by Pat Heyman | Feb 16, 2010 | Essays, Pat
Finances is half self control, mixed with one part economics, one part politics, two parts current events, and seasoned with math. This “book” ties together various finance and economic resources. This first page gives a brief overview of each one and links to further reading and resources.
Self Control
Self control is the most important aspect to personal finances. To live comfortably without worries, it is absolutely imperative that you live within your means. That means that you make more money than you spend. It’s simple, but it’s hard, because most of us didn’t have good role models growing up, and the entire culture from your school teachers to the news (let alone advertising) tells you the opposite.
I’m not going to spend much space here, because it’s relatively simple to understand. If you find yourself in debt, the absolute first step is to stop spending more than you make. The second step is to pay off your debt. There are multiple techniques to do it, but the most common is usually called a debt snowball—you put every dime of extra money toward paying off your smallest debt. Once that debt is paid, the same amount plus the money freed by the first debt are applied to the next debt. Every time you pay off a loan, the amount of money you have to apply to the next debt becomes bigger (just like a snowball rolling down the mountain).
Once you have paid off all your loans (other than a home mortgage), many families find they can pay off their mortgage within five to seven years. Two things have happened during this time: 1) You have grown accustomed to living within your means, and 2) You have known the pain of paying off your debts. At this point, you probably have well over $2000 extra a month to save. Budget a small amount to living, and use the rest to save for your long term goals (owning your own business, retiring early, taking missions trips, owning a ranch, etc.).
Debt elimination and budgeting are huge topics, and I really don’t have anything novel to add. I do highly recommend reading the book, The Millionaire Next Door, for its countercultural research that the most successful people are thrifty, monogamous families.
Economics
You absolutely need to have a modicum of economic understanding in order to make sound financial decisions, so I’ve put the economic issue next. The key piece of economic understanding that you need to know is that money’s value is not constant, and that having a certain amount does not guarantee anything.
Here’s a simple example. You are a poor nursing student and you have $100 a month to use for your personal expenses. If everything you normally buy costs exactly $100, you break even. If the price drops by half, you now have $50 extra to spend at the end of the month. You are now richer, even though you did not make any extra money. On the other hand, if you get a 100% raise to $200 a month, but price double, you are no richer or poorer— you still break even.
The application of the lesson is simple. You can become poorer even though the amount of money in your bank and retirement accounts grows. Value is now the same as money. (Becoming poorer despite having more money is usually caused by inflation, which is explained later.) There is a whole lot more to understanding economics in regards to financial decisions, but that is the most important.
Skip to Economic Resources
Politics and Current Events
I’m going to deal with these two things together, because it is changes in politics that truly influence financial decisions, so you can think of it in terms of current events (and taxes). For example, in 2007, as gas prices soared and oil company profits soared, politicians began to talk about special taxes to confiscate these “obscene profits.” In another example, candidate Obama promised no tax increase for households making less than $250,000, but president Obama recently said he is “agnostic” about tax increases. A potential tax increase could seriously affect your finances.
The key thing about politics is that reporting is often skewed by those reporting it. So for political news affecting finances, I prefer to read libertarian news and commentary, because they hate both conservative and liberal politics. My absolute favorite source of political information is FreedomWatch with Judge Andrew Napolitano. (Lewrockwell.com is the main site I read for this, and they regularly feature articles by the economic commentators I mention below.)
Current events are important, because they effect the value of money and investments. Prices are just information about people’s values, and their values change depending on their circumstances. For example, the WHI trial was stopped because they thought that the estrogen may have been causing cancer. Overnight, the value of Wyeth (the maker of Premarin and Prempro) dropped by half. The rest of Wyeth’s products were sound, and the company was in no danger of losing half its revenue, so I bought Wyeth stock, and the price went back up to its previous level within the year. I ended up almost doubling my money (unfortunately, at the time, I didn’t have much money to invest, so double not much is only a little bit more but the principle is the same).
Other important current events to keep track of include the Federal Reserve’s actions, laws that affect you or your investments, wars, global trade, and elections. Of course it’s best if your source of current events is filtered and explained by someone knowledgeable about economics. The important thing to remember about current events and predictions is that even though an “investment guru” may be right about what is going to happen, if the timing is off (or your timing), then you might still lose money. A few of my favorite writers on this matter include:
All three of them agree that current U.S. government policies will ultimately lead to inflation and loss of value for the dollar. All agree that gold is currently a good hedge against inflation.
