Beginnings of an American Identity 141

Roots of RepresentativeGovernment

MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES

22

ONE AMERICAN’S STORYIn 1688, the Puritan minister Increase Mather sailed to England to get relief

for Massachusetts. The English government had canceled the charter of

Massachusetts and sent a royal governor to rule.

The colonists thought the governor trampled their rights as English

subjects. After four years in England, Mather came home with a new charter

that he hoped would satisfy the colonists.

A VOICE FROM THE PAST

For all English liberties are restored to them: No Persons shall have a Penny oftheir Estates taken from them; nor any Laws imposed on them, without theirown Consent by Representatives chosen by themselves.

Increase Mather, quoted in The Last American Puritan

Mather called the new charter “a Magna Carta for New England.” In this

section, you will learn about the rights of English people set forth in the

Magna Carta and later documents. These rights are the basis for the rights

Americans enjoy today.

The Rights of EnglishmenEnglish colonists expected certain rights that came from living underan English government. These “rights of Englishmen” had developedover centuries.

The first step toward guaranteeing these rights came in 1215. Thatyear, a group of English noblemen forced King John to accept the MagnaCarta (Great Charter). The king needed the nobles’ money to finance awar. This document guaranteed important rights to noblemen andfreemen—those not bound to a master. They could not have their prop-erty seized by the king or his officials. They could not be taxed, in most

AmericanIdentity

Colonists expected their government

to preserve their basic rights as

English subjects.

U.S. citizens expect these same

rights, such as the right to a trial

by jury.

Magna Carta

Parliament

Edmund Andros

Glorious Revolution

English Bill of Rights

salutary neglect

John Peter Zenger

Taking Notes

Use your chart totake notes about the roots of representative government in theAmerican colonies.

CALIFORNIA STANDARDS

7.11.6 Discuss how principles in theMagna Carta were embodied insuch documents as the English Billof Rights and the AmericanDeclaration of independence.

8.1.4 Describe the nation's blend ofcivic republicanism, classical liberalprinciples, and English parliamen-tary traditions.

8.2.1 Discuss the significance of theMagna Carta, the English Bill ofRights, and the MayflowerCompact.

8.3.7 Understand the functions andresponsibilities of a free press.

HI1 Students explain the centralissues and problems from the past,placing people and events in amatrix of time and place.

The Importance of Juries

cases, unless a council of prominent men agreed. They could not be putto trial based only on an official’s word, without witnesses. They could bepunished only by a jury of their peers, people of the same social rank.

A VOICE FROM THE PAST

No freeman shall be seized, imprisoned, dispossessed, outlawed, or exiled, . . .nor will we proceed against or prosecute him except by the lawful judgmentof his peers, or by the law of the land.

Magna Carta, translated in A Documentary History of England

The Magna Carta limited the powers of the king. Over time, the rightsit listed were granted to all English people, not just noblemen and freemen.

Parliament and Colonial GovernmentOne of the most important English rights was the right to elect repre-sentatives to government. Parliament, England’s chief lawmaking body,was the colonists’ model for representative government. Parliament wasmade up of two houses. Members of the House of Commons wereelected by the people. Members of the House of Lords were nonelectednobles, judges, and church officials.

The king and Parliament were too far away to manage every detail ofthe colonies. Also, like the citizens of England, English colonists inAmerica wanted to have a say in the laws governing them. So they formed

How Can You Serve on a Teen Court?1. Search the library or Internet to

learn more about teen courts.

2. Ask the police departmentwhether your town has a teencourt. If it does, volunteer.

3. If you want to start a teencourt, seek advice from acommunity that has one.

4. Invite a lawyer to your class totalk about a juror’s role.

5. Find a group to sponsor yourcourt, and get support fromyouth officers and judges.

See the Citizenship Handbook,page 280.

For more about courts and juries . . .

RESEARCH LINKSCLASSZONE .COM

A. ComparingWhat rights fromthe Magna Cartaremain rights inAmerica today?A. Answer Trialby jury, protectionfrom arbitrary tax-ation and seizureof property

The right to a trial by jury, established in the Magna Carta, is animportant legal right. When you become an adult, you will likely beasked to serve on a jury.

