LESSON I
“Simple Truth...
Can Render His Fame Immortal”
I. Background Information
For two centuries now George Washington has been revered as the
pre-eminent Founding Father. Although Washington met many
defeats during his life time, and he has had detractors, the record of
his extraordinary achievements as a leader remains unparalleled in our national
memory. Thus long before his death on December 14, 1799, Washington’s heroic
legacy was already firmly fixed in the story of America, and Henry Lee properly
eulogized him with the following epitaph, “first in war, first in peace, and first in the
hearts of his countrymen.”
Perhaps Washington’s greatest legacy wasn’t his brilliant leadership as a Revolutionary War hero or as first President, but rather his reluctance to abuse the power
bestowed upon him in an age of absolute power. Washington’s biographer, James
Thomas Flexner, captured Washington’s complexity in his book The Indispensable
Man. Flexner wrote that Washington was “a fallible human being made of flesh and
blood and spirit—not a statue of marble and wood. And inevitably—for that was the
fact—I found a great and good man. In all history few men who possessed unassailable power have used that power so gently and self-effacingly for what their best
instincts told them was the welfare of their neighbors and all mankind.”
Separating Washington the man from Washington the legend is difficult for historians and students alike, because his fame complicates historical scrutiny. Washington
owned slaves and ambitiously sought power, yet he freed his slaves upon his death
and he used his power to forge a democratic nation. Abigail Adams was aware of
Washington’s legendary status and offered the following advice to those who would
try to understand him: “Simple truth is his best and his greatest eulogy. She alone
can render his fame immortal.” In this lesson students examine Washington’s letters
and public papers that reveal some of the personal traits and leadership qualities
which characterized the man, rather than the legend.
II. Materials
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Rules of Civility and Decent Behaviour in Company and Conversation
Washington’s letter to Henry Knox, February 20, 1784
Washington’s letter to Richard Conway, March 4, 1789
Jean-Antoine Houdon’s 1785 sculpture of Washington
Gilbert Stuart’s 1797 painting of Washington
Washington’s letter to Isaac Heard, May 2, 1792
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LESSON I
★ Washington’s letter to Elizabeth Parke Custis, September 14, 1794
★ Washington’s last will and testament
★ Journal of Major George Washington sent to the Commandant of the French
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Forces on the Ohio
French print of the Congress, Assemblée Du Congrés
Washington’s letter to Henry Knox, April 1, 1789
Washington’s Newburgh Address, March 15, 1783
Washington’s letter to the Earl of Loudoun, July 25, 1756
Manuscript to George Washington, Esq. from the Continental Congress signed
by John Hancock, June 22, 1775
Charles Willson Peale’s painting, Washington Before Princeton
Washington’s Sixth Annual Message to Congress, November 19, 1794
III. Lesson Activities
A. Use a brainstorm activity to determine what students know about George
Washington. What stories have they been told about Washington (e.g. Parson
Weems and the story of the cherry tree; Washington at Valley Forge; etc.)? What do
these stories reveal about Washington’s personal traits and his leadership abilities? Tell
students that they will work as historians examining primary source documents to
form an image of George Washington the man. The documents are found at the
end of the lesson.
B. Divide the class into four groups (A, B, C, D) and have each examine a different
set of documents. Ask students to search for clues to help determine Washington’s
personal traits and leadership qualities. Have students read and discuss the documents
within their assigned groups. Each group should select a spokesperson to report their
findings to the class.
C. Conclude the lesson by having students select one of the following activities:
1. Construct an exhibit or poster display on the theme, “Washington: First in
the Hearts of His Countrymen.” Assemble pictures of Washington and
display them with short quotes from his writings to illustrate why he was so
well-regarded by his contemporaries.
2. Write an obituary for George Washington that examines his personal
attributes and leadership abilities.
3. Develop a reader’s theater presentation using excerpts from Washington’s
writings that denote his personal traits, character, and leadership qualities.
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LESSON I
IV. While Touring the Exhibit
What other documents in the exhibit offer evidence to support the view that
Washington was revered as “first among men?” Look for representations of Washington that show him in a different perspective such as the British cartoon “Mrs.
General Washington Bestowing Thirteen Stripes on Britannia” and Thomas Paine’s
1796 letter to Washington.
V. Extended Lesson Ideas
★ Research the public perception of the character of George Washington over time.
Examine formal representations of Washington in paintings and sculpture, popular
art, literature, and propaganda. How have writers and artists used Washington to
arouse patriotic fervor? How has he been portrayed as a model of virtue? To what
extent have his writings, such as his famous “Farewell Address,” been used to
promote special interests?