Some looming political current events
There are two terms that you should be familiar with given the current economic and global events. The first is sovereign risk. This refers to the risk that a country will not pay its debts. It can be done by outright repudiation, such as Hitler did in the 1930s, or by announcing inability to pay, such as Mexico did in the 1980s, or more commonly, a country can inflate (print money) and then pay its debts with worthless currency. The reason sovereign debt is the buzz word of the day is because of Greece and the so-called PIGS countries (Portugal, Italy, Greece, and Spain). All of them are Eurozone members who have very high deficit to GDP ratios and debt to GDP ratios. The fear is that they will not be able to pay back their loans. As Eurozone members, they do not have the ability to print money, so they cannot even pretend to pay back their debt with worthless money. The big question is whether the other Eurozone countries will bail out the PIGS.
Two reasons you should care about sovereign risk: 1) It affects investment decisions, and 2) The United States deficit to GDP figures are almost as high as Greece’s (something like 12% vs 12.8%). But for some reason, most people (esp. Americans) are blind to the fact that the United States is now a high risk investment. Worldwide, however, the U.S. government has had a much harder time selling bonds. If the U.S. government cannot sell enough bonds to cover its operating cost…it’s anyone’s call.
The second term you should be familiar with is regime uncertainty. This occurs when investors do not want to risk their money for fear of actions the government could take. For example, 2007, with record oil and gas prices and oil company profits, U.S. politicians began to talk about special taxes on just oil companies. One congressman, Maxine Waters, even threatened to nationalize the oil companies. Talk like that most likely discouraged potential investors from investing in oil companies. (Who wants to own a company the U.S. government is going to take over?)
Other causes of regime uncertainty recently include the 2008-2009 bailouts, possible Cap and Trade legislation, healthcare reform, and the circumventing of bankruptcy laws in the Chrysler case.
Math
Yes, I’m looking at you K____! T____! C____! The good news is that you don’t have to do most of the math yourself. Spreadsheets can do most of the math for you, and if the formula is too complicated, there are plenty of financial calculators on the internet to calculate everything from mortgage interest to capital gains tax. You can also use personal finance software, such as Quicken.
Spreadsheets
You need to use a spreadsheet for your budgeting and long term planning. Think of it as smart graph paper. Every block (cell) has an address made up of its column (a letter) and its row (a number). So the first cell is A1, the next to the right is A2, etc. If you want to perform math on some cells, just type “=” and then a formula. So if you want to add 100 to cell A2, you type “=A2+100”. If you want to subtract the contents of A3 from A2, type “=A2-A3”. You can also use more advanced functions such as sum and average.
The most common spreadsheet is Excel, which is part of Microsoft Office. While you are still a student, you can purchase Office from the Bookstore at a 90% discount. You may want to consider doing so. Alternatively, you can download OpenOffice for free.
The budget spreadsheet at the bottom of this page can be opened in either spreadsheet and already contains common expenses you may encounter and formulas to track your cash flow.
What next?
This is just a brief introduction to these issues. We will explore each one on the next few pages.
by Pat Heyman | Feb 16, 2010 | Uncategorized
by Pat Heyman | Feb 16, 2010 | Uncategorized
The Schools Are Doing a Wonderful Job!
by by Butler Shaffer
Don’t let schooling interfere with your education.
~ Mark Twain
I sometimes grow weary listening to people complaining that the government schools are doing a terrible job. I have many objections to this horrid system, but I must give it credit for accomplishing its actual – but unstated – purpose, namely, to dumb-down the minds of people so as to make them unquestioning and obedient vassals of the established order. There is nothing so disruptive to the status quo as a society of self-directed, independent-minded people both capable of and insistent on informed, analytical thought. It has been the purpose of government schools to assure that such conditions do not arise; to continue to produce a society of capable workers but who, nonetheless, have passive and contented minds.
The contrast between systems of learning that focus on helping students become epistemologically independent and competent, and the government schools, is often difficult to make other than by anecdotal examples. When I was in the eighth-grade in a government school, we were required to study Latin. That revelation, standing by itself, conveys little to a listener. Only occasionally am I able to find some past curricular evidence with which to compare modern school offerings.
Thanks to the Internet, however, I have rediscovered an interesting item that helps make my point. It is an eighth grade exam that students in Salina, Kansas, were required to pass in order to advance to high school (i.e., the ninth grade). The exam was given in 1895, and consists of the following subject areas and questions.
“Grammar (Time, one hour)
1. Give nine rules for the use of Capital Letters.
2. Name the Parts of Speech and define those that have no modifications.
3. Define Verse, Stanza and Paragraph.
4. What are the Principal Parts of a verb? Give Principal Parts of do, lie, lay and run.
5. Define Case, Illustrate each Case.
6. What is Punctuation? Give rules for principal marks of Punctuation.
7–10. Write a composition of about 150 words and show therein that you understand the practical use of the rules of grammar.
