Palaces Out Of Paragraphs

English 1102: Hamilton and Writing

Remix & Adaptation: From Beginning to End

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by: Emily Moseley

My idea for this remix and adaptation project started as a sort of play off Ham4Pamphlet. I am a visual thinker and every time I listened to Hamilton’s songs I had to stop what I was doing to really picture what was happening in the song and most times I was able to create a mood, font, and graphic in my head. So my original idea was to do something similar, but for a few of the people of Hamilton. This was a great idea; however, I quickly realized that I’m a typography and structured artist, not much of a people-drawing artist. So in my revisions and feedback, I was able to reshape this idea into what it is currently. I stuck to having two of my graphics being people-based (off Thomas Jefferson and Alexander Hamilton) and the third was meant to be something more my style, a graphic of the Ten Duel Commandments.

The student who reviewed my proposal gave great, critical feedback that helped shaped my project. I came to him with the Hamilton/Jefferson/Ten Duel Commandments plan (pictured below), and he hinted at small tweaks I could make as well as small additions that would help tie this to Hamilton and make it even more historically accurate.

On the left you can see Alexander Hamilton, fairly similar to how he looks in his final form. I used oil pastels to create his rough, aged face and was unsure what I wanted to put in his eyeglasses so I drew some sketches around the page. Ultimately, I relied on the description I had come up with for each eyeglass for the final painting; however, starting the conversation early helped a lot.

In the middle, I have a much rougher draft of my Thomas Jefferson piece. This started when I found a sassy drawing of Jefferson portrayed as Daveed Diggs (right) and it gave me an idea for this graphic using one of his lines from Cabinet Battle #1. His personality in the show was so strong and I felt that it was a perfect candidate to show how two-sided politicians can be, especially back then with issues such as slavery on the table. It wasn’t until my feedback from the peer-review that I added the farmscape with his slaves in, giving his snapping fingers more of a purpose and an opportunity to show his home life.

Lastly, you can see an early version of the Ten Duel Commandments graphic. This idea did not change much under peer-review, though I did try to emphasize the “secret” nature of dueling in it’s final state because dueling was illegal in New York at the time. This was an unofficial, unlawful document that signifies the rules that we learned in the show Hamilton. Each bullet point is a line taken directly out of the show, or tweaked slightly for context purposes. Essentially, this piece was made to represent that song, and be a document that looks like it could have been created at the time that this show’s events happened.

Below you can see each of my pieces in their final state, after all the revisions, additions, and tweaks.

Alexander Hamilton

All in all, this piece on Alexander Hamilton is supposed to capture the trials and tribulations he went through to shape this country. From his early childhood, he suffered many loses including his mother (who’s lying in bed in his left eyeglass) and his home (because of the hurricane that destroyed everything he knew). Despite everything, he made a name for himself, worked hard, and became a Founding Father. His greatest contribution was the Federal Banking System and he is pictured presenting it to other congressmen in the right eyeglass. Zooming back out, Alexander Hamilton himself is wearing his famous reading glasses that hold these two images and he is clearly aged, worn, tired, and bleeding. The bloody nose represents the blood he shed to get to and shape this country. This is to honor his time spend fighting in the Revolutionary War and his early death in the duel between him and Aaron Burr in 1804.

 

Thomas Jefferson

The goal of this piece is to show Jefferson’s strong personality, two-faced politics, and influence on this country. The quote on the right is from the show Hamilton, Cabinet Battle #1, and his crazy hair is also a reference to the show and Daveed Diggs. By putting the French flag in the background, I’m showing his history with France and his time spent overseas. His stance and snapping fingers are a tribute to his cocky character and the slaves and farmland on the left are showing how partial he is to Virginia and his old way of life. This shows what most people don’t know about Thomas Jefferson: he was far from perfect and very selfish.