VI. References
Refer to George Washington: Writings edited by John Rhodehamel for the full text of
the documents used in this lesson.
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LESSON I
DOCUMENTS FOR GROUP A
DOCUMENT 1
In 1747 fifteen-year-old George Washington copied “Rules of Civility and Decent
Behaviour in Company and Conversation,” a collection of maxims originally
written in 1595. These 110 rules of good conduct became guidelines for the young
Washington. How do the following rules reflect Washington personal traits?
1st.
Every Action done in Company, ought to be with Some Sign of
Respect, to those that are Present.
56th
Associate yourself with men of good Quality if you Esteem your
own Reputation; for ‘tis better to be alone than in bad Company.
DOCUMENT 2
In a letter from Mount Vernon on February 20, 1784, to Henry Knox, his friend
and colleague during the Revolutionary War, Washington described his feelings on
retirement from public life.
. . . I am just beginning to experience that ease, and freedom from public cares
which, however desirable, takes some time to realize . . . .
I feel now, however, as I conceive a wearied Traveller must do, who, after
treading many a painful step, with a heavy burden on his shoulders, is eased of
the latter. . .;and from his House top is looking back, and tracing with a
grateful eye the Meanders by which he escaped the quicksands and Mires which
lay in his way; and into which none but the All-powerful guide, and great
disposer of human Events could have prevented his falling. . . .
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LESSON I
DOCUMENT 3
Several times during Washington’s life he was forced to borrow money to pay his
debts. In 1789 he borrowed money from a neighbor, Richard Conway, to help settle
debts and cover his expenses in traveling to New York for his inauguration.
. . . I am inclined to do what I never expected to be reduced to the necessity of
doing—that is, to borrow money upon interest. Five hundred pounds would
enable me to discharge what I owe . . . . Having thus fully & candidly
explained myself —permit me to ask if it is in your power to supply me with
the above, or a smaller sum? Any security you may best like, I can give; and
you may be assured, that it is no more my inclination, than it can be yours, to
let it remain long unpaid. . . .
DOCUMENT 4
Jean-Antoine Houdon’s 1785 sculpture and Gilbert Stuart’s painting in 1797 show
two strikingly different images of George Washington. Examine the two works of
art to determine what character traits the artists may have wished to portray.
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LESSON I
DOCUMENTS FOR GROUP B
DOCUMENT 1
In 1747 fifteen-year-old George Washington copied “Rules of Civility and Decent
Behaviour in Company and Conversation,” a collection of maxims originally
written in 1595. These 110 rules of good conduct became guidelines for the young
Washington. How do the following rules reflect Washington personal traits?
82d.
Undertake not what you cannot perform but be Carefull to keep
your Promise
110th
Labour to keep alive in your Breast that Little Spark of Celestial
fire Called Conscience.
DOCUMENT 2
Isaac Heard, an aristocratic English genealogist, wrote to Washington in 1792
requesting information on his family tree. In his response, Washington included a
lesson in republican principles:
. . . My time has been so much occupied in the busy and active scenes of life
from an early period of it that but a small portion of it could have been devoted
to researches of this nature, even if my inclination or particular circumstances
should have prompted the enquiry. . . . We have no Office of Record in this
Country in which exact genealogical documents are preserved; and very few
cases, I believe, occur where a recurrence to pedigree for any considerable distance back has been found necessary to establish such points as may frequently
arise in older Countries.
DOCUMENT 3
Washington offered the following advice on love and marriage in a 1794 letter to
Elizabeth Parke Custis, his step-daughter:
. . . There are emotions of a softer kind, to wch. the heart of a girl turned
eighteen, is susceptible. . . . Do not . . . conceive, from the fine tales the Poets
and lovers of old have told us, of the transports of mutual love, that heaven has
taken its abode on earth: Nor do not deceive yourself in supposing that the only
means by which these are to be obtained, is to drink deep of the cup, and revel
in an ocean of love. Love is a might pretty thing; but like all other delicious
things, it is . . . too dainty a food to live upon alone.”
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LESSON I
DOCUMENT 4
It was customary for members of the family and close friends to wear mourning
rings to commemorate a recent death. In his will George Washington made the
following bequest:
To my Sisters in law Hannah Washington and Mildred Washington; to my
friends Eleanor Stuart, Hannah Washington of Fairfield, and Elizabeth
Washington of Hayfield, I give, each, a
mourning Ring of the value of one
hundred dollars. These bequests are not
made for the intrinsic value of them but
as mementos of my esteem and regard.