Arithmetic (Time, 1.25 hours)
1. Name and define the Fundamental Rules of Arithmetic.
2. A wagon box is 2 ft. deep, 10 feet long, and 3 ft. wide. How many bushels of wheat will it hold?
3. If a load of wheat weighs 3942 lbs., what is it worth at 50cts. per bu, deducting 1050 lbs. for tare?
4. District No. 33 has a valuation of $35,000. What is the necessary levy to carry on a school seven months at $50 per month, and have $104 for incidentals?
5. Find cost of 6720 lbs. coal at $6.00 per ton.
6. Find the interest of $512.60 for 8 months and 18 days at 7 percent.
7. What is the cost of 40 boards 12 inches wide and 16 ft. long at $.20 per inch?
8. Find bank discount on $300 for 90 days (no grace) at 10 percent.
9. What is the cost of a square farm at $15 per acre, the distance around which is 640 rods?
10. Write a Bank Check, a Promissory Note, and a Receipt.
U.S. History (Time, 45 minutes)
1. Give the epochs into which U.S. History is divided.
2. Give an account of the discovery of America by Columbus.
3. Relate the causes and results of the Revolutionary War.
4. Show the territorial growth of the United States.
5. Tell what you can of the history of Kansas.
6. Describe three of the most prominent battles of the Rebellion.
7. Who were the following: Morse, Whitney, Fulton, Bell, Lincoln, Penn, and Howe?
8. Name events connected with the following dates: 1607, 1620, 1800, 1849, and 1865.
Orthography (Time, one hour)
1. What is meant by the following: Alphabet, phonetic orthography, etymology, syllabication?
2. What are elementary sounds? How classified?
3. What are the following, and give examples of each: Trigraph, subvocals, diphthong, cognate letters, linguals?
4. Give four substitutes for caret “u.”
5. Give two rules for spelling words with final “e.” Name two exceptions under each rule.
6. Give two rules of silent letters in spelling. Illustrate each.
7. Define the following prefixes and use in connection with a word: Bi, dis, mis, pre, semi, post, non, inter, mono, super.
8. Mark diacritically and divide into syllables the following, and name the sign that indicates the sound: Card, ball, mercy, sir, odd, cell, rise, blood, fare, last.
9. Use the following correctly in sentences: Cite, site, sight, fane, fain, feign, vane, vain, vein, raze, raise, rays.
10. Write 10 words frequently mispronounced and indicate pronunciation by use of diacritical marks and by syllabication.
Geography (Time, one hour)
1. What is climate? Upon what does climate depend?
2. How do you account for the extremes of climate in Kansas?
3. Of what use are rivers? Of what use is the ocean?
4. Describe the mountains of N.A.
5. Name and describe the following: Monrovia, Odessa, Denver, Manitoba, Hecla, Yukon, St. Helena, Juan Fermandez, Aspinwall and Orinoco.
6. Name and locate the principal trade centers of the U.S.
7. Name all the republics of Europe and give capital of each.
8. Why is the Atlantic Coast colder than the Pacific in the same latitude?
9. Describe the process by which the water of the ocean returns to the sources of rivers.
10. Describe the movements of the earth. Give inclination of the earth.
1. Where are the saliva, gastric juice, and bile secreted? What is the use of each in digestion?
2. How does nutrition reach the circulation?
3. What is the function of the liver? Of the kidneys?
4. How would you stop the flow of blood from an artery in the case of laceration?
5. Give some general directions that you think would be beneficial to preserve the human body in a state of health.”
If you have any eighth-grade children in government schools, you might consider taking this set of questions to your next parent-teacher conference and ask if the students are learning at a substantive level that would allow them to provide intelligent answers. If you feel even more courageous, you might ask the teacher whether he/she is capable of giving the kinds of responses once expected of thirteen year-olds in Kansas. You will probably be told that the subject matter of this earlier test is peculiar to the time and place in which it was given; and that nineteenth-century teenagers would likely be unable to name the first winner on the “American Idol” program, or to write a sentence that includes the phrase “fer sure, dude”, or to locate the site (sight? cite?) of Neverland Ranch!
February 13, 2010
Butler Shaffer [send him e-mail] teaches at the Southwestern University School of Law. He is the author of the newly-released In Restraint of Trade: The Business Campaign Against Competition, 1918–1938 and of Calculated Chaos: Institutional Threats to Peace and Human Survival. His latest book is Boundaries of Order.
Copyright © 2010 by LewRockwell.com. Permission to reprint in whole or in part is gladly granted, provided full credit is given.
by Pat Heyman | Feb 11, 2010 | Uncategorized
Black Opportunity Destruction
by Walter E. Williams
“Do you mean he is taller than me am?” sarcastically barked Dr. Martin Rosenberg, my high school English teacher, to one of the students in our class. The student actually said, “He is taller than me,” but Rosenberg was ridiculing the student’s grammar. The subject of the elliptical (or understood) verb “am” must be in the subjective case. Thus, the correct form of the sentence is: He is taller than I.