 

The Ten Duel Commandments

Even though dueling was illegal in New York at the time, the show Hamilton had such a structured way of talking about dueling that I felt it required a somewhat official documentation of the illegal act. The song The Ten Duel Commandments in the show was a large turning point, and is what ultimately killed Hamilton. The reverberations of Hamilton’s death were felt by just about everyone at the time, which is represented by the fire that consumes the page. The page is meant to be an old document from the 1800s which is why it is so worn, from being hidden from the law and passed around between many people. Finally, the two handguns at the top of the page represent the weapons one would bring to a duel, as well as the ones that Hamilton and Burr used in their duel.

The Room Where It Happens

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by: Emily Moseley

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My favorite of the Ham4Ham pieces was when Miranda pulled out their production stage manager Jason Bassett to call all the cues while Miranda and the company performed “Ten Duel Commandments.” This got me excited because when I was my school’s theater company stage manager for my last two years of high school so it gave me something I could personally relate to with Hamilton.

Even though I didn’t have the same cue calls for the intricate lighting and turntables that Bassett did, I knew exactly what he was rambling on about while the actors were singing and running around (since there were no real turntables on the streets of New York City). This Ham4Ham performance was not necessarily making any changes to the musical, just bringing certain aspects of it forward for the audience to notice. You can still hear the actors singing the “Ten Duel Commandments” but more prominent you hear Bassett’s voice on the microphone calling for light cues, when to and which direction to start the turntables, and who to spotlight.

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The argument of the original piece is quite clear: Miranda wants to tell the story of our Founding Fathers, especially Alexander Hamilton, in a different, color-blind, light and with a different tone. But this adaptation of part of the show has nothing to do with the original message, it merely wants to show the crowd the hard work and mechanics that go into producing a musical like this every night on Broadway. He wants to give credit to the techies that rarely see the spotlight or get credit from the audience for the work they put in at the same time that the actors are putting on the show. By getting Bassett on the mic, and still keeping the actors in front, Miranda was able to show the audience outside the theater how important the roles of stage manager and crew are into running a high production musical like this. Without them, the actors probably would not be fully dressed (I’ve hastily dressed many actors before), they definitely won’t be in the spotlight, and all props would be lost…forever. Actors have a knack for losing props that I just won’t ever understand. When I used to be stage manager, the tables back stage would look like crime scenes because I would tape out sections for every prop on their respective stage right a left and if something wasn’t in its place we knew right away.
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I don’t know if I’ll use the theme of this Ham4Ham in my own adaptation or remix but I did enjoy watching and analyzing it. This “Love for the Techies Day” video let me look back at my own time as stage manager and see it applied on a much higher level in Hamilton the Musical.

The People of Hamilton

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by: Emily Moseley

For my remix and adaptation project, I really want to incorporate some element of drawn art or graphic design into Hamilton. When I listen to the songs and hear the different genres of music, I can picture what style a graphic for the song could be in or what font would represent each character the best. I would like to take three of the characters in the show and give them a graphic that I feel would best represent their impact on history and role in Hamilton. I chose to highlight only three just due to the time constraints on this project. I am not dead-set on any three people just yet; however, I’d like to share some of the ideas I had for the men and women of Hamilton and what songs would inspire their artwork.

Alexander Hamilton – abrasive strokes (to show his sharp tongue and to represent how fast he raps in the musical), deep red background (pain, blood, and sacrifice), script fonts (for all that he wrote), lots of movement in the picture (to represent his abrupt life changes)
songs: Alexander Hamilton, My Shot, Say No to This, The Room Where It Happens, Hurricane

Aaron Burr – minimalist style (shows his lack of willingness to commit), blue color scheme (to contrast that of Hamilton’s)
songs: Wait for It, The World Was Wide Enough, Your Obedient Servant

Eliza – tough, flowery but not too delicate (to show her warm heart), more script (to show her relationship with Hamilton through letters), Alexander Hamilton in background somewhere, eight children included somehow (to give more historical accuracy), don’t include Hamilton in all of it because she had a long, accomplished life after his death.
songs: Burn; Best of Wives and Best of Women; It’s Quiet Uptown; Who Lives, Who Dies, Who Tells Your Story

Angelica – stone wall tough, bold fonts, traveling, movement, darker colors
songs: Satisfied, Take a Break, Non-Stop, The Reynolds Pamphlet, It’s Quiet Uptown

