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The birth of the United States Navy on 13 October 1775 formed a defensive measure in response to the growing need to protect the commerce of a developing nation from the then largest navy in the world, the British fleet. Esek Hopkins, the brother of a powerful Rhode Island politician found himself selected as the first Commander in Chief of the Continental Navy. During the French and Indian War, Hopkins quickly emerged as an experienced merchantman as well as a participant in the profitable privateering of British commerce vessels. On Hopkins’ first mission as Commander in Chief, he found himself in a bind and resorts to his skills as a privateer rather than a Continental naval officer. Years later the United States continued to have problems with commerce raiders, this time with the Barbary Pirates of the Mediterranean Sea. A young man, the son of a Revolutionary privateer, became the answer to this problem; he was known as Stephen Decatur. Decatur led many successful missions in the Mediterranean and became famous for his leadership and heroism. A comparison of the careers of Hopkins and Decatur proves that the success of naval leaders depends not only upon their skill as mariners, but also upon experience, judgment, and luck.
Both Hopkins and Decatur came from seafaring families and were skilled sailors, but Decatur’s experience as a naval officer gave him an advantage over Hopkins. After ten years as a shipmaster on the West Indies Route, Hopkins proved his naval prowess as a successful privateer during the French and Indian War, indicating that he was “as good a warrior as a trader.” However, his lack of experience showed in his battle with the Glasgow, where he exercised little control over the ships within his command, operating as privateers rather than as a fleet. While Decatur had fewer years at sea, he had more military skill than Hopkins primarily because he garnered his experience within an organized navy rather than as a privateer operating independently. As a result, one could expect Decatur to be more successful in organized naval battles than Hopkins.
Decatur did not necessarily show better judgment than Hopkins, but his lapses of judgment seemed more popularly acceptable. Hopkins did not adequately consider political context in his decision-making. His actions in leaving the southern colonies unprotected in order to capture a fort in the Bahamas and his offering of the spoils to the northern colonies without consulting Congress showed his insensitivity to the need of the new nation to overcome separatism.
In 1776, David McCullough gives a vivid portrayal of the Continental Army from October 1775 through January 1777, with sharp focus on the leadership of America’s greatest hero, George Washington. McCullough’s thesis is that had not the right man (George Washington) been leading the Continental Army in 1776, the American Revolution would have resulted in a vastly different outcome. He supports his argument with a critical analysis of Washington’s leadership during the period from the Siege of Boston, through the disastrous defense of New York City, the desperate yet, well ordered retreat through New Jersey against overwhelming odds, and concludes with the inspiring victories of Trenton and Princeton. By keeping his army intact and persevering through 1776, Washington demonstrated to the British Army that the Continental Army was not simply a gang of rabble, but a viable fighting force. Additionally, Mr. McCullough supports his premise that the key to the survival of the American Revolution was not in the defense of Boston, New York City, or any other vital terrain, but rather the survival of the Continental Army itself. A masterful piece of history, 1776 is not a dry retelling of the Revolutionary War, but a compelling character study of George Washington, as well as his key lieutenants, and his British adversaries, the most powerful Army in the 18th Century world. When I read this book, I went from a casual understanding of the hero George Washington to a more specific understanding of why Washington was quite literally the exact right man at the exact right place and time to enable the birth of the United States.
The Civil War in the United States from 1861 to 1865 serves as a dark reminder of how disjointed a nation can become over issues that persistently cause heated debate among party factions. Most students that have taken courses in American history understand the disadvantage possessed by the Confederate States of America as they fought against the powerful Union army for what they perceived as a necessary institution of slavery. Historians have debated over the effectiveness of the blockade and if it was important in creating the failures faced by the Confederate States of America. This debate has generated the contested question of “Did the Union blockade succeed in the American Civil War?” The blockade, whether considered a success or an absolute failure on the part of the Union, holds grand significance in the history of the United States. The increased development in the Union’s naval department correlates directly with the necessity of possessing ships that could withstand the threat of blockade running.
