Thomas Jefferson
“Commerce between Master and Slave,” 1782
Alex Barnett, “Words That Changed America: Great Speeches That Inspired, Challenged, Healed” (2003) pg. 44-45

The whole commerce between master and slave is a perpetual exercise of the most boisterous passions, the most unremitting despotism on the one part, and degrading submission on the other. Our children see this and learn to imitate it; for man is an imitative animal. This quality is the germ of all education in him. From his cradle to his grave he is learning to do what he sees others do. If a parent could find no motive either in his philanthropy or his self-love for restraining the intemperance of passion towards his slave, it should always be a sufficient one that his child is present. But generally it is not sufficient. The parent storms, the child looks on, catches the lineaments of his wrath, puts on the same airs in the circle of smaller slaves, gives a loose rein to the worst of passions and thus nursed, educated and daily exercised in tyranny, can not but be stamped by it with odious peculiarities.

The man must be a prodigy who can retain his manners and morals undepraved by such circumstances. And with what execrations should the statesman be loaded who, permitting one half the citizens thus to trample on the rights of the other, transforms those into despots and these into enemies, destroys the morals of the one part and the amor patriae of the other. For if a slave can have a country in this world, it must be any other in preference to that in which he is born to live and labor for another: in which he must lock up the faculties of his nature, contribute as far as depends on his individual endeavors to the evanishment of the human race or entail his own miserable condition on the endless generations proceeding from him. With the morals of the people, their industry is also destroyed. For in a warm climate, no man will labor for himself who can make another labor for him. This is so true that, of the proprietors of slaves, a very small proportion are ever seen to labor. And can the liberties of a nation be thought secure, when we have removed their only firm basis, a conviction in the minds of the people that these liberties are of the gift of God? That they are not to be violated but with his wrath? Indeed I tremble for my country when I reflect that God is just: that his justice can not sleep forever: that considering numbers, nature and natural means only, a revolution of the wheel of fortune, an exchange of situation is among possible events: that it may become probable by supernatural interference!

The Almighty has no attributes which can take side with us in such a contest. But it is impossible to be temperate and to pursue this subject through the various considerations of policy, of morals, of history natural and civil. We must be contented to hope they will force their way into every one’s mind. I think a change already perceptible, since the origin of the present revolution. The spirit of the master is abating, that of the slave rising from the dust, his condition mollifying, the way, I hope, preparing, under the auspices of heaven, for a total emancipation; and that this is disposed, in the order of events, to be with the consent of the masters, rather than by their extirpation.

Texas Yanks Thomas Jefferson From Teaching Standard – AOL News (March 12, 2010)

Widely regarded as one of the most important of all the founding fathers of the United States, Thomas Jefferson received a demotion of sorts Friday thanks to the Texas Board of Education.

The board voted to enact new teaching standards for history and social studies that will alter which material gets included in school textbooks. It decided to drop Jefferson from a world history section devoted to great political thinkers.

According to Texas Freedom Network, a group that opposes many of the changes put in place by the Board of Education, the original curriculum asked students to “explain the impact of Enlightenment ideas from John Locke, Thomas Hobbes, Voltaire, Charles de Montesquieu, Jean Jacques Rousseau and Thomas Jefferson on political revolutions from 1750 to the present.”

That emphasis did not sit well with board member Cynthia Dunbar, who, during Friday’s meeting, explained the rationale for changing it. “The Enlightenment was not the only philosophy on which these revolutions were based,” Dunbar said.

The new standard, passed at the meeting in a 10-5 vote, now reads, “Explain the impact of the writings of John Locke, Thomas Hobbes, Voltaire, Charles de Montesquieu, Jean Jacques Rousseau, Thomas Aquinas, John Calvin and Sir William Blackstone.”

By dropping mention of revolution, and substituting figures such as Aquinas and Calvin for Jefferson, Texas Freedom Network argues, the board had chosen to embrace religious teachings over those of Jefferson, the man who coined the phrase “separation between church and state.”

According to USA Today, the board also voted to strike the word “democratic” from references to the U.S. form of government, replacing it with the term “constitutional republic.” Texas textbooks will contain references to “laws of nature and nature’s God” in passages that discuss major political ideas.

The board decided to use the words “free enterprise” when describing the U.S. economic system rather than words such as “capitalism,” “capitalist” and “free market,” which it deemed to have a negative connotation.

Serving 4.7 million students, Texas accounts for a large percentage of the textbook market, and the new standards may influence what is taught in the rest of the country.

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