Washington – something calm, warm colors (to represent his steadiness in opinion and plan for the country), if any other people included in his graphic make them smaller (to represent his authoritative figure to every other Founding Father)
songs: Stay Alive, One Last Time, History Has Its Eyes on You

King George – abstract (to keep the tone light just like the musical), British flag colors and pattern (to show he was not apart of the action in the states), very skinny and upright fonts to show his properness (something like Times New Roman because it seems so uptight), a smirk if his face is included
songs: You’ll Be Back, What Comes Next, I Know Him

Maria Reynolds – (maybe include a side-by-side of this and Eliza’s graphic to show the contrast of how Hamilton’s life was between the two and how Maria impacted Eliza’s life so much), I don’t think I’ll do a free-standing one for Maria Reynolds otherwise.
songs: The Reynold’s Pamphlet

Thomas Jefferson – knowledgeable (serif font of some kind – looks more scholarly), incorporate his hair somehow (of the original actor), include splashes of lighter color (shows how he could tease Hamilton), incorporate the French flag and travel somehow to represent him being away for a lot of events
songs: What’d I Miss, Cabinet Battle #2, The Election of 1800

As an additional graphic, I’d also like to create an official scroll of sorts for the “Ten Duel Commandments” as they are described in the musical Hamilton. I think this would be a quicker task, though still tangential to the vision of this adaptation project. It would be as if this paper were posted in the streets of New Jersey where Hamilton and Burr had planned for their duel to take place.

Overall, I would like to see this project to investigate each character a little deeper and try to capture their personality in a physical piece of art. I foresee painting these graphics after sketching drafts and getting them peer-reviewed. This way, I can make sure that at least some of my classmates had the same thoughts or impressions from the characters as I did. My goal is to give the characters another dimension: one that they had all along, but one that may not have been addressed in depth in the actual musical Hamilton.

Typing Games

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by: Emily Moseley

I wouldn’t say that Alexander Hamilton and I are similar; however, one thing we both have in common is a knack for speed-writing. He wrote like he was “running out of time” because he has so much to say, and, during the Revolution and in the midst of creating a country, time was not on his side. I, however, am usually running out of time because of my procrastination (a very refined skill of mine) and because I’m a fast typist.

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In the late eighteenth and early nineteenth centuries, typewriters did not exist. It was pen and paper, and even then the pens were not the roller-ball ones we have today, they were much less efficient ink pens. So writing, at least from my perspective, would be worlds different if I were to travel back in time because I’ve been typing everything since as long as I can remember. (Don’t get me wrong, I have great handwriting, I’m just slow.) I went to a small school all my life with, let’s say, a limited computer class that consisted of mostly typing games from second to fifth grade. So, as a bored lower-schooler, I poured all my effort into learning how to type and type well. If you asked, I couldn’t explain why, it was just fun. Something about the clicking of the keyboard and that slight rhythm that you find when writing notes or an essay inspired me. And the reason I say that I would not survive in Hamilton’s time is because I try to type at the speed of my thoughts: a little over 100 words per minute. Anything slower and I would just forget where I was going with my last sentence or lose my train of mind.

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I am in no way a writer, nor do I ever aspire to be; but I recognize that it is an invaluable skill to have. And by taking joy in the little things like the sound of your keyboard strokes and the satisfaction of typing a sentence super fast, I can make writing more enjoyable and try to find that rhythm to make my writing flow not only on the screen but when I’m typing as well. My writing practices are pretty structured. Once I actually start the assignment, I go in deep making outlines, taking notes in the outlines hoping that one sentence might inspire a paragraph later on, and then writing the essay in color. I know it sounds weird, but when I’m envisioning something, especially a more academic or dry topic, I try to find the distinct parts of the topic and how I’m writing it so I can color it in my essay and make sure I’m balancing out every topic I wanted to hit on. (It’s kind of like when you buy binders/notebooks for class and history for some reason had to be blue and science green, like there’s no way you could take notes in anything but that color for that class. Yeah, it’s like that.)