Jefferson Davis, president of the Confederate States of America, showed weaknesses within his leadership which may have contributed to the confederacy’s loss and the unions win . Davis failed in three vital ways. These ways were: his relations with other confederate authorities and with the people, as well as in his fundamental concept of his job as president and in his organization and specific handling of his role as commander in chief . Davis failed in maintaining communication with leaders and with his people, often unable to admit when he is wrong which led to lack organization in his role . In addition, Davis was a conservative leader, not a revolutionary one which meant that his strength was often in protocol and convention rather than in innovation . Studying each of these aspects that represented a weakness in Jefferson Davis’s leadership, Lincoln in comparison provided more admirable and outstanding qualities within his leadership which in many ways affected the outcome of the war
Roosevelt had been influencing the United States Navy to be stronger ever since he wrote The Naval War of 1812, while he was at Harvard. Theodore Roosevelt’s book puts the war in a whole new perspective. Roosevelt with the help of Captain Alfred T. Mahan and Rear Admiral Stephen B. Luce identified that their common ground was that America had great power in her deep ocean waters and needed to use it. Those oceans needed a capable water fleet to operate them (The Naval Strategist). In 1890 Congress approved the building of the first modern steam-powered, steel-hulled ships. Out came the most excellent warships anywhere; they were named the Indiana, the Massachusetts, and the Oregon. Roosevelt was impressed with these ships, but he wanted more. Roosevelt wanted a two-ocean navy capable of attacking the Pacific and the Atlantic simultaneously (Grondahl 2015 246). Congress agreed and Roosevelt got what he wanted. Mahan and Roosevelt campaigned to strengthen the navy through their speeches and writings. The Navy was slow, bulky, short-haul monitors guarding the home shores and swift, light cruisers that shot out of protected ports to attack enemy ships. Theodore and Mahan’s writings and speeches changed that part of the Navy for the better (Grondahl 2015 246-247). Theodore changed the Navy several ways and not all by
General Edward Braddock was commander in chief of the British forces in North America during the actions at the start of the French and Indian war. Braddock was born in Perthshire, Scotland in January, 1695. His father was also named General Edward Braddock and his mother's name is unknown. Braddock was about sixty, a short, stout, bad-tempered martinet with little experience in action and none of the type of fighting that was in store for him. His rudeness and arrogance made a thoroughly bad impression on the colonials and were to contribute to a jaundiced view of the British officer class. In February 1755, the first British general to ever set foot in the colonies, Edward Braddock, arrived in Virginia. Edward Braddock, most famous for his disastrous mistake made during the French Indian War, led the British to a loss against the French.
...ld not protect the interest of the Southern states. Coupled with the hostilities, lack of votes for Lincoln from the South and disregard for the constitutional protection of slavery is a justifiable reason from the Southern leaders to secede from the Union.
Being the first war that the United States fought as an independent country, the First Barbary war was a good lesson on the strengths and weaknesses of the US military system. The extreme necessity of the Navy and Marines led to their permanent installment in the US Armed Forces.
Due to the rising costs of tuition of college, children of parents who are impoverished, begin to be distanced from his or her chance of escaping poverty. With a college degree, someone who has remained in poverty can take the first beginning steps of bettering his or her life. In just four years, this person is able to obtain a higher
Gwendolyn Brooks' "First fight. Then Fiddle." initially seems to argue for the necessity of brutal war in order to create a space for the pursuit of beautiful art. The poem is more complex, however, because it also implies both that war cannot protect art and that art should not justify war. Yet if Brooks seems, paradoxically, to argue against art within a work of art, she does so in order create an artwork that by its very recognition of art's costs would justify itself.
The authors describe the differences between relative and absolute poverty and how poverty correlates with education. When thinking of education and poverty, educators need to consider that not all students will have access to the technology that you would like them to. While this is true, poverty can be more than economical. It also includes, poor nutrition and health, poor home conditions, unstable home life, and prejudices. A lack of education can lead to this poverty, and a student’s parents’ views on education can affect how their child values theirs. Poverty can also lead gifted students to not reach their full potential, for impoverished students do not always have the same opportunities as their peers. Less poverty, often times,
Education is the ticket out of poverty, sadly though children from poorer backgrounds lag at all stage educationally. (cpag). Kids in these less than ideal situations are in a dangerous spot, one slip up and they could completely screw up their hopes of a bright future. Mark Mathebane was aware of narrow gap he had to make it out, his persistence through school is what ultimately rescued him from Apartheid. Mark’s relationship with his father was surely a rocky one, but once Mark had begun to find success in school his father did more than just take
Poverty itself is a controversial and widely debated issue with a variety of opposing viewpoints. Despite differences in opinions on how poverty should be treated, the vast majority agrees that poverty is a problem plagues the nation on both economic and social levels. Economically, poverty affects everyone. As taxes are paid by the entire nation, poverty influences where our money goes and how it is spent. Socially, poverty affects families and individuals on an emotional level. Impoverishment affects happiness and health, the decisions people make, and most importantly the development of children. To best understand poverty, one must look at the issue economically and socially, and contextualize the numbers surrounding poverty as well as
Living the life of poverty is like living on a rapid downward spinning spiral towards failure. If you were born into poverty there is a slim chance of you making a brighter future for yourself. IN some countries, especially Africa, they have a law that states if you’re contagious then you can’t go to school. Most kids in poverty are chronically ill, therefore seldom going to get an education. The lack of education is a major difficulty for these children later in life. According to Causes of Poverty, over 101 million children aren’t attending school. Out of these 101 million only a scarce number will be given the opportunity to work. However, most when seeking a job will be rejected die to the lack of education. Children aren’t the only ones who see a atrocious future, adults do too. Insufficient education isn’t the only thing that hurts poverty stricken people the absence of the basic fundamental skills is a huge burden. Around the world, there are about one billion people that are illiterate. Not retaining the skills to read or write is a huge disadvantage. People will try to take mastery of you because you’re rubbish to the upper to middle class. Growing up in pove...
Tomlinson, M. & Walker, R. (2009). Coping with complexity: child and adult poverty; Recognising the reality of poverty [PDF] available at Child Poverty Action Group website; cpag.org.uk/sites/default/files/coping_with_complexity.pdf (p.9)
In conclusion, sometimes actions take place that changes a person’s outlook on life and as you can see poverty is one that can have a huge effect on not only one person, but also the people around him/ her.