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LESSON I
DOCUMENTS FOR GROUP C
DOCUMENT 1
Our Horses were now so weak &
feeble, & the Baggage heavy; as we were oblig’d to
provide all the Necessaries the Jouney wou’d
require, that we doubted much their performing it;
therefore my Self & others (except the Drivers
which were oblig’d to ride) gave up our Horses for
Packs, to assist along with the Baggage; & put my
Self into an Indian walking Dress, & continu’d
with them three Day’s, ’till I found there was no
Probability of their getting in, in any reasonable
Time; the Horses grew less able to travel every
Day. The Cold increas’d very fast, & the Roads
were geting much worse by a deep Snow
continually Freezing; And as I was uneasy to get
back to make a report of my Proceedings to his
Honour the Governor; I determin’d to prosecute
my Journey the nearest way through the Woods on
Foot.
Washington’s account of his mission
to the Ohio in 1754 brought him
fame on both sides of the Atlantic.
Major Washington had fought his
way across hundreds of miles of
frozen wilderness to deliver the
British ultimatum demanding
French withdrawal from the
contested Ohio Valley.
DOCUMENT 2
In 1774, Washington attended the First
Continental Congress in Philadelphia. This
imaginary French depiction of Congress in
session appeared in 1781.
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LESSON I
DOCUMENT 3
Writing to his friend Henry Knox in 1789, Washington explains his fears as he
prepared for his inauguration as first president of the United States.
. . . In confidence I can assure you . . . that my movements to the chair of
Government will be accompanied by feelings not unlike those of a culprit who is
going to the place of his execution: so unwilling am I, in the evening of a life
nearly consumed in public cares, to quit a peaceful Abode for an Ocean of
difficulties, without that competency of political skill—abilities & inclination
which is necessary to manage the helm. I am sensible, that I am embarking the
voice of my Countrymen and a good name of my own, on this voyage, but
what returns will be made for them—Heaven alone can foretell. Integrity &
firmness is all I can promise. . . .
DOCUMENT 4
George Washington addressed a group of officers at his Newburgh, New York
headquarters on 15 March 1783. The officers were at the point of rebellion because
the Congress had failed to pay them and did not seem to be willing to honor
agreements it had made with the officers.
While I give you . . . assurances, and pledge myself in the most unequivocal
manner, to exert whatever ability I am possessed of, in your favor, let me
entreat you, Gentlemen, on your part, not to take any measures, which, viewed
in the calm light of reason, will lessen the dignity, and sully the glory you have
hitherto maintained; let me request you to rely on the plighted faith of your
Country, and place a full confidence in the purity of the intentions of Congress;
that, previous to your dissolution as an Army they will cause all your Accts. to
be fairly liquidated. . . .
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LESSON I
DOCUMENTS FOR GROUP D
DOCUMENT 1
Washington, as commander of Virginia’s troops during the French and Indian War,
wrote to the Earl of Loudoun, the newly appointed British commander in 1756:
. . . We were the first Troops in Action on the Continent on Occasion of the
present Broils, And that by several Engagements and continual Skirmishes with
the Enemy, We have to our Cost acquired a Knowledge of Them, and of their
crafty and cruel Practices, which We are ready to testify with the greatest
Chearfulness and Resolution whenever We are so happy as to be honoured with
the Execution of your Lordship’s Commands.
DOCUMENT 2
Manuscript to George
Washington, Esq. from the
Continental Congress signed
by John Hancock, June 22, 1775.
The Congress to
George Washington Esq.
The Congress having appointed you to
be General and Commander in Chief of
the army of the United Colonies and of
all the forces raised or to be raised by
them and of all others who shall
voluntarily offer their services join the
said army for the defence of American
liberty and for repelling every hostile
invasion thereof, you are to repair with
all expedition to the colony of
Massachusetts-bay and take charge of the
army of the United Colonies. . . .
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LESSON I
DOCUMENT 3
Charles Willson Peale’s portraits and prints
immortalized Washington. Examine the
painting “Washington Before Princeton” to
determine the qualities the artist saw in his
subject.
DOCUMENT 4
In November 1794 Washington delivered his Sixth Annual Message to Congress
describing the state of the nation. Troubled by the Whiskey Rebellion, the president
devoted most of the speech to that issue. He closed with the following message:
. . . Let us unite . . . in imploring the Supreme Ruler of nations, to spread his
holy protection over these United States: to turn the machinations of the wicked
to the confirming of our constitution: to enable us at all times to root out
internal sedition, and put invasion to flight: to perpetuate to our country that
prosperity, which his goodness has already conferred, and to verify the
anticipations of this government being a safe guard to human rights.
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