Sometimes when I procrastinate a little *too* much, I skip right to the actual writing and still color coordinate so I can kind of see an outline and where I’m lacking information or perspective. It sounds tedious, but it lets me go a lot faster knowing that I can type whatever I want as fast as I want and then sort it later. It’s not til I do my final final (yes, we all have those files named “Final Essay” and “Final Essay 2” and even “Final FINAL Essay”), that I remove the color and am comfortable where everything stands. Also working in google docs helps tremendously because you can comment however much you want and then if you need it revised or proof-read, it’s so easy for someone else to add onto your comments or see your train of thought.
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Lastly, as far as deadlines go, I have a love-hate relationship with them. I will (no matter what) stretch my projects, papers, etc. to fit whatever time I have allotted myself. But I also use Google Calendar like it’s my job. Let me tell you, checking off one of the tasks is one of the most satisfying things because it crosses itself out, turns a different color, AND has a cute check mark by it. So, naturally, I set goals for almost every day when working on a project not only for the satisfaction of checking that little blue box, but also to keep me on track and working on the project before the actual hard deadline.

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I know I’m not the only procrastinator out there, but I hope the way I try to combat it is helpful. I procrastinate because I am scared of that blank white paper (yes, I change the background color to beige or something to make my intermediate writing more interesting), and I feel like once I start the essay it’s permanent. So I outline, I prep, I take notes, I color-coordinate everything, I make tasks and deadlines, and THEN I can start writing once I’ve gotten myself situated. So that is my writing style, wacky but it works most of the time.

Hamilton–Burr Duel Correspondences Annotation

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Historical Annotation Project

by: Emily Moseley

Title: Hamilton–Burr Duel Correspondences

Author: Alexander Hamilton

Date of Origin:
Letter 2 (Hamilton To Burr) : June 20, 1804

Link: Hamilton–Burr Duel Correspondences Page

Hamilton to Burr, June 20, 1804

N York 20 June 1804[1]

Sir:

I have maturely reflected[2] on the subject of your letter of the 18th Instant[3], and the more I have reflected, the more I have become convinced that I could not without manifest impropriety[4] make the avowal or disavowal which you seem to think necessary[5].

The clause pointed out by Mr. Van Ness[6] is in these terms: “I could detail to you a still more despicable opinion which General Hamilton has expressed of Mr. Burr.”[7] To endeavor to discover the meaning of this declaration, I was obliged to seek in the antecedent part of the letter[8] for the opinion to which it referred, as having been already disclosed. I found it in these words: “Genl. Hamilton and Judge Kent[9] have declared in substance that they looked upon Mr. Burr to be a dangerous man, and one who ought not to be trusted with the reins of Government.”[10] The language of Dr. Cooper[11] plainly implies that he considered this opinion of you, which he attributes to me, as a despicable one; but he affirms that I have expressed some other still more despicable[12]; without, however, mentioning to whom, when or where. ‘Tis evident that the phrase “still more despicable” admits of infinite shades from very light to very dark[13]. How am I to judge of the degree intended. Or how should I annex any precise idea to language so vague?

Between Gentlemen[14] despicable and still more despicable are not worth the pains of a distinction. When, therefore, you do not interrogate me as to the opinion[15] which is specifically ascribed to me, I must conclude that you view it as within the limits to which the animadversions[16] of political opponents, upon each other, may justifiably extend; and consequently as not warranting the idea of it which Dr. Cooper appears to entertain[17]. If so, what precise inference could you draw as a guide[18] for your future conduct, were I to acknowledge that I had expressed an opinion of you[19], still more despicable than the one which is particularized? How could you be sure that even this opinion had exceeded the bounds which you would yourself deem admissible[20] between political opponents[21]?

But I forbear further comment on the embarrassment[22] to which the requisition you have made naturally leads. The occasion[23] forbids a more ample illustration, though nothing would be more easily than to pursue it.