This correction/dressing down of a student, that occasionally included me, occurred during my attendance at North Philadelphia’s Benjamin Franklin High School in the early ’50s. Franklin was predominantly black; its students were poor or low middle class. On top of that, Franklin had just about the lowest academic standing in the city. All of our teachers, except two or three, were white. Despite the fact that we were poor, most of Franklin’s teachers held fairly high standards and expectations.
Today, high standards and expectations, at some schools, would mean trouble for a teacher. Teachers, as pointed out in one teaching program, are encouraged to “Recognize and understand the cultural differences among students from diverse backgrounds, and treat such differences with respect. Intervene immediately, should a fellow student disparage a Black student’s culture or language.” That means if a black student says, “I be wiff him” or “He axed me a question,” teachers shouldn’t bother to correct the student’s language. What’s more, should anyone disparage or laugh at the way the student speaks, the teacher should intervene in his defense. Correcting the student’s speech might be deemed as insensitive to diversity at best and racism at worst, leading possibly to a teacher’s reprimand, termination and possibly assault.
A teacher’s job is to teach and failure to correct a student’s speech, just as failure to correct a math error, is a dereliction of duty. You might say, “Williams, Ebonics or black English is part of the cultural roots of black people and to disparage it is racism.” That’s utter nonsense. During the 1940s and 1950s, I lived in North Philadelphia’s Richard Allen housing project, along with its most famous resident, Bill Cosby. We all were poor or low middle class but no one spoke black English. My wife was the youngest of 10 children. Listening to her brothers and sisters speak, compared to many of her nieces and nephews, you wouldn’t believe they were in the same family. The difference has nothing to do with cultural roots of black people. The difference is that parents, teachers and others in authority over youngsters have become less judgmental, politically correct and lazy; therefore, speaking poorly is accepted.
Language is our tool of communication. If a person has poor oral language skills, he’s likely to have poor writing, reading and comprehension skills. To my knowledge, there are no books in any field of study written in Ebonics or black English. It is very likely that a person with poor language skills will suffer significant deficits in other areas of academic competence such as mathematics and the sciences. It doesn’t mean that the person is unintelligent; it means that he doesn’t have all the tools of intelligence. That is what’s so insidious about the state of black education today; so many blacks do not have a chance to develop the tools of intelligence. Many might have high native intelligence but come off sounding like a moron.
Black Americans should thank God that non-judgmental, politically correct people weren’t around during the early civil rights movement when blacks began breaking discriminatory barriers. Discriminatory employers would have had ready-made excuses not to hire a black as a trolley car motorman, cashier or department store sales clerk.
There are some significant challenges to being judgmental and politically incorrect and insisting on proper language. A professor or teacher can get cursed out by students or parents. A black student who speaks well, carries books and studies can be accused of “acting white” and find himself shunned and assaulted by other students.
I would be interested in hearing the teaching establishment’s defense of permitting poor language.
by Pat Heyman | Feb 10, 2010 | Uncategorized
The Yankee Problem in America
by Clyde Wilson
Since the 2000 presidential election, much attention has been paid to a map showing the sharp geographical division between the two candidates’ support. Gore prevailed in the power- and plunder-seeking Deep North (Northeast, Upper Midwest, Pacific Coast) and Bush in the regions inhabited by productive and decent Americans. There is nothing new about this. Historically speaking, it is just one more manifestation of the Yankee problem.
As indicated by these books (listed at the end), scholars are at last starting to pay some attention to one of the most important and most neglected subjects in United States history the Yankee problem.
By Yankee I do not mean everybody from north of the Potomac and Ohio. Lots of them have always been good folks. The firemen who died in the World Trade Center on September 11 were Americans. The politicians and TV personalities who stood around telling us what we are to think about it are Yankees. I am using the term historically to designate that peculiar ethnic group descended from New Englanders, who can be easily recognized by their arrogance, hypocrisy, greed, lack of congeniality, and penchant for ordering other people around. Puritans long ago abandoned anything that might be good in their religion but have never given up the notion that they are the chosen saints whose mission is to make America, and the world, into the perfection of their own image.
Hillary Rodham Clinton, raised a Northern Methodist in Chicago, is a museum-quality specimen of the Yankee self-righteous, ruthless, and self-aggrandizing. Northern Methodism and Chicago were both, in their formative periods, hotbeds of abolitionist, high tariff Black Republicanism. The Yankee temperament, it should be noted, makes a neat fit with the Stalinism that was brought into the Deep North by later immigrants.
