jay under the pseudonym Publius, whose immediate goal was to persuade the people of New York to ratify the constitution.
This resource provides information about the Fugitive Slave Act.
This resource informs students of Abraham Lincoln's speech before the Republican State Convention regarding division amongst the parties.
This resource is an introduction to the Federalist.
This resource informs students about the Supreme Court case, Marbury v. Madison. This landmark Supreme Court case originated over a controversy regarding Presidential appointments, but ultimately focused on the constitutionality of an act of Congress.
Theodore Roosevelt's speech addressed the challenges the United States experienced after the Civil War.
This resource outlines the Federalist and provides links to Federalist documents.
In this lesson from the UMBC Center for History Education Teaching American History Lesson Plan site, students will explore the relationship between Cuba and the United States, and examine primary sources in order to understand the causes and consequences of the failed coup.
Students simulate a Senate filibuster to gain a better understanding of this legislative-delaying device.