Many young people in Knox County, Illinois, have already servedas jurors on a teen court (shown below, with an advisor). Theydecide the best punishment for other teenagers who have admit-ted breaking a law. For example, shoplifters might be sentenced towrite an apology to the store. Knox County is one of more than500 U.S. communities that have teen courts.

142

Knox County Teen Court volunteers

CALIFORNIA STANDARDS

8.2.6 Enumerate the powers of gov-ernment set forth in the Constitutionand the fundamental liberties ensuredby the Bill of Rights.

their own elected assemblies, similar to the House of Commons. Virginia’sHouse of Burgesses was the first of these. In Pennsylvania, William Pennallowed colonists to have their own General Assembly. These Virginia andPennsylvania assemblies imposed taxes and managed the colonies.

Although the colonists governed themselves in some ways, Englandstill had authority over them. The king appointed royal governors to rulesome colonies on his behalf. Parliament had no representatives from thecolonies. Even so, it passed laws that affected the colonies. The colonistsdisliked these laws, and they began to clash with royal governors overhow much power England should have in America. These conflictsbecame more intense in the late 1600s.

A Royal Governor’s RuleThe reign of James II threatened the colonies’ tradition ofself-government. James became king in 1685. He wantedto rule England and its colonies with total authority. Oneof his first orders changed the way the Northern colonieswere governed. These colonies, especiallyMassachusetts, had been smuggling goods andignoring the Navigation Acts (see Chapter 4).When challenged, the people of Massachusettshad claimed that England had no right tomake laws for them. The previous king,Charles II, had then canceled their charter.

King James combined Massachusetts and theother Northern colonies into one Dominion ofNew England, ruled by royal governor EdmundAndros. Andros angered the colonists by endingtheir representative assemblies and allowingtown meetings to be held only once a year.

With their assemblies outlawed, somecolonists refused to pay taxes. They said thatbeing taxed without having a voice in governmentviolated their rights. Andros jailed the loudestcomplainers. At their trial, they were told, “Youhave no more privileges left you than not to beSould [sold] for Slaves.”

The colonists sent Increase Mather to England to plead with KingJames (see One American’s Story on page 141). However, a revolutionin England swept King James and Governor Andros from power.

England’s Glorious RevolutionThe English Parliament had decided to overthrow King James for notrespecting its rights. Events came to a head in 1688. King James, aCatholic, had been trying to pack his next Parliament with officials whowould overturn anti-Catholic laws. He had dismissed the last Parliamentin 1685. The Protestant leaders of Parliament were outraged. They offered

Beginnings of an American Identity 143

“You have nomore privilegesleft you.”

a Boston court official

The colonists hatedGovernor Andros.

B. MakingInferences Whydid the colonistsdislike lawspassed byParliament?B. Answer Theyhad no say inmaking thoselaws.

C. RecognizingEffects How didJames II weakenself-governmentin the colonies?C. Answers Heput the NewEngland coloniesunder one royalgovernor, abol-ished their assem-blies, and limitedtown meetings.

BackgroundEngland hadbecomeProtestant in the16th century.Catholics werekept out of highoffice.

the throne to James’s Protestant daughter, Mary, and her husband,William of Orange. William was the ruler of the Netherlands. Having lit-tle support from the people, James fled the country at the end of 1688.Parliament named William and Mary the new monarchs of England.Thischange in leadership was called England’s Glorious Revolution.

After accepting the throne, William and Mary agreed in 1689 touphold the English Bill of Rights. This was an agreement to respect therights of English citizens and of Parliament. Under it, the king or queencould not cancel laws or impose taxes unless Parliament agreed. Freeelections and frequent meetings of Parliament must be held. Excessivefines and cruel punishments were forbidden. People had the right tocomplain to the king or queen in Parliament without being arrested.

The English Bill of Rights built upon the Magna Carta and estab-lished an important principle: the government was to be based on lawsmade by Parliament, not on the desires of a ruler. The rights of Englishpeople were strengthened.