The ethnic division between Yankees and other Americans goes back to earliest colonial times. Up until the War for Southern Independence, Southerners were considered to be the American mainstream and Yankees were considered to be the "peculiar" people. Because of a long campaign of cultural imperialism and the successful military imperialism engineered by the Yankees, the South, since the war, has been considered the problem, the deviation from the true American norm. Historians have made an industry of explaining why the South is different (and evil, for that which defies the "American" as now established, is by definition evil). Is the South different because of slavery? white supremacy? the climate? pellagra? illiteracy? poverty? guilt? defeat? Celtic wildness rather than Anglo-Saxon sobriety?
Unnoticed in all this literature was a hidden assumption: the North is normal, the standard of all things American and good. Anything that does not conform is a problem to be explained and a condition to be annihilated. What about that hidden assumption? Should not historians be interested in understanding how the North got to be the way it is? Indeed, is there any question in American history more important?
According to standard accounts of American history (i.e., Northern mythology), New Englanders fought the Revolution and founded glorious American freedom as had been planned by the "Puritan Fathers." Southerners, who had always been of questionable character, because of their fanatic devotion to slavery, wickedly rebelled against government of, by, and for the people, were put down by the armies of the Lord, and should be ever grateful for not having been exterminated. (This is clearly the view of the anonymous Union Leaguer from Portland, Maine, who recently sent me a chamber pot labeled "Robert E. Lee’s soup tureen.") And out of their benevolence and devotion to the ideal of freedom, the North struck the chains from the suffering black people. (They should be forever grateful, also. Take a look at the Boston statue with happy blacks adoring the feet of Col. Robert Gould Shaw.)
Aside from the fact that every generalization in this standard history is false, an obvious defect in it is that, for anyone familiar with American history before the War, it is clear that "Southern" was American and Yankees were the problem. America was Washington and Jefferson, the Louisiana Purchase and the Battle of New Orleans, John Randolph and Henry Clay, Daniel Morgan, Daniel Boone, and Francis Marion. Southerners had made the Constitution, saved it under Jefferson from the Yankees, fought the wars, acquired the territory, and settled the West, including the Northwest. To most Americans, in Pennsylvania and Indiana as well as Virginia and Georgia, this was a basic view up until about 1850. New England had been a threat, a nuisance, and a negative force in the progress of America. Northerners, including some patriotic New Englanders, believed this as much as Southerners.
When Washington Irving, whose family were among the early Anglo-Dutch settlers of New York, wrote the story about the "Headless Horseman," he was ridiculing Yankees. The prig Ichabod Crane had come over from Connecticut and made himself a nuisance. So a young man (New York young men were then normal young men rather than Yankees) played a trick on him and sent him fleeing back to Yankeeland where he belonged. James Fenimore Cooper, of another early New York family, felt the same way about New Englanders who appear unfavorably in his writings. Yet another New York writer, James Kirke Paulding (among many others) wrote a book defending the South and attacking abolitionists. It is not unreasonable to conclude that in Moby Dick, the New York Democrat Herman Melville modeled the fanatical Captain Ahab on the Yankee abolitionist. In fact, the term "Yankee" appears to originate in some mingling of Dutch and Indian words, to designate New Englanders. Obviously, both the Dutch New Yorkers and the Native Americans recognized them as "different."
Young Abe Lincoln amused his neighbors in southern Indiana and Illinois, nearly all of whom, like his own family, had come from the South, with "Yankee jokes," stories making fun of dishonest peddlers from New England. They were the most popular stories in his repertoire, except for the dirty ones.
Right into the war, Northerners opposed to the conquest of the South blamed the conflict on fanatical New Englanders out for power and plunder, not on the good Americans in the South who had been provoked beyond bearing.
Many people, and not only in the South, thought that Southerners, according to their nature, had been loyal to the Union, had served it, fought and sacrificed for it as long as they could. New Englanders, according to their nature, had always been grasping for themselves while proclaiming their righteousness and superiority.
The Yankees succeeded so well, by the long cultural war described in these volumes, and by the North’s military victory, that there was no longer a Yankee problem. Now the Yankee was America and the South was the problem. America, the Yankee version, was all that was normal and right and good. Southerners understood who had won the war (not Northerners, though they had shed a lot of blood, but the accursed Yankees.) With some justification they began to regard all Northerners as Yankees, even the hordes of foreigners who had been hired to wear the blue.
Here is something closer to a real history of the United States: American freedom was not a legacy of the "Puritan Fathers," but of Virginians who proclaimed and spread constitutional rights. New England gets some credit for beginning the War of Independence. After the first few years, however, Yankees played little part. The war was fought and won in the South. Besides, New Englanders had good reasons for independence they did not fit into the British Empire economically, since one of their main industries was smuggling, and the influential Puritan clergy hated the Church of England. Southerners, in fighting for independence, were actually going against their economic interests for the sake of principle.
