Historiography of the May Revolution
The last years of the 19th century and the beginning of the 20th were marked in Argentina by a growing industrialization process and the arrival of huge numbers of European immigrants. Historiographical studies were increased by the ""New Historical school"", in order to forge a "national identity", and the May Revolution had great prominence. There were discussions about the level of influence that the many causes of the May Revolution actually had, or whose interventions were the most decisive, but two points shared by all historians were to consider the May Revolution as the birth of Argentina, and to consider it an inevitable consequence of the causes that led to it (meaning, the chance of the May Revolution never taking place is not considered a feasible possibility by historians). There was also a subtle change: the scope of the revolution as a subject of study originally "started" with the events of May 1810 in Buenos Aires and kept going on for decades. They were later split, and the name "May Revolution" made reference only to events that led to the removal of Cisneros and the creation of the Primera Junta. A new element added by those historians was to consider, either to support or reject the idea, whenever there was an active and strong popular support for the Revolution, instead of explaining it solely around the actions of a limited number of enlightened men. Nevertheless, they kept the previous approaches for the most part.
Samuel Joseph May
May began a biweekly publication, "The Liberal Christian", in January 1823; its main goal was to explain the Unitarian Theology. He helped in the formation of Windham County Peace Society in 1826; in 1827, May organized a statewide convention for school reform in Connecticut, and he started a series of lectures in 1828. Meanwhile, he also belonged to the American Colonization Society whose purpose was to send the slaves back to Africa. May's belief in perfectionism through imitating the life of Jesus Christ strongly influenced his involvement in reform movements. A pacifist, he actively participated in establishing peace societies, speaking out against the death penalty, and advocating nonresistance. He practiced this last belief to the extent of rejecting self-defense. He became a leader in the temperance movement, believing it to be a form of abolitionism since he saw men as slaves to drink. He was perhaps most renowned for his work in education reform as he sought to improve facilities, teachers, and curriculum in public elementary schools. May believed schools should be racially integrated and coeducational, and he advocated the philosophy of Swiss theorist Johann Pestalozzi. He spent time tutoring his sister Abigail May in philosophy and the humanities and wrote in a letter to her, "What you say relative to the need for universal education is certainly true. Nothing is of unimportance in the formation of the mind."