Repeating that I can not reconcile it with propriety to make the acknowledgment or denial you desire, I will add that I deem it inadmissible on principle[24], to consent to be interrogated as to the justness of the inferences which may be drawn by others[25], from whatever I may have said of a political opponent in the course of a fifteen years competition[26]. If there were no other objection to it, this is sufficient, that it would tend to expose my sincerity[27] and delicacy to injurious imputations[28] from every person who may at any time have conceived that import[29] of my expressions differently from what I may then have intended[30], or may afterwards recollect.

I stand ready to avow or disavow promptly and explicitly any precise or definite opinion[31] which I may be charged with having declared to any gentleman[32]. More than this can not fitly be expected from me; and especially it can not reasonably be expected that I shall enter into an explanation upon a basis so vague[33] as that which you have adopted. I trust upon more reflection[34] you will see the matter in the same light with me. If not, I can only regret the circumstances and must abide the consequences[35].

The publication[36] of Dr. Cooper was never seen by me ’till after the receipt of your letter.

Sir, I have the honor to be
Your Obdt. St[37]

A. Hamilton

[Read more…]

The Life of [Alexander Hamilton]

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by: Emily Moseley

Kanye West and Alexander Hamilton have a LOT in common.

Before y’all stop reading because this probably sounds like an outrageous statement since we’ve been listening to, breaking down, and analyzing the genius behind Hamilton for so long, hear me out. Kanye West began his life here in Atlanta in 1977, his father a photographic journalist and mother a teacher. So you can already tell that West did not start out with deep pockets or many connections. Alexander Hamilton, born out of wedlock suffered the societal consequences for his entire early life. He was orphaned and penniless at age 13. There was not much on the horizon for him even at such a young age.

Now about family life (keep in mind the change in society after 200+ years): Kanye’s parents divorced when he was just 3 years old. He lived with his mother in Chicago’s South Shore neighborhood and spend summers with his father. Alexander Hamilton also never saw his parents in the same room. They were not married and his father never formally acknowledged him, rendering him a bastard.

Their educations had similar patterns as well. Upon moving back to Chicago, after living and studying in China for a year, Kanye was drawn to the hip-hop scene and befriended the DJ and producer No I.D. (his new mentor). He later dropped out of Chicago’s American Academy of Art to pursue his passion: music. Hamilton never had a chance at a traditional education because of his illegitimacy, so he looked to alternative means of education like individual tutoring, classes in a private Jewish school, and extensive reading. This allowed him to pursue his passion of creating change and writing things into existence.

See where I’m going with this?

By saying that Alexander Hamilton and Kanye West have a lot in common, I am in no way undermining the trials and tribulations that Hamilton endured as a child, by comparing him to a middle-class boy who had support from his mother. Their early childhoods differed significantly; however, their goals remained the same. The energy that each of them pour into their work is unmatched and they share a unique talent for going after what they want. Kanye, at times more explicit and harsh with his words, shares Hamilton’s drive and ultimate success in his pursuits.

“He is a 21st-century phenomenon — a producer turned rap superstar who has reinvented hip hop several times over in the course of a stellar career; but whose creative genius is sometimes eclipsed by his talent for putting his entire foot in his own mouth.”   – A&E Television Networks

Now take a look at this quote from an NBC news article about Alexander Hamilton from an interview with Lin Manuel Miranda about his show.

“Hamilton’s extraordinary life – he was a “bastard” son born in the island of Nevis who emigrated to the U.S. – is a quintessentially American story of genius and reinvention.”   – NBC News

And this isn’t going to be the first (or last article you read about this). Set designer David Korins even nominates Kanye West for the role of Alexander Hamilton once Miranda leaves the show.

“I worked with Kanye for a couple of years and I feel like he would be a great candidate. He’s very prolific, he has the stage presence and the rap and hip-hop music wouldn’t be a problem. At times he’s a misunderstood artist, so he could relate to Hamilton as well.”   – David Korins

I could go on with the similarities between Alexander Hamilton and Kanye West, but I think you get the point. Their unrelenting personalities brought them great success even if Hamilton’s ultimately led him to perish in a duel. Let’s hope history does not repeat itself here.

