63 pages 2-hour read

Our Declaration: A Reading of the Declaration of Independence in Defense of Equality

Nonfiction | Book | Adult | Published in 2014

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Symbols & Motifs

Teachers and the Nature of Learning

Allen refers repeatedly to the importance of her relationship with her students to her reading of the Declaration. She also stresses the importance of her family as her first teachers about equality, slow reading, and the value of education. Our Declaration is itself an explicitly educational work: Allen takes it upon herself to correct the common view that the text is about freedom more than equality. Allen also casts virtually every citizen as a student of the past, present, and future when she argues that all individuals have some capacity to contribute to our understanding of whether our governments are working. This motif of education speaks to both Allen’s Optimism and Pessimism About Humanity and her view of Humans as Social Beings, as she frames progress in part as the result of collaborative learning.

Nature and the Natural World

The Declaration, and Allen’s reading of it, relies heavily on natural imagery, especially water imagery and navigation. The image of human events as a “river” informs both Allen’s reading of the text and her use of John Locke to argue that humans have the capacity to interpret their lives and make judgments about the future. Human beings are part of nature, in Jefferson’s argument, and have a drive to survive and pursue happiness. This motif is also implicit in the Declaration’s criticisms of the king: Tyranny is unnatural to human flourishing, and thus the colonists are justified in their decision to revolt.

Marriage, Divorce, and Contracts

Allen refers repeatedly to contract law as well as marriage and divorce to understand the goals of the colonists and the arguments of the Declaration. Lee and Adams argued that the king had already dissolved the governmental bonds between his institutions and the colonists by making war on them, and they used this reasoning to continue their push for independence. Allen refers to the actual divorce decree of Prince Charles and Princess Diana as evidence that the colonists are engaged in a well-established social project of dissolving old bonds and making new ones. The colonists seek the consent of their fellow citizens to form their new relationship, and they appeal to the world to witness their project, which Allen likens to a marriage, “Just as when a couple says, ‘I do,’ the words of the Declaration make a new reality,” one in which colonists “have pledged one another their lives, property, and honor. In this the Declaration sounds something like a wedding” (94). Similarly, Allen unpacks the etymology of the word “endowment” (from “dowry”) to explain that natural rights are something people cannot be separated from, just as women’s property accompanied them into marriage. This comparison of the Declaration’s project to everyday occurrences advances Allen’s goal of demonstrating the text’s accessibility—indeed, its universality. It is also an example of The Transformational Power of Language, as wedding vows, like the Declaration, are an unusually literal instance of language constituting an action.

The Presence and Absence of God

The role of religion in the Declaration is a recurring theme in Allen’s discussion of the document as democratic writing. Jefferson’s fellow committee members were more explicit about God as a source of rights and moral justification than he was. Some of the founders, like Adams, were Christians, while others were deists. To prove that the Declaration is in fact for everyone, Allen must establish that belief in God is not necessary to accept its arguments about humanity, nature, and government. She points out that “nature” in the Declaration could be created by God or via the Big Bang—neither changes that humanity is part of nature and that humans are naturally social beings who seek social organization to protect themselves.

Names

Both the presence and absence of names are important motifs related to Allen’s claims about language and equality. Allen names none of her students, presumably to protect their privacy, but this also underscores that group reading and writing is more important than any individual contribution. The Declaration itself names George III but not Parliament as part of the colonists’ strategy to set him up as a tyrant and possibly gain some support among the British public. Allen openly names lesser-known figures who authored the Declaration by influencing its punctuation, especially Timothy Matlack and Mary Katherine Goddard. This further challenges the popular perception of Jefferson as sole author and bolsters her arguments about democratic writing. Finally, the signers of the Declaration use their names to signal accountability and shared commitment to the democratic project, and Allen reproduces them in their entirety to acknowledge this.

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