Common Sense - Thomas Paine

Common Sense^[1] is a pamphlet written by Thomas Paine. It was first published anonymously on January 10, 1776, during the American Revolution. Common Sense, signed "Written by an Englishman", became an immediate success.^[2] In relation to the population of the Colonies at that time, it had the largest sale and circulation of any book in American history. Common Sense presented the American colonists with an argument for freedom from British rule at a time when the question of independence was still undecided. Paine wrote and reasoned in a style that common people understood; forgoing the philosophy and Latin references used by Enlightenment era writers, Paine structured Common Sense like a sermon and relied on Biblical references to make his case to the people.^[3] Historian Gordon S. Wood described Common Sense as, "the most incendiary and popular pamphlet of the entire revolutionary era".^[4]

Four sections are noted on the title page, which quotes James Thomson's poem "Liberty" (1735–36):

Man knows no master save creating Heaven,
Or those whom choice and common good ordain.

—James Thomson, "Liberty"

I. Of the Origin and Design of Government in general, with concise Remarks on the English Constitution.

Paine begins this section by making a distinction between society and government, and then goes on to consider the relationship between government and society in a state of "natural liberty". He next tells a story of a few isolated people living in nature without government, explaining how the people find it easier to live together rather than apart and thereby create a society. As the society grows problems arise, so all the people meet to make regulations to mitigate the problems. As the society continues to grow a government becomes necessary to enforce the regulations, which over time, turn into laws. Soon there are so many people that they cannot all be gathered in one place to make the laws, so they begin holding elections. This, Paine argues, is the best balance between government and society. Having created this model of what the balance should be, Paine goes on to consider the Constitution of the United Kingdom.

Paine finds two tyrannies in the English constitution; monarchical and aristocratic tyranny, in the king and peers, who rule by heredity and contribute nothing to the people. Paine goes on to criticize the English constitution by examining the relationship between the king, the peers, and the commons.

II. Of Monarchy and Hereditary Succession.

In the second section Paine considers monarchy first from a biblical perspective, then from a historical perspective. He begins by arguing that all men are equal at creation and therefore the distinction between kings and subjects is a false one. Several Bible verses are posed to support this claim. Paine then examines some of the problems that kings and monarchies have caused in the past and concludes:

In England a king hath little more to do than to make war and give away places; which in plain terms, is to impoverish the nation and set it together by the ears. A pretty business indeed for a man to be allowed eight hundred thousand sterling a year for, and worshipped into the bargain! Of more worth is one honest man to society and in the sight of God, than all the crowned ruffians that ever lived.

—Thomas Paine^[7]

In this section, Paine also attacks one type of "mixed state" – the constitutional monarchy promoted by John Locke in which the powers of government are separated between a Parliament or Congress that makes the laws, and a monarch who executes them. The constitutional monarchy, according to Locke, would limit the powers of the king sufficiently to ensure that the realm would remain lawful rather than easily become tyrannical. According to Paine, however, such limits are insufficient. In the mixed state, power will tend to concentrate into the hands of the monarch, permitting him eventually to transcend any limitations placed upon him. Paine questions why the supporters of the mixed state, since they concede that the power of the monarch is dangerous, wish to include a monarch in their scheme of government in the first place.

III. Thoughts on the present State of American Affairs.

In the third section Paine examines the hostilities between England and the American colonies and argues that best course of action is independence. Paine proposes a Continental Charter (or Charter of the United Colonies) that would be an American Magna Carta. Paine writes that a Continental Charter "should come from some intermediate body between the Congress and the people" and outlines a Continental Conference that could draft a Continental Charter.^[8] Each colony would hold elections for five representatives; these five would be accompanied by two members of the colonies assembly, for a total of seven representatives from each colony in the Continental Conference. The Continental Conference would then meet and draft a Continental Charter that would secure “freedom and property to all men, and… the free exercise of religion.”^[8] The Continental Charter would also outline a new national government, which Paine thought would take the form of a Congress.

Thomas Paine suggested that a Congress may be created in the following way, each colony should be divided in districts; each district would "send a proper number of delegates to Congress".^[8] Paine thought that each state should send at least 30 delegates to Congress, and that the total number of delegates in Congress should be at least 390. The Congress would meet annually, and elect a President. Each colony would be put into a lottery; the President would be elected, by the whole Congress, from the delegation of the colony that was selected in the lottery. After a colony was selected it would be removed from subsequent lotteries until all of the colonies had been selected, at which point the lottery would start anew. Electing a President or passing a law would require three-fifths of the Congress.

IV. Of the present Ability of America, with some miscellaneous Reflections.

The fourth section of the pamphlet includes Paine's optimistic view of America's military potential at the time of the Revolution. For example, he spends pages describing how colonial shipyards, by using the large amounts of lumber available in the country, could quickly create a navy that could rival the Royal Navy.