[Read more…]

Words Can Kill

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By: Emily Moseley

For my historical annotation project, I chose to delve deeper into the exchange of letters between Alexander Hamilton and Aaron Burr during the Summer of 1804.  My goal by the end of this project is to be able to break down each argument/statement that Hamilton and Burr present to see why they’re feeling that way, what would have brought up that topic, and the nature of the country at that point in time. Even though these letters are few and quick, you can see the quick escalation of feelings and rash decisions being made within this short series of communication.

Here you can see A. Hamilton showing off as he writes a letter without even looking at the paper.

The reason I chose this series of documents, is because they were a more private matter: not something where Hamilton had to be showy or convincing to the public. This is probably the most raw form of communication that we will see from Hamilton since he took writing more seriously than anyone else at the time. It has his way of communicating his thoughts and bringing people together. This was his way of making a change and forming the United States; however, in his letters we get to see a different side of him: a more direct and almost snarky Hamilton comes out in these letters to Burr. I thought this would make for a more interesting annotation because I can try to look into the minds of two of this nation’s most influential founders.

The research that comes along with letters like this is difficult, because they’re not published pieces of writing like the Federalist Papers or the Reynolds Pamphlet. The letters exchanged between Hamilton and Burr are, at the time, a private matter unknown to the public. Therefore, we lack the reaction of the general population to give us an idea of the impact of these letters at the time. Since language has since evolved from 1804, I cannot experience the full impact of Hamilton’s and Burr’s words since I do not know the meaning in which they were intended to have. This takes even more research to simply understand what they are trying to reference or even what tone they are using when talking about something.

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My biggest challenge right now is really just learning how to google. I know it sounds simple, but “googling” is a true skill and a good one to have when doing research like this. I’m learning to string together key words to find documents that tie Hamilton or Burr to different events in history. This lets me look at just their connection rather than an overview or document that is referencing the historical event as a whole. By getting better at this, I can cut my research time significantly and work smarter, not harder.

Work, Sleep, Repeat

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by: Emily Moseley

In the Hamilton the Musical, there are lots of things going on, especially repetition. This musical is, well, full of songs that will naturally repeat lyrics at some point; however, Lin Manuel Miranda draws our attention to a few specific things in Act I with the ways he keeps coming back to them. The show is full of musical, verbal, and visual repetition. This is how he quickly establishes a relationship between the audience and the show because you become familiar with things the more you hear it. I think the rule is that you have to hear something seven times before you really memorize it; well, believe me, I have fully memorized some of these songs by now.

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And this starts with the very first song: “Alexander Hamilton,” probably the most famous of them all. It establishes so much in just four minutes but has a distinct tune at the very beginning that you can hear echo throughout the rest of the show. Every time this tune plays you know that a question is being asked just like in the first song:

“How does a bastard, orphan, son of a whore and a Scotsman, dropped in the middle of a forgotten spot in the Caribbean by providence, impoverished, in squalor grow up to be a hero and a scholar?”
-A. Burr

Just by hearing this throughout the rest of the show, you’ll know what to expect. Another cue Miranda slips in there would be the choreography during “My Shot.” In this song Miranda is showing the audience a direct contrast between Hamilton and Burr (which is a constant theme in the musical) as well as giving up some choreography to look for. This is like a visual vocabulary for the audience to have as the show goes on. With a story like this you can’t be too careful in noticing all the details because of how truly complex the show is and all the information it tries to unpack.

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The sheer timeline of the show is why it is so fast-paced and Miranda might have not been able to get everything into three hours if it wasn’t a hip hop musical with the ability to hide meaning in the dance moves. The dance move from “My Shot” repeats through the show letting us know that Hamilton knows what he wants and nothing can stop him from reaching his goals.

This is the kind of genius that Miranda hides in his show that adds so many layers to the meaning, and lets the audience learn things about the characters through repetition.

