Julia Coelho

INR4030
Professor Farcau
April 6, 2015

Woodrow Wilson and his Presidency

An ambitious man since his earlier days Thomas Woodrow Wilson though his
involvement with politics prior to his Presidency shaped himself to become the
ideological man that would try to create international peace at the end of World War
I. Wilson came into his Presidency at a time when the other Great Nations were
involved in World War I. His determination to get the United States involved in World
War I was influenced by his real determination to engage in the peace talks that
would follow the aftermath of the war.
As a very religious individual growing up in Virginia to a conservative Presbyterian
father and mother, the characteristics embedded within him at his young age
carried through into his Presidency. Prior to his involvement in World War I and the
Versailles Peace Talks, Woodrow Wilson began his study of politics and history in
schools such as Davidson College in Charlotte and other Presbyterian colleges
around the area. He furthered his education in the political science field at Princeton
University formally known as the College of New Jersey
(http://www.woodrowwilson.org/about/biography). Wilson began his law studies at
the University of Virginia but later dropped out and opted to practice law on his
own. Even though he had set up practices and continued his teachings, he ended up
going back to school at John Hopkins University and earned his Ph.D. in Political
Science (Lorenz, Jonna). While he did complete his degree and began engaging in
political science, his real strength laid in his charismatic and idealistic personality. In
the Versailles Peace Talks and his Presidency overall, his main strengths involved his
personality as opposed to his strategic and diplomatic techniques. His abilities were
strengthened during school by involving himself in clubs such as the Jefferson
Society which was a literary and debate club (Ambrosius).
Before entering the field of government, after he had earned his doctorate,
Woodrow Wilson began teaching at colleges like Bryn Mawr College and Wesleyan
College in the field of comparative government. During this time he also published
one of his first political works titled, Congressional Government in 1885. This work
exemplified Wilsons ideological points of view and his self-perception of possessing
leadership qualities. In his book he bounces off of Great Britain in his approach to
American politics. Wilson ambitiously promotes the idea that the way the
Constitution works now is a stark contrast to the way it was originally intended to be
interpreted and implemented. Responsibility and power is greatly placed in the
hands of Congress who as Wilson believes, did not use that power always at the

benefit of the people. Because most people dont have a direct connection to those
in Congress but feel as though they do with the President, it doesnt make sense
according to Wilson, to place more legislative power within a group of people who
serve to the interests of a limited few. The President who serves as a more visible
figure to the people rather than Congress should be able to hold greater legislative
power (Brown, Adam). This essay also served as his dissertation from which he
earned his doctorate degree. When he found himself unhappy teaching at Bryn
Mawer, Wilson and his family left for Princeton where Wilson was offered a new
teaching job. While teaching at Princeton, Woodrow Wilson not only found himself
thriving at Princeton but it also became apparent that the student body thoroughly
enjoyed Wilsons beliefs and methods of teaching. He successfully and prolifically
produced great bodies of work, including Division and Reunion as well as A History
of the American People (Berg 121-22). With his growing popularity and stature at
Princeton, by 1902 Woodrow Wilson had become President of the university. During
this time is where Wilsons natural leadership qualities and idealistic ideas would
grow but grow beyond the confines of the university. His new methodology for
running Princeton had its strong points, however. For example, Wilsons proposal for
a four year college program consisted of general required classes during the first
two years followed by classes geared more towards each students major allowing
the student more freedom in choosing his or her classes. This system of schooling,
started by Wilson, has become the common modern practice for universities (Berg
139). Princeton began to gain national recognition from Wilsons success as
President and thus, Wilsons recognition grew. While his achievements were widely
recognized at Princeton, his inability to compromise with his trustees and members
of the board concerning matters of the school caused great animosity and put
Wilson in a position choose whether or not he wanted to resign from office. After
tension arose between Wilson and his trustees over matters of creating a graduate
school on campus, he resigned as President of Princeton in 1910 and was tapped by
the Democratic Party to run for Governor of New Jersey (CITE).
Woodrow Wilsons run for Governor came at an opportune time there had been
five Republican wins in the past years for the position and there was a growing need
for an individual with charismatic and moralistic qualities who would replace the
current system that only served the interests of greedy politicians and businesses
(Berg 181). His candidacy was backed by politicians James Smith Jr. and George
Harvey who felt that not only could they control an inexperienced candidate but
that the public would respond well to someone new. Although Wilson proved to not
be a man so easily taken advantage of, he did prove himself to constituents and
won the election in November of 1910. Wilsons two year term as Governor of New
Jersey essentially became extremely significant in relations to his future endeavors
as President of the United States. While governor, Wilsons first order of business
was to pass a law allowing for the public to elect all members of public office. His
progressive ideals can be traced back to when he first wrote Congressional
Government where he originally stated the pressing need for the public to be given
the same ability to choose members of the legislative body as they do in choosing
the president.