Once Southerners had gone into the Union (which a number of wise statesmen like Patrick Henry and George Mason warned them against), the Yankees began to show how they regarded the new federal government: as an instrument to be used for their own purposes. Southerners long continued to view the Union as a vehicle for mutual cooperation, as they often naively still do.
In the first Congress, Yankees demanded that the federal government continue the British subsidies to their fishing fleets. While Virginia and the other Southern states gave up their vast western lands for future new states, New Englanders demanded a special preserve for themselves (the "Western Reserve" in Ohio).
Under John Adams, the New England quest for power grew into a frenzy. They passed the Sedition Law to punish anti-government words (as long as they controlled the government) in clear violation of the Constitution. During the election of 1800 the preachers in New England told their congregations that Thomas Jefferson was a French Jacobin who would set up the guillotine in their town squares and declare women common property. (What else could be expected from a dissolute slaveholder?) In fact, Jefferson’s well-known distaste for mixing of church and state rested largely on his dislike of the power of the New England self-appointed saints.
When Jeffersonians took power, the New Englanders fought them with all their diminishing strength. Their poet William Cullen Bryant regarded the Louisiana Purchase as nothing but a large swamp for Jefferson to pursue his atheistic penchant for science.
The War of 1812, the Second War of Independence, was decisive for the seemingly permanent discrediting of New England. The Yankee ruling class opposed the war even though it was begun by Southerners on behalf of oppressed American seamen, most of whom were New Englanders. Yankees did not care about their oppressed poorer citizens because they were making big bucks smuggling into wartime Europe. One New England congressman attacked young patriot John C. Calhoun as a backwoodsman who had never seen a sail and who was unqualified to deal with foreign policy.
During the war Yankees traded with the enemy and talked openly of secession. (Southerners never spoke of secession in time of war.) Massachusetts refused to have its militia called into constitutional federal service even after invasion, and then, notoriously for years after, demanded that the federal government pay its militia expenses.
Historians have endlessly repeated that the "Era of Good Feelings" under President Monroe refers to the absence of party strife. Actually, the term was first used to describe the state of affairs in which New England traitorousness had declined to the point that a Virginia president could visit Boston without being mobbed.
Yankee political arrogance was soulmate to Yankee cultural arrogance. Throughout the antebellum period, New England literature was characterized and promoted as the American literature, and non-Yankee writers, in most cases much more talented and original, were ignored or slandered. Edgar Allan Poe had great fun ridiculing the literary pretensions of New Englanders, but they largely succeeded in dominating the idea of American literature into the 20th century. Generations of Americans have been cured of reading forever by being forced to digest dreary third-string New England poets as "American literature."
In 1789, a Connecticut Puritan preacher named Jedidiah Morse published the first book of American Geography. The trouble was, it was not an American geography but a Yankee geography. Most of the book was taken up with describing the virtues of New England. Once you got west of the Hudson River, as Morse saw it and conveyed to the world’s reading public, the U.S. was a benighted land inhabited by lazy, dirty Scotch-Irish and Germans in the Middle States and lazy, morally depraved Southerners, corrupted and enervated by slavery. New Englanders were pure Anglo-Saxons with all virtues. The rest of the Americans were questionable people of lower or mongrel ancestry. The theme of New Englanders as pure Anglo-Saxons continued right down through the 20th century. The alleged saints of American equality operated on a theory of their racial superiority. While Catholics and Jews were, in the South, accepted and loyal Southerners, Yankees burned down convents and banished Jews from the Union Army lines.
A few years after Morse, Noah Webster, also from Connecticut, published his American Dictionary and American spelling book. The trouble was, it was not an American dictionary but a New England dictionary. As Webster declared in his preface, New Englanders spoke and spelled the purest and best form of English of any people in the world. Southerners and others ignored Webster and spelled and pronounced real English until after the War of Southern Independence.
As the books show, Yankees after the War of 1812 were acutely aware of their minority status. And here is the important point: they launched a deliberate campaign to take over control of the idea of "America."
The campaign was multi-faceted. Politically, they gained profits from the protective tariff and federal expenditures, both of which drained money from the South for the benefit of the North, and New England especially. Seeking economic advantage from legislation is nothing new in human history. But the New England greed was marked by its peculiar assumptions of moral superiority. New Englanders, who were selling their products in a market from which competition had been excluded by the tariff, proclaimed that the low price of cotton was due to the fact that Southerners lacked the drive and enterprise of virtuous Yankees! (When the South was actually the productive part of the U.S. economy.)