Document Transcription : Hamilton–Burr Duel Correspondences : Emily Moseley

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Title: Hamilton–Burr Duel Correspondences

Author: Alexander Hamilton, Aaron Burr, and William Van Ness

Dates of Origin:
Letter 1 (Burr to Hamilton) : June 18, 1804
Letter 2 (Hamilton To Burr) : June 20, 1804
Letter 3 (Burr to Hamilton) : June 21, 1804
Letter 4 (Hamilton to Burr) : June 22, 1804
Letter 5 (Van Ness to Pendleton) : June 26, 1804

Link: Hamilton–Burr Duel Correspondences Page

Burr to Hamilton, June 18, 1804

N York 18 June 1804

Sir,

I send for your perusal a letter signed Ch. D. Cooper which, though apparently published some time ago, has but very recently come to my knowledge. Mr. Van Ness, who does me the favor to deliver this, will point out to you that clause of the letter to which I particularly request your attention.

You must perceive, Sir, the necessity of a prompt and unqualified acknowledgement or denial of the use of any expressions which could warrant the assertions of Dr. Cooper.

I have the honor to be
Your Obdt. St

A. Burr

Hamilton to Burr, June 20, 1804

N York 20 June 1804

Sir:

I have maturely reflected on the subject of your letter of the 18th Instant, and the more I have reflected, the more I have become convinced that I could not without manifest impropriety make the avowal or disavowal which you seem to think necessary.

The clause pointed out by Mr. Van Ness is in these terms: “I could detail to you a still more despicable opinion which General Hamilton has expressed of Mr. Burr.” To endeavor to discover the meaning of this declaration, I was obliged to seek in the antecedent part of the letter for the opinion to which it referred, as having been already disclosed. I found it in these words: “Genl. Hamilton and Judge Kent have declared in substance that they looked upon Mr. Burr to be a dangerous man, and one who ought not to be trusted with the reins of Government.” The language of Dr. Cooper plainly implies that he considered this opinion of you, which he attributes to me, as a despicable one; but he affirms that I have expressed some other still more despicable; without, however, mentioning to whom, when or where. ‘Tis evident that the phrase “still more despicable” admits of infinite shades from very light to very dark. How am I to judge of the degree intended. Or how should I annex any precise idea to language so vague?

Between Gentlemen despicable and still more despicable are not worth the pains of a distinction. When, therefore, you do not interrogate me as to the opinion which is specifically ascribed to me, I must conclude that you view it as within the limits to which the animadversions of political opponents, upon each other, may justifiably extend; and consequently as not warranting the idea of it which Dr. Cooper appears to entertain. If so, what precise inference could you draw as a guide for your future conduct, were I to acknowledge that I had expressed an opinion of you, still more despicable than the one which is particularized? How could you be sure that even this opinion had exceeded the bounds which you would yourself deem admissible between political opponents?

But I forbear further comment on the embarrassment to which the requisition you have made naturally leads. The occasion forbids a more ample illustration, though nothing would be more easily than to pursue it.

Repeating that I can not reconcile it with propriety to make the acknowledgment or denial you desire, I will add that I deem it inadmissible on principle, to consent to be interrogated as to the justness of the inferences which may be drawn by others, from whatever I may have said of a political opponent in the course of a fifteen years competition. If there were no other objection to it, this is sufficient, that it would tend to expose my sincerity and delicacy to injurious imputations from every person who may at any time have conceived that import of my expressions differently from what I may then have intended, or may afterwards recollect.

I stand ready to avow or disavow promptly and explicitly any precise or definite opinion which I may be charged with having declared to any gentleman. More than this can not fitly be expected from me; and especially it can not reasonably be expected that I shall enter into an explanation upon a basis so vague as that which you have adopted. I trust upon more reflection you will see the matter in the same light with me. If not, I can only regret the circumstances and must abide the consequences.

The publication of Dr. Cooper was never seen by me ’till after the receipt of your letter.

Sir, I have the honor to be
Your Obdt. St

A. Hamilton

Burr to Hamilton, June 21, 1804

N York 21 June 1804

Sir,

Your letter of the 20th inst. has been this day received. Having considered it attentively, I regret to find in it nothing of that sincerity and delicacy which you profess to value.

Political opposition can never absolve gentlemen from the necessity of a rigid adherence to the laws of honor and the rules of decorum. I neither claim such privilege nor indulge it in others.

