A
COLONIES BECOME STATES
British settlers in North
America had founded not one colony but many, each with
its own governor, council, and colonial assembly. This sys-
tem of distinct, self-governing colonies encouraged people
to think of the colony as the primary political unit. Because
of this, most people’s allegiance was to the colony in which
they lived. The Revolutionary War gave the colonies a com-
mon goal, but as these colonies became states, they
remained reluctant to unite under a strong central govern-
ment. The challenge was to develop a system of gov-
ernment that balanced the interests of the several states
with those of the nation.
UNITY THROUGH A REPUBLIC
Eighteenth-century
Americans believed that a democracy, or government
directly by the people, placed too much power in the hands
of the uneducated masses. Therefore, they favored a
republic—a government in which citizens rule through
their elected representatives. However, republicanism,
the idea that governments should be based on the consent
of the people (which should not be confused with the
Republicanism of the modern-day political party), meant
different things to different Americans.
Some, like John Dickinson, believed that a republic
required a virtuous people. The new government could
only succeed, they argued, if people placed the good of the
nation above their personal interests.
Other Americans, influenced by the writings of the
philosopher and economist Adam Smith, believed that a
republic would benefit from self-interest. They asserted that
if a government allowed independent citizens to pursue
their own economic and political interests, the whole nation
would benefit.
STATE CONSTITUTIONS
As the states created their own
constitutions, they wrestled with how to put republican
ideals into practice. Many state constitutions shared certain
similarities. They limited the powers of government lead-
ers. They guaranteed specific rights for citizens, including
freedom of speech, religion, and the press. In general, state
constitutions emphasized liberty rather than equality and
reflected a fear of centralized authority.
At the same time, state constitutions differed widely in
granting the right to vote. Although the new states were
more democratic than any western nation at this time, it was still only a very lim-
ited democracy by modern standards. African Americans were generally not
allowed to vote. Some states granted voting rights to all white males. Other states,
like Maryland, continued to make property ownership a requirement for voting.
Despite the more active political role that women had played during the
Revolution, they were still denied the right to vote in most states. However, New
Jersey gave voting rights to all free property owners but neglected to specify
males. Consequently, some New Jersey women gained the right to vote—at least
until 1807, when this right was revoked.
POLITICAL PRECEDENTS
In a world where most nations were still governed
by kings, there were few political systems that could serve as models for the new
republic. The nation’s founders searched history for political precedents for the
Shaping a New Nation 133
REPUBLICAN MOTHERHOOD
An important issue in the early
years of the nation was the role
that women should play in the
republic. In the years before and
during the Revolutionary War,
many women became politically
active, organizing boycotts of
British goods and helping raise
money for the army. This involve-
ment in public affairs was an
important departure for women,
who had traditionally been con-
fined to the private sphere of
family life.
After the Revolution, as the
nation readjusted to peace, the
new ideal of republican mother-
hood helped channel women’s
newfound political awareness and
activism back into the home.
Women were expected to raise
the next generation of patriots by
instilling democratic values in
their children.