This transfer of wealth built the strength of the North. It was even more profitable than the slave trade (which New England shippers carried on from Africa to Brazil and Cuba right up to the War Between the States) and the Chinese opium trade (which they were also to break into).
Another phase of the Yankee campaign for what they considered their rightful dominance was the capture of the history of the American Revolution. At a time when decent Americans celebrated the Revolution as the common glory of all, New Englanders were publishing a literature claiming the whole credit for themselves. A scribbler from Maine named Lorenzo Sabine, for one example among many, published a book in which he claimed that the Revolution in the South had been won by New England soldiers because Southerners were traitorous and enervated by slavery. As William Gilmore Simms pointed out, it was all lies. When Daniel Webster was received hospitably in Charleston, he made a speech in which he commemorated the graves of the many heroic Revolutionary soldiers from New England which were to be found in the South. The trouble was, those graves did not exist. Many Southern volunteers had fought in the North, but no soldier from north of Pennsylvania (except a few generals) had ever fought in the South!
George Washington was a bit of a problem here, so the honor-driven, foxhunting Virginia gentleman was transformed by phony folklore into a prim New Englander in character, a false image that has misled and repulsed countless Americans since.
It should be clear, this was not merely misplaced pride. It was a deliberate, systematic effort by the Massachusetts elite to take control of American symbols and disparage all competing claims. Do not be put off by Professor Sheidley’s use of "Conservative Leaders" in his title. He means merely the Yankee ruling elite who were never conservatives then or now. Conservatives do not work for "the transformation of America."
Another successful effort was a New England claim on the West. When New Englanders referred to "the West" in antebellum times, they meant the parts of Ohio and adjacent states settled by New Englanders. The rest of the great American West did not count. In fact, the great drama of danger and adventure and achievement that was the American West, from the Appalachians to the Pacific, was predominantly the work of Southerners and not of New Englanders at all. In the Midwest, the New Englanders came after Southerners had tamed the wilderness, and they looked down upon the early settlers. But in Western movies we still have the inevitable family from Boston moving west by covered wagon. Such a thing never existed! The people moving west in covered wagons were from the upper South and were despised by Boston.
So our West is reduced, in literature, to The Oregon Trail, a silly book written by a Boston tourist, and the phony cavortings of the Eastern sissy Teddy Roosevelt in the cattle country opened by Southerners. And the great American outdoors is now symbolized by Henry David Thoreau and a little frog pond at Walden, in sight of the Boston smokestacks. The Pennsylvanian Owen Wister knew better when he entitled his Wyoming novel, The Virginian.
To fully understand what the Yankee is today builder of the all-powerful "multicultural" therapeutic state (with himself giving the orders and collecting the rewards) which is the perfection of history and which is to be exported to all peoples, by guided missiles on women and children if necessary we need a bit more real history.
That history is philosophical, or rather theological, and demographic. New Englanders lived in a barren land. Some of their surplus sons went to sea. Many others moved west when it was safe to do so. By 1830, half the people in the state of New York were New England-born. By 1850, New Englanders had tipped the political balance in the Midwest, with the help of German revolutionaries and authoritarians who had flooded in after the 1848 revolutions.
The leading editors in New York City, Horace Greeley and William Cullen Bryant, and the big money men, were New England-born. Thaddeus Stevens, the Pennsylvania steel tycoon and Radical Republican, was from Vermont. (Thanks to the tariff, he made $6,000 extra profit on every mile of railroad rails he sold.)
The North had been Yankeeized, for the most part quietly, by control of churches, schools, and other cultural institutions, and by whipping up a frenzy of paranoia about the alleged plot of the South to spread slavery to the North, which was as imaginary as Jefferson’s guillotine.
The people that Cooper and Irving had despised as interlopers now controlled New York! The Yankees could now carry a majority in the North and in 1860 elect the first sectional president in U.S. history a threat to the South to knuckle under or else. In time, even the despised Irish Catholics began to think like Yankees.
We must also take note of the intellectual revolution amongst the Yankees which created the modern version of self-righteous authoritarian "Liberalism" so well exemplified by Mrs. Clinton. In the 1830s, Ralph Waldo Emerson went to Germany to study. There he learned from philosophers that the world was advancing by dialectical process to an ever-higher state. He returned to Boston, and after marrying the dying daughter of a banker, resigned from the clergy, declared the sacraments to be a remnant of barbarism, and proclaimed The American as the "New Man" who was leaving behind the garbage of the past and blazing the way into the future state of perfection for humanity. Emerson has ever since in many quarters been regarded as the American philosopher, the true interpreter of the meaning of America.
From the point of view of Christianity, this "American" doctrine is heresy. From the point of view of history it is nonsense. But it is powerful enough for Ronald Reagan, who should have known better, to proclaim America as the shining City upon a Hill that was to redeem mankind. And powerful enough that the United States has long pursued a bipartisan foreign policy, one of the guiding assumptions of which is that America is the model of perfection to which all the world should want to conform.