The common sense of mankind affixes to the epithet adopted by Dr. Cooper the idea of dishonor. It has been publicly applied to me under the sanction of your name. The question is not whether he has understood the meaning of the word or has used it according to syntax and with grammatical accuracy, but whether you have authorized this application either directly or by uttering expression or opinion derogatory to my honor. The time “when” is in your own knowledge but no way material to me, as the calumny has now just been disclosed so as to become the subject of my notice and as the effect is present and palpable.

Your letter has furnished me with new reasons for requiring a definite reply.

I have the honor to be
Your Obdt. St

A. Burr

Hamilton to Burr, June 22, 1804

N York 22 June 1804

Sir,

Your first letter, in a style too peremptory, made a demand, in my opinion, unprecedented and unwarrantable. My answer, pointing out the embarrassment, gave you an opportunity to take a less exceptionable course. You have not chosen to do it, but by your last letter, received this day, containing expressions indecorous and improper, you have increased the difficulties to explanation, intrinsically incident to the nature of your application.

If by a “definite reply” you mean the direct avowal or disavowal required in your first letter, I have no other answer to give than that which has already been given. If you mean anything different admitting of greater latitude, it is requisite you should explain.

I have the honor to be, Sir
Your Obdt. St

A. Hamilton

Van Ness to Pendleton, June 26, 1804

Sir,

The letter which you yesterday delivered me and your subsequent communication in Col. Burr’s opinion evince no disposition on the part of Genl. Hamilton to come to a satisfactory accommodation. The injury complained of and the reparation expected are so definitely expressed in his (Col. B.’s) letter of the 21st Inst. that there is not perceived a necessity for further explanation on his part. The difficulty that would result from confining the inquiry to any particular times and occasions must be manifest. The denial of a specified conversation only, would leave strong implications that on other occasions improper language has been used. When and where injurious expressions and opinions have been uttered by Genl. Hamilton must be best known to him and of him only does Col. Burr think it proper to enquire.

No denial or declaration will be satisfactory unless it be general so as to wholly exclude the idea that rumors derogatory to Col. Burr’s honor can have originated with Genl. Hamilton or have been fairly inferred from anything he has said. A definite reply to a requisition of this nature is demanded in Col. Burr’s letter of the 21st Inst. This being refused, invites the alternative alluded to in Genl. H.’s letter of the 20th Inst. It was demanded by the position in which the controversy was placed by Genl. H. on the 22nd Inst., and I was immediately furnished with a communication demanding a personal interview.

The necessity of this measure has not in the opinion of Col. Burr been diminished by the General’s last letter or any subsequent communication which has been received and I am again instructed to deliver you a message as soon as it may be convenient for you to receive it. I beg, therefore, you will have the politeness to inform me at what hour I shall wait on you.

Your most obt. & very hum. Servt.

W. P. Van Ness

Introduction: Emily Moseley

by

Hey y’all! My name’s Emily Moseley and I’m in the in-person class of Dr. Wilson’s English 1102. I’m a Mechanical Engineering major going for that Automotive Concentration and probably graduating around Spring 2021. I’m on campus this semester taking three classes and working close by. Other than work and school, I’m involved with GT Motorsports getting our racecar ready for a competition in the UK in July! (that’s the car below)

Last fall, I took English 1101 with Dr. Dean-Ruzicka. Interestingly enough, it was a class about ‘Murder in the American Culture’ which put a new twist on English class for me. I’m honestly excited for this class to be less gorry than 1101 as well as to improve my written communication skills. I am the biggest procrastinator around and I’ve been seeing how that can reflect in my writing lately. I’d like to come out of this class knowing how to start an essay or research paper in a more structured way to get rid of that writing anxiety.

I’ve never been a huge fan of musicals; however, when I started doing set design and working backstage in my high school’s theater department they quickly converted me and taught me to like a few musicals and Hamilton was one of them. I could probably recite every line in the play we listened to it so much, and I was lucky to see the full performance before the bootleg was taken down last summer. I’m excited to talk more about it since it’s been awhile since I’ve listened to the soundtrack.