Hamel Center for Undergraduate Research Proposal for Funding: SURF

Proposed Project Title: 1754 Excise on Spirituous Liquors: Taxes, Political Rhetoric and the English Concept of Liberty in 18th Century Colonial Massachusetts

Researcher: Lowell Mason Mower Advisor: John Resch

Project History: There is consensus among historians that Great Britains imperial crisis, initiated by the Stamp Act of 1765, sparked a series of events which ultimately resulted in the American War for independence. However, historians such as Gary Nash, Eliga Gould, Fred Anderson, Bernard Bailyn, and Jack Greene, hold differing views as to the role of the French and Indian War (1754 1763) in generating the imperial crisis. By and large, historians diverge on whether the hostilities produced a fear of imperial tyranny that contributed to the crisis, or whether the war generated a swell of nationalism among the colonies that incorporated them more intimately into the British Empire. The objective of this project is to survey colonial responses during particular periods of the French and Indian War, and compile a more comprehensive understanding of the conflicts connection to the imperial crisis and the later American Revolution. Approach: A number of materials at the American Antiquarian Society [AAS] suggest that early into the French and Indian War, colonists were voicing concern on a number of issues through a plethora of media. An initial examination of sermons [see bibliography] has shown that colonial government is praised for its representative nature; while the prospect of Governors and Civil Rulers being obtruded upon from abroad1 is portrayed as being in direct opposition to Gods will. The colonial sermons display a number of issues through religious example and frequently use spiritual allegory to explain and argue the affairs of the time. The material is exceptionally revealing of public anxieties and current events. Through a preliminary survey of pamphlets, letters, broadsides, and public addresses, [see bibliography] the colonists sense of uniqueness within the British Empire surfaces. Ideals of autonomy and individualism emerge throughout these sources which later become corner stones in the debate over colonial contribution to imperial debts. By continuing to examine these initial sources, and further inspecting the collections at the AAS, I will begin establishing a more complete understanding of the colonial response to the French and Indian War. In addition to these primary source materials, I will also attend the AAS summer seminar, Encountering Revolution: Print Culture, Politics, and British American Loyalists, which will offer a deeper perspective on the sources I am engaging and the atmosphere which produced them. Restricted access to relevant material is not anticipated, however, further resources will be sought at local repositories such as the Massachusetts and New Hampshire Historical Societies as well as online archives. Significance: Historical scholarship differs on whether the French and Indian War produced a fear of imperial tyranny and a legacy of cultural conflict which fueled the imperial crisis, or whether Britain's triumph over France created an eruption of nationalism that bonded colonial Americans nearer to Britain. The truth maybe somewhere in between, and my plan of research accommodates that possibility. By examining the French and Indian Wars contribution to the
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Lockwood, James (1714-1772). The Worth and Excellence of Civil Freedom and Liberty Illustrated, and a Public Spirit and the Love of our Country Recommended. The Worth and Excellence. New London, Connecticut 1759. American Antiquarian Society holdings.