Paine's arguments against British rule

• It was absurd for an island to rule a continent.
• America was not a "British nation"; it was composed of influences and peoples from all of Europe.
• Even if Britain were the "mother country" of America, that made her actions all the more horrendous, for no mother would harm her children so brutally.
• Being a part of Britain would drag America into unnecessary European wars, and keep it from the international commerce at which America excelled.
• The distance between the two nations made governing the colonies from England unwieldy. If some wrong were to be petitioned to Parliament, it would take a year before the colonies received a response.
• The New World was discovered shortly before the Reformation. The Puritans believed that God wanted to give them a safe haven from the persecution of British rule.
• Britain ruled the colonies for its own benefit, and did not consider the best interests of the colonists in governing them.

Diagram of US Constitution suggested by Thomas Paine

(text and chart courtesy of Wikipedia.org)

Botchan (Master Darling) - Natsume Soseki

CHARACTERS:

• Botchan: the hero of this novel. Born in Tokyo, he has the spirit of an Edokko. He graduates from the Tokyo Academy of Physics, currently Tokyo University of Science, and becomes a mathematics teacher. His defining characteristics are common sense and a strong moral grounding.
• Yamaarashi (Porcupine): A fellow teacher. Yamaarashi is the nickname for a teacher by the name of Hotta, born in Aizu. Yamaarashi has a great, samurai-like sense of justice.
• Akashatsu (Redshirt): Another fellow teacher and Doctor of Literature. He is the typical intellectual. He represents the continental European intellectual tradition, in its modern form, as it drifts toward collectivism (socialism and communism (thus the red shirt)) and relativism/nihilism. He speaks of morals but is Machiavellian and immoral. A rumormonger who for a short time was able to deceive even Botchan. The battle for the heart and mind of Botchan between Yamaarashi and Akashatsu represents the social and political tensions existing in Japan at the turn of the last century. Soseki clearly rejects Akashatsu. Soseki himself was a Doctor of English Literature graduated from Tokyo University and later wrote that "if I were to assign an actual person to every fictional character that appears in Botchan, then Akashatsu would have to be me."^{[citation needed]} He also wrote, "The development of modern Japan must be seen as an on-the-surface phenomenon" and worried that Japan was absorbing European culture at a shallow and elitist level as represented by the character of Akashatsu.^{[citation needed]}
• Nodaiko (The Clown): Art teacher. Nodaiko is a Tokyoite, like Botchan. He prides himself on his good taste but follows others without much thought, which earns him Botchan's contempt.
• Uranari (Green pumpkin): Uranari is a very melancholic, but refined, gentleman. Botchan looks up to him. Most agree that Uranari, or some combination of Uranari and Botchan, is Soseki's ideal of contemporary Japan.^{[citation needed]}
• Tanuki (The Raccoon Dog): The principal of the school where Botchan teaches. He has a very indecisive nature.
• Kiyo: Botchan's servant in Tokyo. Now an old woman, she took care of him when he was young. She is a fallen aristocrat, dealing heroically with her new situation.

(Courtesy of Wikipedia)

In this story, Botchan graduates from a college in Tokyo where hi has lived his whole life and and he secures a teaching position in a small Japanese town. He makes the journey by train, but quickly finds he does not fit in with most of the teachers there. There is a lot of corruption at this small school. Honest, compassionate teachers are forced out of their jobs and the bullies thrive. Botchan refuses to participate in this, first refusing a raise which comes from taking part of a co-worker's wage after he is forced to move to another town, and finally quitting his job when another teacher is fired due to false rumors.

As part of his maturation, Botchan comes to see that it isn't always easy to see who is trustworthy and who has selfish motives. Many of the teachers try to convince him that other teachers are trying to take advantage of him. After awhile, he realizes he can only figure this out for himself. While Botchan's temper is a bit too quick, he has a strong moral conscience. He is a very selfish man at the beginning of the story, but within a few short months he matures a great deal. After quitting his job, he moves back to Tokyo and sets up house with Kiyo, his childhood caregiver who has always considered him to be infallible.

A review from http://quolegatis.wordpress.com/2010/11/01/botchan-by-natsume-soseki/:

A Japanese classic written in 1906, Botchan is often compared to Huckleberry Finn in terms of its relative influence. The title character, from Tokyo, accepts a job as a middle school instructor far off in the countryside on Shikoku. He quickly becomes a pawn and then a player in the school faculty’s inner politics. He helps honorable, stoic Porcupine give the shifty, amoral Redshirt a well-deserved thrashing, even though it costs both Botchan and Porcupine their jobs. There are frequent humorous observations by Botchan, mostly to do with a young hotheaded city man’s view of the backwards country town and its inhabitants.

As frequently happens with “classics,” I now come to realize that there is anallegory behind the story in Botchan. Porcupine represents the old samurai ideal, while Redshirt is the modern, Westernized leader. Kind of throws the tale into a whole new light.