The American colonists were quick to claim these rights. When thepeople of Boston heard of King James’s fall, they jailed Governor Androsand asked Parliament to restore their old government.

Shared Power in the ColoniesAfter the Glorious Revolution, the Massachusetts colonists regainedsome self-government. They could again elect representatives to an

assembly. However, they still had agovernor appointed by the crown.

The diagram on this page showshow most colonial governmentswere organized by 1700. Note howthe royal governor, his council, andthe colonial assembly shared power.The governor could strike downlaws passed by the assembly, but theassembly paid the governor’s salary.If he blocked the assembly, theassembly might refuse to pay him.

During the first half of the1700s, England interfered very lit-tle in colonial affairs. This hands-off policy was called salutaryneglect. Parliament passed manylaws regulating trade, the use ofmoney, and even apprenticeshipsin the colonies. But governorsrarely enforced these laws. Thecolonists got used to acting ontheir own.

Vocabularysalutary: health-ful or beneficial

144 CHAPTER 5

BackgroundMassachusettscolonists alsogained more relig-ious freedom.They no longerhad to be churchmembers to vote.

BackgroundThe English Bill ofRights was themodel for the Billof Rights in theU.S. Constitution.

SkillbuilderAnswers1. Governor andcouncil wereappointed; assem-bly was elected.2. Assembly madelaws, but governorapproved the laws.

COUNCIL• appointed by governor• advisory board to governor• acted as highest court

in each colony

ROYAL GOVERNOR• appointed by the crown • had final approval on laws • oversaw colonial trade • could dismiss colonial assembly

COLONIAL ASSEMBLY• elected by eligible colonists • made laws• had authority to tax• paid governor’s salary

BRITISH CROWN

SKILLBUILDER Interpreting Charts1. Which officials were appointed, and which were

elected?2. How were lawmaking powers shared?

Colonial Government

2. Using GraphicsIn the boxes, show how therights of English peopledeveloped in the three yearsmentioned.

Which right is most importantto you? (8.2.1)

3. Main Ideasa. What were three of thetraditional rights expected byEnglish colonists? (8.2.1)

b. In what ways did theEnglish government angerthe colonists in the late1600s? (8.2.1)

c. How did England’s policiestoward the colonies changeafter the GloriousRevolution? (8.2.1)

4. Critical ThinkingSupporting OpinionsIn your opinion, who had the most power—the royalgovernor, the council, or theassemblies? Defend youropinion. (8.2.1)

THINK ABOUT• their roles in making laws• their roles in raising money• who had final approval in

matters

1. Terms & NamesExplain the

significance of:• Magna Carta• Parliament• Edmund Andros• Glorious Revolution• English Bill of Rights• salutary neglect• John Peter Zenger

Section Assessment

ACTIVITY OPTIONS

SPEECHART

Deliver closing arguments or create a leaflet defending John Peter Zenger and freedom of the press. (REP5)

Beginnings of an American Identity 145

2

Governmentofficials burn theNew-York WeeklyJournal.

The Zenger Trial Colonists moved toward gaining a new right, freedom of the press, in1735. That year, John Peter Zenger, publisher of the New-York WeeklyJournal, stood trial for printing criticism of New York’s governor. Thegovernor had removed a judge and tried to fix an election.

A VOICE FROM THE PAST

A Governor turns rogue [criminal], does a thousand things for which a smallrogue would have deserved a halter [hanging], and because it is difficult . . .to obtain relief against him, . . . it is prudent [wise] to . . . join in the roguery.

New-York Weekly Journal, quoted in Colonial America, 1607–1763

At that time, it was illegal to criticize the government in print. AndrewHamilton defended Zenger at his trial, claiming that people had the rightto speak the truth. The jury agreed, and Zenger was released.

English rights were part of the heritage uniting people in the Britishcolonies. In the next section, you will read about another unifyingforce—a war against the French and their Indian allies.

1215 1689

English Rights

1735

D. Answer Thejury would notpunish Zenger forcriticizing thegovernment.

D. DrawingConclusions Whywas the Zengertrial a steptoward freedomof the press?