imperial crisis and the resulting American Revolution, it allows for a deeper understanding of the ideological and cultural origins of the American war for independence. Although this project is designed to give measurable results in a ten week period, it is also a starting point for continued research. The paper I will produce through this project will be amended during the fall 2011. Through an independent study with Professor Resch, I intend to transform the piece into a publishable work. It is my hope that the research and scholarship conducted will exemplify my ability and achievement as a student of History, and will be an instrumental component in my applications toward graduate school and my ultimate goal of a PhD. Personal Outcome: This project will contribute to my academic goals by allowing me a hands-on experience in conducting historical research at a renowned archival repository. This represents a level of education unavailable on campus. The project will culminate in a paper that will be the pinnacle of my undergraduate education and will continue to serve me, as it is amended and edited, throughout my final year at the University of New Hampshire. The product of this research will serve to accomplish a number of academic and professional goals for me. First, I will continue to revise the work to create a publishable piece and submit it for entry in an undergraduate journal. Second, I will present this research at the Undergraduate Research Conference in 2012. If it is accepted, I will also present it at the New England Historical Association Spring conference in 2012. Third, I will utilize this projects invaluable research experience as an asset in applying for graduate school and pursuing a PhD. Lastly, I may continue to work on this project in my graduate education, possibly as a thesis. Location: The bulk of the project will consist of on-site work at the American Antiquarian Society in Worcester, Massachusetts. The staff at the AAS library will be instrumental to the success of this project, as they will assist in locating relevant sources. The AAS is a principle repository for early American imprints and an initial inquiry into the archives has shown a wealth of relevant materials such as sermons, broadsides, pamphlets, letters, diaries, newspapers, and periodicals [see bibliography]. Additional research sites include the Massachusetts Historical Society, where there exist a number of maps, diaries, and log books from the era; as well as the New Hampshire Historical society. The research library is open at each location, free of charge, to undergraduate researchers. A letter of support from a professor is needed for the AAS library and will be obtained from Professor Resch. Preparation and Experience: Preparation for the proposed project has come in the form of a general survey of existing scholarship; refinement of the project through discussion with my proposed mentor, John Resch; and preliminary research into available materials at local research institutions. In addition, interning at the Manchester Historic Association has provided invaluable experience in working with historical materials and research staff. To further prepare for the project, I am currently enrolled in the UNH History programs Research Colloquium. This, the programs capstone course, is giving me direct experience doing primary source research. I will gain further expertise by presenting that material this spring (2011) at the Universitys Undergraduate Research
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Conference. The role of the faculty mentor throughout this project will be to field questions, assist in guiding research, discuss findings, and generally aid the project through conversation, critique, and counsel. Timetable: Week of: June 6, 2011 Goals:
-Make at minimum, three trips to the AAS and collect material for section one, 1750-1754. -Review materials and develop detailed notes. -Meet with mentor, discuss initial findings. -Survey on-line repositories for additional sources. -Attend AAS Summer Seminar - - Encountering Revolution: Print Culture, Politics, and the British American Loyalist. -Develop detailed notes. -Continue on-line survey of repositories. -Begin collecting material for section two, 1755-1759. -Make at minimum, three trips to the AAS and continue to collect material for section two, 1755-1759. -Review materials and develop detailed notes. -Meet with mentor, discuss additional findings, address issues -Continue on-line survey of repositories. -Make at minimum, three trips to the AAS and collect material for section three, 1760-1763. -Review materials and develop detailed notes. -Address any issues with mentor via e-mail this week. -Continue on-line survey of repositories. -Identify alternative research locations. -Make final trip to AAS and collect any concluding material for all three sections. -Make at minimum, one trip to alternative research location identified week prior. -Meet with mentor, discuss additional findings, address issues -Continue on-line survey of repositories. -Begin detailed notes of on-line repositories. -Make at minimum, two trips to Massachusetts Historical Society [MHS] and collect any additional material for all three sections. -Continue on-line survey of repositories. -Begin rough draft of section one.

Results: -Detailed notes for

section one -Rough out-line for section one -Comprehensive understanding of the print culture -Completed outline for section one -Detailed notes for section two -Rough out-line for section two

June 13, 2011

June 20, 2011

June 27, 2011

July 4, 2011

July 11, 2011

July 18, 2011

-Detailed notes for section three -Completed out-line for section two -Rough out-line for section three -Detailed notes for electronic sources -Detailed notes from alternative research location -Completed out-line for section three -Detailed notes for electronic sources -Rough draft of section one -Detailed notes from MHS -Make at minimum, one trip to the MHS and begin collecting -Detailed notes for visual images for conference presentation. materials from both -Survey New Hampshire Historical Society [NHS] for relevant MHS and NHS material and images. -Rough draft of -Meet with mentor, discuss section one rough draft, and edit. section two -Begin rough draft of section two.

July 25, 2011

-Begin rough draft of section three. -Meet with mentor, discuss section two rough draft, and edit.

Aug. 1, 2011

Aug. 8, 2011

-Meet with mentor, discuss section three rough draft, and edit. -Prepare letters of gratitude to visited research institutions and staff. -Prepare rough final draft. -Meet with mentor in first half of the week to discuss cohesiveness of paper, address issues, and edit. -Meet with mentor in second half of the week to discuss final draft and visuals, begin preparation for independent study for fall 2011, begin process for submission of paper to undergraduate journal, and begin process for submission to New England Historical Associations Spring meeting.

-Completed section one -Completed section two -Completed section three -Letters of gratitude -Rough final draft -Final paper -Final lecture notes and visuals for conferences