Historiography of the May Revolution
Historiographical studies of the May Revolution started in the second half of the 19th century in Argentina and have extended to modern day. All historiographical perspectives agree in considering the May Revolution as the turning point that gave birth to the modern nation of Argentina, and that the Revolution was unavoidable in 1810. The main topics of disagreement between Argentine historians are the specific weight of the diverse causes of the May Revolution, who were the leaders of it among the different involved parties, whenever there was popular support for it or not, and whenever the loyalty to the captive Spanish king Ferdinand VII was real or an elaborate masquerade to conceal pro-independence purposes.
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."