There is no reason for readers of Southern Partisan to rush out and buy these books, which are expensive and dense academic treatises. If you are really interested, get your library to acquire them. They are well-documented studies, responsibly restrained in their drawing of larger conclusions. But they indicate what is hopefully a trend of exploration of the neglected field of Yankee history.
The highflying Yankee rhetoric of Emerson and Hillary Rodham Clinton has a nether side, which has its historical origins in the "Burnt Over District." The "Burnt Over District" was well known to antebellum Americans. Emersonian notions bore strange fruit in the central regions of New York State settled by the overflow of poorer Yankees from New England. It was "Burnt Over" because it (along with a similar area in northern Ohio) was swept over time and again by post-millennial revivalism. Here preachers like Charles G. Finney began to confuse Emerson’s future state of perfection with Christianity, and God’s plan for humanity with American chosenness.
If this were true, then anything that stood in the way of American perfection must be eradicated. The threatening evil at various times was liquor, tobacco, the Catholic Church, the Masonic order, meat-eating, marriage. Within the small area of the Burnt Over District and within the space of a few decades was generated what historians have misnamed the "Jacksonian reform movement:" Joseph Smith received the Book of Mormon from the Angel Moroni; William Miller began the Seventh Day Adventists by predicting, inaccurately, the end of the world; the free love colony of John Humphrey Noyes flourished at Oneida; the first feminist convention was held at Seneca Falls; and John Brown, who was born in Connecticut, collected accomplices and financial backers for his mass murder expeditions.
It was in this milieu that abolitionism, as opposed to the antislavery sentiment shared by many Americans, including Southerners, had its origins. Abolitionism, despite what has been said later, was not based on sympathy for the black people nor on an ideal of natural rights. It was based on the hysterical conviction that Southern slaveholders were evil sinners who stood in the way of fulfillment of America’s divine mission to establish Heaven on Earth. It was not the Union that our Southern forefathers seceded from, but the deadly combination of Yankee greed and righteousness.
Most abolitionists had little knowledge of or interest in black people or knowledge of life in the South. Slavery promoted sin and thus must end. No thought was given to what would happen to the African-Americans. In fact, many abolitionists expected that evil Southern whites and blacks would disappear and the land be repopulated by virtuous Yankees.
The darker side of the Yankee mind has had its expression in American history as well as the side of high ideals. Timothy McVeigh from New York and the Unabomber from Harvard are, like John Brown, examples of this side of the Yankee problem. (Even though distinguished Yankee intellectuals have declared that their violence was a product of the evil "Southern gun culture.")
General Richard Taylor, in one of the best Confederate memoirs, Destruction and Reconstruction, related what happened as he surrendered the last Confederate troops east of the Mississippi in 1865. A German, wearing the uniform of a Yankee general and speaking in heavily accented English, lectured him that now that the war was over, Southerners would be taught "the true American principles." Taylor replied, sardonically, that he regretted that his grandfather, an officer in the Revolution, and his father, President of the United States, had not passed on to him true American principles. Yankeeism was triumphant.
Since the Confederate surrender, the Yankee has always been a strong and often dominant force in American society, though occasionally tempered by Southerners and other representatives of Western civilization in America. In the 1960s the Yankee had one of his periodic eruptions of mania such as he had in the 1850s. Since then, he has managed to destroy a good part of the liberty and morals of the American peoples. It remains to be seen whether his conquest is permanent or whether in the future we may be, at least to some degree, emancipated from it.
- Sheidley, Harlow W. Sectional Nationalism: Massachusetts Conservatives and the Transformation of America, 1815–1834. Boston: Northeastern University Press, 1998.
- Grant, Susan-Mary. North Over South: Northern Nationalism and American Identity in the Antebellum Era. Lawrence: University Press of Kansas, 2000.
- Bensel, Richard F. Yankee Leviathan: The Origins of Central State Authority in America. New York: Cambridge University Press, 1990.
- Tuveson, Ernest L. Redeemer Nation: The Idea of America’s Millennial Role. Chicago: University of Chicago Press, 1968.
- Norton, Anne. Alternative Americas: A Reading of Antebellum Political Culture. Chicago: University of Chicago Press, 1986.
April 24, 2003
Copyright 2002, Southern Partisan magazine. Originally published in the January/February 2002 edition. For more information contact Southern Partisan, P.O. Box 11708, Columbia, SC 29211; 803-254-3660; SouthernPartisan@rqasc.com.
Dr. Wilson [send him mail] is professor of history at the University of South Carolina and editor of The Papers of John C. Calhoun.
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